高中英语Unit 3 Diverse Cultures教学设计

这是一份高中英语Unit 3 Diverse Cultures教学设计，共7页。
Perid 1 Listening and speaking
听力部分分为两个部分：Listening and speaking和Listening and talking。
Listening and speaking板块的活动主题是“讨论几种美国食品的起源”( Talk abut the rigins f American fd)。美国的多元文化反映在社会生活的各个领域,饮食就是很重要的一个方面。该板块介绍了四种食品——汉堡包、墨西哥玉米片、秋葵汤和福饼,它们都是在美国本土发明的,但都带有其他民族的饮食风味和特点。在文化交流过程中,不同民族的文化接触后会产生碰撞,同时也会根据需要从不同的文化体系中选取文化元素,经过整合融为一体,形成一种新的文化体系,这就是文化融合的过程。现代美国文化就是多种文化融合的结果,而这里介绍的几种美国食品正是文化融合现象的具体表现。听力对话的最后一句道出了美国饮食的特点:将世界上的不同食材混合在一起,创造出一种全新的食品。
Listening and talking板块的活动主题是“谈论中国的少数民族文化”( Talk abut ethnic minrity cultures in China)。此部分从谈论美国的多元文化过渡到谈论中国文化的多样性。少数民族文化是中国文化多样性的重要体现。该板块围绕贵州苗族和侗族的少数民族文化展开。民族文化是民族身份的重要标志,了解中国文化的多样性有助于培养文化自信,弘扬和传承中国文化。了解中国异彩纷呈的少数民族文化也有助于学生形成尊重、包容的心态,为维护和谐社会作出贡献。
1. Master the methds and skills f nte-taking, understand the lgic f listening materials (including the expressin f transitin, cntrast, cause and effect, cincidence, and examples), s as t determine the key infrmatin;
2. Help students understand the manifestatin f American multiculturalism in diet by listening t an interview, and guide students t recrd key infrmatin in the listening prcess;
3. Instruct students t clearly intrduce the characteristics and cking methds f a Chinese natinal fd t their partners;
4. Master the principle f dividing lng sentences int grups, and be able t use pause skills when reading lng sentences r ral expressins.
5. Be able t intrduce Chinese minrity culture and tell Chinese stries in English.
Imprtance:
1. Help students understand the manifestatin f American multiculturalism in diet by listening t an interview, and guide students t recrd key infrmatin in the listening prcess;
2. Instruct the students t clearly intrduce the characteristics and cking methds f a Chinese natinal fd t their partners.
3. Be able t intrduce Chinese minrity culture and tell Chinese stries in English.
Difficulties:
1. Clearly intrduce the characteristics and cking methds f a Chinese natinal fd t the partners;
2. Master the principle f dividing lng sentences int grups, and be able t use pause skills reasnably when reading lng sentences r ral expressins.
3. Be able t intrduce Chinese minrity culture and tell Chinese stries in English.
1. Review the vcabulary abut fd and understand the characteristics f Chinese traditinal fd culture;
2. Read this sectin in advance, review the vcabulary f American fd, and understand the characteristics f American fd culture.
Step 1 Lead-in
1.The teacher presents a news reprt t help students understand the meaning f diverse in the title.
Overseas Students Experience Diverse Cultures at Shandng University
Shandng University in Jinan, East China's Shandng Prvince unveiled its I8th Internatinal Cultural Festival at its central campus n April 26, ffering lcals a chance t experience unique cultures frm 25 cuntries arund the wrld.
Overseas students frm Russia, France, Thailand, Afghanistan, Italy, Uganda, and Las wre traditinal cstumes as they shwcased fd,dances,handcrafts,and suvenirs frm their hme cuntries.
Since 2001, the internatinal cultural event has evlved int an imprtant channel the university t prmte its campus culture featuring understanding, inclusiveness.fr penness, and prgress.
2.Accrding t the abve cntext, the teacher guides the students t discuss the meaning f diverse cultures, and then asks them t try t explain the meaning f unit title "diverse cultures" in their wn language.Students can explain it this way :
It means the cexistence f many different types f cultures in a specific regin r in the wrld as a whle. Each culture has its distinct features and each ther’s differences are respected.
