英语选择性必修 第二册Unit 2 Bridging Cultures表格教案设计

这是一份英语选择性必修 第二册Unit 2 Bridging Cultures表格教案设计，共8页。
课程基本信息
学科
英语
年级
高二
学期
春季
课题
Unit2 Bridging Cultures (Reading and Writing)
教科书
书 名：高中英语选择性必修第二册教材
出版社：人民教育出版社 4月
教学目标
1. Language knwledge: memrize the meaning f key wrds such as fast-develping, verwhelming, calligraphy, hme-stay, attach, etc.
2. Learning ability: catch the main idea f the passage thrugh skimming and scanning; master the structure a letter f recmmendatin step by step.
3. Thinking quality: predict the cntent; cmpare the main idea f ech paragraph, and infer what the authr wuld d based n his writing.
4. Cultural awareness: learn abut the rapid develpment f China and the significance f the cultural exchange.
教学内容
教学重点：
Instruct students t find ut the factrs and structure f an argumentative writing .
2. Let students btain nt nly the structure f the letter f recmmendatin but als the cmmn sentence patterns.
教学难点：
1. Guide students t have a further thinking based n the cntent f the text and express their pinins with crrect and prper expressins.
2. Lead students t ffer suggestins based n the needs f Jim that are mentined in the text.
教学过程
Lead in:
What things d yu think wuld impress a Canadian teenager n a visit t China?
* Pssible answer: He/she might be impressed by sme histrical sites such as the Great Wall, Palace Museum and the Temple f Heaven, Chinese cuisine, and beautiful natural scenery and s n.
[design purpse] Leading in the tpic f the email by raising a questin “What things d yu think wuld impress a Canadian teenager n a visit t China?” can help students t remind the relevant knwledge arund this tpic, laying a fundatin fr further study.
Fast reading:
Read thrugh Jim’s email t his aunt and match the main idea with the paragraphs.
Pssible answer: 3; 2; 5; 4
[design purpse] Thrugh fast reading, students can easily catch the majr cntent f the email, which will help students t lcate certain infrmatin in the next learning activity --- detailed reading.
Detailed reading:
Read the email again and answer these questins.
1. Hw did Jim prepare fr his trip t China?
2. Hw did Jim’s impressin f China change after he arrived?
3. Why des Jim like Chinese parks s much?
4. What are Jim’s plans fr the future?
5. What kind f phts d yu think Jim has attached t the email?
* Pssible answer:
He tk sme after-schl Chinese classes befre cming t China.
He had thught China wuld be quite ld and traditinal, but then he fund in many ways, the cities are just as mdern as back hme.
He practices tai chi with the lcals in the parks. He als gets t knw ther frms f traditinal Chinese culture there.
His lng-term plan is t take a degree curse in China. And he intends t find sme wrk first. Right nw, he hpes t find a friendly Chinese family fr hme-stay.
Maybe sme phts f peple writing calligraphy n the grund with big paintbrushes in the park, r peple ding tai chi, playing traditinal instruments, playing Chinese chess, etc.
[design purpse] This learning activity facilitates students’ ability f lcating the key wrds and grasping the answer fr each questin.
Further thinking:
Let’s think abut the fllwing questins.
What kind f hme wuld be a gd chice fr Jim’s hme-stay?
* Pssible answer:
I think it is a gd chice t find a hme which is with helpful and warm-hearted peple and nt far frm Jim’s schl. It wuld be better if sme f the family members speak English, which enables Jim t cmmunicate with them easier.
What ther activities culd Jim participate in?
* Pssible answer:
Jim culd take part in varius after-class activities t cmmunicate mre with native classmates, including ding sprts, reading and s n.
What can Jim d t imprve his Chinese, especially the written Chinese?
* Pssible answer:
It is advisable fr him t admire the Chinese calligraphy wrks, imitate the written Chinese n cpybks, and read mre abut Chinese literature.
[design purpse] This activity is aimed at transferring the learning fcus t the writing part thrugh further thinking n the basis f the email.
Writing task:
Use what yu have read and thught abut, write a letter f recmmendatin t Jim t ffer sme suggestins fr his study and life in China.
假设你是李华，请你结合所读所思，给Jim写信，告诉他如何更好地适应中国的语言和环境，内容包括：
1. 表达欢迎；
2. 提出建议。
注意：可以适当增加细节，以使行文连贯。
字数：80词左右
Preparatins fr writing (structure + cmmn sentence patterns):
Para.1 表达问候+写信目的
听说……，我写信来……./我很乐意…….
Cmmn sentence pattern:
Hearing that ..., I am writing t ... /I am willing t ...
Para.2 提出建议+适当补充说明好处或者具体细节
* What is Jim in need f?
Pssible answer:
1. t seek a hme-stay
2. t fulfill his academic study in China and learn mre abut Chinese culture
3. t imprve his written Chinese
...
* Hw t ffer suggestins?
Cmmn sentence pattern:
1. it is advisable t ...
2. ... is highly recmmended
3. Yu might as well
4. It is wise f yu t
...
* What d yu recmmend him t d?
Pssible answer:
1. ask the teachers fr help
2. enrich his vcabulary and written Chinese by appreciating sme classical literature and calligraphy wrks
3. Imitate cpybk fr written Chinese
4. make sme Chinese friends ...
Para.3 表达愿望和祝福
Cmmn sentence pattern:
我真诚地希望我的建议对你有所帮助
I sincerely hpe these suggestins can be f sme help.
希望你在中国期间生活愉快
Hpe yu a gd stay in China.
[design purpse] This writing task serves as a beneficial methd fr students t apply what they have learned and thugh abut. Thrugh it, students can nt nly apply their vcabulary but als get familiar with the writing structure f a letter f recmmendatin. What is mre, this step helps t put what they have learned int practice, frm which students wuld gain a sense f satisfactin abut their learning.