人教版（2019）选择性必修第二册 Unit2 Bridging Cultures Using Language(1) 名师教学设计
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| 名称 | 人教版（2019）选择性必修第二册 Unit2 Bridging Cultures Using Language(1) 名师教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 2.0MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-12 14:34:56 | ||
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文档简介
Unit2 Using Language(1)名师教学
课时内容
Talk about Chinese language learning abroad
主题语境：人与社会
主题群：社会服务与人际沟通
子主题：跨文化沟通、包容与合作
语篇类型：听力、对话、图片
文本分析：
[What]本节课为听说课，学习语篇为一段介绍国外的汉语学习情况的对话。活动一：首先设置听前预测，回答问题。活动二：听录音确认对话场景、对话人的身份和对话主题。活动三：听录音，补全一则关于孔子学院介绍的广告，让学生理解对话细节。活动四：设计了听后讨论活动五：采用角色扮演的形式分享在孔子学院学习的经历和体会，内化语言，深化对主题的理解。
[Why]通过听力和口语活动，获取汉语学习在国外的情况，有助于提高学生传播中国优秀文化的意识。
[How]将英语语用目标和本单元的主题语境结合起来，设置听说活动，让学生在主题语境的探索中提高英语运用能力，深入对主题的探究。
课时目标
1.获取和整合听力材料中介绍孔子学院的相关信息。
2.分享在孔子学院学习汉语的体会，增强学生传播汉语文化的意识。
3.学习和理解英语句子中的弱读现象。
重点难点
重点:
1.获取和整合听力材料中介绍孔子学院的相关信息。
2.引导学生通过听力中的相关信息判断对话场景，并理解该策略的用途。
难点：
分享在孔子学院学习汉语的体会，增强学生传播汉语文化的意识。
教学准备
教师准备：
教学录音、关于孔子学院的图片
学生准备:
了解孔子学院的相关信息。
教学过程
Step I 学习理解
活动一：感知与注意
1.Get to know about the Confucius Institute.
Share some pictures with students and get them to know about the Confucius Institute.
2. Discuss.
Before listening, ask students to talk with their partner.
·What do you know about Chinese language learning abroad？
·How do people from other countries find out about Chinese culture
Suggested answers
·As China has boomed, the connection between China and the rest of the world has increased. as a result, learning Chinese has become important for many people. Other people are learning Chinese because they are interested in Chinese culture.
·By watching films, visiting China, attending a Confucius Institute, etc.
【设计意图】在听对话前，讨论与听力材料有关的内容，有助于激活学生的背景信息。
活动二：策略学习
1.策略介绍
Go through the strategy and make sure students understand its meaning.
Pay attention to the setting
When you listen, always ask yourself, "where is this probably happening Understanding the setting will help you understand the type and content of the communication more clearly.
2.策略运用
Ask students to listen to the conversation and answer the following questions.
·Where does this conversation take place？
·Who are the people speaking？
·What are they talking about？
Suggested answers：
·It appears to take place in a radio studio
·A radio host and a Chinese teacher named Aisha Khan
·They are talking about Chinese learning in the Confucius Institute in Karachi, Pakistan
【设计意图】在学习听力策略之后，设计与听力策略有关的三个问题，让学生在听力实践中应用该策略解决听力的问题，有助于提高学生的学习能力和效率。
活动三：获取与梳理
1.Ask students to listen to the conversation and take notes by filling in the poster below.
2. Ask students to check the answers and play the tape again for them if necessary.
Suggested answers: speak Chinese; Chinese culture; a few students and X teachers; Chinese activities; trade between China and Pakistan; Chinese companies; cultural barriers
3. Analyse the poster.
【设计意图】通过这个活动，学生获取关于孔子学院的相关细节信息，既有助于对单元主题意义的理解，又有利于口语活动的开展。最后对语篇的写作特征进行分析，提高学生对语篇的认知。
Step Ⅱ 应用实践
活动四：分析与判断
Ask students to answer the questions according to what they remember of the conversation
·What made Aisha feel like she was part of Ms Hu’s family.
·Why did Aisha want to become a teacher？
·Why do students learning Chinese see it as beneficial to their future？
Suggested answers:
·Making and eating delicious dumplings together in Ms Hu's home made Aisha feel like she was part of t her family.
·Because she wanted to carry on Ms Hu’s work.
·Because learning Chinese would help them find good jobs at Chinese companies.
【设计意图】在听对话后，让学生根据自已对听力材料的理解回答相关的问题，有助于学生对听力材料的深入理解，提高学生的听力理解能力。
活动五：描述与阐释
Interview.
（1）Language learning.
Ask students to read the following phrases and questions.
