Unit2BridgingCulturesListeningandSpeakingPronunciation教学设计-高中英语人教版选择性

UNIT2BRIDGINGCULTURES单元整体教学设计人教版必修二Unit2BridgingCultures第四课时ListeningandSpeaking+Pronunciation教学设计I．教学内容StudentBook:UsingLanguage(TalkaboutChineselanguagelearningabroad)+PronunciationII．课时目标学生通过本课时的学习，能够：通过听力材料中的人物、地点、内容等判断对话发生的场景，理解并使用"理解对话场景"的听力策略。通过听对话了解国外汉语教学的情况以及孔子学院在传播中国文化中所起的作用，并掌握相关语言表达。通过听对话了解访谈节目的特点，包括对话的目的、形式、常用表达等。通过角色扮演，与同伴就外国人学习汉语等话题开展访谈对话。体会并总结弱读的基本原则和方法，并练习在口头交流中正确使用重读和弱读。III．教学思路第四课时聚焦学生用书UsingLanguage的听说部分，引导学生逐步深入理解对话内容，其中包括学习使用"理解对话场景"的听力策略，以及理解对话中的细节信息、挖掘对话的深层内涵。此后，教师引导学生听后口语输出，组织学生模仿听力中的访谈场景，就外国人学习汉语的困难和应对措施等内容开展角色扮演活动。本节课的另一个焦点是语音学习，学生在教材对话的引领下理解和体会英语中弱读现象的意义，归纳弱读的基本规律，并在实践中运用。IV．教学过程Activity1:TalkaboutChineselanguagelearningabroadandthespreadofChineseculture.DiscussthequestionsinActivity1onpage18inpairswiththehelpofthetablebelow.ChineselanguagelearningabroadwhyisChinesepopularwhichcountrieshowmanyChineselearnersoverseas...WaysforforeignerstogettoknowChineseculture1.2.3SharewhatyouknowaboutHSK（汉语水平考试）,ChineseBridge（汉语桥）,andConfuciusInstitute（孔子学院）.设计说明：本活动为听前热身，目的是激活学生的相关背景知识，导人该板块话题，为后续的听作准备。Activity2:GettoknowmoreaboutConfuciusInstitutes.Readthefollowingpassage.WithChina'srapideconomicgrowthandwideexchangeswiththerestoftheworld,therehasbeenasharpincreaseintheworlddemandforChineselanguagelearning.Tomeettheincreasingdemands,theChinesegovernmentdecidedtosetupConfuciusInstitutesinforeigncountries.ThefirstConfuciusInstitutewassetupinSouthKoreain2004.ConfuciusInstitutesadoptflexibleteachingpatternstosuitlocalconditionswhileteachingChineselanguageandpromotingculturalexchangeinforeignschools,universitiesandenterprises.Discussthefollowingquestionsingroups.●WhatelsedoyouknowaboutConfuciusInstitutes?●DoyouthinkitisnecessarytosetupConfuciusInstitutes?设计说明：本活动为学生提供更多孔子学院的背景知识，目的是让学生在听前对所谈论的话题有基本的了解。Activity3:Listenforthesetting.Gothroughthelisteningtiponpage18anddiscussthefollowingquestions.●Whyisitimportanttopayattentiontothesettingofalisteningtext?●Whatdoyouneedtopaymoreattentiontowhenyouarelisteningforthesetting?GothroughthethreequestionsinActivity2andlistenfortheanswers.Checktheanswerswiththewholeclass.Explainwhatkindofconversationitisandhowyouknowit.设计说明：本活动引导学生通过捕捉听力材料中的相关信息判断对话场景，这是听力理解的基础。在完成活动的过程中，学生需抓取听力中人物、人物关系、地点、话题、关键内容等信息，并据此作出判断，从而体会该听力策略的作用。该活动通过让学生说明判断的依据，引导他们关注访谈对话的特点。Activity4:Completetheposterwithdetailsfromthelistening.SkimtheposterinActivity3onpage18anddiscussthefollowingquestions.●What'sthepurposeoftheposter?●Whatkindofinformationisincludedinit?Listenforthesecondtime.Takenotesandfillintheblanks.Checktheanswerswithapartner.Thenlistenagaintoconfirmtheanswers.设计说明：本活动先让学生了解需要填写的大致内容，以便在听中有针对性地记录信息。补全海报信息后让学生再听录音，其目的是整体回顾访谈对话内容。Activity5:Discusssomekeyinformationinthelistening.GothroughthequestionsinActivity4onpage18anddiscussthemwithapartner.Checktheanswerswiththewholeclass.Thenanswermorequestionsabouttheinterview.●AccordingtoMsHu,whatbringstheworldtogether?Doyouagreewithher?Whyorwhynot?●HowdoesAishaKhanthinkweshouldbringtheworldtogether?●Whatcanyoudotobridgeculturesaroundtheworld?设计说明：本活动引导学生深入讨论访谈内容，并进一步挖掘其主题内涵。上述问题有助于培养学生的思维能力，帮助他们深化对本单元主题的认识。Activity6:Roleplay.Workingroupsoffour:OneactsastheinterviewerandtheotherthreeasthestudentsfromConfuciusInstitutes.TheinterviewerinterviewsthestudentsabouttheirexperienceoflearningChineselanguageandtheirexperiencewithChineseculture.Practisetheinterviewwithinyourgroup.Presentyourinterviewbeforethewholeclass.Theinterviewerofeachgroupgivesareportoftheinterviewbeforethewholeclass.设计说明：该活动由教材中的口语活动改编而来，参与人数的增加以及采访内容的扩展有利于激发学生的积极性和创造性。另外，本活动增加了汇报环节，意在训练学生的转述能力。Activity7:Understandtheuseofweakforms.SkimtheconversationinActivity1onpage19andanswerthethreequestions.Readforthesecondtimeandanswerthefollowingquestions.●WhydidMissConnersay"Englishisastressbasedlanguage"?●Whatkindsofwordsarenotstressed?(Pronouns,articles,prepositions,andconjunctions.)Andwhatarestressed?(Nouns,verbs,adjectives,adverbs,numerals,andinterjections.)●Howdowesaytheseunstressedwordswhenwespeak?●WhyisitusefultowatchEnglishmovies?设计说明：本活动帮助学生读懂对话内容，理解对话中聚焦的语音现象，以及英语中弱读的基本原则、训练方法和重要性。Activity8:Summarisetheuseofweakforms.Readthesesentenceswithapartneranddecidewhichwordsshouldbestressedandwhichshouldnot.●Thestreetsarewideandclean.●Showusthepicturethatyouhavedrawn.●Lastbutnotleast,treasurethetime.●CanIhavesometeawithiceandlemon?●I'vetoldhimtokeepawayfromher.Summarisethewordswhichareusuallynotstressedwiththehelpofthetablebelow.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tooffor...be动词bearewas...连词assobut...助动词dohashad...人称代词youusthem...情态动词canshouldmust...设计说明：本活动引导学生总结常见的弱读单词，对比它们的强读发音和弱读发音，帮助学生掌握常见弱读单词的发音。Activity9:Practiseweakformswiththeconversation.1.ReadtheconversationinActivity1onpage19aloud.Markthewordsthatarenotstressedandthenlistentotherecordingtocheck.2.Practisetheconversationwithapartner.设计说明：本活动让学生在掌握弱读基本原则和技巧的基础上，进一步体会弱读的使用，并学会正确把握句子中的重读和弱读单词，进而提升语音语调的准确性和流畅性。AssignmentReadthelisteningscrip