Unit 3 Diverse Cultures-Listening and Speaking 教案-2025-2026学年高中英语人教版必修第三册

Unit 3 Diverse Cultures-Listening and Speaking 内容导航 This section focuses on the origins of American food as the entry point, with listening materials about a radio interview on hamburgers, nachos and other foods, and oral activities about cultural diversity, helping students improve listening and speaking skills while understanding cultural integration. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabulary and sentence patterns related to food and cultural diversity, and improve the ability to capture listening key information and express cultural views orally. Cultural Awareness: Understand the diversity and integration of American food culture, respect cultural differences, and establish an open and inclusive cultural perspective. Thinking Quality: Cultivate logical thinking through analyzing food cultural origins and critical thinking through comparing different cultural characteristics. Learning Ability: Develop autonomous learning and cooperative inquiry skills in listening practice and group discussions. 2. 教学重难点 Key Points: Master core vocabulary such as hamburger, nacho, gumbo and fortune cookie, and sentence patterns for describing food origins; improve the ability to listen for main ideas and details; be able to talk about cultural diversity and food culture in simple English. Difficult Points: Understand the connection between food origins and cultural integration; use correct vocabulary and sentence patterns to express cultural views fluently; adapt to the speed and accent of listening materials and accurately capture key information. 教学过程 Step 1: Lead-in (Warm-up and Activation) The lead-in aims to arouse students' interest in the topic of diverse cultures, activate their existing knowledge reserve, and lay a foundation for the subsequent listening and speaking activities. At the beginning of the class, the teacher will show students pictures of various characteristic foods from different countries and regions, including hamburgers, nachos, dumplings, curry and other common foods. Then, the teacher will ask students to observe the pictures carefully and answer the following questions in English: “What food do you see in the pictures? Do you know where these foods come from? Have you ever eaten them?” After students give their answers freely, the teacher will summarize and guide them to think deeper: “Many foods we often eat seem to belong to a certain country, but their origins may be related to other cultures. For example, hamburgers are closely associated with the United States, but do you know where their recipe comes from? Today, we will explore the origins of American food through listening and speaking activities, and further understand the diversity and integration of cultures.” Next, the teacher will introduce the core vocabulary of this lesson, including hamburger, nacho, gumbo, fortune cookie, recipe, origin, mix, influence and other words. For each word, the teacher will pronounce it clearly, explain its meaning in simple English, and combine it with specific examples to help students understand and remember. For example, when introducing “fortune cookie”, the teacher can say: “A fortune cookie is a crisp hollow cookie containing a piece of paper with a short message on it. It is often served in Chinese restaurants in the United States.” When introducing “gumbo”, the teacher can explain: “Gumbo is a thick seafood soup, a spicy stew that was invented in New Orleans over 200 years ago.” In order to deepen students' memory of vocabulary, the teacher can organize a quick matching activity. The teacher will write the words on the blackboard and list their corresponding descriptions on the other side. Students will be asked to match the words with their descriptions in pairs. After the activity, the teacher will check the answers and correct the pronunciation and understanding errors of students, ensuring that each student can master the core vocabulary and lay a solid foundation for listening and speaking. Step 2: Pre-listening (Preparation and Prediction) The pre-listening stage is designed to help students predict the content of the listening materials, understand the background information, and reduce the difficulty of listening. First, the teacher will introduce the background of the listening material: “Today we will listen to a radio interview. The host and the guest are talking about the origins of American food. They will introduce four kinds of food: hamburgers, nachos, gumbo and fortune cookies. Before listening, let's predict what we will hear.” Then, the teacher will show students four pictures of the four kinds of food mentioned above, and ask students to work in groups of four to discuss the following questions: “Where do you think these four kinds of food come from? Do you think they are invented by Americans? If not, which countries or regions do you think they are related to?” Each group will have a short discussion, and then send a representative to share their group's predictions. The teacher will not comment on the correctness of the predictions at this stage, but encourage students to express their own views, which can stimulate their enthusiasm for listening and make them more focused on the listening materials. After the group discussion, the teacher will briefly introduce the listening tasks: “In the listening material, the host and the guest will talk about the origin of each kind of food. You need to listen carefully and complete two tasks: the first task is to check whether your predictions are correct, and the second task is to capture key information about the origin of each food.” Then, the teacher will remind students of some listening skills: “When listening, pay attention to the key words, such as place names, time, people and events, which can help you quickly capture the key information. At the same time, pay attention to the connection between sentences and understand the main idea of the conversation.” In addition, the teacher will play the pronunciation of some key sentences in the listening material, such as “The recipe for the meat in a hamburger comes from Hamburg in Germany.” “Nachos were invented by a Mexican cook for his American customers.”, and ask students to read after the tape to get familiar with the pronunciation and intonation of the sentences, which can help students better understand