选择性必修二 Unit2 Bridging Cultures
Using language: Talk about Chinese language learning abroad（教师版）
Learning objectives:
Identify and summarise key information from an interview.
Internalise and employ advanced language for discussing cultural exchange.
Perform a short, structured interview on being a "cultural bridge."
Part 1: Pre-listening (4 minutes)
Activity: Quick brainstorm.
Instructions: "The theme is 'Bridging Cultures.' In 30 seconds, think of one way language learning can bridge cultures. Share with your partner. I'll ask two of you."
Part 2: While-Listening (22 minutes)
Task 1: General Understanding & Specific Information (8 min)
Instructions:"Before listening, skim the questions and options (Tip1). This tells you what to listen for. Now, listen for the gist and specific details. Answer questions 1-2 and complete the notes."
1.1 Multiple-Choice Questions (MCQs)
1. Where does this conversation most probably take place
A. In a university library
B. On a radio program
C. At a teacher's conference
Script: The host says "This morning we're looking at..." and "We're very pleased to welcome Aisha Khan...", which is typical for a radio or TV show format.
Key: B
2. What is the main topic of the interview
A. Aisha's personal experience as a student and teacher.
B. The history of Chinese-Pakistani trade relations.
C. The best ways to learn how to cook Chinese food.
Script: The entire conversation revolves around Aisha's journey of learning Chinese, her teacher, her decision to teach, and her work at the institute.
Key: A
1.2 Listen again and take notes by filling in the poster below.
Key: speak Chinese, Chinese culture, a few students and teachers, Chinese activities, trade between China and Pakistan, Chinese companies, cultural barriers
Task 2: Inferential Listening & Attitude (7 min)
Instructions: "Pay special attention to signal words like 'but' or 'because'—they often introduce key answers (Tip2). Now, listen for deeper meaning—reasons and attitudes. Answer questions 3-5."
Multiple-Choice Questions (MCQs)
3. What led Aisha to choose teaching as her career
A. Inspired by her teacher
B. The high salary offered
C. Her parents' suggestion
Script: Aisha states, "She knew the important role language and cultural exchange would play in the future. I wanted to carry on her work, so I joined the institute as a teacher."
Key: A
4. How is the Confucius Institute described in the talk
A. With a focus on business skills
B. As a place for learning English
C. As a center for cultural exchange
Script: Aisha states, "The institute is also a centre for Chinese activities, like a bridge into China."
Key: C
5. What is Aisha's feeling about her job
A. Satisfied and meaningful
B. Tiring but well-paid
C. Challenging and stressful
Script: When the host says "You seem to love your job," Aisha replies "Oh, certainly. It's very satisfying."
Key: A
Task 3: Discourse Structure Deconstruction (7 min)
Instructions: "For longer talks, jot down a few keywords to help you remember the structure (Tip3). Let's map the interview's structure. This is the blueprint for your own interviews."
Logical Flow Completion
1. Introduction & Greeting:
Guest: Aisha Khan, from the Confucius Institute in Karachi, Pakistan.
Personal Narrative:
Source of Inspiration: Her teacher, Ms. Hu.
Immersive Cultural Experience: Learning to make dumplings, which fostered a sense of family.
In-depth Exploration:
Driving Force for Teaching: A desire to carry on Ms. Hu's work.
Institutional Evolution: From humble beginnings to a cultural centre.
Underlying Factor for Success: The growing importance of Chinese and burgeoning trade.
Conclusion & Vision:
Personal Fulfillment: She feels satisfied.
Broader Impact: Strengthening the connection with China.
Part 3: Post-listening (18 minutes)
Task 4: Language & Strategy Focus (5 minutes)
Instructions: "Don't get stuck on weak words like 'a' or 'to'; focus on the stressed keywords for meaning. Here is your language toolkit. You must use at least 3 of these in your interview."
