2020年新人教版必修三《Unit 3 Diverse Cultures》单元教案（附导学案）

Unit3DiverseCultures

ListeningandSpeaking&ListenandTalking

TeachingAims

1.StudentscanknowAmericandiversecultures,especiallyeatingandintroduce

Chineseethnicminority.

2.Studentstrytolearntorecordkeyinformationbytakingnotes.

3.StudentscanintroduceakindofspecialChinesefoodordishanditscooking

method.

4.Studentscanexpresstheirinterestandattentionproperlyduringthe

conversations.

ImportantPointsandDifficultPoints

1.Studentstrytolearntorecordkeyinformationbytakingnotes.

2.StudentscanintroduceakindofspecialChinesefoodordishanditscooking

method.

3.Studentscanexpresstheirinterestandattentionproperlyduringthe

conversations.

TeachingProcedures

PartAListeningandSpeaking-TalkabouttheoriginsofAmericanfood

Step1Leadin-Smalltalk

Readthesentenceandthenanswerthequestion:Whatdoesitmean?

Thebeautyoftheworldliesinthediversityofitspeople.—Unknown

TheChinesemeaning:世界之美源自人之多样性。

Thediversityofitspeoplereflectson:languages,races,religions,traditions,

eating,clothesandsoon,whichmakediversityoftheworld.

Step2Before-listening

LookatthephotosofAmericanfoodinActivity1andmatchthemwiththeir

names.Thenguesswhichcountries5cuisineinfluencedthefood'sinvention.Havethe

Sssharetheirviews.

Step3While-listening-Task1

ListentoaradiointerviewaboutAmericanfoodandcheckwhetheryouranswers

toActivity1arecorrect.

St叩4While-listening-Task2

Listentotheinterviewagainanddecidewhetherthestatementsaretrue(T)or

false(F)inActivity3.Thenchecktheanswersinclass.

Step5While-listening-Task3

Listentotheinterviewagainandcompletethenotesbelow.Payattentionto

“Takenotes".

ThenchecktheanswerswiththeSs.

Step6Post-listening-Speaking

ImagineyouareinvitedtoapotluckdinneratanAmericanfriend9shouse.Work

inpairsanddiscusswhatspecialdish(es)youwilltake.Thefollowingquestionsmay

helpyou.

1.Whatfood/snackfromwhicharea/ethnicgroupwillyoubring?

2.Howisthefoodpreparedandwhatisitmadeof?

3.Howisthefoodspecial?

Step7Pronunciation一Makethepause

L意群：一个句子可以按照意义和语法结构分成几个部分，一个部分称为一

个意群。意群划分意群的基本规则

(1)冠词和名词Thereis/acoat.

(2)形容词和名词It'smy/newdress.

(3)助动词和实义动词He/willcome/nextMonday.

(4)系动词和表语Tom/is/lookshappy.

(5)介词和它的宾语Hedoesn'twork/onSaturday.

(6)动词不定式Itishard/tobeadoctor.

(7)副词和动词、形容词和副词Aweekpassed/veryquickly.

(8)分词短语Heis/holdingabook.

(9)主语、动词和宾语Marytoldme/asecret.

(10)关系词与从句、连词及后面部分Wesweat/whenitishot.

可以用符号表示。

2.气群：凡是一口气能说完或者读完的一个句子，或句子的一大部分，称为

一个气群。一个气群一般包括若干个意群，说话或者朗读时气长的人可念完一个

很长的句子而不停顿，但最短的气群不得少于一个意群。气群用“//”表示。

a.Bothmybrotherand1/arefondoftennis.//

b.Hewascheered/bythelargecrowd/whichassembledatthestation.//

Step8Pronunciation一Exercise

1.ListentothepassageaboutNativeAmericans.Markthepausesthatyouhear.

Thefirstsentencehasbeendonefbryou.