the listening material. Step 3: While-listening (Listening Practice and Information Capture) The while-listening stage is the core part of the listening activity, which aims to train students' ability to listen for main ideas and details, and improve their listening comprehension. This stage will be carried out in two rounds of listening to ensure that students can fully capture the information in the listening material. First round of listening: Listen for the main idea. The teacher will play the listening material once, and ask students to focus on the main content of the conversation, and answer the following questions after listening: “What is the main topic of the radio interview? How many kinds of food are mentioned in the interview? What are they?” After students answer the questions, the teacher will check the answers and summarize: “The main topic of the interview is the origins of American food. Four kinds of food are mentioned: hamburgers, nachos, gumbo and fortune cookies.” This step can help students grasp the overall content of the listening material and lay a foundation for capturing details in the next round of listening. Second round of listening: Listen for details. The teacher will play the listening material again, and ask students to complete a detail-filled form. The form includes four columns: Food Name, Origin, Related Culture and Key Information. Students need to fill in the corresponding content according to the listening material. For example, for hamburgers, students need to fill in that the recipe for the meat comes from Hamburg in Germany; for nachos, they need to fill in that they were invented by a Mexican cook for American customers; for gumbo, they need to fill in that it was invented in New Orleans over 200 years ago and mixes French, African, Native American and Spanish cooking; for fortune cookies, they need to fill in that someone in San Francisco put a piece of paper with a fortune inside a Japanese style cookie. During the listening process, the teacher will remind students to take notes quickly, record key information, and not to get stuck on a certain word or sentence. If they miss some information, they can make up for it when listening again. After the second round of listening, the teacher will ask students to exchange their forms with their deskmates and check each other's answers. Then, the teacher will display the correct answers on the blackboard, explain the key points and difficult points in the listening material, and answer the questions raised by students. For example, if students do not understand the sentence “It was invented in New Orleans over 200 years ago and mix French, African, Native American and Spanish cooking.”, the teacher will parse the sentence structure, explain the meaning of each part, and let students read the sentence repeatedly to ensure that they understand. In order to strengthen students' understanding of the listening material, the teacher will play the listening material for the third time, and ask students to follow the tape and read aloud. This can help students familiarize themselves with the pronunciation, intonation and sentence structure of the listening material, and also deepen their memory of the key information. At the same time, the teacher will correct the wrong pronunciation of students and guide them to read with the correct intonation, which can lay a foundation for the subsequent oral expression. Step 4: Post-listening (Consolidation and Extension) The post-listening stage aims to help students consolidate the information obtained from listening, expand their thinking, and connect listening with speaking, laying a foundation for the subsequent speaking activities. This stage includes three parts: information sorting, group discussion and language expansion. First, information sorting. The teacher will ask students to sort out the key information of the listening material independently, and summarize the origin and cultural background of each kind of food in their own words. Then, the teacher will invite several students to share their summaries in front of the class, and comment on their expressions, pointing out the advantages and areas that need improvement. For example, if a student says “Hamburgers come from Germany.”, the teacher will guide the student to express it more accurately: “The recipe for the meat in a hamburger comes from Hamburg in Germany, and it has become a representative food of American culture.” This can help students improve their ability to organize language and express information accurately. Second, group discussion. The teacher will put forward a discussion topic: “From the origins of these four kinds of American food, we can find that American food culture is a mixture of various cultures. What do you think about this cultural integration? Can you give other examples of cultural integration in our daily life?” Students will be divided into groups of 4-5 to discuss the topic. During the discussion, the teacher will walk around the classroom, guide students to use the vocabulary and sentence patterns learned in this lesson to express their views, and help students solve the problems encountered in the discussion. For example, if a student does not know how to express “cultural integration” in English, the teacher will remind them of the word “cultural integration” and give an example sentence: “Cultural integration makes the world more colorful.” After the discussion, each group will send a representative to share their group's views. The teacher will make a summary after all groups have shared, emphasizing that cultural diversity and integration are the characteristics of the world culture, and we should respect different cultures and learn from each other. For example, the teacher can say: “From the discussion, we can see that cultural integration is a common phenomenon in the world. It not only enriches people's life, but also promotes the communication and development between different cultures. We should keep an open mind, respect cultural differences, and learn from the advantages of other cultures.” Third, language expansion. The teacher will introduce some extended vocabulary and sentence patterns related to cultural diversity, such as cosmopolitan, ethnicity, cultural exchange, cultural heritage, “Different cultures have different characteristics.”, “We should respect and understand cultural