Advanced Language Scaffolding:
Lexical Chunks:
facilitate cultural exchange
transcend cultural barrier
foster mutual understanding
serve as a cultural conduit
deepen bilateral ties
促进文化交流
超越文化隔阂
增进相互理解
搭建文化桥梁
深化双边关系
Sentence patterns:
To explain importance: `The escalating... have significantly amplified the relevance of...`
To give an opinion: `I am a firm believer that...`; `From my perspective...`
To agree strongly: `Without a doubt.`; `Precisely.`
Task 5: Role-play: "The Cultural Bridge" Interview (8 min preparation + 5 min performance)
Scenario: A short segment for the "Bridging Cultures" forum.
Task: In pairs, create and perform a 90-second interview.
Instructions (Display on board):
1. Roles: Host & Guest (e.g., international student / Chinese student abroad).
2. Time: 8 minutes to prepare. 90 seconds to perform.
3. Must Haves:
Use the interview structure (Intro, Narrative, Exploration, Conclusion).
Use at least 3 language toolkit items.
Teacher Support:
Timer: Use a visible countdown timer.
Model: Briefly display one of the model dialogues as a visual prompt.
Circulation: Quickly check each pair is on task.
Performance (5 min): 2-3 pairs perform. Teacher gives one positive comment per performance, focusing on structure or language use.
Assessment Rubric (For Teacher Reference)
Criteria Excellent (4) Good (3) Needs Improvement (2)
Structure Clear, logical flow through all 4 stages Most stages are present and clear. Structure is unclear or incomplete
Language Uses 3+ toolkit items. accurately and effectively Uses 2-3 toolkit items. with minor errors. Uses 0-1 toolkit item or major errors
Fluency & Interaction Smooth delivery, natural interaction Manageable pace, basic interaction Hesitant, limited interaction
Sample answer (For Teacher Reference):
H: We are delighted to have Marco. What sparked your interest
G: Without a doubt, Chinese porcelain. I had to understand its culture.
H: What sustains your motivation
G: I am a firm believer that language unlocks culture. I aim to serve as a conduit between our artistic traditions.
H: So, a bridge for the arts
G: Precisely. I want to transcend cultural barriers. The connection is immensely gratifying.
Part 4: Homework
Write a short essay (about 100-150 words) about a person (real or imagined) who acts as a "cultural bridge." This person could be you, someone you know, or a public figure.
Sample answers:
Sample 1 (86词)
I am a firm believer that (句子功能：清晰地陈述观点) language is far more than a tool for communication; it is a vital cultural conduit (话题词块：文化桥梁). My friend, an international student, once used his Chinese to explain the story behind a Chinese painting to us. It was a profoundly rewarding experience (句子功能：描述经历及其影响) that transcended a mere language lesson (话题词块：超越单纯的语言学习). Such moments foster genuine mutual understanding (话题词块：促进真正的相互理解) and make the world smaller and more connected. In this way, learners serve as invaluable bridges (话题词块：充当宝贵的桥梁).
Sample 2 (133词)
From my perspective (句子功能：提出一个复杂的论点), the power of language lies in its capacity to facilitate meaningful cultural exchange (话题词块：促进有意义的文化交流) and transcend deeply-rooted barriers (话题词块：超越根深蒂固的障碍). A perfect illustration is a Chinese student I know studying abroad. She didn't just learn English; she immersed herself in local history and volunteered as a guide at a community museum, acting as a cultural interpreter (话题词块：充当文化诠释者) for Chinese tourists. This initiative did more than just break the ice (话题功能：分析事例的效果)；it built a tangible bridge of dialogue (话题词块：搭建了有形的对话之桥). The escalating globalization (话题词块：不断升级的全球化) makes this role increasingly crucial. When individuals use linguistic skills in this way, they do more than communicate—they foster a deeper, more empathetic global community (话题词块：培育一个更深层次、更有共鸣的全球社区). The outcome of such efforts is immensely gratifying (句子功能：总结并强调积极影响) for all involved.选择性必修二 Unit2 Bridging Cultures
Using language: Talk about Chinese language learning abroad（学生版）
Learning objectives:
Identify and summarize key information from an interview.
Internalize and employ advanced language for discussing cultural exchange.
Perform a short, structured interview on being a "cultural bridge."
Part 1: Pre-listening (4 minutes)
Activity: Quick brainstorm.
