Unit 2 Bridging Cultures Reading and Thinking 教学设计-2024-2025学年高中英语人教版（2019）选择性必修第二册

Unit2 Reading and Thinking 课时内容 Read about Xie Lei's experience on an exchange programme 主题语境：人与社会 主题群：历史、社会与文化 子主题：跨文化沟通、包容与合作 语篇类型：特写 文本分析： 【What】本板块的活动主题是“阅读交换学生谢蕾的留学经历”。学生通过阅读这篇特写，详细了解谢蕾作为英国交换生的生活和感受，双线结合，明线是谢蕾积极应对遇到的困难并逐渐适应英国的生活，暗线是她逐步成长为文化使者，在适应英国生活和文化的同时积极传播中国文化，通过两条线巧妙地将文化适应的过程和文化传播的过程相结合。 【Why】通过对文本的深入阅读，引导学生分析新闻报道中的特写的篇章结构和语言特征，把握文本的两条线索。通过梳理谢蕾积极主动适应国外生活和学习的经历，鼓励学生养成积极向上的心态和坚持不懈的品质；通过了解谢蕾成为中外文化交流桥梁的过程，激励学生提升文化自信，弘扬中华优秀传统文化，树立国际视野，向世界讲好中国故事，成为中华优秀文化的传承者和传播者。 【How】本文是一篇刊登在伦敦一所大学校报上的文章，属于新闻报道中的特写。全文结构为“背景介绍一适应过程（生活适应、学习适应、当下现状）-表达祝愿”三个部分：第一部分（第1～2段）介绍了谢蕾此次留学经历的背景和原因；第二部分（第3～7段）描述谢蕾遇到的各种困难及她的调整和适应，其中，第3～4段介绍了谢蕾在生活上的调整，第5～6段介绍了谢蕾在学习方式上的调整，第7段介绍了谢蕾基本适应后的现状和文化桥梁角色的觉醒；第三部分（第8段）表达了对谢蕾的美好祝愿。 课时目标 学完本课后，学生能够： 1．通过整体阅读活动，获取与梳理文本的两条线索，了解主人公逐步适应英国的生活和成为中华文化传播桥梁的过程。 2．通过运用略读、寻读、细读等不同的阅读技巧，把握文本发展脉络，梳理文本结构，提高对文本的分析和概括的能力，深入理解作者要传递的深层含义。 3．掌握新闻报道中的特写的结构和写作特点。 4．分析文本，意识到文化冲击对个人成长的促进作用，感受文化传播的使命感和责任感；探讨留学生在文化沟通和文化传播中的角色和作用。思考并归纳中外教育环境、教育方式的差异；了解在国外学习可能会遇到的困难以及需要提前做的准备。发表个人观点，发展逻辑性思维，学会批判性思考。 重点难点 重点 1． 获取文本主旨大意和细节信息，了解主人公逐步适应英国的生活和成为中华文化传播桥梁的过程的相关信息，掌握文本主要内容。 2．通过运用略读、寻读、细读等不同的阅读技巧，把握文本发展脉络，梳理文本结构，提高对文本的分析和概括的能力，深入理解作者要传递的深层含义。 难点 1．思考留学生在跨文化沟通和文化传播中的角色和作用。 2．了解文化冲击对个人成长的促进作用，感受文化传播的使命感和责任感。 教学准备 教师准备 1．了解有关留学生和中外教育异同的相关知识。 2．与主题相关的图片、视频等，以及相关教学设备。 学生准备 1．预习与文本有关的词汇，利用网络了解中外学校和教育的差异的相关信息。 2．提前了解新闻报道中的特写的文体特点和语言特征。 精彩课堂 Step I 学习理解 活动一：感知与注意 1.Talk about the quote. Ask students to read the quote from Mary Anne Radmacher on the Opening Page and voice their understanding. Suggested answer: The quote is from the book She: A Celebration of Greatness in Every Woman written by Mary Anne Radmacher. It means that by travelling around the world,the author has become a different person. 【设计意图】通过阅读和探讨引言，旨在让学生在分享想法的同时感知不同的文化能带来的变化。本活动不仅能激发学生的思维，为课堂积极主动学习营造气氛。同时，引言的意思也为阅读文本的主题渗透埋下伏笔。 2.Appreciate. Ask students to watch a video about the student's first day of college studying abroad. 【设计意图】通过观看视频，让学生直观感受留学生在国外第一天大学生活的情景和相关内容，激发对本文的学习期待和兴趣。 3.Predict. Ask students to look at the title and picture of the article. Then have them discuss the following questions. ·Is the girl in the picture in China or abroad? ·How do you think she is building bridges? ·What challenges do you think she might come across in a foreign country? ·Where is the article from and what is it about? Suggested answers: ·The girl is probably studying abroad. ·She might be trying to build bridges between China and the UK by acting as a cultural messenger. ·Challenges that she might come across may include adaptation to a new culture,loneliness, and academic requirements. ·I think the article is from the newspaper of an overseas university, and it is probably about the life of an exchange student from China. 【设计意图】根据阅读文本的标题和插图进行合理推测，创设语言情境，引出语篇话题，鼎发学习兴趣和阅读期待，有助于学生学习理解语篇内容。 