differences.”, “Cultural exchange can promote mutual understanding between people from different countries.” Then, the teacher will ask students to make sentences with these vocabulary and sentence patterns, and share their sentences in the class. This can help students expand their language reserve and improve their ability to express cultural views. Step 5: Speaking Practice (Expression and Communication) The speaking practice stage is designed to let students apply the vocabulary, sentence patterns and cultural knowledge learned in this lesson to practical communication, improve their oral expression ability and cross-cultural communication ability. This stage includes three activities: pair work, role-play and group presentation. First, pair work. The teacher will ask students to work in pairs to talk about their favorite food, introducing its origin, characteristics and related cultural background. The teacher will give a sample dialogue to guide students: Student A: What's your favorite food? Student B: My favorite food is dumplings. It is a traditional Chinese food. Student A: Do you know the origin of dumplings? Student B: Yes. Dumplings originated in ancient China, and they are often eaten during the Spring Festival. They symbolize good luck and reunion. Student A: That's interesting. I also like dumplings. They are very delicious. During the pair work, the teacher will walk around the classroom, observe the communication between students, and provide help in time. For example, if students have difficulty expressing, the teacher will remind them of the relevant vocabulary and sentence patterns; if students make grammatical mistakes, the teacher will correct them patiently. After the pair work, the teacher will invite several pairs to perform their dialogues in front of the class, and comment on their performance, affirming their advantages and putting forward suggestions for improvement. Second, role-play. The teacher will set up a scenario: “Suppose you are a radio host and a guest. The host interviews the guest about the origins of a certain kind of food (such as pizza, curry, dumplings, etc.). You need to design a dialogue according to the listening material you just heard, and use the vocabulary and sentence patterns learned in this lesson.” Students will be divided into groups of two, one as the host and the other as the guest, to design and perform the dialogue. The teacher will give some tips: the host can ask questions such as “Where does this food come from?”, “What is its origin?”, “Is it related to other cultures?”; the guest can answer the questions in detail, introducing the origin and cultural background of the food. Before the performance, students will have 5-10 minutes to prepare their dialogues. During the preparation, the teacher will guide students to design reasonable dialogues, pay attention to the fluency and accuracy of the language, and use the key vocabulary and sentence patterns. After the preparation, each group will take turns to perform their dialogues. The teacher will evaluate their performance from the aspects of language accuracy, fluency, scenario adaptation and cultural expression, and encourage students to boldly express themselves. For example, if a group's dialogue is fluent and uses a lot of learned vocabulary and sentence patterns, the teacher will praise them: “Your dialogue is very good. You use the vocabulary and sentence patterns learned in this lesson correctly, and the content is rich and in line with the scenario.” Third, group presentation. The teacher will ask students to work in groups of 4-5 to prepare a short presentation about “Cultural Diversity in Food”. Each group can choose a country or region, introduce its characteristic food, and explain the connection between the food and its cultural background. The presentation should include the origin of the food, its characteristics, and the cultural connotation it represents. Students can use pictures, videos and other materials to make their presentations more vivid and interesting. During the preparation, the teacher will guide students to collect information, organize language, and design the structure of the presentation. For example, the teacher can suggest that the presentation include three parts: introduction of the country/region, introduction of the characteristic food, and the connection between food and culture. After the preparation, each group will send a representative to give the presentation in front of the class. The other students will listen carefully and ask questions after the presentation. The teacher will make a summary and evaluation, affirming the efforts of each group and putting forward suggestions for improvement. This activity can not only improve students' oral expression ability, but also cultivate their cooperative inquiry ability and ability to collect and organize information. Step 6: Summary and Homework Summary: The teacher will summarize the content of this lesson, reviewing the core vocabulary, sentence patterns and key points of listening and speaking. The teacher will emphasize that this lesson takes the origin of American food as the entry point, leading students to understand the diversity and integration of cultures, and improving their listening and speaking skills. At the same time, the teacher will remind students that cultural diversity is a precious wealth of human beings, and we should respect and understand different cultures, and actively promote cultural exchange and integration. Homework: 1. Listen to the listening material again after class, and read the script aloud for at least 5 times, so as to be familiar with the pronunciation and intonation of the material. 2. Write a short passage (about 80-100 words) about your favorite food, introducing its origin, characteristics and related cultural background, using the vocabulary and sentence patterns learned in this lesson. 3. Work with your deskmate to design a dialogue about cultural diversity, and practice it repeatedly. 4. Collect information about one kind of food from other countries, and prepare a 2-minute oral presentation for the next class. The homework is designed to consolidate the knowledge and skills learned in this lesson, connect classroom learning with after-class practice, and further improve students' listening and speaking ability and cultural awareness. 1 / 1 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 $