高二 人教版 英語(yǔ)選擇性必修二 第二單元 BRIDGING CULTURESLesson 6 Extensive Reading 教學(xué)設(shè)計(jì)

LessonExtensiveReading教學(xué)設(shè)計(jì)主題語(yǔ)境：人與社會(huì)語(yǔ)篇類型：記敘文授課時(shí)長(zhǎng)：45分鐘單元主題語(yǔ)境探究本單元主題語(yǔ)境是人與社會(huì)，圍繞“文化溝通與交流（Bridgingcultures）”這一主題展開(kāi)。內(nèi)容涵蓋中國(guó)學(xué)生在國(guó)外留學(xué)的經(jīng)歷、巴基斯坦孔子學(xué)院的情況、不同家長(zhǎng)對(duì)出國(guó)留學(xué)利與弊的觀點(diǎn)等。以青年人為主體的留學(xué)生既要學(xué)習(xí)世界各國(guó)的優(yōu)秀文化，汲取精華，博采眾長(zhǎng)，又要積極推動(dòng)中華文化走向世界，增強(qiáng)中華文化的國(guó)際影響力，在對(duì)外文化交流中，既要認(rèn)同民族文化，堅(jiān)定文化自信，又要尊重文化的多樣性，學(xué)會(huì)包容其他民族文化，求同存異，和睦相處，在文化溝通和交流中肩負(fù)起文化傳播和溝通的使命。群文閱讀語(yǔ)篇研讀What:本課時(shí)選取了兩篇記敘文作為群文閱讀的內(nèi)容。第一篇文章選自本單元WorkbookExpandingYourWorld，主要講述了“中國(guó)鐵路之父”詹天佑赴美留學(xué)，學(xué)成歸來(lái)后報(bào)效祖國(guó)的經(jīng)歷。留美期間，他不斷拓展視野，學(xué)習(xí)西方先進(jìn)文化。在面對(duì)東西方之間巨大的技術(shù)差距時(shí)他萌生了振興中國(guó)鐵路的想法。由此，他堅(jiān)定選擇了為之奮斗一生的專業(yè)：鐵路建造。第二篇文章來(lái)自于中國(guó)文化網(wǎng)（），主要記錄了兩位來(lái)中國(guó)留學(xué)的非洲學(xué)生在見(jiàn)識(shí)了中國(guó)科技的高速發(fā)展和發(fā)達(dá)的醫(yī)療系統(tǒng)之后，利用自己在中國(guó)的所學(xué)，回到祖國(guó)創(chuàng)業(yè)的故事。Why:兩篇文本通過(guò)三位留學(xué)生的經(jīng)歷充分說(shuō)明文化交流對(duì)人一生的積極影響。他們學(xué)成回國(guó)后，利用所學(xué)報(bào)效祖國(guó)或改善當(dāng)?shù)氐纳?。雖然身處不同時(shí)代，他們都能從文化交流中獲得積極情感，并轉(zhuǎn)化成切實(shí)行動(dòng)。How:第一篇文章是人物傳記，按照時(shí)間順序呈現(xiàn)了詹天佑從出國(guó)求學(xué)到回來(lái)報(bào)效祖國(guó)的過(guò)程。第二篇文章是新聞報(bào)道，共10個(gè)段落，包含標(biāo)題，導(dǎo)語(yǔ)和正文三個(gè)部分。主要講述了近30位來(lái)自非洲各國(guó)的留學(xué)生參加了由中國(guó)企業(yè)發(fā)起的一個(gè)企業(yè)文化訓(xùn)練營(yíng)，并報(bào)道了其中兩位參與者的學(xué)習(xí)成長(zhǎng)經(jīng)歷。文章中采用了大量的直接引語(yǔ)來(lái)描述兩位留學(xué)生在中國(guó)的所見(jiàn)所感，凸顯真實(shí)性的同時(shí)，也讓讀者更好地感受到文化交流對(duì)人的積極影響。教學(xué)目標(biāo)：總結(jié)兩個(gè)語(yǔ)篇的主題意義；歸納語(yǔ)篇結(jié)構(gòu)和語(yǔ)言風(fēng)格，進(jìn)一步理解文化交流對(duì)人一生的積極影響；分享閱讀心得進(jìn)一步深化理解促進(jìn)文化交流的意義。教學(xué)重難點(diǎn)：引導(dǎo)學(xué)生深度挖掘語(yǔ)篇的主題意義，探索文化交流的積極意義。并從自身出發(fā)思考該如何更好地促進(jìn)世界文化交流與融合。教學(xué)流程：步驟教學(xué)活動(dòng)設(shè)計(jì)意圖長(zhǎng)ReviewingthepreviouslessonsStep1Tintroducestheaimsofthelesson.TguidesSstoreviewthecontentsofpreviouslessonswithamindmap.TleadsSstofurtherexplorationofthetheme.Toreviewthecontentsofpreviouslessons,andleadtofurtherexploration.2minPre-readingStep2TshowssomepicturesaboutZhanTianyouandoneofhismostfamousdesigns.Lookatthepictures.Whatdotheyshow?Howmuchdoyouknowaboutthemaninthepictures?ToarouseSs’interest,andactivatetheirbackgroundknowledge.3minWhile-readingStep3ReadforstructureSsskimthewholetextandfindoutthestructureofthetext.Whatisthetextmainlyabout?2.Whatisthetypeofthetext?3.Inwhatorderisthetextwritten?ToletSsfocusonthestyleandthestructureofthetextandgetreadyfordetailedreading.3minStep4ReadfordetailsSscompletethetimelineofZhanTianyou’slifestory:1872:ZhanTianyouheadedfortheUSA.(P1-P3)atboy'sschool:Heembracedmanyopportunitiestolearnaboutthenewworld.(P4-P5)Inthehighschool:Hebecameinterestedinmodernscienceandtechnology.(P6-P8)Atage17:HeenteredYaleUniversitytostudycivilengineering.