Unit2 Bridging Cultures Using Language教学设计-2025-2026学年高中英语人教版选择性必修第二册

Unit 2 Bridging Cultures-Using Language 内容导航 This section focuses on argumentative letters about studying abroad, presenting two parents’ opposite views on its advantages and disadvantages. It integrates reading, vocabulary learning, and writing, guiding students to master argumentative writing structures and express opinions logically while understanding cultural communication. 教学目标和重难点 1. 教学目标 Language Ability: Master topic-related words and argumentative connectors, understand and analyze argumentative letters, and write coherent opinions. Cultural Awareness: Recognize cultural diversity, objectively view cultural differences in studying abroad, and cultivate cultural tolerance. Thinking Quality: Develop critical thinking by comparing different views and logical thinking by sorting out argumentative structures. Learning Ability: Master reading strategies like skimming and scanning, and form the habit of independent inquiry and cooperative learning in cultural and language practice. 2. 教学重难点 Key Points: Understand the authors’ arguments, evidence and logical lines in the two letters; master argumentative writing structures (argument, evidence, conclusion) and common connectors; express personal views on studying abroad with correct language. Difficult Points: Using connectors appropriately to ensure logical coherence in writing; conducting critical analysis of different views on studying abroad; understanding the deep cultural connotations behind the views and avoiding one-sided judgments. 教学过程 The teaching process is carried out around the core theme of “Bridging Cultures” and the key task of “Using Language”, integrating reading, vocabulary, speaking and writing, and focusing on the implementation of four-dimensional core literacy. It is divided into several links: Lead-in, Pre-reading, While-reading, Post-reading, Language Focus, Writing Practice, Summary and Homework, which are closely connected and progressive to help students gradually master the knowledge and skills of this section. 1 Lead-in The lead-in aims to activate students’ prior knowledge, arouse their interest in the topic, and lay a foundation for the subsequent reading and learning. The teacher starts with a real social phenomenon and raises guiding questions to guide students to think and discuss. First, the teacher shows a short video about the trend of studying abroad in recent years, which includes the data of the number of Chinese students studying abroad and the scenes of their study and life abroad. After watching the video, the teacher asks the following questions in English: “Have you ever thought about studying abroad? What do you think are the advantages of studying abroad? Are there any disadvantages?” Then, the teacher organizes students to have a free discussion in groups of Each group selects a representative to share their views after the discussion. During the discussion, the teacher walks around the classroom to guide students to express their views in simple English, and records the key words mentioned by students, such as “improve English”, “broaden horizons”, “economic pressure”, “cultural shock” and so on. After the sharing, the teacher summarizes: “Studying abroad is a hot topic in today’s society. Different people have different views on it. Today, we will read two letters from parents, who hold opposite views on studying abroad. Let’s find out their opinions and the reasons behind them.” Through this link, students’ enthusiasm for learning is aroused, and they have a preliminary understanding of the topic of studying abroad, which paves the way for the study of the text. 2 Pre-reading The pre-reading link mainly helps students扫清 reading obstacles, understand the background of the text and predict the content of the text, so as to improve the efficiency of while-reading. First, the teacher introduces the background of the text: “A local newspaper invited parents to share their opinions on studying abroad. The two letters we are going to read are from two different parents. They have different views on whether it is good for young people to study abroad.” Then, the teacher guides students to predict the content of the text according to the title of the letters and the pictures in the textbook. The teacher asks: “Look at the titles of the two letters and the pictures. Can you predict what the two parents’ views might be? What reasons do you think they will put forward?” Students are encouraged to express their predictions freely. Some students may say that one parent supports studying abroad and the other opposes it; some students may predict the reasons such as economic conditions, personal development and cultural adaptation. After the prediction, the teacher presents the new words and phrases in the text that may affect reading, such as “dramatic”, “tuition fees”, “living expenses”, “cultural shock”, “tremendous”, “mature”, “broaden horizons”, “global perspective” and so on. For each new word and phrase, the teacher explains its meaning and usage with simple English, and gives example sentences combined with the topic of studying abroad. For example, when explaining “cultural shock”, the teacher says: “Cultural shock refers to the confusion and discomfort people feel when they enter a new cultural environment. For example, when a Chinese student goes to a foreign country, he may feel uncomfortable with the local eating habits and social etiquette, which is cultural shock.” In addition, the teacher also introduces some common connectors in argumentative writing, such as “to begin with”, “in addition”, “for example”, “on the other hand”, “to sum up” and so on, which helps students better understand the logical structure of the text in the while-reading link. After the pre-reading preparation, students have a clear understanding of the text background, new words and key connectors, and are ready for the formal reading. 