【教案】Unit 2Reading and Thinking 教学设计人教版（2019）选择性必修第二册

1、Unit 2 BRIDGING CULTURESReading and Thinking: “Welcome, Xie Lei!” Business Student Building Bridges文本简析本单元阅读文本详实报导了中国商科学生谢蕾作为英国伦敦某大学交换生在半年学习期间的所遇所学所为，尤其是她在适应英国文化的同时积极传播中国文化的行为，旨在引导学生了解英国文化，尊重不同文化的价值，理解文化传播的重要性，感受多元文化交融对个体成长所起的促进作用，从而帮助学生树立国际视野。该文本为新闻报故事。全文共八段，篇章结构为“背景介绍生活适应学习适应当下现状表达祝愿”：第一、二段介绍了谢蕾的背

2、景信息，第三、四段描述了谢蕾因生活差异所做的适应调整，第五、六段描述了谢蕾因学习方式差异所做的适应调整，第七段描述了谢蕾的现状，第八段为作者对谢蕾表达的美好祝愿。也可以在此基础上将全文分为三部分：第一部分包括第一、二段，介绍谢蕾背景信息；第二部分从第三段到第七段，描述谢蕾遇到的各种调整及其适应；第三部分为第八段。文本的教学设计务必做到主线清晰、内容重点突出，并融入话题相关词汇及语法学习，创设基于文本内容的话题讨论，适度加入开放性问题以拓展学生思维，给予学生充足的阅读、思考与表达时间，培养不同层次的阅读策略，使学生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）

3、第1课时一、教学内容理解语篇内容与结构，明确“交换项目”与“文化传递者”的概念，突出英国文化对谢蕾成长的促进以及谢蕾在传播中国文化方面的所作所为，强调文化桥梁构建的重要性。二、课时目标1.通过对an;exchange;programme的概念理解及对单元首页quotation读前与读后理解的比较，感悟不同文化对人成长所起的积极促进作用。2.通过预测、找读、细读与推断，理解文本细节与主旨大意，逻辑推断字面与字里信息，梳理篇章结构。3.通过了解a cultural messenger的含义，思考中国文化内涵及个体在中国文化传播中可做的努力。三、教学过程Activity 1: Talking abo

4、ut the quotation on the title page.本活动旨在落实课时目标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?【设计意图】热身活动旨在创设情境使学生在分享想法的同时感知不同文化能带来一定的变化，同时激发学生思维，为课堂积极主动学习营造氛围。在对话过程中，教师可适当引导学生关注not the same以及the moon on the other side of the world，为阅读文本的主题渗透埋下伏笔。Activity 2: Predicting the content logically.本活动旨在落实课时目标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?【设计意图】预测活动旨在培养学生阅读文字与图片信息的能力以及依据信息进行逻辑预测的能力。活动必须摒弃无理由预测行为，对此行为，教师需适当纠正。根据“

7、Welcome, Xie Lei!”可以预测谢蕾去到了某个地方；根据Business Student Building Bridges可以预测谢蕾在造桥，此预测会即刻产生阅读期待：一个女孩子造什么桥？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.本活动旨在落实课时目标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?【设计意图】找读活动旨在培养学生找读技能，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，学习词汇ambition。Follow-up questions涉及细节理解与推理判断，旨在培养学生阅读思维，其中对an exchange progrmme的概念诠释旨在增强学生文化意识；最后一个开放性问题旨在加深学生对“文化传播者”及文化交融含义的理解，在学生心中种下未来成为“文化传播者”的种子。Activity 4: C

11、areful reading for what Xie Lei has done as a cultural messenger.本活动旨在落实课时目标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?【设计意图】精读活动旨在培养学生快速浏览全文并定位具体信息的阅读能力，同时深入梳理文本中“谢蕾传播中国文化”的相关内容，学习短语be/get involved in sth.。问题六为开放性问题，旨在

14、加深学生对博大精深的中国文化内涵的思考。Activity 5: Scanning for Xie Leis contact into British culture.本活动旨在落实教学目标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?【设计意图

18、】找读活动旨在培养学生细节查找技能，梳理谢蕾如何走进英国文化、学习并适应英国文化的文本内容，学习词汇participate in与cite。问题四涉及修辞，提示学生关注语言赏析；问题十为开放性问题，强化文化差异及其文化融合使人不断成长的意识。Activity 6: Discussing and Voicing.本活动旨在落实教学目标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?【设计意图】小组讨论及发言活动旨在检查学生课堂学习情况，培养学生逻辑表达观点的能力。建议教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。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.【设计意图】作业1要求学生以思维导图的形式呈现文本结构与相应内容，旨在复习巩固本课堂所学主要内容；作业2将句子种类的预习与本课时所学的文化差异带来成长的理念融为一体，旨在提升学生自主学习能力，并为下一课时学习做好铺垫。第2课时一、教学内容掌握语篇结构及大意，

21、学习句子种类，梳理谢蕾情感变化曲线，树立积极开放的性格有助于文化适应的意识，进一步强调文化交融的重要性，深化中国文化传播的价值。二、课时目标1. 通过作业校对，掌握语篇结构及各部分主旨大意。2. 通过引语二次理解的分享，巩固句子种类知识，区分并列句与复合句，学习并列复合句。3. 通过文本找读，梳理主人公谢蕾情感变化曲线，学习词汇adaptation、adapt to、feel at home、engage in，推断人物性格，树立积极开放的性格有助于文化适应的意识。4. 通过文本主旨话题的讨论与分享，认识文化交融对个体成长的促进作用，感受传播中国文化的责任感与使命感。三、教学过程Activit

22、y 1: Sharing the mind map of the structure and content of the passage.本活动旨在落实课时目标1与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:【设计意图】文本结构及内容思维导图检查活动旨在检测第一课时学习效果，并检验学生语篇概括归纳能力及自主学习能力。Activity 2: Learning the sentence type.本活动旨在落实课时目标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.【设计意图】句子种类学习活动旨在巩固学生旧知识并增加新知识学习。活动由分享单元首页quotation的二次理解引出，问答过程中发现学生自主学习中可能存在的问题，加以完善后拓展学习句子种类新知识并列复合句。所选的两个句子既是语篇划线句子，也是谢蕾情绪变化相关的句子，由此引出下一个关于谢蕾情感变化及其性格推断的活动。Activity 3: Scanning for Xie Leis mixed feelings in different situations and inferring her character.本活动旨在落实课时目标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?【设计意图】找读活动