高二英语(人教版)选择性必修二Unit2 Bridging Cultures Reading
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Unit 2 BRIDGING CULTURES(课件)-高二英语(人教版2019选择性必修第二册)
• I think the article is from the newspaper of an overseas university，and it is probably about the life of an exchange student from China.
While-reading
Warming-up
Appreciate and understand the quote on the theme picture.
To experience a different culture from one’s own
I am not the same, having seen the moon shine on the other side of the world.
UNIT 2 BRIDGING CULTURES Reading and Thinking
Learning objectives
By the end of this section, you will be able to:
1.根据图片和标题预测文章内容。 2.通过概括大意梳理文章写作思路，概括大意，把握写作特点。 3.掌握长难句分析的策略，克服阅读长难句的障碍。 4.了解谢蕾在国外面临的挑战和她的应对办法，探讨留学生在跨文化 沟通和文化传播者的特殊身份和作用。
Another challenge for Xie Lei is the academic requirements. The first time that she had to write an essay, her tutor explained that she must acknowledge what other people had said if she cited their ideas, but that he mainly wanted to know what she thought! Xie Lei was confused because she thought she knew less than other people. Her tutor advised her to read lots of information in order to form a wise opinion of her own.
While-reading
Warming-up
Appreciate and understand the quote on the theme picture.
To experience a different culture from one’s own
I am not the same, having seen the moon shine on the other side of the world.
UNIT 2 BRIDGING CULTURES Reading and Thinking
Learning objectives
By the end of this section, you will be able to:
1.根据图片和标题预测文章内容。 2.通过概括大意梳理文章写作思路，概括大意，把握写作特点。 3.掌握长难句分析的策略，克服阅读长难句的障碍。 4.了解谢蕾在国外面临的挑战和她的应对办法，探讨留学生在跨文化 沟通和文化传播者的特殊身份和作用。
Another challenge for Xie Lei is the academic requirements. The first time that she had to write an essay, her tutor explained that she must acknowledge what other people had said if she cited their ideas, but that he mainly wanted to know what she thought! Xie Lei was confused because she thought she knew less than other people. Her tutor advised her to read lots of information in order to form a wise opinion of her own.
人教版高中英语选择性必修第二册 Unit 2 Bridging Cultures 单元重点小结
4. engage in
(使)从事;参与
5. get involved in
参与;卷入;与……有关联
6. culture shock
文化冲击
7. comfort zone
舒适区;舒适范围
8. cost an arm and a leg (使)花一大笔钱
9. side with
支持;站在……的一边
10. as far as I know
23. boom
vi.& n.迅速发展;繁荣
24. strengthen vi.& vt.加强;增强;巩固
25. deny
vt.否认;否定;拒绝
26. optimistic adj.乐观的
27. competence n.能力;胜任;本领
→ competent adj.有能力的;称职的
28. cooperate vi.合作;协作;配合
what other people had said if she cited their ideas,
but that he mainly wanted to know what she
thought!
重点语法
名词性从句 1. That he is addicted to computer games is worrying. 2.The question is who will be the successful applicant for the summer job. 3.It’s up to you to decide how you’ll go there,by air or by train. 4.Her confusion is whether she should stick to her own way of life or follow the American way.
Unit2 BRIDGING CULTURES(教学设计)高二英语(人教版2019选择性必修第二册)
子主题：跨文化沟通、包容与合作
语篇类型：文本、练习
［What］本节课围绕主题语境设计了四个活动：第一部分是根据所给从句的类别并分析其句子功能。第二部分是根据所给词汇，将给出的两个句子组成一个含有名词性从句的复合句。第三部分在单元主题语境下选择名词性从句补全短文。第四部分让学生使用名词性从句，描述Xie Lei的留学经历。
通过从句层面到语篇层面的练习，引导学生在较为复杂的情景中正确运用名词性从句，巩固名词性从句的用法。
Activity 4（8mins）
1.学生阅读并完成Activity 4中的短文填空，同伴讨论并核对答案。
2.总结名词性引导词的种类和作用。
【活动意图】本活动旨在落实目标2和3。
通过语篇练习，引导学生在较为复杂的情景中正确运用名词性从句的引导词，培养学生的信息概括和语言理解能力。
教学目标
1.能正确运用名词性从句的引导词。
2.准确把握名词性从句的语序、位置、时态、语气等。
3.通过实践运用巩固名词性从句的用法，能够在写作中恰当地运用名词性从句表达。
教学重难点
重点：
复习、理解名词性从句的特征和具体用法。
难点：
名词性从句中引导词的选用。
教学资源
多媒体；学案；黑板；粉笔
教学活动设计
Leadin（3mins）
为了突破本节课的重难点，我设计了能够体现师生互动、生生互动、展示自我等学习活动，这样的活动加强了师生以及生生之间的交流与合作，同时展示自我，提升他们的学习主动性。
2.学生画出复合句中名词性从句的引导词，并对其进行归类。
Questions:
How did you decide which is the main clause and which is the subordinate clause? (By finding words likewho,when,where, etc., in front of a clause.)