活动二：获取与梳理 1.Read for main ideas. (1)Ask students to read the article quickly and match the main ideas with the paragraphs. Para.1 A. Xie Lei's trouble in the new way of life. Para.2 B. Xie Lei went to study abroad. Para.3 C. The participation in class. Para.4 D. Xie Lei has been involved in her exchange life. Para.5 E. The reasons why Xie Lei chose the exchange programme. Para.6 F. The writer's best wishes for Xie Lei. Para.7 G. Advantages of living with a host family. Para.8 H. The difficulty in writing essays. Suggested answers: Para.1-B Para.2-E Para.3-A Para.4-G Para.5-H Para.6-C Para.7-D Para.8-F (2)The article has been divided into three parts. Ask students to match each part with the main idea. Part 1(Paras.1~2) A. The challenges that Xie Lei faced and how she handled them. Part 2(Paras.3~7) B. Best wishes for Xie Lei. Part 3(Para.8) C. Brief introduction to Xie Lei and the reason why she studies abroad. Suggested answers: Part 1:C Part 2:APart 3:B 【设计意图】通过快速浏览全文，概括各段落的大意，再根据内容将文本划分为三部分，帮助学生梳理文章信息和语篇结构。 2. Read for detailed information. (1)Learn a strategy. Go through the strategy with students and make sure they understand its meaning. Understand long sentences English structures are different from those in Chinese, but you can figure out what a long sentence means by following a few simple steps. ·Decide if the sentence is compound (look for and, but, or, etc.) or complex (look for who,when,where,etc.). ·Find the main clause if it is a complex sentence. ·Look for modifiers. (2) Ask students to read the article and work with a partner to analyse the structures in the four underlined sentences. Have them use the tip for help. (Activity 2) Suggested answers: Sentence 1: A complex sentence with a relative clause (I didn't...for). Sentence 2:A complex sentence with an adverbial clause(Although...accommodation)and a relative clause (who...culture). Sentence 3: A complex sentence with a relative clause (that she had to...essay) and two object clauses combined with but (that she must...ideas, that he mainly...thought). The first object clause includes an adverbial clause (if...ideas) and an object clause (what other people had said). The second object clause includes another object clause (what she thought). Sentence 4: A compound-complex sentence with two sentences (At first...say,what surprised...weeks) combined with but. The first sentence includes an appositive clause (what...say), and the second sentence includes a subject clause (what surprised her) and a predicative clause (that she found...weeks). (3)Why did Xie Lei have the following feelings during her year studying abroad? Ask students to make sentences using “Xie Lei felt/feels...because..." according to the article.(Activity 3) Suggested answers: ·Xie Lei felt excited because it was the first time that she had left China. ·Xie Lei felt nervous because she didn't know what to expect. ·Xie Lei felt com forted because she lived with a host family. ·Xie Lei felt confused because she did not know how to form her own opinions based on other people's ideas. ·Xie Lei felt surprised because she found herself speaking up in class after just a few weeks. ·Xie Lei felt confident because her presentation on traditional Chinese art was a great success. ·Xie Lei feels much more at home in the UK because what seemed strange before now appears quite normal to her. (4)Ask students to read the article carefully and take notes on what they read by filling in the table. (Activity 4) Suggested answers: Challenges: class; presentations What Xie Lei did: use public transport; ask for things she didn't know the English names for; help from passers-by when she got lost; a host family; her tutor; read; traditional Chinese art 【设计意图】使用寻读、细读、跳读等方法完成各项活动，理解文章的内容和主旨。