Noonereallyknowexactly/whenthefirstpeoplearrived/inwhatwenowknow

asCalifornia.//Itislikely/thatNativeAmericansmovedtoCalifornia/atleastfifteen

thousandyearsago.//Scientistsbelieve/thatthesesettlerscrossedtheBeringStrait/

byalandbridge/whichexistedinprehistorictimes.//Inthe16thcentury,/thenative

peoplesufferedgreatly/aftertheEuropeans.//Thousandsofthemwerekilled/or

forcedintoslavery.//Inaddition,/manydiedfromthediseases/broughtbythe

Europeans.//However,/somesurvivedtheseterribletimes,/andtodaythereare

moreNativeAmericanlivinginCalifornia/thaninanyotherstateofAmerica.

2.Listenagainandrepeat.

PartBListeningandTalking-TalkaboutethnicculturesinChina

Step1Before-listening

LookatthepicturesinActivity1andguesswhatethnicminoritygroupsmight

betalkedabout.Discussingroupsandthenshareinclass.

Step2While-listening

JustinmetanewfriendwhiletravelinginGuizhou.Listentotheirconversation

andcompletethesummariesinActivity2.Thenchecktheanswerswithpartners.

Step3Post-listening-Talking

Workingroups.ImagineJustinistellingsomefriendsabouthistriptoGuizhou.

OneofyouisJustinandtherestofyouarehisfriends.AskJustinquestionsabouthis

tripandexperience.ThefollowingexpressionsinActivity3mayhelpyou.

Thengetseveralgroupstoshowtheirtalking.

Step4Homework

FinishtheexercisesinWorkbook.

Unit3DiverseCultures

ReadingandThinking

TeachingMaterialAnalysis

Thetopicofthispartis“Learnaboutacitythathasdiversecultures”.

Thissectionisatraveljournal.Inthediary,aChinesestudentLiLanrecorded

hertriptoCaliforniaandmainlyintroducedherdaytriptoSanFranciscoandwhat

shehadseen,heardandfelt,fromthebeginninginterestinthecitybuildingstolater

betterunderstandingofthediversecultures9influencetoallaspectsofthecity.San

FranciscoisaplacewhichshowsthemixofAmericandiversecultures,likethe

MissionDistrictwheremanyfromMexicoorCentralAmericaliveandChinatown

wheremanyChinesemadealivingbyrunningshopsandrestaurantsbecauseofthe

goldrushinthe19thcentury.Therefore,manydifferentcultureshavebeenmixed

fromthe19thcentury,amongofwhichistheChineseculture.

Diaryisjustawayofrecordingdailylifeandhasitsownformat.Thefirstlineis

thedate,ontheleftorontheright.Thebodyofdiaryisalwaysusedtorecordwhat

thewritersaw,heard,didandthoughtalldaywiththefirstpersonandpasttense.

Traveljournalrecordingthewriter'stravelattractions,activitiesandthoughtshasthe

sameformatasthediary.

Concretely,LiLanrecordedherowndaytravelaccordingtothetimelineortime

order.Inthefirstparagraph,shetoldthereaderherfirstimpressiononSanFrancisco.

Inthesecond,thirdandfourthparagraphs,sherespectivelydescribedheractivities,

whatshesawandheardandthenextday'splaninthemorning,afternoonand

tomorrowevening.Inthedaytravel,thewriterexperiencedandgraduallyunderstood

diverseculturesarefilledwitheverycornerofthecity,whichisalsothethemeofthe

text.

TeachingAims

1.Getthedetailedinformationaccordingthetimeline;classifyandorganize

informationbydrawingadiagram.

2.Learnthereadingskills一findingthetimelineanddrawingadiagramto

classifyandorganizeinformation.

3.Knowandunderstandthefeaturesandreasonsofdiversecultures.

4.Thinkcriticallyofthereasons,advantagesanddisadvantagesofdiverse

cultures.

ImportantandDifficultPoints

1.Learnthereadingskills—findingthetimelineanddrawingadiagramto

classifyandorganizeinformation.

2.Knowandunderstandthefeaturesandreasonsofdiversecultures.

TeachingProcedures

Step1Leadin―Smalltalk

HavestudentsfindSanFranciscoonthemapanddiscussthisquestioningroups:

Whatdoyouknowandwanttoknowaboutthecity?

