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

UNIT 3 DIVERSE CULTURES 内容导航 This unit in the WORKBOOK centers on the theme of diverse cultures, closely following the textbook’s core. It includes various exercises and activities such as reading comprehension, vocabulary and grammar practice, speaking and writing tasks. These activities guide students to explore cultural diversity in different regions, understand the characteristics of various ethnic and regional cultures, master language expressions related to cultural topics, and enhance their ability to communicate and interact across cultures, laying a solid foundation for deepening their understanding of multiculturalism. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabulary and sentence patterns about diverse cultures, and improve skills in listening, speaking, reading and writing to express cultural views accurately. Cultural Awareness: Understand the diversity and uniqueness of world cultures, respect cultural differences, establish a sense of cultural equality, and enhance confidence in their own culture. Thinking Quality: Develop the ability to analyze and compare different cultures, cultivate critical thinking and logical reasoning, and form a comprehensive perspective on cultural phenomena. Learning Ability: Master effective learning strategies for cultural topics, improve autonomous learning and cooperative inquiry abilities, and foster the awareness of lifelong learning. 2. 教学重难点 Key Points: Master the usage of core vocabulary (e.g., fortune, ethnic, admit, earn a living) and phrases (e.g., head to, seek one's fortune, apart from) related to diverse cultures; grasp the usage of ellipsis and subject clauses in grammar; understand the main ideas and cultural connotations of reading materials; and be able to carry out simple oral communication and writing about cultural topics. Difficult Points: Using ellipsis and subject clauses correctly in specific contexts; accurately understanding and expressing the deep cultural connotations behind different cultural phenomena; avoiding cultural prejudices and properly handling cross-cultural communication conflicts. 教学过程 Warming-Up and Lead-In The warming-up session is designed to arouse students’ interest in the theme of diverse cultures and activate their prior knowledge, laying a good foundation for the subsequent teaching. First, the teacher presents a set of pictures and short video clips on the screen, including scenes of Chinatown in San Francisco, traditional festivals of Chinese ethnic minorities, American food such as hamburgers and fortune cookies, and cultural symbols like the Statue of Liberty. These materials are closely related to the content of the WORKBOOK unit, allowing students to intuitively feel the diversity of cultures. After watching the materials, the teacher asks open-ended questions to guide students to discuss: “What can you see in the pictures and videos? Do you know the cultural background behind these scenes? Have you ever experienced or understood other cultures? What do you think of cultural diversity?” The teacher encourages students to speak freely in English, even if they use simple words and sentences. For students who have difficulty expressing themselves, the teacher provides appropriate prompts, such as key words and simple sentence patterns, to help them build confidence. During the discussion, the teacher records the key words and sentences mentioned by students on the blackboard, such as “culture”, “diverse”, “Chinatown”, “ethnic minority”, “food culture”, etc. Then, the teacher summarizes the discussion, points out that the world is composed of various cultures, and each culture has its own unique charm. The theme of this unit is to explore diverse cultures and learn how to communicate and respect different cultures, thus leading to the formal start of the WORKBOOK unit teaching. Vocabulary and Phrase Teaching Vocabulary and phrases are the basis of language learning, and this unit involves a large number of words and phrases related to diverse cultures. The teacher focuses on teaching core vocabulary and phrases to help students master their usage and lay a foundation for subsequent reading, speaking and writing activities. First, the teacher presents the core vocabulary of the unit on the screen, including nouns (fortune, minority, cookie, series), verbs (head, seek, earn, bring, admit), adjectives (diverse, ethnic), and phrases (head to, seek one's fortune, earn a living, bring about, admit sb. to/into, apart from, a series of). For each word and phrase, the teacher explains its meaning, pronunciation and usage in detail, and gives typical examples combined with cultural contexts to help students understand and remember. For example, when teaching the phrase “seek one's fortune”, the teacher explains that it means “to go to a new place to try to achieve success and wealth”, and gives the example: “Many young people go to big cities to seek their fortune.” At the same time, the teacher combines the cultural background of American immigration, explaining that many immigrants went to the United States in the past to seek their fortune, which is closely related to the cultural content of the unit. When teaching “apart from”, the teacher distinguishes its two usages: “except” and “besides”, and gives examples respectively: “Apart from English, he also studies French.” (besides) and “Apart from him, no one knows the secret.” (except), helping students clarify the differences in usage. After explaining the vocabulary and phrases, the teacher organizes interactive exercises to consolidate the learning effect. The first exercise is a fill-in-the-blank exercise, where the teacher provides sentences with blanks, and students choose the appropriate words or phrases to fill in. For example: “He left his hometown at a young age to _______. (seek his fortune)”, “The new policy will _______ great changes in the company. (bring about)”, “We are planning to _______ the park this weekend. (head to)”. The second exercise is a translation exercise, where students translate Chinese sentences into English using the learned words and phrases, such as “一系列的活动让这个节日变得非常有趣。