人教版（2019）必修第三册 Unit 3 Diverse Cultures Opening Page & Listening and Speaking教学设计 (表格式)
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| 名称 | 人教版（2019）必修第三册 Unit 3 Diverse Cultures Opening Page & Listening and Speaking教学设计 (表格式) |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-04-04 10:24:26 | ||
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教学设计
课程基本信息
学科 英语 年级 高一 学期 春季
课题 B3U3 Diverse Culture Listening and Speaking
教学目标
教学目标: In this class, the students will be able to acquire listening skills like grabbing the main idea, taking notes for key information, inferring by conversing synonyms, and summarizing the theme by synthesizing information； use topic-related vocabularies to describe food； understand the cultural influences on food and critically think the reasons behind it； form a positive attitude towards the food diversity.
教学内容
教学重点： 引导学生掌握访谈对话类听力文本的听力技巧。凸显三类技能：分类记录信息；同义转换；信息综合推断；
2. 通过对听力文本的分析，思考多元文化对美国人们饮食方面的影响； 3. 引导学生理解扉页上的名言意义并就cultural influences on food diversity这一主题发表自己的看法。
教学难点： 引导学生探究和分析多元文化现象背后的根源和社会背景，正确看待多元文化现象。
教学过程
Step one Lead-in Show students a map of American food and have a free talk with them about American food. 【设计意图】 通过2张地图，引入主题语境，激发学生参与课堂的兴趣。 Step two Pre-listening ◎Show students pictures of 4 American foods(the subjects of the listening) and ask them to give simple descriptions; ◎Introduce these food one by one, leading in topic-related vocabularies that may cause obstacles in listening. 【设计意图】 看图描述食物，学习主题新词汇，链接学生关于主题的已知和未知词汇，并为接下来的听力环节做好主题和语言上的铺垫。 Step three Listening for main idea Guide the students to listen for main idea, stressing how to take notes of background information according to the following 3 questions. 1.What is the possible relationship between the two speakers 2.Where does this conversation happen 3. What is the focus of this conversation Tip1: You can usually get the main idea in the beginning or the closing part of a conversation. Tip2: You can take notes of the supporting details for background information. 【设计意图】 引导学生关注听力片段的场景特征，学会从对话开头部分听取背景信息和主要内容，学会记录关键信息，并根据关键信息推断文本主题。 Step four Listening for detailed questions ◎Ask students to answer four detailed questions while listening and take detailed notes according to the key words. ◎Lead students to pay attention to synonym conversion of key words. Tip3: Write down the key words and omit unimportant information and use abbreviations. Tip4: Pay attention to the synonym conversion of key words. 【设计意图】 引导学生能够使用基本的速记方法，如缩写、省略等，根据听力题目中的关键词有选择地记录具体信息，并继续关注关键词的同义转化。 Step five Listening for comprehensive question Lead the students to listen for the following comprehensive question. 1.What’s the main feature of American food 【设计意图】 引导学生思考基于听力文本的综合性理解问题，指导学生提高听力文本高频主题词汇的记录能力，并根据高频主题词汇综合性推断相关问题。 Step six Critical thinking Encourage the students to critically think about the root cause of the food diversity and the proper attitude towards this phenomenon. 1.What does the diversity of American food reflect 2.With the globalization of the world, what should we do facing such diversity 【设计意图】 引导学生探究和分析美国多元文化现象背后的根源和社会背景，进行主题文化拓展，进一步引发深层次的主题思考。 Step seven Theme conclusion ◎Guide the students to understand the saying on the opening page. ◎Summarize the listening class with further understanding of the theme. True harmony is found not emerged to but maintaining their differences. Create harmony between diversity and inclusion. Harmony in diversity makes life vibrant, joyful and more colorful. 【设计意图】 通过扉页上的名言和其他名句的呈现再次升华主题，提升学生对主题的语言表达力。 Step seven Assignment View a video clip about “Ganzhou food” (见配套学习资源推荐）and write an essay on "Cultural influences on Chinese food". 【设计意图】 链接中国饮食文化多样性，让学生依据听力课堂所学，自己探究和分析赣州饮食文化多样化现象背后的根源和社会背景，学会文化比较，并引导学生正确看待世界多元文化现象。
课程基本信息
学科 英语 年级 高一 学期 春季
课题 B3U3 Diverse Culture Listening and Speaking
教学目标
教学目标: In this class, the students will be able to acquire listening skills like grabbing the main idea, taking notes for key information, inferring by conversing synonyms, and summarizing the theme by synthesizing information； use topic-related vocabularies to describe food； understand the cultural influences on food and critically think the reasons behind it； form a positive attitude towards the food diversity.
