2020年新人教版必修三《Unit 3 Diverse Cultures》单元教案(附导学案)
【新教材新学案】人教版英语必修第三册：Unit 3 DIVERSE CULTURES Ⅶ Reading for Writing——介绍
Section ⅦReading for Writing——介绍某个地方的说明文本单元的写作项目是阅读一篇介绍旧金山中国城的文章后，写一篇介绍某个地方的说明文。
Ⅰ.Pre－writing(Ⅰ)Learning to write after the model,,WELCOME TO CHINATOWN!The Chinatown in San Francisco is the biggest in America，and also the oldest.It is a very popular tourist draw that receives more visitors each year than even the Golden Gate Bridge.The climate is mild all year round，meaning it is always a good time to visit.Historically，Chinese immigrants settled in the area during the railroad construction and gold rush period.What started as a residential area for Chinese immigrants then turned into a centre for Chinese culture.The majority of residents in Chinatown are still ethnic Chinese，many of whom do not speak English fluently.This allows visitors to experience a real taste of China.Most of Chinatown was destroyed in the 1906 earthquake，but the city and residents rebuilt it，taking care to include lots of Chinese architecture.Traditionally，visitors enter Chinatown through the legendary Dragon Gate，which was built using materials donated from China.Other famous sites include the Tin How Temple and Bank of Canton，to name but a few.Visitors can also spend hours just exploring the interesting sights，smells，and sounds of China.Portsmouth Square is also a key site，being the centre of Chinatown.It has a long and famous history，with the author Robert Louis Stevenson having spent much time writing there.These days，the square is a great place to see traditional Chinese culture in real life，such as games of Chinese chess，and people practising tai chi.The stores in the Chinatown offer a unique range of souvenirs，goods，and clothing.All kinds of traditional Chinese herbal medicine can be found，too，and thereare Chinese tea stores，where visitors can taste and buy varieties of Chinese tea.But perhaps what many tourists and San Franciscans treasure most about Chinatown is its food.There is Chinese food to suit everyone’s taste，with traditional dishes from all over China.Chinatowns are an important part of the diverse culture of the USA.They allow visitors who have never been to China to experience traditional Chinese culture first hand.篇章结构Location：in San FranciscoClimate：mildHistory：a residential area for Chinese immigrants，most was destroyed in the 1906 earthquakeResidents：ethnic ChineseFamous sites：the legendary Dragon Gate，Tin How Temple and Bank of Canton，Portsmouth SquareStores：souvenirs，goods，clothing，traditional Chinese herbal medicine，Chinese tea Food：traditional dishes from all over China，suit everyone’s tasteSummary：an important part of the diverse culture of the USA(Ⅱ)Preparation for writing—words an phrases①__attractive adj.迷人的，有吸引力的②tourism n．旅游业③destination n．目的地，终点④impressive adj.给人印象深刻的；令人钦佩的⑤route n．路线；路程⑥scene n．风景；景色；一个镜头⑦site n．地点；遗址⑧spot n．地点；场所v t.认出；发现⑨appeal__to 对……有吸引力⑩be__struck__by 被……迷住⑪beyond__description 难以表达⑫have__a__good__time__玩得很开心⑬rush__hour 上下班交通高峰时刻⑭be__surrounded__by 被……包围/环绕着⑮date__from 起源于；追溯到；始于Ⅱ.While－writing请根据下面表格内容，写一篇100词左右的短文简要介绍一下温哥华。
英语新人教必修三 unit 3 Diverse Cultures period 2 阅读导学案2份
普通高中英语（2019版）必修第三册Unit 3 Diverse Cultures 导学案Period 2 Reading and thinking1.阅读旅行日记，了解旧金山的城市风貌、文化特色，以及加利福尼亚州的历史，体会多元文化对美国的影响；2.通过阅读课文，理解文章，了解多元文化更多内容根源和社会背景，拓宽国际视野，提升文化理解和鉴别能力；3.学会使用结构图分类和整理文本信息，从而把握文章的结构和作者的写作逻辑；4.结合语境理解生词的意义，掌握重点词汇在具体语境中的用法。
重点1.理解旧金山的多元文化特征及其成因；2.学会使用结构图分类和整理文本信息，从而把握文章的结构和作者的写作逻辑；3.掌握重点词汇在具体语境中的用法。