Step2Beforereading-Predictthecontent

Format:diary

Theheroine:LiLan

Whatshedid:visitSanFrancisco,US

Therefore,wecanknowthearticleisaboutLiLanrecordingwhatshesaw,heard,

didandfeltinherdiaryaftervisitingSanFrancisco,US.Soitmaybeatraveljournal.

Step3Whilereading

Taskl

Readthetextandanswerthefollowingquestions.

QI:Wherehasshebeentoandwheredoessheplantovisit?(Thecaptalised

words)

Q2:WhendidtheearthquakehappeninthecityofSanFrancisco?

Q3:WhydidChineseimmigrants(移民)gotoSanFrancisco?

Q4:WheredidLiYangofordinner?

Q5:Howisthearticleorganized?

Task2

ReadthetextagainandcompletethetimelineofLiLan'stripinActivity3.

Task3

Answerthequestionsusinginformationfromthetraveljournal.

QI:WhatimpressedthewriterfirstaboutSanFrancisco?

Q2:WhatissospecialabouttheMissionDistrict?

Q3:Whatexamplesofethnicdiversitycanyoufindinthejournal?

Step4Postreading-Criticalthinking

Discussthesequestionsingroups.AndthengetsomeSstosharetheiropinions.

QI:Haveyoueverbeentoaplacethathasadiverseculture?Whatdoyouthink

aboutculturediversity?

Q2:Whatarethebenefitsandchallengesofculturaldiversity?

Step5Postreading—Retell

Completethepassageaccordingtothetext.

Today,IarrivedbackinSanFrancisco,anditfeelsgood(1)(be)backin

thecityagain.Thecitysucceededin(2)(rebuild)itselfaftertheearthquake

that(3)(occur)in1906,andIstayedintheMissionDistrict,enjoyingsome

deliciousnoodlesmixedwithcultures.

Intheafternoon,Iheadedtoalocalmuseum(4)showedthehistorical

changesinCalifornia.Duringthegoldrush,manyChinesearrived,andsomeopened

upshopsandrestaurantsinChinatowntoearna(5)(live).Manyothersworked

on(6)(farm),joinedthegoldrush,orwenttobuildtherailwaythatconnected

Californiatotheeast.Themuseumshowedus(7)Americawasbuiltby

immigrantsfrom(8)(difference)countriesandcultures.

Intheevening,IwenttoChinatown,andateinaCantoneserestaurantthat

servedfoodon(9)(beauty)chinaplates.Tomorrowevening,I'mgoingto(10)

jazzbarintheRichmondDistrict.

Step6Homework

Reviewwhatyouhavelearnedtoday.

Unit3DiverseCultures

DiscoveringUsefulStructures

【教学目标】

1.Learnthedefinition,structures,functionsandfeaturesofellipsis.

2.Learntosummarizesomecommonellipsis.

3.LearntouseellipsisinoralandwritingEnglish.

【教学重难点】

1.Learnthedefinition,structures,functionsandfeaturesofellipsis.

2.LearntouseellipsisinoralandwritingEnglish.

【教学过程】

Step1DefinitionofEllipsis

Readthefollowingsentencesandfindthewordsthathavebeenomittedtoavoid

repetition.

1.A:Oh,Ijustlovenachos!Mexicancomchipscoveredincheese!

B:Me,too.

A:Oh,Ijustlovenachos!TheyareMexicancomchipscoveredincheese!（省略

主语和谓语）

B:Me（Ilovenachos）,too.（省略主语、谓语和宾语）

2.A:Soifsthefoodofmanydifferentcultures,allinonedish?

B:Exactly.

A:Soit'sthefoodofmanydifferentcultures,andtheyareallinonedish?（省略

主语和谓语）

B:Exactly,it'sthefoodofmanydifferentcultures,andtheyareallinonedish.

（省略句子）

3.Arealmixofcultureshere!

Thereisarealmixofcultureshere!（省略主语和谓语）

4.Can'twait!

Ican^waittogothere!（省略主语）（省略宾语）

Summary：省略（Ellipsis）就是为了使语言简洁或避免重复，省略句子中

的一个或几个句子成分。可分为句子成分的省略和词的省略。

Step2FunctionsofEllipsis

Rewritethesentencesbytakingouttheunnecessaryparts.

