Unit 3 Diverse Cultures-Listening and Talking 教案-2024-2025学年高中英语人教版（2019）必修第三册

Unit 3 Diverse Cultures-Listening and Talking 教学设计 教学目标 Listening: Identify cultural customs and values from dialogues about festivals, food, or etiquette. Speaking: Discuss personal experiences of cultural diversity, using phrases like "In my culture..." or "It’s different from...". Cultural Awareness: Recognize similarities and differences between cultures, fostering respect for diversity. Learning Strategy: Take notes on key cultural details while listening to support oral communication. 重难点 Key: Understanding cultural references in dialogues; expressing cultural perspectives clearly. Difficult: Comparing cultures without stereotypes; using appropriate tones when discussing sensitive cultural topics. 教学环节 学习活动 新课教学 Teacher: Good morning, class! Today, we are going to explore the fascinating world of diverse cultures through our listening and talking activities. First, let's start with a little warm - up. Take a look at these pictures on the screen. （Shows pictures of different cultural scenes, such as a Chinese New Year celebration, a Mexican fiesta, and an African traditional dance.） Can anyone tell me what comes to your mind when you see these pictures? Student 1: I think of different traditions and festivals from around the world. Teacher: Excellent! That's exactly right. The world is full of diverse cultures, each with its own unique traditions, art, music, and of course, food. Speaking of food, today we are going to focus on how culture influences the food we eat, especially in America. Let's listen to an interview where our guest, Steve Fox, will talk about this very topic. Listen carefully and try to catch the main ideas. （Plays the interview recording） Interviewer: Today our guest is Steve Fox. He's here to talk about cultural influences on American food. Welcome, Steve! Steve: Thank you. It's great to be here. Interviewer: When it comes to American food, some say no food was ever invented in America. What do you think? Steve: Hmm... That's not really true. For example, some say the hamburger comes from Hamburg in Germany, but they're wrong. The recipe for the meat in a hamburger may have come from Germany, but the final hamburger we know today was definitely created by Americans. Interviewer: You mean there was a mixing of cultures? Food from overseas changed when it arrived in the States. Steve: Right. And there are many more examples of mixed - culture dishes. Like nachos, for example. Interviewer: Oh, I just love nachos! Mexican corn chips covered in cheese! Steve: Yes, they're delicious, but they're not traditional Mexican food. The recipe was actually invented by a Mexican cook for his American customers. Then there are fortune cookies... Interviewer: What do you mean? Steve: They're not Chinese. Interviewer: You're kidding! But every Chinese restaurant in America has them! Steve: Yes, but they're unknown in China. About 100 years ago, someone in San Francisco put a piece of paper with a fortune on it inside a Japanese - style cookie, and the fortune cookie was born! Interviewer: Wow! So they're like a mix of the Chinese, American, and Japanese cultures. Steve: You got it. And then we have gumbo, the spicy stew. It was invented in New Orleans over 200 years ago, and mixes French, African, Native American, and Spanish cooking. Interviewer: So it's the food of many different cultures, all in one dish? Steve: Exactly. American cooking often mixes things from around the world to make something completely new. Teacher: Okay, class. Now that we've listened to the interview, let's discuss. Who can tell me one example of a food that shows cultural mixing in America? Student 2: Nachos. The teacher said it was invented by a Mexican cook for American customers, so it's a mix of Mexican and American cultures. Teacher: Very good. Can you explain a bit more about why nachos are considered a mixed - culture dish? Student 2: Well, it uses Mexican corn chips, which is a traditional Mexican ingredient. But the way it's served, with cheese on top, might be more of an American addition. And it was created for American customers, so it combines elements of both cultures. Teacher: Excellent analysis. Now, let's look at some statements related to the interview. I'll read them out, and you tell me if they are true or false. Statement 1: The hamburger was originally from Germany. Student 3: False. Steve said the recipe for the meat might be from Germany, but the final hamburger we know today was created by Americans. Teacher: Correct. Statement 2: Nachos are a traditional Mexican food. Student 4: False. The interview said a Mexican cook invented the recipe for American customers, so it's not a traditional Mexican dish. Teacher: Right again. Statement 3: Fortune cookies are from China. Student 5: False. They were created in San Francisco by putting a fortune in a Japanese - style cookie, so they're a mix of Chinese, American, and Japanese cultures, not originally from China. Teacher: Great job, everyone. Now, let's dig a little deeper. Why do you think American food has so many examples of cultural mixing? Student 6: Maybe because America is a big country with people from all over the world moving there. So they bring their own food traditions, and over time, these traditions mix with American ones. Teacher: That's a very insightful answer. America is known as a melting pot of cultures, and this is clearly reflected in its food. Now, let's turn our attention to another aspect of diverse cultures - the ethnic cultures in China. China is a vast