(A series of activities make this festival very interesting.)” and “除了学习，我们还应该多参加户外活动。(Apart from studying, we should also take part in more outdoor activities.)”. During the exercise process, the teacher walks around the classroom, observes students’ performance, and provides timely guidance to students who have made mistakes. After the exercise, the teacher checks the answers together with the students, explains the common mistakes and the reasons for them, and strengthens students’ memory and understanding of vocabulary and phrases. In addition, the teacher encourages students to use these words and phrases to describe their own experiences or cultural phenomena around them, so as to realize the application of knowledge. Grammar Teaching: Ellipsis and Subject Clauses The grammar focus of this unit is ellipsis and subject clauses, which are important grammatical structures in English and also the key and difficult points in teaching. The teacher adopts the method of combining context and practice to help students master the usage of these two grammatical structures. First, the teacher teaches ellipsis. The teacher starts with simple dialogues to let students feel the usage of ellipsis in daily communication. For example, the teacher presents the dialogue: “A: Do you like coffee? B: (I) Like it very much.” Then, the teacher explains that ellipsis is used to avoid repetition, making the sentence more concise. The teacher summarizes the common situations of ellipsis: ellipsis of subject and predicate in dialogues, ellipsis of subject and be verb in adverbial clauses (time, condition, concession), and ellipsis of infinitive content in infinitive structures. For each situation, the teacher gives specific examples and explains them in detail. For example, in adverbial clauses: “While (I was) walking in the street, I met an old friend.” The teacher explains that when the subject of the clause is the same as the subject of the main clause and the clause contains a be verb, the subject and be verb of the clause can be omitted. In infinitive structures: “A: Would you like to come to the party? B: I'd love to (come to the party).” The teacher points out that after verbs such as want, hope, like, love, the infinitive content the same as the above can be omitted, only retaining “to”. After explaining the usage of ellipsis, the teacher organizes rewriting exercises. The teacher provides sentences with redundant parts, and students rewrite them by using ellipsis. For example: “He tried to solve the problem, but he couldn't solve the problem.” → “He tried to solve the problem, but he couldn't.”; “If it is necessary, I will finish the report as soon as it is possible.” → “If necessary, I will finish the report as soon as possible.”. Through practice, students can better master the usage of ellipsis. Next, the teacher teaches subject clauses. The teacher first explains the definition of subject clauses: a clause that acts as the subject of a sentence, usually guided by connectives such as what, whatever, who, whoever, that, whether. The teacher presents typical examples, such as “What he said made me very angry.”, “Whoever comes to the party will receive a gift.”, and explains the function of each connective in detail. The teacher focuses on the difference between “what” and “that” in guiding subject clauses: “what” can act as the subject, object or predicative in the clause, while “that” only plays a guiding role and does not act as any component in the clause. For example, “What he said is true.” (what acts as the object of “said”), “That he will come is certain.” (that only guides the subject clause). In addition, the teacher explains the inversion phenomenon of subject clauses: when the subject clause is relatively long, in order to balance the sentence structure, the form subject “it” is often used, and the subject clause is placed at the end of the sentence, such as “It is certain that he will come.”. After the explanation, the teacher organizes practice activities. The first activity is to complete the sentences by choosing appropriate connectives, such as “_______ we need is more time. (What)”, “_______ he will attend the meeting is not clear. (Whether)”, “It is important _______ we should respect different cultures. (that)”. The second activity is to translate sentences into English using subject clauses, such as “他说的话让我很感动。(What he said moved me deeply.)”, “谁能赢得比赛还不确定。(Who will win the game is not certain.)”. During the practice, the teacher guides students to analyze the structure of the sentence and choose the correct connective, helping students master the usage of subject clauses. Reading Comprehension Teaching The reading part of the WORKBOOK unit includes several passages related to diverse cultures, such as passages about the origins of American food, ethnic minority cultures in China, and travel journals about San Francisco. The purpose of reading teaching is to help students understand the main ideas and cultural connotations of the passages, improve their reading comprehension ability, and master reading skills such as skimming, scanning and detailed reading. First, the teacher introduces the background of the reading passage to help students understand the cultural context of the passage. For example, when teaching the passage about the origins of American food, the teacher briefly introduces the immigration history of the United States, explaining that American food is a fusion of various cultures, which lays a foundation for students to understand the passage. Then, the teacher guides students to carry out skimming practice: students read the passage quickly to grasp the main idea of the passage. After skimming, the teacher asks students to share the main idea they have grasped, and the teacher summarizes and supplements to ensure that students understand the core content of the passage. Next, the teacher guides students to carry out scanning practice: students read the passage again to find specific information according to the questions raised by the teacher. For example, the teacher asks: “What kinds of food are mentioned in the passage? What is the origin of each kind of food?”, “What cultural meanings do these foods carry?”