难点1.学会使用结构图分类和整理文本信息，从而把握文章的结构和作者的写作逻辑；2.掌握重点词汇在具体语境中的用法。
一、课前预习1、词汇积累（核心单词+重点短语）A）核心单词B）重点短语2.词语释义①_________to say that you have done sth wrong or illegal;to allow sb/sth to enter a place②_________a way of emphasizing that sth is true and that there is no doubt about it③_________to exist or be found somewhere;to happen④_________at a later time; after an event that has already been mentioned⑤_________to look for sth/sb; to try to obtain or achieve sth⑥_________to get money for work that you do;to get sth that you deserve⑦_________to choose sb/sth from a group of people or things, usually according to a system⑧_________the smaller part of a group; less than half of the people or things in a large group⑨_________several events or things of a similar kind that happen one after the other⑩_________to get away from an unpleasant or dangerous situation二、课文理解1.Read the passage and match the main idea of each paragraph.Para.1 A.A visit to a museum in the afternoon.Para.2 B.Li Lan’s plan for the next day.Para.3 C.Introduction to the Mission District.Para.4 D.Li Lan’s impression of San Francisco.Para.5 E.The good experience of food in Chinatown.2.Read the passage carefully and choose the best answer.①What’s the main idea of the passage?A.Li Lan’s camp in Redwood Forest.B.Li Lan’s visit at Napa Valley.C.Li Lan’s sightseeing in San Francisco.D.Li Lan’s introduction to the Mission District.②What happened to San Francisco in 1906?A.Many beautiful old buildings were built.B.An earthquake happened.C.Gold was discovered there.D.Over 300,000 Chinese immigrants poured into the city.③What is TRUE about the Mission District?A.It is the oldest part of Mexico.B.The people living there are mainly from China.C.It used to be a very wealthy area of the town.D.It is near the centre of San Francisco.④From the passage，we know that .A.after the earthquake in 1906，San Francisco received a lot of financial support from the governmentB.in the evening，Li Lan ate some western food in a Cantonese restaurantC.in 1848，over 300,000 people from all over the world rushed to San Francisco to seek their fortuneD.Chinese immigrants arrived in California long before gold was discovered⑤When immigrants left their countries，they .A.wanted to build a museum to record their historyB.carried their languages and cultures as wellC.dreamed of building a new cityD.had to learn a new language三、Language points1．admit vt.& vi.承认vt.准许进入(或加入)；容许；接纳【例句】I have to admit that it definitely feels good to be back in the city again.我得承认，再次回到城里的感觉实在是太棒了。
Unit 3 Diverse Cultures示范课教学课件【英语人教必修第三册】
整合梳理
Justin: Wow, such a long time ago. There must be many beautiful songs.Wu Yue: Yes, indeed, and they all make me proud. You know, I’m a Miao, too, and I’m really proud of our culture. Look, the performers are performing the lusheng dance. Justin: This is great! And I really like the silver accessories that the girls are wearing. What are they?Wu Yue: Oh, they’re traditional hand-made accessories. I can help you buy some as souvenirs if you like.Justin: Great, thanks! I hope they’re not too expensive.Wu Yue: Oh, well, it’ll depend on the percentage of silver.
分析判断
1. How does Wu Yue feel about Chinese culture? She feels proud of Chinese culture.2. What does Justin think of the Miao and Dong cultures? How do you know that? Justin shows great interest and amazement in Miao and Dong cultures. We can know Justin’s feelings from his responses, like “It sounds beautiful!” “This is great!”“Great, I can’t wait.” “Wow, I’m really looking forward to it now.”.
