【教案】Unit 2Reading and Thinking 教學設(shè)計人教版（2019）選擇性必修第二冊

1、Unit 2 BRIDGING CULTURESReading and Thinking: “Welcome, Xie Lei!” Business Student Building Bridges文本簡析本單元閱讀文本詳實報導(dǎo)了中國商科學生謝蕾作為英國倫敦某大學交換生在半年學習期間的所遇所學所為，尤其是她在適應(yīng)英國文化的同時積極傳播中國文化的行為，旨在引導(dǎo)學生了解英國文化，尊重不同文化的價值，理解文化傳播的重要性，感受多元文化交融對個體成長所起的促進作用，從而幫助學生樹立國際視野。該文本為新聞報故事。全文共八段，篇章結(jié)構(gòu)為“背景介紹生活適應(yīng)學習適應(yīng)當下現(xiàn)狀表達祝愿”：第一、二段介紹了謝蕾的背

2、景信息，第三、四段描述了謝蕾因生活差異所做的適應(yīng)調(diào)整，第五、六段描述了謝蕾因?qū)W習方式差異所做的適應(yīng)調(diào)整，第七段描述了謝蕾的現(xiàn)狀，第八段為作者對謝蕾表達的美好祝愿。也可以在此基礎(chǔ)上將全文分為三部分：第一部分包括第一、二段，介紹謝蕾背景信息；第二部分從第三段到第七段，描述謝蕾遇到的各種調(diào)整及其適應(yīng)；第三部分為第八段。文本的教學設(shè)計務(wù)必做到主線清晰、內(nèi)容重點突出，并融入話題相關(guān)詞匯及語法學習，創(chuàng)設(shè)基于文本內(nèi)容的話題討論，適度加入開放性問題以拓展學生思維，給予學生充足的閱讀、思考與表達時間，培養(yǎng)不同層次的閱讀策略，使學生真正意義上感悟文化差異的價值以及成為“文化傳遞者”的意義所在。教學設(shè)計（共2課時）

3、第1課時一、教學內(nèi)容理解語篇內(nèi)容與結(jié)構(gòu)，明確“交換項目”與“文化傳遞者”的概念，突出英國文化對謝蕾成長的促進以及謝蕾在傳播中國文化方面的所作所為，強調(diào)文化橋梁構(gòu)建的重要性。二、課時目標1.通過對an;exchange;programme的概念理解及對單元首頁quotation讀前與讀后理解的比較，感悟不同文化對人成長所起的積極促進作用。2.通過預(yù)測、找讀、細讀與推斷，理解文本細節(jié)與主旨大意，邏輯推斷字面與字里信息，梳理篇章結(jié)構(gòu)。3.通過了解a cultural messenger的含義，思考中國文化內(nèi)涵及個體在中國文化傳播中可做的努力。三、教學過程Activity 1: Talking abo

4、ut the quotation on the title page.本活動旨在落實課時目標1。The quotation from Mary Anne Radmacher on the title page is shared and students are invited to voice their separate understanding.Q: At the beginning of todays class, let me share with you a quotation from Mary Anne Radmacher, “I am not the same, havin

5、g seen the moon shine on the other side of the world.” How do you understand it?【設(shè)計意圖】熱身活動旨在創(chuàng)設(shè)情境使學生在分享想法的同時感知不同文化能帶來一定的變化，同時激發(fā)學生思維，為課堂積極主動學習營造氛圍。在對話過程中，教師可適當引導(dǎo)學生關(guān)注not the same以及the moon on the other side of the world，為閱讀文本的主題滲透埋下伏筆。Activity 2: Predicting the content logically.本活動旨在落實課時目標2。Students a

6、re invited to read the title together and then predict what might be written about in the passage according to the title and the picture beside it.Q: What might be written in the passage according to the title and the picture?【設(shè)計意圖】預(yù)測活動旨在培養(yǎng)學生閱讀文字與圖片信息的能力以及依據(jù)信息進行邏輯預(yù)測的能力?；顒颖仨氜饤墴o理由預(yù)測行為，對此行為，教師需適當糾正。根據(jù)“

7、Welcome, Xie Lei!”可以預(yù)測謝蕾去到了某個地方；根據(jù)Business Student Building Bridges可以預(yù)測謝蕾在造橋，此預(yù)測會即刻產(chǎn)生閱讀期待：一個女孩子造什么橋？Possible logical prediction: Xie Lei must have gone to another country because someone says “Welcome, Xie Lei” to her. As a business student, Xie Lei might be building some kind of bridges.Activity3:

8、Scanning the passage for the keys to the predictions.本活動旨在落實課時目標1和2。Students scan the passage to find out the answers to the predictions.Q1: Where is Xie Lei now? Shes in a university in London.Q2: What bridge is Xie Lei building? Cultural bridges.While checking, the teacher can raise the follow-up