学会分析长难句；带着问题进行仔细阅读，梳理谢蕾在国外留学遇到的挑战以及情感变化等细节信息，培养自主思考能力。学生通过找到关键词、短语以及句子，学会系统化地处理信息，训练阅读能力，提高获取信息的准确度。 活动三：概括与整合 Ask students to fill in the blanks of the summary. Six months ago, Xie Lei boarded a plane for London to complete an exchange programme. She recalled that she ① (choose) the year-long exchange programme with the ② (ambitious) to set up a business in China after graduation. It was the first time that she ③ (leave) her motherland.When she came to England, she lived with a host family,④ members always helped her. At first, she had to get used to living in a new country and learn how to use public transport and how to ask for things she didn't know the English names for. Besides, she also had to face another challenge of the academic requirements. When writing an essay, she ⑤ (tell) by the tutor to acknowledge ⑥ other people had said if she cited their ideas,⑦ he wanted to know her own opinions. She also found students' participation ⑧ (include) as part of the final result.⑨ (lucky),after a few weeks, she could speak up in class on traditional Chinese art successfully. And she feels much more at home in the UK now. What seemed very strange before now appears quite normal. Now she has been involved in social ⑩ (activity) as well as studying hard! 【设计意图】根据文章大意填出所缺内容，帮助学生巩固相关词汇和语言点的用法，体现了词汇为主题服务、主题为词汇学习创造环境的理念，既对接高考题型，又加深了学生对语篇的理解。 Step II应用实践 活动四：描述与阐释 1. Ask students to find the time clue of the article. Suggested answer: six months ago; at first; after just a few weeks; now halfway through her exchange year;later;for now 2． Ask students to draw the emotion clue of the article. 3． Ask students to retell the structure of the article with the help of the mind map. 【设计意图】通过梳理文本中谢蕾留学经历的时间线，以及她在适应国外学习和生活的过程中经历的情感变化的感情线，再结合思维导图，助力学生根据文本结构复述大意和细节，加深对语篇的理解。 活动五：分析与判断 Ask students to finish the following tasks. (1)What kind of genre is this article? A. Exposition. B.Narration. C.Feature/News report. D. Argumentation. (2)What are the features of the structure of the article? (3)How did the writer make the article convincing? Suggested answers: (1)C (2)①Including the title, the subtitle, and the picture; ②Organised in chronological order; ③Citing original words of the interviewee; ④Describing objective facts. (3)Using quotations and giving examples to make the article vivid, real and convincing. 【设计意图】通过问题来探索新闻特写的结构和语言特征，使学生更好地掌握该文本。 活动六：内化与运用 1. Ask students to discuss the following questions in groups. (Activity 5) ·Why did Xie Lei choose the exchange programme? ·Why has Xie Lei got involved in social activities? ·How has Xie Lei helped to build bridges between China and the UK? ·What other challenges do you think students studying abroad might face? How can students prepare to handle these challenges before going abroad? Suggested answers: ·Because she wanted to learn about global business and improve her English. Her ambition was to set up a business in China after graduation. ·Because it can help her adapt to the new culture there. She's also keen to share her culture with the British people. ·As well as studying in the UK, she acts as a cultural messenger sharing Chinese culture with people around her by giving a presentation on traditional Chinese art,teaching people how to cook Chinese food, and involving herself in social activities. ·The students may not be familiar with the food and theclimate. They have to think about the living expenses. Besides, people in foreign countries have some special customs, which can easily lead to mistakes for overseas students. Before going abroad, students should make full preparations. They should learn as much as possible about foreign cultures and customs. 