1.YoumeanyouareplanningatripacrosstheAtlanticforaholiday?Itsounds

likeagoodidea.

2.Hetriedtosolvehisfinancialproblems,buthecouldn'tsolvetheproblems.

3.Ifitisnecessary,I'llfinishmyreportonAmericanpoetryassoonasitis

possible.

4.Areyougoingtodresslikethat?Wearingadressmightbebetterthanwearing

jeansandboots.

5.Somewildmushroomsarepoisonousandsomearenotpoisonous.

6.1reallylikethatpaperfoldingbook,andmysonlikesthatpaperfoldingbook,

too.

Answers:

1.YoumeanyouareplanningatripacrosstheAtlanticforaholiday?（Itsounds

likea）goodidea.（简单句）

2.Hetriedtosolvehisfinancialproblems,but（he）couldn't（solvetheproblems）.

（并列句）

3.If（itis）necessary,EllfinishmyreportonAmericanpoetryassoonas（itis）

possible.（复合句）

4.Areyougoingtodresslikethat?（Wearing）adressmightbebetterthan

wearingjeansandboots.（复合句）

5.Somewildmushroomsarepoisonousandsomearenot（poisonous）.（并歹（j句）

6.Ireallylikethatpaperfoldingbook,andmyson（likesthatpaperfolding

book）,too.（并列句）

Step3Summary:

简单句中省略的用法：

1.在对话、交际中回答他人的问题时，根据问题的类型和性质，只作简短的

回答。

2.在对话、交际中谈论事物时，接着人家的话，发表自己的观点、看法，常

省略相同的部分。

3.在对话、交际中表达心里感受时，主语、系动词常被省略。

4•在祈使句中的主语常被省略。

5.在感叹句中为了表达出强烈的感情，常省略主语、系动词或谓语动词等。

E.g.

1.一Whoistalkingwithourteacher?

一Ourheadmaster.

2.一Mathsisverydifficult.

一Butveryimportantanduseful.

3.一Whatdoyouthinkaboutthisfilm?

—Verydisappointing.

4.Goandopenthewindow.

5.Whatagoodgirl!

并列句中省略的用法：

在并列句中，如果所连接的两个句子具有相同的句子成分，在不影响句意表

达的情况下，通常可以省略后一成分中的相同的词语或结构。

1.Wisemenhavetheirmouthintheirheart,andfoolstheirheartintheirmouth.

（andfools后省略了have）

2.SheisnotanemotionaltypeandsocannotbringherselftotellhimIlovehim.

（andfools后省略了she）

复合句中省略的用法：

1.主句中的省略常见于句首或回答问题时，只用从句。

一Whydidn'tyoucometoclassyesterday?

一(Ididn'tcometoclassyesterday)BecauseIwasill.

2.宾语从句中的省略：在宾语从句中常省略连词that,但当及物动词之后跟

两个或两个以上的宾语从句时，只有第一个连词that可以省略。

Iknow(that)sheisateacherandthatsheisanexcellentwriter.

3.状语从句中的省略：当状语从句中的主语和主句的主语一致或从句主语是

it,并且从句谓语中有be动词时，常可以省略从句中的主语和be动词。此类状

语从句中的省略有如下情况：

(1)在as,before,till,until,when,while等引导的时间状语从句中。

While(Iwas)walkingalongthestreet,Iheardmynamecalled.

(2)在though,although等引导的让步状语从句中。

Though(theywere)tired,theywentonworking.

(3)在if,unless等引导的条件状语从句中。

Youshouldn'tcometohispartyunless(youare)invited.

(4)在as,asif,asthough等引导的方式状语从句中。Hedidas(hewas)told.

(5)在虚拟语气中，常省掉if,从句使用倒装句式。

WereIyou(=IfIwereyou),Ishouldgivethatguyagoodlesson.

4.定语从句中的省略

(1)一般说来，在限制性定语从句中，作宾语的关系代词that,which,who,

whom可以省略；而在非限制性定语从句中作宾语的关系代词不可以省略。

Theman(whom)yousawyesterdayfellill.

Theman,whomyousawyesterday,fellill.

