Unit 3 Diverse Cultures Listening and Speaking & Pronunciation 教学设计-2024-2025学年高一英语人教版（2019）必修第三册

Teaching and Learning Design Book3 Unit3 Diverse Cultures 教学设计 单元教学核心素养目标与要求： 核心素养 教学目标与要求 语言 能力 主题：文化的多样性 语音：复习并掌握长句中意群划分的原则，能够在朗读长句或口头表达时合理运用停顿技巧。 词汇：能正确使用下列单词和词块。 单词：diverse, cheese, admit, definitely, occur, downtown, mission, district, comic, afterwards, seek, earn, select, china, jazz, bar, diagram, journal, claim, series, minority, escape, Atlantic, financial, poetry, jeans, boot, mushroom, poison, fold, super, collection, percentage, climate, mild, settle, construction, material, suit, item, contain, neat, 词块：fortune cookie, head to, seek one’s fortune, earn a living, series of, apart from, bring about, to name but a few, (at) first hand 语法：能够理解英语中省略的用法，并在适当的语境中正确运用省略。 语篇：1. 阅读旅行日记，了解旧金山的城市风貌、文化特色，以及加利福尼亚州的历史体会多元文化对美国的影响。2. 阅读旧金山中国城的旅游宣传简介，掌握这类文章的文本结构、内容要点以及语言风格等。 表达：1. 能够在会话中合理运用交流技巧，表达出对所谈事物的关注和兴趣，深化互动交流，提升交际效果。2. 能够写一篇短文，全面、准确、有条理地介绍自己居住的城市或小镇，包括当地的文化特色。 学习能力 1. 能够使用基本的速记方法，如缩写、简写、符号等，有选择地记录听力信息。 2. 能够利用结构图梳理文本信息，分析语篇脉络结构，提升语篇分析意识和能力。 文化意识 1. 了解多元文化现象，理解美国多元文化形成的根源和社会背景，拓宽国际视野提升文化理解和鉴别能力。 2. 理解中国文化的多样性，学习并了解我国少数民族文化，坚定文化自信，拥护民族团结，增强中华民族自豪感。 思维品质 梳理语篇逻辑，使用结构图整理文本信息，培养提取、筛选、概括和分析信息的能力，发展逻辑思维能力和创新思维能力;从多元文化视角观察和认识世界，学会探究和分析多元文化现象及其历史渊源，正确解读不同文化的价值观，培养批判性思维能力。 单元教学课时规划： 课时安排 教学内容 课时1 Opening Page (看读说语篇1) + Listening and Speaking (听说语篇2) + Pronunciation 课时2 Reading and Thinking—Reading comprehension (阅读语篇3) 课时3 Reading and Thinking—Language focus (阅读语篇3) [实际需要2课时完成] 课时4 Discovering Useful Structure(综合运用语篇4) [实际需要2课时完成] 课时5 Listening and Talking (听说语篇5) 课时6 Reading for Writing (阅读语篇6+写作语篇7) 课时7 Writing presentation and evaluation + Language items learning + Assessing Your Progress 课时8 Project (综合运用语篇8) + Video Time (视听说语篇9) Period 1 Teaching and learning contents: Opening Page + Listening and Speaking + Pronunciation Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Know about Chinatown and learning objectives of this unit; 2) Listen to an interview about the origins of American food for detailed information and learn to take notes while listening; 3) Talk about what special dish(es) to take when you are invited to a potluck dinner at an American friend’s house; 4) Find the pauses correctly when reading a passage. Teaching and learning important points: 1) Listening comprehension for detailed information and taking notes while listening; 2) Learning about American food and talking about American potluck dinner etiquette. Teaching and learning difficult points: 1) Listening comprehension for detailed information and taking notes while listening; 2) Learning about American food and talking about American potluck dinner etiquette. Teaching and learning procedure: Step 1 Warming up (Opening Page) Activity 1 Leading-in 1. Lead in the teaching topic by looking at the picture on the opening page and discussing the two questions. 1) Where do you think this photo was taken? 2) What can you see in the photo? How would you describe it? Suggested answers: 1) The photo was probably taken in the US because a sign says “California”. Many of the signs and decorations look Chinese, so it’s probably a Chinatown. 2) I can see some restaurants and stores. The signs are in Chinese and English. There is a lamp post decorated with dragons, and also lots of red lanterns. It seems like the photo was taken at night on a busy street in Chinatown. 