语篇类型：文本、练习
［What］本节课围绕主题语境设计了四个活动：第一部分是根据所给从句的类别并分析其句子功能。第二部分是根据所给词汇，将给出的两个句子组成一个含有名词性从句的复合句。第三部分在单元主题语境下选择名词性从句补全短文。第四部分让学生使用名词性从句，描述Xie Lei的留学经历。
通过从句层面到语篇层面的练习，引导学生在较为复杂的情景中正确运用名词性从句，巩固名词性从句的用法。
Activity 4（8mins）
1.学生阅读并完成Activity 4中的短文填空，同伴讨论并核对答案。
2.总结名词性引导词的种类和作用。
【活动意图】本活动旨在落实目标2和3。
通过语篇练习，引导学生在较为复杂的情景中正确运用名词性从句的引导词，培养学生的信息概括和语言理解能力。
教学目标
1.能正确运用名词性从句的引导词。
2.准确把握名词性从句的语序、位置、时态、语气等。
3.通过实践运用巩固名词性从句的用法，能够在写作中恰当地运用名词性从句表达。
教学重难点
重点：
复习、理解名词性从句的特征和具体用法。
难点：
名词性从句中引导词的选用。
教学资源
多媒体；学案；黑板；粉笔
教学活动设计
Leadin（3mins）
为了突破本节课的重难点，我设计了能够体现师生互动、生生互动、展示自我等学习活动，这样的活动加强了师生以及生生之间的交流与合作，同时展示自我，提升他们的学习主动性。
2.学生画出复合句中名词性从句的引导词，并对其进行归类。
Questions:
How did you decide which is the main clause and which is the subordinate clause? (By finding words likewho,when,where, etc., in front of a clause.)
Unit 2 Bridging Cultures 单词全+课文课件 高中英语人教版选择性必修第二册
1. Carrying out research on the chimpanzee (黑猩猩）will involve_l_i_v_in_g___( live) in the jungle for several years. 2. Our school proposes that students should involve themselves _i_n_____ community activities where they can gain experience of growth. 3. No matter what you like to do, there is a way to get _in_v_o_l_v_e_d__(involve ) in various activities on Earth Day. 4. Your _i_n_v_o_lv_e_m__e_n_t__(involve) will be warmly welcomed.
1)引用一个例子 cite an example/instance 2)引用莎士比亚的一句名言，“生存还是毁灭，这是个问题。”
Just cite a saying of Shakespeare, “ To be or not to be, that's a question.”
10. participation [pɑːˌtɪsɪˈpeɪʃn] n. 参加; 参与 participate [pɑːˈtɪsɪpeɪt] v. 参加; 参与 participate in... 参加; 参与 (正式用词) take part in...≈ join in... 参加; 参与 join v. 参加 (通常指参加某组织或团体) attend v. 参加; 出席 participant (n.) 参加者；参与者
Unit2BridgingCultures单词详细讲解课件高中英语人教版选择性
● The area has been declared a disaster zone.
● 该地区已被宣布为灾难带。
homesickness
● Homesickness wine ● 思乡酒 ● homesick adj.想家的；思乡病的 ● There were inevitable bouts of
initiative
● take the initiative ● 采取主动 ● initiation 开始 ● We have the initiative; we intend to
keep it. ● 我们拥有主动权；我们想要保持主动权。
budget
● budget deficit ● 预算赤字 ● budget for 为…作预算 ● We have a very tight budget. ● 我们的预算很紧。
● 他暗示愿意合作。
angle
● angle of view ● 视角 ● angel n.天使 ● Her leg was bent at an unnatural
angle. ● 她的腿弯曲的角度反常。
belt
● conveyor belt ● 传送带
● Was she wearing a seat belt? ● 她系着座椅安全带吗？
do sth ● 实现某人做... 的抱负
adaptation
● cultural adaptation ● 文化适应 ● adapt v.适应；调整；改编 ● adapt to 适应 ● adopt v. 收养；采取，采纳，接受 ● This recipe is an adaptation of an
boom
● economic boom ● 经济繁荣
● 该地区已被宣布为灾难带。
homesickness
● Homesickness wine ● 思乡酒 ● homesick adj.想家的；思乡病的 ● There were inevitable bouts of
initiative
● take the initiative ● 采取主动 ● initiation 开始 ● We have the initiative; we intend to
keep it. ● 我们拥有主动权；我们想要保持主动权。
budget
● budget deficit ● 预算赤字 ● budget for 为…作预算 ● We have a very tight budget. ● 我们的预算很紧。
● 他暗示愿意合作。
angle
● angle of view ● 视角 ● angel n.天使 ● Her leg was bent at an unnatural
angle. ● 她的腿弯曲的角度反常。
belt
● conveyor belt ● 传送带
● Was she wearing a seat belt? ● 她系着座椅安全带吗？
do sth ● 实现某人做... 的抱负
adaptation
● cultural adaptation ● 文化适应 ● adapt v.适应；调整；改编 ● adapt to 适应 ● adopt v. 收养；采取，采纳，接受 ● This recipe is an adaptation of an
boom
● economic boom ● 经济繁荣
新教材2024版高中英语Unit2BridgingCultures课件新人教版选择性必修第二册
【答案】4．Exposure 5．expense 6．competence
adaptation, presentation, zone, insight, departure, setting, angle, belt, initiative, budget
7．The time for my________ from Japan was drawing nearer every day.