(2)当先行词是way,且引导词在定语从句中作方式状语时，引导词可用

inwhich或that,也可以省略。

Theway(inwhich/that)thesecomradestreatproblemsiswrong.

固定短语中的省略：notatall,whatabout,whynot,ifonly,whatif...

Step4Practice

Readtheconversation.Findoutwhichwordshavebeenleftout.

Justin:Linlin,I'mgoingtoGuizhouProvincenextmonth.I'msuperexcited!

Anyrecommendationsforplacestovisit?

Linlin:Wow,cool!Guizhouisaprovincewithalotofculturaldiversity.Places

tovisit...well,definitelytheHuangguoshuWaterfallfirst.

Justin:What'sspecialaboutthewaterfall?

Linlin:Well,haveyoueverheardoftheChinesenovelJourneytotheWest?

Justin:Yes,Ihave.Why?

Linlin:Inthebackofthewaterfall,youwillfindacave,whichisthehomeofthe

MonkeyKing.

Justin:Really?Cool!I'lldefinitelycheckitout.

Linlin:AndIstronglyrecommendtheethnicminorityvillages.You911find

Chinesecultureismuchmorediversethanyouthought.

Justin:Soundsgreat,thanks.

Answers:

Justin:Linlin,I'mgoingtoGuizhouProvincenextmonth.Tmsuperexcited!Do

youhaveanyrecommendationsforplacestovisit?

Linlin:Wow,that'scool!Guizhouisaprovincewithalotofculturaldiversity.

WhataresomeplacestovisitinGuizhou?Well,definitelytheHuangguoshuWaterfall

isthefirstplacetovisitinGuizhouProvince.

Justin:What'sspecialaboutthewaterfall?

Linlin:Well,haveyoueverheardoftheChinesenovelJourneytotheWest?

Justin:Yes,IhaveheardoftheChinesenovelJourneytotheWfesLWhydoyou

askifIhaveheardoftheChinesenovelJoumeytotheHfesZ?

Linlin:Inthebackofthewaterfall,youwillfindacave,whichisthehomeofthe

MonkeyKingfromJourneytotheWfes。

Justin:That'sreallytrue?It'sCool!Tildefinitelycheckitout.

Linlin:AndIstronglyrecommendtheethnicminorityvillagesonyourtripto

GuizhouProvince.You9llfindChinesecultureismuchmorediversethanyouthought

itwas.

Justin:Thisallsoundsgreat,thanks.

Unit3DiverseCultures

ReadingforWriting

【教学目标】

1.Readquicklytogetmainidea;readcarefullytogetthedetailedinformation.

2.Learnthecharacteristicsofwritingandlanguage.

3.Learntointroduceyourowntownaccordingtothetext.

4.Learntocorrectothers9writing.

【教学重难点】

1.Learnthecharacteristicsofwritingandlanguage.

2.Learntointroduceyourowntownaccordingtothetext.

【教学过程】

Step1Leadin—Smalltalk

Inthereadingpart,wementionedtheChinatowninSanFrancisco.Howmuch

doyouknowabouttheChinatowninSanFrancisco?

Step2Beforereading-Predictthecontent

Whatisthewriter'spurposeofwritingthistext?Howdoyouknow?

(FromthetitleWelcometoChinatownandsomekeywordsfromthetext(tourist,

visit,visitors,experience),wecanknowthepurposeofthetextistointroduce

ChinatownandshowtherelationshipbetweenChinesecultureandAmericanculture.)

Step3Whilereading-Task1

Scanthetextandmatchthemainidea.

Para1-------------->ThecharacteristicsofChinatown

Para2、ThehistoryofChinatown

ParaTheintroductionofChinatown'sshopsandproducts

Para4^^^、TheoriginofChinatown

ParaTheexistencevalueofChinatown

Para6-^^^ThefamousfoodanddrinksofChinatown

Step4Whilereading-Task2

HaveSsreadthetextandanswerthefollowingquestions.

QI:WhatarethefamoustouristsitesintheChinatowninSanFrancisco?

Q2:WhichisthebestseasontovisittheChinatowninSanFrancisco?

