新人教版必修三《Unit 3 Diverse Cultures》单元教案附导学案1.docx
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新人教版必修三《Unit 3 Diverse Cultures》单元教案附导学案1.docx
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新人教版必修三《Unit3DiverseCultures》单元教案附导学案1
Unit3DiverseCultures
ListeningandSpeaking&ListenandTalking
TeachingAims
1.StudentscanknowAmericandiversecultures,especiallyeatingandintroduceChineseethnicminority.
2.Studentstrytolearntorecordkeyinformationbytakingnotes.
3.StudentscanintroduceakindofspecialChinesefoodordishanditscookingmethod.
4.Studentscanexpresstheirinterestandattentionproperlyduringtheconversations.
ImportantPointsandDifficultPoints
1.Studentstrytolearntorecordkeyinformationbytakingnotes.
2.StudentscanintroduceakindofspecialChinesefoodordishanditscookingmethod.
3.Studentscanexpresstheirinterestandattentionproperlyduringtheconversations.
TeachingProcedures
PartAListeningandSpeaking—TalkabouttheoriginsofAmericanfood
Step1Leadin—Smalltalk
Readthesentenceandthenanswerthequestion:
Whatdoesitmean?
Thebeautyoftheworldliesinthediversityofitspeople.—Unknown
TheChinesemeaning:
世界之美源自人之多样性。
Thediversityofitspeoplereflectson:
languages,races,religions,traditions,eating,clothesandsoon,whichmakediversityoftheworld.
Step2Before-listening
LookatthephotosofAmericanfoodinActivity1andmatchthemwiththeirnames.Thenguesswhichcountries’cuisineinfluencedthefood’sinvention.HavetheSssharetheirviews.
Step3While-listening—Task1
ListentoaradiointerviewaboutAmericanfoodandcheckwhetheryouranswerstoActivity1arecorrect.
Step4While-listening—Task2
Listentotheinterviewagainanddecidewhetherthestatementsaretrue(T)orfalse(F)inActivity3.Thenchecktheanswersinclass.
Step5While-listening—Task3
Listentotheinterviewagainandcompletethenotesbelow.Payattentionto“Takenotes”.
ThenchecktheanswerswiththeSs.
Step6Post-listening—Speaking
ImagineyouareinvitedtoapotluckdinneratanAmericanfriend’shouse.Workinpairsanddiscusswhatspecialdish(es)youwilltake.Thefollowingquestionsmayhelpyou.
1.Whatfood/snackfromwhicharea/ethnicgroupwillyoubring?
2.Howisthefoodpreparedandwhatisitmadeof?
3.Howisthefoodspecial?
Step7Pronunciation—Makethepause
1.意群:
一个句子可以按照意义和语法结构分成几个部分,一个部分称为一个意群。
意群划分意群的基本规则
(1)冠词和名词Thereis/acoat.
(2)形容词和名词It’smy/newdress.
(3)助动词和实义动词He/willcome/nextMonday.
(4)系动词和表语Tom/is/lookshappy.
(5)介词和它的宾语Hedoesn’twork/onSaturday.
(6)动词不定式Itishard/tobeadoctor.
(7)副词和动词、形容词和副词Aweekpassed/veryquickly.
(8)分词短语Heis/holdingabook.
(9)主语、动词和宾语Marytoldme/asecret.
(10)关系词与从句、连词及后面部分Wesweat/whenitishot.
可以用“/”符号表示。
2.气群:
凡是一口气能说完或者读完的一个句子,或句子的一大部分,称为一个气群。
一个气群一般包括若干个意群,说话或者朗读时气长的人可念完一个很长的句子而不停顿,但最短的气群不得少于一个意群。
气群用“//”表示。
a.BothmybrotherandI/arefondoftennis.//
b.Hewascheered/bythelargecrowd/whichassembledatthestation.//
Step8Pronunciation—Exercise
1.ListentothepassageaboutNativeAmericans.Markthepausesthatyouhear.Thefirstsentencehasbeendoneforyou.