○句型精析
【 1 】 Raissa ， 17 ， from the Union of the Comoros ， developed a strong emotional connection with China after her grandmother was cured by doctors of the Chinese medical team in Africa three years ago.
Ⅱ．选择合适的词，并用其正确形式填空 动词 recall, qualify, comfort, engage, behave, strengthen 1．My biggest challenge is learning how to ________ at the dinner table. 【答案】1．behave
分析：引号内的句子是直接引语；“My dream is to study medicine in China”是主句；so that引导目的状语从句；like在此 是连词，引导方式状语从句。
译文：她说：“我的梦想是在中国学医，这样我就能像中 国医生那样给病人治病。”
○课标词汇
①background /ˈbæ kɡraʊnd/n. 背景 ②represent /ˌreprɪˈzent/ vt. 代表 ③contestant /kənˈtestənt/n. 选手 ④enthusiasm /ɪnˈθjuːziæ zəm/n. 热情 ⑤connection /kəˈnekʃn/n. 连接；联系 ⑥fascinated /ˈfæ sɪneɪtɪd/adj. 着迷的
adaptation, presentation, zone, insight, departure, setting, angle, belt, initiative, budget
7．The time for my________ from Japan was drawing nearer every day.
○句型精析
【 1 】 Raissa ， 17 ， from the Union of the Comoros ， developed a strong emotional connection with China after her grandmother was cured by doctors of the Chinese medical team in Africa three years ago.
Ⅱ．选择合适的词，并用其正确形式填空 动词 recall, qualify, comfort, engage, behave, strengthen 1．My biggest challenge is learning how to ________ at the dinner table. 【答案】1．behave
分析：引号内的句子是直接引语；“My dream is to study medicine in China”是主句；so that引导目的状语从句；like在此 是连词，引导方式状语从句。
译文：她说：“我的梦想是在中国学医，这样我就能像中 国医生那样给病人治病。”
○课标词汇
①background /ˈbæ kɡraʊnd/n. 背景 ②represent /ˌreprɪˈzent/ vt. 代表 ③contestant /kənˈtestənt/n. 选手 ④enthusiasm /ɪnˈθjuːziæ zəm/n. 热情 ⑤connection /kəˈnekʃn/n. 连接；联系 ⑥fascinated /ˈfæ sɪneɪtɪd/adj. 着迷的
高中英语人教版 选择性必修第2册 Unit 2 Bridging Cultures... 课件
involve adaptation recall participate engage 4. “I used to study in this university twenty years ago, and there were not many international students then,” my tutor _r_e_c_a_l_le_d_. 5. _A_d_a_p_t_a_t_io_n_ to a new culture can be difficult. However, you need to step out of your comfort zone. Remember: When in Rome, do as the Romans do.
Building up your vocabulary
Complete the sentences with the correct forms of the words from the box. ambitious recall qualification accommodation feel at home
to deliver certain meaning. ➢ Cultural awareness: perceive and understand the significance of cultural
exchange through a newsflash.
Building up your vocabulary
The first few weeks there were absolutely overwhelming because everything was so different compared to things back home. I felt confused and lost. I also suffered from homesickness, ____r_e_c_a_ll_in_g___all sorts of things back home-- from my mother's cooking to the neighbor's dog I used to walk.
Building up your vocabulary
Complete the sentences with the correct forms of the words from the box. ambitious recall qualification accommodation feel at home
to deliver certain meaning. ➢ Cultural awareness: perceive and understand the significance of cultural
exchange through a newsflash.
