Unit+2+Reading+and+Thinking+說課課件【備課精講精研 】高中英語人教版（2019）選擇性必修第二冊

“Welcome!XieLei”BusinessStudentBuildingBridgesUnit2BridgingCulturesReadingandThinkingI.AnalysisofthematerialItisapagefromanewspaperexperienceofanexchangestudent,XieLeichallenges，academicrequirementstimeclueandchangesoffeelinglonganddifficultsentencesII.Analysisofthestudentsseniortwocharacteristicsofapieceofnewscross-culturalcommunication—messenger—Culturalself-confidenceThestudents’vocabularyisnotenough,sotheyneedtopreviewinadvanceIII.Teachingaims:Enablestudentstosummarizethemainideaandthestructureofthepassage.GuidestudentstofigureoutXieLie’sexperienceoflivingbyexploringthereasonsbehindtheeventsandsortouttheemotionalandlogicallines.Enablestudentstoanalysethechallengesandsolutionsthatstudentsmightbefacedwithwhilestudyingabroad,andsharetheiropinionsonthesignificanceofactingasaculturalmessenger.IV.TeachingkeypointsanddifficultpointsTeachingkeypoints:Leadstudentstoexplorethereasonsbehindtheeventsandsortouttheemotionalandlogicalclues.Encouragestudentstogetthemainideaandanalysethestructuresofthepassage.Teachingdifficultpoints:Enlightenstudentstothinkdeeplyabouttherolethatforeignstudentsplayinculturalcommunicationandvoicetheiropinionsonthesignificanceofactingasculturalmessengers.V.Theteachingmethods1.Three-stagemodel:pre-reading,while-reading,post-reading2.Activity-basedapproachtoEnglishlearningVI.Theteachingaids1.Blackboard 2.Multimedia:PPTdocument,video,pictures,etc.Pre-readingPost-readingHomeworkWhile-readingWhatdoyouthinkofthelifeofanexchangestudent?Lead-in設計意圖：通過視頻和討論，引出本課話題交換生體驗，學生就該主題語境，分享自己的看法。Pre-readingPost-readingHomeworkWhile-readingLead-inListsomequalitiesbelongtotheexchangestudents:設計意圖：教師引導學生思考，交換生在積極地適應外國生活的過程中培養(yǎng)的品質(zhì)，為閱讀文本的主題滲透埋下伏筆。Pre-readingHomeworkPost-readingWhile-readingLead-inPredicating1.WhatistherealmeaningofBridgesinthetitle?2.Howdoyouthinksheisbuildingbridges?3.Whereisthearticlefromandwhatisitabout??設計意圖：在教師的引導下，讓學生作出合理的判斷并給出判斷依據(jù)，并激發(fā)學生的閱讀期待，謝蕾作為商科學生究竟會造什么橋呢。創(chuàng)設語言情境，引出語篇話題，激發(fā)學習興趣，有助于學生學習理解語篇內(nèi)容。While-readingPre-readingPost-readingactivity1:MatchthemainideawitheachHomeworkLead-inActivity1:MatchthemainideawitheachparagraphPaymoreattentiontothefirstsentencesofeachparagraph.Fast-reading設計意圖：在老師的引領下，學生梳理文章段落大意，對整篇文章有基本的了解，這一活動有利于培養(yǎng)學生的概括分析能力，又為接下來的精讀分析做鋪墊。While-readingPre-readingPost-readingHomeworkLead-inReadingforstructurePart1(paras.1-2)backgroundPart2(paras.3-7)challengesandsolutionsPart3(para8)wishes設計意圖：在對整篇文章有基本的了解后探討文章結構，進一步深化對文章的理解。這一活動有利于培養(yǎng)學生的概括分析能力，又為接下來的精讀分析做鋪墊。While-readingPre-readingPost-readingHomeworkLead-inWhat’sthewritingorder?Timeorder時間順序設計意圖：培養(yǎng)學生定位關鍵線索的能力，找出文章發(fā)展的時間線索，按照線索理清文章思路。While-readingPre-readingPost-readingHomeworkLead-inEmotionclue

