人教版 (2019)选择性必修 第二册Unit 2 Bridging Cultures教学设计

这是一份人教版 (2019)选择性必修 第二册Unit 2 Bridging Cultures教学设计，共16页。


课题
Perid 4 Talk abut Chinese language learning abrad
单元
Unit 2
学科
English
年级
Grade 2
教材
分析
This is the furth perid f this unit. The Using Language sectin f this unit is mainly divided int five parts. Fcusing n individual experiences and feelings in cultural exchange and cmmunicatin, this sectin fcuses n the Chinese learning in Cnfucius Institutes and fcuses n the impact f cultural exchange and cmmunicatin n the wrld. The teaching activities in this sectin reflect the integrated design f listening and speaking skills.
教学目标与核心素养
Knwledge bjectives: T help students t understand the situatin f learning Chinese in ther cuntries and regins f the wrld and the rle f Cnfucius Institutes in spreading Chinese culture.
Skill bjectives: T listen t the relevant infrmatin t determine the dialgue scenari and
understand the purpse f the strategy.
Emtinal bjectives: T learn mre abut Chinese language learning abrad.
重点
Lead the students t discuss the situatin f learning Chinese in ther cuntries and regins in the wrld and the spread f Chinese culture in freign cuntries;
Grasp sme key wrds, sentence structures and dialgue patterns.
难点
Hw t activate their backgrund knwledge.
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. Lk at the pictures belw
Mre and mre freigners are interested in Chinese language and Chinese culture. D yu knw smething abut this trend? D yu knw hw freigners get t knw ur culture?
2. Lk at the phts and say sme infrmatin abut them.
1). The Chinese Prficiency Test (HSK)
The Chinese Prficiency Test (HSK) is an internatinal standardized test that fcuses n the ability f candidates f Chinese as a nn-first language t cmmunicate in Chinese in life, study and wrk. The exam levels include HSK (Level 1), HSK (Level 2), HSK (Level 3), HSK (Level 4), HSK (Level 5) and HSK (Level 6).
2). Chinese Bridge
The “Chinese Bridge” Cmpetitin is a large-scale internatinal cmpetitin spnsred by the Office f Chinese Language Cuncil Internatinal and aims t aruse the interest f students in varius cuntries in learning Chinese and strengthen the wrld’s understanding f Chinese language and culture. It als builds a cmmunicatin bridge between yung cllege students f China and ther cuntries.
3). Cnfucius Institutes
Cnfucius Institute is a nnprfit cultural institutin which spreads Chinese and prpagate Chinese culture. It is in rder t prvide the peple learning Chinese all ver the wrld. The first Cnfucius Institute was set up in Suth Krea in 2004. Cnfucius Institutes adpt flexible teaching patterns. Its aim is prmting exchange and fusin between Chinese and wrld’s culture, fr building a balance wrld that is peaceful frever and blms tgether.
Students can make a predictin and intrduce the tpic f Chinese language learning abrad.
T serve as a warm-up fr the activities which fllw.
讲授新课
Pre-Listening Task 1 PPT9
1. Befre yu listen, talk with yur partner.
1. What kind f rganizatin is the Cnfucius Institute?
2. What else d yu knw abut Cnfucius Institutes?
3. D yu think it is necessary t set up Cnfucius Institutes?
Answers: 1. Cnfucius Institute is a nnprfit cultural institutin which spreads Chinese and prpagate Chinese culture.
2. The first Cnfucius Institute was set up in Suth Krea in 2004. Its aim is prmting exchange and fusin between Chinese and wrld’s culture. It has flexible teaching patterns.
3. Yes, I think s.
While-Listening---Task 2 PPT10
The listening tips
Pay attentin t the imprtance f the setting.
Read the tips and answer the questins
1. Why is it imprtant t pay attentin t the setting f a listening text?
2. What d yu need t pay mre attentin t when yu are listening fr the setting?
Answers:
1. It will help us better understand the type and cntent f the cmmunicatin.
2. Wh are the speakers?
What is their relatinship?
What are they talking abut?
Task2 PPT11-13
Listen t the cnversatin and answer the fllwing questins
1. Where des this cnversatin take place?
2. Wh are the peple speaking?
3. What are they talking abut?
4. Hw des the man begin the cnversatin?
5. Why des the man intrduce Aisha and whm is he intrducing her t?
Answers: 1. It appears t take place in a radi studi.