新教材人教版高中英语必修第三册 Unit 3 Diverse Cultures 精品教学课件
Section A Listening and Speaking Section B Reading and Thinking Section C Discovering Useful Structures Section D Listening and Talking，Reading for Writing & Assessing Your Progress
词汇二 fortune n. 机会；运气；财富 ◆教材原句 fortune cookie 幸运曲奇 ◆要点必记 （1）try one’s fortune 碰运气
make a fortune 发财；赚大钱 （2）fortunate adj. 幸运的
be fortunate in doing sth. 因做某事感到幸运 be fortunate to do sth. 有幸做某事 ◆词语积累 fortunately adv. 幸运地 unfortunate adj. 不幸的 unfortunately adv. 不幸地
题组练·领悟方法
核心词汇
词汇一 diverse adj. 不同的；多种多样的 ◆教材原句 DIVERSE CULTURES 多元文化 ◆要点必记 be diverse from 和……不同的 diverse views 不同的观点 diversity n. 差异（性）；不同（点）；多样性 a great/wide diversity of 多种多样的 diversely adv. 不同地；各色各样地
as possible. （4）［词汇复现］One of the best ways to improve your vocabulary is to read widely and
高中英语必修三unit 3 diverse cultures全单元(共四部分)教学设计教案
普通高中英语（2019版）必修第三册Unit 3 Diverse CulturesPeriod 1 Listening and speaking听力部分分为两个部分：Listening and speaking和Listening and talking。
Listening and speaking板块的活动主题是“讨论几种美国食品的起源”( Talk about the origins of American food)。
美国的多元文化反映在社会生活的各个领域,饮食就是很重要的一个方面。
该板块介绍了四种食品——汉堡包、墨西哥玉米片、秋葵汤和福饼,它们都是在美国本土发明的,但都带有其他民族的饮食风味和特点。
在文化交流过程中,不同民族的文化接触后会产生碰撞,同时也会根据需要从不同的文化体系中选取文化元素,经过整合融为一体,形成一种新的文化体系,这就是文化融合的过程。
现代美国文化就是多种文化融合的结果,而这里介绍的几种美国食品正是文化融合现象的具体表现。
听力对话的最后一句道出了美国饮食的特点:将世界上的不同食材混合在一起,创造出一种全新的食品。
Listening and talking板块的活动主题是“谈论中国的少数民族文化”( Talk about ethnic minority cultures in China)。
此部分从谈论美国的多元文化过渡到谈论中国文化的多样性。
少数民族文化是中国文化多样性的重要体现。
该板块围绕贵州苗族和侗族的少数民族文化展开。
民族文化是民族身份的重要标志,了解中国文化的多样性有助于培养文化自信,弘扬和传承中国文化。
了解中国异彩纷呈的少数民族文化也有助于学生形成尊重、包容的心态,为维护和谐社会作出贡献。
1. Master the methods 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 students understand the manifestation of American multiculturalism in diet by listening to an interview, and guide students to record key information in the listening process;3. Instruct students to clearly introduce the characteristics and cooking methods of a Chinese national food to their partners;4. Master the principle of dividing long sentences into groups, and be able to use pause skills when reading long sentences or oral expressions.5. Be able to introduce Chinese minority culture and tell Chinese stories in English.Importance:1. Help students understand the manifestation of American multiculturalism in diet by listening to an interview, and guide students to record key information in the listening process;2. Instruct the students to clearly introduce the characteristics and cooking methods of a Chinese national food to their partners.3. Be able to introduce Chinese minority culture and tell Chinese stories in English.Difficulties:1. Clearly introduce the characteristics and cooking methods of a Chinese national food to the partners;2. Master the principle of dividing long sentences into groups, and be able to use pause skills reasonably when reading long sentences or oral expressions.3. Be able to introduce Chinese minority culture and tell Chinese stories in English.1. Review the vocabulary about food and understand the characteristics of Chinese traditional food culture;2. Read this section in advance, review the vocabulary of American food, and understand the characteristics of American food culture.Step 1 Lead-in1.The teacher presents a news report to help students understand the meaning of diverse in the title.Overseas Students Experience Diverse Cultures at Shandong University Shandong University in Jinan, East China's Shandong Province unveiled its I8th International Cultural Festival at its central campus on April 26, offering locals a chance to experience unique cultures from 25 countries around the world.Overseas students from Russia, France, Thailand, Afghanistan, Italy, Uganda, and Laos wore traditional costumes as they showcased food,dances,handcrafts,and souvenirs from their home countries.Since 2001, the international cultural event has evolved into an important channel the university to promote its campus culture featuring understanding, inclusiveness.for openness, and progress.2.According to the above context, the teacher guides the students to discuss the meaning of diversecultures, and then asks them to try to explain the meaning of unit title "diverse cultures" in their own language.Students can explain it this way :It means the coexistence of many different types of cultures in a specific region or in the world as a whole. Each culture has its distinct features and each other’s differences are respected.Step 2 Watching and talkingActivity 11.Teachers makes full use of pictures to find the breakthrough of unit teaching.The following questionscan guide students to observe the details in the picture, so as to understand the cultural information and its connotation carried by the picture, and establish a connection with the unit theme.What can you see in the photo?