高二英语人教版选择性必修二Unit2 Bridging Cultures Reading
very excited but also quite nervous. I didn’t know what to expect,” Xie Lei recalled.
(rememeber)
Reading Activity 2: Read for main information
Para 3—At first, Xie Lei had to adapt to life in a different country. “You have to get used to a whole new life,” she said. “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!”
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.
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
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.
She came to
study
inቤተ መጻሕፍቲ ባይዱ
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
Lead-in Activity: Think and share
What is the life like for exchange students while staying in other countries?
Lead-in Activity: Think and share
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?
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.
Para 8—We will follow Xie Lei’s progress in later editions, but for now, we wish her all the best.
Reading Activity 2: Read for main information
Conclude the main information about Xie Lei’s experience in each paragraph.
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 overseas university, and it is about the life of Xie Lei in the UK.
Unit 2 Bridging Cultures
Reading and Thinking
年 级：高二
学 科：英语（人教版选择性必修二）
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.
2. Who is Xie Lei? Who is saying “Welcome, Xie Lei!”? A student majoring in business went to Britain on a
year-long exchange programme. I think the foreign friends are welcoming her to experience a new life.
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新教材 人教版高中英语选择性必修第二册 Unit 2 Bridging Cultures 精品教学课件 (143页)
Ⅰ
Ⅱ
B.根据P14—P15课文内容,选择正确答案。
1.How did Xie Lei feel when she boarded a plane for London?
A.She felt anxious.
B.She was satisfied.
C.She was disappointed.
D.She had mixed feelings. 答案:D
John recalled attending school with Mary. 约翰回想起同玛丽一起上学的情景。
重点词汇
重点句式
随堂练习
重点词汇
重点句式
随堂练习
2.Xie Lei is studying for a business qualification at a university in China and has come to our university on a year-long exchange programme. 谢蕾正在中国的一所大学学习商业学历,并来到我们的大学进行为期 一年的交流课程。 【词汇精讲】qualification n.(通过考试或学习课程取得的)资格;学历 In this job,experience counts for more than paper qualifications. 担任这项工作,经验比文凭更重要。 Responsibility and reliability are necessary qualifications. 有责任感、值得信赖是必备的素质。
重点词汇
重点句式
随堂练习
1.“I didn’t know what to expect,” Xie Lei recalled. “我当时不知道该期待什么,”谢蕾回忆说。 【词汇精讲】recall vt.记起;回想起 I seem to recall I’ve met him before somewhere. 我好像想起以前在什么地方见过他。
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.
人教版高二英语选择性必修二 Unit2 Bridging Cultures Using
Activity 1
Talk about Chinese language learning abroad
2. How do people from other countries find out about Chinese culture? By watching films, visiting China, attending a Confucius Institute, etc.
Our institute has grown! We started with _a__f_e_w_s_t_u_d_e_n_t_s___ _a_n_d__te_a_c_h_e_r_s_ but now we have many more. It is a center for _C_h_i_n_e_se__a_c_ti_v_it_i_e_s_. You can learn and practise fascinating Chinese traditions. Knowledge of the Chinese language and
Activity 3
Welcome to the Confucius Institute. Learn to s_p_e_a_k__C_h_i_n_e_s_e and all about C__h_in_e_s_e__c_u_l_tu_r_e_!
culture is important because of increasing _t_r_a_d_e_b_e_t_w_e_e_n____ _C_h_i_n_a_a_n_d__P_a_k_i_s_ta_n_. Many students go on to great jobs in _C_h_i_n_e_s_e_c_o_m__p_a_n_i_es_. Join us today to help break down language and _c_u_l_tu_r_a_l__ _b__a_rr_i_e_r_s_, and bring the world together!
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
人教版选择性必修第二册 unit 2 Bridging Cultures Grammar课件
2. Students have to write countless research papers as part of their coursework. This was not something that Chen Hao was ready for. (that) That students have to write countless research papers as part of their coursework was not something that Chen Hao was ready for.
3. Who will be the successful applicant(申请人) for the summer job at the law firm(事务பைடு நூலகம்)? This is the question. (who) Who will be the successful applicant for the summer job at the law firm is the question.
5. Should she stick to her own way of life or follow the American way? This is her confusion. (whether) Whether she should stick to her own way of life or follow the American way is her confusion.
Complete the passage with A – D from the box. What other things do you think might attract international students to China?
Unit2BridginngCulturesUsinglanguage课件高中英语人教版选择性
While-reading
Read the text again and fill in the blanks.
Persons Opinions
Reasons
economic pressure and the pressure
Wang Disadvantages of studying abroad
★connectors 衔接词
How to write an argumentative letter?
salutatio
opinion
signature
reason1
details
reason2
details
reason3
details
conclusion
Use connectors(连接词)
第二部分 输入您的标题文字
LOGO
Connectors expressing opinion Point of view:in my opinionas far as l know /as far as I am concerned /personnally(speaking Summary:in short /to sum up /all in all in conclusion/summary generally speaking Restating:in other words/ that means that is to say
tips When you write an argumentative piece,use connecting phrases to lead readers through your process of reasoning.Good logical connectors will help your audience understand your point of view,whether they agree with you or not!
Unit2BridgingCultures单词公开课课件-高二英语人教版选择性
②_p_r_e_s_en_t__ People from different countries can show their culture proudly by participating in cultural exchange.
③_i_n_v_o_lv_e_s_ The program includes many different kinds of activities aimed at promoting cultural understanding.
involve
/ɪnˈvɔlv/
require
/rɪ'kwaɪə/
encourage cooperate present qualify
/ɪn'kʌrɪdʒ/ /kəʊ'ɒpəreɪt/ /prɪˈzent/ /ˈkwɔlɪfaɪ/
acknowledge /ək'nɒlɪdʒ/
返回
Learning Objective
第三，在与其他文化背景的人交往时，你必须愿意适应和调整自己的行为。
Lastly,_i_t _i_s _e_s_se_n_t_i_al__to__e_x_p_o_se__y_o_u_r_se_l_f_t_o_d_i_v_e_r_se__c_u_s_to_m__s _a_n_d_t_r_a_d_it_io_n_s_____, which helps individuals understand and appreciate different cultures.
require
v. 需要
encourage cooperate present qualify
v. 鼓励 v. 合作 v. 提交，展示 v.使具有资格