(P9)1881:HegraduatedwithPh.B.degree.(P10)1888:HerealizedhisdreamofbuildingarailroadsysteminChina.(P11)ToletSscompletethetimelineofZhanTianyou’slifestorysotheycanhaveabasicunderstandingofZhan.3minStep5ReadfordetailsSsreadparagraph1andanswerthefollowingquestions:WhydidZhanTianyoustudyintheUSasachild?Whatwasthegoaloftheproject?2.Ssthinkaboutthesequestionsandlocatetheanswersinthetext.1)WhatwasZhanTianyou’simpressiononUS?2)Whatwashislifelikefromaboytoauniversitystudent?3)WhatconclusionscanwedrawafterreadingZhanTianyou’sexperiences?TohelpSsfindoutmoreinformationaboutZhanTianyou’sexperienceandhelpSshaveaclearerthinkingchainforthefollowingparagraphs.6minStep6Summary：reviewingthetextwiththemindmap.TleadsSstofinishthemindmapfromfouraspects:what,how,whyandcontributions.Tosetupaclearoutlineofpassage1forSsanddeepenthethememeaningofthisunitandlayafoundationforpassage2.2minText2Step7ReadforstructureTleadsSstoreadthetextandanswerthequestions:1)Whatisthetextmainlyabout?Whatisthetexttype?Tintroducestheinverted-pyramidstructureofthenewsreport.Ssreadforthemainideaofeachpart.Nalu’sexperienceinChinaimprovedthehealthcaresysteminUganda.Nael’sChinaexperienceboostedEthiopia’sdigitalinnovation.ToletSsfocusonthestyleandthestructureofthetext;ToletSsgetreadyfordetailedreading.3minStep8ReadfordetailsWhatbenefitsdidNaluandNaelgetfromstudyinginChina？WhydidNaluandNaelchooseTCManddigitalinnovationrespectively?Whathavetheyachievedintheirownhomecountries?TohelpSsfindoutmoreinformationaboutNalu’sandNael’sexperience,majorchoiceandcontributions.5minStep9Summary:accordingtotheabovequestions,finishthemindmaps.Nalu’sroadtoimprovelocalhealthcaresysteminUganda.Nael’sroadtopromotedigitalinnovationinEthiopia.ToleadSstosummarizethequalitiesofthreestudentsandmakepreparationsfortheirlateroutput.3minStep10Tsummarizesthethemesoftwotexts:Inthepast,Chinaislearningfromtheworld;Nowadays,theworldisbenefitingfromChina.TodeepenSs’understandingofculturalexchange.2minStep11CompareandanalyseTleadsSstocompareandanalysethetwotextsfromdifferentaspectsincluding:texttype,content,languagefeature,writingpurposeandvalue.ToguideSstocompareandmasterthedifferencesbetweenthetwotexts.3minPost-readingStep12Reflection:WhyisChinaprovidingtheopportunitiesforAfricanyouthtolearnentrepreneurialknowledge?Whatarethebenefitsofcross-culturecommunication?Whatshouldwedotobetterbridgecultures?TohelpSsunderstandthesignificanceofbridgingcultures.4minStep13Post-readingactivityYouandyourfriendsarediscussingwhetherit’sgoodtogoabroadtocontinueyouracademicstudy.Supposeyouhavetheprivilegetohaveaface-to-faceinterviewwithZhanTianyou,NaluorNael,whatwouldyouaskhimorher?pleasechooseoneofthemandmakeadialoguewithyourpartner.ToassessSs’deeperunderstandingofthethreeexchangestudents’studyingexperiences.5minTsummarizeswhathasbeentaughtinthelesson.ToguideSstosummarizewhatthey’velearnedinthislesso