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新人教版高中英语必修3Unit 3 Diverse Cultures教学设计二
(2)Consolidate key vocabulary.Ask the students to complete the exercises of activity 6 by themselves. Then ask them to check the answers with their partners.(The first language:Damage of the 1906 San Francisco earthquake and fire.A second language: Yunnan - one of the most diverse provinces in China).Step 5 Language points1. The teacher asks the students to read the text carefully, find out the more words and long and difficult sentences in the text and draw lines, understand the use of vocabulary, and analyze the structure of long and difficult sentences.2. The teacher explains and summarizes the usage of core vocabulary and asks the students to take notes.3. The teacher analyzes and explains the long and difficult sentences that the students don't understand, so that the students can understand them better.Step 6 Homework1. Read the text again, in-depth understanding of the text;2. Master the use of core vocabulary and understand the long and difficult sentences.3. Complete relevant exercises in the guide plan.1、通过本节内容学习，学生是否理解和掌握阅读文本中的新词汇的意义与用法；2、通过本节内容学习，学生能否结合文本特点了解文章的结构和作者的写作逻辑；3、通过本节内容学习，学生能否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。
新人教版高中英语必修3Unit 3 Diverse Cultures教学设计四
该板块的活动主题是“介绍一个有显著文化特征的地方”( Describe a place with distinctive cultural identity)。该板块通过介绍中国城继续聚焦中国文化。本单元主题图呈现的是旧金山中国城的典型景象, Reading and Thinking部分也提到中国城,为该板块作铺垫。介绍中国城的目的主要是体现中国文化与美国多元文化的关系,它是美国多元文化的重要组成部分。中国城也是海外华人的精神家园和传播中国文化的重要窗口,外国人在中国城能近距离体验中国文化。1. Read the text to understand the cultural characteristics of Chinatown in San Francisco and the relationship between Chinese culture and American multiculturalism;2. Through reading, learn to comb the main information of the article, understand the author's writing purpose and writing characteristics;3. Learn to give a comprehensive, accurate, and organized description of the city or town you live in;Learn to revise and evaluate your writing.Importance:1. Guide the students to read the introduction of Chinatown in San Francisco and grasp its writing characteristics;2. Guide students to introduce their city or town in a comprehensive, accurate and organized way;3. Learn to comb the main information of the article, understand the author's writing purpose, and master the core vocabulary.
新人教版高中英语必修3Unit 3 Diverse Cultures教学设计一
Activity 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?2.Complete the passage.Ask the students to quickly review the summaries of the two listening materials in 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 information structure in the listening.(While listening, take notes. Capture key information quickly and accurately.)Step 8 Talking Activity 91.Focus on the listening text.Listen to the students and listen to the tape. Let them understand the attitudes of Wu Yue and Justin in the conversation.How does Wu Yue 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're kidding.!)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 his travels 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.
新人教版高中英语必修3Unit 3 Diverse Cultures-Discovering Useful Structure教学设计
Step 4 PracticeRead the conversation. Find out which words have been left out.Justin: Linlin, I’m going to Guizhou Province next month. I’m super excited! Any recommendations for places to visit?Linlin: Wow, cool! Guizhou is a province with a lot of cultural diversity. Places to visit...well, definitely the Huangguoshu Waterfall first.Justin: What’s special about the waterfall?Linlin: Well, have you ever heard of the Chinese novel Journey to the West ?Justin: Yes, I have. Why ?Linlin: In the back of the waterfall, you will find a cave, which is the home of the Monkey King.Justin: Really? Cool! I’ll definitely check it out.Linlin:And I strongly recommend the ethnic minority villages. You’ll find Chinese culture is much more diverse than you thought.Justin:Sounds great, thanks.Answers:Justin: Linlin, I’m going to Guizhou Province next month. I’m super excited! Do you have any recommendations for places to visit?Linlin: Wow, that’s cool! Guizhou is a province with a lot of cultural diversity. What are some places to visit in Guizhou ? Well, definitely the Huangguoshu Waterfall is the first place to visit in Guizhou Province.Justin: What’s special about the waterfall?Linlin: Well, have you ever heard of the Chinese novel Journey to the West ?Justin: Yes, I have heard of the Chinese novel Journey to the West . Why do you ask if I have heard of the Chinese novel Journey to the West?Linlin: In the back of the waterfall, you will find a cave, which is the home of the Monkey King from Journey to the West.Justin: That’s really true? It’s Cool! I’ll definitely check it out.Linlin:And I strongly recommend the ethnic minority villages on your trip to Guizhou Province. You’ll find Chinese culture is much more diverse than you thought it was.Justin:This all sounds great, thanks.
