TeachingandLearningDesign選擇性必修Book2Unit2BridgingCultures教學(xué)設(shè)計單元教學(xué)核心素養(yǎng)目標(biāo)與要求：核心素養(yǎng)教學(xué)目標(biāo)與要求語言能力主題：文化溝通與交流語音：能夠把握英語語流不同于漢語的節(jié)奏特點，理解弱讀對英語學(xué)習(xí)的意義，并歸納常見單詞的弱讀發(fā)音，通過反復(fù)模仿、訓(xùn)練，學(xué)習(xí)在朗讀和口語交流中正確使用弱讀。詞匯：能正確使用下列單詞和詞塊。單詞：plex,recall,qualification,qualify,ambition,ambitious,adaptation,fort,cite,participate,presentation,engage,involve,zone,motivate,expectation,applicant,firm,exposure,expose,insight,departure,setting,grasp,dramatic,expense,behave,surrounding,mature,depress,strengthen,deny,optimistic,gain,petence,cooperate,angle,belt,initiative,sincerely,budget,logical,oute詞塊：participatein,speakup,feelathome,engagein,getinvolvedin,cultureshock,fortzone,costanarmandaleg,sidewith,asfarasIknow,asfarasIamconcerned,insummary,generallyspeaking語法：復(fù)習(xí)和歸納名詞性從句的功能和用法，包括名詞性從句所使用的常見引導(dǎo)詞句子結(jié)構(gòu)特點和使用效果，能夠正確使用名詞性從句表達(dá)意義，提升語言表達(dá)的豐富性和復(fù)雜度。語篇：1.閱讀校報文章，了解商科學(xué)生謝蕾在英國的留學(xué)經(jīng)歷，探討留學(xué)生在跨文化溝通和文化傳播中的特殊身份和作用。2閱讀兩封報紙投稿信，理解作者的論點、論據(jù)和論述邏輯，學(xué)習(xí)議論文的語篇結(jié)構(gòu)和寫作方法，分析語篇中銜接詞的表達(dá)效果。3.聽一段訪談對話，了解巴基斯坦孔子學(xué)院的情況，思考漢語和中國文化傳播的意義。表達(dá)：1.能夠談?wù)摽鬃訉W(xué)院在世界上的影響以及外國人學(xué)習(xí)漢語的困難。2.能夠就出國留學(xué)的利或弊寫一篇議論文，有理有據(jù)地闡述自己的觀點。學(xué)習(xí)能力1.能夠理解英語語言的表達(dá)習(xí)慣，并在閱讀中通過結(jié)構(gòu)分析的方法解決長句障礙。2.能夠在聽力中充分關(guān)注語境和對話場景，以深化理解。3.能夠體會議論文中各類銜接詞對提升語篇邏輯性和流暢性的作用，學(xué)會正確使用這些銜接詞，提升語言表達(dá)力。文化意識1.能夠理解文化溝通與交流在當(dāng)今時代的意義，并了解跨文化交際中的常見問題和對策。2.能夠理解中國文化的魅力及其對世界的影響，在堅定文化自信的同時學(xué)會尊重和包容不同民族文化，促進(jìn)文化的雙向溝通，加深文化理解。思維品質(zhì)能夠探究不同文化背景下價值取向、思維方式、行為規(guī)范等方面的差異，以及不同交際情境下的語言規(guī)則、交際方式;能夠理性分析出國留學(xué)的利和弊，學(xué)會全面客觀、深入地思考問題，結(jié)合自身情況作出正確的選擇和價值判斷。單元教學(xué)課時規(guī)劃：課時安排教學(xué)內(nèi)容課時1OpeningPage(看讀說語篇1)+ReadingandThinking—Readingprehension(閱讀語篇2)課時2ReadingandThinking—Languagefocus(閱讀語篇2)[實際需要2課時完成]課時3LearningAboutLanguage—Buildingupyourvocabulary(綜合運用語篇3)課時4LearningAboutLanguage—DiscoveringUsefulStructures(綜合運用語篇4)課時5Usinglanguage(ListeningandSpeaking)(聽說語篇5)課時6Usinglanguage—Readingprehensionandlanguagefocus(閱讀語篇6)[實際需要2課時]課時7Usinglanguage—Writing(寫作語篇7)課時8AssessingYourProgress+Project(綜合運用語篇8)課時9VideoTime(視聽說語篇9)+UnitRevisionPeriod1Teachingandlearningcontents:OpeningPage+Readingandthinking—Readingprehensionprehensiveteachingandlearningobjectives:Bytheendofthisperiod,thestudentswillhavebeenableto:1)TalkaboutthepictureandthesayingontheOpeningPagerelatedtothethemeofthisunit;2)ReadandprehendthetexttoknowaboutXieLei’sexperienceonanexchangeprogrammeinLandon;3)Improvethinkingqualitybytakingnotes,answeringsomequestionsandtalkingaboutXieLei’sexperience.Teachingandlearningimportantpoints:1)ReadingprehensionofthetexttoknowaboutXieLei’sexperienceandfeelingsofherstudyingabroad;2)Improvingthestudents’thinkingqualitybytakingnotes,answeringsomequestionsandtalkingaboutXieLei