资源简介

Unit 3 Diverse Cultures
课型：新授课
Period 1 Listening and speaking
Teaching objectives and core literacy 1. Master the methods and skills of note-taking, understand the logic of listening materials (including the expression of transition, contrast, cause and effect, coincidence, and examples), so as to determine the key information; 2. Help students understand the manifestation of American multiculturalism in diet by listening to an interview, and guide students to record key information in the listening process; 3. Instruct students to clearly introduce the characteristics and cooking methods of a Chinese national food to their partners; 4. Master the principle of dividing long sentences into groups, and be able to use pause skills when reading long sentences or oral expressions. 5. Be able to introduce Chinese minority culture and tell Chinese stories in English.
Analysis of teaching materials 板块的活动主题是“讨论几种美国食品的起源”( Talk about the origins of American food)。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。
Teaching important points: 1. Help students understand the manifestation of American multiculturalism in diet by listening to an interview, and guide students to record key information in the listening process; 2. Instruct the students to clearly introduce the characteristics and cooking methods of a Chinese national food to their partners. 3. Be able to introduce Chinese minority culture and tell Chinese stories in English.
Teaching Difficult points: 1. Clearly introduce the characteristics and cooking methods of a Chinese national food to the partners; 2. Master the principle of dividing long sentences into groups, and be able to use pause skills reasonably when reading long sentences or oral expressions. 3. Be able to introduce Chinese minority culture and tell Chinese stories in English.
Preparations before class 1. Review the vocabulary about food and understand the characteristics of Chinese traditional food culture; 2. Read this section in advance, review the vocabulary of American food, and understand the characteristics of American food culture.
教学策略 Task-Based Language Teaching ; Situational Teaching Method
教具准备 PPT;Blackboard;Chalk
Teaching procedures 集体教案 二次备课
Step 1 Lead-in 1.The teacher presents a news report to help students understand the meaning of diverse in the title. 2.According to the above context, the teacher guides the students to discuss the meaning of diverse cultures, and then asks them to try to explain the meaning of unit title "diverse cultures" in their own language. Step 2 Watching and talking Activity 1 1.Teachers makes full use of pictures to find the breakthrough of unit teaching.The following questions can guide students to observe the details in the picture, so as to understand the cultural information and its connotation carried by the picture, and establish a connection with the unit theme. 2.Appreciate famous quotes.The teacher asks the following questions to help students understand the quotation and relate the unit topic: 3.Ask the students to quickly review the listening, speaking, reading and writing tasks listed in the opening page. Then ask the students to close their books and answer the positive questions. Step 3 Listening Activity 2 1.Ask the students to look at the four pictures in activity 1. 2.Students were asked to match the picture to the following description and then to try to match it to the name of the food. Activity 3 1.The teacher plays the recording for the first time and asks the students to verify whether the matching food names in activity 1 are correct. 2. The teacher plays the recording for the second time. The teacher arranges the following questions in advance to guide the students to get the key information and grasp the general meaning of the listening dialogue. Activity 4 1.Look at the five sentences in activity 3.Let's listen to the tape for the third time.The teacher first lets the student understand the problem, then completes the listening task, in this way the student listens with the purpose, is helpful to develop the selective attention strategy. 2.Ask the students to browse the listening task of activity 4. 3.Listen to the tape again and ask the students to complete the following sentences in the listening text. Step 4 Speaking Activity 5 1.Teachers can use courseware to show pictures and definitions of potluck to introduce this interesting cultural phenomenon to students 2.Next, the teacher can ask the following questions to start thinking: 3.Teachers create a situation and ask students to create a dialogue in pairs. Step 5 Pronunciation Activity 6 1. Understand the spoken text.Read the passage silently and answer the following questions: 2.Mark the pauses in the passage. 3.The teacher plays the recording, guides the students to make necessary modifications, and summarizes the common positions of pauses. 4. Listen to the tape again and ask the students to follow the tape. 5. Let the students read the passage in pairs. Help each other to improve the accuracy and fluency of reading.Finally, please have a few students present to the class.
板书设计
Homework Independently complete the exercises in the guide plan;. Remember the new words and learn the usages of them.
Teaching reflection
Period 2 Reading and thinking
Teaching objectives and core literacy 1. Read a travel diary to learn about the city of San Francisco, its cultural features, and the history of California, and to experience the impact of multiculturalism on the United States; 2. By reading texts and understanding articles, we can understand more about the root causes and social background of multiculturalism, broaden our international perspective, and improve our cultural understanding and identification ability; 3. Guide the students to use the structure diagram to classify and organize the text information, so as to grasp the structure of the article and the writer's writing logic; 4. Understand the meaning of new words according to context, and master the usage of key words in specific context.
