高二英语(人教版)选择性必修二Unit2 Bridging Cultures Reading
Unit 2 BRIDGING CULTURES(课件)-高二英语(人教版2019选择性必修第二册)
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)
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
● 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
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
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
【2025人教版英语复习】选择性必修第二册 Unit 2 Bridging Cultures
Unit 2Bridging Cultures1．I have heard about this place ever since I got married.(since引导时间状语从句，主句谓语常用现在完成时)2．I ended up visiting(end up doing 最终做，结果……) it six years after being married. 3．Anyway，I was all set to have a very “average”(熟词生义：普通的，一般的) experience in the south of Italy in every sense but I was in for a surprise.4．That’s because I have visited a lot of amazing beaches and islands.(because引导表语从句，意为“这是因为……”)5．If there’s one country that’s so culturally powerful that(如此……以至于……) everyone has to experience it at least once，it has got to be Italy.6．Faced with(过去分词短语作状语) many challenges，he worked tirelessly to develop chair skills and conditioning that made him more explosive.7．As I applied to graduate school，I knew I would play wherever I was planning to go(wherever 引导地点状语从句)．8．University of Michigan Adaptive Sports and Fitness was formed in 2018 to address(熟词生义：解决) the inequitable access to physical activity opportunities，competitive and recreational，for students with disabilities at University of Michigan.9．The Bird Language Diversity web app will help provide a “birds eye view”，ensuring vital information is shared to improve worldwide conservation(现在分词短语作状语)．10．Without enough sharing of information，this can affect(影响) the effectiveness of conservation measures.11．It is classified as(被归类为……) vulnerable species(易危物种) and crosses 108 countries in Europe，Asia and north Africa，where a total of(总共，总计) 75 official languages are spoken. 12．...and is the reason why we’re working hard to improve science communication acrosslanguages.(why引导定语从句，修饰the reason)13．My university is located in(位于，坐落于) Moscow，the capital of Russia，which is a city with a long history.14．The second(the＋瞬间名词moment，minute，instant，second等，意为“一……就……”，相当于as soon as) I stepped out of(走出) the airport，I immediately felt how cold it was outside. 15．I gradually overcame the difficulties of studying abroad and came to adjust to(适应)my new environment.16．The first challenge was the language barrier(语言障碍)．17．After learning Russian in China，I realized that my skills were nowhere near enough(远远不够)．18．Tickets for concerts and cultural events here are relatively cheap，making it easy to enrich my life on weekends.(现在分词短语作结果状语；make it＋adj.＋to do)。
新人教版高中英语选择性必修二Unit2 Bridging Cultures单元分析
Unit 2 BRIDGING CULTURES单元分析单元主题：人与社会单元内容分析本单元主题语境是人与社会，围绕“文化沟通与交流（Bridging cultures）”这一主题展开。
内容涵盖中国学生国外留学的经历、巴基斯坦孔子学院的情况、不同家长对出国留学利与弊的观点等。
作为青年人主体的学生既要学习世界各国的优秀文化，汲取精华，博采众长，又要积极推动中华文化走向世界，增强中华文化的国际影响力，在对外文化交流中，既要认同民族文化，坚定文化自信，又要尊重文化的多样性，学会包容其他民族文化，求同存异，和睦相处，在文化沟通和交流中肩负起文化传播和沟通的使命。
以下为教材各部分教学内容的简要分析及教学活动的实施建议：1．Opening Page 主题图展示的是国外大学课堂的场景，画面上的主体人群是不同肤色的国外青年。
出国留学是青年学生接触外国文化的一种常见方式，在海外求学的同时，留学生沟通中外文化，构架起中国与世界的桥梁，本单元的阅读语篇便是从留学生的视角切入文化沟通和交流这一主题的。
开篇页的引言“I am not the same，having seen the moon shine on the ot her side of the world.”可译为：当在世界的另一端看到月光闪耀的时候，我就不一样了。
这句话阐述了一个人在接触另一种全新的文化后的心理触动，以及自己在深入体验这一文化后产生的深刻变化，用简练又深刻的语言阐释了文化沟通与交流对个人的意义。
它能让人们开阔视野，增长见识，理解不同文化之间的差异，接受新的观念和价值观的挑战，在文化交融中学会用新的眼光看待自己的文化，更全面地理解人性和世界，从而形成更为完整的人生观和世界观。
2．Reading and Thinking 阅读语篇是一篇刊登在伦敦一所大学校报上的文章，讲述了中国商科留学生谢蕾国外的留学生活。
文章有两条线索，一条线索介绍了谢蕾初到国外时在生活和学业上遇到的种种困难和挑战，并逐渐适应新环境的经历，以及伴随这些经历所产生的一系列情感体验的变化，具体表现为：离开祖国和家人朋友飞往陌生国度时的兴奋、紧张与迷茫，与寄宿家庭相处过程中获得的安慰，听到导师提出学术要求时的困惑，在学业上取得进步后的惊喜，作报告成功后重获的信心，以及逐渐适应新生活后内心的轻松自在。
人教版高二英语选择性必修二 Unit2 Bridging Cultures Using
