人教版（2019）必修第三册 Unit3 Diverse Cultures Listening and Speaking 名师教学设计（含答案）
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| 名称 | 人教版（2019）必修第三册 Unit3 Diverse Cultures Listening and Speaking 名师教学设计（含答案） |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2023-03-10 18:29:08 | ||
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Unit3 Listening and Speaking 名师教学设计
课时内容
Talk about the origins of American food
主题语境：人与社会
主题群： 社会服务与人际沟通
子主题： 跨文化沟通、包容与合作
语篇类型：照片、采访
文本分析：本节课为听说课，主要意图是引出本单元的主题——多元文化。首先，通过观察四幅食物照片来匹配食物的名称，再推测这种食物是受哪个国家饮食文化的影响。接着，听一段关于美国食物的广播采访，检查活动中的图文匹配是否正确；第二次听采访，通过判断正误题总结出美国食物的特点和多元性；第三次听采访，完成表格，总结四种食物的特点等。最后，设计一个去美国朋友家拜访的场景，让学生创设情境，谈论所带食物、食物的制作和特点。
课时目标
1.通过听力材料认识一些美国食物。
2.了解美国食物的多元性。
3.使用目标语言谈论食物。
重点难点
重点：
1.在听的过程中了解表达食物的词汇和句型。
2通过听力了解美国食物的特点。
3.学会词义猜测策略。
难点：
使用食物相关词汇、句型创设对话谈论食物。
教学准备
教师准备：
1.了解美国饮食文化的多元背景。
2.准备相关的图片和照片。
学生准备：
1.预习本节课词汇和内容。
2.已经了解的美国食物
教学过程
Step I 学习理解
活动一：感知与注意(Look and match)(Part 1, P26)
1. Ask students to look at the photos of American food and match them with their names.
nachos gumbo
hamburger fortune cookies
2.Ask students to guess which countries’ cuisine influenced the foods’ invention.
Suggested answers：
Nachos is influenced by Mexicon cuisine.
Gumbo is influenced by West African cuisine.
Hamburger is influenced by American cuisine.
Fortune cookies are influenced by Chinese cuisine.
【备注】（具体内容参见备课资料Ⅱ）
活动二：获取与梳理
1.Listen and check（Part 2，P26）
Listen to a radio interview about American food and check whether your answers to Activity 1 are correct.
Suggested answers：
D B C A
2.True or False（Part 3，P26）
（1）Ask students to go through the sentences and make sure they understand their meanings.
（2）Before listening，ask students to try to predict the answers according to their knowledge.
（3）Play the tape for students to listen and try to tick the correct statements.
（4）Check the answers. If necessary, play the tape again and let students check their answers.
Suggested answers：
1-5 FFTTT
3. Take notes (Part 4, P27)
Listen to the interview again and complete the notes.
Suggested answers：
German，American，Mexican corn，Mexican，American customers，San Francisco，100，paper，fortune，200，French，African，Native American
【设计意图】通过观察图片、描述图片食物，激活学生的背景知识。通过三次听，梳理出对话大意和获取对话相关细节，为谈论饮食话题奠定基础。
Step Ⅱ 应用实践
活动三：描述与阐释（Part5，P27）
1.what is potluck dinner？
Potlucks are popular party events in the United States of America and it is a large meal get-together organised by a family, a church, a group of students, or a department in a college, where everyone brings a different dish and all of the participants join each other for a fabulous feast of specialties. Because all sorts of things are brought to the table, everyone gets out more than they put in. The idea of the potluck party is that no one family or an institution is burdened with the cost and preparation time of the meal and everyone gets to try something different that usually isn’t made in their home. Potlucks are also great opportunities for neighbours and friends to meet, for colleagues and peers to share their stories in life and work, for people to make new friends, and for showing off specialties.
2. Prepare a role play：
Ask students to imagine they are invited to a potluck dinner at an American friend’s house. Work in pairs and discuss what special dish(es) they will take.