Teaching important points: 1. Guide students to understand the multicultural characteristics of San Francisco and its causes; 2. Guide students to use structure diagrams to classify and organize text information, so as to grasp the structure of the article and the writing logic of the author; 3. Master the usage of key words in specific contexts.
Teaching Difficult points: 1. Guide students to use structure diagrams to classify and organize text information, so as to grasp the structure of the article and the writing logic of the author; 2. Master the usage of key words in specific contexts.
Preparations before class 1. Read the text in advance and understand the meaning and usage of new words according to the context; 2. Read the text in advance to understand the structure of the article and the writer's writing 3. Complete relevant exercises in the guide plan in advance to further understand the text.
教学策略 questions-oriented method
教具准备 PPT;blackboard;chalk
Teaching procedures 集体教案 二次备课
tep 1 Pre-reading Activity 1 (1) Understand the geographical environment of the United States and its surrounding areas with the help of maps.On the map of activity 1, mark the following places: the Mississippi River, the Rocky Mountains, the Pacific Ocean, the Atlantic Ocean, Canada, and Mexico. (2)Focus on California and San Francisco.Ask students to find California and San Francisco on the map and share some background information. (3) Focus on the reading text of this part. Step 2 Careful-reading Activity 2 (1) Speed reading and grasp the genre of discourse.Teachers can list several text types and ask students to determine which one the text belongs to :diary, travel journal, news report, letter, personal profile, travel guide, etc. (2)Read quickly to find the place names mentioned in the passage and complete activity 2. Teachers can also directly present the following place names for students to search in the text: San Francisco, the Redwood Forest, Napa Valley, the Golden Gate Bridge, the Mission District, Chinatown, the Richmond District, and let students find information related to these places. (3) Read the full text carefully, sort out the writer's writing logic and grasp the discourse structure. Step 3 While-reading Activity 3 (1)The student combed through the author's travels.Ask the students to read the full text carefully, select the key information in the text and present it with a structure diagram.Depending on their level of English, the teacher can ask the students to use the structure diagram in activity 3 or to create their own structure diagram. (2)Read the text carefully and answer the questions in activity 4.The first three questions in activity 4 ask students to summarize the relevant information in the text, and the last question asks students to dig into the topic meaning of the text, that is, to analyze and explain the relationship between the examples and the topic.Teacher: From Li Lan's trip, what do you think is her impression of San Francisco or California To guide students to understand the author's point of view and attitude. (3)The teacher USES the mind map to present the examples found by the students as follows, and connects them with the thematic meaning to help the students sort out the logical thread of the article. (4) Read the full text carefully and analyze the author's emotional attitude. Step 4 Post-reading Activity 4 (1)Open discussion.Ask students to pay attention to the problems in activity 5 and discuss the topic of cultural diversity based on their own experience. Step 5 Language points 1. The teacher asks the students to read the text carefully, find out the more words and long and difficult sentences in the text and draw lines, understand the use of vocabulary, and analyze the structure of long and difficult sentences. 2. The teacher explains and summarizes the usage of core vocabulary and asks the students to take notes. 3. The teacher analyzes and explains the long and difficult sentences that the students don't understand, so that the students can understand them better.
板书设计
Homework 1. Read the text again, in-depth understanding of the text; 2. Master the use of core vocabulary and understand the long and difficult sentences. 3. Complete relevant exercises in the guide plan.
Teaching reflection
Period 3 Discovering Useful Structures
Analysis of teaching materials 该板块的活动主题是“理解英语中省略的用法”(Understand the use of the ellipsis in English)。与汉语一样,英语中的省略也较为常见。省略是一种避免重复、突出新信息并使上下文紧密连接的语法手段。一般来说,只要不损害结构或引起歧义,能省略的地方就可以省略。省略可使语言更加简洁,意思更加明确,句子结构更加紧凑。本部分通过不同层次的语言学习活动,帮助学生体会使用省略的效果。
Teaching objectives and core literacy 1. Ask students to analyze the omitted words in the sentence with the context, and understand the role of ellipsis; 2. Help students recover the omitted parts of sentences according to the context or situation, and realize the effect of omission; 3. Instruct students to summarize common omissions and understand the role of omissions.
Teaching important points 1. Guide students to summarize common omissions and understand the role of omissions; 2. Help students recover the omitted parts of sentences according to the context or situation, and realize the effect of omission;
Teaching Difficult points Recover the omitted parts of a sentence according to the context or situation
Preparations before class 1. Review ellipsis before class and point out its function; 2. Master the usage of ellipsis and perceive the new ellipsis by combining with the relevant exercises of guiding cases.