2. A radi hst and a Chinese teacher named Aisha Khan.
3. They are talking abut Chinese learning in the Cnfucius Institute in Karachi, Pakistan.
4. By intrducing a tpic.
5. He is intrducing her t an audience because they dn’t knw wh she is.
Task 3 PPT14-16
Lk thrugh the pster belw
Welcme t the Cnfucius Institute,
Learn t and all abut !
Our institute has grwn! We started with _________
but nw we have many mre. It is a center fr . Yu can learn and practise fascinating Chinese traditins. Knwledge f the Chinese language and culture is imprtant because f increasing . Many students g n t great jbs in .
Jin us tday t help break dwn language and , and bring the wrld tgether!
Lk thrugh the pster abve and answer the fllwing questins befre listening again.
1. What’s the purpse f the pster?
2. What kind f infrmatin is included in it?
Answers: 1. It intrduces a Cnfucius Institute in Pakistan t recruit new students.
2. The functins f the institute, its develpment, and the reasns fr jining it.
Listen again and take ntes by filling in the pster belw
Answers: speak Chinese, Chinese culture, a few students and teachers, Chinese activities, trade between China and Pakistan, Chinese cmpanies, cultural barriers
Task 4 PPT17-20
Listen t the cnversatin again and answer the fllwing questins
1. What made Aisha feel like she was part f Ms Hu’s family?
2. Why did Aisha want t becme a teacher?
3. Why d students learning Chinese see it as beneficial t their future?
4. Accrding t Ms Hu, what brings the wrld tgether? D yu agree with her? Why r why nt?
5. Hw des Aisha Khan feel abut Ms Hu? Hw d yu knw it?
6. Des Aisha Khan lve her jb? Hw d yu knw it?
7. Hw des Aisha Khan think we shuld bring the wrld tgether?
8. What can yu d t bridge cultures arund the wrld?
Answers: 1. Making and eating delicius dumplings tgether in Ms Hu’s hme made Aisha feel like she was part f her family.
2. Because she wanted t carry n Ms Hu’s wrk.
3. Because learning Chinese wuld help them find gd jbs at Chinese cmpanies.
4. Breaking dwn language and cultural barriers brings the wrld tgether. Yes, I d. Because the imprtant rle language and cultural exchange wuld play in the future.
5. She is a great teacher and inspiratin. Apart frm language, she taught Aisha abut Chinese culture, and students came t lve it.
6. Yes, she des. She jined the Cnfucius institute in Karachi, Pakistan as a teacher.
7. By learning each ther’s cultures and strengthening the cnnectin.
8. Jining sme cultural grups like the Cnfucius institute and helping t spread Chinese cultures and language.
Task 5 PPT21-27
Interviewing smene
Imagine yu’re interviewing a student at a Cnfucius Institute in anther cuntry abut his r her experience. Wrk with a partner t brainstrm what the interview might ask and hw the student might answer.
We are pleased t welcme...
What was yur biggest challenge?
Thanks fr jining us.
Hw did yu vercme it?
Tell us re abut...
What are yu keen n?
It was a pleasure talking with yu.
What is the key t yur success?
Thanks fr yur time.
What d yu feel is yur biggest achievement?
G thrugh the requirements. Then describe the dialgue setting and find ut the different rles.
The dialgue setting:
Jane is being interviewed abut her experience.
She is a student at a Cnfucius Institute in the USA.
She is learning t speak Chinese and write Chinese characters, especially Chinese calligraphy.
But at the beginning she met sme difficulties.
The different rles:
A: a reprter B: Jane
Wrk in grups.
Brainstrm sme useful expressins and phrases abut interviewing.
Acting ut the dialgue.
A: Hi, Jane. Welcme t the shw!
B: Thanks fr inviting me.
A: Tell us, what was yur biggest challenge in learning Chinese at the beginning?
B: Well, I suppse it was difficult t grasp the tnes at first.
A: I bet! Did jining the Cnfucius Institute help vercme this prblem?
B: Abslutely! Getting invlved with Chinese cultural activities there definitely helped a lt.
I gt t practise my Chinese n a daily basis, and I culd learn hw native Chinese speakers spke.
A: What d yu feel is yur biggest achievement?
B: Learning Chinese characters! I have learnt abut 1, 500 s far. When I first started, I didn’t think it was even ging t be pssible t learn s many, but nw I find that I can read signs, menus, and even sme easy newspaper articles.
A: What are yu mst keen n?
