人教版（2019）选择性必修 第二册 Unit 2 Bridging Cultures Using Language(1)课件(共34张PPT)

(共34张PPT)
Unit 2 Bridging Cultures
Using Language (1)
In this class, you will
listen for the gist of a conversation about Chinese language learning abroad by paying attention to the setting;
listen for the details about Chinese language teaching organizations and students’ experiences;
make up a dialogue about Chinese language learning abroad.
Learning objectives
Warm-up
Activity 1
Talk about Chinese language learning abroad
1. What do you know about Chinese language learning abroad
2. How do people from other countries find out about Chinese culture
Talk about Chinese language learning abroad
1. What do you know about Chinese language learning abroad
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.
Activity 1
Talk about Chinese language learning abroad
2. How do people from other countries find out about Chinese culture
By watching films, visiting China, attending a Confucius Institute, etc.
Activity 1
Confucius Institutes
With China’s rapid economic growth and wide exchanges with the rest of the world, there has been a sharp increase in the world demand for Chinese language learning. To meet the increasing demands for Chinese learning, the Chinese government decided to set up Confucius Institutes in foreign countries.
Activity 1
Confucius Institutes
The first Confucius Institute was set up in South Korea in 2004. Confucius Institutes adopt flexible teaching patterns to suit local conditions while teaching Chinese language and promoting cultural exchange in foreign schools, universities, communities, and enterprises.
Activity 1
What kind of organization is the Confucius Institute
Do you think it is necessary to set up Confucius Institutes
Activity 1
Activity 2
Listen to the conversation and answer the following questions.
1. Where does this conversation take place
2. Who are the people speaking
3. What are they talking about
Activity 2
Listen to the conversation and answer the following questions.
1. Where does this conversation take place
It appears to take place in a radio studio.
This morning we’re looking at Chinese language learning around the world. We’re pleased to welcome Aisha Khan, who is from the Confucius Institute in Karachi, Pakistan...
Activity 2
Listen to the conversation and answer the following questions.
2. Who are the people speaking
A radio host and a Chinese teacher named Aisha Khan.
Activity 2
Listen to the conversation and answer the following questions.
3. What are they talking about
They are talking about Chinese learning in the Confucius Institute in Karachi, Pakistan.
Listening Strategy
An Interview
Beginning: introduce the topic and the guest
greet the guest
Interaction: ask questions
make comments
Ending: express thanks and good wishes
Summary
金山办公软件有限公司
汇报人：WPS
Activity 3
Listen again and take notes by filling in the poster below.
Activity 3
purpose
function
purpose
reason
development
Activity 3
Activity 3
Welcome to the Confucius Institute.
Learn to ____________ and all about ______________!
Our institute has grown! We started with ________________
____________ but now we have many more. It is a center for ________________. You can learn and practise fascinating Chinese traditions. Knowledge of the Chinese language and
speak Chinese
Chinese culture
a few students
and teachers
Chinese activities
Activity 3
Welcome to the Confucius Institute.
Learn to ____________ and all about ______________!
culture is important because of increasing ________________ _________________. Many students go on to great jobs in _________________.
Join us today to help break down language and _________
_________, and bring the world together!
speak Chinese
Chinese culture
trade between
China and Pakistan
Chinese companies
cultural
barriers
Answer the questions according to what you remember of the conversation.
1. What made Aisha feel like she was part of Ms Hu’s family
2. Why did Aisha want to become a teacher
3. Why do students learning Chinese see it as beneficial to their future
Activity 4
Activity 4
Answer the questions according to what you remember of the conversation.
1. What made Aisha feel like she was part of Ms Hu’s family
Making and eating delicious dumplings together in Ms Hu’s home made Aisha feel like she was part of her family.
Activity 4
Answer the questions according to what you remember of the conversation.
2. Why did Aisha want to become a teacher
Because she wanted to carry on Ms Hu’s work.
Activity 4
Answer the questions according to what you remember of the conversation.
3. Why do students learning Chinese see it as beneficial to their future
Because learning Chinese would help them find good jobs at Chinese companies.
Read aloud the conversation
Read aloud the conversation following the recording.
Read aloud the conversation
Read aloud the conversation
Read aloud the conversation
Read aloud the conversation
Activity 5
Imagine you’re interviewing a student at a Confucius Institute in another country about his or her experience. What might you ask and how might the student answer Make up a dialogue.
Activity 5
Questions:
challenges
achievements
interests
…
Answers:
tones/characters…
reading/speaking…
calligraphy/poems…
…
Activity 5
Activity 5
Homework
Read aloud the interview you’ve listened to.
Make up a dialogue following the example.