Unit 2 Period 1 Reading and Thinking（教学设计）英语人教版2019选择性必修第二册

Unit2 Bridging Cultures Period1 Reading and Thinking教学设计 教学基本信息 单元名称 选择性必修第二册Unit 2 Bridging Cultures 学科 英语 学段 高中 年级 高二第二学期 主要教材 书名：普通高中教科书·英语选择性必修第二册 出版社：人民教育出版社 出版日期：2019年11月 课时安排 2课时(80min) 课型 读思课 教学设计理念 主题语境引领下的词汇、语法教学，英语学习活动观 1. 主题语境融合跨文化交际：以 "海外留学适应" 为主题，将语言学习与跨文化体验融合，通过文本分析培养跨文化沟通能力与全球视野。 2. 英语学习活动观驱动：按“学习理解—应用实践—迁移创新”设计活动，引导学生从文本解构留学挑战，在实践中运用语言描述适应策略，在创新中反思文化差异的现实意义。 3. 核心素养导向：通过 Xie Lei 的留学案例，培养逻辑推理、批判性思维与跨文化意识，落实 "国际视野" 与 "文化传播" 的学科育人目标。 教材分析 What：本文是一篇记叙文，讲述中国学生 Xie Lei 在英国参加交换项目的经历。文章以时间为线索，介绍了她在日常生活、学术要求等方面面临的挑战及应对策略，体现了跨文化适应的过程与意义。 Why：学生通过阅读语篇，了解海外留学的常见挑战与解决方法，培养跨文化交际能力；学习相关词汇和长难句结构，提升英语语言能力。 How：作者按 "背景介绍 — 挑战描述 — 适应成果" 的脉络组织语篇，通过具体事例（如寄宿家庭生活、课堂展示）展现留学体验。文中使用了 "adapt to""acknowledge""boost confidence" 等词块，以及较多复合句（如让步状语从句、定语从句）。 学情分析 1.What I know 词汇方面：学生已掌握 "culture""challenge""adapt" 等基础词汇，具备初步跨文化知识。 语法方面：熟悉简单句和部分复合句结构，但对长难句（如含多个从句的复合句）的分析能力较弱。 背景知识方面：对留学话题有一定兴趣，但缺乏真实跨文化适应的经验。 2.What I want to know 学生可能想了解海外留学的具体挑战及应对策略。 希望学习描述跨文化经历的高级词汇和句式。 对如何分析英语长难句结构有需求。 3.What I learned 主题内容方面：通过阅读，学生将理解跨文化适应的过程，学习应对挑战的方法。 语言知识方面：掌握 "qualification""tutor""participation" 等词汇，以及状语从句、分词作定语等语法现象。 教学目标 1.语言能力 学生能够理解课文中跨文化交际相关词汇（如 "exchange programme""host family""academic requirements"）和长难句结构。能运用所学词汇和句式描述留学挑战与适应经历，如使用 "not only...but also..." "while" 等连接词。 2.学习能力 指导学生掌握阅读策略（如预测、略读、扫读），快速获取 Xie Lei 的经历细节。通过小组合作，提升信息整理与口头表达能力。 3.文化意识 学生能够理解中西方文化差异在生活、学术中的体现，培养跨文化同理心。认识文化交流的重要性，树立积极传播本土文化的意识。 4.思维品质 分析 Xie Lei 适应过程的逻辑，梳理 "挑战 — 应对 — 成长" 的脉络。批判性思考留学挑战的普遍性，提出个性化的应对方案。 教学重难点 教学重点 语言维度：掌握跨文化留学相关词汇，分析长难句结构（如复合句中的主句与从句）。 阅读维度：通过阅读提取 Xie Lei 的挑战与应对策略，理解文章结构。 教学难点 语言深度运用：语言深度运用：辨析 "adapt to""adjust to" 等近义词，准确翻译长难句。 思维拓展提升：结合自身经历，反思跨文化适应的方法，培养创新思维。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 展示留学相关的视频（如校园、寄宿家庭、课堂），同时提出问题："Have you ever thought about studying abroad? What challenges do you think you might face?"导入主题。 ●通过观看图片和视频，激发学生激活背景知识，激发学习兴趣，导入主题。 3min Activity 2 Read for prediction 浏览文章标题和图片，快速把握文章出处和文章主旨。 Skim the title & the picture to answer: --- Where do you think the article is from? --- What do you think the article is about? Suggested Answers： 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. Activity 3 Read for main ideas Skim the passage to choose the main idea of the passage. A. Xie Lei's daily life in the UK. B. Challenges and solutions of studying abroad. C. The importance of cultural exchange. 答案：B ②通过浏览文章段落，把握段落大意，厘清文章结构。 Read the passage and conclude the main idea of each part. ●通过快速浏览文章标题和图片，快速把握文章出处和文章主旨，了解文章的结构框架。 7min Activity 4 Read for details Complete the table with challenges, solutions and Xie Lei's feeling changes 答案： ●通过四列结构清晰呈现挑战类型、具体困难、应对策略及情感变化，帮助学生建立 "问题 - 解决 - 成长" 的逻辑链条。 