(2) Learn how an interview develop.
(3) Interview someone
Imagine you’re interviewing a student at a Confucius Institute in another country about his or her experience. Work with a partner to brainstorm what the interviewer might ask and how the student might answer. Then roleplay the interview. Use the phrases and questions in the box to help you.
Example A: Hi, Jane. Welcome to the show B: Thanks for inviting me. A: Tell us, what was your biggest challenge in learning Chinese at the beginning B: Well, I suppose it was difficult to grasp the tones at first A I bet! Did joining the Confucius Institute help overcome s problem B: Absolutely! Getting involved with Chinese cultural activities there definitely helped a lot…
Suggested answer:
A: Hi, Jane. Welcome to the show
B: Thanks for inviting me.
A: Tell us, what was your biggest challenge in learning Chinese at the beginning
B: Well, I suppose it was difficult to grasp the tones at first
A: I bet! Did joining the Confucius Institute help overcome this problem
B: Absolutely! Getting involved with Chinese cultural activities there definitely helped a lot. I got to practise my Chinese on a daily basis, and I could learn how native Chinese speakers spoke.
A: What do you feel is your biggest achievement
B: Learning Chinese characters! I have learnt about1,500 so far. When I first started, I didn’t think it was even going to be possible to learn so many, but now I find that I can read signs, menus, and even some easy newspaper articles.
A: What are you most keen on
B: I've really become keen on learning more about the Chinese culture, in particular Chinese calligraphy .As I have learnt Chinese characters, i have developed a great appreciation for their meaning. I want to explore Chinese characters by learning how to write them in a more beautiful way.
A: Finally, what do you want to say to anyone interested in learning Chinese
B: I’d say, give it a shot! While some aspects may be difficult, it is quite rewarding and you will be happy that you tried.
A: Thanks for your time.
B: You' re welcome.
【设计意图】在口语对话之前，教师给学生提供一些采访别人的句型及采访包含的三大部分，为口语活动提供背景常识和语言结构，使学生有话可说。这个过程实现语言知识的内化，提高学生的语言表达能力，深化了对主题的认识。
Step Ⅲ 迁移创新
活动六：想象与创造
1.Ask students to think about how to improve Chinese language learning abroad.
2.Write a short passage to introduce their ideas on how to improve Chinese language learning abroad.
【设计意图】通过思考，运用所学语言表达个人关于如何提升海外汉语学习的观点，激发学生主动学习的愿望，发展学生的语言运用能力。
活动七：语音
1.Read the conversation on Page 19 and answer the questions.
·What problem is Lu Yao having？
·What may be the cause of the problem？
·How can he solve his problem
Suggested answers：
·Lu Yao is having a problem with an English listening task.
·He has trouble hearing the weak forms of the words which are not stressed.
·He should pay more attention to the weak forms, watch some movies, and study how the weak forms are used.
2. Listen to the conversation and underline the weak forms the speakers used.
Suggested answers:
Lu Yao: Excuse me, Miss Conner. I'm having a problem I with this English listening task. Some words are pronounced really fast and sound different.
Miss Conner: Oh, let me listen… Yes, that's probably because the words are not being stressed. You see English is a stress-based language.
Lu Yao: So does this mean I need to know which t words are stressed and which are not
Miss Conner: Yes, I'm afraid so. English words have a strong form and a weak form. Words like pronouns, t articles, prepositions, and so on are often not stressed. So we usually use the weak form for them when we speak.
Lu Yao: Oh no. When I speak, I worry people won't t understand me, so I always try to pronounce all my words really clearly. No wonder my classmates say I sound like a robot！
Miss Conner: Oh dear! Well, I suggest you pay more attention to the weak forms. For example, in the sentence" Are you studying hard ", the words are and "you" are pronounced as/ /and /j /.
Lu Yao: Oh, I get it. Thanks, Miss Conner.
Miss Conner: You' re welcome. I also suggest you watch some movies and study how the weak forms are used
Lu Yao: That’s great advice, Miss Conner! I'm going to watch a movie right now. Thanks again! Bye!
3.Then practice the conversation with your partner.