2. Introduce the back ground information about Chinatown in San Francisco, California and watch the short video about it. 1) Introduce the background information about the picture of Chinatown in California. The photo is down Grant Avenue in San Francisco, the USA, which is the heart of Chinatown. Grant Avenue is one of the oldest and most important streets in Chinatown. The intersection of the Grant Avenue and Bush Street, several blocks south of here, is the location of the famous Dragon Gate, which is considered the main entrance to Chinatown. The photo clearly shows the multicultural aspects of Chinatown, in that while the buildings are all typical of those built in cities in the USA in the early 1900s, the businesses, lanterns, and lamp posts are typical of what one may find in south China. Chinatown is a district within a larger city which hosts a significant Chinese population. Many major cities around the world have a Chinatown, including New York, London, and San Francisco. These areas tend to have largely Chinese-focused stores, signs, and services, which makes some of them popular tourist destinations for those hoping to experience another culture. 2) Watch the short video about Chinatown. 3. Introduce the theme of this unit—Diverse Cultures and talk about the quote. 1) diverse cultures 多元不同的文化 diverse adj. 各种各样的, 不同的very different from each other, varied or different diversity n. 多样性 多元化；差异, 不同 e.g. Shanghai is a culturally diverse city. 上海是一个文化多元化的城市。 Does the project reflect the ethnic and cultural diversity of the country? 这个项目能反映这个国家民族和文化的多样性吗？ 2) The quote: The beauty of the world lies in the diversity of its people. —Unknown English meaning: While the world may be full of natural beauty, ultimately its beauty is in the different kinds of people that inhabit it and their cultures. Chinese meaning: 世界之美在于其人民的多样性。 4. Introduce the learning objectives of this unit at the bottom of the opening page and make the students have a general idea of what they are going to learn in this unit. (Get the students to read the comprehensive learning objectives at the bottom of the page.) 5. Introduce the learning objectives of this period. Step 2 Listening Activity 2 Pre-listening 1. Talk about American food. When talking about American food, what will you think of? or What do you think Americans usually eat for dinner? (To notes) 2. Look at the photos of American food and match them with their names and descriptions. And then guess which countries’ cuisine influenced the foods’ invention. A. nachos—small pieces of thin crisp chips served with beans, cheese, spices, etc. B. fortune cookie—a crisp hollow cookie containing a piece of paper with a short message on it C. gumbo—a thick seafood soup, a spicy stew D. hamburger—a sandwich containing cooked meat and some other vegetables in a bread roll Activity 3 While-listening (Listening comprehension and text reconstruction) 1. Listen to a radio interview about American food once or twice and check whether your answers to Activity 1 are correct and decide whether the statements in Activity 2 are true ( T ) or false ( F ). Answers: 1) D B C A 2) F F T T T 2. Listen to the interview again and complete the notes, and then check the answers. 1) Learn how to take notes while listening. When taking notes, just write down the key words, such as names, dates, and numbers. They will help you remember things later on. To save time and space, omit all articles (a, an, the) and use abbreviations. For example, use “N.O.” for New Orleans, “bc” for because, “yrs” for years, “+” for and, and so on. 2) Go through the notes and learn a few new words. New words: chip n.炸薯条，炸薯片；芯片；碎片 cheese n. 奶酪，干酪 spicy adj. 辛辣的；加有香料的，香的；有刺激性的 spice n. 香料，调味品；香气，香味；趣味，情趣 stew n. 炖煮的菜肴；烦恼，焦虑 vt.& vi. 