Unit 2 Bridging Cultures Period 1 Opening Page + Reading and Thinking 教学设计-2025-2026学年高中英语人教版选择性必修第二册

该高中英语教学设计聚焦选择性必修Book2 Unit2“Bridging Cultures”主题，围绕文化沟通与交流核心知识点，通过Opening Page图片、名言提问导入，引导学生理解“bridge”的跨文化联结意义，衔接谢蕾留学经历的语篇阅读，搭建主题感知到文本理解的学习支架。 此资料以新课标核心素养为导向，语言能力上通过分析谢蕾留学语篇训练概括与结构理解能力，文化意识上结合留学生文化使者角色培养自信与包容，思维品质上通过讨论出国留学利弊提升逻辑判断。任务型活动如表格填空、文本重构激发学生参与，助力学生提升跨文化沟通能力，也为教师提供清晰课时规划与活动设计，便于高效教学实施。

Teaching and Learning Design 选择性必修Book2 Unit2 Bridging Cultures 教学设计 单元教学核心素养目标与要求： 核心素养 教学目标与要求 语言 能力 主题：文化沟通与交流 语音：能够把握英语语流不同于汉语的节奏特点，理解弱读对英语学习的意义，并归纳常见单词的弱读发音，通过反复模仿、训练，学习在朗读和口语交流中正确使用弱读。 词汇：能正确使用下列单词和词块。 单词：complex, recall, qualification, qualify, ambition, ambitious, adaptation, comfort, cite, participate, presentation, engage, involve, zone, motivate, expectation, applicant, firm, exposure, expose, insight, departure, setting, grasp, dramatic, expense, behave, surrounding, mature, depress, strengthen, deny, optimistic, gain, competence, cooperate, angle, belt, initiative, sincerely, budget, logical, outcome 词块：participate in, speak up, feel at home, engage in, get involved in, culture shock, 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 语法：复习和归纳名词性从句的功能和用法，包括名词性从句所使用的常见引导词句子结构特点和使用效果，能够正确使用名词性从句表达意义，提升语言表达的丰富性和复杂度。 语篇： 1. 阅读校报文章，了解商科学生谢蕾在英国的留学经历，探讨留学生在跨文化沟通和文化传播中的特殊身份和作用。 2阅读两封报纸投稿信，理解作者的论点、论据和论述逻辑，学习议论文的语篇结构和写作方法，分析语篇中衔接词的表达效果。 3. 听一段访谈对话，了解巴基斯坦孔子学院的情况，思考汉语和中国文化传播的意义。 表达： 1. 能够谈论孔子学院在世界上的影响以及外国人学习汉语的困难。 2. 能够就出国留学的利或弊写一篇议论文，有理有据地阐述自己的观点。 学习能力 1. 能够理解英语语言的表达习惯，并在阅读中通过结构分析的方法解决长句障碍。 2. 能够在听力中充分关注语境和对话场景，以深化理解。 3. 能够体会议论文中各类衔接词对提升语篇逻辑性和流畅性的作用，学会正确使用这些衔接词，提升语言表达力。 文化意识 1. 能够理解文化沟通与交流在当今时代的意义，并了解跨文化交际中的常见问题和对策。 2. 能够理解中国文化的魅力及其对世界的影响，在坚定文化自信的同时学会尊重和包容不同民族文化，促进文化的双向沟通，加深文化理解。 思维品质 能够探究不同文化背景下价值取向、思维方式、行为规范等方面的差异，以及不同交际情境下的语言规则、交际方式;能够理性分析出国留学的利和弊，学会全面客观、深入地思考问题，结合自身情况作出正确的选择和价值判断。 单元教学课时规划： 课时安排 教学内容 课时1 Opening Page (看读说语篇1) + Reading and Thinking—Reading comprehension (阅读语篇2) 课时2 Reading and Thinking—Language focus (阅读语篇2) [实际需要2课时完成] 课时3 Learning About Language—Building up your vocabulary (综合运用语篇3) 课时4 Learning About Language—Discovering Useful Structures (综合运用语篇4) 课时5 Using language (Listening and Speaking ) (听说语篇5) 课时6 Using language—Reading comprehension and language focus (阅读语篇6) [实际需要2课时] 课时7 Using language—Writing (写作语篇7) 课时8 Assessing Your Progress + Project (综合运用语篇8) 课时9 Video Time (视听说语篇9) + Unit Revision Period 1 Teaching and learning contents: Opening Page + Reading and thinking—Reading comprehension Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Talk about the picture and the saying on the Opening Page related to the theme of this unit; 2) Read and comprehend the text to know about Xie Lei’s experience on an exchange programme in Landon; 3) Improve thinking quality by taking notes, answering some questions and talking about Xie Lei’s experience. Teaching and learning important points: 1) Reading comprehension of the text to know about Xie Lei’s experience and feelings of her studying abroad; 2) Improving the students’ thinking quality by taking notes, answering some questions and talking about Xie Lei’s experience. Teaching and learning difficult points: 1) Reading comprehension of the text to know about Xie Lei’s experience on an exchange programme in Landon; 2) Improving the students’ thinking quality by taking notes, answering some questions and talking about Xie Lei’s experience. Teaching and learning procedure: Step 1 Leading in (Opening Page) and introduction Activity 1 Leading-in 1. Lead in the learning topic by reading the title of this unit and discussing the following questions. 1) Is “bridge” a noun or a verb here? A verb. 2) What do you think “bridge” means here? To build or form a bridge between different cultures. 3) What do you think this unit is about? International exchange programme and studying aboard. 2. Look at the picture and answer the following questions. 1) Where do you think the girl on the left is from? I think she is from China, judging from her face. 2) Where do you think she is studying now? She is probably studying in a foreign country because I can see the international students around. 3) How do you think her life differs from that in her home country? No doubt she has many more foreign friends, and she has to adapt to a new culture. 2. Talk about the saying/quote: I am not the same, having seen the moon shine on the other side of the world.— Mary Anne Radmacher (This quote is from the book, She: A Celebration of Greatness in Every Woman (2014) written by Mary Radmacher.) “See the moon shine on the other side of the world” means to experience different culture from one’s own. Paraphrased, it means that by travelling around the world, the author has become a different person. Chinese meaning: 我不一样了，看到月亮照耀着世界的另一边。——玛丽·安妮·拉德马赫 Activity 2 Introduction 1. Introduce the learning objectives of this unit at the bottom of the opening page and make the students have a general idea of what they are going to learn in this unit. (Get the students to read the comprehensive learning objectives at the bottom of the page.) 2. Introduce the learning objectives of this period. Step 2 Pre-reading Activity 3 Pre-reading Warm up. Look at the title and the picture and answer the questions. Where do you think the article is from? What do you think the article is about? 