【设计意图】本活动主要练习英语中的发音规则--弱读。有些英语单词本身具有两种或两种以上不同的发音。它们是否弱读，主要取决于上下文所表达的意思。一般情况下，句子中的弱读出现在虚词上，包括介词、连词、冠词等。因此只有通过反复练习，才能提高对弱读的掌握。
板书设计
Unit 2 Bridging Cultures Period I Using Language（1） I.学习理解 活动一：感知与注意 1.Get to know about the Confucius Institute 2.Discuss 活动二：策略学习 活动三：获取与梳理 Ⅱ.应用实践 活动四：分析与判断 活动五：描述与阐释 Interview. Ⅲ.迁移创新 活动六：想象与创造 活动七：语音
课时内容
Talk about Chinese language learning abroad
主题语境：人与社会
主题群：社会服务与人际沟通
子主题：跨文化沟通、包容与合作
语篇类型：听力、对话、图片
文本分析：
[What]本节课为听说课，学习语篇为一段介绍国外的汉语学习情况的对话。活动一：首先设置听前预测，回答问题。活动二：听录音确认对话场景、对话人的身份和对话主题。活动三：听录音，补全一则关于孔子学院介绍的广告，让学生理解对话细节。活动四：设计了听后讨论活动五：采用角色扮演的形式分享在孔子学院学习的经历和体会，内化语言，深化对主题的理解。
[Why]通过听力和口语活动，获取汉语学习在国外的情况，有助于提高学生传播中国优秀文化的意识。
[How]将英语语用目标和本单元的主题语境结合起来，设置听说活动，让学生在主题语境的探索中提高英语运用能力，深入对主题的探究。
课时目标
1.获取和整合听力材料中介绍孔子学院的相关信息。
2.分享在孔子学院学习汉语的体会，增强学生传播汉语文化的意识。
3.学习和理解英语句子中的弱读现象。
重点难点
重点:
1.获取和整合听力材料中介绍孔子学院的相关信息。
2.引导学生通过听力中的相关信息判断对话场景，并理解该策略的用途。
难点：
分享在孔子学院学习汉语的体会，增强学生传播汉语文化的意识。
教学准备
教师准备：
教学录音、关于孔子学院的图片
学生准备:
了解孔子学院的相关信息。
教学过程
Step I 学习理解
活动一：感知与注意
1.Get to know about the Confucius Institute.
Share some pictures with students and get them to know about the Confucius Institute.
2. Discuss.
Before listening, ask students to talk with their partner.
·What do you know about Chinese language learning abroad？
·How do people from other countries find out about Chinese culture
Suggested answers
·As China has boomed, the connection between China and the rest of the world has increased. as a result, learning Chinese has become important for many people. Other people are learning Chinese because they are interested in Chinese culture.
·By watching films, visiting China, attending a Confucius Institute, etc.
【设计意图】在听对话前，讨论与听力材料有关的内容，有助于激活学生的背景信息。
活动二：策略学习
1.策略介绍
Go through the strategy and make sure students understand its meaning.
Pay attention to the setting
When you listen, always ask yourself, "where is this probably happening Understanding the setting will help you understand the type and content of the communication more clearly.
2.策略运用
Ask students to listen to the conversation and answer the following questions.
·Where does this conversation take place？
·Who are the people speaking？
·What are they talking about？
Suggested answers：
·It appears to take place in a radio studio
·A radio host and a Chinese teacher named Aisha Khan
·They are talking about Chinese learning in the Confucius Institute in Karachi, Pakistan
【设计意图】在学习听力策略之后，设计与听力策略有关的三个问题，让学生在听力实践中应用该策略解决听力的问题，有助于提高学生的学习能力和效率。
活动三：获取与梳理
1.Ask students to listen to the conversation and take notes by filling in the poster below.
2. Ask students to check the answers and play the tape again for them if necessary.
Suggested answers: speak Chinese; Chinese culture; a few students and X teachers; Chinese activities; trade between China and Pakistan; Chinese companies; cultural barriers
3. Analyse the poster.
【设计意图】通过这个活动，学生获取关于孔子学院的相关细节信息，既有助于对单元主题意义的理解，又有利于口语活动的开展。最后对语篇的写作特征进行分析，提高学生对语篇的认知。
Step Ⅱ 应用实践
活动四：分析与判断
Ask students to answer the questions according to what they remember of the conversation
·What made Aisha feel like she was part of Ms Hu’s family.
·Why did Aisha want to become a teacher？
·Why do students learning Chinese see it as beneficial to their future？
Suggested answers:
·Making and eating delicious dumplings together in Ms Hu's home made Aisha feel like she was part of t her family.
·Because she wanted to carry on Ms Hu’s work.
·Because learning Chinese would help them find good jobs at Chinese companies.
【设计意图】在听对话后，让学生根据自已对听力材料的理解回答相关的问题，有助于学生对听力材料的深入理解，提高学生的听力理解能力。
活动五：描述与阐释
Interview.
（1）Language learning.
Ask students to read the following phrases and questions.
(2) Learn how an interview develop.
(3) Interview someone
Imagine you’re interviewing a student at a Confucius Institute in another country about his or her experience. Work with a partner to brainstorm what the interviewer might ask and how the student might answer. Then roleplay the interview. Use the phrases and questions in the box to help you.