(buildings, lamp post, lanterns.) Do you find the place familiar?What are some words on the buildings?Why are there both Chinese and English shop signs?Where do you think this photo was taken?What day you think such a place is like?Do you think this is a typical place to show cultural diversity? Why?2.Appreciate famous quotes.The teacher asks the following questions to help students understand thequotation and relate the unit topic:Can you paraphrase the quote in your own words?Can you give some examples to demonstrate the diversity of people in world?Can you think of some examples to show diverse cultures in the world?3.Ask the students to quickly review the listening, speaking, reading and writing tasks listed in theopening page. Then ask the students to close their books and answer the positive questions.What are some topics you will read about/ listen to?What are some topics you will talk/write about?Which part do you think will interest you?What do you expect to learn from this unit?Step 3 ListeningActivity 21.Ask the students to look at the four pictures in activity 1.2.Students were asked to match the picture to the following description and then to try to match it to thename of the food.Picture A: small pieces of thin crisp chips served with beans, cheese, spices, etc (nachos).Picture B: a crisp hollow cookie containing a piece of paper with a short message on it (fortune cookie).Picture C: a thick seafood soup,a spicy stew(gumbo).Picture D: a sandwich containing cooked meat and some other vegetables in a bread roll (hamburger).Activity 31.The teacher plays the recording for the first time and asks the students to verify whether the matching food names in activity 1 are correct.2. The teacher plays the recording for the second time. The teacher arranges the following questions in advance to guide the students to get the key information and grasp the general meaning of the listening dialogue.Where does this conversation take place? How do you know?Who are the speakers?What is the topic of the conversation?What is Steve Fox’s opinion about American food?How many examples does Steve Fox give to support his opinion? What are they?Activity 41.Look at the five sentences in activity 3.Let's listen to the tape for the third time.The teacher first lets the student understand the problem, then completes the listening task, in this way the student listens with the purpose, is helpful to develop the selective attention strategy.2.Ask the students to browse the listening task of activity 4. First, try to fill in the information in the form from memory.Next, the teacher plays the tape again and asks the students to fill out the rest of the information and reminds them to use 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 they listen.When the students were finished, they were asked to use the information in the table to organize the language and verbally describe each food.3.Listen to the tape again and ask the students to complete the following sentences in the listening text.He’s here to talk about cultural influences on American food.You mean there was a mixing of cultures? Food from overseas changed when it arrived in the States.And there are many more examples of mixed-culture dishes.So they’re like a mix of the Chinese, American, and Japanese cultures.It was invented in New Orleans over 200 years ago, and mixes French, African, Native American, and Spanish cooking.So it's the food of many different cultures, all in one dish?American cooking often mixes things from around the world to make something completely new. Step 4 SpeakingActivity 51.Teachers can use courseware to show pictures and definitions of potluck to introduce this interestingcultural phenomenon to students.Such as:A potluck dinner is a meal to which each guest brings a dish of food prepared by the person, tobe shared among the group.2.Next, the teacher can ask the following questions to start thinking:How do you think potluck dinners show diverse cultures in the world?What food would you bring to the party if you were invited?Why do you choose this food?3.Teachers create a situation and ask students to create a dialogue in pairs. One student ACTS as a guestinvited to a potluck party and the other gives advice as a friend.Each group is asked to have a conversation about the origin, preparation and characteristics of a food according to the three questions in activity 5.Students can also add cultural information about the history and legends of the food.After the students have finished the drill, the teacher may ask several groups of students to present to the class. Step 5 PronunciationActivity 61. Understand the spoken text.Read the passage silently and answer