感情線索XieLeifelt...because...What’sthewritingorder?設計意圖：培養(yǎng)學生定位關鍵線索的能力，找出文章發(fā)展的感情線索，按照線索進一步理清文章思路。While-readingPre-readingPost-readingHomeworkLead-inReadingfordetailschallengedailylifeacademicrequirementsadaptationtoawholenewlifelonelinesswriteanessayparticipateinclassandgivepresentations設計意圖：這一活動旨在培養(yǎng)學生信息定位與邏輯推理的能力。學生進一步深入解讀文本，找出謝蕾留學時遇到的困難。While-readingPre-readingPost-readingHomeworkLead-inReadingfordetailssolutionsadaptationtoawholenewlifelonelinesswriteanessayparticipateinclassandgivepresentationslearntousepublictransportlearntoaskforthingsaskpassers-byforhelplivewithahostfamilygethelpfromatutorgivepresentationsontraditionalChineseart設計意圖：讓學生定位關鍵信息，進一步找出謝蕾留學遇到困難時的應對措施。While-readingPre-readingPost-readingHomeworkLead-innervouscomfortedconfusedsurprisedconfidentfeelathomeInferringfromdetails設計意圖：這一活動旨在培養(yǎng)學生信息定位和邏輯推理能力。學生進一步找出謝蕾的的情感變化曲線，在深度理解文本的基礎上探討主人公性格特質(zhì)。While-readingPre-readingPost-readingHomeworkLead-in

ChallengesSolutionsFeelingsDailylifeadaptationtoawholenewlifelearnttousepublictransport;learnttoaskforthingsshedidn’tknowthe

Englishnamesfor;askedforhelpexcitednervouslonelinesslivedwithahostfamilycomfortedAcademicrequirementswritinganessaygothelpfromhertutor;read

alottoprepareconfusedParticipating

ingeneratingideas,offeringexamples,raisingquestionsandgivingpresentationsgavepresentationontraditionalChineseartSurprisedconfidentfeelathome設計意圖：這一活動讓學生整理出語篇的主要內(nèi)容，包含困難-應對措施-情感變化，讓學生對文章理解得更深刻，對細節(jié)更加明晰。While-readingPre-readingPost-readingHomeworkLead-inSentence1:IhadtolearnhowtousepublictransportandhowtoaskforthingsIdidn’tknowtheEnglishnamesfor.Sentence2:Althoughsomeforeignstudentsliveincampusaccommodation,XieLeichosetolivewithahostfamily,whocanhelpwithheradaptationtothenewculture.Sentence3:Thefirsttimethatshehadtowriteanessay,hertutorexplainedthatshemustacknowledgewhatotherpeoplehadsaidifshecitedtheirideas,butthathemainlywantedtoknowwhatshethought!Sentence4:Atfirst,XieLeihadnoideawhatsheshouldsay,butwhatsurprisedherwasthatshefoundherselfspeakingupinclassafterjustafewweeks.Activity3UnderstandlongsentencesPre-readingPost-readingHomeworkLead-inWhile-readingIhadtolearnhowtousepublictransportandhowtoaskforthingsIdidn'tknowtheEnglishnamesfor.(that/which)Understandlongsentences

EnglishstructuresaredifferentfromthoseinChinese,butyoucanfigureoutwhatalongsentencemeansbyfollowingafewsimplesteps.1Decideifthesentenceiscompound(并列句)(lookforand,but,or,etc.)orcomplex(復合句)(lookforwho,when,where,etc.).2Findthemainclauseifitisacomplexsentence.3Lookformodifiers(修飾語)!長難句分析疑問詞+不定式

疑問詞+不定式定語從句翻譯：我必須學會如何使用公共交通工具，以及如何詢問我不知道英文名字的東西。設計意圖：通過長難句的句子結構、成分的分析讓學生更好的解析句子。Pre-readingWhile-readingHomeworkLead-inPost-readinginthehostfamilyinclasscookstir-friedtomatoes&eggsgiveapresentationontraditionalChineseartshareclassactivityinsocialactivityChinatheUKAculturalmessenger1.HowhasXieLeihelpedtobuildbridgesbetweenChinaandtheUK?Post-reading設計意圖：分析是什么幫助謝磊適應了新文化。激發(fā)學生對跨文化交際的見解。Pre-readingWhile-readingHomeworkLead-in2.Whatarethe

benefits

and

difficulties

ofstudyingabroad?Howcanstudentspreparetohandlethesechallengesbeforegoingabroad?Post-reading設計意圖：通過思考出國留學的好處和潛在的挑戰(zhàn)，讓學生客觀地分析問題，培養(yǎng)學生的批判性思維。Pre-readingWhile-readingHomeworkLead-inPost-readingtoovercomechallenges:optimisticandpersistenttobuildculturalbridges:actingas