Example A: Hi, Jane. Welcome to the show B: Thanks for inviting me. A: Tell us, what was your biggest challenge in learning Chinese at the beginning B: Well, I suppose it was difficult to grasp the tones at first A I bet! Did joining the Confucius Institute help overcome s problem B: Absolutely! Getting involved with Chinese cultural activities there definitely helped a lot…
Suggested answer:
A: Hi, Jane. Welcome to the show
B: Thanks for inviting me.
A: Tell us, what was your biggest challenge in learning Chinese at the beginning
B: Well, I suppose it was difficult to grasp the tones at first
A: I bet! Did joining the Confucius Institute help overcome this problem
B: Absolutely! Getting involved with Chinese cultural activities there definitely helped a lot. I got to practise my Chinese on a daily basis, and I could learn how native Chinese speakers spoke.
A: What do you feel is your biggest achievement
B: Learning Chinese characters! I have learnt about1,500 so far. When I first started, I didn’t think it was even going to be possible to learn so many, but now I find that I can read signs, menus, and even some easy newspaper articles.
A: What are you most keen on
B: I've really become keen on learning more about the Chinese culture, in particular Chinese calligraphy .As I have learnt Chinese characters, i have developed a great appreciation for their meaning. I want to explore Chinese characters by learning how to write them in a more beautiful way.
A: Finally, what do you want to say to anyone interested in learning Chinese
B: I’d say, give it a shot! While some aspects may be difficult, it is quite rewarding and you will be happy that you tried.
A: Thanks for your time.
B: You' re welcome.
【设计意图】在口语对话之前，教师给学生提供一些采访别人的句型及采访包含的三大部分，为口语活动提供背景常识和语言结构，使学生有话可说。这个过程实现语言知识的内化，提高学生的语言表达能力，深化了对主题的认识。
Step Ⅲ 迁移创新
活动六：想象与创造
1.Ask students to think about how to improve Chinese language learning abroad.
2.Write a short passage to introduce their ideas on how to improve Chinese language learning abroad.
【设计意图】通过思考，运用所学语言表达个人关于如何提升海外汉语学习的观点，激发学生主动学习的愿望，发展学生的语言运用能力。
活动七：语音
1.Read the conversation on Page 19 and answer the questions.
·What problem is Lu Yao having？
·What may be the cause of the problem？
·How can he solve his problem
Suggested answers：
·Lu Yao is having a problem with an English listening task.
·He has trouble hearing the weak forms of the words which are not stressed.
·He should pay more attention to the weak forms, watch some movies, and study how the weak forms are used.
2. Listen to the conversation and underline the weak forms the speakers used.
Suggested answers:
Lu Yao: Excuse me, Miss Conner. I'm having a problem I with this English listening task. Some words are pronounced really fast and sound different.
Miss Conner: Oh, let me listen… Yes, that's probably because the words are not being stressed. You see English is a stress-based language.
Lu Yao: So does this mean I need to know which t words are stressed and which are not
Miss Conner: Yes, I'm afraid so. English words have a strong form and a weak form. Words like pronouns, t articles, prepositions, and so on are often not stressed. So we usually use the weak form for them when we speak.
Lu Yao: Oh no. When I speak, I worry people won't t understand me, so I always try to pronounce all my words really clearly. No wonder my classmates say I sound like a robot！
Miss Conner: Oh dear! Well, I suggest you pay more attention to the weak forms. For example, in the sentence" Are you studying hard ", the words are and "you" are pronounced as/ /and /j /.
Lu Yao: Oh, I get it. Thanks, Miss Conner.
Miss Conner: You' re welcome. I also suggest you watch some movies and study how the weak forms are used
Lu Yao: That’s great advice, Miss Conner! I'm going to watch a movie right now. Thanks again! Bye!
3.Then practice the conversation with your partner.
【设计意图】本活动主要练习英语中的发音规则--弱读。有些英语单词本身具有两种或两种以上不同的发音。它们是否弱读，主要取决于上下文所表达的意思。一般情况下，句子中的弱读出现在虚词上，包括介词、连词、冠词等。因此只有通过反复练习，才能提高对弱读的掌握。
板书设计
Unit 2 Bridging Cultures Period I Using Language（1） I.学习理解 活动一：感知与注意 1.Get to know about the Confucius Institute 2.Discuss 活动二：策略学习 活动三：获取与梳理 Ⅱ.应用实践 活动四：分析与判断 活动五：描述与阐释 Interview. Ⅲ.迁移创新 活动六：想象与创造 活动七：语音