’sexperience.Teachingandlearningdifficultpoints:1)ReadingprehensionofthetexttoknowaboutXieLei’sexperienceonanexchangeprogrammeinLandon;2)Improvingthestudents’thinkingqualitybytakingnotes,answeringsomequestionsandtalkingaboutXieLei’sexperience.Teachingandlearningprocedure:Step1Leadingin(OpeningPage)andintroductionActivity1Leadingin1.Leadinthelearningtopicbyreadingthetitleofthisunitanddiscussingthefollowingquestions.1)Is“bridge”anounoraverbhere? Averb.2)Whatdoyouthink“bridge”meanshere? Tobuildorformabridgebetweendifferentcultures.3)Whatdoyouthinkthisunitisabout? Internationalexchangeprogrammeandstudyingaboard.2.Lookatthepictureandanswerthefollowingquestions.1)Wheredoyouthinkthegirlontheleftisfrom?IthinksheisfromChina,judgingfromherface.2)Wheredoyouthinksheisstudyingnow?SheisprobablystudyinginaforeigncountrybecauseIcanseetheinternationalstudentsaround.3)Howdoyouthinkherlifediffersfromthatinherhomecountry?Nodoubtshehasmanymoreforeignfriends,andshehastoadapttoanewculture.2.Talkaboutthesaying/quote:Iamnotthesame,havingseenthemoonshineontheothersideoftheworld.—MaryAnneRadmacher(Thisquoteisfromthebook,She:ACelebrationofGreatnessinEveryWoman(2014)writtenbyMaryRadmacher.)“Seethemoonshineontheothersideoftheworld”meanstoexperiencedifferentculturefromone’sown.Paraphrased,itmeansthatbytravellingaroundtheworld,theauthorhasbeeadifferentperson.Chinesemeaning:我不一樣了，看到月亮照耀著世界的另一邊。——瑪麗·安妮·拉德馬赫Activity2Introduction1.Introducethelearningobjectivesofthisunitatthebottomoftheopeningpageandmakethestudentshaveageneralideaofwhattheyaregoingtolearninthisunit.(Getthestudentstoreadtheprehensivelearningobjectivesatthebottomofthepage.)2.Introducethelearningobjectivesofthisperiod.Step2PrereadingActivity3PrereadingWarmup.Lookatthetitleandthepictureandanswerthequestions.Wheredoyouthinkthearticleisfrom?Whatdoyouthinkthearticleisabout?Ithinkthearticleisfromthenewspaperofanoverseasuniversity,anditisprobablyaboutthelifeofanexchangestudentfromChina—theproblems,feelingsandsolutions.Step3WhilereadingActivity4Readingprehension1.ReadthetexttofindoutwhathappenedtoXieLeitofillintheblankstosummarizethemainideaoftheeachparagraphandthetext.1)Mainideaofeachparagraphandeachpart.Para.Mainidea1XieLeiboardedaplaneforLondonsixmonthsago,feelingexcited.2InordertolearnaboutglobalbusinessandimproveherEnglish,XieLeichosetheyearlongexchangeprogramme.3XieLeihadtoadapttothenewlifethere,soshehadtolearnhowtousepublictransportandhowtoaskforthings.4XieLeichosetolivewithahostfamilyinsteadoflivingincampusacmodation.5XieLei’stutorexplainedtoherhowtoformawiseopinionofherown.6XieLeigetsusedtoparticipationinclass.HerpresentationontraditionalChineseartwasagreatsuccess.7XieLeifeelsmuchmoreathomenow.Sheisnotonlylearningbusiness,butalsoactingasaculturalmessenger.8Theauthor’swishesforXieLei.2)