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(共38张PPT)
Reading and Thinking
“Welcome, Xie Lei!”
Business Student Buidling Bridges
课堂展示
普通高中英语 选择性必修 第二册 Unit 2 Bridging Cultures
“Welcome, Xie Lei!”
Business Student building bridges
Unit2
Bridging Cultures
Talk about
exchange programme
What is a student exchange programme
What might it be like if you study abroad
What benefits/challenges may you meet
benefits
What challenges you may meet if you study abroad
language barrier
homesickness
culture shock
academic pressure
economic burden
If you were granted a chance to join an exchange prgramme to study abroad, are you willing to go and why
Q:Where do you think the article is from and what is it about
The article comes from a newspaper.
a news article
Q1: Who is Xie Lei and where is she
Q2: Why did Xie Lei choose to study abroad
Q3: How is her life like abroad
Q4: What bridges is Xie Lei building
Q5: How does Xie Lei build the “bridges”
Q6: Why does Xie Lei build the bridges
Q: If you were the journalist, what would you like to write about according to the title
It is about the life of Xie Lei as an exchange business student.
THE LEAD
(para ______)
______________
THE BODY
(para _______) ____________
THE TAIL
(para __)
__________
a news article
1-2
3-7
8
basic information
challenges and adaptation
best
wishes
Who is Xie Lei and where is she
feeling
Xie Lei, _______________, went to ____________ to gain __________________
_____________.
who
where
what
when
THE LEAD
personality
challenge
Why did she choose to study abroad
6 months ago
at first
academic learning
after a few weeks
halfway
through...
first time abroad
adaptation to a whole new life
write an essay
give presentations
loneliness/
homesickness
challenges & adaptation
learn to use..
learn to ask for...
ask for help...
get help from...
live with...
THE BODY
What is her life like abroad
give ...on...
6 months ago
at first
academic challenge
after a few weeks
halfway
through...
Emotional state
excited but nervous
helpless
/ lost
confused
surprised & confident
comforted
feel at home
feelings
She felt/feels...because....
What is Culture Shock 文化冲击
Culture shock is a natural phenomenon that occurs when one has a cross-cultural experience. Going through the different stages can take weeks, months or years. But ultimately, the experience can be enriching and may end up with either adaptation with the new culture or a return home.
Culture Shock U-Curve
How has Xie Lei's experience ended up so far
What bridges is Xie Lei building
How does Xie Lei build the “bridges”
THE BODY
active engagement
building bridges
voluntary spread
Why does Xie Lei build the bridges
THE BODY
to spread Chinese culture to the world
to immerse into the new environment
to live in harmony with people worldwide
to boost her confidence
to help with her future development
capability
ambitious
flexible
optimistic
active
It is her personality and capability that contribute to her adaptation to the life abroad, which in turn lead to her personal growth.
Why does Xie Lei build the bridges
personality
to spread Chinese culture to the world
to immerse into the new environment
to live in harmony with people worldwide
to boost her confidence
to help with her future development
capability
progress
Discuss the following question with your partner.
Are you willing to build bridges as a cultural messenger like Xie Lei Why
broaden one’s horizons
gain more insight into our own culture
raise one’s cultural awareness
gain a global perspective
promote friendship between nations
deepen one’s understanding of cultural diversity
Creative thinking
If you were granted a chance to join an exchange prgramme to study abroad, are you willing to go and why
interest
learn new languages
broaden horizons
personal growth
build up character
...
concerns
the development of China
safe and familiar environment
language barrier
education development
...
Assignment
Read Part 2, understand the underlined sentences and write a complex sentence expressing your understanding of the quotation from Mary Anne Radmacher.
I am not the same, having seen the moon shine on the other side of the world.
-Mary Anne Radmacher
Reading and Thinking
“Welcome, Xie Lei!”
Business Student Buidling Bridges
教学阐释
普通高中英语 高二年级 选择性必修 第二册 Unit 2 Bridging Cultures
目录
CONTENTS
教材解析
01
学情分析
02
教学目标和教学重难点
03
设计思路
04
过程设计
05
教学反思
06
一、教材解析
主题语境：人与自我
主题群：
生活与学习
话题：bridging cultues 文化沟通与交流
studying abroad
studying in China
studying Chinese abroad
R&T; UL
VT
UL
一、教材解析
Unit2 Bridging Cultures
Reading and Thinking:
“Welcome, Xie Lei!”