10min 应用实践 Activity 5 Thinking---Discussion Which challenge do you think is most difficult for Xie Lei? Why? Academic challenges; Cultural loneliness; Daily life adaptation; Cross-cultural communication 使用句型： I think...is the most difficult because... She coped with it by... This shows that... Suggested Answers: Group 1: "Academic challenges are the most difficult" "I think the academic requirements were the toughest for Xie Lei because British universities emphasize critical thinking, which is different from Chinese education. For example, when she first wrote an essay, she was confused about balancing others’ ideas with her own. She solved this by reading extensively and consulting her tutor. This shows that proactive learning is key to overcoming academic barriers." Group 2: "Cultural loneliness poses the biggest challenge" "Living far from family in a new culture must be extremely lonely. Xie Lei chose a host family, but even so, she missed home. Sharing Chinese food (like stir-fried tomatoes and eggs) helped her connect with the host family and ease homesickness. This teaches us that cultural exchange can turn loneliness into belonging." Group 3: "Daily life adaptation as the primary challenge" "Adapting to public transport and language barriers in daily life was most challenging. Imagine not understanding bus routes or asking for groceries! Xie Lei coped by practicing asking for help repeatedly. Her progress—from nervous to independent—shows that patience with small steps leads to big changes." Group 4: "Cross-cultural communication as the hidden challenge" "Beyond obvious challenges, Xie Lei had to navigate social norms, like speaking up in class. At first, she was hesitant, but participating in presentations boosted her confidence. This proves that stepping out of your comfort zone is essential for cultural integration." ●通过小组活动，讨论Xielei遇到的挑战，运用所学词汇和句式表达观点，提升口语交际能力。 8min Activity 5 Thinking---Debate Debate: Is Studying Abroad Overrated? 引用课文中 Xie Lei 的经历作为论据 I strongly believe that studying abroad is / isn’t overrated because... As Xie Lei’s experience shows, studying abroad helps students... Research has shown that students who study abroad are more likely to...  While my opponent claims..., they fail to consider...  Compared to studying domestically, studying abroad can actually be seen as... The idea that... is based on the assumption that..., but in reality...  In conclusion, studying abroad is /isn’t overrated because...  ●引导学生结合课文中谢蕾的经历论证观点，强化文本与现实的关联应用能力。通过辩论培养学生批判性思维，提升英语思辨表达能力，在观点碰撞中练习逻辑论证、反驳质疑等学术语言技能。 8min Activity 6 Summary Fill in the blanks with the correct words. Six months ago, 19-year-old Xie Lei left China for a year-long exchange programme in the UK, feeling excited yet 1.________ about the unknown. To adapt to daily life, she first learned to navigate public transport and ask for things whose English names she didn’t know, often 2.________ passers-by to repeat themselves. Choosing to live with a host family helped her ease 3.________, as they provided support and became a "second family" when she missed home. Academically, Xie Lei faced challenges in writing essays, where her tutor told her to 4.