说课逐字稿 | 结构有张力，XB2U2读思课广东刘苡珊老师~

一

逐字稿

Let me begin with the guiding theories and teaching analysis.

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So based on the analysis above,I have adapt the following teaching objectives.

The emphasis will be on understanding the challenges and cultural difference when starting abroad, while the difficulties lie in guiding students to explore the reasons for successful adaptation to live and study in a new country, and to reflect deeply on the road that international students have played in cultural exchange and how to become a cultural messenger to achieve these goals.

Combining activity based in English learning method and the features of the deep learning, I have come up with these chain of questions.

So, building on the question trend, I have designed the following procedures.

They are warm up. Activity one read for bridges, activity 2 read for challenges and solutions. Activity 3, explore adaptation, activity 4, discuss and reflect.

Now please allow me to elaborate them one by one.

At first, I will start by showing a poster about an exchange program between our school and school from UK and ask students if you were given a chance to study in the UK as an exchange student, how would you feel? What problems do you expect to encounter?

And answers like she majors in business, she builds bridges, she is welcomed by the locals will be given.

Then I will highlight the word “bridges” and ask students to raise questions about it.

Students may be curious about, what bridges does Xie Lei build, how does she build a bridge and why does she build a bridge, so this aims to guide students to make prediction based on the title and with these questions raised by themselves, they are more motivated to read the following text.

So I will ask students to give the text a quick look to find out something special about the language.

Students may notice that the third person is used, and a lot of direct quotations are applied to make the text more vivid and convincing.

Then I will ask students, where can you read the test?

Judging from the expressions in later editions in the last paragraph, students may give answers like school newspapers or school magazine.

Then they will be told that this kind of passage is called feature article, so this is designed to guide students to pay attention to the language features and the text type.

Following this, students will be guided to find out the chronological order of the test and divide the test into three parts with its main idea.

This is designed to help students understand the structure of the text and improved students reading comprehension skills, so with Xie Lei’s challenges and solutions dominating the text, we will move on to the next activities--read for challenges and solutions.

First, students will be asked to read the text and find out the challenges that Xie Lei faces regarding daily lives and academic requirements as well as her feelings. And then students will be invited to present their ideas according to the feelings of Xie Lei when facing challenges, for example, like nervous, worried, lonely, confused, uncertain, I will guide students to draw the conclusion that Xie Lei suffers from cultural anxiety.

This aims to develop students’ ability to extract specific information from the text and also help students understand the difficulties faced by exchange students.

After this, students will be asked to read the text again to find out what Xie Lei does to do with the challenges and how she feels, why students share their ideas.

I will highlight some words that demonstrate Xie Lei’s characters and competencies, as well as expressions that refer to Chinese culture.

At the same time, according to the change of Xie Lei's, feelings like comforted, proud, confident feel at home, we can draw the conclusion that Chile's previous cultural anxiety has been replaced by cultural confidence.

By doing so, students are prepared with the information for later discussion in activity 3, that is, explore the adaptation in which students will work in groups and discuss what factors help Xie Lei go from cultural anxiety to cultural confidence.

Most importantly, they have to find supporting sentences from the text to back up their perspectives. Representatives of each group will be invited to underlie their supporting sentence and write down their ideas on the screen. Some of them underline sentences showing Xie Lei’s characters, and some underlie sentences showing her competences, while others underlie sentences showing Chinese culture.

Combining their ideas, I will guide students to find out all the characters and competencies of Xie Lei.

For examples. in sentence, I had to learn how to use public transport and how to ask for things I didn't know the English names for. When I got lost, I had to ask passers-by for help. But people here speak fast and use words I'm not familiar with. I ask them to repeat themselves a lot, so this shows Xie Lei is resilient and courageous and has this adaptive learning ability, so this help guide students to understand the importance of Xie Lei 's characters and competences in contributing to her successful adaptation.

Also, all the sentences about Chinese culture will be stressed, for example. They are also keen to learn about China. My presentation on traditional Chinese art was a great success, which boosts my confidence and British people are fascinated by our culture and eager to learn more about it, so I am keen to share my culture with them.

So this is aimed to guide students to understand the importance of Chinese culture and building her cultural confidence.

Finally, I will summarize the factors that help it go from cultural anxiety to cultural confidence as character competence and Chinese culture, which helps students form the character competence and culture, 3C cross cultural adaptation pattern and also provides students with a scaffolding for following activity which circles back to the warm up activity.

But this time, students will be asked to help and exchange students from UK to adapt to life in China and Chinese culture with the three C patterns. Some students will advise Jack to stay curious and courageous and actively involved himself in school activities. Some students propose organizing cultural exchange events where Jack can share his own culture while learning about Chinese culture.

This is designed to encourage students to apply these three C cultural adaptation patterns to real life situation, also help students reflect on their own cultural identity and role in cross-cultural interactions.

Moving on, students will involve themselves in discussion over the questions. What can we learn from Xie Lei's experience?

Some students said that they will learn from Xie Lei's adaptive learning ability when facing new challenges.

Some say that they will be a Chinese cultural ambassador just like Chile when having cross culturally interactions.

To sum up their ideas, I conduct a follow-up questioning with students in the form of a question chain. I will ask students the following questions.

What challenges does Xie Lei face?

Xie Lei faces challenges regarding daily life difficulties and academic requirements.

How did Chile overcome these challenges?

Xie Lei overcomes these challenges through character, competence and cultural three C cultural adaptation patterns. What change has happened to Xie Lei?

Students will answer Xie Lei has changed from cultural anxiety to cultural confidence.

Most importantly, she has changed from and normal exchange students to a cultural messenger.

So what bridges did you build?

We can summarize that silly not only build the bridges between China and UK, but also build the bridges between China and the world.

So this answers exactly answer the questions raised by the students themselves as to what to bridge, how to bridge, and why to bridge. So this reinforced students understanding of the theme and inspires students to be a cultural messenger, to tell China's story, to make a voice of China heard.

Alas, homework.

So this aims to reinforce students understanding of the task through writing and encourage students collaborative learning and creativity in designing cultural exchange activities.

Then comes the teaching reflection.

So this concludes my presentation. Thank you for your attention.

二

点评

这里也和必修一Unit 1 的文章形成了闭环。

目标清晰

自主提问可以前面，后面也可以中间。。。.......

三

教学文本

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