资源简介

Reading and Thinking:"Welcome, Xie Lei"
Business Student Building Bridges
I.Analysis of the material
The reading text shows the experience of an exchange student, Xie Lei ,including challenges she meet in daily life and in academic requirements and her positive solution. It is a page from a newspaper, and it contains two clues: time clue and changes of feeling. It has some underlined long and difficult sentences, which is a compound or complex sentence and we will analyse them.
II.Analysis of the students
The students are from senior Two, who have learnt the characteristics of a piece of news. As to the topic about cross-cultural communication and being a cultural messenger, the students are interested in participating an exchange programme, so they will make proper predictions and understand the Xie Lei’s experience according to a clue of time and another of feelings. Meanwhile, students have been exposed to long and difficult sentences such as compound and complex sentences, which will make the reading a bit easier.
III. Teaching objectives
After the class, students are expected to:
1. have a general idea of an exchange program, understand the quotation on the opening page:
2. predict the content, make inferences, read for the details and analyze the structure,
3. learn to analyze difficult sentences, compounds or complex;
4. learn the inner meaning of a cultural messenger for an individual and for a country.
IV. Teaching key and difficult points
1. Help students understand the main content and make inferences:
2. Guide students to learn to analyze long sentences and think about the role exchange students play as culture messengers.
V. The teaching methods
1.Three-stage model: pre-reading, while-reading, post-reading
2.Activity-based approach to English learning
VI. The teaching aids
1.Blackboard
2.Multimedia: PPT document, pictures, etc.
VII. Teaching Procedures
Activity 1: Talk about the theme picture and the quotation on the Opening Page.
1.Read the title of this unit and answer the questions.
.What do you think “bridge" means here . How can you bridge cultures
2. Look at the theme picture and answer the questions.. What are the young people doing in the picture
. Where do you think the photo is taken In China or in a foreign country . How do you think the girl's life differs from that in her own country
3. Read the quote and discuss the questions. What is “not the same”
. What do you think "see the moon shine on the other side of the world" mean .What kind of people can have such an experience
【设计意图】热身活动围绕开篇页展开,通过层层递进的问题引导学生讨论单元标题，主题图和名人名言，使学生在分享想法的同时感知不同文化能带来一定的变化，同时激发学生思维思考跨文化沟通与交流的意义，为阅读文本的主题渗透埋下伏笔。
Activity 2: Predict the content logically.
Look at the title of the article and the picture. Then predict what maybe talked about.
Possible answers: Who is Xie Lei Who do you think is saying "Welcome, Xie Lei" .Where is the girl in the photo And how do you know
Where is the article from and what's the feature of this kind of article .What is the article about
Do you think her life will be easy or challenging
【设计意图】预测活动旨在培养学生阅读文字与图片信息的能力以及依据信息进行逻能力。根据“Welcome,Xie Lei可以预测谢蕾去到了某个地方;根据Business Student Building Bridges可以预测谢蕾在造桥，此预测会即刻产生阅读期待:一个女孩子造什么桥 时让学生关注新闻文体的特征。
Activity3: Read for the gist.
Read the article for the first time to check whether your predictions are correct. Then list the challenges Xie Lei met in London and her solutions towards them.
Challenges Solutions
Daily life Adaptation to a whole new life Learnt to___ Learnt to___ Asked for ___
loneliness Lived with___
Academic requirements Writing an essay Got help from___ ___ a lot to prepare
Participating in ___ and giving___ Gave presentation on ___
Why did Xie Lei choose the exchange program since it was full of challenges · How did she feel then
【设计意图】本活动让学生梳理文章的一条主线:Xie Lei 在学习和生活方面遇到的挑战，以及如何应对挑战。填写表格有助于锻炼学生有针对性地从文中筛选信息的能力。
Activity 4: Trace Xie Lei's feelings during her exchange year.
(
comforted
) (
E
xcited
&
nervous
) (
confident
) (
F
eel at
home
)
(
confused
) (
surprised
)
Scan the article and under the words that show Xie Lei's feelings and the reasons why she feels that way. Then complete the chart.
Why did she have such mixed feelings Make sentences using “Xie Lei felt ...because...
