教师频道

步骤

教学活动

设计意图

Pre-reading

Step 1

Warming-up: Quick physical response.

T raises some Yes/No questions about studying abroad and Ss answer them by standing up or sitting down respectively.

通过引入主题相关词汇和肢体回应做好上课热身，提升学生学习兴趣，引发阅读动机。

While-reading

Step 2

1st reading:

T shows the title of the article and the photo and invites Ss to raise questions about Xie Lei as a reporter.

Ss read the article and find out the answers to their own questions.

利用标题、插图，引导学生自主提问，形成阅读期待，鼓励学生自我引导阅读 (Self-directed reading），以实践学习者自主参与(learner involvement)的教学原则，提升自主学习意识，并为读后活动——连线采访做好铺垫。

Step 3

2nd reading:

T asks Ss to think about the text type and source of the article.

T and Ss discuss the structure of the article based on the features of this kind of news writing.

通过让学生进一步参与到语篇类型和语篇结构的发现和探讨中，加深学生的文本理解，为学生最后运用语篇进行有效交流、完成任务做好准备。

Step 4

3rd reading:

1. T invites Ss to discuss the meaning of the headline.

2. T invites Ss to find out why Xie Lei had different feelings during her year studying abroad by using the structure: Xie Lei felt/feels ... because ...

3. T invites Ss to analyze what Xie Lei did to overcome the challenges in her daily life and academic requirements through blank-filling.

4. T encourage Ss to think of other challenges students studying abroad might face and how they can prepare to handle these challenges.

5. T invites Ss to analyze Xie Lei’s new role as a cultural messenger building bridges, which echoes the headline.

引导学生进行深度阅读，关注文本标题及其含义以及通过研读重点文本段落，学习语篇知识，运用批判性思维，引导学生从不同角度解读文章，并通过挖掘文章深层内涵发展学生的思维能力，体会中外文化环境和教学模式的差异，深入思考留学生在文化传播中的角色。

Post-reading

Step 5

Ss have a group discussion about what makes a good cultural messenger.  

引导学生通过联想、比较、评价，联系现实生活和经验，创建自我意义。

Step 6

Ss have an online talk show about Xie Lei’s experience as an exchange student in a group of 4 and comment on other groups’work.  

迁移创新：通过设计恰当的语言运用活动，促进学生创造性地运用所学，并依据所给要求，进行评价和反思。

Step 7

Closure & homework

Blackboard Design (略)