Useoneortwosentencestosummarizethearticle.ThearticleisabouthowaChinesegirl,XieLei,managestoadapttoanewlifeintheUKandmeettheacademicrequirementsasanexchangestudent.Apartfromthat,thearticlealsotalksabouthowXieLeiactsasaculturalmessengerbuildingabridgebetweenChinaandtheUK.2.ReadthetextagaintogetmoredetailedinformationaboutXieLeifeelingsandreasonsandtakenotesbyfillingthetable.1)XieLeifeelingsandreasons.XieLeifeltexcitedbecauseitwasthefirsttimethatshehadleftChina.XieLeifeltnervousbecauseshedidn’tknowwhattoexpect.XieLeifeltfortedbecauseshelivedwithahostfamily.XieLeifeltconfusedbecauseshethoughtsheknewlessthanotherpeople.XieLeifeltsurprisedbecauseshefoundherselfspeakingupinclassafterjustafewweeks.XieLeifeltconfidentbecauseherpresentationontraditionalChineseartwasagreatsuccess.XieLeifeelsmuchmoreathomeintheUKbecausewhatseemedstrangebeforenowappearsquitenormaltoher.2)Takenotesonwhatyoureadinthearticlebyfillinginthetable.challengesWhatXieLeididDailylifeadaptationtoawholenewlifelearntousepublictransport;learntoaskforthingsshedidn’tknowtheEnglishnamesfor;askforhelpfrompassersbywhenshegotlostlonelinesslivedwithahostfamilyAcademicrequirementswritinganessaygothelpfromhertutor;readalottoprepareparticipatinginclassandgivingpresentationgavepresentationontraditionalChineseart.3.Analysethestructureandwritingstyleofthetext.1)Thestructureofthetext:Part1Paras.12BriefintroductiontoXieLeiandthereasonwhyshewentabroadtostudy.Part2Paras.37ThechallengesformDailylifeandacademicrequirementsthatXieLeifacedandhowshehandledthem.Part3Para.8BestwishestoXieLei.2)Thewritingstyleofthetext—Anewsreport.ByquotingXieLei’swords.Step4PostreadingActivity5Thinking,discussionandtextreconstruction1.Discussandanswerthefollowingquestions.1)WhydidXieLeichoosetheexchangeprogramme?BecauseshewantedtolearnaboutglobalbusinessandimproveherEnglish.HerambitionwastosetupabusinessinChinaaftergraduation.2)WhyhasXieLeigotinvolvedinsocialactivities?Becauseitcanhelpheradapttothenewculturethere.She’salsokeentoshareherculturewiththeBritishpeople.3)HowhasXieLeihelpedtobuildbridgesbetweenChinaandtheUK?AswellasstudyingintheUK,sheactsasaculturalmessengersharingChineseculturewithpeoplearoundherbygivingapresentationontraditionalChineseart,teachingpeoplehowtocookChinesefood,andinvolvingherselfinsocialactivities.4)Whatotherchallengesdoyouthinkstudentsstudyingabroadmightface?Howcanstudentspreparetohandlethesechallengesbeforegoingabroad?Suggestedanswer:Onebigchallengethatmanystudentshaveisthelanguage—theymaythinktheyaregoodatEnglish,buttheyarenotusedtohearingEnglishbeingspokenatanormalspeed,theyarenotusedtoEnglishbeingspokenwithaheavyaccent,andtheyarenotfamiliarwithmanyEnglishidioms.Cultureshock,gettinginvolvedinthelocalmunityandthesociety,relationship,valuesystem,…2.Reconstructthetextbysumma