B: I’ve really becme keen n learning mre abut the Chinese culture, in particular Chinese calligraphy. As I have learnt Chinese characters, I have develped a great appreciatin fr their meaning. I want t explre Chinese characters by learning hw t write them in a mre beautiful way.
A: Finally, what d yu want t say t anyne interested in learning Chinese?
B: I’d say, give it a sht! While sme aspects may be difficult, it is quite rewarding and yu will be happy that yu tried.
A: Thanks fr yur time.
B: Yu’re welcme.
Task 6 PPT28
Discussin and writing.
Write a news reprt summarizing the interview belw.
Answer:
Jane is a student in the USA. She is learning Chinese at a Cnfucius Institute. Recently I have interviewed her abut her experience in learning Chinese. It was difficult fr her t grasp the tnes at first. But getting invlved with Chinese cultural activities definitely helped a lt. As she learnt Chinese characters, she develped a great appreciatin fr their meaning and calligraphy. She wants t explre mre abut Chinese culture and is eager t encurage persns t learnt Chinese.
Task 7 PPT 29-36
Read the cnversatin and answer the questins:
1. What prblem is LuYa having?
2. What may be the cause f the prblem?
3. Hw can he slve his prblem?
Answers: 1. Lu Ya is having a prblem with an English listening task.
2. He has truble hearing the weak frms f the wrds which are nt stressed.
3. He shuld pay mre attentin t the weak frms, watch sme mvies, and study hw the weak frms are used.
Read the cnversatin again and answer the detailed questins:
1. Why did Miss Cnner say “English is a stress-based language”?
2. What kinds f wrds are nt stressed? And what are stressed?
3. Hw d we say these unstressed wrds when we speak?
4. Why is it useful t watch English mvies?
Answers: 1. Because the wrds in the English listening task are nt being stressed and that caused Lu Ya’s listening prblem.
2. Prnuns, articles, prepsitins, and cnjunctins are nt stressed while nuns, verbs, adjectives, adverbs, numerals, and interjectins are stressed.
3. Accrding t the different sentences, pay attentin t the skills f the weak frms.
4. It is a useful and helpful way t study hw the weak frms are used.
Prnunciatin skills
定义：
弱读(weak/unstressed frms )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、、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 d /du: ; du, də, d/、had /hæd; həd, əd, d/
•动词: are /a: ; ə/、was /wכz; wəz/
•介词：如 at/æt；ət/；fr /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 sme /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：She is nly a child.
需要重读的是: nly、child
需要弱读的是: she//∫i/、is/z/、 a/ə/
Listen t the teacher’s reading the cnversatin. Underline the weak frms the speakers used.
Lu Ya: Excuse me, Miss Cnner. I’m having a prblem with this English listening task. Sme wrds are prnunced really fast and sund different.
Miss Cnner: Oh, let me listen... Yes, that’ s prbably because the wrds are nt being stressed. Yu see, English is a stress-based language.
Lu Ya: S des this mean I need t knw which wrds are stressed and which are nt?
Miss Cnner: Yes, I’m afraid s. English wrds have a strng frm and a weak frm. Wrds like prnuns, articles, prepsitins, and s n are ften nt stressed. S we usually use the weak frm fr them when we speak.
Lu Ya: Oh n. When I speak, I wrry peple wn’t understand me, s I always try t prnunce all my wrds really clearly. N wnder my classmates say I sund like a rbt!
Miss Cnner: Oh dear! Well, I suggest yu pay mre attentin t the weak frms. Fr example, in the sentence "Are yu studying hard?”, the wrds "are" and "yu’’ are prnunced as /ə/ and /jə/.
Lu Ya: Oh, I get it. Thanks, Miss Cnner.
Miss Cnner: I als suggest yu watch sme mvies and study hw the weak frms are used.
Lu Ya: That’s great advice, Miss Cnner! I’m ging t watch a mvie right nw. Thanks again! Bye!
Practice it with yur partner and pay attentin t the prnunciatin skills.
T make students give sme infrmatin abut Chinese rganizatins.
Students read the tips and learn smething abut the setting.
While listening ,
students can get the main idea f the dialgue and sme simple infrmatin.
If this part is a little difficult fr individuals, they can have a discussin with partner r listen t the tape tw r three times.
Practise listening fr details by individuals.
Students can have a discussin in grups and analyse the setting and different rles.
Have a brainstrm by students.
T act ut the dialgue by different students.
Discuss the writing in pairs.