Task: The theme is 'Bridging Cultures.' In 30 seconds, think of one way language learning can bridge cultures. Share with your partner. I'll ask two of you.
Part 2: While-Listening (22 minutes)
Task 1: General Understanding & Specific Information (8 min)
Instructions:"Before listening, skim the questions and options (Tip1). This tells you what to listen for. Now, listen for the gist and specific details. Answer questions 1-2 and complete the notes."
1.1 Multiple-Choice Questions (MCQs)
1. Where does this conversation most probably take place ( )
A. In a university library
B. On a radio program
C. At a teacher's conference
2. What is the main topic of the interview ( )
A. Aisha's personal experience as a student and teacher.
B. The history of Chinese-Pakistani trade relations.
C. The best ways to learn how to cook Chinese food.
1.2 Listen again and take notes by filling in the poster below.
Task 2: Inferential Listening & Attitude (7 min)
Instructions: "Pay special attention to signal words like 'but' or 'because'—they often introduce key answers (Tip2). Now, listen for deeper meaning—reasons and attitudes. Answer questions 3-5."
Multiple-Choice Questions (MCQs)
3. What led Aisha to choose teaching as her career ( )
A. Inspired by her teacher
B. The high salary offered
C. Her parents' suggestion
4. How is the Confucius Institute described in the talk ( )
A. With a focus on business skills
B. As a place for learning English
C. As a center for cultural exchange
5. What is Aisha's feeling about her job ( )
A. Satisfied and meaningful
B. Tiring but well-paid
C. Challenging and stressful
Task 3: Discourse Structure Deconstruction (7 min)
Instructions: "For longer talks, jot down a few keywords to help you remember the structure (Tip3). Let's map the interview's structure. This is the blueprint for your own interviews."
Logical Flow Completion
1. Introduction & Greeting:
Guest: Aisha Khan, from .
Personal Narrative:
Source of Inspiration: Her , .
Immersive Cultural Experience: Learning to make , which fostered a sense of family.
In-depth Exploration:
Driving Force for Teaching: A desire to .
Institutional Evolution: From humble beginnings to a cultural centre.
Underlying Factor for Success: The growing importance of Chinese and burgeoning .
Conclusion & Vision:
Personal Fulfillment: She feels .
Broader Impact: Strengthening the with China.
Part 3: Post-listening (18 minutes)
Task 4: Language & Strategy Focus (5 minutes)
Instructions: "Don't get stuck on weak words like 'a' or 'to'; focus on the stressed keywords for meaning. Here is your language toolkit. You must use at least 3 of these in your interview."
Advanced Language Scaffolding:
Lexical Chunks:
transcend cultural barrier
serve as a cultural conduit
deepen bilateral ties
促进文化交流
增进相互理解
Sentence patterns:
To explain importance: `The escalating... have significantly amplified the relevance of...`
To give an opinion: `I am a firm believer that...`; `From my perspective...`
To agree strongly: `Without a doubt.`; `Precisely.`
Task 5: Role-play: "The Cultural Bridge" Interview (8 min preparation + 5 min performance)
Scenario: A short segment for the "Bridging Cultures" forum.
Task: In pairs, create and perform a 90-second interview.
Instructions (Display on board):
1. Roles: Host & Guest (e.g., international student / Chinese student abroad).
2. Time: 8 minutes to prepare. 90 seconds to perform.
3. Must Haves:
Use the interview structure (Intro, Narrative, Exploration, Conclusion).
Use at least 3 language toolkit items.
Performance (5 min): Selected pairs will perform their interviews.
Self Evaluation
Criteria Excellent (4) Good (3) Needs Improvement (2)
Structure Clear, logical flow through all 4 stages Most stages are present and clear. Structure is unclear or incomplete
Language Uses 3+ toolkit items. accurately and effectively Uses 2-3 toolkit items. with minor errors. Uses 0-1 toolkit item or major errors
Fluency & Interaction Smooth delivery, natural interaction Manageable pace, basic interaction Hesitant, limited interaction
Part 4: Homework
Write a short essay (about 100-150 words) about a person (real or imagined) who acts as a "cultural bridge." This person could be you, someone you know, or a public figure.