Q3:Whatelsecanyoudothere?

Step5Whilereading-Task3

Studytheorganisationandlanguagefeatures.

1.Whatinformationisincludedintheintroduction?Ticktheitemsthatare

mentioned.

Allocation13climate0history

□populationHethnicgroupsSlanguages

0famousfigures□legends0ftimousfood/drink

HtouristattractionsEbusinessandindustries□othernames

2.Underlinethesentencesthatareusedtodescribetheitemsabove.

Step6Postreading—Summary

•Location:inSanFrancisco

•Tourism:apopular1.

GeneralIntroduction

<2.:mildallyearround.

totheChinatown

•History:

1)Duringthegoldrushperiod:Chinese

immigrants3.inthearea.

Detailedinformationof

2)In1906:MostofChinatownwas

theChinatown

\____________________/4.intheearthquakeand5.:by

thecityandresidents.

•Tourist6.:thelegendaryDragonGate,

theTinHowTemple,BankofCantonand

PortsmouthSquare.

•Business:Varietiesofsouvenirs,goods,and

clothing.

•Food:7.tosuiteveryone'staste.

Chinatown'sculture•AnimportantpartofAmerican8._______

Step7Writing-TheOutline

ParaXWhereisyourcity/town?

GenerallyHowistheweatherofyourcity/town?

introductionWhatisthemostfamousfor?

\_______________________________

Para2Whatisthehistory?

DetailedHowisthebusiness?

informationWhatisthemostfamousfoodanddrinks?

Whatis/arethemostfamoustouristsite(s)?

<______________________________________/

Callonotherstovisityourcity/town

Step8Writing-Wordsandphrases

1.islocatedin/on位于，坐落

2.hasahistoryof...years有..年历史

3.coveranareaof...占地..(面积)

4.hasapopulationof有..人口

5.takeonanewlook呈现新的面貌

6.behometo...是..的家园

7.政治、文化中心thepoliticalandculturalcenter

8.四季分明fourdistinctseasons

9.改革开放政策thereformandopening-uppolicy

10.发生巨大变化greatchangeshavetakenplace

11.为..做出贡献makecontributionsto

12.吸引..的注意力drawtheattentionof

Step9Writing-makesentences

1.北京人口约2000万，面积16000多平方千米。

Beijinghasapopulationofabout20,000,000andcoversanareaofmorethan16,

000squarekilometers.

2.北京位于华北平原北部。BeijingislocatedinthenorthoftheNorthChina

Plain.

3.北京四季分明，夏季炎热多雨，冬季寒冷干燥。

Beijinghasfourdistinctseasons.Itishotandrainyinsummerandcoldanddry

inwinter.

4,北京是中国的政治、文化中心。Beijingisthepoliticalandculturalcenterof

China.

5.它成功举办了2008年奥运会，吸引了世界的眼光。

Itsuccessfullyhostedthe2008OlympicGamesanddrewtheattentionofthe

world.

6.北京有很多旅游景点，如天安门、故宫、长城和鸟巢等。

Therearemanyplacesofinterest,suchasTiananmenSquare,theForbidden

City,theGreatWallandtheBird'sNest.

Step10Writing

假如你是李华，请你给某英文报社的“城市风采''栏目写一篇短文，介绍我们

的首都——北京。要点如下：

1.基本概况：人口约2000万，面积16000多平方千米，位于华北平原北部；

2.气候：四季分明，夏季炎热多雨，冬季寒冷干燥；

3.历史与文化：有3000多年的历史，是我国的政治、文化中心，有很多著

名大学，如清华大学、北京大学等；

4.交通与旅游：交通便利，有天安门广场、故宫、长城等很多旅游景点。

注意：词数80左右，可适当增加细节，以使行文连贯。

Step11Pairwork

Exchangedraftswithapartner.Usethischecklisttohelpyourpartnerrevise

his/herdraft.

1.Isthecity/townintroductionclear?

2.Istheinformationspecificandarethefactscorrect?

3.Doesthecity/townintroductioncontainalltheimportantinformation?

4.Istheinformationarrangedinagoodorder?

5.Doesthepassagehaveaproperbeginningandconclusion?