Different kinds of foods：
Sweetbreads Headcheese
Welsh Rabbit Boston Cream Pie
Chinese Burger Spicy Hot Pot
Small Steamed Bun Barbecue Gluten
3. Peer cooperation.
Discuss the following questions：
(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
4. Presentation.
Example：
How to make Nachos
Things you’ll need
avocado, tortilla chips, chives, shredded Monterey ack, green or black olives, salsa, taco sauce, cheddar sour cream, cubed tomatoes, groceries
Steps to make
Step 1
Put a layer of tortilla chips on a microwave-safe plate.
Step 2 Add salsa or taco sauce.
Step 3 Sprinkle shredded cheese on top of chips. Use cheddar, Monterey Jack or a combination of the two.
Step 4 Heat on high in the microwave for 45 seconds or until cheese is melted.
Step 5 Dice a tomato，slice an avocado and chop some chives. Have sliced olives ready.
Step 6 Top with sour cream，black olives，canned or fresh chiles，sliced avocados or chives.
How is this food special.
Nachos are a great snack for entertaining guests or satisfying munchies.
【设计意图】在听完对话相关细节、归纳对话大意之后，学生对美国的饮食文化有了一定的了解。该活动围绕美国的多元饮食文化，鼓励学生创设场景，运用所学语言和文化知识描述应邀去美国朋友家参加的百乐餐的场景。
Step Ⅲ 迁移创新
活动四：Discussion
Ask students to discuss the following questions in groups：
Is there any authentic American food in America？
If YES，what is the authentic American food？
If NO，state your reason.
【设计意图】通过小组讨论，让学生思考美国这个多元文化的国家，虽然它的饮食多种多样，然而却没有他们真正的美国本土饮食，鼓励学生运用目标语言表达自己的想法。
活动五：Pronunciation（P27）
1.Ask students to listen to the passage about native Americans. Mark the pauses that they hear.
2.Listen and repeat.
【设计意图】通过语音知识训练，促进学生发音的同时，指导学生关注句子停顿，无形中也提高了他们的听力水平。
板书设计
Unit 3 Diverse Cultures
Period I Listening and Speaking
I. 学习理解
活动一：感知与注意(Look and match)
活动二：获取与梳理
Ⅱ. 应用实践
活动三：描述与阐释
Ⅲ. 迁移创新
活动四：Discussion
活动五：Pronunciation
课时内容
Talk about the origins of American food
主题语境：人与社会
主题群： 社会服务与人际沟通
子主题： 跨文化沟通、包容与合作
语篇类型：照片、采访
文本分析：本节课为听说课，主要意图是引出本单元的主题——多元文化。首先，通过观察四幅食物照片来匹配食物的名称，再推测这种食物是受哪个国家饮食文化的影响。接着，听一段关于美国食物的广播采访，检查活动中的图文匹配是否正确；第二次听采访，通过判断正误题总结出美国食物的特点和多元性；第三次听采访，完成表格，总结四种食物的特点等。最后，设计一个去美国朋友家拜访的场景，让学生创设情境，谈论所带食物、食物的制作和特点。
课时目标
1.通过听力材料认识一些美国食物。
2.了解美国食物的多元性。
3.使用目标语言谈论食物。
重点难点
重点：
1.在听的过程中了解表达食物的词汇和句型。
2通过听力了解美国食物的特点。
3.学会词义猜测策略。
难点：
使用食物相关词汇、句型创设对话谈论食物。
教学准备
教师准备：
1.了解美国饮食文化的多元背景。
2.准备相关的图片和照片。
学生准备：
1.预习本节课词汇和内容。
2.已经了解的美国食物
教学过程
Step I 学习理解
活动一：感知与注意(Look and match)(Part 1, P26)
1. Ask students to look at the photos of American food and match them with their names.
nachos gumbo
hamburger fortune cookies
2.Ask students to guess which countries’ cuisine influenced the foods’ invention.
Suggested answers：
Nachos is influenced by Mexicon cuisine.
Gumbo is influenced by West African cuisine.
Hamburger is influenced by American cuisine.
Fortune cookies are influenced by Chinese cuisine.
