上海市鲁迅中学上海新世纪高中英语必修三教案：Unit1FoodintheUnitedStates

高中必修三英语教案5篇在日常工作中我们都会有很多需要和文字打交道的地方，像是编写各类报告、总结、会议纪要甚至邮件等。

文章的艺术就是语言的艺术，相同的意思用不同的语言来表现，就会有不同的艺术效果。

写文档，能帮助你不断地理清思路，好的文档，也能更高效地沟通。

写好文档不仅仅是个人能力的体现，还可能会得到领导的赞赏，甚至升职加薪都有可能。

但是很多时候，很多人花费很多时间、精力、工作量以及心血所完成的工作，最终会体现为这样一份书面文档，包括领导在内的其它人能看到的可能也就只是这份文档而已，因此，它的质量，不仅会从很大程度上影响着别人对于此项工作的看法，往往也会影响着别人对于文档作者的评价，因为透过这些文字，不仅能体现出作者对于工作内容的理解、认识、思考和创造，更能体现出作者的基本素质、工作能力乃至工作态度。

在日常工作中，很多人可能不那么擅长于写作或者表达，尽管这样，我们依然可以活到老学到老，我们可以走捷径，那就是参考和借鉴别人写的文档，学以致用，转化成我们知识储备，下面是我为大家精心整理的高中必修三英语教案5篇，希望能够帮到您！高中必修三英语教案篇1m3 u2 words:1. be made up of = consist of , be composed ofconsist of的意思是“由……构成”，它与 make up of ， composeof 的区别在于：consist of不可用被动语态，而make up of和 compose of 可以用被动语态。

例如：1） the house consists of 6 rooms.2） the medical team is made up of three doctors and a nurse. 3） the book is composed of 25 units.2.occupy occupation n.占据、职业1. occupy意为“take up or fill (time, space, sb’s mind, etc)”“占据，充满（时间，空间，某人的头脑等）”。

Module3 Unit 1 Festivals around the worldTeaching aims and demands1.topic: 1>Festivals2> how festivals begin3>how to celebrate festivals2.function: 1>RequestEg: Could you please…?Could I have …? I look forward to doing…2>ThanksEg: It’s a pleasure. /Don’t mention it.It’s very kind of you to…I’d love to …Thank you very much./Thanks a lot.You are most welcome.3.vocabulary:4.grammar:Jin can speak English well. (ability)Could you please show me the way to …? (request)May we see the awards for the team? (permission)She might give you … (possibility)The whole family will come for dinner. (promise)Often he would dress up like a rich man. (pass habit)We would be there with our friends. (promise)II.Key pointsPeriod 1-2 Warming up and fast reading1.Greetings2.Warming upStep 1 discussing the following questionsa.How was your holiday/spring festival?b.Did you go traveling?c.How much pocket money did you get?Step 2 talking1). Name some festivalsSpring Festival Dragon Boat Festival Lantam FestivalMid-Autumn FestivalArmy Day May Day Teachers’ Day New Year National DayMother’s DayChildren’s Day Father’s Da y Christmas DayHalloween carnivalEaster Valentine Day Oben2).Ss work in groups of four and list five Chinese festivals andsiscuss when they take place , what they celevrate and one thing that people do at that time.Festivals Time of year/date Celebrate for Things to doMid-Autumn DaySpring FestivalDragon Boat DayTomb sweeping DayLantern Festival3.Pre-reading1) What’s your favourite holiday of the year? Why?2) What festivals or celebration do you enjoy in your city or town?Do you likespending festivals with your family or with friends? What part of a festival doyou like best—the music, the things to see, the visits or the food?4. Fast reading and find the answers to the following questions.A.What did ancient festivals celebrate?B.What are festivals of the dead for ?C.Why are autumn festivals happy events ? three things people do at spring festival ?Period 3-4 Intensive reading1.Read the passage paragraph and find the main ideas of eachparagraphParagraph 1: All kinds of celebration in ancient time.Paragraph 2: The purpose to honour the dead and threeexamplesFestivals Time Things peopledoObenDay of the DeadHalloweenParagraph 3: The reasons Why we honour peopleFestivals Who does it celebrate ?Dragon Boat FestivalsClumbus DayIndian National FestivalParagraph 4: Autumn festivals are happy eventsParagraph 5: How people celebrate in spring festivals 2．Language pointsa.They would starve if food was difficult to find…starve （v.）饿死；挨饿eg. Millions of people starved to death during the war.Starve for sth 渴望…Eg. The homeless children starve for love.Starvation (n.) 饿死Eg. Die of starvationStarvation wages 不够维持基本生活的工资b.The most ancient festivals would celebrate the end of the coldweather, planting in spring and harvest in autumn.Celebrate (vt./vi.) 庆祝，赞颂，赞美，举行（仪式）Eg.We celebrate the new year with a party.Their courage was celebrated in all the newspaper.Celebrated (adj.) = famous 著名的，驰名的c. …because they thought these festivals would bring a year ofplenty.days/years/…of plenty :富裕（尤指事物和钱）的日子，年月，生活等。

