Unit 2 Bridging Cultures Period 3 Learning About Language Build up your vocabulary 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“跨文化沟通”单元词汇巩固，通过复习前课语言点、明确学习目标导入，结合填字游戏、句子填空及短语讨论，搭建从词汇记忆到语境运用的学习支架，梳理单元核心词汇的用法脉络。 特色在于融合语言能力与文化意识培养，通过填字游戏巩固词义、句子填空练习词形变化，小组讨论“舒适区”“入乡随俗”等话题提升思维品质，自我评估环节助力学习能力发展。助力学生深化词汇运用与跨文化理解，为教师提供结构化活动设计，提升教学效率。

Teaching and Learning Design 选择性必修Book2 Unit2 Bridging Cultures 教学设计 Period 3 Teaching and learning contents: Learning About Language—Building up your vocabulary Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Consolidate some words and phrases learned in the text by using the words in context to complete the vocabulary exercises in the textbook; 3) Complete the vocabulary exercises in the workbook to consolidate the words and phrases learned in this unit. Teaching and learning important points: Using the words and expressions correctly and consolidating the usage of some new words and phrases to build up vocabulary. Teaching and learning difficult points: Using the words and expressions correctly and consolidating the usage of some new words and phrases to build up vocabulary. Teaching and learning procedure: Step 1 Review and leading in Activity 1 Review and leading in 1. Review some of the language items learned in the previous period briefly. 2. Introduce the learning objectives of this period. Step 2 Learning About Language—Building up your vocabulary Activity 2 Vocabulary exercises in the textbook 1. Think of a word that best fits each definition and complete the crossword puzzle. Answers to the puzzle: · recall—1 to remember sth · acknowledge—2 to accept, admit, or recognise sth or the truth /existence of sth · adaptation—3 the process of changing sth or yourself to suit a new situation · comfort—4 to make sb. feel less worried or unhappy · ambition—5 a strong desire to achieve sth · qualification—6 an exam you have passed or a course you have successfully completed · cite—7 to mention sth as an example · complex—8 containing many different parts and often difficult to understand · engage—9 to be actively involved with sth 2. Complete the sentences with the correct forms of the words from the unit. Check the answers and give necessary explanations. 1) Answers: 1 engaged 2 participate 3 involved 4 recalled 5 Adapting 2) New words: 1) culture shock文化冲击 2) tutor n. (英国大学中的)助教；导师；家庭教师 3) zone n. 地区，区域；气候带 vt. 将……划作特殊区域; comfort zone舒适区/范围 time zone时区 the northern/southern temperate zone北/南温带 3) Read the sentences again and pay attention to the following expressions and discuss the following questions after reading the sentences. Expressions: remain / be actively engaged in sth. participate in sth. actively get involved in sth. overcome culture shock adapt to a new culture step out of one’s comfort zone Questions: What should an introverted (内向的) person do to overcome culture shock? What does “comfort zone” mean? Why do people need to step out of their comfort zone in order to adapt to a new culture? What does the saying “When in Rome, do as the Romans do.” mean? 3. Complete the passage with the correct forms of the words in the box. Check the answers and then read the passage to reconstruct the text. Answers: qualification, accommodation, recalling, feel at home, ambitious New words: 1) overwhelm vt. 使不知所措，使难以承受；淹没；征服，压倒，击败 overwhelmed adj. 被淹没的；被压倒的；不知所措的；受宠若惊的 overwhelming adj. 无法抗拒的，压倒性的，巨大的 e.g. She was overwhelmed by feelings of guilt. 她感到愧疚难当。 The beauty of the landscape overwhelmed me. 秀丽的风光令我深深地陶醉。 I am overwhelmed with work. 我被工作压垮了。 The evidence against him was overwhelming. 对他不利的证据确凿，无法抵赖。 2) homesickness n. 思乡病；乡愁 3) motivate vt. 使有动机，促动，激发，诱导；刺激；激发……的积极性 motivated adj. 有动机的，有目的的；有积极性的 motivation n. 动力；积极性 e.g. She’s very good at motivating her students. 她非常擅长激励她的学生。 They are motivated by a need to achieve. 对成功的渴望激励着他们。 The plan is designed to motivate employees to work more efficiently. 这个计划旨在促使员工更加卓有成效地工作。 I am working with mostly highly motivated people. 和我共事的人大多积极性极高。 What are the elements of learner motivation? 学生动机的要素是什么? This is the basis for the motivation to learn and for learning to be meaningful. 这样，学习动机才能成立，学习才会有意义。 Read the passage to reconstruct the text. Step 3 Using Words and Expressions in the Workbook Activity 3 Using Words and Expressions Check the answers to the exercises and give some explanations if necessary. Suggested answers: Exercise 1: presentation, expectation, cooperation, motivation, qualification, participation, application, adaptation, acknowledgement, involvement, requirement, encouragement, departure, exposure The suffixes added were -ion, -ment, and -ure. Other suffixes for changing verbs to nouns include -ee (interviewee),-er (interviewer),-or(actor), -ance(acceptance), -ence (competence), -age(marriage), -ing (building), etc. Exercise 2: 1) felt at home, 2) costs an arm and a leg 3) speak up 4) studied with 5) is engaged/involved in To me, the revised sentences sound more vivid and concise, so I prefer the second way. Suggested Answers Exercise 2: 1) Motivated by his uncle's encouragement, he promised to do his best to live up to his family’s expectations when studying overseas. 2) As far as I know, the firm’s expenses would be much higher than what their budget allowed, so they decided to revise their plan in order to be more competitive overall. 3) Before her departure, she was depressed when she recalled all the happy times she had spent with her friends and realised that she might not see them for a long time. 4) Generally speaking, a greater exposure to the rest of the world will help you to see things from different angles. 5) Attending university isn’t just about grasping the opportunity to further your studies, but is also about gaining greater insight into the world around you. Exercise 4: dramatically, behave, surroundings, cooperate, depressing, angles, gain, strengthen, competence Yes. Because studying abroad helps students see things from new angles and learn more about cultures around the world. It can also help people gain abilities in cross-cultural communication and improve their general competence. Step 4 Evaluation and summary Activity 4 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your mastery of the words and expressions? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your learning performance? (Good/Fairly good/Moderate/Just so so/Poor) 3. What will you do to consolidate the words and expressions learned in this unit after class? Activity 5 Summary (The teacher) Emphasize the usage of some words and phrases of this period briefly. Homework: 1. Consolidate the words and expressions learned in this unit. 2. Complete the exercises in the reference book. 3. Preview the grammar item by reading the explanations in appendix and in the reference book. 学科网（北京）股份有限公司 $