9、questions: Q1: When did she go to London? / How did she feel? Why did she go to London? / How is she able to study abroad? Do you have any idea what an exchange programme is? / What is her ambition after graduation? (learn “ambition”)Q2: From where do you get the answer? / Who is this “us” in the se

10、ntence? / What do you think of building cultural bridges to different countries?【設(shè)計意圖】找讀活動旨在培養(yǎng)學生找讀技能，梳理文本中“謝蕾”與“文化橋梁搭建”的相關(guān)信息，為后續(xù)閱讀活動奠定基礎(chǔ)，學習詞匯ambition。Follow-up questions涉及細節(jié)理解與推理判斷，旨在培養(yǎng)學生閱讀思維，其中對an exchange progrmme的概念詮釋旨在增強學生文化意識；最后一個開放性問題旨在加深學生對“文化傳播者”及文化交融含義的理解，在學生心中種下未來成為“文化傳播者”的種子。Activity 4: C

11、areful reading for what Xie Lei has done as a cultural messenger.本活動旨在落實課時目標3。Students carefully read the whole passage and find out all that Xie Lei has done so far as a cultural messenger.Q1: What has Xie Lei done so far as a cultural messenger? It is suggested that a mind map of related contents

12、be drawn during the course of the answer check.A possible mind map about Xie Leis deeds as a cultural messenger:Q2: What dish does Xie Lei make for her host family? Do they love it? What else did she do?Q3: What was her presentation about? How was her presentation?Q4: What has Xie Lei found when she

13、 is involved in social activities? (learn “be/get involved in”)Q5: So what does she do?Q6: If you were Xie Lei, what other aspects of Chinese culture would you like to share with your foreign friends?【設(shè)計意圖】精讀活動旨在培養(yǎng)學生快速瀏覽全文并定位具體信息的閱讀能力，同時深入梳理文本中“謝蕾傳播中國文化”的相關(guān)內(nèi)容，學習短語be/get involved in sth.。問題六為開放性問題，旨在

14、加深學生對博大精深的中國文化內(nèi)涵的思考。Activity 5: Scanning for Xie Leis contact into British culture.本活動旨在落實教學目標1和2。Students scan from Para. 3 to Para.6 and find out how Xie Lei got into contact with British culture.Q1: Read and fill in the missing information.how to use public transport; how to ask for directions; h

15、ow to live with a host family; essay writing; class participation; 1)acknowledge what others say if citing their ideas; 3)form ones own opinion; 2)offer examples; 4)raise questions; 5)give presentationsThe following questions are asked while the answer is checked.Q2: Whats life challenge one?Q3: Wha

16、ts life challenge three?Q4: What figure of speech does the writer use here to stress Xie Leis difficulty of her first encounter into the differences? The repetition of had to.Q5: Whats life challenge four?Q6: Academic requirements consist of two parts. What are they? (learn “participate in”)Q7: To m

17、eet with the requirements of essay writing, Xie Lei must read a lot. What else? (learn “cite”)Q8: As for class participation, what did Xie Lei find?Q9: How should students behave in class?Q10: If you are an exchange student one day, will you be able to get accustomed to the learning style soon?【設(shè)計意圖

18、】找讀活動旨在培養(yǎng)學生細節(jié)查找技能，梳理謝蕾如何走進英國文化、學習并適應(yīng)英國文化的文本內(nèi)容，學習詞匯participate in與cite。問題四涉及修辭，提示學生關(guān)注語言賞析；問題十為開放性問題，強化文化差異及其文化融合使人不斷成長的意識。Activity 6: Discussing and Voicing.本活動旨在落實教學目標3。Students are divided into groups, four as one, to discuss the following topic and then choose a group leader to voice their group o

19、pinion: Suppose you were Xie Lei and you have been back from your half-year exchange programme, what would you like to share with your Chinese peers?【設(shè)計意圖】小組討論及發(fā)言活動旨在檢查學生課堂學習情況，培養(yǎng)學生邏輯表達觀點的能力。建議教師在反饋時關(guān)注中英文化中生活與學習的異同點，適時適度予以指導(dǎo)。Assignment1.Reread the passage and draw a mind map of the passage structure

20、 and its main idea.2.Read Part 2, understand the underlined sentences and write a complex sentence expressing your understanding of the quotation from Mary Anne Radmacher.【設(shè)計意圖】作業(yè)1要求學生以思維導(dǎo)圖的形式呈現(xiàn)文本結(jié)構(gòu)與相應(yīng)內(nèi)容，旨在復(fù)習鞏固本課堂所學主要內(nèi)容；作業(yè)2將句子種類的預(yù)習與本課時所學的文化差異帶來成長的理念融為一體，旨在提升學生自主學習能力，并為下一課時學習做好鋪墊。第2課時一、教學內(nèi)容掌握語篇結(jié)構(gòu)及大意，