the following questions:What is this text about?What did you learn about them from the text?2.Mark the pauses in the passage. Then ask one of the students to read to the class.In combination withthe student's problems in pausing, help students understand the role of pausing: first, pausing allows us to take a breath in time, so that we won't be so tired in the process of speaking;Secondly, proper pauses allow us to better grasp the rhythm of speaking and express ourselves.3. The teacher plays the recording, guides the students to make necessary modifications, and summarizesthe common positions of pauses.4. Listen to the tape again and ask the students to follow the tape.5. Let the students read the passage in pairs. Help each other to improve the accuracy and fluency ofreading.Finally, please have a few students present to the class.Step 6 ListeningActivity 71.Ask students to focus 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 the instrument 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 their heads?Photo 3: Can you find in the photo which village it is? What time is it in the photo? What is the village like?Based on the description of the students, the teacher skillfully penetrated the key words in the listening dialogue, such as silver, accessory, minority, musical instrument, perform, etc.2.It's about the ethnic minority cultures of the Miao and Dong people in China. It's about the ethnicminority cultures of the Miao and Dong people in China.3.Let the students focus on the Miao and Dong ethnic groups, share their understanding of the twoethnic minorities, fully activate the students' background knowledge, and prepare for the following listening activities.Step 7 Listening comprehensionActivity 81.Grasp the main idea of the listening.Listen to the tape and answer the following questions:Who are the two speakers in the listening? What is their relationship?What is the main idea of the first part of the listening? How about the second part?plete the passage.Ask the students to quickly review the summaries of the two listening materialsin activity 2. Then play the recording for the second time.Ask them to complete the passage and fill in the blanks.3.Play the recording again and ask the students to use the structure diagram to comb the informationstructure in the listening.(While listening, take notes. Capture key information quickly and accurately.) Step 8 TalkingActivity 91.Focus on the listening text.Listen to the students and listen to the tape. Let them understand theattitudes of Wu Yue and Justin in the conversation.How does Wu Y ue feel about Chinese minority cultures?What does Justin think of the Miao and Dong cultures?How do you know that?2.learn functional items that express concerns.Ask students to focus on the expressions listed in activity.3.And try to analyze the meaning they convey, including praise (Super!).Agree (Exactly!)"(You'rekidding.!)Tell me more about it. Tell me more about it.For example, "Yeah Sure." "Definitely!""Certainly!" "No kidding!" "No wonder!" and so on.4.Ask the students to have conversations in small groups, acting as Jsim and his friends.Justin shares histravels in Guizhou with friends and his thoughts;Justin's friends should give appropriate feedback, express their interest in relevant information, and ask for information when necessary.In order to enrich the dialogue, teachers can expand and supplement the introduction of Miao, dong, Lusheng and Dong Dage.After the group practice, the teacher can choose several groups of students to show, and let the rest of the students listen carefully, after listening to the best performance of the group, and give at least two reasons.Step 9 Homework1)Independently complete the exercises in the guide plan;.2)Remember the new words and learn the usages of them.1、通过本节内容学习，学生能否清晰地向同伴介绍一种中国民族食品的特点和烹饪方法；2、通过本节内容学习，学生能否通过听一段访谈对话来了解美国多元文化在饮食方面的体现，并指导学生在听力过程中记录关键信息；3、通过本节内容学习，学生能否掌握听力理训练中的听力策略。
Unit3 Diverse Cultures Reading and Thinking课件
Tomorrow
will go to a jazz bar in the Richmond District
Evening
1.went to Chinatown 2.ate at a Cantonese
restaurant
Afternoon
1.visted the local museum 2.learnt about the history
Therefore, we can know the article is about Li Lan recording what she saw, heard, did and felt in her diary after visiting San Francisco, US. So it may be a travel journa. l
Scan Li Lan’s travel journal and find out the places that she has been to or plans to visit. (The captalised words) Has been to: Redwood Forest
Napa Valley Mission District a local museum Chinatown
China)
Cultural/Ethnic diversity
Richmond District (a jazz bar)
Unit 3 Diverse Cultures第2课时示范公开课教学课件【英语人教必修第三册】
Period 2 Reading and Thinking
Warming-up
Look at the pictures and discuss the following questions.