Business Student Building Bridges
WHAT
WHY
HOW
一、教材解析
[HOW]
该文本类型为新闻报道。第一部分包括第一、二段，介绍谢蕾背景信息；第二部分从第三段到第七段，描述谢蕾遇到的各种挑战及其应对；第三部分为第八段。为了体现新闻报道的客观性，文本语言多处引述了主人公谢蕾的原话；同时文章中出现了多处长句来表达丰富的信息。
[WHY]
语篇旨在引导学生理解文化传播的重要性，感受多元文化交融对个体成长所起的促进作用，拓宽学生的国际视野。
[WHAT]
文本记叙了中国商科学生谢蕾作为伦敦某大学交换生半年期间的学习和生活经历，尤其突出了她在适应英国文化的同时积极传播中国文化的行为。
Know
二、学情分析
Learn
Want
良好的英语表达能力
学习并掌握新闻报道的结构特点，能利用体裁特征梳理语篇结构
对出国留学话题感兴趣
深入了解出国留学经历
谈论文化传播话题
深层阅读以探究文本主旨
见本课时教学目标
探究文本主旨，归纳个体成长与文化传播的双向促进作用，思考文化传播的策略，提升传播中国文化的责任感与使命感 。
04
找出主人公谢蕾留学过程中经历的挑战和应对措施，及其情感变化曲线，了解文化冲突概念。
03
解读文章标题，预测文本内容，运用新闻报道体裁特征，梳理篇章结构，概括主旨大意。
02
了解交换项目概念，初步感悟出国留学的优势和可能遇到的问题。
01
三、目标定位
05
联系个人实际，迁移主题观点和主题语言解决情境问题。
三、教学重点和难点
重点：引导学生查找谢蕾留学经历中的挑战和应对措施，以及情感变化，自发总结阅读策略，并培养运用这一阅读策略的意识
难点：搭建支架，引导学生基于文本，辩证思考文化交流和出国留学话题，创造性地将主题观点、主题语言迁移到与主题相关的现实讨论中。
四、设计思路
按照“主题情境创设---概括、梳理、整合---内化和表达---分析和评价---迁移和创新”层层推进
创设“出国留学”选择的情境问题，以实际问题导入，以解决问题导出，培养学生的创造性思维能力。
学生自主阅读，提出问题，阅读过程以学生尝试解决问题为主线，以问题链形式引导学生深层阅读。
学习理解
应用实践
迁移创新
五、过程设计
01
了解交换项目概念，初步感悟出国留学的优势和可能遇到的问题。
【设计意图】激活关于参与交换项目出国留学的优势和挑战词汇图式，铺垫后续阅读文本教学。创设教学情境，让阅读教学围绕真实情境下的问题解决而展开。
五、过程设计
02
解读文章标题，预测文本内容
【设计意图】标题解读旨在培养学生阅读标题与图片信息的能力；内容预测旨在依据信息自主进行逻辑预测的能力，培养学生自主学习能力，帮助学生形成阅读期待（reading expectation），从而达到主动阅读，积极思考，主动理解的目的。
该部分问题均由学生自主提出，后续阅读过程中学生自主阅读查找问题答案；在实际上课过程中，学生还提出了一个问题：Why are they welcoming Xie Lei
五、过程设计
02
运用新闻报道体裁特征，梳理篇章结构，概括主旨大意
【设计意图】绘制文本结构及内容思维导图活动旨在检验学生梳理语篇结构，概括归纳语篇能力及自主学习能力。
五、过程设计
03
找出主人公谢蕾留学过程中经历的挑战和应对措施，及其情感变化曲线，了解文化冲突概念。
　　根据新闻报道特点，梳理基本信息
Q1: What was the challenge Xie Lei facing six months ago
Q2: What was her feeling then
Q3: What is Xie Lei’s personality？
五、过程设计
03
找出主人公谢蕾留学过程中经历的挑战和应对措施，及其情感变化曲线，了解文化冲突概念。
　　【设计意图】该活动进一步深入文本，厘清谢蕾出国留学经历和情感变化曲线，引出文化冲突概念，让学生认识到这一现象并通过谢蕾的成功引导克服文化冲突的积极态度。
五、过程设计
04
探究文本主旨，归纳个体成长与文化传播的双向促进作用，思考文化传播的策略，提升传播中国文化的责任感与使命感
Q: What aspects of Chinese culture does Xie Lei share with British people
五、过程设计
04
探究文本主旨，归纳个体成长与文化传播的双向促进作用，思考文化传播的策略，提升传播中国文化的责任感与使命感
Q: What is her attitude tattitude of oqatwards engaging in the British culture
Q: Let's read between the lines. What's the meaning of the phrase “be keen to”
“主动融入，主动参与，搭建桥梁”文化沟通策略
该处引导学生关注British people的态度(be fascinated/eager)来回应学生提问的Why are they welcoming Xie Lei 也引导文化传播是win-win situation
五、过程设计
04
探究文本主旨，归纳个体成长与文化传播的双向促进作用，思考文化传播的策略，提升传播中国文化的责任感与使命感
It is her personality and capability that contribute to her adaptation to the life abroad, which in turn lead to her personal growth.
五、过程设计
04
探究文本主旨，归纳个体成长与文化传播的双向促进作用，思考文化传播的策略，提升传播中国文化的责任感与使命感
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。
五、过程设计
05
联系个人实际，迁移主题观点和主题语言解决情境问题。
【设计意图】该活动再次引入导入阶段教师提出的抉择情境，是否会选择出国留学，侧重结合文本进行迁移和思辨，同时为using language部分写作联系累积素材，做好铺垫。
六、教后反思
教学评
一体化
已有过程性评价
更丰富的生生评价，师生评价和课后反馈性评价
谢谢

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