Unit 3 DiverseCultures教學(xué)設(shè)計(jì)

Period 1 Listening andspeaking

聽力部分分為兩個(gè)部分：Listening andspeaking和Listening and talking。

Listening and speaking板塊的活動(dòng)主題是“討論幾種美國食品的起源”( Talk about the origins ofAmerican food)。美國的多元文化反映在社會(huì)生活的各個(gè)領(lǐng)域,飲食就是很重要的一個(gè)方面。該板塊介紹了四種食品——漢堡包、墨西哥玉米片、秋葵湯和福餅,它們都是在美國本土發(fā)明的,但都帶有其他民族的飲食風(fēng)味和特點(diǎn)。在文化交流過程中,不同民族的文化接觸后會(huì)產(chǎn)生碰撞,同時(shí)也會(huì)根據(jù)需要從不同的文化體系中選取文化元素,經(jīng)過整合融為一體,形成一種新的文化體系,這就是文化融合的過程。

現(xiàn)代美國文化就是多種文化融合的結(jié)果,而這里介紹的幾種美國食品正是文化融合現(xiàn)象的具體表現(xiàn)。聽力對(duì)話的最后一句道出了美國飲食的特點(diǎn):將世界上的不同食材混合在一起,創(chuàng)造出一種全新的食品。

Listening and talking板塊的活動(dòng)主題是“談?wù)撝袊纳贁?shù)民族文化”( Talk aboutethnic minority cultures in China)。此部分從談?wù)撁绹亩嘣幕^渡到談?wù)撝袊幕亩鄻有?。少?shù)民族文化是中國文化多樣性的重要體現(xiàn)。該板塊圍繞貴州苗族和侗族的少數(shù)民族文化展開。民族文化是民族身份的重要標(biāo)志,了解中國文化的多樣性有助于培養(yǎng)文化自信,弘揚(yáng)和傳承中國文化。了解中國異彩紛呈的少數(shù)民族文化也有助于學(xué)生形成尊重、包容的心態(tài),為維護(hù)和諧社會(huì)作出貢獻(xiàn)。

1. Master themethods 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 studentsunderstand the manifestation of American multiculturalism in diet by listeningto an interview, and guide students to record key information in the listeningprocess;

3. Instructstudents to clearly introduce the characteristics and cooking methods of aChinese national food to their partners;

4. Master theprinciple of dividing long sentences into groups, and be able to use pauseskills when reading long sentences or oral expressions.

5. Be able tointroduce Chinese minority culture and tell Chinese stories in English.

Importance:

1. Help studentsunderstand the manifestation of American multiculturalism in diet by listeningto an interview, and guide students to record key information in the listeningprocess;

2. Instruct thestudents to clearly introduce the characteristics and cooking methods of aChinese national food to their partners.

3. Be able tointroduce Chinese minority culture and tell Chinese stories in English.

Difficulties:

1. Clearlyintroduce the characteristics and cooking methods of a Chinese national food tothe partners;

2. Master theprinciple of dividing long sentences into groups, and be able to use pauseskills reasonably when reading long sentences or oral expressions.

3. Be able tointroduce Chinese minority culture and tell Chinese stories in English.

1. Review thevocabulary about food and understand the characteristics of Chinese traditionalfood culture;

2. Read thissection in advance, review the vocabulary of American food, and understand thecharacteristics of American food culture.

Step 1 Lead-in

1.The teacherpresents a news report to help students understand the meaning of diverse inthe title.

Overseas Students Experience Diverse Cultures at Shandong University

Shandong University in Jinan, East ChinasShandong Province unveiled its I8th International Cultural Festival at itscentral campus on April 26, offering locals a chance to experience uniquecultures from 25 countries around the world.

Overseas students from Russia, France,Thailand, Afghanistan, Italy, Uganda, and Laos wore traditional costumes asthey showcased food,dances,handcrafts,and souvenirs from their home countries.

Since 2001, the international culturalevent has evolved into an important channel the university to promote itscampus culture featuring understanding, inclusiveness.for openness, andprogress.

2.According to theabove context, the teacher guides the students to discuss the meaning ofdiverse cultures, and then asks them to try to explain the meaning of unittitle "diverse cultures" in their own language.Students can explainit this way :

It means the coexistence of many differenttypes of cultures in a specific region or in the world as a whole. Each culturehas its distinct features and each other’s differences are respected.

Step 2 Watching and talking

Activity 1

1.Teachers makesfull use of pictures to find the breakthrough of unit teaching.The followingquestions can guide students to observe the details in the picture, so as tounderstand the cultural information and its connotation carried by the picture,and establish a connection with the unit theme.

What can you seein the photo?(buildings, lamp post, lanterns.) Do you find the place familiar?

What are somewords on the buildings?

Why are there bothChinese and English shop signs?

Where do you thinkthis photo was taken?

What day you thinksuch a place is like?

Do you think thisis a typical place to show cultural diversity? Why?

2.Appreciatefamous quotes.The teacher asks the following questions to help studentsunderstand the quotation and relate the unit topic:

Can you paraphrasethe quote in your own words?