新人教版高中英语必修3Unit 3 Diverse Cultures-Reading and Thinking教学设计
Discuss these questions in groups.Q1: Have you ever been to a place that has a diverse culture ? What do you think about the culture diversity ?One culturally diverse place that I have been to is Harbin, the capital city of Heilongjiang Province. I went there last year with my family to see the Ice and Snow Festival, and I was amazed at how the culture as different to most other Chinese cities. There is a big Russian influence there, with beautiful Russian architecture and lots of interesting restaurants. I learnt that Harbin is called “the Oriental Moscow” and that many Russians settled there to help build the railway over 100 years ago.Q2: What are the benefits and challenges of cultural diversity ?The benefits: People are able to experience a wide variety of cultures, making their lives more interesting, and it can deepen the feelings for our national culture, it is also helpful for us to learn about other outstanding culture, which helps improve the ability to respect others. The challenges: People may have trouble communicating or understanding each other, and it may lead to disappearance of some civilizations and even make some people think “The western moon is rounder than his own.”Step 7 Post reading---RetellComplete the passage according to the text.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. 答案：1. to be 2. rebuilding 3. occurred 4. that 5.living6. farms 7.how 8. different 9. beautiful 10. a
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Unit 3 DiverseCultures教学设计
Period 3 Discovering Useful Structures
该板块的活动主题是“理解英语中省略的用法”(Understand the use of the ellipsis in English)。与汉语一样,英语中的省略也较为常见。省略是一种避免重复、突出新信息并使上下文紧密连接的语法手段。一般来说,只要不损害结构或引起歧义,能省略的地方就可以省略。省略可使语言更加简洁,意思更加明确,句子结构更加紧凑。本部分通过不同层次的语言学习活动,帮助学生体会使用省略的效果。
1. Ask students to analyze the omitted wordsin the sentence with the context, and understand the role of ellipsis;
2. Help students recover the omitted parts ofsentences according to the context or situation, and realize the effect ofomission;
3. Instruct students to summarize commonomissions and understand the role of omissions.
Importance:
1. Guide students to summarize commonomissions and understand the role of omissions;
2. Help students recover the omitted parts ofsentences according to the context or situation, and realize the effect ofomission;
Difficulties:
Recover the omitted parts of a sentenceaccording to the context or situation
1. Review ellipsis before class and point outits function;
2. Master the usage of ellipsis and perceivethe new ellipsis by combining with the relevant exercises of guiding cases.
Step 1 Revision
1.Present the following dialogue to thestudents and guide them to understand the use of ellipsis by asking questions:
Where is ellipsis used in the dialogue?Whatsmissing?
( 1)A: I’m hungry
B: Are you (hungry)?
A: Yeah.(I) Didnt have lunch today.
B:(Do you) Want some sandwiches?
A: Are there any?
B: Yeah. (I’ve) Just made some.
(2)A:(It) Looks like rain
B: Oh, I hope (it does) not(rain).
A: Why (do you hope it doesnt rain)?
B: We have a soccer game today, (do you) remember?
A: Do we (have a soccer game today )? Where (will it be)?
