Unit 2 Bridging Cultures-Reading and Thinking 教案-2025-2026学年高中英语人教版选择性必修第二册

Unit 2 Bridging Cultures-Reading and Thinking 内容导航 The Reading and Thinking part of Unit 2 Bridging Cultures mainly tells the story of Xie Lei, a 19-year-old Chinese student, who goes to London for a one-year exchange program to study business. It shows her initial excitement and nervousness, the challenges she faces in adapting to life and academic requirements in a foreign country, and her growth and progress in cross-cultural communication, conveying the significance of building bridges between different cultures. 教学目标和重难点 1. 教学目标 Language Ability: Students can master core vocabularies and sentence patterns related to cross-cultural communication, understand the main idea and details of the text, and express their views on cultural adaptation in simple English. Cultural Awareness: They can understand the differences between Chinese and British cultures in daily life and education, respect cultural diversity, and establish cultural confidence while accepting foreign excellent cultures. Thinking Quality: They can analyze Xie Lei’s adaptation process and explore the reasons behind cultural differences, cultivating critical and logical thinking. Learning Ability: They can use reading strategies to obtain information, summarize experiences, and form good learning habits of independent exploration and cooperative exchange. 2. 教学重难点 Key Points: Master the core vocabularies (such as adapt, acknowledge, participate, boost) and sentence patterns (such as "It was the first time that...") in the text; understand the main plot of Xie Lei’s exchange experience and the cultural differences reflected; grasp the theme of cross-cultural communication and bridge-building. Difficult Points: Accurately understand and express abstract cultural concepts in English; deeply comprehend the underlying values behind cultural differences; cultivate the ability to think from a multicultural perspective and apply cross-cultural communication skills in real scenarios. 教学过程 Warm-up and Lead-in The warm-up activity aims to arouse students’ interest in the topic of cross-cultural communication and lay a foundation for the subsequent reading. First, the teacher will show some pictures and short videos about cross-cultural communication scenarios, such as Chinese students studying abroad, foreign friends learning Chinese culture, and cultural exchanges between different countries. Then, the teacher will ask students two questions to guide them to think and discuss: “Have you ever had the experience of communicating with people from different cultural backgrounds? What difficulties did you encounter?” and “If you have the chance to study abroad, what do you expect and what challenges do you think you will face?” During the discussion, the teacher will encourage students to speak actively, express their true feelings and ideas freely, and not be afraid of making mistakes. For students who are hesitant to speak, the teacher will give appropriate guidance and encouragement, such as prompting them with simple examples. After the discussion, the teacher will make a brief summary: With the deepening of globalization, cross-cultural communication has become more and more common. Studying abroad is an important form of cross-cultural communication, which can not only help us learn knowledge and improve our language ability, but also let us understand different cultures and broaden our horizons. However, it also brings some challenges, such as cultural adaptation. Today, we will learn a real story about a Chinese student named Xie Lei, who studies in London as an exchange student, and explore how she adapts to the new culture and builds bridges between Chinese and British cultures. Pre-reading In the pre-reading stage, the main task is to help students solve the new words and phrases that may affect their reading, and predict the content of the text, so as to improve their reading efficiency. First, the teacher will present the core new words and phrases in the text, including adapt, accommodation, host family, acknowledge, cite, participation, boost, ambition, stir-fried, etc. For each new word and phrase, the teacher will explain its pronunciation, part of speech, meaning and common collocations, and give example sentences combined with the context of the text. For example, when explaining “adapt”, the teacher will say: “Adapt means to change your behavior or ideas so that you can live or work in a new situation. In the text, Xie Lei has to adapt to life in London. We can say ‘adapt to a new life/culture/environment’.” Then, the teacher will ask students to look at the title of the text “WELCOME, XIE LEI BUSINESS STUDENT BUILDING BRIDGES” and the epigraph “I am not the same, having seen the moon shine on the other side of the world.”, and predict the content of the text. The teacher can guide students to think from the following aspects: Who is Xie Lei? What is her identity? What does “building bridges” mean here? What experiences will she have? After students put forward their predictions, the teacher will not give a direct answer, but tell them to verify their predictions in the process of reading. In addition, the teacher will briefly introduce the background of the text: The text is an article about an exchange student, which records Xie Lei’s real experience of studying in London. It reflects the cultural differences between China and Britain and the process of cross-cultural adaptation, which is close to students’ life and easy to arouse their resonance. While-reading The while-reading stage is the core part of the teaching process, which aims to help students understand the text in depth, master the main idea, details and logical structure, and