高中英语人教版 (新课标)必修3&4Unit 3 The Million Pound Bank Note教学设计

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这是一份高中英语人教版 (新课标)必修3&4Unit 3 The Million Pound Bank Note教学设计，共10页。

新人教版（2019）英语必修三

Unit 3 Period 1 Listening and Thinking教学设计

课题	Period 1 Listening and Thinking	单元	Unit 3 Diverse Cultures	学科	English
教材分析	During this period, the class will focus on listening and thinking. Students are expected to get insight American food. The teachers would inspire students to practice listening skill.
教学目标与核心素养	Learn and master the key words and phrases. Train the students’ ability to pronunciation and listening. Enable the students know about the function of pauses. Encourage students to learn more how to take notes.
重点	Master the usage of key words and phrases. Improve the students’ listening and speaking ability.
难点	Let students pay attention to pauses in listening. Make the students know about how to take notes in listening practice.


教学过程
教学环节	教师活动		学生活动	设计意图
Daily routine
Step 1	Warm up Teacher greets the whole class as usual.			- Activate students and remind them to concentrate.
Step 2	Preview check Teacher asks students the meaning of words, phrases and knowledge points learnt last lesson.		Students answer the questions loudly together.	- Check the teaching situation of last lesson quickly. - Help students consolidate the knowledge points.
Lead-in
Step 3	American foods created by immigrants Teacher shows the video to lead the topic. How many kinds of food are mentioned in this video? What is your impression of American food?		After acknowledging the information and the meaning of the new words, answer the questions.	- Use pictures and the video to catch students’ attention. - Expand their horizons and spark their interest.
Step 4	New words Teacher explains the meaning of the new words, and asks students to translate the meaning of the whole sentence. We hold very diverse views on the topic. diverse=alike diverse-different-distinct-unlike-various She inherited a substantial fortune from her grandmother. a large a mount of money, goods, property… Would you like a piece of cheese with your bread? The factory's workforce reflects the ethnic mix from which it draws its labor. of group sharing cultural characteristics culturally traditional			- Teach the meaning of new words.
Step 5	Let’s play Teacher choses students to answer the questions. With a personal _________ of six million pounds, she certainly doesn't work out of necessity. That would make it harder for you to take ________ a loan or borrow money to expand a business. French __________ are exported to many different countries. Television should reflect the _________ and cultural diversity of the country. keys:1. fortune 2. out 3. cheese 4. ethnic			- Familiarize the new words - Clear the tackle of listening practice.
Step 6	Pair work Discuss the questions in groups. Where do you think this photo was taken? What can you see in the photo? How would you describe it? The photo was probably taken in the United States because I can see a sign that says “CALIFORNIA”. Many of the signs and decorations look Chinese, so it’s probably a Chinatown. I can see some restaurants and stores. The signs are in Chinese and English. There is a lamp post decorated with dragons, and also lots of red lanterns. It seems like the photo was taken at night on a busy street in Chinatown.		Discuss with their patterner and voice their opinions	- Familiarize Students with key words. - Make students use core words and phrases. - Exercise students’ expression and speaking skills.
Listening & Speaking
Step 7	Listening practice Teacher shows the questions. Then teacher plays the listening material and asks students to answer. Look at the photos of American food and match them with their names. Then guess which countries cuisine influenced the food's invention. hamburger fortune cookie gumbo nachos Keys: DBCA Listen to a radio interview about American food and check whether your answers to Activity 1 are correct. Listen to the interview again and decide whether the statements are true (T) or false (F). No food was ever Invented in America. Hamburgers were invented in Germany. Nachos were invented for Americans by a foreigner. Every Chinese restaurant in America has fortune cookies. American cooking often mixes things from around the world to make something completely new. Keys: F F T T T Listen to the interview again and complete the notes below. Hamburger Nachos Fortune cookie Gumbo Keys: German, American Mexican corn, Mexican, American customers San Francisco, 100, paper, fortune French, African, native American Listening extension What do some people say about American food? How does the guest sum up American food? Keys: Some people say no food was ever invented in America. American cooking often mixes things from around the world to make something completely new.		Listen to the materials carefully and do the listening exercises.	- Familiarize students with key words. - Exercise students’ speaking skills.
Step 8	Take notes When taking notes, just write down the key words, such as names, dates, and numbers. They will help you remember things later on. To save time and space, omit all articles (a, an, the) and use abbreviations. For example, use “N.O” for New Orleans, bc for because, “yrs" for years, “+” for and, and so on. Abbreviations b/4 before bk book cp. compare … …		Students listen to the tips.	- Help students learn tips in listening practice. - Make students master the listening skill better. - Better finish the testing task.