B: (It will be) In the bigger playground
Step 2 Learning new grammar
Activity 1
1. Ask students to find the sentences inactivity 1 in this unit and discuss the following questions in pairs:
①Why use ellipsis insentences?(clear meaning in the context, avoid repetition, make the structuremore compact, make the focus more prominent)
②What sentenceelements are omitted?(subject, predicate, object)
2. Ss read the dialogue and find out where ellipsisis used in the dialogue and what is missing.Then check their answers withclass.
1) (They are) Mexican corn chipscovered in cheese! (I love nachos), too.
2)…,(andthey are) all in one dishes? Exactly,(it’s the food of many differentcultures,and they are all in one dishes.)
3) (There is) a real mix of cultureshere!
4) (I) can’t wait (to go there)!
Step 3 Practice
Activity 2
Askstudents to complete activity 2. How to make a sentence by omitting theunnecessary parts of the sentence and comparing with the original sentence.
The child becomes concise.The teacher guidesthe students to summarize the different situations of using ellipsis in thesesentences and pays attention to the key cohesion in the sentences.
The first sentence is simple, the second,fifth and sixth are compound (but, and), and the third and fourth are compound(if necessary, as soon as possible, than).If when/whenever....+possible/necessary "and" as soon/fast/early/easy.+ as possible".
(Check their answers with class.)
Step 4 Summarizing
Guide the students tosummarize the usage of ellipsis.
一、基础点拨
为了避免重复或为了使句子更简练，在一些句子中常常省去某一个或某几个成分，这种语法现象在英语中叫作省略。
在英语句子中，常见的省略情况有以下几种：
(一)简单句中的省略
1．省略主语和谓语。
—Hello！Is Jack in？“你好！杰克在吗？”
—(This is)Jack speaking.“我就是。”
2．There be句型的省略。
(Is there)Anything wrong?
发生了什么事吗？
3．感叹句根据上下文的省略。
Whata (good) boy (he is)!
多好的男孩呀！
4．名词所有格修饰的名词若表示店铺、住宅、教堂或上下文已暗示或明确指出过的事物时可省略名词。
Igo to the supermarket instead of the butchers(shop) to buy meat.我去超市而不是去肉铺买肉。
5．介词的省略。
可以省略介词in的几个固定词组，如spendtime(in)doing sth.，have a hard time (in)doing sth.，waste time(in)doingsth.等。
Heseldom spends his spare time (in)studying.
他空余时间很少学习。
(二)并列句中的省略
1．省略共同的主语或宾语。
Tompicked up the book from the floor and(Tom)handedit to his brother.
汤姆从地板上捡起书并把它递给了他的哥哥。
2．若主语与谓语动词相同，则省略后面的主语和谓语。
Hisperformance made us amused，but(his performance made)himself tired.
他的表演让我们高兴，但是使他自己很累。
3．若主语不同而谓语的助动词、情态动词相同，则省略后面的助动词或情态动词。
Xiaomingmust have been playing football at that time，andhis sister(must have been)playingthe piano.
那时小明一定在踢足球，而他妹妹一定在弹钢琴。
(三)复合句中的省略
1．状语从句的省略。
(1)在when，while，whenever，till，as soon as，if，unless，as if，though等引导的状语从句中，若谓语含有be，而从句的主语与主句的主语相同或是it时，则从句的主语和be常被省略。
Hewill not attend the party unless(he is)invited.
除非被邀请，否则他不会参加这个宴会。
If(it is)convenient，please call me and have a chat with me.
如果方便的话，给我打电话聊天。
(2)虚拟条件句中若含有助动词were，had，should常省略if，将助动词were，had，should提前构成部分倒装。
WereI you(＝If I were you)，Iwill accept the chance to work in that company.