6.Arethereanygrammar,spelling,orpunctuationerrors?

Step12Homework

Putupyourreviseddraftintheclassroomorreadittoyourclass.

Unit3DiverseCultures

ListeningandSpeaking&ListeningandTalking导学案

LearningAims

1.StudentscanknowAmericandiversecultures,especiallyeatingandintroduce

Chineseethnicminority.

2.Studentstrytolearntorecordkeyinformationbytakingnotes.

3.StudentscanintroduceakindofspecialChinesefoodordishanditscooking

method.

4.Studentscanexpresstheirinterestandattentionproperlyduringthe

conversations.

ImportantPointsandDifficultPoints

1.Studentstrytolearntorecordkeyinformationbytakingnotes.

2.StudentscanintroduceakindofspecialChinesefoodordishanditscooking

method.

3.Studentscanexpresstheirinterestandattentionproperlyduringthe

conversations.

LearningProcedures

PartAListeningandSpeaking-TalkabouttheoriginsofAmericanfood

Step1Leadin一Smalltalk

Readthesentenceandthenanswerthequestion:Whatdoesitmean?

Thebeautyoftheworldliesinthediversityofitspeople.—Unknown

The-----------------------------------------------------------------------------------------

Chinesemeaning:.

Thediversityofitspeoplereflectson:,which

makediversityoftheworld.

Step2Before-listening

LookatthephotosofAmericanfoodinActivity1andmatchthemwiththeir

names.Thenguesswhichcountries,cuisineinfluencedthefdod'sinvention.

hamburgerfortunecookiegumbo

nachos

Step3While-listening-Task1

ListentoaradiointerviewaboutAmericanfoodandcheckwhetheryouranswers

toActivity1arecorrect.

Step4While-listening—Task2

Listentotheinterviewagainanddecidewhetherthestatementsaretrue(T)or

false(F).

1.NofoodwaseverinventedinAmerica.T□F□

2.HamburgerswereinventedinGermany.T□F□

3.NachoswereinventedforAmericansbyaforeigner.T□F□

4.EveryChineserestaurantinAmericahasfortunecookies.T□F□

5.Americancookingoftenmixesthingsfromaroundtheworldtomake

somethingcompletelynew.T□F□

Step5While-listening-Task3

Listentotheinterviewagainandcompletethenotesbelow.

NamesofNotes

food

Hamburgermixof______+___________cultures

____________chipscoveredincheese

Nachos

madeby___________cookfor一—

Fortuneinventedin—__________about—_________yrsago

cookieapieceof___________with____________onitinsidecookie

spicystew

inventedinN.Oabout___________yrsago

Gumbo

mixes,,+Spanish

cooking

Step6Post-listening-Speaking

ImagineyouareinvitedtoapotluckdinneratanAmericanfriend9shouse.Work

inpairsanddiscusswhatspecialdish(es)youwilltake.Thefollowingquestionsmay

helpyou.

1.Whatfood/snackfromwhicharea/ethnicgroupwillyoubring?

2.Howisthefoodpreparedandwhatisitmadeof?

3.Howisthefoodspecial?

Step7Pronunciation

1.ListentothepassageaboutNativeAmericans.Markthepausesthatyouhear.

Thefirstsentencehasbeendoneforyou.

Noonereallyknowexactly/whenthefirstpeoplearrived/inwhatwenowknow

asCalifornia.//ItislikelythatNativeAmericansmovedtoCaliforniaatleastfifteen

thousandyearsago.ScientistsbelievethatthesesettlerscrossedtheBeringStraitbya

landbridgewhichexistedinprehistorictimes.Inthe16thcentury,thenativepeople

sufferedgreatlyaftertheEuropeans.Thousandsofthemwerekilledorforcedinto

slavery.Inaddition,manydiedfromthediseasesbroughtbytheEuropeans.However,

somesurvivedtheseterribletimes,andtodaytherearemoreNativeAmericanliving

inCaliforniathaninanyotherstateofAmerica.

2.Listenagainandrepeat.

PartBListeningandTalking—TalkaboutethnicculturesinChina

Step1Before-lis