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—the problems, feelings and solutions. Step 3 While-reading Activity 4 Reading comprehension 1. Read the text to find out what happened to Xie Lei to fill in the blanks to summarize the main idea of the each paragraph and the text. 1) Main idea of each paragraph and each part. Para. Main idea 1 Xie Lei boarded a plane for London six months ago, feeling excited. 2 In order to learn about global business and improve her English, Xie Lei chose the year-long exchange programme. 3 Xie Lei had to adapt to the new life there, so she had to learn how to use public transport and how to ask for things. 4 Xie Lei chose to live with a host family instead of living in campus accommodation. 5 Xie Lei’s tutor explained to her how to form a wise opinion of her own. 6 Xie Lei gets used to participation in class. Her presentation on traditional Chinese art was a great success. 7 Xie Lei feels much more at home now. She is not only learning business, but also acting as a cultural messenger. 8 The author’s wishes for Xie Lei. 2) Use one or two sentences to summarize the article. The article is about how a Chinese girl, Xie Lei, manages to adapt to a new life in the UK and meet the academic requirements as an exchange student. Apart from that, the article also talks about how Xie Lei acts as a cultural messenger building a bridge between China and the UK. 2. Read the text again to get more detailed information about Xie Lei feelings and reasons and take notes by filling the table. 1) Xie Lei feelings and reasons. Xie Lei felt excited because it was the first time that she had left China. Xie Lei felt nervous because she didn’t know what to expect. Xie Lei felt comforted because she lived with a host family. Xie Lei felt confused because she thought she knew less than other people. Xie Lei felt surprised because she found herself speaking up in class after just a few weeks. Xie Lei felt confident because her presentation on traditional Chinese art was a great success. Xie Lei feels much more at home in the UK because what seemed strange before now appears quite normal to her. 2) Take notes on what you read in the article by filling in the table. challenges What Xie Lei did Daily life adaptation to a whole new life learn to use public transport; learn to ask for things she didn’t know the English names for; ask for help from passers-by when she got lost loneliness lived with a host family Academic requirements writing an essay got help from her tutor; read a lot to prepare participating in class and giving presentation gave presentation on traditional Chinese art. 3. Analyse the structure and writing style of the text. 1) The structure of the text: Part 1 Paras.1-2 Brief introduction to Xie Lei and the reason why she went abroad to study. Part 2 Paras.3-7 The challenges form Daily life and academic requirements that Xie Lei faced and how she handled them. Part 3 Para.8 Best wishes to Xie Lei. 2) The writing style of the text—A news report. By quoting Xie Lei’s words. Step 4 Post-reading Activity 5 Thinking, discussion and text reconstruction 1. Discuss and answer the following questions. 1) Why did Xie Lei choose the exchange programme? Because she wanted to learn about global business and improve her English. Her ambition was to set up a business in China after graduation. 2) Why has Xie Lei got involved in social activities? Because it can help her adapt to the new culture there. She’s also keen to share her culture with the British people. 3) How has Xie Lei helped to build bridges between China and the UK? As well as studying in the UK, she acts as a cultural messenger sharing Chinese culture with people around her by giving a presentation on traditional Chinese art, teaching people how to cook Chinese food, and involving herself in social activities. 4) What other challenges do you think students studying abroad might face? How can students prepare to handle these challenges before going abroad? Suggested answer: One big challenge that many students have is the language — they may think they are good at English, but they are not used to hearing English being spoken at a normal speed, they are not used to English being spoken with a heavy accent, and they are not familiar with many English idioms. Culture shock, getting involved in the local community and the society, relationship, value system, … 2. Reconstruct the text by summarizing the main content, structure and writing style of the text. Step 5 Evaluation and summary Activity 6 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your reading comprehension of the text content? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your understanding of the organization of the text? (Good/Fairly good/Moderate/Just so so/Poor) 3. How is your learning effect? (Good/Fairly good/Moderate/Just so so/Poor) 4. What have you learned about studying abroad from the text. Activity 7 Summary Summarize what has been learned in this period, especially the content, the structure and writing style. At the same time encourage the students to explore more about studying abroad. Homework: 1. Complete the reading comprehension exercises in the reference book. 2. Read the text to comprehend it better and try to analyse the structure of the underlined sentences in the text. 3. Preview the new language items in the text by reading the explanations in the reference book. 学科网（北京）股份有限公司 $