普通高中课程标准实验教科书（人教版）英语必修ⅢUnit1 Festivals around the world (Reading) Festivals and Celebrations学生姓名：***Unit 1Festivals around the worldⅠ.Analysis of teaching materialAt the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival.The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China, and connect them with seasons of the year and reasons for the celebrations. The teacher can use this part to introduce information that Chinese students should have about their country’s cultural events.The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include. The teacher should let students discuss the questions and predict what kind of information will be introduced in the Reading.The reading passage titled FESTIV ALS AND CELEBRATIONS briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. Then let them skim for the general idea for each section, and scan for further understanding. Because this passage introduces a lot of useful new words and expressions which are only used for festivals, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the four exercises in the Comprehending to see how much they have understood the reading passage. The teacher can first let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class.To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. In order to arouse students’ interest, the teacher can hold a competition between groups.Ⅱ.Teaching aims1.Knowledge aims1). Get students to learn the useful new words and expressions in this part: beauty, harvest, starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain, independence, gather, agriculture, award, rooster, admire, energetic, Easter, clothing, Christian, custom, take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with2). Let students learn about history and basic knowledge of festivals both in and out of China.2.Ability aims1). Develop students’ reading ability and let them learn different reading skills.2). Enable students to talk about festivals and celebrations.3.Emotional aims1). Stimulate students’ love for their own national culture and customs.2). Develop students’ sense of cooperative learning.Ⅲ.Teaching methods:1. Explanation to get the students to have a clear idea.2. Discussion to get the students to understand the text easier.Ⅳ.Teaching Aids:A computer and a tape recorderⅤ.Teaching important and difficult points1. Important points1). Let students learn more about history and basic knowledge of festivals.2). Get students to learn different reading skills.2. Difficult points1). Devel op students’ reading ability.2). Enable students to talk about festivals and celebrations.Ⅵ.Teaching procedure→Step 1 Leading-inHave a free talk with students. Ask them the following questions:Did you have a good time in your winter holidays?When did you feel most happy and excited? Why?(At the Spring Festival. Because it’s the most important festival in our country. . . )→Step 2 Warming up1. Let students brainstorm the other Chinese festivals.(Lantern Festival, Pure Brightness Festival, Dragon Boat Festival, Mid-Autumn Festival, New Year’s Day, Chung Yeung Festival. . . )2. Let students read the information about Chinese festivals below and discussanother three Chinese festivals:When does the festival come?What do people celebrate?What do people do?Festivals Date Festivals DateNew Year January 1st Teachers’ Day September 10th InternationalWomen’s DayMarch 8th National Day October 1stArbor Day March 12th The Spring Festival Lunar New YearInternational Labor Day May 1st Dragon BoatFestivalthe fifth day of the fifthlunar monthInternational Children’s Day June 1st Mid-AutumnFestivalthe 15th day of the 8thlunar monthArmy Day August 1st Lantern Festival the 15th day of the 1stlunar monthChinese Youth Day May 4th Pure BrightnessDayApril the fifth3. Ask students to fill in the following form and ask some to share their opinions with the whole class. The first one is given as an example.Festivals Time of year/date What it celebrates What people doMid-Autumn Festival autumn/fall the beauty of thefull moon, harvest,time with familyand friendsgive/eat mooncakes and watchthe full moon withfamily and friends4. Talk about some foreign festivals with students.(Christmas, April Fools’ Day, Easter, Halloween, Valentine’s Day, Thanksgiving Day, . . . )→Step 3 Pre-reading1. Let students discuss the following questions:What festivals or celebrations do you have in your city or town? What part of a festival do you like best—the activities, the music, the sights, the food or the people who visit?2. Ask students to look at the pictures and title of the passage in Reading. Discuss inpairs what kind of information will be introduced in the passage.→Step 4 Reading1. Fast readingAsk students to skim the reading passage and then fill in the following chart. Kinds of Festivals Names of Festivals CountriesFestivalsFestivalsHarvestSpring(Let students look through the chart and then read the text silently. Three minutes later, check the answers with the whole class. Show the suggested answers on the screen. )2. Intensive readingAllow students to read carefully this time to understand the main ideas of each paragraph and the important details, and then finish the following:1)Choose the best answer to each question or to finish each sentence according tothe text.