3 While-reading The while-reading link is the core of this teaching process, aiming to help students understand the main content of the text, sort out the logical structure, and master the authors’ arguments and evidence. This link is divided into two parts: skimming and scanning, and careful reading. 3.1 Skimming and Scanning First, the teacher asks students to skim the two letters quickly and complete the following tasks: 1. What is the genre of the two letters? 2. Who are the writers of the two letters? 3. What is the main topic of the two letters? What is the main view of each letter? Students are given enough time to read quickly, and then the teacher checks the answers with the whole class. The answers are: 1. Argumentative letters. 2. Letter 1 is written by Wang Li, a mother of twin girls; Letter 2 is written by Zhang Wei, a father of a 17-year-old boy. 3. The main topic is whether studying abroad is good or bad for young people. Wang Li supports studying abroad, while Zhang Wei opposes it. Then, the teacher asks students to scan the two letters and find out the evidence that each parent uses to support their own views. Students are required to mark the key sentences in the text. After scanning, each group is assigned to analyze one letter. Group 1 analyzes Letter 1 (Wang Li’s view) and Group 2 analyzes Letter 2 (Zhang Wei’s view). Each group discusses and sorts out the evidence, and then sends a representative to report. The teacher helps students sort out the evidence and writes it on the blackboard. For Letter 1, the evidence is: 1. Studying abroad provides great economic opportunities and helps students find better jobs. 2. It helps students become more mature and develop their personal abilities. 3. It broadens students’ horizons and helps them gain a global perspective. It helps students understand cultural diversity and promote cultural communication. For Letter 2, the evidence is: 1. Studying abroad brings great economic pressure to families. 2. Students may suffer from cultural shock and personal safety problems. 3. Students are not mature enough to handle various challenges abroad. Studying in China also has a bright future with good educational resources. 3.2 Careful Reading On the basis of skimming and scanning, the teacher guides students to read the text carefully to deeply understand the details of the text, the authors’ emotional attitude and the logical connection between paragraphs. First, the teacher asks students to read Letter 1 carefully and answer the following questions: 1. What does Wang Li think is the biggest advantage of studying abroad? 2. How does studying abroad help students become more mature? 3. What does Wang Li think of cultural diversity? Then, the teacher asks students to read Letter 2 carefully and answer: 1. Why does Zhang Wei think studying abroad is not suitable for everyone? 2. What challenges may students face when studying abroad? 3. What does Zhang Wei think of the educational environment in China? When students answer the questions, the teacher guides them to find the original sentences in the text and analyze the meaning of the sentences. For example, when answering the question about Wang Li’s view on cultural diversity, the teacher guides students to find the sentence “It also helps them understand cultural diversity and learn to respect different cultures, which is very important in today’s globalized world.” and explains that this sentence reflects Wang Li’s recognition of cultural diversity and her emphasis on cultural respect. In addition, the teacher also guides students to analyze the logical structure of each letter. The teacher asks: “How is each letter structured? What is the order of the authors’ expression?” Through analysis, students find that both letters adopt the “argument - evidence - conclusion” structure. The first paragraph puts forward the main argument, the middle paragraphs list the evidence to support the argument, and the last paragraph summarizes the view and draws a conclusion. At the same time, the teacher guides students to pay attention to the use of connectors in the text. For example, in Letter 1, Wang Li uses “to begin with”, “in addition”, “furthermore” to list the advantages of studying abroad; in Letter 2, Zhang Wei uses “to begin with”, “another important factor”, “finally” to list the disadvantages of studying abroad. The teacher asks students to find these connectors and analyze their functions, helping students understand that connectors play an important role in ensuring the logical coherence of the text. Through careful reading, students have a deep understanding of the text content, logical structure and language characteristics, and their language ability and thinking quality are effectively trained. 