Noonereallyknowexactly/whenthefirstpeoplearrived/inwhatwenowknowasCalifornia.//Itislikely/thatNativeAmericansmovedtoCalifornia/atleastfifteenthousandyearsago.//Scientistsbelieve/thatthesesettlerscrossedtheBeringStrait/byalandbridge/whichexistedinprehistorictimes.//Inthe16thcentury,/thenativepeoplesufferedgreatly/aftertheEuropeans.//Thousandsofthemwerekilled/orforcedintoslavery.//Inaddition,/manydiedfromthediseases/broughtbytheEuropeans.//However,/somesurvivedtheseterribletimes,/andtodaytherearemoreNativeAmericanlivinginCalifornia/thaninanyotherstateofAmerica.
2.Listenagainandrepeat.
PartBListeningandTalking—TalkaboutethnicculturesinChina
Step1Before-listening
LookatthepicturesinActivity1andguesswhatethnicminoritygroupsmightbetalkedabout.Discussingroupsandthenshareinclass.
Step2While-listening
JustinmetanewfriendwhiletravelinginGuizhou.ListentotheirconversationandcompletethesummariesinActivity2.Thenchecktheanswerswithpartners.
Step3Post-listening—Talking
Workingroups.ImagineJustinistellingsomefriendsabouthistriptoGuizhou.OneofyouisJustinandtherestofyouarehisfriends.AskJustinquestionsabouthistripandexperience.ThefollowingexpressionsinActivity3mayhelpyou.
Thengetseveralgroupstoshowtheirtalking.
Step4Homework
FinishtheexercisesinWorkbook.
Unit3DiverseCultures
ReadingandThinking
TeachingMaterialAnalysis
Thetopicofthispartis“Learnaboutacitythathasdiversecultures”.
Thissectionisatraveljournal.Inthediary,aChinesestudentLiLanrecordedhertriptoCaliforniaandmainlyintroducedherdaytriptoSanFranciscoandwhatshehadseen,heardandfelt,fromthebeginninginterestinthecitybuildingstolaterbetterunderstandingofthediversecultures’influencetoallaspectsofthecity.SanFranciscoisaplacewhichshowsthemixofAmericandiversecultures,liketheMissionDistrictwheremanyfromMexicoorCentralAmericaliveandChinatownwheremanyChinesemadealivingbyrunningshopsandrestaurantsbecauseofthegoldrushinthe19thcentury.Therefore,manydifferentcultureshavebeenmixedfromthe19thcentury,amongofwhichistheChineseculture.
Diaryisjustawayofrecordingdailylifeandhasitsownformat.Thefirstlineisthedate,ontheleftorontheright.Thebodyofdiaryisalwaysusedtorecordwhatthewritersaw,heard,didandthoughtalldaywiththefirstpersonandpasttense.Traveljournalrecordingthewriter’stravelattractions,activitiesandthoughtshasthesameformatasthediary.
Concretely,LiLanrecordedherowndaytravelaccordingtothetimelineortimeorder.Inthefirstparagraph,shetoldthereaderherfirstimpressiononSanFrancisco.Inthesecond,thirdandfourthparagraphs,sherespectivelydescribedheractivities,whatshesawandheardandthenextday’splaninthemorning,afternoonandtomorrowevening.Inthedaytravel,thewriterexperiencedandgraduallyunderstooddiverseculturesarefilledwitheverycornerofthecity,whichisalsothethemeofthetext.
TeachingAims
1.Getthedetailedinformationaccordingthetimeline;classifyandorganizeinformationbydrawingadiagram.
2.Learnthereadingskills—findingthetimelineanddrawingadiagramtoclassifyandorganizeinformation.
3.Knowandunderstandthefeaturesandreasonsofdiversecultures.
4.Thinkcriticallyofthereasons,advantagesanddisadvantagesofdiversecultures.
