资源简介

教学设计
Book1 Unit2 Exploring English
Developing ideas: Misadventures in English
主题语境：人与社会——人际沟通
语篇类型：记叙文
文本分析：
本板块呈现了一篇反映单元主题的课文，语篇类型为论坛专题讨论，是新媒体语篇。课文介绍了四位英语学习者在学习过程中遭遇的困惑与误解。通过这一板块的学习，学生能够加深对英语语言的多样性、创造性及其丰富的文化内涵的理解，形成在英语学习中注意关注俚语及其文化内涵的英语学习思维，培养跨文化意识。
学情分析：
语篇话题与学生的学习体验息息相关，对于新进高中的英语学习者来讲，学生个体可能有英语学习方法、“英语习语”、“热点词汇”的直接个人体验和社会体验，但是学生对语篇所承载的语言文化，特别是理解和表达英语习语有困难，可能会造成初高中衔接上的障碍。通过对主题意义的探究，学生将了解英语短语、习语的独特意义，激发英语学习的兴趣，加深对英语文化的理解，从而坚定克服困难的决心和学好英语的信心。
教学目标：
1.理解课文内容，从四则论坛帖中找到引起误解的四个英语表达，并完成英语表达的释义和论坛帖子的匹配；
2.从背景介绍及故事的描述分析造成误解的原因；
3.辨析英语中语言现象，加强对英语的多样性、创造性的理解和思考；
4.多渠道获取英语学习资源，能够选择恰当的学习策略与方法，监控、调整、评价自己的学习进程。
教学重难点：
教学重点：从背景介绍及故事的描述分析造成误解的原因，并完成英语表达的释义和论坛帖子的匹配。
教学难点：联系自身的英语学习经历，加深对单元主要意义的理解，形成注意关注俚语及其文化内涵的英语学习思维。
教学工具: Computer, Textbook, PPT and Blackboard
教学策略
ZPD
The Communicative Approach
Situational Teaching Approach
Activity-based Approach to English learning
教学过程：
Activity 1: Lead-in
Ss read expressions in red and guess their meanings.
设计意图：活动属于感知注意和判断。读短语猜测其意义，引导学生围绕主题意义学习，引起学生的兴趣。
Activity 2: Predict the text
1.Ss look at the title and guess the meaning of the word “misadventures” and predict the main idea of the text.
Suggested answers: unfortunate incident/experiences
2. Ss first read the general introduction to check the prediction.
设计意图：根据标题预测文章内容，激发阅读愿望，形成阅读期待。
Activity 3: Read for general idea
1.Ss find out what type of writing the text is and what the purpose of writing it might be.
Suggested answers: Online English-learning forums; to introduce the funny or strange stories about using English.
2.Ss read the passage and find the words or expressions that caused the misunderstandings.
Suggested answers: have a frog in her throat, the first floor, wicked, Not bad.
2.Ss read the definitions of the words and expressions that caused the misunderstandings. Match the definitions to the posts.
设计意图：活动属于获取与梳理。引导学生关注这篇课文的语篇类型，了解论坛专题讨论这一新媒体语篇的文体特点；培养学生速度查找关键信息的能力，同时明确本语篇的核心信息。
Activity 4: Read for detailed information
1.Ss find out the clue words according to the meanings of the misunderstood words or expressions in their stories.
Q: How did you make it in guessing the difficult words and expressions in their misadventures
2.Ss watch a video with more context clues.
设计意图：基于语篇，理解意义，比较验证，获取主旨。请学生说出判断依据，让学生在语境中正确理解一些文化差异，意识到语言的文化差异性。
Activity 5: Read for use
Ss work in pairs to create a dialogue with the new expression. Perform it and let other pairs guess the meaning of the expression.
设计意图：编对话，让其他学生根据语境猜测其意义。训练学生运用所学，进行表达，内化语言，深化主题意义。
Activity 6: Read for further thinking
1.What examples of Internet language are used in the passage What do they mean
2.Do you know of any Chinese expressions that often cause misunderstandings for people from other countries Share them with the class.
3.Ss read to find out the reasons why there are such misunderstandings.
Suggested answers: The reasons for their misunderstandings are cultural differences/shock in different countries, differences between Br.and Am. English, different meanings of a word in different contexts and in different countries.
设计意图：活动融合了应用实践类的描述与阐述、分析、判断与表达。找出文章的网络语言；讲述汉语学习者遇到的汉语引发误解的故事。有英语学习推及到汉语学习，与学生已有的知识和经验建立联系，发展跨文化沟通的能力，是对主题意义的延伸与拓展；整合信息，分析原因，聚焦主题。
Activity 7: Discuss and share
1.Ss are required to discuss in groups first, take down their possible opinions and read to report to the whole class.
Q: How should we treat misunderstandings in a different culture in the Taiyuan International Marathon
2.Ss share them with the class.
设计意图：运用所学，整合语言，创新表达。通过自身实际谈论解决问题的方法。
Homework：
Write a short passage to introduce a Chinese phrase which could probably cause misunderstanding to foreigners. Give enough context clues for foreigners to understand. (about 120 words)
Blackboard design:

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