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教学设计
课程基本信息
学科 英语 年级 高二 学期 春季
课题 Unit2 Bridging Cultures (Reading and Writing)
教科书 书 名：高中英语选择性必修第二册教材 出版社：人民教育出版社
教学目标
1. Language knowledge: memorize the meaning of key words such as fast-developing, overwhelming, calligraphy, home-stay, attach, etc. 2. Learning ability: catch the main idea of the passage through skimming and scanning; master the structure a letter of recommendation step by step. 3. Thinking quality: predict the content; compare the main idea of ech paragraph, and infer what the author would do based on his writing. 4. Cultural awareness: learn about the rapid development of China and the significance of the cultural exchange.
教学内容
教学重点： Instruct students to find out the factors and structure of an argumentative writing . 2. Let students obtain not only the structure of the letter of recommendation but also the common sentence patterns.
教学难点： 1. Guide students to have a further thinking based on the content of the text and express their opinions with correct and proper expressions.
2. Lead students to offer suggestions based on the needs of Jim that are mentioned in the text.
教学过程
Lead in: What things do you think would impress a Canadian teenager on a visit to China * Possible answer: He/she might be impressed by some historical sites such as the Great Wall, Palace Museum and the Temple of Heaven, Chinese cuisine, and beautiful natural scenery and so on.
[design purpose] Leading in the topic of the email by raising a question “What things do you think would impress a Canadian teenager on a visit to China ” can help students to remind the relevant knowledge around this topic, laying a foundation for further study. Fast reading: Read through Jim’s email to his aunt and match the main idea with the paragraphs. Possible answer: 3; 2; 5; 4 [design purpose] Through fast reading, students can easily catch the major content of the email, which will help students to locate certain information in the next learning activity --- detailed reading. Detailed reading: Read the email again and answer these questions. 1. How did Jim prepare for his trip to China 2. How did Jim’s impression of China change after he arrived 3. Why does Jim like Chinese parks so much 4. What are Jim’s plans for the future 5. What kind of photos do you think Jim has attached to the email * Possible answer: He took some after-school Chinese classes before coming to China. He had thought China would be quite old and traditional, but then he found in many ways, the cities are just as modern as back home. He practices tai chi with the locals in the parks. He also gets to know other forms of traditional Chinese culture there. His long-term plan is to take a degree course in China. And he intends to find some work first. Right now, he hopes to find a friendly Chinese family for home-stay. Maybe some photos of people writing calligraphy on the ground with big paintbrushes in the park, or people doing tai chi, playing traditional instruments, playing Chinese chess, etc. [design purpose] This learning activity facilitates students’ ability of locating the key words and grasping the answer for each question. Further thinking: Let’s think about the following questions. What kind of home would be a good choice for Jim’s home-stay * Possible answer: I think it is a good choice to find a home which is with helpful and warm-hearted people and not far from Jim’s school. It would be better if some of the family members speak English, which enables Jim to communicate with them easier. What other activities could Jim participate in * Possible answer: Jim could take part in various after-class activities to communicate more with native classmates, including doing sports, reading and so on. What can Jim do to improve his Chinese, especially the written Chinese * Possible answer: It is advisable for him to admire the Chinese calligraphy works, imitate the written Chinese on copybooks, and read more about Chinese literature. [design purpose] This activity is aimed at transferring the learning focus to the writing part through further thinking on the basis of the email. Writing task: Use what you have read and thought about, write a letter of recommendation to Jim to offer some suggestions for his study and life in China. 假设你是李华，请你结合所读所思，给Jim写信，告诉他如何更好地适应中国的语言和环境，内容包括： 1. 表达欢迎； 2. 提出建议。 注意：可以适当增加细节，以使行文连贯。 字数：80词左右 Preparations for writing (structure + common sentence patterns): Para.1 表达问候+写信目的 听说……，我写信来……./我很乐意……. Common sentence pattern: Hearing that ..., I am writing to ... /I am willing to ... Para.2 提出建议+适当补充说明好处或者具体细节 * What is Jim in need of Possible answer: 1. to seek a home-stay 2. to fulfill his academic study in China and learn more about Chinese culture 3. to improve his written Chinese ... * How to offer suggestions Common sentence pattern: 1. it is advisable to ... 2. ... is highly recommended 3. You might as well 4. It is wise of you to ... * What do you recommend him to do Possible answer: 1. ask the teachers for help 2. enrich his vocabulary and written Chinese by appreciating some classical literature and calligraphy works 3. Imitate copybook for written Chinese 4. make some Chinese friends ... Para.3 表达愿望和祝福 Common sentence pattern: 我真诚地希望我的建议对你有所帮助 I sincerely hope these suggestions can be of some help. 希望你在中国期间生活愉快 Hope you a good stay in China. [design purpose] This writing task serves as a beneficial method for students to apply what they have learned and though about. Through it, students can not only apply their vocabulary but also get familiar with the writing structure of a letter of recommendation. What is more, this step helps to put what they have learned into practice, from which students would gain a sense of satisfaction about their learning.
备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。

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