behave in new surroundings. Other students are_n_o_t_m_a_t_u_re_
enough … and may become depressed. Some students might
encounter _pr_o_b_l_em__s__w_i_th___p_er_s_o_n_al__s_a_fe_t_y. In addition, d_if_f_er_e_n_t _a_pp_r_o_a_c_h_es__to_t_e_a_ch_i_n_g_a_n_d_l_e_a_rn_i_n_g may come as a
• expense: the amount of money that you spend on something
Paragraph 2:
Reason 1
To begin with, many students who study abroad face
great economic pressure. That means studying abroad is
• dramatic: great and sudden
Paragraph 1:
Start with a fact.
I_n_t_h_e _p_a_st_f_e_w__de_c_a_d_es_,_t_h_er_e_h_a_s_b_e_e_n_a__dr_a_m_a_ti_c
i_n_c_re_a_se__i_n_t_h_e_n_u_m_b_e_r__of__p_e_op_l_e__st_u_dy_i_n_g_a_b_r_o_ad_.
shock to many students.
Evidence
Paragraph 4: A final point to consider is that while studying abroad
高中英语人教版选择性必修第二册：UNIT 2 BRIDGING CULTURES-Section Ⅱ
Section ⅡLearning About Language每/日/金/句：Studying abroad can broaden our horizons and at the same time build a bridge for cross-cultural exchanges.出国留学可以开阔我们的视野，同时也架起了跨文化交流的桥梁。
课堂提升素养探究新知发展语言知识1(教材P16)I became more motivated, and I'm also a lot more ambitious now!我变得更加积极了，现在也更加雄心勃勃了！◎motivate v t.成为……的动机；激发；激励(1)motivate sb. to do sth. 激励某人做某事(2)motivation n. 动力；积极性；动机(3)motivated adj. 积极的；主动的[佳句]Staying motivated can help you focus on the work in hand and achieve your goal.保持积极性可以帮助你专注于手头的工作，实现你的目标。
[练通]——单句语法填空①Students should be ________ (motivate) to develop good habits and behave themselves.②With high ________ (motivate) and enthusiasm, we can keep on learning.[写美]——应用文佳句③只有这样，我才能更容易地适应社会，并保持动力，追求更好的生活。
Only by doing so can I adjust myself to society more easily and ________________________________________________________________________.2(教材P17)The advisor talked about maintaining reasonable expectations when studying abroad.这位顾问谈到在国外学习时要保持合理的期望。
(人教版)选择性必修第二册：UNIT 2 BRIDGING CULTURES(含解析)
选择性必修其次册UNIT 2 BRIDGING CUL TURESⅠ.阅读理解Technology use in classYou will be allowed to use your favorite type of technology (e.g.，laptop，iPad) in class if you choose to do so，since some people prefer taking notes that way.If you decide to use it，please avoid distractions，like e-mail checking or accessing social media during class.Academic integrityYou will be expected to be the author of the assignments you turn in for this course.Your papers will require you to draw upon existing research to inform and lend credibility (可信度) to your arguments.To credit the ideas of others properly，you must follow two main rules：·Always cite the source of a finding，idea，or argument that is not your own，no matter how much rewording you have done.·Always put the findings，ideas，and arguments you cite into your own words.If a direct quote is absolutely necessary，put the text in quotation marks (引号) and include a page number in your citation.Absences and late assignmentsYou are expected to attend every class，since your participation in class will count towards your final grade.Students with excused absences will have a chance to complete missed class assignments (and participation) without punishment.Otherwise，class participation can only be completed during class.Assignments submitted after the deadline will be considered late te assignments will be graded with 1/2 of the grade if submitted by no more than one week following the original deadline.If not submitted within one week following the original deadline，late assignments will not be graded.1.Where is this text probably taken from?A.A school regulation.B.A college textbook.C.An exam paper.D.An academic article.2.To achieve academic integrity，what are you expected to do?A.Avoid assessing media during class.B.Submit your totally original work.C.Present others’ ideas as your own.D.Cite