________ others’ ideas if she cited them while also forming her own opinions. This initially left her 5., but she overcame it by reading widely and seeking guidance. In class, she grew from being unsure of what to say to 6. in discussions and giving a successful presentation on Chinese art, which 7.________ her confidence. Beyond studies, Xie Lei actively shared Chinese culture—teaching her host family to cook stir-fried tomatoes and eggs and acting as a cultural 8.________. Now halfway through her programme, what once seemed strange feels normal, and she 9.________ both academic skills and cross-cultural understanding. Her journey shows that with 10.________ and an open mind, studying abroad can be a bridge between cultures. 答案： 1. nervous 2.asking 3.loneliness 4.acknowledge 5.confused 6.participating 7.boosted 8.messenger 9.gained 10.perseverance ●通过语法填空，提炼文章语言点，实现语块的二次输入。 4min Activity 7 Language points 详解文章中的重点单词、短语和句型。 ●教考衔接——通过提炼语言点和练习，让学生了解本篇文章中的重要知识点。 30min Activity 8 Self-evaluation 展示评价表，供学生对自己本节课中的表现及所学情况进行自我评价。评价表内容包括：是否能够理解课文的主要内容；是否掌握了相关的词汇和短语；是否能够分析文章的结构和写作手法；是否积极参与课堂活动等。 ●通过自我评价，帮助学生了解自己的学习情况，提高学习的积极性和主动性。 10min 迁移创新 作业内容 作业设计意图 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 作业一（基础）：写一篇 60 词的短文，描述 "One challenge you faced in daily life and how you solved it"，使用 "first...then...finally..." 结构。 作业二（提升）：写一篇 100 词的短文，分析 "Studying abroad: Benefits and challenges"，需包含观点、理由和结论。 作业一参考答案： A Daily Life Challenge One challenge I faced was learning to ride a bike. First, I kept falling off and felt discouraged. Then, my father held the bike firmly while I pedaled, teaching me to balance. Finally, after weeks of practice, I rode independently. This experience taught me patience and persistence. 作业二参考答案： Studying Abroad: Benefits and Challenges Studying abroad offers valuable benefits but also brings challenges. Academically, students gain global perspectives and improve language skills, as seen in Xie Lei’s case. Culturally, they learn to adapt to new environments, fostering independence. However, challenges like homesickness and academic pressure exist. For example, unfamiliar teaching methods may cause confusion. In conclusion, while studying abroad requires courage to overcome obstacles, its rewards—personal growth and cross-cultural competence—make it a worthwhile experience. ●通过写作练习，让学生在真实的语境中运用所学知识，提高学生的语言综合运用能力、逻辑思维和表达能力，和迁移跨文化思考能力 板书设计 OB2 Unit 2 Bridging Cultures Reading and Thinking “WELCOME XIE LEI!” BUSINESS STUDENT BUILDING BRIDGES Xie Lei's Exchange Programme Experience Challenges Daily life Academics Cultural adaptation Solutions Host family Tutor help Active participation Significance Cultural bridge building 教学反思 一、优点 文本分段梳理清晰，辩论关联现实，借谢蕾经历深化跨文化主题理解。 精读与辩论融合语言学习和思维训练，达成 “语言 + 思维” 能力目标 。 二、不足 小组互动中内向学生参与少，分层任务难弥补实时交流的参与不均。 文化讨论停于表面，未深挖隐性差异，文化意识培养不够深入 。 三、改进 用 “角色卡分组” 明确任务，为内向学生配对同伴，保障全员发言。 增 “文化对比工作坊”，借文本、视频深挖差异，深化文化讨论 。 ( 9 / 9 ) 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$