4 Post-reading The post-reading link aims to help students consolidate the knowledge and skills learned in the reading process, expand their thinking, and connect the text with real life, so as to achieve the goal of applying what they have learned. This link includes group discussion and personal reflection. First, the teacher organizes students to have a group discussion on the topic “Is studying abroad a good or bad idea for high school students?” Each group is required to combine the views of the two parents in the text and their own opinions to discuss. The discussion questions are: 1. Do you agree with Wang Li’s view or Zhang Wei’s view? Why? 2. What factors should we consider when deciding whether to study abroad? 3. As a high school student, how can we better adapt to cultural differences if we study abroad? During the discussion, the teacher walks around the classroom to guide students to express their views in English, use the new words and connectors learned in the text, and encourage students to put forward their own unique views. For example, some students may say that studying abroad is good for those who have good economic conditions and strong adaptability, but it is not suitable for those who are not mature enough; some students may put forward that the most important factor to consider is personal interest and career planning. After the group discussion, each group selects a representative to make a presentation. The representative needs to state the group’s views and the reasons, and other groups can ask questions and express different opinions. The teacher makes comments on each group’s presentation, affirming the advantages and pointing out the deficiencies, such as the improper use of connectors or the lack of sufficient evidence to support the views. Then, the teacher guides students to do personal reflection. Students are asked to write a short reflection (about 50 words) on their own views on studying abroad, combining the text content and their own actual situation. After writing, some students are invited to share their reflections with the whole class. Through group discussion and personal reflection, students not only consolidate the knowledge learned, but also develop their critical thinking and ability to express their views, and their cultural awareness is further enhanced. 5 Language Focus The language focus link aims to help students master the key words, phrases and sentence structures in the text, and be able to use them flexibly in speaking and writing. This link is divided into three parts: key vocabulary and phrases, key sentence structures, and error correction. 5.1 Key Vocabulary and Phrases The teacher reviews the new words and phrases learned in the pre-reading link, and further expands their usage. For example, for the word “dramatic”, the teacher explains that it can be used to modify “increase”, “change” and other nouns, meaning “sharp” or “remarkable”, and gives example sentences: “There has been a dramatic increase in the number of students studying abroad in recent years.” For the phrase “end up costing most families an arm and a leg”, the teacher explains that it is an idiom, meaning “cost a lot of money”, and guides students to make sentences with this phrase, such as “Studying abroad may end up costing most families an arm and a leg.” In addition, the teacher also arranges a vocabulary exercise: students are given a list of sentences with blanks, and they need to fill in the correct words or phrases from the text. For example: 1. Studying abroad can help students ______ their horizons. (broaden) 2. Many students may ______ from cultural shock when they study abroad. (suffer) 3. The ______ fees and living expenses abroad are very high. (tuition) 5.2 Key Sentence Structures The teacher focuses on analyzing the key sentence structures in the text, such as complex sentences with attributive clauses,让步状语从句 and宾语从句. For example, the sentence “Although studying abroad can bring great benefits, I think the disadvantages for young people are greater.” in Letter 2 is a complex sentence with a让步状语从句. The teacher explains the usage of “although” and guides students to make similar sentences, such as “Although it is difficult to adapt to a new culture, it can help us grow faster.” Another example is the sentence “That means studying abroad is just not possible for everyone.” which is a complex sentence with a宾语从句. The teacher explains that “that” is a conjunction guiding the宾语从句, and guides students to make sentences, such as “He said that studying abroad can improve his English skills.” In addition, the teacher also focuses on the sentence structures used in argumentative writing, such as “The main reason is that...”, “One of the advantages is that...”, “In my opinion, it is important to...”, and guides students to practice these sentence structures. 5.3 Error Correction The teacher designs some error correction exercises based on the common mistakes that students may make when using the key words, phrases and sentence structures. For example, the wrong sentences are: 1. He suffers from cultural shock when he went abroad. 2. Studying abroad can help us to broaden our horizons. 3. Although he is young, but he can handle the challenges well. Students are asked to find the mistakes and correct them. After correcting, the teacher explains the reasons for the mistakes, such as the inconsistency of tenses, the redundant use of “to” after help, and the redundant use of “but” after “although”. Through error correction exercises, students can better master the correct usage of language knowledge and avoid making similar mistakes in the future. 