. Students scan the passage to find the answers, and the teacher checks the answers with the students, helping students improve their ability to find specific information quickly. Then, the teacher guides students to carry out detailed reading. Students read the passage carefully, analyze the key sentences and difficult sentences in the passage, and understand the deep cultural connotations behind the passage. For example, in the passage about ethnic minority cultures in China, the teacher guides students to analyze the sentences describing the customs and festivals of ethnic minorities, and asks students: “What do these customs and festivals reflect? How do they show the diversity of Chinese culture?”. Through detailed reading and discussion, students can deeply understand the cultural characteristics of ethnic minorities and enhance their sense of identity and pride in their own culture. During the reading process, the teacher also guides students to master reading skills, such as guessing the meaning of new words according to the context, analyzing the logical relationship between sentences, and summarizing the main idea of each paragraph. For example, when students encounter the new word “ethnic”, the teacher guides them to guess its meaning according to the context “China has 55 ethnic minorities besides the Han nationality.”, helping students master the skill of guessing word meanings. After reading, the teacher organizes discussion activities. The teacher asks students questions related to the passage, such as “What do you think of the fusion of American food culture?”, “How should we protect and inherit the culture of ethnic minorities in China?”, “What can we learn from the diverse cultures in the passage?”. Students discuss in groups, express their own views and opinions, and the teacher participates in the discussion of each group, providing guidance and inspiration. Through discussion, students can deepen their understanding of the passage and cultivate their ability to express their views in English. Speaking Teaching The speaking part of the WORKBOOK unit focuses on training students’ oral communication ability on the theme of diverse cultures, enabling students to express their views and opinions on cultural topics fluently and appropriately, and improve their cross-cultural communication ability. The teacher adopts the method of situational teaching and task-based teaching to carry out speaking activities. First, the teacher sets up a real speaking situation: “Suppose you are a guide, and you need to introduce a cultural scenic spot (such as Chinatown, ethnic minority areas) to foreign tourists. Please prepare a short introduction and introduce it to the class.” The teacher clarifies the requirements of the task: the introduction should include the location, cultural characteristics, representative scenic spots or customs of the scenic spot, and use the vocabulary, phrases and grammar learned in this unit. At the same time, the teacher provides some key words and sentence patterns for students’ reference, such as “be home to”, “a series of”, “apart from”, “what I want to introduce is...”, “it is famous for...”, etc. Then, students prepare in groups of 4-5. Each group chooses a cultural scenic spot, discusses the content of the introduction, and divides the roles: one student acts as the guide, and the other students act as foreign tourists, asking questions about the scenic spot. During the preparation process, the teacher walks around the classroom, observes the preparation situation of each group, and provides timely guidance to students who have difficulty in expression, helping them sort out their ideas and improve their oral expression. After the preparation, each group sends a representative to present their introduction in front of the class. The other students listen carefully, and after the presentation, they can ask questions to the guide, such as “What is the best time to visit this scenic spot?”, “Are there any special customs we need to pay attention to?”. The teacher evaluates the performance of each group, affirming their strengths, pointing out their shortcomings, and putting forward suggestions for improvement, such as improving the fluency of expression, using more diverse sentence patterns, and paying attention to the appropriateness of cross-cultural communication. In addition, the teacher organizes another speaking activity: “Cultural Comparison”. Students are asked to compare the cultural customs of different countries or regions, such as greeting customs, food customs, festival customs, etc. For example, students can compare the greeting customs of Eastern and Western cultures: “In Japanese culture, bowing is a common greeting, and the depth of the bow represents different degrees of respect; in Western cultures, shaking hands is a common greeting, and a firm handshake with eye contact conveys confidence and sincerity.” Students discuss in pairs, and then share their comparison results with the class. Through this activity, students can deepen their understanding of cultural differences and improve