(1) Can you tell us the name of each picture?
✓ Unconscious cultural biases
Post-reading
Complete the following sentences using words from the travel journal. Be sure to use the correct forms.
1. Over 3,000 lives were claimed in the 1906 San Francisco earthquake and the series of fires that _o_c_c_u_r_r_e_d_ after it. More than 80% of the city was destroyed, including much of the _d_o_w_n_t_o_w_n__ area. One area that was hit the hardest was the Mission _D__is_t_ri_c_t__. 2. Yunnan Province is _d_e_f_in_i_te_l_y_ one of the most diverse provinces that I have ever been to. Apart from being the kingdom of flowers, it is home to many ethnic minority groups. After visiting the southern part of Yunnan, I have to _a_d_m__it_ that it is the best _r_e_g_io_n__ of China to escape the cold winter.
人教版高中英语必修第三册 UNIT 3 DIVERSE CULTURES Section Ⅰ
UNIT 3 DIVERSE CULTURES Section Ⅰ Listening and Speaking
悦读·导入 课前·基础认知 课堂·重难突破
随堂训练
悦读•导入
文章导语:水族是我国的少数民族之一,主要分布在贵州、 广西、云南等地。水族的文化艺术丰富多彩,是祖国丰富文 化遗产的一个组成部分。
来自不同文化背景的人对这出戏有着不同的理解,这种意见 的多样性使得在会上很难达成一致。
学以致用 单句语法填空 (1)Few countries have as rich a diversity (diverse) of habitat as South Africa. (2)We need greater diversity (diverse) in our courses. (3)We have such a diverse (diversity) group of readers and authors who are all passionate about technology.
2.【教材原文】Every Chinese restaurant in America has fortune cookies.(page 26)
在美国每一个中餐馆都有幸运曲奇。
考点fortune n.机会;运气 try/seek one’s fortune 碰运气 make a fortune发财;赚大钱 fortunate adj.幸运的 be fortunate in doing sth 因做某事感到幸运 be fortunate to do sth 有幸做某事 fortunately adv.幸运地 unfortunate adj.不幸的 unfortunately adv.不幸地
人教版高中英语必修三第三单元M3 Unit3 Diverse Cultures
M3 Unit3 Diverse CulturesReading: Li Lan’s Travel JournalMotto: Find your beauty, and that of others. Share the beauty, and achieve unity. ——Fei Xiaotong 各美其美，美人之美，美美与共，天下大同。
——费孝通I. Learning aims1.Read a travel journal and know the city of San Francisco.2.Understand and think about how a city had a diverse culture.II. Learning guidance and testsLearning guidance Tests1.Lead-in Where San Francisco lies in the USA? What makes it beautiful and special?_____________________________________________________________________________2.Skimming 1.What is this text about ?A Chinese girl, Li Lan, has taken a trip to , and wrote a .2. Match the main idea with each paragraph．Para.1 A. The author was back in San Francisco again and felt very good.Para.2 B. The author visited a local museum that showed the historical changes in California.Para.3 C. The author made a brief introduction to the Mission District and told us whatshe had done there.Para.4 D. The author is going to a jazz bar tomorrow evening.Para.5 E. The author selected a Cantonese restaurant to have a meal in Chinatown.3.Scanning Choose the best answer according to the passage.( ) 1. Before I came back in San Francisco, I visited______.A. the Golden Gate BridgeB. Napa ValleyC. the Mission DistrictD. Chinatown( ) 2. When did the earthquake happen in the city of San Francisco?A. In 1906.B. In 1848.C. In 1806.D. In 1948.( ) 3. What impressed the writer first about San Francisco?A. The Redwood Forest.B. The wine country.C. The beautiful old buildings.D. The Golden Gate Bridge.( ) 4. What does the author think impressed her most in the Mission District?A. The Mission School.B. The graffiti and comic art.C. The street art.D. The mix of cultures.( )5. Why did Chinese immigrants go to San Francisco at first?A. They wanted to join the gold rush.B. They wanted to open up shops and restaurants.C. They wanted to find jobs on farms.D. They wanted to build the railway.