TeachingandLearningDesign選擇性必修Book2Unit2BridgingCultures教學(xué)設(shè)計(jì)Period5Teachingandlearningcontents:UsingLanguage—TalkingaboutChineselearningabroad(Listeningandtalking)prehensiveteachingandlearningobjectives:Bytheendofthisperiod,thestudentswillhavebeenableto:1)TalkaboutChineselanguagelearningabroad;2)PractiselisteningformainideaanddetailsthroughanaturalconversationinEnglishaboutChineselanguagelearning;3)RoleplayinterviewaboutChineselanguagelearningabroad;4)Learnabouttheweakformsandpractisetheruleswhilehavingaconversation.Teachingandlearningimportantpoints:1)Listeningprehensionformainideaanddetailsandtryingtoidentifythesettingoftheconversation;2)TalkingaboutandroleplayinginterviewaboutChineselanguagelearningabroad;3)Learningabouttheweakformsandpractisingtherules.Teachingandlearningdifficultpoints:1)Listeningprehensionformainideaanddetailsandtryingtoidentifythesettingoftheconversation;2)TalkingaboutandroleplayinginterviewaboutChineselanguagelearningabroad;3)Learningabouttheweakformsandpractisingtherules.Teachingandlearningprocedure:Step1ReviewandleadinginActivity1Reviewandleadingin1.Revisethefunctions,structuresandusagesofnounclauses,andthenchecktheanswerstothegrammarexercisesinthereferencebook.2.Leadintheteachingtopic—TalkingaboutChineselanguagelearningabroadandintroducetheteachingandlearningobjectivesofthisperiod.Step2ListeningActivity2Prelistening1.Talkandshare.Talkwithyourpartner,discussthetwoquestionsandshareyouranswers.1)WhatdoyouknowaboutChineselanguagelearningabroad?AsChinahasboomed,theconnectionbetweenChinaandtherestoftheworldhasincreased.Asaresult,learningChinesehasbeeimportantformanypeople.OtherpeoplearelearningChinesebecausetheyareinterestedinChineseculture.2)HowdopeoplefromothercountriesfindoutaboutChineseculture?Bywatchingfilms,visitingChina,attendingaConfuciusinstitute,andsoon.2.IntroducemorebackgroundinformationaboutConfuciusinstituteforstudentstoknowmoreaboutChineselanguagelearningabroad.TomeettheincreasingdemandsforChineselearning,theChinesegovernmentdecidedtosetupConfuciusInstitutesinforeigncountries.ThefirstConfuciusInstitutewassetupinSouthKoreain2004.ConfuciusInstitutesadoptflexibleteachingpatternstosuitlocalconditionswhileteachingChineselanguageandpromotingculturalexchangeinforeignschools,universities,munities,andenterprises.Theyhostmonthlyevents,conferences,andgroupdiscussionsallwiththegoalofbringingpeopletogetherandprovidingthemwithaspacetojoinincross?culturalexchangeandcreatelifelongfriendships.TheyalsoofferConfuciusClassroomsthatprovideChineselanguageeducationandculturalprograms.StudentsparticipateinagreatvarietyofculturalandlanguageprogramsatConfuciusInstitutesacrosstheworld,representingallages,ethnicities(種族),andbackgrounds.3.Readthelisteningstrategyandanswerthequestions:Payattentiontothesetting(背景，環(huán)境).Whenyoulisten,alwaysaskyourself,“Whenisthisprobablyhappening?”understandingthesettingwillhelpyouunderstandthetypeandcontentofthemunicationmoreclearly.1)Whyisitimportanttopayattentiontothesettingofalisteningtext?Itwillhelpusbetterunderstandthetypeandcontentofthemunication.2)Whatdoyouneedtopaymoreattentiontowhenyouarelisteningforthesetting?Whoarethespeakers?Whatistheirrelationship?Whataretheytalkingabout?Activity3Whilelistening1.Listentotheconversationandanswerthefollowingquestions.Remindthestudentstopayattentiontothesetting—where,whoandwhatwhilelistening.1)Wheredoesthisconversationtakeplace?Itappearstotakeplaceinaradiostudio.2)Whoarethepeoplespeaking?AradiohostandaChineseteachernamedAishaKhan.3)Whataretheytalkingabout?TheyaretalkingaboutChineselearningintheConfuciusInstituteinKarachi,Pakistan.2.Listenagainandtakenotesbyfillingintheposter,andthenchecktheanswers.Answers:speakChinese,Chineseculture,afewstudentsandteachers,Chineseactivities,tradebetweenChinaandPakistan,Chinesepanies,culturalbarriers3.Answerthequestionsaccordingtowhatyourememberoftheconversation.1)WhatmadeAishafeellikeshewaspartofMsHu’sfamily?MakingandeatingdeliciousdumplingstogetherinMsHu’shomemadeAishafeellikeshewaspartofherfamily.2)WhydidAishawanttobeeateacher?BecauseshewantedtocarryonMsHu’swork.3)WhydostudentslearningChineseseeitasbeneficialtotheirfuture?BecauselearningChinesewouldhelpthemfindgoodjobsatChinesepanies.4.Reconstructthetextbysummarizingthemainideaoftheconversationwiththehelpoftheaboveinformation.Step3SpeakingupActivity4RoleplayingImagineyou’reinterviewingastudentataConfuciusInstituteinanothercountryabouthisorherexperience.Workwithapartnertobrainstormwhattheinterviewermightaskandhowthestudentmightanswer.Thenroleplaytheinterview.Usethephrasesandquestionsintheboxtohelpyou.1.Gothroughtheusefulexpressionsaboutinterviewingsomeone....arepleasedtowele...Thanksforjoiningus.Tellusmoreabout…Thanksforyourtime.Itwasapleasuretalkingwithyou.Whatwasyourbiggestchallenge?Howdidyouovereit?Whatareyoukeenon?Whatisthekeytoyoursuccess?Whatdoyoufeelisyourbiggestachievement?2.ReadthesampleconversationandthenworkinpairstoprepareaconversationofinterviewingaforeignstudentsstudyinginChina.Anewword:graspvt.理解，領(lǐng)會(huì)，抓緊n.緊抓；掌握；理解；力所能及e.g.Hegraspedmyhandandshookitwarmly.他熱情地抓住我的手握了起來(lái)。Theyfailedtograsptheimportanceofhiswords.他們沒(méi)有理解他的話的重要性。Shewasunabletograsphowtodoit.她弄不明白這事該怎么做。Igraspedtheopportunitytoworkabroad.我毫不猶豫地抓住了去國(guó)外工作的機(jī)會(huì)。Shefeltafirmgrasponherarm.她感到手臂被緊緊地抓住了。HehasagoodgraspofGermangrammar.他德語(yǔ)語(yǔ)法掌握得很好。Asampleconversation.A:Hi,Jane.Weletotheshow!B:Thanksforinvitingme.A:Tellus,whatwasyourbiggestchallengeinlearningChineseatthebeginning?B:Well,supposeitwasdifficulttograspthetonesatfirst.A:Ibet!DidjoiningtheConfuciusInstitutehelpoverethisproblem?B:Absolutely!GettinginvolvedwithChineseculturalactivitiestheredefinitelyhelpedalot.IgottopractisemyChineseonadailybasisandIcouldlearnhownativeChinesespeakersspoke.A:Whatdoyoufeelisyourbiggestachievement?B:LearningChinesecharacters!Ihavelearntabout1,500sofar.WhenIfirststarted,Ididn’tthinkitwasevengoingtobepossibletolearnsomany,butnowIfindthatIcanreadsigns,menus,andevensomeeasynewspaperarticles.A:Whatareyoumostkeenon?B:I’vereallybeekeenonlearningmoreabouttheChineseCulture,inparticularChinesecalligraphy.AsIhavelearntChinesecharacters,Ihavedevelopedagreatappreciationforthemeaning.IwanttoexploreChinesecharactersbylearninghowtowritetheminamorebeautifulway.A:Finally,whatdoyouwanttosaytoanyoneinterestedinlearningChinese?B:I’dsay,giveitashot!Whilesomeaspectsmaybedifficult,itisquiterewardingandyouwillbehappythatyoutried.A:Thanksforyourtime.B:You’rewele.3.Roleplayaconversation.Getafewpairstoroleplaytheirconversations.Activity5Pronunciation1.Readtheconversationandanswerthequestions.1)WhatproblemisLuYaohaving?HeishavingaproblemwithanEnglishlisteningtask.2)Whatmaybethecauseoftheproblem?Hehastroublehearingtheweakformsofthewordswhicharenotstressed.3)Howcanhesolvehisproblem?Heshouldpaymoreattentiontotheweakforms,watchsomemovies,andstudyhowtheweakformsareused.2.Introduceweakforms.弱讀（weak/unstressedforms）是指元音不發(fā)飽滿，有時(shí)候也把輔音音素省略的情況。一般情況下，在非重讀音節(jié)里，a、o、u等元音字母往往都弱化成[?]音，e、i、y等元音字母往往弱化成[?]音。弱讀在單詞內(nèi)部和句子中都存在，在單詞內(nèi)部一般是非重讀音節(jié)，句子中的弱讀出現(xiàn)在虛詞上，包括非實(shí)義動(dòng)詞、介詞、連詞、冠詞、人稱代詞等。如：to讀作[t?