their ability to express cultural views in English. Writing Teaching The writing part of the WORKBOOK unit requires students to write a short passage related to diverse cultures, such as an introduction to a cultural phenomenon, a share of cross-cultural experience, or a discussion on the importance of cultural diversity. The purpose of writing teaching is to help students master the writing structure and skills of cultural topics, improve their writing ability, and be able to express their views and opinions clearly and coherently in writing. First, the teacher guides students to analyze the writing requirements and determine the writing theme and structure. The teacher presents the writing task: “Write a short passage about the importance of cultural diversity, with at least 100 words. You should include the performance of cultural diversity, the significance of respecting cultural diversity, and your own views on cultural diversity.” The teacher explains the writing structure: the opening paragraph introduces the concept of cultural diversity and its performance; the body paragraph explains the significance of respecting cultural diversity; the closing paragraph expresses personal views and prospects. Then, the teacher guides students to collect writing materials. The teacher asks students to recall the knowledge learned in this unit, such as the cultural phenomena mentioned in the reading passages, the vocabulary and phrases related to cultural diversity, and the views expressed in the speaking activities. Students can also combine their own life experiences to collect materials, such as the cultural activities they have participated in, the cultural customs they have understood, etc. The teacher helps students sort out the materials and determine the key content to be written. Next, the teacher guides students to draft the outline of the passage. The teacher provides a sample outline for students’ reference: 1. Opening: Cultural diversity is a precious wealth of human society, which is reflected in various aspects such as food, customs, festivals and languages. 2. Body: Respecting cultural diversity helps to promote cross-cultural communication and understanding, avoid cultural conflicts, and enrich human culture. 3. Closing: We should respect and protect cultural diversity, learn from each other’s excellent cultures, and build a harmonious world. After determining the outline, students start to write the first draft. During the writing process, the teacher walks around the classroom, provides guidance to students who have difficulty in writing, such as helping them choose appropriate words and phrases, adjust sentence structures, and avoid grammatical mistakes. The teacher reminds students to use the vocabulary, phrases and grammar learned in this unit, and pay attention to the coherence and logicality of the passage. After students finish writing the first draft, the teacher organizes peer review activities. Students exchange their drafts in pairs, read each other’s passages, and put forward revision suggestions from the aspects of content, structure, vocabulary, grammar and coherence. For example, students can remind each other to add more specific examples to enrich the content, correct grammatical mistakes such as incorrect use of ellipsis and subject clauses, and adjust the logical relationship between sentences. The teacher guides students to carry out peer review effectively, helping them learn from each other and improve their writing ability. Then, students revise their own drafts according to the peer review suggestions. The teacher checks the revised drafts of students, provides targeted guidance and help to students who still have problems, and ensures that each student can complete a qualified passage. Finally, the teacher selects several excellent drafts and shares them with the class, analyzing their advantages, such as clear structure, rich content, accurate use of language, and providing learning examples for other students. Summary and Consolidation At the end of the teaching, the teacher summarizes the content of the entire unit. The teacher reviews the core vocabulary, phrases and grammar points of the unit, emphasizes the key and difficult points, and sorts out the main content of reading, speaking and writing activities. The teacher points out that this unit focuses on the theme of diverse cultures, and through a series of teaching activities, students have not only mastered the relevant language knowledge and skills, but also deepened their understanding of cultural diversity, established a sense of respect for different cultures, and improved their cross-cultural communication ability. To consolidate the learning effect, the teacher assigns appropriate after-class tasks: 1. Review the core vocabulary, phrases and grammar points of the unit, and finish the relevant exercises in the WORKBOOK. 2. Collect information about a foreign culture, write a short introduction (about 80 words), and share it in the next class. 3. Have a conversation with classmates in English about cultural diversity, and record the conversation content. These tasks are designed to help students review and consolidate the knowledge learned in class, and further improve their language ability and cultural awareness. In addition, the teacher encourages students to expand their cultural horizons after class, such as reading English articles about diverse cultures, watching English documentaries, and participating in cross-cultural exchange activities. The teacher reminds students that learning about diverse cultures is a long-term process, and they should always keep an open and inclusive attitude, respect different cultures, and strive to become cross-cultural communicators who can connect different cultures. 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 $