教学策略 Deductive Method
教具准备 PPT;blackboard;chalk
Teaching procedures 集体教案 二次备课
Step 1 Revision 1.Present the following dialogue to the students and guide them to understand the use of ellipsis by asking questions: Step 2 Learning new grammar Activity 1 1. Ask students to find the sentences in activity 1 in this unit and discuss the following questions in pairs: 2. Ss read the dialogue and find out where ellipsis is used in the dialogue and what is missing.Then check their answers with class. Step 3 Practice Activity 2 Ask students to complete activity 2. How to make a sentence by omitting the unnecessary parts of the sentence and comparing with the original sentence. Step 4 Summarizing Guide the students to summarize the usage of ellipsis. （详见导学案67-69） Step 5 Practice Textbook P30、P34、Workbook（P74-75)，导学案（P70）
板书设计
Homework 1. Understand and master the usages of ellipsis; 2. Finish the other exercises in Using structures of Workbook.
Teaching reflection
Period 4 Reading for writing
Teaching objectives and core literacy 1. Read the text to understand the cultural characteristics of Chinatown in San Francisco and the relationship between Chinese culture and American multiculturalism; 2. Through reading, learn to comb the main information of the article, understand the author's writing purpose and writing characteristics; 3. Learn to give a comprehensive, accurate, and organized description of the city or town you live in;Learn to revise and evaluate your writing.
Analysis of teaching materials 该板块的活动主题是“介绍一个有显著文化特征的地方”( Describe a place with distinctive cultural identity)。该板块通过介绍中国城继续聚焦中国文化。本单元主题图呈现的是旧金山中国城的典型景象, Reading and Thinking部分也提到中国城,为该板块作铺垫。介绍中国城的目的主要是体现中国文化与美国多元文化的关系,它是美国多元文化的重要组成部分。中国城也是海外华人的精神家园和传播中国文化的重要窗口,外国人在中国城能近距离体验中国文化。
Teaching important points 1. Guide the students to read the introduction of Chinatown in San Francisco and grasp its writing characteristics; 2. Guide students to introduce their city or town in a comprehensive, accurate and organized way; 3. Learn to comb the main information of the article, understand the author's writing purpose, and master the core vocabulary.
Preparations before class 1. Read the text in advance according to the sequence of activities designed by the text, and understand the meaning of the new words according to the context; 2. Grasp the general idea, genre and purpose of the article, and grasp the main information of the article; 3. Understand the four steps in the writing process and clarify your writing ideas.
教学策略 Brainstorming; free writing
教具准备 PPT;blackboard;chalk
集体教案 二次备课
Teaching procedures Step 1 Learning new words The teacher shows the pictures or uses the stick figure to draw the new words or phrases in the teaching text Step 2 Reading Activity 1 1.Read the full text quickly to grasp the general idea, genre and purpose of the article. 2.Let the students think.Guide students in reading the word pay attention to the frequent visitor and other words related to tourism, tourist visit, experience, site. 3.Guide the students to grasp the main idea of the passage through the topic sentence in the reading. Activity 2 1.Read the full text quickly, grasp the key information of the article, and answer the questions in activity 1. 2.Teachers can ask students to use the scanning strategy to find the answer. Step 3 Analyzing article structure Activity 3 Read the full text, grasp the structure of the article. Step 4 Understanding Activity 4 1.Focus on the theme of the text and writing ideas. 2.The teacher guides the students to think about the internal logic of the article and find the words that embody the meaning of the topic. 3.To understand that the author aims to highlight the typical Chinese cultural characteristics of Chinatown in San Francisco and demonstrate its unique existence in the multicultural America, the details selected by the author are therefore supporting this theme. 4.Evaluate the text. Step 5 Writing task Activity 5 Have students brainstorm about their hometown Guide the students to learn the language of the city or town provided in the second step of Activity 3.Teacher can provide key words first, let students say the corresponding sentence pattern and expression Write a first draft and revise it.Ask the students to write an article about their hometown based on the outline they have completed and the language they have accumulated.After finishing the first draft, ask students to exchange the first draft with their partners and write comments to each other according to the evaluation form in activity 3.Finally, ask students to take back the first draft and revise and finalize it at the suggestion of their partners. Evaluation and presentation. Step 5 Showing writing Activity 5 T call some Ss to share their writing.
Homework 1. Read the passage in this section to better understand the passage. 2. Carefully understand the hierarchical structure of the article, and understand the author's writing purpose and writing characteristics; 3. Independently complete the relevant exercises in the guide plan.
板书设计
Teaching reflection

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