Step 2 Watching and talking
Activity 1
1.Teachers makes full use f pictures t find the breakthrugh f unit teaching.The fllwing questins can guide students t bserve the details in the picture, s as t understand the cultural infrmatin and its cnntatin carried by the picture, and establish a cnnectin with the unit theme.
What can yu see in the pht?(buildings, lamp pst, lanterns.) D yu find the place familiar?
What are sme wrds n the buildings?
Why are there bth Chinese and English shp signs?
Where d yu think this pht was taken?
What day yu think such a place is like?
D yu think this is a typical place t shw cultural diversity? Why?
2.Appreciate famus qutes.The teacher asks the fllwing questins t help students understand the qutatin and relate the unit tpic:
Can yu paraphrase the qute in yur wn wrds?
Can yu give sme examples t demnstrate the diversity f peple in wrld?
Can yu think f sme examples t shw diverse cultures in the wrld?
3.Ask the students t quickly review the listening, speaking, reading and writing tasks listed in the pening page. Then ask the students t clse their bks and answer the psitive questins.
What are sme tpics yu will read abut/ listen t?
What are sme tpics yu will talk/write abut?
Which part d yu think will interest yu?
What d yu expect t learn frm this unit?
Step 3 Listening
Activity 2
1.Ask the students t lk at the fur pictures in activity 1.
2.Students were asked t match the picture t the fllwing descriptin and then t try t match it t the name f the fd.
Picture A: small pieces f thin crisp chips served with beans, cheese, spices, etc (nachs).
Picture B: a crisp hllw ckie cntaining a piece f paper with a shrt message n it (frtune ckie).
Picture C: a thick seafd sup,a spicy stew(gumb).
Picture D: a sandwich cntaining cked meat and sme ther vegetables in a bread rll (hamburger).
Activity 3
1.The teacher plays the recrding fr the first time and asks the students t verify whether the matching fd names in activity 1 are crrect.
2. The teacher plays the recrding fr the secnd time. The teacher arranges the fllwing questins in advance t guide the students t get the key infrmatin and grasp the general meaning f the listening dialgue.
Where des this cnversatin take place? Hw d yu knw?
Wh are the speakers?
What is the tpic f the cnversatin?
What is Steve Fx’s pinin abut American fd?
Hw many examples des Steve Fx give t supprt his pinin? What are they?
Activity 4
1.Lk at the five sentences in activity 3.Let's listen t the tape fr the third time.The teacher first lets the student understand the prblem, then cmpletes the listening task, in this way the student listens with the purpse, is helpful t develp the selective attentin strategy.
2.Ask the students t brwse the listening task f activity 4. First, try t fill in the infrmatin in the frm frm memry.Next, the teacher plays the tape again and asks the students t fill ut the rest f the infrmatin and reminds them t use the shrthand strategy.If students can fill ut mst f the infrmatin, teachers can ask them t fill in mre infrmatin n the frm as they listen.When the students were finished, they were asked t use the infrmatin in the table t rganize the language and verbally describe each fd.
3.Listen t the tape again and ask the students t cmplete the fllwing sentences in the listening text.
He’s here t talk abut cultural influences n American fd.
Yu mean there was a mixing f cultures? Fd frm verseas changed when it arrived in the States.
And there are many mre examples f mixed-culture dishes.
S they’re like a mix f the Chinese, American, and Japanese cultures.
It was invented in New Orleans ver 200 years ag, and mixes French, African, Native American, and Spanish cking.
S it's the fd f many different cultures, all in ne dish?
American cking ften mixes things frm arund the wrld t make smething cmpletely new.
Step 4 Speaking
Activity 5
1.Teachers can use curseware t shw pictures and definitins f ptluck t intrduce this interesting cultural phenmenn t students.Such as:
A ptluck dinner is a meal t which each guest brings a dish f fd prepared by the persn, t be shared amng the grup.
2.Next, the teacher can ask the fllwing questins t start thinking:
Hw d yu think ptluck dinners shw diverse cultures in the wrld?
What fd wuld yu bring t the party if yu were invited?
Why d yu chse this fd?
3.Teachers create a situatin and ask students t create a dialgue in pairs. One student ACTS as a guest invited t a ptluck party and the ther gives advice as a friend.Each grup is asked t have a cnversatin abut the rigin, preparatin and characteristics f a fd accrding t the three questins in activity 5.Students can als add cultural infrmatin abut the histry and legends f the fd.After the students have finished the drill, the teacher may ask several grups f students t present t the class.
