Unit 2 Bridging Cultures Reading and Thinking 教学设计人教版（2019）选择性必修第二册

1018540010909300Teaching and Learning Design 选择性必修Book2 Unit2 Bridging Cultures 教学设计 Teaching and learning contents: Reading and thinking—Language Focus and Thinking Quality Development Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Learn about the usages of new words, chunks and sentence patterns and try to use them in real language situations to improve language competence; 3) Comprehend the text better to reconstruct the text and improve thinking quality. Teaching and learning important points: 1) Language focus and better reading comprehension; 2) Learning to analyse the structure of the underlined compound and complex sentences; 3) Text reconstruction and thinking quality improvement. Teaching and learning difficult points: New language items learning, analysis of the underlined compound and complex sentences, text reconstruction and thinking quality improvement. Teaching and learning procedure: Step 1 Review Activity 1 Review Check the answers to the reading comprehension exercises in reference book to review the main content of the text and improve the students’ reading comprehension of the text. Step 2 Language Focus (In this step, the teacher explains some of the new and important language items in the context by offering some examples so that the students could comprehend the text better, and also focus on how to use the language items in specific language situations created by the teacher or doing some exercises such as sentence making and blank-filling exercises to help the students to grasp their usages.) Activity 2 Learning about how to understand long sentences 1. Learn about the strategies of understanding long sentences English structures are different from those in Chinese, but you can figure out what a long sentence means by following a few simple steps. 1) Decide if the sentence is simple, compound (look for and, but, or, etc.) or complex (look for who, when, where, etc.) sentence according the sentence structure and verb(s). 2) Find the two sub-clause if it is a compound sentence. Find the main clause and subordinate clause if it is a complex sentence. 3) Look for modifiers such as articles, adjectives, adverbs, prepositional phrases, non-finite verbs/verbal phrases and subordinate clauses. 1. Work together to analyse the structures in the underlined sentences. 1) I had to learn how to use public transport and how to ask for things I didn’t know the English names for. A complex sentence with an attributive/relative clause (I didn’t ... for). (and连接两个how to结构作宾语I didn’t know…是省略了that / which的定语从句，修饰先行词things) 2) Although some foreign students live in campus accommodation, Xie Lei chose to live with a host family, who can help with her adaptation to the new culture. A complex sentence with an adverbial clause (Although ... accommodation) and an attributive clause (who ... culture). ( although引导让步状语从句； who引导非限 ... ...