Students Read the cnversatin and answer the questins n their wn.
The teacher guide them t understand the rules.
D it by individuals.
T guide students’ t find and explre mre abut Chinese learning.
T help students predict and analyse the dialgue.
Practise listening fr gist thrugh a natural cnversatin in English abut Chinese language learning.
T train students t grasp the main infrmatin and srt ut sme details while listening.
T imprve students’ listening cmprehensin ability.
1. T train students’ expressin ability.
2. T guide them t have an interview.
T train students’ expressin and prnunciatin.
T train students’ writing ability.
Practise and understand the use f weak frms in speeches and cnversatins.
Have a gd understand f the prnunciatin skills.
Experience the use f weak frms in speeches and cnversatins.
课堂练习及课堂活动
PPT29-32
Imprtant wrds
按提示写出下列词的含义或变形
1. setting n. _____→_____ v. 放置；使…处于某位置
2. cntent n. __________→ be _____with 对 满意
3. centre n. ______→ _______ n 集中在…上
4. inspiratin n. ________→_______ v. 激发→_____ adj. 有灵感的 →______ adj. 启发灵感的
5. abslutely adv. ________→_______ adj. 绝对的
6. definitely adv. ________→________ adj. 一定的→_____ vt. 下定义；使明确→______ n. 定义; 解说
7. pleasure n. __________→________ v. 使 高兴→____ adj. 高兴的 →________adj. 令人高兴的
Answers: 1. 背景；set 2. 内容，满足；cntent 3. 中心，中央; center 4. 灵感，启发；鼓舞人心的人或事; inspire, inspired; inspiring 5. 绝对地；完全地; abslute 6. 明确地，肯定地; definite; define; definitin7. 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. His hand was taken in a warm, firm grasp.
2. She allwed victry t slip frm her grasp.
3. He has a gd grasp f German grammar.
4. He can’t grasp the basic cncepts f mathematics.
5. She culdn’t grasp the full significance f what he had said.
6. S grasp every pprtunity t express yur strng pint and put yur heart int it.
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）
Imprtant phrases
写出下列句子中break dwn的不同含义
1. Talks with business leaders brke dwn last night.
2. It was unfrtunate that ur car brke dwn n halfway hme.
3. The telephne system has brken dwn.
4. Firemen had t break the dr dwn t reach the peple trapped inside.
5. Her health brke dwn under the pressure f wrk.
6. She made numerus effrts t break dwn clur lines in public places.
Answers: 1. 谈判2. 发生故障3. (系统) 瘫痪4. 闯入
5. 垮掉 6. 消除
Imprtant sentences
按汉语提示完成句子
1). It was a pleasure ___________________ (和你交谈）.
2)It can ____________________________________
(与你信任的人分享你的情感）smene yu trust.
3)Thanks fr _____________________(给我们介绍你们的产品)—we’ll be in tuch.
4). What is____________ (你的 中最大的挑战)the writing prcess?
Answers:
talking with yu
be beneficial t share yur feelings with
shwing us yur prducts
yur biggest challenge in
T learn sme imprtant expressins thrugh ding the exercises by themselves.
After discussin,
students can draw a cnclusin abut the wrds and phrases given. Then reprt back t the class.
T summarize the imprtant language pints by bserving and discussing.
T give students detailed and cncrete situatins.
课堂小结
Summary:
Learn sme knwledge abut Chinese learning abrad:
The Chinese Prficiency Test (HSK)
Chinese bridge
Cnfucius Institute
2. Help students understand the clues and key infrmatin in the listening dialgue.
Hmewrk:
D Exercises n page 70 f the wrkbk.
Lead-in Pre-listening
While-listening
Listening
Discussin
Writing
1. T guide students t predict listening cntents and pay attentin t the setting.
2. T help students imprve the ability f input and utput thugh listening and discussin.
3. T train students’ verbal ability.
板书
1. The Chinese Prficiency Test (HSK)
Chinese bridge
Cnfucius Institute
2.
3.
1). Where des this cnversatin take place?
2). Wh are the peple speaking?
3). What are they talking abut?
4). Hw des the man begin the cnversatin?
5). Why des the man intrduce Aisha and whm is he intrducing her t?
4. Interviewing smene
5.
5. Writing:
Jane is a student in the USA.
She is learning...
Recently I have interviewed... abut...
It was difficult... at first.
But getting invlved with... helped a lt.
As she learnt... , she develped...
She wants t explre... and is eager t...