Unit 2 Bridging Cultures Reading and Thinking 公開課教案-高中英語人教版（2019）選擇性必修第二冊

2019新人教高中英語選擇性必修二Unit2BridgingCulturesReadingandThinking公開課教案Teachingaims:Enablestudentstosummarizethemainideaofthepassage.GuidestudentstofigureoutXieLie’sexperienceoflivingabroadanddescribeitintheirownwords.Enablestudentstoanalysethechallengesandsolutionsthatstudentsmightbefacedwithwhilestudyingabroad,andsharetheiropinionsonthesignificanceofactingasaculturalmessenger.Teachingkeypoints:Leadstudentstoexplorethereasonsbehindtheeventsandsortouttheemotionalandlogicallines.Encouragestudentstoanalysethestructuresofthepassage.Teachingdifficultpoints:Enlightenstudentstothinkdeeplyabouttherolethatforeignstudentsplayinculturalcommunicationandvoicetheiropinionsonthesignificanceofactingasculturalmessengers.Teachingprocedures:StepⅠWarmingupTalkaboutthepictureandtitleofthearticleandthenanswerthefollowingquestions.1.IsthegirlinthephotoinChinaorabroad?2.Howdoyouthinksheisbuildingbridges?3.Whatchallengesdoyouthinkshemightcomeacrossinaforeigncountry?4.Whereisthearticlefromandwhatisitabout?Suggestedanswers:1.Thegirlisprobablystudyingabroad.2.Shemightbetryingtobuildbridgesthroughexchangingcultures.3.Challengesthatshemightcomeacrossmayincludeadaptationtoawholenewlife,loneliness,andacademicrequirements.4.It’sprobablyafeatureinnewspaperstalkingaboutaChinesestudent’sexperienceofstudyingabroad.StepⅡReadforthemainideaGothroughthepassage,findoutthefollowingelementsandthemainideaofeachparagraphandsummarizethemainideaofthewholepassage.Fivekeyelements:who:_____________what:_____________where:____________when:_____________why:______________Themainideaofeachparagraph:Paragraph1:____________________________Paragraph2:____________________________Paragraph3:____________________________Paragraph4:____________________________Paragraph5:____________________________Paragraph6:____________________________Paragraph7:____________________________Paragraph8:____________________________Themainideaofthewholepassage:____________________________Suggestedanswers:Fivekeyelements:who:aChinesestudentnamedXieLeiwhat:herexperienceofstudyingabroad,mainlyincludingchallengesindailylifeandacademicrequirementswhere:theUKwhen:sixmonthsaftershearrivedinLondonwhy:tocompleteherexchangeprogrammeThemainideaofeachparagraph:Paragraph1:XieLeiboardedaplaneforLondontostudyabroad.Paragraph2:Thereasonwhyshechosetheexchangeprogramme.Paragraph3:Thechallengeshemetindailylife.Paragraph4:Thelifewithherhostfamily.Paragraph5:Thechallengeinwritinganessay.Paragraph6:Thechallengeinparticipatingingeneratingideas,offeringexamples,applyingconceptsandgivingpresentations.Paragraph7:HeractingasaculturalmessengerbuildingabridgebetweenChinaandtheUK.Paragraph8:BestwishestoXieLei.Themainideaofthewholepassage:ThearticleisabouthowaChinesegirl,XieLei,managedtoadapttoanewlifeintheUKandmeettheacademicrequirementsasanexchangestudent.Apartfromthat,thearticlealsotalksabouthowXieLeiactsasaculturalmessengerbuildingabridgebetweenChinaandtheUK.Activity2Readfordetails.Readthetextandtakenotes,andthendescribeXieLei’sexperienceinyourownwords.（紅色部分為學(xué)生作答）ChallengesSolutionsFeelingsDailylifeadaptationtoawholenewlifelearnttousepublictransport;learnttoaskforthingsshedidn’tknowtheEnglishnamesfor;askedforhelpexcited,nervouslonelinesslivedwithahostfamilycomfortedAcademicrequirementswritinganessaygothelpfromhertutor;readalottoprepareconfusedparticipatingingeneratingideas,offeringexamples,raisingquestionsandgivingpresentationsgavepresentationontraditionalChineseartsurprised,confident,feelathomeActivity3UnderstandlongsentencesReadthearticleandworkingroupstoanalysethestructuresofthefourunderlinedsentences.Usethefollowingtipsforhelp.UnderstandlongsentencesEnglishstructuresaredifferentfromthoseinChinese,butyoucanfigureoutwhatalongsentencemeansbyfollowingafewsimplesteps.1.Decideifthesentenceiscompound(lookforand,but,or,etc.)orcomplex(lookforwho,when,where,etc.).2.Findthemainclauseifitisacomplexsentence.3.Lookformodifiers.Sentence1:IhadtolearnhowtousepublictransportandhowtoaskforthingsIdidn’tknowtheEnglishnamesfor.Sentence2:Althoughsomeforeignstudentsliveincampusaccommodation,XieLeichosetolivewithahostfamily,whocanhelpwithheradaptationtothenewculture.Sentence3:Thefirsttimethatshehadtowriteanessay,hertutorexplainedthatshemustacknowledgewhatotherpeoplehadsaidifshecitedtheirideas,butthathemainlywantedtoknowwhatshethought!Sentence4:Atfirst,XieLeihadnoideawhatsheshouldsay,butwhatsurprisedherwasthatshefoundherselfspeakingupinclassafterjustafewweeks.Suggestedanswers:Sentence1:Acomplexsentencewithanattributiveclause(Ididn’t...for).Sentence2:Acomplexsentencewithanadverbialclause(Although...accommodation)andanattributiveclause(who...culture).Sentence3：Acomplexsentencewithanadverbialclause(Thefirsttimethatshehadto...essay)andtwoobjectclausescombinedwithbut(thatshemust...ideas,thathemainly...thought).Sentence4：Acompound-complexsentencewithtwosentences(Atfirst...say,whatsurprised...weeks)combinedwithbut.Thefirstsentenceincludesanobjectclause(what...say),andthesecondsentenceincludesasubjectclause(whatsurprisedher)andapredicativeclause(thatshefound...weeks).StepⅢPost-readingDiscussthefollowingquestionswithyourpartners.1.HowhasXieLeihelpedtobuildbridgesbetweenChinaandtheUK?2.Whatotherchallengesdoyouthinkstudentsstudyingabroadmightface?Howcanstudentspreparetohandlethesechallengesbeforegoingabroad?3.Whatdoyouthinkofthesignificanceofactingasaculturalmessenger?Suggestedanswers:1.AswellasstudyingintheUK,sheactsasaculturalmessengersharingChineseculturewithpeoplearoundherbygivingpresentationontraditionalChineseart,teachingpeoplehowtocookChinesefood,andinvolvingherselfinsocialactivities.2.Onebigchallengethatmanystudentshaveisthelanguage—theymaythinktheyaregoodatEnglish,buttheyarenotusedtohearingEnglishbeingspokenatanormalspeed,theyarenotusedtoEnglishbeingspokenwithastrongaccent,andtheyarenotfamiliarwithmanyEnglishidioms.ThebestwaytoprepareistotrytoimmersethemselvesinEnglishbeforetheygoabroad.TheyshouldwatchavarietyofEnglish-languagefilmsandTVprogrammeswithoutusingsubtitles,listentoEnglishsongs,anduseeveryopportunitytospeakwithnativeEnglishspeakers.Anotherchallengemaybecomingfromtermswiththedifferencesinaculturethatisdifferentfromtheirown.Locals,however,willgenerallyunderstandthatthestudentisnewtothecountry,andwillappreciateattemptstolearnandunderstandmoreabouttheirculture.Thatiswhyitisbesttobekind,respectful,andenthusiastictotrynewthingswheninaforeigncountry—localswillbemorewillingtohelpnewstudentsandwillbepatient.Itcanalsobescarytotrytofitintothenewlifestyle,sinceitissodifferentfromtheirown.Maybestudentswillfacetimeswhentheydon’tunderstandtheproperwaytodosomething,suchaspayingutilitybills.Inthiscase,thereisalwayssomeonewhoiswillingtohelp—eitherattheuniversitycampusoreveninalocalshop.3.First,ithelpsstrengthenthespreadofthetraditionalChineseculture;second,ithelpspassonthecorevaluesofChinesesocialism;third,ithelpsusdrawonculturalachievementsofothercountries;lastbutnotleast,beingaculturalmessengerespeciallyhelpsshowcaseChina’ssoftpowertotherestoftheworldthroughinteractionsinvariousforms,thustoenhanceChina’sglobalimageanditsworldwideinfluence.StepⅣRole-playRole-playaninterviewwithXieLei.1.Workinpairs.OnestudentactsasareporteroftheschoolnewspaperandtheotheractsasXieLei.Usetheinformationfromthearticleandadddetailsifnecessary.2.Presentyourinterviewbeforethewholeclass.StepⅤSummaryCompletethepassagewiththeproperformsofthegivenwords.XieLeiisnowlivingwithahostfamilywhosemembersalwayshelp