【教案】Unit 2Reading and Thinking 教學(xué)設(shè)計(jì)人教版（2019）選擇性必修第二冊(cè)

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(shí)報(bào)導(dǎo)了中國商科學(xué)生謝蕾作為英國倫敦某大學(xué)交換生在半年學(xué)習(xí)期間的所遇所學(xué)所為，尤其是她在適應(yīng)英國文化的同時(shí)積極傳播中國文化的行為，旨在引導(dǎo)學(xué)生了解英國文化，尊重不同文化的價(jià)值，理解文化傳播的重要性，感受多元文化交融對(duì)個(gè)體成長所起的促進(jìn)作用，從而幫助學(xué)生樹立國際視野。該文本為新聞報(bào)故事。全文共八段，篇章結(jié)構(gòu)為“背景介紹生活適應(yīng)學(xué)習(xí)適應(yīng)當(dāng)下現(xiàn)狀表達(dá)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(xí)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(duì)謝蕾表達(dá)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(xué)設(shè)計(jì)務(wù)必做到主線清晰、內(nèi)容重點(diǎn)突出，并融入話題相關(guān)詞匯及語法學(xué)習(xí)，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(xué)生思維，給予學(xué)生充足的閱讀、思考與表達(dá)時(shí)間，培養(yǎng)不同層次的閱讀策略，使學(xué)生真正意義上感悟文化差異的價(jià)值以及成為“文化傳遞者”的意義所在。教學(xué)設(shè)計(jì)（共2課時(shí)）

3、第1課時(shí)一、教學(xué)內(nèi)容理解語篇內(nèi)容與結(jié)構(gòu)，明確“交換項(xiàng)目”與“文化傳遞者”的概念，突出英國文化對(duì)謝蕾成長的促進(jìn)以及謝蕾在傳播中國文化方面的所作所為，強(qiáng)調(diào)文化橋梁構(gòu)建的重要性。二、課時(shí)目標(biāo)1.通過對(duì)an;exchange;programme的概念理解及對(duì)單元首頁quotation讀前與讀后理解的比較，感悟不同文化對(duì)人成長所起的積極促進(jìn)作用。2.通過預(yù)測(cè)、找讀、細(xì)讀與推斷，理解文本細(xì)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(gè)體在中國文化傳播中可做的努力。三、教學(xué)過程Activity 1: Talking abo

4、ut the quotation on the title page.本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)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(jì)意圖】熱身活動(dòng)旨在創(chuàng)設(shè)情境使學(xué)生在分享想法的同時(shí)感知不同文化能帶來一定的變化，同時(shí)激發(fā)學(xué)生思維，為課堂積極主動(dòng)學(xué)習(xí)營造氛圍。在對(duì)話過程中，教師可適當(dāng)引導(dǎo)學(xué)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(dòng)旨在落實(shí)課時(shí)目標(biāo)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(jì)意圖】預(yù)測(cè)活動(dòng)旨在培養(yǎng)學(xué)生閱讀文字與圖片信息的能力以及依據(jù)信息進(jìn)行邏輯預(yù)測(cè)的能力?；顒?dòng)必須摒棄無理由預(yù)測(cè)行為，對(duì)此行為，教師需適當(dāng)糾正。根據(jù)“

7、Welcome, Xie Lei!”可以預(yù)測(cè)謝蕾去到了某個(gè)地方；根據(jù)Business Student Building Bridges可以預(yù)測(cè)謝蕾在造橋，此預(yù)測(cè)會(huì)即刻產(chǎn)生閱讀期待：一個(gè)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(dòng)旨在落實(shí)課時(shí)目標(biāo)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(jì)意圖】找讀活動(dòng)旨在培養(yǎng)學(xué)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(dòng)奠定基礎(chǔ)，學(xué)習(xí)詞匯ambition。Follow-up questions涉及細(xì)節(jié)理解與推理判斷，旨在培養(yǎng)學(xué)生閱讀思維，其中對(duì)an exchange progrmme的概念詮釋旨在增強(qiáng)學(xué)生文化意識(shí)；最后一個(gè)開放性問題旨在加深學(xué)生對(duì)“文化傳播者”及文化交融含義的理解，在學(xué)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(dòng)旨在落實(shí)課時(shí)目標(biāo)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(jì)意圖】精讀活動(dòng)旨在培養(yǎng)學(xué)生快速瀏覽全文并定位具體信息的閱讀能力，同時(shí)深入梳理文本中“謝蕾傳播中國文化”的相關(guān)內(nèi)容，學(xué)習(xí)短語be/get involved in sth.。問題六為開放性問題，旨在