Building up your vocabulary
The first few weeks there were absolutely overwhelming because everything was so different compared to things back home. I felt confused and lost. I also suffered from homesickness, ____r_e_c_a_ll_in_g___all sorts of things back home-- from my mother's cooking to the neighbor's dog I used to walk.
人教版高中英语选择性必修二 UNIT 2 BRIDGING CULTURES
19. compete vi.竞争;参加比赛→ competence n.能力;胜任;本领→ competent adj.有能力的;称职的 20. cooperate vi.合作;协作;配合→ cooperative adj.合作的;协作的; 同心协力的→ cooperation n.合作;协作;配合
13. expose vt.使接触;使体验;显露;使暴露于(险境)→ exposure n.接触;体验;暴露;揭露 14. expensive adj.昂贵的→ expense n.费用;花费;开销 15. surround vt.包围;环绕→ surrounding adj.周围的;附近的→ surroundings n.[pl.]环境; 周围的事物 16. depress vt.使沮丧;使忧愁→ depressed adj.沮丧的;意志消沉的 → depressing adj.令人沮丧的→ depression n.沮丧;消沉;抑郁 17. strong adj.强壮的;强烈的;强劲的→ strength n.力气;长处;强项 → strengthen vi.& vt.加强;增强;巩固 18. optimistic adj.乐观的→ optimism n.乐观;乐观主义→ optimist n.乐观主义者
13. generally speaking 一般来说 14. the Belt and Road Initiative “一带一路”倡议 15. as well as 除……之外也;既……又……; 和……一样好 16.have no idea 不知道,不了解 17. be keen on/about 热衷于,喜爱 18. the approach to (doing )sth. (做)某事的途径/方法 19.to begin with 首先 20.to sum up 总之,概括地说 21. (be)compared to/with 与……相比 22. for example/instance 例如 23. beyond description 难以描述;难以形容 24. end up doing sth. 以做某事而结束 25. take comfort in doing sth. 从做某事中获得安慰
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very excited but also quite nervous. I didn’t know what to expect,” Xie Lei recalled.
(rememeber)
高中英语
高中英语高二上册
Reading Activity 2: Read for main information
She came to
study
in
London.
Lei said goodbye to her family and friends and boarded a plane for London. It was the first time that she had left China. “I was
高中英语
高中英语高二上册
Reading Activity 2: Read for main information
Conclude the main information about Xie Lei’s
experience in each paragraph.
Six months ago, 19-year-old Xie
高中英语
高中英语高二上册
Reading Activity 2: Read for main information
Conclude the main information about Xie Lei’s experience in each paragraph.
Six months ago, 19-year-old Xie Lei said goodbye to her family and friends and boarded a plane for London. It was the first time that she had left China. “I was very excited but also quite nervous. I didn’t know what to expect,” Xie Lei recalled.
高中英语
高中英语高二上册
Reading Activity 1: Read to check
1. Where is the girl in the photo? Is she in China or abroad? The girl is Xie Lei. She is abroad now.
2. Who is Xie Lei? Who is saying “Welcome, Xie Lei!”? A student majoring in business went to Britain on a
overseas university, and it is about the life of Xie Lei in the UK.
Para 8—We will follow Xie Lei’s progress in later editions, but for now, we wish her all the best.
高中英语高二上册
Unit 2 Bridging Cultures
Reading and Thinking
年 级：高二 主讲人：
学 科：英语（人教版选择性必修二） 学 校：
高中英语高二上册
Learning objectives
In this class, you will 1. get to know Xie Lei’s experience in the UK; 2. trace the changes of Xie Lei’s feelings; 3. introduce the life that Xie Lei experienced.
1. Where is the girl in the photo? Is she in China or abroad?
2. Who is Xie Lei? Who is saying “Welcome, Xie Lei!”?
3. Where is the article from and what is it about?
高中英语
高中英语高二上册
Lead-in Activity: Think and share
What is the life like for exchange students while staying in other countries?
高中英语
高中英语
高中英语高二上册
Lead-in Activity: Think and share
高中英语
高中英语高二上册
Reading Activity 2: Read for main information
Conclude the main information about Xie Lei’s experience in each paragraph.
Six months ago, 19-year-old Xie Lei said goodbye to her family and friends and boarded a plane for London. It was the first time that she had left China. “I was very excited but also quite nervous. I didn’t know what to expect,” Xie Lei recalled.
year-long exchange programme. I think the foreign friends are welcoming her to experience a new life.
高中英语
高中英语高二上册
Reading Activity 1: Read to check
3. Where is the article from and what is it about? I think the article is from the newspaper of an