(1)Why do Japanese people light lamps during the Festival of the Dead?A. Because they want to make the festival colorful.B. Because they want to light up their rooms.C. Because they want to light up their way.D. Because they want to lead their ancestors to return to earth.(2)Which of the following was not mentioned as a famous person in the text?A. Mohandas Gandi.B. Christopher Columbus.C. Abraham Lincoln.D. Qu Yuan.(3)The place where people will usually decorate churches and town halls withflowers and fruits is ______________.A. IndiaB. AmericaC. EuropeD. China(4)Easter is held in memory of the return of Jesus for Christians and also celebrates______________.A. the coming of springB. the autumn harvestC. the Lunar New YearD. the end of a yearSuggested answers: (1)D(2)C(3)C(4)A2)Use the information from the reading passage to answer the following questions.(1)What are festivals of the dead usually for?(2)What makes autumn festivals happy events?(3)What do people usually do at spring festivals?(4)What is one important reason to have festivals and celebrations?(5)Compare the festivals of the dead in Mexico, Japan and China. What things are similar? What things are different?3. Reading and discussionRead the text a third time and then work in pairs to do the following.1)Based on the reading passage, what do most festivals seem to have in common?Why do you think these things might be important to people everywhere? Talk with your partner and fill in the chart below.Three common things Reasons why they are important to people everywhere1.2.3.2)Discuss in pairs which festivals you think are the most important and which are the most fun. Then fill in the chart with your ideas.Type of festival Example of festival Reasons for yourchoiceMost importantMost fun(Let students have enough time to read the passage carefully and discuss the questions and charts with their partners. Encourage them to expand their answers according to their own experiences. )4. ExplanationHelp students analyze some difficult, long and complex sentences and guess the meanings of some new words. Encourage them to try to deal with the language points in the context.Discuss the following important sentences and phrases in the passage.1) Some festivals are held to honour the dead, or to satisfy the ancestors, who mightreturn either to help or to do harm.2) In memory of3) India has a national festival on October 2 to honour Mohandas Gandhi, the leaderwho helped gain India’s independence from Britain.4) People are grateful because their food is gathered for the winter and theagricultural work is over.5) The most energetic and important festivals are the ones that look forward to theend of winter and to the coming of spring.6) The country, covered with cherry tree flowers, looks as though it is covered withpink snow.Suggested explanations:1)The sentence contains a non-restrictive attributive clause who might return eitherto help or to do harm. It means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.2)I n memory of: serving to recall sb. , to keep him fresh in people’s mindsHe wrote a poem in memory of his dearest wife, who died in an accident.in honor of: showing great respect or high public regard3)T he leader who helped gain India’s independence from Britain: a noun phrasefollowed by an attributive clause as the appositive4)two clauses for reason5)energy n. → energetic adj. : full of or done with energylook forward to: “to” is a preposition here.I’m looking forward to hearing from you.be devoted to; be/get used to; get down to; stick to. . .6)covered with cherry tree flowers: a past participle phrase equal to “which iscovered with cherry tree flowers”as though: as ifHe talks as though he knew all about it.He looks as if he had seen a ghost.5. Reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.→Step 5 ConsolidationAsk students to talk about festivals in their own words according to the text.Then let them complete the following passage with proper words or phrases.There are all kinds of festivals and ______________ around the world, which are held for different ______________. The ancient festivals were mainly held at three times a year—the end of the cold ______________, planting in spring and ______________ in autumn. Some festivals are held to ______________ the dead or ______________ the ancestors, who might return either to help or ______________, while other festivals are held to honor famous people or to the ______________, such as Dragon Boat Festival, Columbus Day, and so on. Harvest and ______________ festivals are happy events because their food is ______________ for the winter and the ______________ work is over, to which Mid Autumn Festival belongs. And the most ______________ and important festivals are the ones that ______________ the end of winter and to the coming of ______________ such as the Lunar New Year, at which people have a very ______________.Suggested answers: celebrations; reasons; weather; harvest; honor; to satisfy; to do harm; gods; Thanksgiving; gathered; agricultural; energetic; look forward to;spring; good time→Step 6 Homework1）Preview the next part about reading to get the main idea.2) Translate these sentences into English:（People usually do at the Spring Festival）1 大扫除迎新年的到来。

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。