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

XB2U2 "Welcome, Xie Lei!" Business student building bridges 以读促写 1.7.2013 大家好，欢迎来到今天的英语课堂。本次课程我们将围绕课文“Welcome, Xie Lei!”展开，通过“以读促写”的方式，学习如何撰写一篇新闻报道，并深入了解主人公谢蕾在留学过程中遇到的挑战、她的应对方法，以及她如何搭建起文化交流的桥梁。希望通过这节课，大家不仅能提升语言能力，更能增进对跨文化交流的理解。 ‹#› Learning Objectives After this class, you will be able to: 1.Get a grasp of the features of a news report and act as a reporter to write a short news report. 2.learn about the challenges that Xie Lei met when studying abroad,how Xie Lei came up with the solutions and the cultural bridges Xie Lei built. 3.Figure out the cultural differences between China and the UK and learn to adapt to the new environment. 1.7.2013 在开始学习课文之前，我们先明确一下本节课的学习目标。学完本课，大家需要掌握三项核心能力：第一，理解新闻报道的特点，并尝试撰写一篇简短的新闻报道；第二，梳理谢蕾在留学期间遇到的挑战、解决方案以及她所搭建的文化桥梁；第三，通过谢蕾的经历，发现中英文化差异，并思考如何适应新环境。 ‹#› Activity 1: Reading Preparation Look at the title and skim the passage: "WELCOME, XIE LEI!" | BUSINESS STUDENT BUILDING BRIDGES 1. Who is Xie Lei? 2.Where did she go? 3.What kind of bridges did Xie Lei build? 4.Where can you probably find this passage? 5.What kind of person is used in the passage? 6.What is the tense of the passage? 1.7.2013 现在我们进入第一个活动：阅读准备。请大家快速浏览文章的标题和副标题，并思考屏幕上的这六个问题。这些问题将帮助我们初步了解文章的核心信息和文体特征。比如，谢蕾是谁？她去了哪里？这篇文章可能出现在哪里？带着这些问题去阅读，会更有目的性。 ‹#› Activity 1: Reading Preparation Look at the title and skim the passage: "WELCOME, XIE LEI!" | BUSINESS STUDENT BUILDING BRIDGES 1. Who is Xie Lei? Xie Lei is abusiness student. 2.Where did she go? She went to a university in London on a year-long programme. 3.What kind of bridges did Xie Lei build? The answer will be unfolded in the following reading passage. Let's find out! □ 1.7.2013 现在我们进入第一个活动：阅读准备。请大家快速浏览文章的标题和副标题，并思考屏幕上的这六个问题。这些问题将帮助我们初步了解文章的核心信息和文体特征。比如，谢蕾是谁？她去了哪里？这篇文章可能出现在哪里？带着这些问题去阅读，会更有目的性。 ‹#› Activity 1: Reading Preparation Look at the title and skim the passage: 4.Where can you probably find this passage? A. A science magazine B. A school newspaper C. A travel journal D. An advertisement brochure 5.What kind of person is used in the passage? •3rd Person: For facts and experiences, keeping an objective tone. •1st Person:Used for direct quotations, to make the story more convincing and authentic. 6.What is the tense of the passage? Past tense. ⭕ 1.7.2013 现在我们进入第一个活动：阅读准备。请大家快速浏览文章的标题和副标题，并思考屏幕上的这六个问题。这些问题将帮助我们初步了解文章的核心信息和文体特征。比如，谢蕾是谁？她去了哪里？这篇文章可能出现在哪里？带着这些问题去阅读，会更有目的性。 ‹#› Activity 2: Detailed Reading Suppose you were a reporter, you need to write about Xie Lei’s experience when studying abroad. Read Paragraph 3 & 4 and find out what key information should be included in such a news report. At first, Xie Lei had to adapt to life in a different country. "You have to get used to a whole new life," she said. " 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. I ask them to repeat themselves a lot !" Although some foreign students live in campus accommodation, Xie Lei chose to live with a host family, who can help with her adaptation to the new culture. "When I miss home, I feel comforted to have a second family," Xie Lei said. "When there's something I don't know or understand, I can ask them. They are also keen to learn about China. Laura, the daughter of my host family, wants to study in China in the future. We take turns to cook each evening. They really love my stir-fried tomatoes and eggs! Laura says she always feels hungry when she smells it, so I taught her how to cook it, too." challenges solutions challenges solutions Bridges：cooking Chinese food change of feelings 1.7.2013 现在我们进入精读环节。任务一，假设你是一名记者，请阅读文章第三和第四段，看看一篇关于谢蕾留学经历的报道应该包含哪些内容。从节选内容中，我们可以看到谢蕾面临的挑战：全新的生活、迷路、语言障碍。而她的解决方案是：学习使用公共交通、向路人求助、请对方重复。这些都是新闻报道中非常重要的事实细节。 ‹#› Activity 2: Detailed Reading Read the passage again and find out what Xie Lei has already gone through. Show your ideas in the boxes. 1.challenges in____ solutions 3.challenges in ______ solutions △ adapt to the new culture; △When missing home; △ When there was something she didn`t know or understand; △ adaptation to a whole new life; △When getting lost; ○learnt to use public transport and ask for things she couldn’t name; ⭕ask passers-by for help; life society ○chose to live with a host family, who can help with her adaptation to the new culture; ⭕feeling comforted to have a second family; ⭕She could ask people; 2.challenges in_____ △ people there speak fast and use words she`s unfamiliar with; solution ⭕ask them to repeat themselves a lot; study 1.7.2013 任务二，请大家再次阅读全文，并用思维导图的形式梳理谢蕾的经历。这张图清晰地展示了文章的脉络：中心是谢蕾的经历，分为挑战和解决方案两大分支。贯穿始终的是她的情感变化，从最初的不适到逐渐适应。同时，她的经历也体现在生活、学习和社会三个层面。这张思维导图可以帮助我们快速回顾和理解课文的核心内容。 ‹#› Conclusion: Being a cultural messenger life study society challenges solutions negative feeling positive feeling 1.7.2013 通过以上分析，我们可以得出结论：谢蕾不仅仅是一名留学生，更是一名文化使者。她的经历完美诠释了从遇到挑战到找到解决方案的过程。她的故事覆盖了生活、学习和社会三个层面，并且伴随着她从消极到积极的情感转变。这正是跨文化交流中一个典型而成功的例子。 ‹#› Activity 3: Continuation Writing 📖 引子 / Introduction Read the last paragraph of the text. What will the author do later? "We will follow Xie Lei's progress in later editions, but for now, we wish her all the best." What do you think Xie Lei may encounter later? Brainstorm about challenges, experiences, or changes she might face in her studies and life. 1.7.2013 接下来是我们的写作活动。文章结尾提到，我们将在后续报道中继续关注谢蕾的进展。这给我们留下了想象的空间。请大家思考一下，在接下来的留学生活中，谢蕾可能还会遇到什么新的挑战或有趣的经历呢？这将是我们续写故事的起点。 ‹#› Activity 3: Continuation Writing 🎄 Scenario Setting Christmas came in December and Xie Lei spent the vacation with her host family, experiencing a lot about that significant western festival. About a month later, Chinese New Year was around the corner but Xie Lei had to stay in London to finish the year-long programme. ✍️ Writing Requirements •Person:3rd person & 1st person perspective •Tense:Use the past tense consistently •Language:Be objective and convincing •Theme:Focus on being a "Cultural Messenger" 1.7.2013 现在，我给大家设定一个具体的续写情景：谢蕾刚刚和寄宿家庭一起度过了圣诞节，体验了西方节日。一个月后，中国新年即将到来，但她却无法回国。请大家基于这个情景，写一段文字。写作时请注意：要使用第三人称和第一人称，时态为过去时，语言风格要客观且有说服力，并紧扣“文化使者”这一主题。 ‹#› Activity 4: Evaluation Evaluate the essay based on the following criteria. Highlight related expressions in your writing. 01 / Contents Have I included thechallengesXie Lei met with and hersolutionsin my essay? Rate: 1 - 5 (Self) Check: Yes / No (Peer & Teacher) 02 / Cultural Awareness Have I shown how Xie Lei builtcultural bridgesand adapted to life abroad in my essay? Rate: 1 - 5 (Self) Check: Yes / No (Peer & Teacher) 03 / Language Have I successfully covered thelanguage featuresof a news report in my essay? Rate: 1 - 5 (Self) Check: Yes / No (Peer & Teacher) 1.7.2013 完成写作后，我们需要进行评价。这里有一个评价表格，包含三个维度：内容、文化意识和语言。请大家先进行自我评价，然后与同桌交换互评，最后我会进行点评。请在你的文章中划出与各项标准相关的表达，这有助于更清晰地进行评估。 ‹#› After-class activity Homework(作业) Write another passage about the things that Xie Lei may meet with. 要求：不少于150词，结合所学知识点，描述具体的挑战与心理变化。 Scenario(情景设定) After the year-long exchange programme, Xie Lei was back with lots of progress. However, she needed to adjust herself again after she came back to China. 思考方向：文化逆冲击 (Reverse Culture Shock)、生活习惯、思维方式、人际交往等。 1.7.2013 今天的课后作业是继续我们的写作练习。请大家想象一下，一年的交流项目结束后，谢蕾满载而归。但她回到中国后，却需要再次调整自己，也就是所谓的“文化逆冲击”。请围绕这个情景，写一篇短文，描述她可能遇到的新挑战和适应过程。 ‹#› Thank you for your attention 期待与您再次相遇 1.7.2013 今天的课程到此结束。希望通过谢蕾的故事，大家不仅学到了新闻报道的写作技巧，更对跨文化交流有了更深的理解。感谢大家的聆听！ ‹#› $