教学内容
教学重点： 引导学生掌握访谈对话类听力文本的听力技巧。凸显三类技能：分类记录信息；同义转换；信息综合推断；
2. 通过对听力文本的分析，思考多元文化对美国人们饮食方面的影响； 3. 引导学生理解扉页上的名言意义并就cultural influences on food diversity这一主题发表自己的看法。
教学难点： 引导学生探究和分析多元文化现象背后的根源和社会背景，正确看待多元文化现象。
教学过程
Step one Lead-in Show students a map of American food and have a free talk with them about American food. 【设计意图】 通过2张地图，引入主题语境，激发学生参与课堂的兴趣。 Step two Pre-listening ◎Show students pictures of 4 American foods(the subjects of the listening) and ask them to give simple descriptions; ◎Introduce these food one by one, leading in topic-related vocabularies that may cause obstacles in listening. 【设计意图】 看图描述食物，学习主题新词汇，链接学生关于主题的已知和未知词汇，并为接下来的听力环节做好主题和语言上的铺垫。 Step three Listening for main idea Guide the students to listen for main idea, stressing how to take notes of background information according to the following 3 questions. 1.What is the possible relationship between the two speakers 2.Where does this conversation happen 3. What is the focus of this conversation Tip1: You can usually get the main idea in the beginning or the closing part of a conversation. Tip2: You can take notes of the supporting details for background information. 【设计意图】 引导学生关注听力片段的场景特征，学会从对话开头部分听取背景信息和主要内容，学会记录关键信息，并根据关键信息推断文本主题。 Step four Listening for detailed questions ◎Ask students to answer four detailed questions while listening and take detailed notes according to the key words. ◎Lead students to pay attention to synonym conversion of key words. Tip3: Write down the key words and omit unimportant information and use abbreviations. Tip4: Pay attention to the synonym conversion of key words. 【设计意图】 引导学生能够使用基本的速记方法，如缩写、省略等，根据听力题目中的关键词有选择地记录具体信息，并继续关注关键词的同义转化。 Step five Listening for comprehensive question Lead the students to listen for the following comprehensive question. 1.What’s the main feature of American food 【设计意图】 引导学生思考基于听力文本的综合性理解问题，指导学生提高听力文本高频主题词汇的记录能力，并根据高频主题词汇综合性推断相关问题。 Step six Critical thinking Encourage the students to critically think about the root cause of the food diversity and the proper attitude towards this phenomenon. 1.What does the diversity of American food reflect 2.With the globalization of the world, what should we do facing such diversity 【设计意图】 引导学生探究和分析美国多元文化现象背后的根源和社会背景，进行主题文化拓展，进一步引发深层次的主题思考。 Step seven Theme conclusion ◎Guide the students to understand the saying on the opening page. ◎Summarize the listening class with further understanding of the theme. True harmony is found not emerged to but maintaining their differences. Create harmony between diversity and inclusion. Harmony in diversity makes life vibrant, joyful and more colorful. 【设计意图】 通过扉页上的名言和其他名句的呈现再次升华主题，提升学生对主题的语言表达力。 Step seven Assignment View a video clip about “Ganzhou food” (见配套学习资源推荐）and write an essay on "Cultural influences on Chinese food". 【设计意图】 链接中国饮食文化多样性，让学生依据听力课堂所学，自己探究和分析赣州饮食文化多样化现象背后的根源和社会背景，学会文化比较，并引导学生正确看待世界多元文化现象。