others’ ideas in a proper way.3.What will happen if you submit an assignment within one week after the due date?A.You will be punished.B.You will get a half grade.C.You will receive a zero.D.You will have to rewrite it.If the West has the apple，the East has the king of fruits：the mighty mango.Called “aam” in Hindi，Urdu and Punjabi，this tropical fruit traces its origins to South Asia.Urdu and Hindi literature are filled with references to this fruit that once filled the kitchens and gardens of emperors.Everyone is crazy about mangoes during the summer months in South Asia.City streets in India are lined with vendors(小贩) selling all varieties of mangoes.Young and old bargain for better prices，mangoes are sent as gifts，restaurants have special mango menu items and the fruit becomes a gesture of goodwill between India and Pakistan，with the choicest varieties sent across the border to celebrate each country’s independence days.South Asians all over the world await mango season.South Asian stores receive shipments of the fruit，though they are limited in quality and quantity.Each year，I savor(品尝) my mangoes，though I’m saddened that popular varieties aren’t easily available in Vancouver.Mango memories take me back to the city I was born in：Rourkela in the eastern part of India.In late March，just as the days would start to become hot，I remember mango trees blooming with their fresh fragrance in the breeze as we biked to e April，the trees would start bearing fruit.I remember the thrill of sneaking out to collect raw mangoes，climbing onto the roof of our quarters and eating them with pink salt and powdered red chilies (红辣椒粉) alongside my best friend.Mango stories from my childhood are endless.But this summer in Vancouver，I can’t help but remember my sweet mango memories.I realize that I need to wander the streets of my home country，to feel the intense heat of the summer months and soak in the country of my birth.Instead，I am in this state savoring mangoes，enjoying those I can find in Canada but missing the Indian varieties.This year，the mighty mango has become a symbol of the sense of loss that each one of us is feeling.4.What do we know about the mangoes in South Asia?A.They are very cheap in summer in India.B.They are a symbol of independence in India.C.In Pakistan，they are mainly grown on the borders.D.The fruit is regarded as a kind gesture between India and Pakistan.5.What does Paragraph 4 mainly talk about?A.The growth stages of mangoes.B.The reasons for the author’s preference for mangoes.C.The author’s mango memories back in his home country.D.The favorable seasons to grow mangoes.6.What’s the author’s purpose in writing this article?A.To explain why mangoes are the king of fruits in the East.B.To recall his mango memories and express his homesickness.C.To analyze the negative impact of being abroad.D.To share his experience in Canada.7.Which of the following is a suitable title for the text?A.Mango MemoriesB.The King of Fruits in the EastC.My Affection for My MotherlandD.The Different Tastes of MangoesTeens who have good，supportive relationships with their teachers enjoy better health as adults，according to research published by an American research centre.“This research suggests that improving students’ relationships with teachers could have positive and long-lasting effects beyond just academic success，” said Jinho Kim，a professor at Korea University and author of the study.“It could also bring about health implications in the long run.”Previous research has suggested that teens’ social relationships might be linked to health outcomes in adulthood.However，it is not clear whether the link between teen relationships and lifetime health is causal(因果关系的)—it could be that other factors，such as different family backgrounds，might contribute to both relationship problems in adolescence and poor health in adulthood.Also，most research has focused on teens’ relationships with their peers(同龄人)，rather than on their relationships with teachers. To explore those questions further，Kim analyzed data on nearly 20，000 participants from the Add Health study，a national study in the US that followed participants from seventh grade into early adulthood.The participant pool included more than 3，400 pairs of siblings(兄弟姐妹).As teens，participants answered questions，like“How often have you had trouble getting along with other students and your teachers？”As adults，participants were asked about their physical and mental health.Kim found that participants who had reported better relationships with both their peers and teachers in middle and high school also reported better physical and mental health in their mid-20s.However，when he controlled for family background by looking at pairs of siblings together，only the link between good teacher relationships and adult health remained significant.The results suggest teacher relationships are more important than previously realized and that schools should invest in training teachers on how to build warm andsupportive relationships with their students.“This is not something that most teachers receive much training in，”Kim said.“But it should be.”8.What does the underlined word “implications” in Paragraph 2 refer to?A.Recipes.B.Habits.C.Benefits.D.Risks.9.What is Paragraph 3 mainly about?A.Poor health in adolescence.B.Limitations of the previous research.C.Teens’ relationships with their peers.D.Factors affecting health in adulthood.10.What does Kim’s research show?A.Good adult health depends on teens’ good teachers.B.Good family background promises long-term adult health.C.Healthy peer relationship leads to students’ academic success.D.Positive student-teacher relationship helps students’ adult health.11.Where does this text probably come from?A.A health magazine.B.A medical report.C.A term paper.D.A family survey.Ⅱ.七选五(2024·临沂二模)Being late is a tendency that some people cannot seem to shake.Many factors contribute to continual lateness, including time perception, time management and personality.We all know someone who never seems to be on time, whether it’s to a lunch date or a work meeting.__1__“It is likely that there’s a mechanism in the brain that causes some people to be late for meetings because they underestimate the time it will take them to get there，”Hugo Spiers, a professor at University College London told Li v e Science.__2__ Research suggests that neurons in the hippocampus(海马体)acting as “time cells” contribute to our perception and memory of events, but why exactly some peoplecontinually underestimate time is unclear.One factor may be how familiar we are with a space.For the 2017 study, Spiers asked 20 students who had newly moved to London to sketch a map of their college district and estimate travel times to different destinations.The students’ space estimates expanded if they knew an area well.__3__“If you’re very familiar with a space, you start to discount the trouble it will take，” Spiers said.Another environmental factor may be crowdedness.In a 2022 study in the journal Virtual Reality, researchers asked participants to estimate the length of more or less crowded simulated (模拟的)subway trips.They found that crowded commutes felt like they took 10% longer than less busy rides.__4____5__ Certain character features, such as reduced conscientiousness(责任心), can cause some people to forget tasks that they had planned ahead of time.A.Personality also plays a role in running late.B.That was linked to it being an unpleasant experience.C.We make time estimates based on how urgent the tasks are.D.However, their estimates of travel time contracted with familiarity.E.But is there a good explanation for why some people are always late?F.A region of the brain, called hippocampus，processes some aspects of time.G.That’s because people who run late tell themselves and others they can be punctual.选择性必修其次册UNIT 2Ⅰ.【语篇解读】本文是应用文。
高中英语人教版 选择性必修第二册教案讲义：UNIT 2 BRIDGING CULTURES Ⅰ
UNIT2BRIDGING CULTURES主题语境人与社会——跨文化沟通、包容与合作【背景文化】Misadventures in EnglishLast week,our forum①asked if you had any funny or strange stories about using English.We didn't expect to get so many posts②！Here are some of our favourites,to remind us that some of the English we learn in the classroom is rather different from the English in the outside world!Yancy:People say that the British always play safe③with what they eat.Not true!I went to a summer school in Manchester and my English teacher was called Maggie.One day,a different teacher took our class.He told us that Maggie couldn't teach that day COZ she had a frog in her throat.Poor Maggie—but why did she try to eat such a big frog?Sophie:When I first visited New York,I went to a downtown shopping centre to buy some winter boots.At the information desk at the entrance,I asked a lady where the shoe section was. She said that it was on the first floor.So I went up to the first floor,but couldn't find any shoes.I decided to leave.When I was looking for the exit,I saw that shoes were actually sold downstairs on the ground floor,not the first floor.Why did she give me the wrong information?Julien:I've got an English penfriend,who I finally got to meet in London this summer.He had told me that his grandfather was“really wicked④”.But when I met his grandfather,I liked him a lot.I found it very odd⑤.Why did my friend use a negative word about such a nice man?Zheng Xu:The British must have really high standards.I was part of a student exchange programme between a university in England and my university in China.I spent days preparing and writing my first English paper.I knew I had done a good job and was looking forward to getting a positive comment.When I got the paper back,I found my teacher had written the comment“Not bad！”Not bad?But there weren't any errors⑥in my paper.(选自外研版新教材必修第一册Unit2)词汇积累①forum/'fɔːrəm/n.(因特网上的)论坛②post/pəʊst/n.帖子③play safe谨慎行事；避免风险④wicked/'wɪkɪd/adj.邪恶的；极好的⑤odd/ɒd/adj.奇特的，古怪的⑥error/'erə/n.错误，谬误SectionⅠReading and Thinking每/日/金/句：Not only can studying abroad help us learn different cultures and knowledge from foreign countries,it can also enrich our lives culturally and economically.海外留学不仅可以帮助我们从国外学习不同的文化和知识，还可以从文化和经济的角度充实我们的生活。
Unit 2 BRIDGING CULTURE单元解读 高二英语(人教版2019选择性必修第二册)
单元难点 单元难点
1.名词性从句的基本用法。 2.用恰当的语言采访孔子学院的学生在学习和生活中遇到的挑战。 3.分析和阐述国外留学的利与弊，形成自己对留学的观点，写一篇关于留 学利与弊的议论文。 4.帮助学生树立国际意识，培养学生的跨文化交际能力。
学情分析
在学习经验方面， 高二年级的学生对于 跨文化交流和交际有 一定的经验;对于“多 元文化”和“不同国 家肢体语言”有初步 的了解并积累了相关 的词汇;学生已经初步 了解议论文写作的文 章结构特征。
历。
第2课时 记叙文
1.在语境中学习、理解本单 元重点词汇的用法。 2.使用本单元所学词汇描述 国外留学经历，深化对主题 意义的理解。
完成教材Workbook Using Words and Expressions中Activity1 和Activity 2。
单元目标的落实—课时安排
课时内容
语篇主题 课时分配 语篇类型
UNIT 2 BRIDGING CULTURES
单元解读
目录
课标解读
1
2
单元目标
内容分析
3
4
课时安排
PART 01
课标解读
课标解读
新课标明确指出，实现英语学科核心素养的课程目标，必须 构建与其一致的课程内容和教学方式。具体而言，指向学生学科 核心素养发展的英语教学应以主题为引领，以语篇为依托，整合 语言知识、文化知识、语言技能和学习策略等学习内容，创设具 有综合性、关联性和实践性的语言学习活动，引导学生采用自主、 合作的学习方式，参与主题意义的探究活动，并从中学习语言知 识，发展语言技能，汲取文化营养，促进多元化思维，塑造良好 品格，优化学习策略，提高学习效率，确保语言能力、文化意识、 思维品质和学习能力的同步提升。《英语课程标准2017年版 2020 年修订 P8》
人教版(2023)选择性必修第二册 Unit 2 Bridging Cultures 学案(含答案
人教版（2023）选择性必修第二册Unit 2 Bridging Cultures 学案（含答案）Unit 2 Bridging CulturesUnit2 话题文化碰撞词汇complex ，insight ，grasp，expense，deny，optimistic ，gain，budget ，logical，outcome短语participate in，speak up，feel at home，engage in ，get involved in，comfort zone ，cost an arm and a leg ，side with，as far as I know，as far as I am concerned ，in summary，generally speaking句型1.the first time引导时间状语从句，意为“第一次……” 2.“find＋宾语＋宾语补足语” 3.while引导让步状语从句，意为“尽管，虽然”。
4.that引导同位语从句语法复习名词性从句写作如何写观点类作文考点1.qualification n．(通过考试或学习课程取得的)资格；学历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.(教材P14)谢蕾在中国的一所大学攻读工商管理资格，来我校进行为期一年的交流项目。
【拓展】(1)a qualification/qualifications for...have/has qualifications to do sth(2)qualify vi. the last time上一次...时; each/every time每次...时; next time下次...时; the moment/ the minute/ the instant... 一...就... 3.状语从句的省略（1）当when、while、before、after、unless、as if、if 等引导的状语从句中的主语和主句的主语一致，或状语从句的主语为it，且谓语中含有be动词的某种形式时，则可省略从句中的主语和be动词或it和be动词。
Unit2BridgingCultures单元重点归纳清单高中英语人教版选择性
选必二Unit2单元重点归纳一、重点词汇1．qualification n．(通过考试或学习课程取得的)资格；学历have qualifications for... 有……的资格qualify v t.&v i.(使)具备资格；(使)合格qualify sb. for... 使某人具备……(资格)qualified adj.有资格的；合格的be qualified for... 能胜任……2．ambition n．追求的目标；夙愿；野心；抱负the ambition to do/of doing sth. 做某事的抱负One's ambition is to do sth. 某人的抱负是做某事ambitious adj.有野心的；有雄心的be ambitious to do sth. 对做某事怀有热切的希望3．get/be used to 习惯于做某事used to do sth. 过去常常做某事；过去曾经做某事(而现在不再)be used to doing sth.习惯于做某事(to是介词)be used to do sth. 被用来做某事(被动语态)4．adaptation n．适应；改编本make an adaptation to... 适应……adapt v．(使)适应；(使)适合；改编；改写adapt to... 适应……；适合……adapt oneself to... 使自己适应……adapt sth. for... 把某物改编成……adapt sth. from... 由……改编成某物5．fort n．安慰；令人感到安慰的人或事物；舒服；安逸v t.安慰；抚慰in fort 舒适地be a fort to sb. 对某人来说是一个安慰fort sb. with sth. 用某物安慰某人fortable adj.舒适的；舒服的6．participation n．参加；参与participate v i.参加；参与participate with sb. in sth. 同某人参与某事participate in (doing) sth. 参与(做)某事participant n．参加者；参与者7．presentation n．报告；陈述；出示；拿出present n．现在，目前；礼物，赠品v t.赠送；呈现；提交；出示adj.现在的；目前的；出席的；在场的at present＝at the present time 目前；现在for the present 目前；暂时present sth. to sb.＝present sb. with sth.授予/赠送某人某物；把某物交给某人be present at... 出席……8．speak up大声点说；明确表态speak of... 谈及……speak for... 代表……说话；充当……的代言speak to/with sb. about sth. 和某人交谈某事speak well/highly/ill/badly of... 说……的好/坏话；对……高度赞扬/评价不高9．engage v i.参加；参与(活动)v t.吸引(注意力、兴趣)；聘用engage in (使)从事；参与engage sb. to do sth. 雇用某人做某事engaged adj.已订婚；被占用的；使用中的be engaged to sb. 与某人订婚be engaged in sth. 忙于某事engagement n．订婚；约会；交战10．involve v t.包含；需要；涉及；影响；(使)参加involve (doing) sth. 包含/需要(做)某事involve oneself in sth. 使某人参与某事be/get involved in... 参与……；卷入……；与……有关联involvement n．参与；卷入；牵连11．dramatic adj.巨大的；突然的；急剧的；喜剧(般)的；戏剧性的；戏剧般的；夸张做作的；激动人心的；引人注目的；给人印象深刻的dramatic arts 戏剧艺术dramatic performances 戏剧表演a dramatic victory 激动人心的胜利dramatically ad v.戏剧地；显著地drama n．戏；剧；戏剧文学；戏剧艺术12. expense n．费用；花费；开销；开支afford the expense 承担费用spare no expense 不惜费用at one's expense 由某人付钱at the expense of... 以牺牲/损坏……为代价13．end up 以做某事而告终；结束；最终成为end up doing sth. 最终做某事end up＋adj./with/in/as... 以……而告终；在……中结束；最后处于……；最终成为……end with... 以……结束14．behave v t.表现v i.&v t.表现得体；有礼貌behave oneself/well 守规矩；举止得体wellbehaved adj.表现好的badlybehaved adj.表现差的behaviour n．行为；举止；习性15. contribute to捐献，捐赠(尤指款或物)；捐助；是……的原因；导致；增进；有助于；为……作贡献；为……撰稿contribute to＝donate to捐献；捐赠；contribute to＝lead to是……的原因；导致contributor n．捐款人；撰稿人；起作用的因素contribution n．贡献；捐款；捐献物；稿件16. strengthen v i.&v t.加强；增强；巩固strengthen cooperation 加强合作strengthen the city wall 加固城墙strength n．体力；力气；优点strong adj.强壮的；强健的strongly ad v.坚定地；强有力地；强烈地(说服)；(气味)浓重地17．deny v t.否认；否定；拒绝deny (doing) sth./that... 否定/否认(做过)某事/……deny sb. sth.＝deny sth. to sb. 拒绝给某人某物There is no denying that... 不可否认……It can't be denied that... 不容否认的是……二、重点句型1．It was the first time that she had left China.这是她第一次离开中国。
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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