高二 人教版 英語選擇性必修二 第二單元 BRIDGING CULTURESLesson 6 Extensive Reading 教學(xué)設(shè)計

LessonExtensiveReading教學(xué)設(shè)計主題語境：人與社會語篇類型：記敘文授課時長：45分鐘單元主題語境探究本單元主題語境是人與社會，圍繞“文化溝通與交流（Bridgingcultures）”這一主題展開。內(nèi)容涵蓋中國學(xué)生在國外留學(xué)的經(jīng)歷、巴基斯坦孔子學(xué)院的情況、不同家長對出國留學(xué)利與弊的觀點等。以青年人為主體的留學(xué)生既要學(xué)習(xí)世界各國的優(yōu)秀文化，汲取精華，博采眾長，又要積極推動中華文化走向世界，增強中華文化的國際影響力，在對外文化交流中，既要認(rèn)同民族文化，堅定文化自信，又要尊重文化的多樣性，學(xué)會包容其他民族文化，求同存異，和睦相處，在文化溝通和交流中肩負(fù)起文化傳播和溝通的使命。群文閱讀語篇研讀What:本課時選取了兩篇記敘文作為群文閱讀的內(nèi)容。第一篇文章選自本單元WorkbookExpandingYourWorld，主要講述了“中國鐵路之父”詹天佑赴美留學(xué)，學(xué)成歸來后報效祖國的經(jīng)歷。留美期間，他不斷拓展視野，學(xué)習(xí)西方先進文化。在面對東西方之間巨大的技術(shù)差距時他萌生了振興中國鐵路的想法。由此，他堅定選擇了為之奮斗一生的專業(yè)：鐵路建造。第二篇文章來自于中國文化網(wǎng)（），主要記錄了兩位來中國留學(xué)的非洲學(xué)生在見識了中國科技的高速發(fā)展和發(fā)達的醫(yī)療系統(tǒng)之后，利用自己在中國的所學(xué)，回到祖國創(chuàng)業(yè)的故事。Why:兩篇文本通過三位留學(xué)生的經(jīng)歷充分說明文化交流對人一生的積極影響。他們學(xué)成回國后，利用所學(xué)報效祖國或改善當(dāng)?shù)氐纳?。雖然身處不同時代，他們都能從文化交流中獲得積極情感，并轉(zhuǎn)化成切實行動。How:第一篇文章是人物傳記，按照時間順序呈現(xiàn)了詹天佑從出國求學(xué)到回來報效祖國的過程。第二篇文章是新聞報道，共10個段落，包含標(biāo)題，導(dǎo)語和正文三個部分。主要講述了近30位來自非洲各國的留學(xué)生參加了由中國企業(yè)發(fā)起的一個企業(yè)文化訓(xùn)練營，并報道了其中兩位參與者的學(xué)習(xí)成長經(jīng)歷。文章中采用了大量的直接引語來描述兩位留學(xué)生在中國的所見所感，凸顯真實性的同時，也讓讀者更好地感受到文化交流對人的積極影響。教學(xué)目標(biāo)：總結(jié)兩個語篇的主題意義；歸納語篇結(jié)構(gòu)和語言風(fēng)格，進一步理解文化交流對人一生的積極影響；分享閱讀心得進一步深化理解促進文化交流的意義。教學(xué)重難點：引導(dǎo)學(xué)生深度挖掘語篇的主題意義，探索文化交流的積極意義。并從自身出發(fā)思考該如何更好地促進世界文化交流與融合。教學(xué)流程：步驟教學(xué)活動設(shè)計意圖長ReviewingthepreviouslessonsStep1Tintroducestheaimsofthelesson.TguidesSstoreviewthecontentsofpreviouslessonswithamindmap.TleadsSstofurtherexplorationofthetheme.Toreviewthecontentsofpreviouslessons,andleadtofurtherexploration.2minPre-readingStep2TshowssomepicturesaboutZhanTianyouandoneofhismostfamousdesigns.Lookatthepictures.Whatdotheyshow?Howmuchdoyouknowaboutthemaninthepictures?ToarouseSs’interest,andactivatetheirbackgroundknowledge.3minWhile-readingStep3ReadforstructureSsskimthewholetextandfindoutthestructureofthetext.Whatisthetextmainlyabout?2.Whatisthetypeofthetext?3.Inwhatorderisthetextwritten?ToletSsfocusonthestyleandthestructureofthetextandgetreadyfordetailedreading.3minStep4ReadfordetailsSscompletethetimelineofZhanTianyou’slifestory:1872:ZhanTianyouheadedfortheUSA.(P1-P3)atboy'sschool:Heembracedmanyopportunitiestolearnaboutthenewworld.(P4-P5)Inthehighschool:Hebecameinterestedinmodernscienceandtechnology.(P6-P8)Atage17:HeenteredYaleUniversitytostudycivilengineering.(P9)1881:HegraduatedwithPh.B.degree.(P10)1888:HerealizedhisdreamofbuildingarailroadsysteminChina.