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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-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 for Writing教学设计
The topic of this part is “Describe a place with distinctive cultural identity”.This section focuses on Chinese culture by introducing Chinatown, whose purpose is to show the relationship between the Chinese culture and American culture. The Chinese culture in Chinatown is an important part of American culture. Chinatown is an important window of spreading Chinese culture and the spirit homeland of oversea Chinese, where foreigners can experience Chinese culture by themselves.Concretely, the title is “Welcome to Chinatown!”, from which we can know that the article aims at introducing Chinatown. The author used the “Introduction--Body Paragraph--Conclusion” to describe the people, language, architecture, business, famous food and drinks and people’s activities, which can be a centre for Chinese culture and shows its unique charm.1. Read quickly to get main idea; read carefully to get the detailed information.2. Learn the characteristics of writing and language.3. Learn to introduce your own town according to the text.4. Learn to correct others’ writing.1. Learn the characteristics of writing and language.2. Learn to introduce your own town according to the text.Step 1 Lead in ---Small talkIn the reading part, we mentioned the Chinatown of San Francisco. How much do you know about Chinatown of San Francisco ?Chinatown is a main living place for Chinese immigrants, where you can see many Chinese-style buildings, costumes, operas, restaurants, music and even hear Chinese.Step 2 Before reading ---Predict the contentWhat is the writer’s purpose of writing this text ? How do you know ?From the title(Welcome to Chinatown) and some key words from the text(tourist, visit, visitors, experience), we can know the purpose of the text is to introduce Chinatown and show the relationship between Chinese culture and American culture.
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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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第一，主题教育是一次思想作风的深刻洗礼，初心传统进一步得到回归。第二，主题教育是一次沉疴积弊的集中清扫，突出问题进一步得到整治。第三，主题教育是一次强化为民服务的生动实践，赤子之情进一步得到提振。第四，主题教育是一次激发创业担当的有利契机，发展层次进一步得到提升。2.第一，必须提领思想、武装思想。第二，必须聚焦问题、由表及里。第三，必须领导带头、以上率下。第四，必须务实求实、认真较真。3.一是抬高政治站位，坚持大事大抓。二是坚持思想领先，狠抓学习教育。三是突出问题导向，深入整改纠治。四是坚持领导带头，发挥表率作用。4.一是立足“早”字抓筹划。二是着眼“活”字抓学习。三是围绕“统”字抓协调。5.一是形势所需。二是任务所系。三是职责所在。四是制度所定。6.一要提升认识。二要积极作为。三要密切协作。
主题教育专题读书班结班总结讲话
第二，要把调查研究贯穿始终，实干担当促进发展。开展好“察实情、出实招”“破难题、促发展”“办实事、解民忧”专项行动，以强化理论学习指导发展实践，以深化调查研究推动解决发展难题。领导班子成员要每人牵头XX个课题开展调查研究，XX月底前召开调研成果交流会，集思广益研究对策措施。各部门、各单位要制定调研计划，通过座谈访谈、问卷调查、统计分析等方式开展调查研究，解决工作实际问题，帮助基层单位和客户解决实际困难。第三，要把检视问题贯穿始终，廉洁奉公树立新风。认真落实公司主题教育整改整治工作方案要求，坚持边学习、边对照、边检视、边整改，对标对表xxx新时代中国特色社会主义思想，深入查摆不足，系统梳理调查研究发现的问题、推动发展遇到的问题、群众反映强烈的问题，结合巡视巡察、审计和内外部监督检查发现的问题，形成问题清单。
