Unit 3 Diverse Cultures Project & Video Time 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 Period 8 Teaching and learning contents: Video Time + Project Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Watch and comprehend the video to get more detailed information about Queens and express ideas about diverse cultures; 2) Read and learn what a travel brochure includes and make a travel brochure suitable to the demands. Teaching and learning important points: 1) Viewing comprehension and learning about Queens and diverse cultures; 2) Making a travel brochure suitable to the demands. Teaching and learning difficult points: 1) Viewing comprehension and learning about Queens and diverse cultures; 2) Making a travel brochure suitable to the demands. Teaching and learning procedure: Step 1 Review Activity 1 Review Check the answers to the exercises in in the reference book. Step 2 Video Time: World’s biggest melting pot—Queens Activity 2 Pre-viewing 1. Lead in the topic by giving a brief introduction to Queens with the help of a map and description. Queens is a neighbourhood in the city of New York. Queens is the largest in area and the second most populous of the five boroughs of New York City. It claims to be one of the most diverse places in the world. With almost half of the population born in another country, it is a great example of a melting pot. 2. Match each word or phrase with the correct definition. If necessary, use a dictionary. 4) ethnicity—the fact of belonging to a particular race (种族渊源) 7) random—without a set plan or pattern (随机的，随意的) 1) global village—used to describe a world where everything is connected 3) resident—someone who lives in a place 8) melting pot— accepting and including people from different cultures 2) multiculturalism a place where people of different backgrounds live together (多元文化主义) 5) cherish— treat with care and love (珍爱) 6) Hispanic—a person whose first language is Spanish, especially one from Latin America living in the US (西班牙的；西班牙语国家（尤指拉丁美洲）的) Activity 3 While-viewing 1. Watch the video and complete the sentences with the correct words, and then check the answers. (Remind the students to focus on numbers.) 1) The residents of Queens come from 100 different nations. 2) Almost 150 different languages are spoken in Queens. 3) A family of one woman who was interviewed has been Puerto Rican for more than five generations. 4) A 2001 study measured diversity based on how likely it is for two randomly selected people to have different backgrounds. 5) This survey can prove that Queens is the most diverse place in the US. 2. Watch the video again to understand it better. 3. Reconstruct the text by summarizing the main content of the video. Activity 4 Post-viewing Work in groups. Discuss the questions. 1) Do you think it would be easy to live in Queens if you were an immigrant? Why or why not? Suggested answer: Compared to many other places, it should be fairly easy to live in Queens if I were an immigrant, simply because so many of the people living there are immigrants. It would be easy to fit in and get along with people, and meet other people from my country. 2) Do you think China is a diverse country? Why or why not? Suggested answer: I think China is a diverse country. China has a vast territory with more than fifty minority groups, each has their unique customs and traditions. Step 3 Project: Creating a travel brochure Activity 5 Creating a travel brochure 1. Read and analyse the main parts of the travel brochure on P35, and answer the following questions. 1) What elements should a travel brochure include? Title, subtitle, attractions, activities, pictures, introduction to the pictures, price, duration, contact information and so on. 2) What are some features of a travel brochure? Provide useful and clear information. Sentences of a travel brochure should be concise and brief. Pictures should be typical and attractive. A travel brochure may have several pages with a list on the front page. 2. Introduce the steps of creating a travel brochure. Create a preliminary outline. 创建初步大纲 Use specialized fonts and lettering. 使用专用字体和字母 Write a captivating title. 编写迷人的标题 Hook your readers with the opening sentence. 用开场白钩住读者 Write each of your sections. 编写每个部分 Copy and edit testimonials. 模仿并编辑推荐词 3. Imagine you are working in a Chinese travel agency and you are supposed to create a travel brochure for foreign travellers so that they can experience diverse cultures in China. Consider the following questions before designing a travel brochure. 1. What is the purpose of your travel brochure? 2. Who are your potential readers? 3. How many parts will your travel brochure contain? 4. Which pictures will you choose? 5. How can you find the information you need in your travel brochure? 1. How long will the travellers stay in China? 2. What kind of activities will they be interested in? 3. Which provinces or cities should be introduced? What cultures are these places famous for? 4. What attractions do these places have? 4. Read a sample travel brochure to learn how to create on to create a travel brochure for foreign travellers so that they can experience diverse cultures in China. A sample: New Cultures, New Experiences! Welcome to China, one of the most culturally diverse countries in the world! Here, you can visit historical attractions and learn more about the cultural traditions of different ethnic minority groups. Mongol Visit Hohhot in Inner Mongolia Autonomous Region, and take part in the Naadam Festival. Naadam is a gathering of Mongolian people where they celebrate their culture. Manchu Explore the Imperial Palace in Shenyang, and see how the early Qing Dynasty emperors lived. Dong Learn about the Dong culture by travelling to Zhaoxing in Guizhou. The village itself is an architectural wonder, but you can also meet and communicate with the Dong people. 4. Search online for more information and then edit/write out your e-travel brochure. 5. Present your travel brochure to the class. Then vote on which trip your class would like to take. Step 4 Evaluation and summary Activity 6 Self-evaluation Guide the students to reflect on and evaluate their learning of this period by answering the following questions. 1. How is your viewing comprehension? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your performance in the project? (Good/Fairly good/Moderate/Just so so/Poor) 3. What will you do to consolidate what you have learned in this unit? Activity 7 Summary Summarize the main contents of this period briefly and encourage the students to know more about culture diversity and learn to understand and appreciate different cultures. Homework： 1. Complete the travel brochure. 2. Revise this unit and complete the exercises in RB. 3. Complete the mind map of this unit to summarize and consolidate what has been learned in this unit. 4. Complete the Unit Test in EW. 1 学科网（北京）股份有限公司 $$