Step 5 Prnunciatin
Activity 6
1. Understand the spken text.Read the passage silently and answer the fllwing questins:
What is this text abut?
What did yu learn abut them frm the text?
2.Mark the pauses in the passage. Then ask ne f the students t read t the class.In cmbinatin with the student's prblems in pausing, help students understand the rle f pausing: first, pausing allws us t take a breath in time, s that we wn't be s tired in the prcess f speaking;Secndly, prper pauses allw us t better grasp the rhythm f speaking and express urselves.
3. The teacher plays the recrding, guides the students t make necessary mdificatins, and summarizes the cmmn psitins f pauses.
4. Listen t the tape again and ask the students t fllw the tape.
5. Let the students read the passage in pairs. Help each ther t imprve the accuracy and fluency f reading.Finally, please have a few students present t the class.
Step 6 Listening
Activity 7
1.Ask students t fcus n the three pictures in activity 1 and try t describe each picture, including:
Pht 1: Where d yu think these men are frm? What are they ding? What are they hlding in their hands? What is the instrument like? What arc their clthes like?
Pht 2: Where d yu think the girls are frm? What are they ding? What are their clthes like?What are they wearing n their heads?
Pht 3: Can yu find in the pht which village it is? What time is it in the pht? What is the village like?
Based n the descriptin f the students, the teacher skillfully penetrated the key wrds in the listening dialgue, such as silver, accessry, minrity, musical instrument, perfrm, etc.
2.It's abut the ethnic minrity cultures f the Mia and Dng peple in China. It's abut the ethnic minrity cultures f the Mia and Dng peple in China.
3.Let the students fcus n the Mia and Dng ethnic grups, share their understanding f the tw ethnic minrities, fully activate the students' backgrund knwledge, and prepare fr the fllwing listening activities.
Step 7 Listening cmprehensin
Activity 8
1.Grasp the main idea f the listening.Listen t the tape and answer the fllwing questins:
Wh are the tw speakers in the listening? What is their relatinship?
What is the main idea f the first part f the listening? Hw abut the secnd part?
2.Cmplete the passage.Ask the students t quickly review the summaries f the tw listening materials in activity 2. Then play the recrding fr the secnd time.
Ask them t cmplete the passage and fill in the blanks.
3.Play the recrding again and ask the students t use the structure diagram t cmb the infrmatin structure in the listening.(While listening, take ntes. Capture key infrmatin quickly and accurately.)
Step 8 Talking
Activity 9
1.Fcus n the listening text.Listen t the students and listen t the tape. Let them understand the attitudes f Wu Yue and Justin in the cnversatin.
Hw des Wu Yue feel abut Chinese minrity cultures?
What des Justin think f the Mia and Dng cultures?
Hw d yu knw that?
2.learn functinal items that express cncerns.Ask students t fcus n the expressins listed in activity. 3.And try t analyze the meaning they cnvey, including praise (Super!).Agree (Exactly!)"(Yu're kidding.!)Tell me mre abut it. Tell me mre abut it.Fr example, "Yeah Sure." "Definitely!" "Certainly!" "N kidding!" "N wnder!" and s n.
4.Ask the students t have cnversatins in small grups, acting as Jsim and his friends.Justin shares his travels in Guizhu with friends and his thughts;Justin's friends shuld give apprpriate feedback, express their interest in relevant infrmatin, and ask fr infrmatin when necessary.In rder t enrich the dialgue, teachers can expand and supplement the intrductin f Mia, dng, Lusheng and Dng Dage.After the grup practice, the teacher can chse several grups f students t shw, and let the rest f the students listen carefully, after listening t the best perfrmance f the grup, and give at least tw reasns.
Step 9 Hmewrk
Independently cmplete the exercises in the guide plan;.
Remember the new wrds and learn the usages f them.
通过本节内容学习，学生能否清晰地向同伴介绍一种中国民族食品的特点和烹饪方法；
通过本节内容学习，学生能否通过听一段访谈对话来了解美国多元文化在饮食方面的体现，并指导学生在听力过程中记录关键信息；
通过本节内容学习，学生能否掌握听力理训练中的听力策略。