高中英语人教版 (2019)选择性必修 第二册Unit 2 Bridging Cultures教学设计及反思

这是一份高中英语人教版 (2019)选择性必修 第二册Unit 2 Bridging Cultures教学设计及反思，共9页。
主题语境：人与社会
主题群：社会服务与人际沟通
子主题：跨文化沟通、包容与合作
语篇类型：听力、对话、图片
文本分析：
[What]本节课为听说课，学习语篇为一段介绍国外的汉语学习情况的对话。活动一：首先设置听前预测，回答问题。活动二：听录音确认对话场景、对话人的身份和对话主题。活动三：听录音，补全一则关于孔子学院介绍的广告，让学生理解对话细节。活动四：设计了听后讨论活动五：采用角色扮演的形式分享在孔子学院学习的经历和体会，内化语言，深化对主题的理解。
[Why]通过听力和口语活动，获取汉语学习在国外的情况，有助于提高学生传播中国优秀文化的意识。
[Hw]将英语语用目标和本单元的主题语境结合起来，设置听说活动，让学生在主题语境的探索中提高英语运用能力，深入对主题的探究。
课时目标
1.获取和整合听力材料中介绍孔子学院的相关信息。
2.分享在孔子学院学习汉语的体会，增强学生传播汉语文化的意识。
3.学习和理解英语句子中的弱读现象。
重点难点
重点:
1.获取和整合听力材料中介绍孔子学院的相关信息。
2.引导学生通过听力中的相关信息判断对话场景，并理解该策略的用途。
难点：
分享在孔子学院学习汉语的体会，增强学生传播汉语文化的意识。
教学准备
教师准备：
教学录音、关于孔子学院的图片
学生准备:
了解孔子学院的相关信息。
教学过程
Step I 学习理解
活动一：感知与注意
1.Get t knw abut the Cnfucius Institute.
Share sme pictures with students and get them t knw abut the Cnfucius Institute.
2. Discuss.
Befre listening, ask students t talk with their partner.
·What d yu knw abut Chinese language learning abrad？
·Hw d peple frm ther cuntries find ut abut Chinese culture?
Suggested answers
·As China has bmed, the cnnectin between China and the rest f the wrld has increased. as a result, learning Chinese has becme imprtant fr many peple. Other peple are learning Chinese because they are interested in Chinese culture.
·By watching films, visiting China, attending a Cnfucius Institute, etc.
【设计意图】在听对话前，讨论与听力材料有关的内容，有助于激活学生的背景信息。
活动二：策略学习
1.策略介绍
G thrugh the strategy and make sure students understand its meaning.
Pay attentin t the setting
When yu listen, always ask yurself, "where is this prbably happening? Understanding the setting will help yu understand the type and cntent f the cmmunicatin mre clearly.
2.策略运用
Ask students t listen t the cnversatin and answer the fllwing questins.
·Where des this cnversatin take place？
·Wh are the peple speaking？
·What are they talking abut？
Suggested answers：
·It appears t take place in a radi studi
·A radi hst and a Chinese teacher named Aisha Khan
·They are talking abut Chinese learning in the Cnfucius Institute in Karachi, Pakistan
【设计意图】在学习听力策略之后，设计与听力策略有关的三个问题，让学生在听力实践中应用该策略解决听力的问题，有助于提高学生的学习能力和效率。
活动三：获取与梳理
1.Ask students t listen t the cnversatin and take ntes by filling in the pster belw.
2. Ask students t check the answers and play the tape again fr them if necessary.
Suggested answers: speak Chinese; Chinese culture; a few students and X teachers; Chinese activities; trade between China and Pakistan; Chinese cmpanies; cultural barriers
3. Analyse the pster.
【设计意图】通过这个活动，学生获取关于孔子学院的相关细节信息，既有助于对单元主题意义的理解，又有利于口语活动的开展。最后对语篇的写作特征进行分析，提高学生对语篇的认知。
Step Ⅱ 应用实践
活动四：分析与判断
Ask students t answer the questins accrding t what they remember f the cnversatin
·What made Aisha feel like she was part f Ms Hu’s family.
·Why did Aisha want t becme a teacher？
·Why d students learning Chinese see it as beneficial t their future？
Suggested answers:
·Making and eating delicius dumplings tgether in Ms Hu's hme made Aisha feel like she was part f t her family.
·Because she wanted t carry n Ms Hu’s wrk.
·Because learning Chinese wuld help them find gd jbs at Chinese cmpanies.
【设计意图】在听对话后，让学生根据自已对听力材料的理解回答相关的问题，有助于学生对听力材料的深入理解，提高学生的听力理解能力。
活动五：描述与阐释
Interview.
（1）Language learning.
Ask students t read the fllwing phrases and questins.
(2) Learn hw an interview develp.
(3) Interview 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 interviewer might ask and hw the student might answer. Then rleplay the interview. Use the phrases and questins in the bx t help yu.
Suggested answer:
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 abut1,500 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.
【设计意图】在口语对话之前，教师给学生提供一些采访别人的句型及采访包含的三大部分，为口语活动提供背景常识和语言结构，使学生有话可说。这个过程实现语言知识的内化，提高学生的语言表达能力，深化了对主题的认识。
Step Ⅲ 迁移创新
活动六：想象与创造
1.Ask students t think abut hw t imprve Chinese language learning abrad.
2.Write a shrt passage t intrduce their ideas n hw t imprve Chinese language learning abrad.
【设计意图】通过思考，运用所学语言表达个人关于如何提升海外汉语学习的观点，激发学生主动学习的愿望，发展学生的语言运用能力。
活动七：语音
1.Read the cnversatin n Page 19 and answer the questins.
·What prblem is Lu Ya having？
·What may be the cause f the prblem？
·Hw can he slve his prblem?
Suggested answers：
·Lu Ya is having a prblem with an English listening task.
·He has truble hearing the weak frms f the wrds which are nt stressed.
·He shuld pay mre attentin t the weak frms, watch sme mvies, and study hw the weak frms are used.
2. Listen t the cnversatin and underline the weak frms the speakers used.
Suggested answers:
Lu Ya: Excuse me, Miss Cnner. I'm having a prblem I 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 t 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, t 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 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: Yu' re welcme. 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!
3.Then practice the cnversatin with yur partner.
【设计意图】本活动主要练习英语中的发音规则--弱读。有些英语单词本身具有两种或两种以上不同的发音。它们是否弱读，主要取决于上下文所表达的意思。一般情况下，句子中的弱读出现在虚词上，包括介词、连词、冠词等。因此只有通过反复练习，才能提高对弱读的掌握。
板书设计
Example
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 s prblem?
B: Abslutely! Getting invlved with Chinese cultural activities there definitely helped a lt…
Unit 2 Bridging Cultures
Perid I Using Language（1）
I.学习理解
活动一：感知与注意
1.Get t knw abut the Cnfucius Institute
2.Discuss
活动二：策略学习
活动三：获取与梳理
Ⅱ.应用实践
活动四：分析与判断
活动五：描述与阐释
Interview.
Ⅲ.迁移创新
活动六：想象与创造
活动七：语音