21、學習句子種類，梳理謝蕾情感變化曲線，樹立積極開放的性格有助于文化適應(yīng)的意識，進一步強調(diào)文化交融的重要性，深化中國文化傳播的價值。二、課時目標1. 通過作業(yè)校對，掌握語篇結(jié)構(gòu)及各部分主旨大意。2. 通過引語二次理解的分享，鞏固句子種類知識，區(qū)分并列句與復(fù)合句，學習并列復(fù)合句。3. 通過文本找讀，梳理主人公謝蕾情感變化曲線，學習詞匯adaptation、adapt to、feel at home、engage in，推斷人物性格，樹立積極開放的性格有助于文化適應(yīng)的意識。4. 通過文本主旨話題的討論與分享，認識文化交融對個體成長的促進作用，感受傳播中國文化的責任感與使命感。三、教學過程Activit

22、y 1: Sharing the mind map of the structure and content of the passage.本活動旨在落實課時目標1與3。Two students works are shared to check the learning outcome of the first period, and then the teachers will be presented for students to distinguish the difference. Meanwhile, “adaptation” and “adapt to” will be lea

23、rned.A possible mind map:【設(shè)計意圖】文本結(jié)構(gòu)及內(nèi)容思維導(dǎo)圖檢查活動旨在檢測第一課時學習效果，并檢驗學生語篇概括歸納能力及自主學習能力。Activity 2: Learning the sentence type.本活動旨在落實課時目標2。One students understanding of the quotation is shown, after which questions on the sentence type will be raised to see how well students previewed Part 2. Later, two un

24、derlined sentences from the passage will be examined and the sentence type will be relearned.Q1: Now, lets see how you understand the quotation from Mary Anne Radmacher. Kelly, would you show us your version? . What do you think of Kellys understanding?Q2: What kind of sentence type is Kellys senten

25、ce?Q3: Yesterday you read about compound sentences and complex sentences. Whats the difference?Q4: What sentence type is this sentence “Although some foreign students live in campus accommodation, Xie Lei chose to live with a host family, who can help with her adaptation to the new culture.”? Why?Q5

26、: What sentence type is this sentence “At first, Xie Lei had no idea what she should say, but what surprised her was that she found herself speaking up in class after just a few weeks.”? Why? With one more example to explain compound-complex sentences: When Xie Lei spoke up in class, she was surpris

27、ed, and we were proud of her.【設(shè)計意圖】句子種類學習活動旨在鞏固學生舊知識并增加新知識學習。活動由分享單元首頁quotation的二次理解引出，問答過程中發(fā)現(xiàn)學生自主學習中可能存在的問題，加以完善后拓展學習句子種類新知識并列復(fù)合句。所選的兩個句子既是語篇劃線句子，也是謝蕾情緒變化相關(guān)的句子，由此引出下一個關(guān)于謝蕾情感變化及其性格推斷的活動。Activity 3: Scanning for Xie Leis mixed feelings in different situations and inferring her character.本活動旨在落實課時目標3。

28、Students scan the passage and fill in the missing information in the table.The following questions are asked while the missing information is checked.Q1: Before Xie Lei left China, how did she feel? Why? She felt very excited but also quite nervous; Because she didnt know what to expect.Q2: What kin

29、d of person do you think she might be? adventurous;Q3: How does Xie Lei feel in her host family? Why? She feels comforted; Because the host family can serve as a second family, who she can turn to whenever there is something she doesnt know or understand.Q4: What kind of person might Xie Lei be acco

30、rding to this? flexible;Q5: How did Xie Lei feel when her tutor told her that he mainly wanted to know what she thought? Why? She felt confused; Because she thought she knew less than others.Q6: So what kind of person is Xie Lei? self-aware;Q7: How did Xie Lei feel when she spoke up in class after j

31、ust a few weeks? Why? She felt surprised; Because she had no idea what to say at first.Q8: Thus, it can be inferred that Xie Lei might be _. studious; a fast/quick learner; Q9: Now, halfway through the exchange year, how does Xie Lei feel? Why? She feels much more at home; Because what seemed strang

32、e before now appears quite normal to her. (learn “feel at home”)Q10: How is she able to do that? By engaging in British culture. (learn “engage in”)Q11: According to this, what kind of person do you think she might be? adaptable; Q12: Does character play an important role in quickly adapting to a new culture? Why or why not?【設(shè)計意圖】找讀活動