Unit 2 Period 4 Talk about Chinese language learning abroad 教案 -2022-2023学年高中英语人教版2019选择性必修第二册

Unit2BridgingCulturesPeriod4TalkaboutChineselanguagelearningabroad教学设计课题Period4TalkaboutChineselanguagelearningabroad单元Unit2学科English年级Grade2教材分析Thisisthefourthperiodofthisunit.TheUsingLanguagesectionofthisunitismainlydividedintofiveparts.Focusingonindividualexperiencesandfeelingsinculturalexchangeandcommunication,thissectionfocusesontheChineselearninginConfuciusInstitutesandfocusesontheimpactofculturalexchangeandcommunicationontheworld.Theteachingactivitiesinthissectionreflecttheintegrateddesignoflisteningandspeakingskills.教学目标与核心素养Knowledgeobjectives:TohelpstudentstounderstandthesituationoflearningChineseinothercountriesandregionsoftheworldandtheroleofConfuciusInstitutesinspreadingChineseculture.Skillobjectives:Tolistentotherelevantinformationtodeterminethedialoguescenarioandunderstandthepurposeofthestrategy.Emotionalobjectives:TolearnmoreaboutChineselanguagelearningabroad.重点LeadthestudentstodiscussthesituationoflearningChineseinothercountriesandregionsintheworldandthespreadofChinesecultureinforeigncountries;Graspsomekeywords,sentencestructuresanddialoguepatterns.难点Howtoactivatetheirbackgroundknowledge.教学过程教学环节教师活动学生活动设计意图导入新课lead–in(PPT1-8)1.LookatthepicturesbelowMoreandmoreforeignersareinterestedinChineselanguageandChineseculture.Doyouknowsomethingaboutthistrend?Doyouknowhowforeignersgettoknowourculture?2.Lookatthephotosandsaysomeinformationaboutthem.1).TheChineseProficiencyTest(HSK)TheChineseProficiencyTest(HSK)isaninternationalstandardizedtestthatfocusesontheabilityofcandidatesofChineseasanon-firstlanguagetocommunicateinChineseinlife,studyandwork.TheexamlevelsincludeHSK(Level1),HSK(Level2),HSK(Level3),HSK(Level4),HSK(Level5)andHSK(Level6).2).ChineseBridgeThe“ChineseBridge”Competitionisalarge-scaleinternationalcompetitionsponsoredbytheOfficeofChineseLanguageCouncilInternationalandaimstoarousetheinterestofstudentsinvariouscountriesinlearningChineseandstrengthentheworld’sunderstandingofChineselanguageandculture.ItalsobuildsacommunicationbridgebetweenyoungcollegestudentsofChinaandothercountries.3).ConfuciusInstitutesConfuciusInstituteisanonprofitculturalinstitutionwhichspreadsChineseandpropagateChineseculture.ItisinordertoprovidethepeoplelearningChineseallovertheworld.ThefirstConfuciusInstitutewassetupinSouthKoreain2004.ConfuciusInstitutesadoptflexibleteachingpatterns.ItsaimispromotingexchangeandfusionbetweenChineseandworld'sculture,forbuildingabalanceworldthatispeacefulforeverandbloomstogether.StudentscanmakeapredictionandintroducethetopicofChineselanguagelearningabroad.Toserveasawarm-upfortheactivitieswhichfollow.讲授新课Pre-ListeningTask1PPT91.Beforeyoulisten,talkwithyourpartner.1.WhatkindoforganizationistheConfuciusInstitute?2.WhatelsedoyouknowaboutConfuciusInstitutes?3.DoyouthinkitisnecessarytosetupConfuciusInstitutes?Answers:1.ConfuciusInstituteisanonprofitculturalinstitutionwhichspreadsChineseandpropagateChineseculture.2.ThefirstConfuciusInstitutewassetupinSouthKoreain2004.ItsaimispromotingexchangeandfusionbetweenChineseandworld'sculture.Ithasflexibleteachingpatterns.3.Yes,Ithinkso.While-ListeningTask2PPT10ThelisteningtipsPayattentiontotheimportanceofthesetting.Readthetipsandanswerthequestions1.Whyisitimportanttopayattentiontothesettingofalisteningtext?2.Whatdoyouneedtopaymoreattentiontowhenyouarelisteningforthesetting?Answers:1.Itwillhelpusbetterunderstandthetypeandcontentofthecommunication.2.Whoarethespeakers?Whatistheirrelationship?Whataretheytalkingabout?Task2PPT11-13Listentotheconversationandanswerthefollowingquestions1.Wheredoesthisconversationtakeplace?2.Whoarethepeoplespeaking?3.Whataretheytalkingabout?4.Howdoesthemanbegintheconversation?5.WhydoesthemanintroduceAishaandwhomisheintroducingherto?Answers:1.Itappearstotakeplaceinaradiostudio.2.AradiohostandaChineseteachernamedAishaKhan.3.TheyaretalkingaboutChineselearningintheConfuciusInstituteinKarachi,Pakistan.4.Byintroducingatopic.5.Heisintroducinghertoanaudiencebecausetheydon'tknowwhosheis.Task3PPT14-16LookthroughtheposterbelowWelcometotheConfuciusInstitute,Learntoandallabout!Ourinstitutehasgrown!Westartedwith_________butnowwehavemanymore.Itisacenterfor.YoucanlearnandpractisefascinatingChinesetraditions.KnowledgeoftheChineselanguageandcultureisimportantbecauseofincreasing.Manystudentsgoontogreatjobsin.Joinustodaytohelpbreakdownlanguageand,andbringtheworldtogether!Lookthroughtheposteraboveandanswerthefollowingquestionsbeforelisteningagain.1.What'sthepurposeoftheposter?2.Whatkindofinformationisincludedinit?Answers:1.ItintroducesaConfuciusInstituteinPakistantorecruitnewstudents.2.Thefunctionsoftheinstitute,itsdevelopment,andthereasonsforjoiningit.ListenagainandtakenotesbyfillingintheposterbelowAnswers:speakChinese,Chineseculture,afewstudentsandteachers,Chineseactivities,tradebetweenChinaandPakistan,Chinesecompanies,culturalbarriersTask4PPT17-20Listentotheconversationagainandanswerthefollowingquestions1.WhatmadeAishafeellikeshewaspartofMsHu'sfamily?2.WhydidAishawanttobecomeateacher?3.WhydostudentslearningChineseseeitasbeneficialtotheirfuture?4.AccordingtoMsHu,whatbringstheworldtogether?Doyouagreewithher?Whyorwhynot?5.HowdoesAishaKhanfeelaboutMsHu?Howdoyouknowit?6.DoesAishaKhanloveherjob?Howdoyouknowit?7.HowdoesAishaKhanthinkweshouldbringtheworldtogether?8.Whatcanyoudotobridgeculturesaroundtheworld?Answers:1.MakingandeatingdeliciousdumplingstogetherinMsHu'shomemadeAishafeellikeshewaspartofherfamily.2.BecauseshewantedtocarryonMsHu'swork.3.BecauselearningChinesewouldhelpthemfindgoodjobsatChinesecompanies.4.Breakingdownlanguageandculturalbarriersbringstheworldtogether.Yes,Ido.Becausetheimportantrolelanguageandculturalexchangewouldplayinthefuture.5.Sheisagreatteacherandinspiration.Apartfromlanguage,shetaughtAishaaboutChineseculture,andstudentscametoloveit.6.Yes,shedoes.ShejoinedtheConfuciusinstituteinKarachi,Pakistanasateacher.7.Bylearningeachother'sculturesandstrengtheningtheconnection.8.JoiningsomeculturalgroupsliketheConfuciusinstituteandhelpingtospreadChineseculturesandlanguage.Task5PPT21-27InterviewingsomeoneImagineyou'reinterviewingastudentataConfuciusInstituteinanothercountryabouthisorherexperience.Workwithapartnertobrainstormwhattheinterviewmightaskandhowthestudentmightanswer.Wearepleasedtowelcome...Whatwasyourbiggestchallenge?Thanksforjoiningus.Howdidyouovercomeit?Tellusreabout...Whatareyoukeenon?Itwasapleasuretalkingwithyou.Whatisthekeytoyoursuccess?Thanksforyourtime.Whatdoyoufeelisyourbiggestachievement?Gothroughtherequirements.Thendescribethedialoguesettingandfindoutthedifferentroles.Thedialoguesetting:Janeisbeinginterviewedaboutherexperience.SheisastudentataConfuciusInstituteintheUSA.SheislearningtospeakChineseandwriteChinesecharacters,especiallyChinesecalligraphy.Butatthebeginningshemetsomedifficulties.Thedifferentroles:A:areporterB:JaneWorkingroups.Brainstormsomeusefulexpressionsandphrasesaboutinterviewing.Actingoutthedialogue.A:Hi,Jane.Welcometotheshow!B:Thanksforinvitingme.A:Tellus,whatwasyourbiggestchallengeinlearningChineseatthebeginning?B:Well,Isupposeitwasdifficulttograspthetonesatfirst.A:Ibet!DidjoiningtheConfuciusInstitutehelpovercomethisproblem?B:Absolutely!GettinginvolvedwithChineseculturalactivitiestheredefinitelyhelpedalot.IgottopractisemyChineseonadailybasis,andIcouldlearnhownativeChinesespeakersspoke.A:Whatdoyoufeelisyourbiggestachievement?B:LearningChinesecharacters!Ihavelearntabout1,500sofar.WhenIfirststarted,Ididn'tthinkitwasevengoingtobepossibletolearnsomany,butnowIfindthatIcanreadsigns,menus,andevensomeeasynewspaperarticles.A:Whatareyoumostkeenon?B:I'vereallybecomekeenonlearningmoreabouttheChineseculture,inparticularChinesecalligraphy.AsIhavelearntChinesecharacters,Ihavedevelopedagreatappreciationfortheirmeaning.IwanttoexploreChinesecharactersbylearninghowtowritetheminamorebeautifulway.A:Finally,whatdoyouwanttosaytoanyoneinterestedinlearningChinese?B:I'dsay,giveitashot!Whilesomeaspectsmaybedifficult,itisquiterewardingandyouwillbehappythatyoutried.A:Thanksforyourtime.B:You'rewelcome.Task6PPT28Discussionandwriting.Writeanewsreportsummarizingtheinterviewbelow.Answer:JaneisastudentintheUSA.SheislearningChineseataConfuciusInstitute.RecentlyIhaveinterviewedheraboutherexperienceinlearningChinese.Itwasdifficultforhertograspthetonesatfirst.ButgettinginvolvedwithChineseculturalactivitiesdefinitelyhelpedalot.AsshelearntChinesecharacters,shedevelopedagreatappreciationfortheirmeaningandcalligraphy.ShewantstoexploremoreaboutChinesecultureandiseagertoencouragepersonstolearntChinese.Task7PPT29-36Readtheconversationandanswerthequestions:1.WhatproblemisLuYaohaving?2.Whatmaybethecauseoftheproblem?3.Howcanhesolvehisproblem?Answers:1.LuYaoishavingaproblemwithanEnglishlisteningtask.2.Hehastroublehearingtheweakformsofthewordswhicharenotstressed.3.Heshouldpaymoreattentiontotheweakforms,watchsomemovies,andstudyhowtheweakformsareused.Readtheconversationagainandanswerthedetailedquestions:1.WhydidMissConnersay“Englishisastress-basedlanguage”?2.Whatkindsofwordsarenotstressed?Andwhatarestressed?3.Howdowesaytheseunstressedwordswhenwespeak?4.WhyisitusefultowatchEnglishmovies?Answers:1.BecausethewordsintheEnglishlisteningtaskarenotbeingstressedandthatcausedLuYao'slisteningproblem.2.Pronouns,articles,prepositions,andconjunctionsarenotstressedwhilenouns,verbs,adjectives,adverbs,numerals,andinterjectionsarestressed.3.Accordingtothedifferentsentences,payattentiontotheskillsoftheweakforms.4.Itisausefulandhelpfulwaytostudyhowtheweakformsareused.Pronunciationskills定义：弱读(weak/unstressedforms)是指元音不发饱满，有时候也把辅音音素省略的情况。字母弱读规则：一般情况下，在非重读音节里，a、o、u等元音字母往往都弱化成/ə/音，e、i、y等元音字母往往都弱化成/i/音。比如are原本的/a:/会被弱化成/ə/。在单词内部和句子中的弱读：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。一个词的弱读规则与非重读音节的读音规则相同，常见类型有：•情态动词：如can/kæn;kən/、must/m∧st;məst/•助动词:如do/du:;du,də,d/、had/hæd;həd,əd,d/•动词:are/a:;ə/、was/wכz;wəz/•介词：如at/æt；ət/；for/fכ:;fə/•连词：如and/ænd;ənd,ən/、that/δæt;δət/•冠词：如an/æn；ən/、the/δi:;δi,δs/•人称代词:如him/him;im/、us/əz;əs,s/•其他:如some/s∧m;səm/、there/δəs;δə/与弱读相对的就是:重读。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强调的部分。例如：Sheisonlyachild.