炖，煨；闷热；担忧 3) Listen to the interview, complete the notes and then check the answers. Names of food Notes Hamburger mix of German + American cultures Nachos Mexican corn chips covered in cheese made by Mexican cook for American customers Fortune cookies invented in San Francisco about 100 yrs ago a piece of paper with fortune on it inside cookie Gumbo spicy stew invented in N.O. about 200 yrs ago mixes French, African, Native American + Spanish cooking 3. Reconstruct the text by retelling or summarizing the main content of the conversation with the help of above notes. Step 3 Speaking Activity 4 Speaking 1. Have a discussion. Imagine you are invited to a potluck dinner at an American friend’s house. Work in pairs and discuss what special dish(es) you will take. The following questions may help you. A potluck dinner is a meal to which each guest brings a dish of food prepared by the person, to be shared among the group. 1) What food / snack from which area / ethnic group will you bring? 2) How is the food prepared and what is it made of? 3) How is this food special? 2. Read the sample dialogue as inspiration. Sample dialogue: A: What should I bring to the potluck dinner this weekend? B: Why don't you make a dish from your home province? A: You mean a Hunan dish? B: Yeah, why not? I bet they'd love it! A: Well, I guess I could make Hunan Steamed Fish Head with Diced Hot Red Peppers. It's delicious and really colourful. B: Really? You can make that dish? How do you make it? A: Easy! Slice open a fish head and cover it with a chilli and bean sauce. Then just steam it for 10 minutes. B: Sounds so easy! You could make about it at your friend's house. That way it'll be fresh. A: Great idea! I'll ask my friend. Think about what you would do if you were ever faced with the same situation as the girl. Work in pairs to make up a dialogue or prepare a presentation. Then share your thoughts with your group, and explain the reasons for your choice. Try to use the following useful expressions. 3. Free talk. Make a dialogue to share ideas. And show the dialogue or give a presentation to the class if time permits. Step 4 Pronunciation Activity 5 Pronunciation practice: Understanding and practicing the use of pauses in speaking 1. Introduce sense group and pause in speaking. 意群(sense group) 意群指句子可以按照意思和语法结构分为若干部分，每一部分就称为一个意群。同一意群中的词与词之间关系紧密，不能随意拆分，否则就会引起误解。英语语法规定，根据阅读或讲话句子长短情况，可按意群进行停顿(pause)。在同一意群的各个词之间不能停顿，而应一口气读完，以便整体意思不致中断，使人能完整地理解讲话人的意图和目的。当一个意群在语法上和下一个意群不是很紧密联系的时候，就可以有个稍稍的停顿了。这个稍稍的停顿通常用单竖线“|”标记，比较长的停顿则用双竖线“||”标记。 2. Listen to the passage about Native Americans. Mark the pauses you hear. And then check the answer. 3. Practice reading the passage with right pauses. Step 5 Evaluation and summary Activity 6 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. What have you learned? (Words, text organization) 2. How is your listening comprehension? (Good/Fairly good/Moderate/Just so so/Poor) 3. How is your speaking? (Good/Fairly good/Moderate/Just so so/Poor) 4. What will you do to improve your learning? Activity 7 Summary (The teacher) Summarize the main contents of this period. Homework： 1. Preview the new words and expressions in Reading and Thinking part. 2. Complete the exercises in reference book. Notes: 以下是一些常见的美国食物： 1. 早餐类食物(Breakfast) Pancakes煎饼；Bacon and eggs培根和鸡蛋；Omelette煎蛋饼；French toast法式吐司；Cereal谷类食品，如麦片。 2. 快餐类食物(Fast food)：Burger汉堡；Pizza披萨；Hot dog热狗；French fries薯条；Fried chicken炸鸡。 3. 主食类食物(Main dishes)：Steak牛排；BBQ ribs烤排骨；Fried rice炒饭Spaghetti意大利面； Roast turkey烤火鸡。 4. 甜点类食物 (Desserts)：Ice cream冰淇淋；Apple pie苹果派；Chocolate cake巧克力蛋糕；Cupcake纸杯蛋糕；Donut甜甜圈。 5. 饮料类食(Beverages)：Coffee咖啡；Tea茶；Coca-Cola可口可乐；Orange juice橙汁；Milkshake奶昔。 1 学科网（北京）股份有限公司 $$