Unit 3 Diverse CulturesListening and Speaking & Listen and TalkingTeaching Aims1. Students can know American diverse cultures, especially eating and introduce Chinese ethnic minority.2. Students try to learn to record key information by taking notes.3. Students can introduce a kind of special Chinese food or dish and its cooking method.4. Students can express their interest and attention properly during the conversations.Important Points and Difficult Points1. Students try to learn to record key information by taking notes.2. Students can introduce a kind of special Chinese food or dish and its cooking method.3. Students can express their interest and attention properly during the conversations.Teaching ProceduresPart A Listening and Speaking—Talk about the origins of American foodStep 1 Lead in—Small talkRead the sentence and then answer the question: What does it mean?The Chinese meaning: 世界之美源自人之多样性。
The diversity of its people reflects on: languages, races, religions, traditions, eating, clothes and so on, which make diversity of the world.Step 2 Before-listeningLook at the photos of American food in Activity 1 and match them with their names. Then guess which countries’ cuisine influenced the food’s invention. Have the Ss share their views.Step 3 While-listening—Task 1Listen to a radio interview about American food and check whether your answers to Activity 1 are correct.Step 4 While-listening—Task 2Listen to the interview again and decide whether the statements are true (T) or false (F) in Activity 3. Then check the answers in class.Step 5 While-listening—Task 3Listen to the interview again and complete the notes below. Pay attention to “Take notes”.Then check the answers with the Ss.Step 6 Post-listening—SpeakingImagine you are invited to a potluck dinner at an American friend’s house. Work in pairs and discuss what special dish(es) you will take. The following questions may help you.1. What food/snack from which area/ethnic group will you bring?2. How is the food prepared and what is it made of?3. How is the food special?Step 7 Pronunciation—Make the pause1.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There is/ a coat.（2）形容词和名词It’s my/ new dress.（3）助动词和实义动词He/ will come/ next Monday.（4）系动词和表语Tom/ is/ looks happy.（5）介词和它的宾语He doesn’t work/ on Saturday.（6）动词不定式It is hard/ to be a doctor.（7）副词和动词、形容词和副词A week passed/ very quickly.（8）分词短语He is/ holding a book.（9）主语、动词和宾语Mary told me/ a secret.（10）关系词与从句、连词及后面部分We sweat/ when it is hot.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. Both my brother and I/ are fond of tennis. //b. He was cheered/ by the large crowd/ which assembled at the station. //Step 8 Pronunciation—Exercise1. Listen to the passage about Native Americans. Mark the pauses that you hear. The first sentence has been done for you.No one really know exactly/ when the first people arrived/ in what we now know as California. // It is likely/ that Native Americans moved to California/ at least fifteen thousand years ago. // Scientists believe/ that these settlers crossed the Bering Strait/ by a land bridge/ which existed in prehistoric times. // In the 16th century,/ the native people suffered greatly/ after the Europeans. // Thousands of them were killed/ or forced into slavery. // In addition, / many died from the diseases/ brought by the Europeans. // However, / some survived these terrible times, / and today there are more Native American living in California / than in any other state of America.2. Listen again and repeat.Part B Listening and Talking—Talk about ethnic cultures in ChinaStep 1 Before-listeningLook at the pictures in Activity 1 and guess what ethnic minority groups might be talked about. Discuss in groups and then share in class.Step 2 While-listeningJustin met a new friend while traveling in Guizhou. Listen to their conversation and complete the summaries in Activity 2. Then check the answers with partners. Step 3 Post-listening—TalkingWork in groups. Imagine Justin is telling some friends about his trip to Guizhou. One of you is Justin and the rest of you are his friends. Ask Justin questions about his trip and experience. The following expressions in Activity 3 may help you.Then get several groups to show their talking.Step 4 HomeworkFinish the exercises in Workbook.Unit 3 Diverse CulturesReading and ThinkingTeaching Material AnalysisThe topic of this part is “Learn about a city that has diverse cultures”.This section is a travel journal. In the diary, a Chinese student Li Lan recorded her trip to California and mainly introduced her day trip to San