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视频标签：Bridging cul
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视频课题：人教版选择性必修第二册Unit 2 Bridging cultures --reading and thinking东营
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人教版选择性必修第二册Unit 2 Bridging cultures --reading and thinking东营市第一中学
Selected Compulsory Book 2
Unit 2 Bridging Cultures
Period 1 Reading and thinking
Overall Design
Teaching objectives:
Language ability: Enable the Students to make use of the stylistic characteristics of a feature to learn about Xie Lei’ s experience in London as an exchange student and a cultural messenger.
Learning ability: Enable the Students to collect and select the key information to cultivate their ability to generalize and analyze.
Cultural awareness: Enable the Students to learn about the challenges and importance of cultural communication; strengthen their cultural confidence.
Thinking quality: Enable the Students to have a deep insight into the difference in different cultures; develop the Students’ creative, and divergent thinking ability.
Teaching methods
1. While doing Lead-in the teacher can lead in the topic of this unit by showing students the picture to raise students’ interest.
2. During Pre-reading the teacher can go around 
the classroom and discuss the questions with several students. This discussion should be student-centered and arouse students' interest in appreciating Xie Lei’s roles as an exchange student and a cultural messenger..
3. While doing Reading, the teacher should firstly ask the students to know their task. With the task in their mind, they can find answers quickly.
4. While doing post-reading, cooperation between group members is encouraged.
Teaching difficulties and points
1. To enable the students to use the stylistic characteristics of a feature to learn about Xie lei’s experience in London as an exchange student as well as an cultural messenger.
2. To practice students’ creative and divergent thinking and strengthen their cultural confidence..
Teaching procedures
Step 1 Lead-in
Q1. Where do you think the girl on the left is from and what she is doing?
Q2. What challenges might she meet while studying in the foreign country ?
Step 2 Before reading
Look at the titles and picture. Predict where you think this article is from and what you think the article is about.
Step 3 While reading
I Read for genre and structure.
Q1. What is the genre of this article?
Q2. What is the main idea of each paragraph?
Q3. Make a summary of the passage according to the main idea of each
II Read for details
After filling the blanks, ask students: what about Xie lei’s feelings since she left China.
III Read for feelings.
Let’s find out the words showing her feelings and work out the reasons.
Eg: Xie Lei felt excited and nervous because it was the first time that she had left China.
After making the sentences, ask students: what about Xie lei’s other roles apart from bening an exchange student.
IV Deep thinking.
Q1. Why does Xie Lei choose the exchange programme?
Q2. Why has Xie Lei got involved in social activities?
Q3. How has Xie Lei helped to build bridges between China and the UK?
Step 3 Post- reading
I Use a mind map to help students review the passage and restate the learning tip to strengthen their understanding of the stylistic characteristic of the feature.
II Discussion(Group work)
Q1: Why do you think Xie Lei’s host family and many other British people are eager to learn about China?
Q2: What do you think make a good cultural messenger?
Self-reflection
Lead-in part is used to stimulate students’ understanding about the exchange students’ life so it is very easy to arouse their interests in this topic. Pre-reading offers students a chance to guess and guide them to focus on the title before reading, which can help practice their speaking skills and reasonable imagination. After reading, students can get to know Xie lei’s double roles as an exchange student as well as a cultural role under the title and subtitle, which is also a stylistic of a feature.. Finally, a mind map is employed to review the passage and the learning tip will be restated. Students can also take part in the discussion part actively to strengthen their cultural confidence. It is considered a successful lesson.
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