6 Writing Practice Writing practice is the key link to test students’ mastery of language knowledge and skills, and also the core task of the Using Language section. The writing task is to ask students to write a letter to the editor of a newspaper, expressing their own views on studying abroad, with about 120 words. Before writing, the teacher guides students to sort out the writing ideas and skills. First, the teacher reviews the structure of argumentative letters: 1. Greeting: Greet the editor politely, such as “Dear Editor,”. 2. Introduction: Put forward the main argument clearly, that is, your own view on studying abroad. 3. Body: List 2-3 pieces of evidence to support your argument, using the connectors and sentence structures learned in the text. Conclusion: Summarize your view and put forward a brief suggestion or expectation. 5. Closing: Use polite closing remarks, such as “Yours sincerely,” and sign your name. Then, the teacher provides some useful expressions for students to refer to, such as: 1. Expressing views: In my opinion, studying abroad is beneficial for high school students. / From my point of view, studying abroad is not suitable for everyone. 2. Listing evidence: To begin with, ... / In addition, ... / Furthermore, ... 3. Summarizing: To sum up, ... / In conclusion, ... / All in all, ... Putting forward suggestions: I suggest that students should think carefully before deciding to study abroad. / It is important for students to consider their own conditions when choosing to study abroad. After that, students start to write independently. The teacher walks around the classroom to provide guidance for students who have difficulties. For example, some students may not know how to list evidence, and the teacher can guide them to combine their own actual situation or the views in the text to put forward evidence; some students may have problems with the use of connectors, and the teacher can remind them to use the connectors learned in the text to ensure logical coherence. After students finish writing, the teacher collects some representative compositions, including good compositions and compositions with common mistakes, and comments on them in class. For good compositions, the teacher affirms their advantages, such as clear argument, sufficient evidence, correct use of language and connectors; for compositions with mistakes, the teacher points out the mistakes and guides students to correct them together. Then, students are asked to revise their own compositions according to the teacher’s comments and the good compositions. Through writing practice, students’ writing ability is effectively improved, and they can flexibly use the language knowledge and skills learned in this section. 7 Summary At the end of the class, the teacher summarizes the key content of this lesson with the students. The teacher says: “In today’s class, we read two argumentative letters about studying abroad, understood the opposite views of the two parents and their reasons, mastered the key words, phrases and connectors in the text, and learned the structure and writing skills of argumentative letters. We also discussed our own views on studying abroad and completed a writing task. Through this lesson, we not only improved our language ability, but also learned to view cultural differences objectively and develop our critical thinking. I hope you can apply what you have learned in today’s class to your daily study and life, and become a bridge for cultural communication.” In the summary process, the teacher also guides students to review the four-dimensional core literacy goals of this lesson, helping students clarify what they have learned and improved in this lesson, and strengthening their sense of achievement in learning. 8 Homework The homework is designed to consolidate the knowledge and skills learned in class, expand students’ learning scope, and promote the continuous development of their core literacy. The homework includes the following three parts: 1. Revise the composition written in class according to the teacher’s comments, and submit it in the next class. 2. Collect more information about studying abroad, such as the experience of students who have studied abroad, and write a short report (about 80 words) to share in the next class. 3. Preview the next section of the unit, and find out the new words and key sentences in the text. The homework is designed to be hierarchical, which not only helps students consolidate the basic knowledge and skills, but also encourages students to carry out independent inquiry and expand their learning content, laying a foundation for the subsequent learning. In the whole teaching process, the teacher adheres to the student-centered concept, pays attention to the interaction between teachers and students and between students and students, and integrates the four-dimensional core literacy into each teaching link. Through reading, discussion, language practice and writing, students’ language ability, cultural awareness, thinking quality and learning ability are comprehensively improved, which achieves the teaching goal of the Using Language section. 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 $