需要重读的是:only、child需要弱读的是:she//∫i/、is/z/、a/ə/Listentotheteacher'sreadingtheconversation.Underlinetheweakformsthespeakersused.LuYao:Excuseme,MissConner.I'mhavingaproblemwiththisEnglishlisteningtask.Somewordsarepronouncedreallyfastandsounddifferent.MissConner:Oh,letmelisten...Yes,that'sprobablybecausethewordsarenotbeingstressed.Yousee,Englishisastress-basedlanguage.LuYao:SodoesthismeanIneedtoknowwhichwordsarestressedandwhicharenot?MissConner:Yes,I'mafraidso.Englishwordshaveastrongformandaweakform.Wordslikepronouns,articles,prepositions,andsoonareoftennotstressed.Soweusuallyusetheweakformforthemwhenwespeak.LuYao: Ohno.WhenIspeak,Iworrypeoplewon'tunderstandme,soIalwaystrytopronounceallmywordsreallyclearly.NowondermyclassmatessayIsoundlikearobot!MissConner:Ohdear!Well,Isuggestyoupaymoreattentiontotheweakforms.Forexample,inthesentence"Areyoustudyinghard?”,thewords"are"and"you''arepronouncedas/ə/and/jə/.LuYao:Oh,Igetit.Thanks,MissConner.MissConner:Ialsosuggestyouwatchsomemoviesandstudyhowtheweakformsareused.LuYao:That'sgreatadvice,MissConner!I'mgoingtowatchamovierightnow.Thanksagain!Bye!Practiceitwithyourpartnerandpayattentiontothepronunciationskills.TomakestudentsgivesomeinformationaboutChineseorganizations.Studentsreadthetipsandlearnsomethingaboutthesetting.Whilelistening,studentscangetthemainideaofthedialogueandsomesimpleinformation.Ifthispartisalittledifficultforindividuals,theycanhaveadiscussionwithpartnerorlistentothetapetwoorthreetimes.Practiselisteningfordetailsbyindividuals.Studentscanhaveadiscussioningroupsandanalysethesettinganddifferentroles.Haveabrainstormbystudents.Toactoutthedialoguebydifferentstudents.Discussthewritinginpairs.StudentsReadtheconversationandanswerthequestionsontheirown.Theteacherguidethemtounderstandtherules.Doitbyindividuals.Toguidestudents’tofindandexploremoreaboutChineselearning.Tohelpstudentspredictandanalysethedialogue.PractiselisteningforgistthroughanaturalconversationinEnglishaboutChineselanguagelearning.Totrainstudentstograspthemaininformationandsortoutsomedetailswhilelistening.Toimprovestudents’listeningcomprehensionability.1.Totrainstudents’expressionability.2.Toguidethemtohaveaninterview.Totrainstudents’expressionandpronunciation.Totrainstudents’writingability.Practiseandunderstandtheuseofweakformsinspeechesandconversations.Haveagoodunderstandofthepronunciationskills.Experiencetheuseofweakformsinspeechesandconversations.课堂练习及课堂活动PPT29-32Importantwords按提示写出下列词的含义或变形1.settingn._____→_____v.放置；使…处于某位置2.contentn.__________→be_____with对满意3.centren.______→_______on集中在…上4.inspirationn.________→_______v.激发→_____adj.有灵感的→______adj.启发灵感的5.absolutelyadv.________→_______adj.绝对的6.definitelyadv.________→________adj.一定的→_____vt.下定义；使明确→______n.定义;解说7.pleasuren.__________→________v.使高兴→____adj.高兴的→________adj.令人高兴的Answers:1.背景；set2.内容，满足；content3.中心，中央;center4.灵感，启发；鼓舞人心的人或事;inspire,inspired;inspiring5.绝对地；完全地;absolute6.明确地，肯定地;definite;define;definition7.快乐；令人高兴的事;please;pleased;pleasure;pleasure/pleasing写出下列句子中grasp的词性和含义1.Hishandwastakeninawarm,firmgrasp.2.Sheallowedvictorytoslipfromhergrasp.3.HehasagoodgraspofGermangrammar.4.Hecan'tgraspthebasicconceptsofmathematics.5.Shecouldn'tgraspthefullsignificanceofwhathehadsaid..6.Sograspeveryopportunitytoexpressyourstrongpointandputyourheartintoit.Answers:1.n.握住2.n.掌控3.精通，掌握4.v.掌握5.v.领会6.v.抓住（机会）Importantphrases写出下列句子中breakdown的不同含义1.Talkswithbusinessleadersbrokedownlastnight.2.Itwasunfortunatethatourcarbrokedownonhalfwayhome.3.Thetelephonesystemhasbrokendown.4.Firemenhadtobreakthedoordowntoreachthepeopletrappedinside.5.Herhealthbrokedownunderthepressureofwork.6.Shemadenumerouseffortstobreakdowncolourlinesinpublicplaces.Answers:1.谈判2.发生故障3.(系统)瘫痪4.闯入5.垮掉6.消除Importantsentences按汉语提示完成句子1).Itwasap