country with 56 ethnic groups, each having its own rich culture. We are going to listen to a conversation between two friends, Justin and Wu Yue, who are exploring some of these ethnic cultures in Guizhou province. Before we listen, take a look at these pictures. （Shows pictures of Miao and Dong ethnic group people, their traditional costumes, and musical instruments.） Can you make any guesses about what we might hear in the conversation? Student 7: Maybe they'll talk about the traditional clothes and musical instruments of these ethnic groups. Teacher: That's a good guess. Let's listen and find out. （Plays the first part of the conversation recording） Justin: Hey, Wu Yue, do you know what kind of instrument these Miao performers are playing? Wu Yue: Yes, it's called a lusheng, my favourite musical instrument. Justin: It sounds beautiful. Is it made of bamboo? Wu Yue: Yes. Can you guess when it was invented? Justin: Um... five hundred years ago? I can't tell. I know China has a very long history. Wu Yue: That's a good guess, but the lusheng actually has a history of over 3,000 years. It's even mentioned in the oldest collection of Chinese poetry. Justin: Wow, such a long time ago. There must be many beautiful songs. Wu Yue: Yes, indeed, and they all make me proud. You know, I'm a Miao, too, and I'm really proud of our culture. Look, the performers are performing the lusheng dance. （Music.） Justin: This is great! And I really like the silver accessories that the girls are wearing. What are they? Wu Yue: Oh, they're traditional hand - made accessories. I can help you buy some as souvenirs if you like. Justin: Great, thanks! I hope they're not too expensive. Wu Yue: Oh, well, it'll depend on the percentage of silver. Teacher: Alright, class. What did we learn from this part of the conversation? Student 8: We learned about the lusheng, which is a musical instrument of the Miao ethnic group. It's made of bamboo and has a history of over 3,000 years. Teacher: Correct. What else? Student 9: The Miao people are proud of their culture, and they have a beautiful dance called the lusheng dance. Also, the girls wear traditional hand - made silver accessories. Teacher: Excellent. Now, let's listen to the second part of the conversation. （Plays the second part of the conversation recording） Justin: Great, now I have my souvenirs. So where are we going next, Wu Yue? Wu Yue: I'm taking you to Zhaoxing, a pretty Dong village. It's considered one of China's most beautiful villages. Justin: Great, I can't wait. There must be a lot to see. Wu Yue: There is. First, I'll take you to see the beautiful drum towers, and then the wind and rain bridges. The Dong play the lusheng, too. Perhaps you'll see them perform the Grand Song of the Dong People. Believe me, you'll love it. Justin: Wow, I'm really looking forward to it now. Teacher: So, what are some of the things we can expect to see in Zhaoxing, the Dong village? Student 10: We can see the drum towers and the wind and rain bridges. Also, the Dong people play the lusheng and perform the Grand Song of the Dong People. Teacher: Exactly. Now, let's have a group discussion. I want you to work in groups of four. One person will be Justin, and the others will be his friends. Justin, you need to tell your friends about your trip to Guizhou. Your friends, ask Justin questions about his trip and experiences. You can use the expressions we've learned today. For example, “What was that like?” “Tell me about it!” “You're kidding!” etc. You have 10 minutes to prepare and then we'll have some groups share their conversations with the class. （Students start working in groups. After 10 minutes） Teacher: Okay, let's have the first group come up and share their conversation. Group 1 - Justin: So, I went to this amazing place in Guizhou. I saw these Miao people playing this really cool instrument called the lusheng. Group 1 - Friend 1: What was that like? Group 1 - Justin: It was so beautiful! The sound was like nothing I've ever heard before. And you know what? It's made of bamboo and is over 3,000 years old. Group 1 - Friend 2: You're kidding! That's so old. What else did you see? Group 1 - Justin: I saw the girls wearing these beautiful silver accessories. I even bought some as souvenirs. Group 1 - Friend 3: Were they expensive? Group 1 - Justin: Well, it depends on the percentage of silver. Mine weren't too bad. And then we went to a Dong village called Zhaoxing. Group 1 - Friend 1: What was in Zhaoxing? Group 1 - Justin: There were these really cool drum towers and wind and rain bridges. And the Dong people there also play the lusheng and they have this amazing Grand Song. Teacher: Great job, Group 1. You really used the language we learned well. Now, let's think about this. Why is it important to learn about different cultures, whether it's the diverse cultures in America or the ethnic cultures in China? Student 11: It helps us understand people better. If we know about their culture, we can communicate with them more easily and respect their differences. Teacher: That's a wonderful point. Learning about different cultures broadens our horizons, enriches our knowledge, and promotes understanding and respect among people from different backgrounds. So, today we've explored how culture influences food in America and also learned about some of the ethnic cultures in China. For homework, I want you to write a short paragraph about a cultural experience you've had or a cultural dish you've tried. You can use the knowledge and vocabulary we've learned today. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$