Unit2BridgingCulturesUsingLanguage(I)课件高二英语人教版选择性

人教选择性必修第二册Unit2UsingLanguage(I)TalkaboutChineselanguagelearningabroad教学目

Lead-in视频：TheConfuciusInstituteattheUniversityofNewcastle,Australia(澳大利亚纽卡斯尔大学孔子学院)Tolisteningforgist,opinionsandreasonsthroughaconversationaboutpeopleofachievement12Topractiseandunderstandtheuseofweakformsinspeechesandconversations.Listentoaninterview,payattentiontothesettingandgettheinformationofTheConfuciusInstituteinPakistan.目标一：Listentoaninterview,payattentiontothesettingandgettheinformationofTheConfuciusInstituteinPakistan.Activity1:Discussthequestionsbelowinpairswiththehelpofthetable.1.WhatdoyouknowaboutChineselanguagelearningabroad?2.HowdopeoplefromothercountriesfindoutaboutChineseculture?

ConfuciusInstituteActivity2Payattentiontothesetting

Whenyoulisten,alwaysaskyourself,“Whereisthisprobablyhappening?”Understandingthesettingwillhelpyouunderstandthetypeandcontentofthecommunicationmoreclearly.1.Wheredoesthisconversationtakeplace?2.Whoarethepeoplespeaking?3.Whataretheytalkingabout?Task1Listentoaconversationandanswerthefollowingquestions.Answers1Itappearstotakeplaceinaradiostudio.2AradiohostandaChineseteachernamedAishaKhan.3TheyaretalkingaboutChineselearningintheConfuciusInstituteinKarachi,Pakistan.Activity2Task2.1SkimtheposterinActivity3onpage18anddiscussthefollowingquestions.What’sthepurposeoftheposter?Whatkindofinformationisincludedinit?ItintroducesaConfuciusInstituteinPakistantorecruitnewstudents.Thefunctionsoftheinstitute,itsdevelopment,andthereasonsforjoiningit.Task2.2Listenagainandtakenotesbyfillingintheposterbelow.culturalbarriersspeakChineseChinesecultureafewstudentsandteachersChineseactivitiestradebetweenChinaandPakistanActivity3:Answerthequestionsaccordingtowhatyourememberoftheconversation.SuggestedAnswersActivity4:Imagineyou’reinterviewingastudentataConfuciusInstituteinanothercountryabouthisorherexperience.Workwithapartnertobrainstormwhattheinterviewermightaskandhowthestudentmightanswer.Thenrole-playtheinterview.Usethephrasesandquestionsintheboxtohelpyou.

InterviewingsomeoneEXAMPLESampleConversation目标二：TopractiseandunderstandtheuseofweakformsinspeechesandconversationsActivity1:Understandtheuseofweakforms.Task1SkimtheconversationinActivity1onpage19andanswerthequestions.1.WhatproblemisLuYaohaving?2.Whatmaybethecauseoftheproblem?3.Howcanhesolvehisproblem?1.LuYaoishavingaproblemwithanEnglishlisteningtask.2.Hehastroublehearingtheweakformsofthewordswhicharenotstressed.3.Heshouldpaymoreattentiontotheweakforms,watchsomemovies,andstudyhowtheweakformsareused.SuggestedAnswersTask2ReadforthesecondtimeandanswerthefollowingquestionsWhatkindsofwordsarenotstressed?

Andwhatarestressed?Pronouns,articles,prepositions,andconjunctionsarenotstressed;Nouns,verbs,adjectives,adverbs,numerals,andinterjectionsarestressed.弱读现象弱读是英语中常见的语音现象。与汉语不同，英语句子中并不是每个词都读得一样响亮、清晰，而是有的词说得又轻又快，而且较为含糊；有的词说得又重又慢，而且较为清晰，从而形成句子的节奏和韵律。这些读得轻快、含糊的句子就是弱读所在。学习弱读不仅能提高听力理解能力，还能进一步提升口语水平，使语音更加自然、地道。弱读在单词内部和句子中都存在，在单词内部一般是非重读音节，句子中的弱读出现在虚词上，包括非实义动词、介词、连词、冠词、人称代词等，通常它们不会按照正常读音规则发音，而是采取弱读形式。重读的词一般都是实词，包括名词、实义动词、形容词、副词、数词、除人称代词外的其他代词等，还包括根据句子上下文和说话人情感想要情调的部分。例如：“Sheisonlyachild”这句话中，需要重读的是only、child，需要弱读的是She/ʃɪ/、is/z/、a/ə/。Activity2:Summarisetheusageofweakforms.Task1Readthesesentenceswithapartneranddecidewhichwordsshouldbestressedandwhichshouldnot.1.Thestreetsarewideandclean.2.Showusthepicturethatyouhavedrawn.3.Lastbutnotleast,treasurethetime.4.CanIhavesometeawithiceandlemon?5.I’vetoldhimtokeepawayfromher.Answers:1.Thestreetsarewideandclean.2.Showusthepicturethatyouhavedrawn.3.Lastbutnotleast,treasurethetime.4.CanIhavesometeawithiceandlemon?5.I’vetoldhim

tokeepawayfromher.标红的单词弱读，其余重读Task2Summarisethewordswhichareusuallynotstressedwiththehelpofthetablebelow.Addmorewordstothelistandlookthemupinadictionaryifnecessary.词性例词强读式弱读式词性例词强读式弱读式冠词aanthe...

不定代词somemanyany...介词oftofor...be动词bearewas...连词assobut...助动词dohashad...人称代词youusthem...情态动词canshouldmust.../eɪ//ə//æn//ən//ðiː//ðə//ɔv//əv//tə//fə//fɔ://æz//tuː//səu//bət//ju://sə//bʌt//ʌs//əz//ðəm//əs//jə//ðem//eni//mni//meni//sʌm//səm//ə//aː//bi//bi://ni//həz//du//wəz//hæd//hæz//duː//wɔz//ʃud//həd//kən//kæn//ʃəd