Can you give someexamples to demonstrate the diversity of people in world?

Can you think ofsome examples to show diverse cultures in the world?

3.Ask the studentsto quickly review the listening, speaking, reading and writing tasks listed inthe opening page. Then ask the students to close their books and answer thepositive questions.

What are some topicsyou will read about/ listen to?

What are sometopics you will talk/write about?

Which part do youthink will interest you?

What do you expectto learn from this unit?

Step 3 Listening

Activity 2

1.Ask the studentsto look at the four pictures in activity 1.

2.Students wereasked to match the picture to the following description and then to try tomatch it to the name of the food.

Picture A: smallpieces of thin crisp chips served with beans, cheese, spices, etc (nachos).

Picture B: a crisphollow cookie containing a piece of paper with a short message on it (fortunecookie).

Picture C: a thickseafood soup,a spicy stew(gumbo).

Picture D: asandwich containing cooked meat and some other vegetables in a bread roll(hamburger).

Activity 3

1.The teacherplays the recording for the first time and asks the students to verify whetherthe matching food names in activity 1 are correct.

2. The teacherplays the recording for the second time. The teacher arranges the followingquestions in advance to guide the students to get the key information and graspthe general meaning of the listening dialogue.

Where does thisconversation take place? How do you know?

Who are thespeakers?

What is the topicof the conversation?

What is SteveFox’s opinion about American food?

How many examplesdoes Steve Fox give to support his opinion? What are they?

Activity 4

1.Look at the fivesentences in activity 3.Lets listen to the tape for the third time.The teacherfirst lets the student understand the problem, then completes the listeningtask, in this way the student listens with the purpose, is helpful to developthe selective attention strategy.

2.Ask the studentsto browse the listening task of activity 4. First, try to fill in theinformation in the form from memory.Next, the teacher plays the tape again andasks the students to fill out the rest of the information and reminds them touse the shorthand strategy.If students can fill out most of the information,teachers can ask them to fill in more information on the form as theylisten.When the students were finished, they were asked to use the informationin the table to organize the language and verbally describe each food.

3.Listen to thetape again and ask the students to complete the following sentences in the listeningtext.

He’s here to talkabout cultural influences on American food.

You mean there wasa mixing of cultures? Food from overseas changed when it arrived in theStates.

And there are manymore examples of mixed-culture dishes.

So they’re like amix of the Chinese, American, and Japanese cultures.

It was invented inNew Orleans over 200 years ago, and mixes French, African, NativeAmerican, and Spanish cooking.

So its the foodof many different cultures, all in one dish?

American cookingoften mixes things from around the world to make something completelynew.

Step 4 Speaking

Activity 5

1.Teachers can usecourseware to show pictures and definitions of potluck to introduce thisinteresting cultural phenomenon to students.Such as:

A potluck dinner is a meal to which eachguest brings a dish of food prepared by the person, to be shared among thegroup.

2.Next, theteacher can ask the following questions to start thinking:

How do you thinkpotluck dinners show diverse cultures in the world?

What food wouldyou bring to the party if you were invited?

Why do you choosethis food?

3.Teachers createa situation and ask students to create a dialogue in pairs. One student ACTS asa guest invited to a potluck party and the other gives advice as a friend.Eachgroup is asked to have a conversation about the origin, preparation andcharacteristics of a food according to the three questions in activity5.Students can also add cultural information about the history and legends ofthe food.After the students have finished the drill, the teacher may askseveral groups of students to present to the class.

Step 5 Pronunciation

Activity 6

1. Understand thespoken text.Read the passage silently and answer the following questions:

What is this textabout?

What did you learnabout them from the text?

2.Mark the pausesin the passage. Then ask one of the students to read to the class.Incombination with the students problems in pausing, help students understandthe role of pausing: first, pausing allows us to take a breath in time, so thatwe wont be so tired in the process of speaking;Secondly, proper pauses allowus to better grasp the rhythm of speaking and express ourselves.

3. The teacherplays the recording, guides the students to make necessary modifications, andsummarizes the common positions of pauses.

4. Listen to thetape again and ask the students to follow the tape.

5. Let thestudents read the passage in pairs. Help each other to improve the accuracy andfluency of reading.Finally, please have a few students present to the class.

Step 6 Listening

Activity 7

1.Ask students tofocus on the three pictures in activity 1 and try to describe each picture,including:

Photo 1: Where do you think these men are from?What are they doing? What are they holding in their hands? What is theinstrument like? What arc their clothes like?

Photo 2: Where do you think the girls are from?What are they doing? What are their clothes like?What are they wearing on theirheads?

Photo 3: Can you find in the photo which villageit is? What time is it in the photo? What is the village like?

Based on thedescription of the students, the teacher skillfully penetrated the key words inthe listening dialogue, such as silver, accessory, minority, musicalinstrument, perform, etc.

2.Its about theethnic minority cultures of the Miao and Dong people in China. Its about theethnic minority cultures of the Miao and Dong people in China.

3.Let the studentsfocus on the Miao and Dong ethnic groups, share their understanding of the twoethnic minorities, fully activate the students background knowledge, andprepare for the following listening activities.