【备注】（具体内容参见备课资料Ⅱ）
活动二：获取与梳理
1.Listen and check（Part 2，P26）
Listen to a radio interview about American food and check whether your answers to Activity 1 are correct.
Suggested answers：
D B C A
2.True or False（Part 3，P26）
（1）Ask students to go through the sentences and make sure they understand their meanings.
（2）Before listening，ask students to try to predict the answers according to their knowledge.
（3）Play the tape for students to listen and try to tick the correct statements.
（4）Check the answers. If necessary, play the tape again and let students check their answers.
Suggested answers：
1-5 FFTTT
3. Take notes (Part 4, P27)
Listen to the interview again and complete the notes.
Suggested answers：
German，American，Mexican corn，Mexican，American customers，San Francisco，100，paper，fortune，200，French，African，Native American
【设计意图】通过观察图片、描述图片食物，激活学生的背景知识。通过三次听，梳理出对话大意和获取对话相关细节，为谈论饮食话题奠定基础。
Step Ⅱ 应用实践
活动三：描述与阐释（Part5，P27）
1.what is potluck dinner？
Potlucks are popular party events in the United States of America and it is a large meal get-together organised by a family, a church, a group of students, or a department in a college, where everyone brings a different dish and all of the participants join each other for a fabulous feast of specialties. Because all sorts of things are brought to the table, everyone gets out more than they put in. The idea of the potluck party is that no one family or an institution is burdened with the cost and preparation time of the meal and everyone gets to try something different that usually isn’t made in their home. Potlucks are also great opportunities for neighbours and friends to meet, for colleagues and peers to share their stories in life and work, for people to make new friends, and for showing off specialties.
2. Prepare a role play：
Ask students to imagine they are invited to a potluck dinner at an American friend’s house. Work in pairs and discuss what special dish(es) they will take.
Different kinds of foods：
Sweetbreads Headcheese
Welsh Rabbit Boston Cream Pie
Chinese Burger Spicy Hot Pot
Small Steamed Bun Barbecue Gluten
3. Peer cooperation.
Discuss the following questions：
(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
4. Presentation.
Example：
How to make Nachos
Things you’ll need
avocado, tortilla chips, chives, shredded Monterey ack, green or black olives, salsa, taco sauce, cheddar sour cream, cubed tomatoes, groceries
Steps to make
Step 1
Put a layer of tortilla chips on a microwave-safe plate.
Step 2 Add salsa or taco sauce.
Step 3 Sprinkle shredded cheese on top of chips. Use cheddar, Monterey Jack or a combination of the two.
Step 4 Heat on high in the microwave for 45 seconds or until cheese is melted.
Step 5 Dice a tomato，slice an avocado and chop some chives. Have sliced olives ready.
Step 6 Top with sour cream，black olives，canned or fresh chiles，sliced avocados or chives.
How is this food special.
Nachos are a great snack for entertaining guests or satisfying munchies.
【设计意图】在听完对话相关细节、归纳对话大意之后，学生对美国的饮食文化有了一定的了解。该活动围绕美国的多元饮食文化，鼓励学生创设场景，运用所学语言和文化知识描述应邀去美国朋友家参加的百乐餐的场景。
Step Ⅲ 迁移创新
活动四：Discussion
Ask students to discuss the following questions in groups：
Is there any authentic American food in America？
If YES，what is the authentic American food？
If NO，state your reason.
【设计意图】通过小组讨论，让学生思考美国这个多元文化的国家，虽然它的饮食多种多样，然而却没有他们真正的美国本土饮食，鼓励学生运用目标语言表达自己的想法。
活动五：Pronunciation（P27）
1.Ask students to listen to the passage about native Americans. Mark the pauses that they hear.
2.Listen and repeat.
【设计意图】通过语音知识训练，促进学生发音的同时，指导学生关注句子停顿，无形中也提高了他们的听力水平。
板书设计
Unit 3 Diverse Cultures
Period I Listening and Speaking
I. 学习理解
活动一：感知与注意(Look and match)
活动二：获取与梳理
Ⅱ. 应用实践
活动三：描述与阐释
Ⅲ. 迁移创新
活动四：Discussion
活动五：Pronunciation