Unit 2 Bridging Cultures Revision 教学设计人教版（2019）选择性必修第二册

1069340012103100Teaching and Learning Design
选择性必修Book2 Unit2 Bridging Cultures
教学设计
Teaching and learning contents: Video Time + Unit Revision
Comprehensive teaching and learning objectives:
By the end of this period, the students will have been able to:
1) Watch the video to get the information about international students in China;
2) Talk about and share opinions on studying abroad;
3) Review this unit by completing some exercises in workbook.
Teaching and learning important points:
1) Viewing comprehension of the video to get the information about international students in China;
2) Talking about and sharing opinions on studying abroad;
3) Reviewing this unit by completing some exercises in workbook.
Teaching and learning difficult points:
1) Viewing comprehension of the video to get the information about international students in China;
2) Talking about and sharing opinions on studying abroad.
Teaching and learning procedure:
Step 1 Leading in and introduction
Activity 1 Leading in and introduction
1. Lead in the learning topic by talking about why more and more foreigners are coming to study or work in China.
2. Introduce the learning objectives of this period.
Step 2 Video Time: International students in China
Activity 2 Pre-viewing
1. Talk about: what do you think the foreign students in the video enjoy most about China?
2. Tick the items that you think will be mentioned in the video. And add some other things that foreigners are interested in about China.
Activity 3 While-viewing
1. Go through the table and quotes and get to know that in this video, we talk to four international students, Karim, Kathy, Stella, and Anthony, about their time in China and get to know what information is needed to complete the table and quotes.
2. Watch the short video for the first time to complete the table and quotes, and then check the information to fill in the table.
Answers:
Student
Country
What impressed him / her
Karim
Pakistan
Chinese language, calligraphy
Kathy
Peru
Chinese language, Chinese friends and birthday customs
Stella
Rwanda
Peking Opera
Anthony
the UK
kung Fu (tai chi)
3. Watch the short video again to complete quotes, and then check the answers.
Answers:
1) I think calligraphy is a wonderful expression of freedom and respect for individuality.
2) I especially like the facial makeup. You can figure out every character’s personality and status through the colours and symbols on their faces.
3) I’ve found that almost everything in Chinese culture is connected to the life wisdom of kung fu. When I do tai chi, I feel a real sense of peace come over me.
4) They told me that in China, people won’t celebrate a birthday without these noodles because long noodles represent the longevity of life.
4. Watch the short video again to understand it better. Try to answer the following questions. And then reconstruct the text by summarizing the main content of the video.
1) What’s the challenge Karim faces while learning Chinese?
He can’t tell the four tones apart.
2) What does Kathy think of Chinese characters?
It is a wonderful expression of freedom and respect for individuality
3) Why does Stella like the facial makeup in Peking Opera?
Because one can figure out every character’s personality and status through the colours and symbols on their faces.
4) What made Kathy’s worries melt away when she first arrived in China?
The celebration of her birthday with long noodles representing the longevity of life.
5) What are some benefits with more and more international students coming to China according to the narrator?
More communication, greater cultural exchange, deeper mutual understanding, stronger connection, deeper friendship.
Activity 4 Post-viewing
Discuss the following questions in groups and share answers.
Suggested answers:
1. First of all, I would want to take them to the Great Wall, the Palace Museum, and the Terracotta Warriors Museum. I think these are cultural and historical places that they will be very interested in visiting! Then I would suggest that they try some Chinese food—it is possible they haven’t tried authentic Chinese food before. I think they will love Beijing Roast Duck, maybe some fried eggplant, and many, many dumplings. I would also take them to a traditional tea house to experience some local culture—it’s certainly different from a coffee shop they may be used to back in their home country! These are some of the things that I would want to share with them about China.
2. I would go to England, as I find their history fascinating and I like the people.
Step 3 Unit Revision
Activity 5 Exercise in workbook and reference book
1. Check the answers to the exercises in workbook and give some explanation. Mainly focus on these two parts: Reading &Writing and Expanding Your World.
2. Check the answers to the exercises in reference book to consolidate the new language items learned in this unit and improve the development of the students’ comprehensive language abilities.
Step 4 Evaluation and summary
Activity 6 Self-evaluation
Guide the students to reflect on and evaluate their learning of this period by answering the following questions.
1. How is your viewing comprehension? (Good/Fairly good/Moderate/Just so so/Poor)
2. How is your discussion and sharing? (Good/Fairly good/Moderate/Just so so/Poor)
3. What will you do to consolidate what you have learned in this unit?
Activity 7 Summary
Summarize the main contents and of this period briefly.
Homework:
1. Complete the mind map of this unit to summarize and consolidate what has been learned in this unit.
2. Revise this unit and complete the exercises in RB.
3. Complete the Unit Test in EW.