课题	UNIT 3 DIVERSE CULTURES Period 4 Listening and Talking	学科	英语	班级	授课教师
教学目标	By the end of this section, students will be able to: 1. predict what ethnic minority groups might be talked about based on some pictures; 2. get the main idea of a conversation through extensive listening; 3. get some detailed information of a conversation through intensive listening; 4. grasp some expressions in the conversation that show someone is listening; 5. practice these expressions by having a conversation about a trip to Guizhou.
教学主题	该板块的活动主题是“谈论中国的少数民族文化”（Talk about ethnic minority 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。苗族和侗族是我国古老的少数民族，分布在贵州、湖南、湖北、广西等地，他们不仅有各自特有的风俗习惯，还有自己的语言。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，为维护和谐社会做出贡献。
教学重点	引导学生在听前结合图片预测听力内容；引导学生泛听对话，获取对话大意；引导学生精听对话，抓取对话中的细节；引导学生掌握相关表达，有效倾听，深度参与对话。
教学难点	引导学生运用所学表达，创编对话，谈论Justin的贵州之行。
教学内容与过程	Lead-in 与学生一起了解我国的少数民族，激活学生的背景知识，引入本节课的话题。 Step 1 Listening 引导学生结合相关问题观察活动1的图片，试着猜测对话中涉及的少数民族。 Photo 1:  Where do you think these men are from?  What are they doing?  What are they holding in their hands?  What is the instrument like?  What are their clothes like? Photo 2:  Where do you think the girls are from?  What are they doing?  What are their clothes like?  What are they wearing on their heads? Photo 3:  Can you find in the photo which village it is?  What time is it in the photo?  What is the village like? 播放录音，让学生通过泛听获取大意。  What is the main idea of the first part of the listening? How about the second part? 让学生浏览活动2，初步了解所示概要，然后播放录音，完成活动2，将所示概要补充完整。引导学生阅读听力文本，思考相关问题，体会对话中人物的态度。  How does Wu Yue feel about Chinese minority cultures?  What does Justin think of the Miao and Dong cultures?  How do you know that? 引导学生再次阅读听力文本，找出表达“关注”的功能项目。 Step 2 Speaking 让学生完成活动3，用所学表达按要求创编对话。 Step 3 Homework  Read the conversation aloud.  Talk about ethnic minority cultures you have experienced with your partners. Pay attention to use expressions we have learnt today.					备注