2. Ask students to evaluate each other's work. 【设计意图】以小组活动的形式让学生思考相关问题，引导学生大胆表达自己的观点和态度，锻炼学生的语言表达能力，培养发散思维、批判性思维和创造性思维，同时进行同伴互评，实现“教-学一评”一体化。 Step III 迁移创新 活动七：推理与论证 1. Ask students to list some reasons for studying abroad. Suggested answer: Experiencea foreign culture, become more independent, expand horizons,communicate across cultures, enrich one's education, discover one's passions, develop global connections, enhance one's resume, gain life experience... 2. Ask students to discuss the question. ·To have a successful overseas study, what qualities should you have? Suggested answer: ·Perseverant, enterprising, serious, diligent, adaptable, strong-minded, brave,determined... 【设计意图】根据课文内容，进行拓展延伸。思考出国留学的原因和成功的海外留学所必须具备的品质。活动话题源于文本且超越文本，既给学生提供话语素材又鼓励学生自主思考，既夯实文本内容又提升思维空间；学生在相互讨论中能充分意识到文化交际的重要性。本环节旨在培养学生多方面深度思考的能力，促进能力向素养的转化。 活动八：批判与评价 Role-play an interview with Xie Lei. (1)Ask students to work in pairs. One student acts as a reporter of the school newspaper and the other acts as Xie Lei. Have them use the information from the article and add details if necessary. (2)Ask students to present their interview before the whole class. 【设计意图】学生根据课文内容进行角色扮演，完成一个采访活动，培养学生的语言表达能力，同时在活动过程中学生基于课本内容补充信息，有利于培养逻辑推理能力和创造力，充分认识文化交际对个体成长的促进作用。同时增强学生承担传播中国文化的责任感，形成传播中国文化的主人翁意识。 活动九：想象与创造 Ask students to deliver a speech according to the following information. T: Suppose you are Xie Lei, and you are going to make a speech to some students who want to take part in the exchange programme. Your speech should include: Your experience on the exchange programme and your understanding of cultural bridges. Tips on adapting to life in other countries. Suggested answer: When I first arrived in the UK, I encountered many challenges. I had to adapt to a whole new life and meet the academic requirements as an exchange student. I chose to live with a host family to help with my adaptation to the new culture and turn to a tutor for help. Besides, I share Chinese culture with the British people and act as a cultural messenger. At last, I feel much more at home in the UK. In my opinion, it is our responsibility as exchange students to spread culture. While we are gradualy adapting to foreign culture, we should also spread excellent Chinese culture to more foreigners and build a bridge between Chinese culture and foreign culture. If you want to be an exchange student, you must be brave and optimistic.You are bound to meet plenty of challenges, so you should believe in yourself and believe that you will be able to overcome the difficulties. Only in this way can you learn more knowledge and live a more rewarding life. 【设计意图】以准备演讲稿的方式，围绕文化适应和文化传播的主题，聚焦思维的缜密性和逻辑性，有效实现迁移创新。学生基于在文本中所学的知识发挥创造力，既能够检验、夯实对文本内容的理解，又能够充分锻炼思维能力，同时，对文化交流的重要性形成更深刻的认识，增强传播中国文化的责任感。 学科网（北京）股份有限公司 $$