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1、Unit 2 Bridging CulturesReading and Thinking一、教学内容理解语篇内容与结构，明确“交换工程与“文化传递者”的概念，突出英国文化对谢蕾成 长的促进以及谢蕾在传播中国文化方面的所作所为，强调文化桥梁构建的重要性。二、课时目标1 .通过对an;exchange:programme的概念理解及对单元首页quotation读前与读后理解的 比拟，感悟不同文化对人成长所起的枳极促进作用。2 .通过预测、找读、细读与推断，理解文本细节与主旨大意，逻辑推断字面与字里信息、， 梳理篇章结构。3.通过了解a cultural messenger的含义，思考中国文化内涵及
2、个体在中国文化传播中可 做的努力。三、教学过程Activity 1: Talking about the quotation on the title page.本活动旨在落实课时目标1。The quotation from Mary Anne Radmachcr on the title page is shared and students arc invited to voice their separate understanding.Q: At the beginning of todays class, let me share with you a quotation from
3、Mary Anne Radmacher, am not the same, having seen the moon shine on the other side of the world.” How do you understand it?K设计意图热身活动旨在创设情境使学生在提供想法的同时感知不同文化能带来一定 的变化，同时激发学生思维，为课堂积极主动学习营造气氛。在对话过程中，教师可适当引 导学生关注not the same以及the moon on the other side of the world,为阅读文本的主题渗透 埋下伏笔。Activity 2: Predicting
4、the content logically.本活动旨在落实课时目标2。Students are invited to read the title together and then predict what might be written about in the passage according to the title and the picture beside it.Q: What might be written in the passage according to the title and the picture?K设计意图预测活动旨在培养学生阅读文字与图片信息的能力以及
5、依据信息进行逻辑 预测的能力。活动必须摒弃无理由预测行为，对此行为，教师需适当纠正。根据“Welcome, Xie Lei!”可以预测谢蕾去到了某个地方:根据Business Student Building Bridges可以预测谢蕾在 造桥，此预测会即刻产生阅读期待：一个女孩子造什么桥？K Possible logical prediction:O Xie Lei must have gone to another country because someone says “Welcome, Xie Lei” to her.Asa business student, Xie Lei mig
6、ht be building some kind of bridges. 3Activity 3: Scanning the passage for the keys to the predictions.本活动旨在落实课时目标1和2。Students scan the passage to find out the answers to the predictions.QI: Where is Xie Lei now? RShes in a university in London.2Q2: What bridge is Xie Lei building? Cultural bridges.
7、3K While checking, the teacher can raise the follow-up questions: URQl: When did she go to London? / How did she feel? Why did she go to London? / How is she able to study abroad? Do you have any idea what an exchange programme is? / What is her ambition after graduation? (learn “ambition”)Q2: From
8、where do you get the answer? / Who is this “us in the sentence? / What do you think of building cultural bridges to different countries?)K设计意图找读活动旨在培养学生找读技能，梳理文本中“谢蕾”与“文化桥梁搭建” 的相关信息，为后续阅读活动奠定基础，学习词汇ambilion。Follow-up questions涉及细节 理解与推理判断，旨在培养学生阅读思维，其中对an exchange progrmme的概念诠释旨在增 强学生文化意识：最后一个开放性问题斤
9、在加深学生对“文化传播者”及文化交融含义的理 解，在学生心中种卜未来成为“文化传播者”的种子。Activity 4: Careful reading for what Xie Lei has done as a cultural messenger.本活动旨在落实课时目标3。Students carefully read (he whole passage and find out all that Xie Lei has done so far as a cultural messenger.QI: What has Xie Lei done so far as a cultural mes
10、senger? Hit is suggested that a mind map of related contents be drawn during the course of the answer check. 3A possible mind map about Xie Leis deeds as a cultural messenger:Q2: Whal dish does Xie Lei make for her host family? Do they love it? What else did she do?Q3: What was her presentation abou
11、t? How was her presentation?Q4: What has Xie Lei found when she is involved in social activities? (learn *be/get involved in”)Q5: So what docs she do?Q6: If you were Xie Lei, what other aspects of Chinese culture would you like to share with your foreign friends?K设计意图精读活动旨在培养学生快速浏览全文并定位具体信息的阅读能力，同时深
12、 入梳理文本中“谢蕾传播中国文化”的相关内容，学习短语be/get involved in sth.。问题六为开 放性问题，旨在加深学生对博大精深的中国文化内涵的思考。Activity 5: Scanning for Xie Leis contact into British culture.本活动旨在落实教学目标1和2。Students scan from Para. 3 to Para.6 and find out how Xie Lei got into contact with British culture.QI: Read and fill in the missing infor
13、mation.life challenaesacademic requiiements how to ask for the things whose English names she didnt know1)2) read a lot3)l)geiieiate ideas2)3) apply concepts4)5)Rhow to use public transport; how to ask for directions; 0how to live with a host family; essay writing; class participation; 1 )acknowledg
14、e what others say if citing their ideas; 3)form ones own opinion; 2)offer examples; 4)raise questions; 5)give presentations2The following questions are asked while the answer is checked.Q2: Whats life challenge one?Q3: Whats life challenge three?Q4: What figure of speech does the writer use here to
15、stress Xie Leis difficulty of her first encounter into the differences? RThe repetition of had to. 2Q5: Whats life challenge four?Q6: Academic requirements consist of two parts. What are they? (leam participate in)Q7: To meet with the requirements of essay writing, Xie Lei must read a lot. What else
16、? (learn “cite”)Q8: As for class participation, what did Xie Lei find?Q9: How should students behave in class?QIO: If you are an exchange student one day, will you be able to get accustomed to the learning style soon?K设计意图H找读活动旨在培养学生细节杳找技能，梳理谢蕾如何走进英国文化、学习 并适应英国文化的文本内容，学习词汇participate in与cite。问题四涉及修辞
17、，提示学生关 注语言赏析；问题十为开放性问题，强化文化差异及其文化融合使人不断成长的意识。Activity 6: Discussing and Voicing.本活动旨在落实教学目标3。Students are divided into groups, four as one, to discuss the following topic and then choose a group leader to voice their group opinion: Suppose you were Xie Lei and you have been back from your half-year
18、exchange programme, what would you like to share with your Chinese peers?K设计意图小组讨论及发言活动旨在检查学生课堂学习情况，培养学生逻辑表达观点 的能力。建议教师在反应时关注中英文化中生活与学习的异同点，适时适度予以指导。Assignment1 .Reread the passage and draw a mind map of the passage structure and its main idea.2 .Read Part 2, understand the underlined sentences and write a complex sentence expressing your understanding of the quotation from Mary Anne Radmacher.K设计意图作业I要求学生以思维导图的形式呈现文本结构与相应内容，旨在复习巩 固本课堂所学主要内容；作业2将句子种类的预习与本课时所学的文化差异带来成长的理念 融为一体，旨在提升学生自主学习能力，并为下一课时学习做好铺垫。