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高二—人教版—英語選擇性必修二—第二單元 Bridging Cultures
Lesson One Reading and Thinking 教學設計
主題語境：人與社會
語篇類型：新聞報道特寫 (features) 授課時長：20 分鐘
文本分析：
該閱讀語篇是一篇刊登在倫敦一所大學校報上的文章, 講述中國商科留學 生 Xie Lei 初到國外時遇到種種困難和挑戰, 并逐漸適應新環境的經歷。Xie Lei 面臨的問題分為生活和學業兩方面, 具體表現為語言障礙、想家、學術要求以及 中外教學方式的差異帶來的挑戰。文章敘述了Xie Lei 適應國外學習和生活的過 程, 伴隨她一系列情感體驗的變化, 即離開祖國和家人朋友, 飛往陌生國度時的 興奮、緊張與迷茫（excited 、nervous 、don’t know what to expect），與寄宿家庭 相處過程中獲得的安慰（comforted ）， 聽到導師提出的學術要求時的困惑 （confused），在學業上取得進步后的驚喜（surprised），作報告成功后重獲的自 信（confident），以及逐漸適應新生活后內心的輕松自在（feel at home）。這是文 章的一條線索。
文章的另一條線索是 Xie Lei 參與文化溝通與交流的經歷, 既包括體驗、適 應當地文化，也包括向身邊的人介紹中國文化。前者主要表現在 Xie Lei 努力適 應全新的文化環境，包括交通、問路、向寄宿家庭求助語言問題、積極參與英國 文化活動、豐富社交生活；后者主要體現在 Xie Lei 向寄宿家庭介紹中國、教 Laura 做中餐、在班上作中國傳統藝術的報告、與英國人分享中國文化。第七段中“I’m learning about business, I’m also acting as a cultural messenger building a bridge
between us. ”是文 章 的 點 睛之筆, 呼應文 章標題 Business Student Building Bridges。
從文章結構來看, 上述兩條線索交織在一起。作者敘述的內容有明顯的時間 順序, 文章中關鍵的時間點有 six months ago、at first、after just a few weeks、now halfway through her exchange year 、later 、for now 。同時, 文章內容的安排又具有 邏輯性。文章前兩段敘述 Xie Lei 留學的背景和原因，中間第三段至第七段敘述 了 Xie Lei 克服困難適應留學生活的過程。文章最后一段收尾，對 Xie Lei 致以 祝福。
從文章體裁來看，該語篇類似新聞報道中的特寫（features）。此類文章標題 一般濃縮概括全文的中心實質問題，本文標題 Business Student Building Bridges 便點出了文章的主題內涵，即文章旨在挖掘留學生在文化溝通和交流中的角色和 作用。在敘述中，作者引用了不少 Xie Lei 的原話，使得敘述更生動、真實、可 信，這也是此類文章的特點。例如，“‘I was very excited but also quite nervous. I didn’t know what to expect, ’ Xie Lei recalled ”。此外，文章的末段是新聞文體典型 的表達法（We’ll follow Xie Lei’s progress in later editions, but for now, we wish her all the best.）。
學情分析：
高二的學生通過義務階段及高一的學習，已經了解了一些中外文化差異的知 識，具備一定的跨文化交際意識和能力，但對中外優秀文化的精神內涵感悟還不 是很深，缺少對文化現象背后所反映的價值取向的分析及鑒別能力。另外，學生 沒有專門學習過新聞特寫這類文章，對這類文章的文體特征可能相對陌生。
教學目標：
通過本課學習，學生能夠：
1. 掌握新聞特寫的結構和寫作特點；
2. 理解文章內容和主旨，并梳理文章兩條主要線索——Xie Lei 從初到新環 境到最終適應國外學習和生活的情感體驗變化，以及她參與文化溝通與交流的經 歷，從努力適應全新文化環境到向當地傳播與分享中國文化的變化；
3. 思考并歸納中外教育環境、教育方式的差異；了解在國外學習可能會遇到 的困難以及能夠提前做的準備；明確留學生在文化傳播中的角色。
教學重點：
引導學生理解文章的內容和主旨，把握文章的結構和寫作特點；引導學生深 入思考留學生在文化傳播中的角色以及中外文化環境和教學模式的差異。
教學難點：
探究主人翁 Xie Lei 行為背后的原因，思考留學生可能遇到的挑戰以及應當 提前作好那些準備。深入理解及思考留學生在文化傳播中的角色以及中外文化環 境和教學模式的差異。
教學資源：教材、多媒體課件 教學流程：
步驟 教學活動 設計意圖 互動 時間
Introduction of Unit 2
Step 1 Ss observe the topic of the unit, look at the pictures and then answer questions. To arouse Ss ’ attention and interest in this topic. To enable Ss to relate their own experience to it. 2 min
Step 2 T introduces the follow-up learning activities in this unit.
Pre-reading
Step 1 T presents pictures of Chinese students studying abroad and oversea students studying in China on exchange programs. To introduce the topic of the unit and provide background information about exchange programs. 2 min
Step 2 Ss look at the title and picture. Guess: 1. Who is Xie Lei 2. Who said “Welcome, Xie Lei” To enable students to make predictions about the text based on the title and picture. 2 min
3. Where is the article from 4. What aspects about Xie Lei’s experience on an exchange programme will be talked about
While-reading
Step 1 Ss skim the text for the main idea of each paragraph and answer the questions 2-4 before reading. 1. To check whether the predictions are correct. 2. To help the students have a grasp of the main idea of the passage. 3. To guide students to look for relevant expressions to tell the text type and its text features. 5 min
Step 2 Ss scan the text to look for Xie Lei’s change in feelings during her year studying abroad and the reasons behind. Then draw a curved line on a diagram to show the changes. 1. To practice students ’ skill of reading for details. 2. To deepen their understanding of the content. 3 min
Step 3 Ss scan the passage again to complete the table about the challenges Xie Lei faced in daily life and study, and also the measures she took to deal with them. 1. To summarize and classify Xie Lei’s challenges and solutions 2. To prepare the students for the follow-up questions. 5 min
After-reading
Step 1 Ss answer the following questions 1. What other challenges do you think students studying abroad like Xie Lei might face How can students prepare to handle these challenges before going abroad 2. What bridges did Xie Lei build and how has she helped to build them 3. Why does Xie Lei need to act as a cultural messenger 4. What makes a good cultural messenger 1. To shift attention from Xie’s experience to their own to think about the potential challenges and ways to deal with them if they study abroad one day 2. To inspire students to develop their own insight into cross-cultural communication. 5 min
Step 2 T makes a summary of the main To help students review
idea of the passage and the text feature of a feature from a newspaper. what they have learned
Homework (After class) Give an oral presentation - Suppose you are Xie Lei. You are asked to share your experience in London with your Chinese friends, what would you say 1. To help students retell what they have read based on their comprehension. 2. To provide a chance for them to improve their understanding of studying abroad. 1 min

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