improve their reading ability. This stage is divided into three steps: fast reading, careful reading and intensive reading. First, fast reading. The teacher asks students to read the text quickly within a certain time, ignoring the new words and sentences that they don’t understand temporarily, and finish two tasks: 1. Find out the main idea of the text; 2. Divide the text into several parts and summarize the main content of each part. After reading, the teacher will invite several students to share their answers, and then make a summary. The main idea of the text is to tell the story of Xie Lei’s exchange study in London, including her initial confusion and challenges, her efforts to adapt, and her growth and gains. The text can be divided into four parts: Part 1 (Paragraph 1): Xie Lei’s departure from China and her feelings when she first arrived in London; Part 2 (Paragraph 2): Xie Lei’s purpose of participating in the exchange program; Part 3 (Paragraphs 3-5): The challenges Xie Lei faced in life and study and her ways of adaptation; Part 4 (Paragraph 6): Xie Lei’s current situation and gains in London. Second, careful reading. The teacher asks students to read the text carefully, and answer the following questions to help them grasp the key details: 1. How did Xie Lei feel when she first left China? 2. Why did Xie Lei choose to participate in the exchange program? 3. What challenges did Xie Lei face in life in London? How did she solve them? 4. What challenges did Xie Lei face in academic study? How did her tutor help her? 5. What gains did Xie Lei get from the exchange program? When students are answering the questions, the teacher will walk around the classroom, observe students’ reading status, and give guidance to students who have difficulties. After students finish answering, the teacher will check the answers one by one, explain the key points and difficulties in the questions, and help students deepen their understanding of the text. For example, when answering the question about the challenges in life, the teacher will guide students to find the relevant sentences in the text: “You have to get used to a whole new life. 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.” Then, the teacher will ask students to summarize the challenges: using public transport, asking for things with unknown English names, and communicating with local people. And the way she solved them is to learn actively and ask for help bravely. Third, intensive reading. The teacher will focus on analyzing the key sentences, paragraphs and language points in the text, helping students master the usage of key vocabularies and sentence patterns, and understand the emotional connotation and cultural connotation of the text. First, the teacher will select several key sentences in the text for analysis. For example, “It was the first time that she had left China.” This sentence uses the structure “It was the first time that...”, which means “it was the first time to do something”. The clause after “that” should use the past perfect tense. The teacher will give more example sentences to help students master this structure, such as “It was the first time that I had visited Beijing.” Then, the teacher will analyze the cultural connotation reflected in the text. For example, Xie Lei chose to live with a host family instead of campus accommodation. This reflects the difference between Chinese and British education and life concepts. In Britain, host families are a common way for international students to adapt to the new culture, which can help students understand the local customs and habits more quickly. While in China, most students live in campus dormitories. In addition, the academic requirements in Britain are different from those in China. British tutors pay more attention to students’ own views and critical thinking, while Chinese education pays more attention to the mastery of knowledge. The teacher will guide students to discuss these cultural differences, let them understand that there is no right or wrong in different cultures, and we should respect and understand each other. In addition, the teacher will guide students to appreciate the epigraph of the text: “I am not the same, having seen the moon shine on the other side of the world.” The teacher will ask students to think about the meaning of this sentence and its connection with the theme of the text. Through discussion, students will understand that this sentence means that after experiencing different cultures and environments, people will grow and change. It also reflects the significance of cross-cultural communication, which can make people broaden their horizons and become better versions of themselves. Post-reading The post-reading stage aims to help students consolidate the knowledge learned, deepen their understanding of the theme, and improve their language application ability and thinking quality. This stage includes three activities: summary and reflection, group discussion and language practice. First, summary and reflection. The teacher asks students to summarize the main content of the text in their own words, and reflect on what they have learned from Xie Lei’s experience. The teacher can guide students to think from the following aspects: What can we learn from Xie Lei’s courage to face challenges? How should we treat cultural differences? What should we do to improve our cross-cultural communication ability? After students finish their reflection, the teacher will invite several students to share their views, and then make a summary: Xie Lei is a brave and hard-working student. She actively adapts to the new culture and overcomes various challenges, which is worth learning. We should also be open-minded, respect cultural diversity, and actively learn from foreign excellent cultures while maintaining our own cultural confidence. At the same time, we should cultivate our ability to face challenges bravely and solve problems independently. Second, group discussion. The teacher divides students into groups of 4-5 people, and sets the discussion topic: “If you are an exchange student studying abroad, how will you adapt to the new culture and build bridges between different cultures?” Each group is required to discuss seriously, put forward specific methods and suggestions, and assign a representative to report the group’s views after the discussion. During the discussion, the teacher will walk around the classroom, participate in the discussion of each group, give guidance and help, and ensure that each student can participate in the discussion actively. After the discussion, each group’s representative will report their views in turn. For example, some groups may put forward: We will actively communicate with local people and host families, learn about their customs and habits; we will participate in various campus activities to make more friends; we will introduce Chinese culture to foreign friends to promote cultural exchange. After all groups finish their reports, the teacher will make a comment and summary, affirm the positive views put forward by each group, and supplement and improve their suggestions, helping students form a more comprehensive understanding of cross-cultural adaptation and communication. Third, language practice. The teacher designs some language practice activities to help students consolidate the key vocabularies and sentence patterns learned in the text, and improve their language application ability. The first activity is vocabulary filling. The teacher will give a passage with some blanks, and students need to fill in the blanks with the appropriate forms of the key vocabularies learned in the text, such as adapt, acknowledge, participate, boost, ambition, etc. The second activity is sentence rewriting. The teacher will give some simple sentences, and students need to rewrite them using the key sentence patterns learned in the text, such as “It was the first time that...”, “not only...but also...”, etc. The third activity is short writing. Students are required to write a short passage of about 100 words, introducing their own views on cross-cultural communication or their expectations of studying abroad, using the vocabularies and sentence patterns learned in the text. After students finish the language practice, the teacher will check their answers and works, point out the common mistakes, and give corrections and guidance. For example, if students make mistakes in the usage of the past perfect tense in the structure “It was the first time that...”, the teacher will review the usage of this structure and give more example sentences to help students correct their mistakes. For the short writing, the teacher will select some excellent works to share with the whole class, and give comments and suggestions on how to improve the writing level. Summary and Homework First, summary. The teacher will make a comprehensive summary of the whole class, reviewing the main content of the text, the key vocabularies and sentence patterns, the cultural differences reflected in the text, and the methods of cross-cultural adaptation and communication. The teacher will emphasize that cross-cultural communication is an important part of our life in the globalized era. We should respect cultural diversity, maintain cultural confidence, and actively build bridges between different cultures. At the same time, we should learn from Xie Lei’s spirit of bravery, hard work and active adaptation, and improve our own comprehensive quality. Then, homework. The teacher assigns three types of homework to meet the needs of different students: 1. Basic homework: Recite the key vocabularies and sentence patterns learned in the text, and copy the key sentences twice. 2. Consolidation homework: Read the text again carefully, and write a summary of the text in about 150 words. 3. Expansion homework: Collect some cases of cross-cultural communication (such as successful cases of cultural exchange between China and other countries, or cases of cultural misunderstandings), and analyze the reasons and solutions, preparing to share them in the next class. In addition, the teacher will encourage students to use the Internet to collect more information about cross-cultural communication, expand their knowledge, and improve their cross-cultural communication ability. At the same time, the teacher will remind students to preview the next part of the unit, laying a foundation for the next class. Teaching Reflection (Supplementary) In the teaching process, we should pay attention to the interaction between teachers and students, and fully mobilize students’ enthusiasm and initiative. We should combine the text content with students’ real life, make the teaching content more vivid and practical, and help students better understand the theme of cross-cultural communication. At the same time, we should pay attention to the differences between students, give targeted guidance to students with different levels, and ensure that each student can gain something in the class. In addition, we can use various teaching methods and tools, such as multimedia, videos, pictures, etc., to enrich the teaching forms and improve the teaching effect. After the class, we should timely reflect on the problems existing in the teaching process, and continuously improve the teaching method and level, so as to better help students improve their English comprehensive ability and core literacy. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $