人教版高中英语第二册Unit 2 BRIDGING CULTURES教学设计-

人教版高中英语其次册Unit2BRIDGINGCULTURES教学设计文本简析本单元阅读文本详实报导了商科同学谢蕾作为英国伦敦某体成长所起的促进作用，从而挂念同学树立国际视野。第三部分为第八段。养不同层次的阅读策略，使同学真正意义上感悟文化差异的价值以及成为“文化传递者”的意义所在。教学设计（共2课时）第1课时一、教学内容二、课时目标通过对an;exchange;programme的概念理解及对单元首页quotation推断字面与字里信息，梳理篇章结构。通过了解a cultural messenger的含义，思考文化内及个体在文化传播中可做的努力。三、教学过程Activity 1: Talking about the quotation on the page.本活动旨在落实课时目标1。ThequotationfromMaryAnneRadmacheronthetitlepageissharedandstudentsareinvitedtovoicetheirseparateunderstanding.:tegfs,tmeehaquotationfromMaryAnneRadmacher,“Iamnotthesame,havingseenthemoonshineontheothersideoftheworld.”Howdoyouunderstandit?notthesamethemoonontheothersideoftheworld，为阅读文本的主题渗透埋下伏笔。Activity2:Predictingthecontentlogically.本活动旨在落实课时目标2。Studentsareinvitedtoreadthetitletogetherandthenpredictwhatmightbewrittenaboutinthepassageaccordingtothetitleandthepicturebesideit.Q:Whatmightbewritteninthepassageaccordingtothetitleandthepicture?【设计意图】猜测活动旨在培育同学阅读文字与图片信息的力量,XieLeiBusinessStudentBuildingBridges[Possiblelogicalprediction:Xie Lei must have gone to another country someonesays “Welcome,XieLei” toher.Asabusinessstudent,XieLeimightbebuildingsomekindofbridges.]Activity3: Scanning the passage for the keys to predictions.本活动旨在落实课时目标1和2。Studentsscanthepassagetofindouttheanswerstothepredictions.Q1: Where is Xie Lei now? [She’s in a university London.]Q2:WhatbridgeisXieLeibuilding?[Culturalbridges.][While checking, the teacher can raise the follow-upquestions:][Q1:WhendidshegotoLondon?/Howdidshefeel?WhydidshegotoLondon?/Howissheabletostudyabroad?Doyouhaveanyideawhatanexchangeprogrammeis?/Whatisherambitionaftergraduation?(learn “ambition”):meoute?/os“”in the sentence? / What do you think of building culturalbridgestodifferentcountries?]【设计意图】找读活动旨在培育同学找读技能，梳理文本中“谢蕾”与“文化桥梁搭建”的相关信息，为后续阅读活动奠定基础，学ambitionFollow-upquestionsanexchangeprogrmmeActivity4:CarefulreadingforwhatXieLeihasdoneasaculturalmessenger.本活动旨在落实课时目标3。StudentscarefullyreadthewholepassageandfindoutallthatXieLeihasdonesofarasaculturalmessenger.Q1:WhathasXieLeidonesofarasaculturalmessenger?[Itissuggestedthatamindmapofrelatedcontentsbedrawnduringthecourseoftheanswercheck.]ApossiblemindmapaboutXieLei’sdeedsasaculturalmessenger:Q2:WhatdishdoesXieLeimakeforherhostfamily?Dotheyloveit?Whatelsedidshedo?Q3: What was her presentation about? How was presentation?Q4:WhathasXieLeifoundwhensheisinvolvedinsocialactivities?(learn “be/getinvolvedin”)Q5:Sowhatdoesshedo?Q6: If you were Xie Lei, what other aspects of culturewouldyouliketosharewithyourforeignfriends?【设计意图】精读活动旨在培育同学快速扫瞄全文并定位具体信息的阅读力量，同时深化梳理文本中“谢蕾传播文化”的相关内容，学习短语be/getinvolvedinsth.。问题六为开放性问题，旨在加深同学对博大精深的文化内涵的思考。Activity5: ScanningforXieLei’scontactintoBritishculture.本活动旨在落实教学目标1和2。StudentsscanfromPara.3toPara.6andfindouthowXieLeigotintocontactwithBritishculture.Q1:Readandfillinthemissinginformation.[ howtousepublictransport; howtoaskfordirections;how to live with a host family; essay writing; classparticipation;1)acknowledgewhatotherssayifcitingtheirideas;3)formone’sownopinion;2)offerexamples;4)raisequestions;5)givepresentations]Thefollowingquestionsareaskedwhiletheanswerischecked.Q2:What’slifechallengeone?Q3:What’slifechallengethree?Q4:WhatfigureofspeechdoesthewriteruseheretostressXieLei’sdifficultyofherfirstencounterintothedifferences?[Therepetitionofhadto.]Q5:What’slifechallengefour?Q6:Academicrequirementsconsistoftwoparts.Whatarethey?(learn“participatein”)Q7:Tomeetwiththerequirementsofessaywriting,XieLeimustreadalot.Whatelse?