ImportantandDifficultPoints
1.Learnthereadingskills—findingthetimelineanddrawingadiagramtoclassifyandorganizeinformation.
2.Knowandunderstandthefeaturesandreasonsofdiversecultures.
TeachingProcedures
Step1Leadin—Smalltalk
HavestudentsfindSanFranciscoonthemapanddiscussthisquestioningroups:
Whatdoyouknowandwanttoknowaboutthecity?
Step2Beforereading—Predictthecontent
Format:
diary
Theheroine:
LiLan
Whatshedid:
visitSanFrancisco,US
Therefore,wecanknowthearticleisaboutLiLanrecordingwhatshesaw,heard,didandfeltinherdiaryaftervisitingSanFrancisco,US.Soitmaybeatraveljournal.
Step3Whilereading
Task1
Readthetextandanswerthefollowingquestions.
Q1:
Wherehasshebeentoandwheredoessheplantovisit?
(Thecaptalisedwords)
Q2:
WhendidtheearthquakehappeninthecityofSanFrancisco?
Q3:
WhydidChineseimmigrants(移民)gotoSanFrancisco?
Q4:
WheredidLiYangofordinner?
Q5:
Howisthearticleorganized?
Task2
ReadthetextagainandcompletethetimelineofLiLan’stripinActivity3.
Task3
Answerthequestionsusinginformationfromthetraveljournal.
Q1:
WhatimpressedthewriterfirstaboutSanFrancisco?
Q2:
WhatissospecialabouttheMissionDistrict?
Q3:
Whatexamplesofethnicdiversitycanyoufindinthejournal?
Step4Postreading—Criticalthinking
Discussthesequestionsingroups.AndthengetsomeSstosharetheiropinions.
Q1:
Haveyoueverbeentoaplacethathasadiverseculture?
Whatdoyouthinkaboutculturediversity?
Q2:
Whatarethebenefitsandchallengesofculturaldiversity?
Step5Postreading—Retell
Completethepassageaccordingtothetext.
Today,IarrivedbackinSanFrancisco,anditfeelsgood
(1)_____(be)backinthecityagain.Thecitysucceededin
(2)_____(rebuild)itselfaftertheearthquakethat(3)_____(occur)in1906,andIstayedintheMissionDistrict,enjoyingsomedeliciousnoodlesmixedwithcultures.
Intheafternoon,Iheadedtoalocalmuseum(4)_____showedthehistoricalchangesinCalifornia.Duringthegoldrush,manyChinesearrived,andsomeopenedupshopsandrestaurantsinChinatowntoearna(5)_____(live).Manyothersworkedon(6)_____(farm),joinedthegoldrush,orwenttobuildtherailwaythatconnectedCaliforniatotheeast.Themuseumshowedus(7)_____Americawasbuiltbyimmigrantsfrom(8)_____(difference)countriesandcultures.
Intheevening,IwenttoChinatown,andateinaCantoneserestaurantthatservedfoodon(9)_____(beauty)chinaplates.Tomorrowevening,I’mgoingto(10)_____jazzbarintheRichmondDistrict.
Step6Homework
Reviewwhatyouhavelearnedtoday.
Unit3DiverseCultures
DiscoveringUsefulStructures
【教学目标】
1.Learnthedefinition,structures,functionsandfeaturesofellipsis.
2.Learntosummarizesomecommonellipsis.
3.LearntouseellipsisinoralandwritingEnglish.
【教学重难点】
1.Learnthedefinition,structures,functionsandfeaturesofellipsis.
2.LearntouseellipsisinoralandwritingEnglish.
【教学过程】
Step1DefinitionofEllipsis
Readthefollowingsentencesandfindthewordst
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- 关 键 词:
- Unit 3 Diverse Cultures 新人教版必修三Unit Diverse Cultures单元教案附导学案1 新人 必修 Unit Cultures 单元 教案 附导学案