如果我是你，我会接受在那个公司工作的机会。
2．宾语从句中的省略。
(1)由特殊疑问词which，when，where及why引导的宾语从句，若从句中所表达的内容与主句内容重复，可将其省略，仅保留疑问词。
Hewas late for work again，and no one knew why(he was late for work again)．
他又一次上班迟到了，没人知道为什么。
(2)that引导的宾语从句作动词的宾语时，可省略引导词that；若两个或两个以上的that引导的宾语从句作动词的宾语，只能省略第一个引导词that。
Joesaid(that)he would come and that hewould arrive at 5：00 p．m.
乔说过他要来，下午5点会到。
(3)在与suggest，request，order，advise等词有关的名词性从句中，从句谓语动词应用虚拟语气形式，即“should＋动词原形”，should可以省略。
Isuggested that we (should) hold ameeting tonight.
我提议我们今晚开个会。
(4)在Im afraid，I think，I believe，I hope，I guess等作答句时，其后常跟省略形式。so表示赞同前述的事实，not表示不赞同前述的事实。
—Wewill have to work extra hours to finish the work.
“我们将不得不加班来完成这份工作。”
—Im afraid so(＝we will have to work extra hours to finish the work)．“恐怕是这样。”
3．定语从句的省略。
(1)在限制性定语从句中，作宾语用的关系代词whom，which，that可省略。
Hehanded the book(that/which)he boughtyesterday to me.
他把昨天买的那本书递给了我。
(2)way作先行词，且定语从句中缺少方式状语，此时引导从句的关系词可省略。
Wedont like the way (in which/that)hetreats his mother.
我们不喜欢他对待妈妈的方式。
(3)在以the same...as...与such as引导的某些定语从句中，也可省略与主句相同的部分。
Theprice is the same as(the price was)beforethe war.
价格与战前相同。
(4)定语从句中的“关系代词＋助动词be”可以省略。
Theticket(that/which was)booked by hissister has been sent to him.
他妹妹订的那张票已送到了他那里。
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一、活动开展情况及成效按照省委、市委对“大学习、大讨论、大调研”活动的部署要求，县委立即行动，于8月20日组织召开常委会会议，专题传达学习省委X在读书班上的讲话精神。5月2日，县委召开“大学习、大讨论、大调研”活动推进会，及时对活动开展的相关要求、任务进行再安排再部署，会后制定并下发了活动实施方案、重点课题调研方案、宣传报道方案等系列文件，有效指导活动开展。5月17日、9月1日，县委再次召开常委会会议，专题听取“大学习、大讨论、大调研”活动开展情况汇报，研究部署下阶段工作。9月13日，召开全县“大学习大讨论大调研”活动工作推进座谈会，深入贯彻全省、全市“大学习大讨论大调研”活动工作推进座谈会精神，总结交流活动经验，对下一阶段活动开展进行安排部署。“大学习、大讨论、大调研”活动的有序开展，为砥砺前行、底部崛起的X注入了强大的精神动力。
2024年度工作计划汇编（18篇）
1.市政基础设施项目5项，总建设里程2.13km，投资概算2.28亿元。其中，烔炀大道（涉铁）工程施工单位已进场，项目部基本建成，正在办理临时用地、用电及用水等相关工作；中铁佰和佰乐（巢湖）二期10KV外线工程已签订施工合同；黄麓镇健康路、纬四路新建工程均已完成清单初稿编制，亟需黄麓镇完成图审工作和健康路新建工程的前期证件办理；公安学院配套道路项目在黄麓镇完成围墙建设后即可进场施工。2.公益性建设项目6项，总建筑面积15.62万㎡，投资概算10.41亿元。其中，居巢区职业教育中心新建工程、巢湖市世纪新都小学扩建工程已完成施工、监理招标挂网，2月上旬完成全部招标工作；合肥职业技术学院大维修三期已完成招标工作，近期签订施工合同后组织进场施工；半汤疗养院净化和医用气体工程已完成招标工作；半汤疗养院智能化工程因投诉暂时中止；巢湖市中医院（中西医结合医院）新建工程正在按照既定计划推进，预计4月中下旬挂网招标。
