1064260012242800Teaching and Learning Design
选择性必修Book2 Unit2 Bridging Cultures
教学设计
Teaching and learning contents: Using Language—Talking about Chinese learning abroad (Listening and talking)
Comprehensive teaching and learning objectives:
By the end of this period, the students will have been able to:
1) Talk about Chinese language learning abroad;
2) Practise listening for main idea and details through a natural conversation in English about Chinese language learning;
3) Role-play interview about Chinese language learning abroad;
4) Learn about the weak forms and practise the rules while having a conversation.
Teaching and learning important points:
1) Listening comprehension for main idea and details and trying to identify the setting of the conversation;
2) Talking about and role-playing interview about Chinese language learning abroad;
3) Learning about the weak forms and practising the rules.
Teaching and learning difficult points:
1) Listening comprehension for main idea and details and trying to identify the setting of the conversation;
2) Talking about and role-playing interview about Chinese language learning abroad;
3) Learning about the weak forms and practising the rules.
Teaching and learning procedure:
Step 1 Review and leading in
Activity 1 Review and leading in
1. Revise the functions, structures and usages of noun clauses, and then check the answers to the grammar exercises in the reference book.
2. Lead in the teaching topic—Talking about Chinese language learning abroad and introduce the teaching and learning objectives of this period.
Step 2 Listening
Activity 2 Pre-listening
1. Talk and share. Talk with your partner, discuss the two questions and share your answers.
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.
2) How do people from other countries find out about Chinese culture?
By watching films, visiting China, attending a Confucius institute, and so on.
2. Introduce more background information about Confucius institute for students to know more about Chinese language learning abroad.
To meet the increasing demands for Chinese learning, the Chinese government decided to set up Confucius Institutes in foreign countries. 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. They host monthly events, conferences, and group discussions all with the goal of bringing people together and providing them with a space to join in cross?cultural exchange and create lifelong friendships. They also offer Confucius Classrooms that provide Chinese language education and cultural programs. Students participate in a great variety of cultural and language programs at Confucius Institutes across the world, representing all ages, ethnicities (种族), and backgrounds.
3. Read the listening strategy and answer the questions:
Pay attention to the setting (背景，环境). When you listen, always ask yourself, “When is this probably happening?” understanding the setting will help you understand the type and content of the communication more clearly.
1) Why is it important to pay attention to the setting of a listening text?
It will help us better understand the type and content of the communication.
2) What do you need to pay more attention to when you are listening for the setting?
Who are the speakers? What is their relationship? What are they talking about?
Activity 3 While-listening
1. Listen to the conversation and answer the following questions. Remind the students to pay attention to the setting—where, who and what while listening.
1) Where does this conversation take place?
It appears to take place in a radio studio.
2) Who are the people speaking?
A radio host and a Chinese teacher named Aisha Khan.
3) What are they talking about?
They are talking about Chinese learning in the Confucius Institute in Karachi, Pakistan.
2. Listen again and take notes by filling in the poster, and then check the answers.
Answers: speak Chinese, Chinese culture, a few students and teachers, Chinese activities, trade between China and Pakistan, Chinese companies, cultural barriers
3. 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.
2) Why did Aisha want to become a teacher?
Because she wanted to carry on Ms Hu’s work.
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.
4. Reconstruct the text by summarizing the main idea of the conversation with the help of the above information.
Step 3 Speaking up
Activity 4 Role-playing
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 role-play the interview. Use the phrases and questions in the box to help you.
1. Go through the useful expressions about interviewing someone.
We are pleased to welcome ...
Thanks for joining us.
Tell us more about …
Thanks for your time.
It was a pleasure talking with you.
What was your biggest challenge?
How did you overcome it?
What are you keen on?
What is the key to your success?
What do you feel is your biggest achievement?
2. Read the sample conversation and then work in pairs to prepare a conversation of interviewing a foreign students studying in China.
A new word:
grasp vt. 理解，领会，抓紧n. 紧抓；掌握；理解；力所能及
e.g. He grasped my hand and shook it warmly. 他热情地抓住我的手握了起来。
They failed to grasp the importance of his words. 他们没有理解他的话的重要性。
She was unable to grasp how to do it. 她弄不明白这事该怎么做。
I grasped the opportunity to work abroad. 我毫不犹豫地抓住了去国外工作的机会。
She felt a firm grasp on her arm. 她感到手臂被紧紧地抓住了。
He has a good grasp of German grammar. 他德语语法掌握得很好。
A sample conversation.
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, 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 about 1,500 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 the 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.
3. Role-play a conversation. Get a few pairs to role-play their conversations.
Activity 5 Pronunciation
1. Read the conversation and answer the questions.
1) What problem is Lu Yao having?
He is having a problem with an English listening task.
2) What may be the cause of the problem?
He has trouble hearing the weak forms of the words which are not stressed.
3) How can he solve his problem?
He should pay more attention to the weak forms, watch some movies, and study how the weak forms are used.
2. Introduce weak forms.
弱读（weak/unstressed forms）是指元音不发饱满，有时候也把辅音音素省略的情况。一般情况下，在非重读音节里，a、o、u等元音字母往往都弱化成[?]音，e、i、y等元音字母往往弱化成[?]音。
弱读在单词内部和句子中都存在，在单词内部一般是非重读音节，句子中的弱读出现在虚词上，包括非实义动词、介词、连词、冠词、人称代词等。如：to读作[t?]；of读作[?v]；you读作[j?]；he读作[hi]；my读作[mi]；that读作[??t]；some读作[s?m]；would读作[w?d]；as读作[?z]等。
重读（strong/stressed forms）的词一般都是实词，包括名词、实义动词、形容词、副词、数词、除人称代词外的其他代词等。还包括根据句子上下文和说话人情感想要强调的部分。
3. Listen to the conversation and underline the weak forms the speakers used. Then practise the conversation with your partner and pay attention to the weak forms and strong forms.
Step 4 Evaluation and summary
Activity 6 Self-evaluation
Guide the students to reflect on their learning of this period by considering the following aspects.
1. How is your listening comprehension? (Good/Fairly good/Moderate/Just so so/Poor)
2. How is your discussion and role-play? (Good/Fairly good/Moderate/Just so so/Poor)
Activity 7 Summary
Summarize the main contents of this period briefly and encourage the students to know more about studying abroad.
Homework:
1. Complete the exercises in reference book.
2. Preview the reading passage on P20 in the textbook.