(P11)ToletSscompletethetimelineofZhanTianyou’slifestorysotheycanhaveabasicunderstandingofZhan.3minStep5ReadfordetailsSsreadparagraph1andanswerthefollowingquestions:WhydidZhanTianyoustudyintheUSasachild?Whatwasthegoaloftheproject?2.Ssthinkaboutthesequestionsandlocatetheanswersinthetext.1)WhatwasZhanTianyou’simpressiononUS?2)Whatwashislifelikefromaboytoauniversitystudent?3)WhatconclusionscanwedrawafterreadingZhanTianyou’sexperiences?TohelpSsfindoutmoreinformationaboutZhanTianyou’sexperienceandhelpSshaveaclearerthinkingchainforthefollowingparagraphs.6minStep6Summary：reviewingthetextwiththemindmap.TleadsSstofinishthemindmapfromfouraspects:what,how,whyandcontributions.Tosetupaclearoutlineofpassage1forSsanddeepenthethememeaningofthisunitandlayafoundationforpassage2.2minText2Step7ReadforstructureTleadsSstoreadthetextandanswerthequestions:1)Whatisthetextmainlyabout?Whatisthetexttype?Tintroducestheinverted-pyramidstructureofthenewsreport.Ssreadforthemainideaofeachpart.Nalu’sexperienceinChinaimprovedthehealthcaresysteminUganda.Nael’sChinaexperienceboostedEthiopia’sdigitalinnovation.ToletSsfocusonthestyleandthestructureofthetext;ToletSsgetreadyfordetailedreading.3minStep8ReadfordetailsWhatbenefitsdidNaluandNaelgetfromstudyinginChina？WhydidNaluandNaelchooseTCManddigitalinnovationrespectively?Whathavetheyachievedintheirownhomecountries?TohelpSsfindoutmoreinformationaboutNalu’sandNael’sexperience,majorchoiceandcontributions.5minStep9Summary:accordingtotheabovequestions,finishthemindmaps.Nalu’sroadtoimprovelocalhealthcaresysteminUganda.Nael’sroadtopromotedigitalinnovationinEthiopia.ToleadSstosummarizethequalitiesofthreestudentsandmakepreparationsfortheirlateroutput.3minStep10Tsummarizesthethemesoftwotexts:Inthepast,Chinaislearningfromtheworld;Nowadays,theworldisbenefitingfromChina.TodeepenSs’understandingofculturalexchange.2minStep11CompareandanalyseTleadsSstocompareandanalysethetwotextsfromdifferentaspectsincluding:texttype,content,languagefeature,writingpurposeandvalue.ToguideSstocompareandmasterthedifferencesbetweenthetwotexts.3minPost-readingStep12Reflection:WhyisChinaprovidingtheopportunitiesforAfricanyouthtolearnentrepreneurialknowledge?Whatarethebenefitsofcross-culturecommunication?Whatshouldwedotobetterbridgecultures?TohelpSsunderstandthesignificanceofbridgingcultures.4minStep13Post-readingactivityYouandyourfriendsarediscussingwhetherit’sgoodtogoabroadtocontinueyouracademicstudy.Supposeyouhavetheprivilegetohaveaface-to-faceinterviewwithZhanTianyou,NaluorNael,whatwouldyouaskhimorher?pleasechooseoneofthemandmakeadialoguewithyourpartner.ToassessSs’deeperunderstandingofthethreeexchangestudents’studyingexperiences.5minTsummarizeswhathasbeentaughtinthelesson.ToguideSstosummarizewhatthey’velearnedinthislesso