(learn“cite”)Q8:Asforclassparticipation,whatdidXieLeifind?Q9:Howshouldstudentsbehaveinclass?Q10:Ifyouareanexchangestudentoneday,willyoubeabletogetaccustomedtothelearningstylesoon?incite。问题四涉及修辞，提示同学关注语言赏析；识。Activity6:DiscussingandVoicing.本活动旨在落实教学目标3。Studentsaredividedintogroups,fourasone,todiscussthefollowingtopicandthenchooseagroupleadertovoicetheirgroupopinion:SupposeyouwereXieLeiandyouhavebeen back from your half-year exchange programme, wouldyouliketosharewithyourChinesepeers?【设计意图】小组争辩及发言活动旨在检查同学课堂学习状况，培育同学规律表达观点的力量。建议老师在反馈时关注中英文化中生活与学习的异同点，适时适度予以指导。AssignmentRereadthepassageanddrawamindmapofthepassagestructureanditsmainidea.ReadPart2,understandtheunderlinedsentencesandwriteacomplexsentenceexpressingyourunderstandingofthequotationfromMaryAnneRadmacher.【设计意图】作业1要求同学以思维导图的形式呈现文本结构与2第2课时一、教学内容把握语篇结构及大意，学习句子种类，梳理谢蕾情感变化曲线，重要性，深化文化传播的价值。二、课时目标通过作业校对，把握语篇结构及各部分主旨大意。与复合句，学习并列复合句。通过文本找读，梳理仆人公谢蕾情感变化曲线，学习词汇adaptationadaptfeelatengage的促进作用，感受传播文化的责任感与使命感。三、教学过程Activity1:Sharingthemindmapofthestructureandcontentofthepassage.本活动旨在落实课时目标1与3。Twostudents’ worksaresharedtocheckthelearningoutcomeofthefirstperiod,andthentheteacher’swillbepresented for students to distinguish the difference.Meanwhile, “adaptation” and “adaptwillbelearned.Apossiblemindmap:时学习效果，并检验同学语篇概括归纳力量及自主学习力量。Activity2:Learningthesentencetype.本活动旨在落实课时目标2。Onestudent’sunderstandingofthequotationisshown,afterwhichquestionsonthesentencetypewillberaisedtoseehowwellstudentspreviewedPart2.Later,twounderlinedsentencesfromthepassagewillbeexaminedandthesentencetypewillberelearned.Q1:Now,let’sseehowyouunderstandthequotationfromMaryAnneRadmacher.Kelly,wouldyoushowusyourversion?...WhatdoyouthinkofKelly’sunderstanding?Q2:WhatkindofsentencetypeisKelly’ssentence?Q3:Yesterdayyoureadaboutcompoundsentencesandcomplexsentences.What’sthedifference?Q4:Whatsentencetypeisthissentence“Althoughsomeforeignstudentsliveincampusaccommodation,XieLeichosetolivewithahostfamily,whocanhelpwithheradaptationtothenewculture.”?Why?Q5:Whatsentencetypeisthissentence “Atfirst,XieLeihadnoideawhatsheshouldsay,butwhatsurprisedherwasthatshefoundherselfspeakingupinclassafterjustafewweeks.”? Why? [With one more example to explaincompound-complexsentences:WhenXieLeispokeupinclass,shewassurprised,andwewereproudofher.]学习。活动由共享单元首页quotation的二次理解引出，问答过Activity3:ScanningforXieLei’smixedfeelingsindifferentsituationsandinferringhercharacter.本活动旨在落实课时目标3。Students scan the passage and fill in the missinginformationinthetable.[Thefollowingquestionsareaskedwhilethemissinginformationischecked.]Q1:BeforeXieLeileftChina,howdidshefeel?Why?[Shefeltveryexcitedbutalsoquitenervous;Becauseshedidn’tknowwhattoexpect.]Q2:Whatkindofpersondoyouthinkshemightbe?[adventurous;…]Q3:HowdoesXieLeifeelinherhostfamily?Why?[Shefeelscomforted;Becausethehostfamilycanserveasasecondfamily,whoshecanturntowheneverthereissomethingshedoesn’tknoworunderstand.]Q4:WhatkindofpersonmightXieLeibeaccordingtothis?[flexible;…]Q5:HowdidXieLeifeelwhenhertutortoldherthathemainly wanted to know what she thought? Why? [She confused;Becauseshethoughtsheknewlessthanothers.]Q6:SowhatkindofpersonisXieLei?[self-aware;…]Q7:HowdidXieLeifeelwhenshespokeupinclassafterjustafewweeks?Why?[Shefeltsurprised;Becauseshehadnoideawhattosayatfirst.]Q8: Thus, it can be inferred that Xie Lei might be .[studious;afast/quicklearner; …]Q9:Now,halfwaythroughtheexchangeyear,howdoesXieLeifeel?Why?[Shefeelsmuchmoreathome;Becausewhatseemedstrangebeforenowappearsquitenormaltoher.](learn “feelathome”)Q10:Howissheabletodothat?[ByengaginginBritishculture.](learn “engagein”)Q11:Accordingtothis,whatkindofpersondoyouthinkshemightbe?[adaptabl