( ) 6. Where did the writer go for dinner?A. A Cantonese restaurant.B. A jazz bar.C. A shop.D. A Mexican restaurant.( ) 7. How did the author feel about tomorrow’s tour?A. Worried.B. Excited.C. Frustrated.D. Surprised.4. Discussion What are the benefits and challenges of cultural diversity?_____________________________________________________________________________III ConsolidationLevel A Summary Today, I arrived back in San Francisco, and it feels good (1)_________ (be) back in the city again. The city succeeded in (2)_________ (rebuild) itself after the earthquake that (3)_________ (occur) in 1906, and I stayed in the Mission District, enjoying some delicious noodles mixed with cultures.In the afternoon, I headed to a local museum (4)_________ showed the historical changes in California. During the gold rush, many Chinese arrived, and some opened up shops and restaurants in Chinatown to earn a (5)_________(live). Many others worked on (6)_________ (farm), joined the gold rush, or went to build the railway that connected California to the east. The museum showed us (7)_________America was built by immigrants from (8)_________(difference) countries and cultures.In the evening, I went to Chinatown, and ate in a Cantonese restaurant that served food on (9)_________(beauty) china plates. Tomorrow evening, I’m going to (10)_________ jazz bar in the Richmond District.Level B 阅读七选五Small talk is a short conversation we have at parties, while we wait in line in a store, at family events or work. Sometimes we make small talk with people we know but not well. Often we have to make small talk with completestrangers. ______. Here are some tips to improve your ability to make small talk._______If you have seen a really good movie or have read a really good book, you can talk about that.When you are sharing the same experience with someone, it’s easy to start a conversation. You simply notice and comment on what ’s going on around you. For example, if you are at a party and a song comes on that you like or that reminds you of something, you can talk about that.Ask open -ended questions.These types of questions require more thought and more than a simple yes or no answer. _______, the conversationwill go on longer.Become a student.Nobody knows everything. So, as someone is answering one of your open -ended questions, they bring up somethingabout which you know nothing. So tell them! This lets the other person become the teacher. _______. It’s a win -winsituation.Like anything, being good at making small talk takes practice._______, you may find it easy. If you make small talkusing English, you will definitely improve your speaking and listening skills.A. Have some conversation starters ready.B. However, some people are not good at small talk.C. If you make small talk in your native language.D. If you ask questions that need more details to answer.E. You can talk about something that you recently learned.F. Many people find these small conversations about random topics easy.G. They feel good about sharing their knowledge and you get to learn something.1 2 3 4 5。
Unit 3 Diverse Cultures第3课时示范公开课教学课件【英语人教必修第三册】
Period 3 Discovering Useful Structures
Warming-up
Read the two dialogues and find the words that have been omitted.
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• There may be children crossing the road ahead.
Children crossing ahead.
Grammar summary
• The sooner it happens, the better it will be. The sooner, the better. • A millionaire was poisoned in his home in Beverly Hills.
these percentages to me?
D I’m afraid not. E Maybe not.
➢ Has Lily ever been to the Louvre Museum?
F I’d love to. / I’d be glad to.