Unit2BridgingCulturesListeningandSpeakingPronunciation教學(xué)設(shè)計-高中英語人教版選擇性

UNIT2BRIDGINGCULTURES單元整體教學(xué)設(shè)計人教版必修二Unit2BridgingCultures第四課時ListeningandSpeaking+Pronunciation教學(xué)設(shè)計I．教學(xué)內(nèi)容StudentBook:UsingLanguage(TalkaboutChineselanguagelearningabroad)+PronunciationII．課時目標(biāo)學(xué)生通過本課時的學(xué)習(xí)，能夠：通過聽力材料中的人物、地點、內(nèi)容等判斷對話發(fā)生的場景，理解并使用"理解對話場景"的聽力策略。通過聽對話了解國外漢語教學(xué)的情況以及孔子學(xué)院在傳播中國文化中所起的作用，并掌握相關(guān)語言表達。通過聽對話了解訪談節(jié)目的特點，包括對話的目的、形式、常用表達等。通過角色扮演，與同伴就外國人學(xué)習(xí)漢語等話題開展訪談對話。體會并總結(jié)弱讀的基本原則和方法，并練習(xí)在口頭交流中正確使用重讀和弱讀。III．教學(xué)思路第四課時聚焦學(xué)生用書UsingLanguage的聽說部分，引導(dǎo)學(xué)生逐步深入理解對話內(nèi)容，其中包括學(xué)習(xí)使用"理解對話場景"的聽力策略，以及理解對話中的細節(jié)信息、挖掘?qū)υ挼纳顚觾?nèi)涵。此后，教師引導(dǎo)學(xué)生聽后口語輸出，組織學(xué)生模仿聽力中的訪談場景，就外國人學(xué)習(xí)漢語的困難和應(yīng)對措施等內(nèi)容開展角色扮演活動。本節(jié)課的另一個焦點是語音學(xué)習(xí)，學(xué)生在教材對話的引領(lǐng)下理解和體會英語中弱讀現(xiàn)象的意義，歸納弱讀的基本規(guī)律，并在實踐中運用。IV．教學(xué)過程Activity1:TalkaboutChineselanguagelearningabroadandthespreadofChineseculture.DiscussthequestionsinActivity1onpage18inpairswiththehelpofthetablebelow.ChineselanguagelearningabroadwhyisChinesepopularwhichcountrieshowmanyChineselearnersoverseas...WaysforforeignerstogettoknowChineseculture1.2.3SharewhatyouknowaboutHSK（漢語水平考試）,ChineseBridge（漢語橋）,andConfuciusInstitute（孔子學(xué)院）.設(shè)計說明：本活動為聽前熱身，目的是激活學(xué)生的相關(guān)背景知識，導(dǎo)人該板塊話題，為后續(xù)的聽作準(zhǔn)備。Activity2:GettoknowmoreaboutConfuciusInstitutes.Readthefollowingpassage.WithChina'srapideconomicgrowthandwideexchangeswiththerestoftheworld,therehasbeenasharpincreaseintheworlddemandforChineselanguagelearning.Tomeettheincreasingdemands,theChinesegovernmentdecidedtosetupConfuciusInstitutesinforeigncountries.ThefirstConfuciusInstitutewassetupinSouthKoreain2004.ConfuciusInstitutesadoptflexibleteachingpatternstosuitlocalconditionswhileteachingChineselanguageandpromotingculturalexchangeinforeignschools,universitiesandenterprises.Discussthefollowingquestionsingroups.●WhatelsedoyouknowaboutConfuciusInstitutes?●DoyouthinkitisnecessarytosetupConfuciusInstitutes?設(shè)計說明：本活動為學(xué)生提供更多孔子學(xué)院的背景知識，目的是讓學(xué)生在聽前對所談?wù)摰脑掝}有基本的了解。Activity3:Listenforthesetting.Gothroughthelisteningtiponpage18anddiscussthefollowingquestions.●Whyisitimportanttopayattentiontothesettingofalisteningtext?●Whatdoyouneedtopaymoreattentiontowhenyouarelisteningforthesetting?GothroughthethreequestionsinActivity2andlistenfortheanswers.Checktheanswerswiththewholeclass.Explainwhatkindofconversationitisandhowyouknowit.設(shè)計說明：本活動引導(dǎo)學(xué)生通過捕捉聽力材料中的相關(guān)信息判斷對話場景，這是聽力理解的基礎(chǔ)。在完成活動的過程中，學(xué)生需抓取聽力中人物、人物關(guān)系、地點、話題、關(guān)鍵內(nèi)容等信息，并據(jù)此作出判斷，從而體會該聽力策略的作用。該活動通過讓學(xué)生說明判斷的依據(jù)，引導(dǎo)他們關(guān)注訪談對話的特點。Activity4:Completetheposterwithdetailsfromthelistening.SkimtheposterinActivity3onpage18anddiscussthefollowingquestions.●What'sthepurposeoftheposter?●Whatkindofinformationisincludedinit?Listenforthesecondtime.Takenotesandfillintheblanks.Checktheanswerswithapartner.Thenlistenagaintoconfirmtheanswers.設(shè)計說明：本活動先讓學(xué)生了解需要填寫的大致內(nèi)容，以便在聽中有針對性地記錄信息。補全海報信息后讓學(xué)生再聽錄音，其目的是整體回顧訪談對話內(nèi)容。Activity5:Discusssomekeyinformationinthelistening.GothroughthequestionsinActivity4onpage18anddiscussthemwithapartner.Checktheanswerswiththewholeclass.Thenanswermorequestionsabouttheinterview.●AccordingtoMsHu,whatbringstheworldtogether?Doyouagreewithher?Whyorwhynot?●HowdoesAishaKhanthinkweshouldbringtheworldtogether?●Whatcanyoudotobridgeculturesaroundtheworld?設(shè)計說明：本活動引導(dǎo)學(xué)生深入討論訪談內(nèi)容，并進一步挖掘其主題內(nèi)涵。上述問題有助于培養(yǎng)學(xué)生的思維能力，幫助他們深化對本單元主題的認(rèn)識。Activity6:Roleplay.Workingroupsoffour:OneactsastheinterviewerandtheotherthreeasthestudentsfromConfuciusInstitutes.TheinterviewerinterviewsthestudentsabouttheirexperienceoflearningChineselanguageandtheirexperiencewithChineseculture.Practisetheinterviewwithinyourgroup.Presentyourinterviewbeforethewholeclass.Theinterviewerofeachgroupgivesareportoftheinterviewbeforethewholeclass.設(shè)計說明：該活動由教材中的口語活動改編而來，參與人數(shù)的增加以及采訪內(nèi)容的擴展有利于激發(fā)學(xué)生的積極性和創(chuàng)造性。另外，本活動增加了匯報環(huán)節(jié)，意在訓(xùn)練學(xué)生的轉(zhuǎn)述能力。Activity7:Understandtheuseofweakforms.SkimtheconversationinActivity1onpage19andanswerthethreequestions.Readforthesecondtimeandanswerthefollowingquestions.●WhydidMissConnersay"Englishisastressbasedlanguage"?●Whatkindsofwordsarenotstressed?(Pronouns,articles,prepositions,andconjunctions.)Andwhatarestressed?(Nouns,verbs,adjectives,adverbs,numerals,andinterjections.)●Howdowesaytheseunstressedwordswhenwespeak?●WhyisitusefultowatchEnglishmovies?設(shè)計說明：本活動幫助學(xué)生讀懂對話內(nèi)容，理解對話中聚焦的語音現(xiàn)象，以及英語中弱讀的基本原則、訓(xùn)練方法和重要性。Activity8:Summarisetheuseofweakforms.Readthesesentenceswithapartneranddecidewhichwordsshouldbestressedandwhichshouldnot.●Thestreetsarewideandclean.●Showusthepicturethatyouhavedrawn.●Lastbutnotleast,treasurethetime.●CanIhavesometeawithiceandlemon?●I'vetoldhimtokeepawayfromher.Summarisethewordswhichareusuallynotstressedwiththehelpofthetablebelow.Addmorewordstothelistandlookthemupinadictionaryifnecessary.詞性例詞強讀式弱讀式詞性例詞強讀式弱讀式冠詞aanthe...不定代詞somemanyany...介詞tooffor...be動詞bearewas...連詞assobut...助動詞dohashad...人稱代詞youusthem...情態(tài)動詞canshouldmust...設(shè)計說明：本活動引導(dǎo)學(xué)生總結(jié)常見的弱讀單詞，對比它們的強讀發(fā)音和弱讀發(fā)音，幫助學(xué)生掌握常見弱讀單詞的發(fā)音。Activity9:Practiseweakformswiththeconversation.1.ReadtheconversationinActivity1onpage19aloud.Markthewordsthatarenotstressedandthenlistentotherecordingtocheck.2.Practisetheconversationwithapartner.設(shè)計說明：本活動讓學(xué)生在掌握弱讀基本原則和技巧的基礎(chǔ)上，進一步體會弱讀的使用，并學(xué)會正確把握句子中的重讀和弱讀單詞，進而提升語音語調(diào)的準(zhǔn)確性和流暢性。AssignmentReadthelisteningscrip