人教版 (2019)必修 第三册Unit 3 Diverse Cultures精品课件ppt

小单元

小单元主题

教学板块及课时分配

小单元1

多元文化的表现形式

Listening and Speaking  (课时 1)  

Listening and Talking   (课时 2)   

小单元2

多元文化的成因

Reading and Thinking  (课时3)

Video Time  (课时 4)

小单元3

多元文化的价值和意义

Reading for Writing (课时5)

Project (课时 6)

小单元

课时分配

板块

课时目标

小单元I

多元文化的表现形式

第1课时

Listening and Speaking

了解美国多元文化在饮食方面的体现，基于自身的经历谈论自己文化中食物的文化内涵。

第2课时

Listening and Talking

了解中国少数民族文化的多样性，加深对中国多元文化的认识

小单元II

多元文化的成因

第3课时

Reading and Thinking

1.通过对旧金山的介绍了解文化多样性丰富的表现形式。

2.理解旧金山多元文化的历史成因，探讨文化多样性的利弊。

第4课时

Video Time

以皇后区为例，从移民者的角度探讨多元文化的成因。

小单元III

多元文化的价值和意义

第5课时

Reading for Writing

理解旧金山中国城存在的价值，探究以中国城为例的各种文化共存现象的价值和意义。

第6课时

Project

以多种途径促进文化宣传和交流，将文化多样性的意义应用于城市发展建设，会做城市宣传册或者旅游小册子。

课时

教学目标

教学活动

评价内容

第1课时

了解美国多元文化在饮食方面的体现，基于自身的经历谈论自己文化中食物的文化内涵。

Activity 1 Lead-in

Look at the photo on the opening page and think about:

1.   What can you see in this photo?
2.   How do you understand “diverse culture”? Can you list some aspects of it?

Activity 2 Before Listening

1.When talking about American food, what will you think of ?

2.Match the food with the correct description.

Activity 3  Listening

1. Listen to a radio interview about  American food and check whether your answers to Activity 1 are correct. （Textbook P26）
2. Listen to the interview again and decide whether the statements are true (T) or false (F).（Textbook P26）

3.Listen to the interview again and complete the notes below. （Textbook P27）

ctivity 4  After Listening

Imagine you are invited to a potluck dinner at an American friend's house. Work in pairs and discuss what special dish[es] you will take. The following questions may help you.

1.What food/snack from which area/ethnic group will you bring?

2.How is the food prepared and what is it made of?

3.How is this food special?

1.   学生能够通过对opening page图片进行讨论，获取对文化多样性的概念，及其在日常生活中的表现。
2.   学生能够获取和梳理4种美国传统美食基本信息，如口味、文化背景以及历史。
3.   学生能够掌握在听力中记笔记以及通过停顿感知意群的听力技能。

4.学会能够介绍本地某一食物的特点和烹饪方式。

第2课时

了解中国少数民族文化的多样性，加深对中国多元文化的认识

Activity 1 Before Listening

Watch three pictures from the textbook, analyze the details about Guizhou minority people. 

Activity 2  Listening

Listen to the conversation and answer the following questions.

1. Who are the two speakers in the listening? What is their relationship?

2. What is the main idea of the first part of the listening? How about the second part?

3.Summarize what Justin learnt about the Miao and the Dong according to the listening.

Activity 3 After Listening

Justin went back home and met his friends. He was going to share his travel experience and send souvenirs.

1.As a friend, what do you want to know about his trip?

2.Group work: suppose one of you is Justin and the rest of you are his friends. Make a conversation to talk about Justin's trip.

1.学生能够对听力文本的信息进行梳理和概括，剖析听力材料介绍的苗族、侗族文化特色；

2.学生能够运用速记技能捕捉听力信息当中的主题词块；

3.学生能够模拟Justin在贵州之旅的对话，应用一些特定表达来表示某人正在倾听。

第3课时

通过对旧金山的介绍了解文化多样性丰富的表现形式，理解旧金山多元文化的历史成因，探讨文化多样性的利弊。

Activity 1 Lead in

 A picture of Golden Gate Bridge

1.Do you know the bridge in the photo? Where is it?

2.What do you want to know about the city？

History:

Food:

Culture:

People:

tourist attractions:

Activity 2 Prediction

A Chinese girl, Li Lan, has taken a trip there, and she wrote a travel journal.What do you think she might write about in her journal?