Step 9	Discussion Teacher shows the topic and gives students examples to discuss. Potluck dinners Potluck dinners are common in the United States, especially for large informal parties or social gatherings. You should always bring enough food to feed all the people in your group, plus food for one or two extra people. For example, if you are coming to a potluck party with your mother and father, you should bring enough food for four or five people (you, your mother, your father, and one or two extra people). It is considered inappropriate to bring store-bought or restaurant food—you should try to bring something you made yourself, even if it is something quite simple, like a salad. At the potluck dinner, you do not have to eat the food you brought—you can eat anyone’s food. Video: How to throw a potluck party 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. What food/snack from which area/ethnic group will you bring? How is the food prepared and what is it made of? How is this food special? EXAMPLE: A: What should I bring to the potluck dinner this weekend? B: Why don’t you make a dish from your home province? A: You mean a Hunan dish? B: Yeah, why not? I bet they’d love it! A: Well, I guess I could make Hunan Steamed Fish Head with Diced Hot Red Peppers. It’s delicious and really colorful. B: Really? You can make that dish? How do you make it? A: Easy! Slice open a fish head and cover it with a chili and bean sauce. Then just steam it for 10 minutes. B: Sounds so easy! You could make it at your friend’s house. That way it’ll be fresh. A: Great idea! I’ll ask my friend.		Use what they have learnt from the interview to help you and discuss in groups.	- Voice their opinions. - Practice their team spirit. - Practice their thinking skill and imagination. - Practice their speaking and listening.
Step 10	Pronunciation Pauses Pauses in speaking are useful because they give the speaker time to gather his or her thoughts, and they give the listener a chance to hear, understand, think about, or imagine what is being said. Apart from pausing to give one a chance to breathe, pauses should be normally used: When there would normally be punctuation, such as commas or periods, in a written text. At the end of each long unit of meaning, for example, long noun phrases or adjective clauses. For transitions, when the speaker is introducing another idea. For emphasis. Pausing before and after the most important words highlights and draws the listener’s attention to them. Listen to the passage about Native Americans. Mark the pauses that you hear. The first sentence has been done for you. No one really knows exactly \| when the first people arrived \| in what we now know as California. \|\| It is likely that Native Americans moved to California at least fifteen thousand years ago. Scientists believe that these settlers crossed the Bering Strait by a land bridge which existed in prehistoric times. In the 16th century, the native people suffered greatly after the arrival of the Europeans. Thousands of them were killed or forced into slavery. In addition, many died from the diseases brought by the Europeans. However, some survived these terrible times, and today there are more Native Americans living in California than in any other state of America. Listen again and repeat.		Students do the exercises.	- Improve the students’ pronunciation skill.
Step 11	Language points Teacher explains the language points and makes some exercise. diverse adj. 不同的；多种多样的 diversity n. 差异（性）；不同（点）；多样性 diversely adv. 不同地，各色各样地 different: 普通用词，强调事物间的区别或本质的不同。有时侧重对比，不着重差别。 various: 通常强调种类的数目。 diverse: 语气较强，指性质完全不同，着重显著的区别。 The word is now used in a sense diverse from the original meaning. 在某种意义上说, 此词现在的含义与最初的含义完全不同。 If you want to be promoted, you must be prepared to make a _____ contribution to the business. A.passive B.diverse C.secure D.positive keys: D fortune n. 机会；运气 fortune cookie 幸运曲奇 fame and fortune 名声与财富 fortune teller 算命先生；预言家 fortune favors fools 傻人有傻福 good fortune 好运 make a fortune 发财，赚大钱 Two thousand dollars a month is not a fortune but will help cover my living _______. A．fees B．expenses C．fares D．charges He made a ________ decision when he went into advertising. A.luck B.fortune C.fortunate D.fortunately keys: B C cheese n. 干酪；奶酪 ________ teaspoons of cheese do we need? A.How B.How much C.How many D.What keys: C Let’s take ______ photo! Everyone, cheese! A．a B．an C．the D．不填 keys: A ethnic adj. 具有民族特色的；异国风味的；民族的；种族的 ethnic composition 种族构成 ethnic lines 种族 ethnic minorities 少数民族 ethnic group 同种同文化的民族 ethnic identity 种族认同；民族认同 ethnic relations 族群关系 We do not differentiate between our workers on the basis of their background or ethnic origin. 我们不以工人们的背景或种族来源区别对待他们。 Ethnic discrimination still exists in the world. 种族歧视在世界中仍然存在		Listen to the key knowledge points carefully and take exercise.	- Help students know about the knowledge points deeper. - Let students know how to use these words and phrases.
Step 12	Exercise Teacher asks students to fill the gap together. Rewrite the following sentences using the words and phrases in brackets. Globalization has had a huge impact on people all around the world, including both significant benefits and great challenges, (bring about) The couple did all sorts of jobs to survive, even though there were many difficulties in the new environment (earn a living, in spite of) A large number of people are moving towards 'limes Square for the countdown to midnight, (head to) Have you heard of the new 24-hour bookshop? I'm going to visit it tonight (checkout) The boy hardly watches TV programs, except for nature documentaries, (apart from) Alter Shenzhen became a special economic zone in 1980, people from all over China went to the city to get rich, (seek one’s fortune) keys: Globalization has had a huge impact on people all around the world, bringing about both significant benefits and great challenges. The couple did all sorts of jobs to earn a living, in spite of many difficulties in the new environment. A large number of people are heading to Times Square for the countdown to midnight. Have you heard of the new 24-hour bookshop? I’m going to check it out tonight. The boy hardly watches TV programs, apart from nature documentaries. After Shenzhen became a special economic zone in 1980, people from all over China went to the city to seek their fortune.
Summary and Homework
Step 13		Summary Teacher leads students to have a summary of this lesson. Language points diverse, fortune, cheese, ethnic, fortune cookie Others: Take notes Abbreviations Pause Potluck dinners	Follow the teacher’s thinking flow and read the words and phrases loudly.	- Consolidate students’ knowledge. - Form knowledge system.
Step 14		Homework Write an essay about “My favorite food”. Search related information and try to find the origin of it.	Take notes.	- Consolidate students’ knowledge and prepare for the following lesson.

板书		Unit 3 Diverse Cultures Period 1 Listening and speaking Language points diverse, fortune, cheese, ethnic, fortune cookie Others: Take notes Abbreviations Pause Potluck dinners