Francisco and what she had seen, heard and felt, from the beginning interest in the city buildings to later better understanding of the diverse cultures’ influence to all aspects of the city. Sa n Francisco is a place which shows the mix of American diverse cultures, like the Mission District where many from Mexico or Central America live and Chinatown where many Chinese made a living by running shops and restaurants because of the gold rush in the 19th century. Therefore, many different cultures have been mixed from the 19th century, among of which is the Chinese culture.Diary is just a way of recording daily life and has its own format. The first line is the date, on the left or on the right. The body of diary is always used to record what the writer saw, heard, did and thought all day with the first person and past tense. Travel journal recording the writer’s travel attractions, activities and thoughts has the same format as the diary.Concretely, Li Lan recorded her own day travel according to the timeline or time order. In the first paragraph, she told the reader her first impression on San Francisco. In the second, third and fourth paragraphs, she respectively described her activities, what sh e saw and heard and the next day’s plan in the morning, afternoon and tomorrow evening. In the day travel, the writer experienced and gradually understood diverse cultures are filled with every corner of the city, which is also the theme of the text.Teaching Aims1. Get the detailed information according the timeline; classify and organize information by drawing a diagram.2. Learn the reading skills—finding the timeline and drawing a diagram toclassify and organize information.3. Know and understand the features and reasons of diverse cultures.4. Think critically of the reasons, advantages and disadvantages of diverse cultures.Important and Difficult Points1. Learn the reading skills—finding the timeline and drawing a diagram to classify and organize information.2. Know and understand the features and reasons of diverse cultures.Teaching ProceduresStep 1 Lead in—Small talkHave students find San Francisco on the map and discuss this question in groups: What do you know and want to know about the city？Step 2 Before reading—Predict the contentFormat: diaryThe heroine: Li LanWhat she did: visit San Francisco, USTherefore, 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 journal. Step 3 While readingTask 1Read the text and answer the following questions.Q1: Where has she been to and where does she plan to visit? (The captalised words)Q2: When did the earthquake happen in the city of San Francisco?Q3: Why did Chinese immigrants（移民）go to San Francisco?Q4: Where did Li Yan go for dinner?Q5: How is the article organized?Task 2Read the text again and complete the timeline of Li Lan’s trip in Activity 3.Task 3Answer the questions using information from the travel journal.Q1: What impressed the writer first about San Francisco?Q2: What is so special about the Mission District?Q3: What examples of ethnic diversity can you find in the journal?Step 4 Post reading—Critical thinkingDiscuss these questions in groups. And then get some Ss to share their opinions.Q1: Have you ever been to a place that has a diverse culture? What do you think about culture diversity?Q2: What are the benefits and challenges of cultural diversity?Step 5 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.Step 6 HomeworkReview what you have learned today.Unit 3 Diverse CulturesDiscovering Useful Structures【教学目标】1. Learn the definition, structures, functions and features of ellipsis.2. Learn to summarize some common ellipsis.3. Learn to use ellipsis in oral and writing English.【教学重难点】1. Learn the definition, structures, functions and features of ellipsis.2. Learn to use ellipsis in oral and writing English.【教学过程】Step 1 Definition of EllipsisRead the following sentences and find the words that have been omitted to avoid repetition.1. A: Oh, I just love nachos! Mexican corn chips covered in cheese!B: Me, too.A: Oh, I just love nachos! They are Mexican corn chips covered in cheese!（省略主语和谓语）B: Me (I love nachos), too.（省略主语、谓语和宾语）2. A: So it’s the food of many different cultures, all in one dish?B: Exactly.A: So it’s the food of many different cultures, and they are all in one dish?（省略主语和谓语）B: Exactly, it’s the food of many different cultures, and they are all in one dish.（省略句子）3. A real mix of cultures here!There is a real mix of cultures here!（省略主语和谓语）4. Can’t wait!I can’t wait to go there!（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。