【设计意图】 本活动引导学生关注文章中 Xie Lei的情感信息，梳理主人公在国外学习和生活过程中经历的情感变化,此时提出culture shock(文化冲击)一词，“情感这条主线”体现了 Xie Lei 在跨文化交际中所作的积极努力。本活动还有助于培养学生的文化意识和跨文化交际中的积极心态。
Activity 5: Careful reading about what Xie Lei has done as a cultural messenger.
Students carefully read the whole passage and find out all that Xie Lei has done as a cultural messenger.
What has Xie Lei done as a cultural messenger A possible mind map about what Xie Lei did as m cultural messenger:
(
G
ave a presentation on traditional Chinese art
) (
C
ook stir-fried tomatoes & eggs
) (
I
n class
) (
in the host family
) (
Xie Lei,a cultural messenger
)
(
S
hare Chinese culture
) (
I
n social activities
)
What has Xie Lei found when she is involved in social activities
If you were Xie Lei. what other aspects of Chinese culture would you like to share with your foreign friends
【设计意图】 精读活动旨在培养学生快速浏览全文并定位具体信息的阅读能力，同时深入梳理文本中“谢蕾传播中国文化”的相关内容，学习短语get involved in sth.。设置开放性问题、旨在加深学生对博大精深的中国文化内涵的思考。
Activity 6: Read for thinking
What's the importance of building bridges between different countries
For exchange students like Xie Lei, the importance lies in _______
For a country, the importance lies in _____________________
What's the right attitude for exchange students towards foreign cultures
【设计意图】本活动通过问题引领学生思考和探究文章的主题意义，深入理解文章的内涵，本活动还有助于培养学生的思维，特别是批判性思维能力，从交换生的角度去思考如何看待异国文化和传播本国文化，有助于获得文化自信。
Activity 7: appreciate the quotation for the second time and analyze the long sentence underlined in the article.
Now, let's see how you understand the quotation from Mary Anne Radmacher after learning the article.
Read the tip on page 14about how to understand long sentences. Then answer the question:
Do you often come across long sentences in English
Why do you think long sentences are difficult to understand What are the procedures to understand long sentences
Analyze the four sentences underlined and then fill in the form
sentence Compound sentence( and, but,or) Complex sentence(who,when,where) modifier meaning
1
2
3
4
【设计意图】活动由分享单元首页quotation的二次理解引出，目的是教会学生分析长难句的方法、从而提高阅读理解能力，通过提问引导学生逐步理解英语中长难句的结构和特点，然后通过分组分析四句文中下划线长句体验该方法的运用。
Activity 8: Discussing and voicing
Students are divided into groups, four as one, to discuss the following topics and then choose a group leader to voice their group opinion:
1) Does adapting to a new culture benefit one's growth Give an example.
2) Suppose you have a chance to study abroad, will you build cultural bridges like Xie Lei Why or why not
3)If you are a messenger, which Chinese culture would you like to get known
【设计意图】小组讨论及发言活动旨在回归文本关于不同文化使人成长以及文化传播的主题，聚焦思维的缜密性与表达的逻辑性。讨论话题源于文本且超越文本，既提供学生话语素材又鼓励学生自主创作，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融的重要性以及传播中国文化的责任感。
Assignment:
1.Write a paragraph on the discussed topics compound sentence
2.Read Jim's email on page 71-72 in workbook and summarize what Jim may spread about China when he finishes his exchange program.
【设计意图】作业1延伸课堂讨论话题，将说转化成微写作，旨在巩固课堂所学的句子种类语言知识，提升学生语言表达和写作能力，增强语篇逻辑意识;作业2体现了对教材内容的整合。通过阅读练习册部分的语篇，学生能够对“出国留学”这一话题有更全面的了解:中国学生留学海外会遭遇文化冲击，外国留学生在中国也会遇到困难和挑战。同时学生还认识到文化交流和沟通的双向性特征，并通过海外留学生的描述深入体会中国文化的魅力。
Blackboard design
(
P
re
dictions:
W
ho
W
hat,
W
here,
W
hy
how
) Unit 2 Bridging Cultures
(
S
pread, respect, appreciate, have confidence
) (
C
ultural messenger
) (
E
xchange student
)

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