14、加深學(xué)生對(duì)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(dòng)旨在落實(shí)教學(xué)目標(biāo)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(jì)意圖

18、】找讀活動(dòng)旨在培養(yǎng)學(xué)生細(xì)節(jié)查找技能，梳理謝蕾如何走進(jìn)英國文化、學(xué)習(xí)并適應(yīng)英國文化的文本內(nèi)容，學(xué)習(xí)詞匯participate in與cite。問題四涉及修辭，提示學(xué)生關(guān)注語言賞析；問題十為開放性問題，強(qiáng)化文化差異及其文化融合使人不斷成長的意識(shí)。Activity 6: Discussing and Voicing.本活動(dòng)旨在落實(shí)教學(xué)目標(biāo)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(jì)意圖】小組討論及發(fā)言活動(dòng)旨在檢查學(xué)生課堂學(xué)習(xí)情況，培養(yǎng)學(xué)生邏輯表達(dá)觀點(diǎn)的能力。建議教師在反饋時(shí)關(guān)注中英文化中生活與學(xué)習(xí)的異同點(diǎn)，適時(shí)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(jì)意圖】作業(yè)1要求學(xué)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(xí)鞏固本課堂所學(xué)主要內(nèi)容；作業(yè)2將句子種類的預(yù)習(xí)與本課時(shí)所學(xué)的文化差異帶來成長的理念融為一體，旨在提升學(xué)生自主學(xué)習(xí)能力，并為下一課時(shí)學(xué)習(xí)做好鋪墊。第2課時(shí)一、教學(xué)內(nèi)容掌握語篇結(jié)構(gòu)及大意，

21、學(xué)習(xí)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(shí)，進(jìn)一步強(qiáng)調(diào)文化交融的重要性，深化中國文化傳播的價(jià)值。二、課時(shí)目標(biāo)1. 通過作業(yè)校對(duì)，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(shí)，區(qū)分并列句與復(fù)合句，學(xué)習(xí)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(xué)習(xí)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(shí)。4. 通過文本主旨話題的討論與分享，認(rèn)識(shí)文化交融對(duì)個(gè)體成長的促進(jìn)作用，感受傳播中國文化的責(zé)任感與使命感。三、教學(xué)過程Activit

22、y 1: Sharing the mind map of the structure and content of the passage.本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)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(jì)意圖】文本結(jié)構(gòu)及內(nèi)容思維導(dǎo)圖檢查活動(dòng)旨在檢測(cè)第一課時(shí)學(xué)習(xí)效果，并檢驗(yàn)學(xué)生語篇概括歸納能力及自主學(xué)習(xí)能力。Activity 2: Learning the sentence type.本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)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(jì)意圖】句子種類學(xué)習(xí)活動(dòng)旨在鞏固學(xué)生舊知識(shí)并增加新知識(shí)學(xué)習(xí)?；顒?dòng)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(xué)生自主學(xué)習(xí)中可能存在的問題，加以完善后拓展學(xué)習(xí)句子種類新知識(shí)并列復(fù)合句。所選的兩個(gè)句子既是語篇?jiǎng)澗€句子，也是謝蕾情緒變化相關(guān)的句子，由此引出下一個(gè)關(guān)于謝蕾情感變化及其性格推斷的活動(dòng)。Activity 3: Scanning for Xie Leis mixed feelings in different situations and inferring her character.本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)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(jì)意圖】找讀活動(dòng)