Activity 3 Read for general information

Writing style: __________

Who: _________

Where: visit ___________

When: ___________

What: Li Lan recorded __________

How the author develops the travel journal: in _____ order.

Li Lan’s route: _______________

Activity 4 Read for details

1.What did Li Lan see or do ?

2.How did she feel ?

3.Why is San Francisco a city with diverse cultures?

Activity 5 Read for Thinking

1.What brought about the cultural diversity ?

2.What are the benefits and challenges of cultural diversity?

3. What’s your attitude towards cultural diversity? 

Activity 6 Read for expanding

China is also a country of ethnic diversity. Have you  ever been to a place that has diverse cultures? Please introduce the place. Your introduction may include the following two aspects:

What diverse cultures did you experience there?  What contributes to the diverse cultures there?

1.学生能够获取和梳理作者在旧金山旅游所见、所闻和所感。

2. 学生能够分析、概括、阐释旧金山多元文化产生的原因。

3. 学生能够批判与评价多元文化的优点和所带来的挑战，学会用尊重、包容和接纳的态度去看待多元文化。

4.学生能够学习本文的记叙结构，即按照时间顺序展开写作。与同学们分享游记中的所见、所闻、所感。

第4课时

以皇后区为例，从移民者的角度探讨多元文化的成因。

Activity 1 Warming up

1.Where is this place?

2.Why is this place considered the world's biggest melting pot?

Activity 2 Before you watch

Match each word or phrase with the correct definition. You may use a dictionary to help you.（P36）

Activity 3 While you watch

1. Watch the video about Queens and complete the sentences with the correct words.（P36）

2. Watch the video again and answer the following questions.

1).Who are those speakers in the video?

2).What are they talking about?

3).Which ethnicities do they mentioned? Tick them while watching.

Activity 4 After you watch

1.Do you think it would be easy to live in Queens if you were an immigrant (移民)? Why or why not?

2.Do you think China is a diverse country? Why or why not?

1.学生能够通过观看视频获得有关皇后区的更多详细信息，加深对美国“熔炉文化”的理解。

2.学生能够以皇后区为例，从移民者的角度探讨多元文化的成因。

3.学生能够表达对多元文化的看法。

第5课时

理解旧金山中国城存在的价值，探究以中国城为例的各种文化共存现象的价值和意义。

Activity 1  Lead-in

Show a clip of movie Detective Chinatown. Have you seen the movie Detective Chinatown? What does Chinatown feature?

Activity 2  Prediction

Look at the title and the illustration and predict.

1) What kind of article is this?

2) Who are the target readers?

3)What is the writer's purpose of writing this text?

Activity 3  Read for structure

 Go through the text and complete the diagram of the structure.What is the structure of the passage and the main idea of each part? What items are mentioned in the introduction?

Activity 4  Read for language

Underline the sentences that are used to describe the items above,and fill in the following chart. Brainstorm more expressions to describe the items.

Activity 5  Writing

1.In groups, Brainstorm as much information as possible about your city/town and its culture.

2.Write an introduction to your city/town.

Activity 5  Evaluation

Exchange drafts with a partner. Use the checklist to give feedback on your partner’s draft.

 ✔  Is the city/town introduction clear?

✔  Is the information specific and are the facts correct?

✔  Does the city/town introduction contain all the important information?

✔  Is the city/town introduction clear?

✔  Is the information specific and are the facts correct?

✔  Does the city/town introduction contain all the important information?

本节课结束时，学生能够

1.获取和梳理旧金山中国城的一些基本信息；

2.借助思维导图，剖析话题的语篇结构，理清介绍性语篇的逻辑；

3.分析文本语言表达特征，比较不同语言特征的异同，丰富语言表达技巧；

4.基于所学的语篇知识，构建写作文章的架构，写一篇短文介绍自己的家乡，展现家乡的独特文化特征。

第6课时

以多种途径促进文化宣传和交流，将文化多样性的意义应用于城市发展建设，会做城市宣传册或者旅游小册子。

Imagine you are working in a Chinese travel agency and you are supposed to create a travel brochure for foreign travellers so that they can experience diverse cultures in China.

学生能够合作完成旅游宣传页