Unit 2 Reading and Thinking（阅读课课件）英语人教版选择性必修第二册

该高中英语课件围绕“跨文化成长”核心，以Xie Lei的海外经历为载体，通过“桥”的隐喻辨析、生存清单设想、哲理引用等导入活动，引导学生预测文本类型与阅读策略，搭建从文化冲突感知到成长过程分析的学习支架。 其亮点在于以“挑战-应对-变化-连接”为主线，融合思维品质与文化意识培养，如While-reading环节通过表格梳理生活与学术挑战及应对策略，Post-reading强调证据分析避免空泛评价，Micro-writing任务要求结合具体细节完成成长档案。这种设计既提升学生语言表达与跨文化理解能力，又为教师提供清晰教学路径，助力高效开展阅读与写作整合教学。

Unit 2 Bridging Cultures Reading and Thinking 阅读课课件 How did Xie Lei turn unfamiliar experiences into growth and cultural connection? 课堂教学课件 P1 priority deck 英语人教版选择性必修第二册 1 Contents 01 Lead-in 02 Pre-reading 03 While-reading 04 Post-reading Analysis 05 Language Building 06 Micro-writing 07 Homework Final output: an 80–100-word growth profile of Xie Lei using challenge, response, change and connection. Contents Unit 2 | Reading and Thinking | 2/44 人教版 选择性必修第二册 2 Lead-in Bridge as a metaphor for cultural growth Lead-in Unit 2 | Reading and Thinking | 3/44 人教版 选择性必修第二册 3 Bridge as a Metaphor Which meaning best fits BRIDGING CULTURES? creating understanding and connection replacing one culture with another avoiding all differences travelling across a river Lead-in Unit 2 | Reading and Thinking | 4/44 人教版 选择性必修第二册 4 First-week Survival List Imagine entering an unfamiliar school abroad tomorrow. Two possible daily-life difficulties Two possible academic difficulties Who could help? What action would you take first? Lead-in Unit 2 | Reading and Thinking | 5/44 人教版 选择性必修第二册 5 From Quote to Unit Question “I am not the same, having seen the moon shine on the other side of the world.” What changes after overseas experience? What does Xie Lei learn? What can she share? Lead-in Unit 2 | Reading and Thinking | 6/44 人教版 选择性必修第二册 6 Pre-reading Predict source, purpose and reading strategy Pre-reading Unit 2 | Reading and Thinking | 7/44 人教版 选择性必修第二册 7 Source and Purpose Use the title, subtitle and ending to infer the text type. Title: WELCOME, XIE LEI! Subtitle: BUSINESS STUDENT BUILDING BRIDGES Direct quotes and follow-up ending Purpose: report growth and cultural connection Pre-reading Unit 2 | Reading and Thinking | 8/44 人教版 选择性必修第二册 8 Prediction Grid departure and purpose daily-life problems academic expectations cultural sharing tourist attractions? final exam scores? Pre-reading Unit 2 | Reading and Thinking | 9/44 人教版 选择性必修第二册 9 Long-sentence Strategy 1 Decide compound or complex 2 Find the main clause 3 Mark subordinate clauses 4 Restate the meaning This strategy prepares us for Xie Lei’s academic adaptation paragraphs. Pre-reading Unit 2 | Reading and Thinking | 10/44 人教版 选择性必修第二册 10 While-reading Track challenges, responses, changes and connection While-reading Unit 2 | Reading and Thinking | 11/44 人教版 选择性必修第二册 11 Match Paragraphs with Functions Paragraph range Function Evidence focus Opening background and ambition why Xie Lei went abroad Middle 1 daily-life adaptation host family and daily support Middle 2 academic adaptation class participation and essays Ending progress and cultural role building bridges While-reading Unit 2 | Reading and Thinking | 12/44 人教版 选择性必修第二册 12 One-sentence Main Idea Your sentence must include challenges, actions and bridge. Xie Lei faced ... She responded by ... Through this process, she ... She gradually became ... While-reading Unit 2 | Reading and Thinking | 13/44 人教版 选择性必修第二册 13 Feeling Timeline 1 excited 2 nervous 3 comforted 4 confused 5 surprised 6 confident Feelings are triggered by events. Do not list emotions without causes. While-reading Unit 2 | Reading and Thinking | 14/44 人教版 选择性必修第二册 14 Causal Sentence Practice Use “Xie Lei felt ... because ...”. felt comforted because ... felt confused because ... became confident after ... While-reading Unit 2 | Reading and Thinking | 15/44 人教版 选择性必修第二册 15 Daily-life Track Challenge Response / Support Change strange surroundings lived with a host family felt supported daily routines asked questions and observed adapted gradually loneliness communicated with the family built connection While-reading Unit 2 | Reading and Thinking | 16/44 人教版 选择性必修第二册 16 Critical Question Why is living with a host family more than a solution to loneliness? It provides language input. It offers cultural explanation. It creates everyday contact. It helps Xie Lei share her own culture. While-reading Unit 2 | Reading and Thinking | 17/44 人教版 选择性必修第二册 17 Academic Challenge Table Challenge Xie Lei’s action Result new teaching methods asked and listened actively understood expectations participation in class spoke up after weeks became more confident essay writing used tutor feedback improved academic skills While-reading Unit 2 | Reading and Thinking | 18/44 人教版 选择性必修第二册 18 Strategy Transfer What advice can Xie Lei give to students entering a new learning environment? Ask specific questions early. Use feedback to revise. Speak up even when unsure. Learn rules by observing examples. While-reading Unit 2 | Reading and Thinking | 19/44 人教版 选择性必修第二册 19 Sentence 1: Main Clause First 1 Although-clause 2 main clause 3 who-clause 4 plain meaning Complex sentences become manageable when the main clause is clear. While-reading Unit 2 | Reading and Thinking | 20/44 人教版 选择性必修第二册 20 Sentence 2: What Surprised Her? Part Function At first... contrast with later change what she should say content of uncertainty what surprised her subject clause that she found herself... specific change While-reading Unit 2 | Reading and Thinking | 21/44 人教版 选择性必修第二册 21 Two-way Exchange Xie Lei learns from Britain Xie Lei shares China academic rules classroom participation daily routines Chinese food Chinese art ways of thinking While-reading Unit 2 | Reading and Thinking | 22/44 人教版 选择性必修第二册 22 Interpret the Subtitle Why is BUSINESS STUDENT BUILDING BRIDGES more accurate than LEARNING BRITISH CULTURE? It shows two-way exchange. It includes learning and sharing. It turns personal adaptation into cultural connection. While-reading Unit 2 | Reading and Thinking | 23/44 人教版 选择性必修第二册 23 Post-reading Analysis Build a growth profile from textual evidence Post-reading Unit 2 | Reading and Thinking | 24/44 人教版 选择性必修第二册 24 Evidence or Slogan? Slogan Evidence-based statement Xie Lei was a cultural messenger. By teaching her host family a Chinese dish and presenting Chinese art in class, she helped others understand China through everyday and academic exchange. Post-reading Unit 2 | Reading and Thinking | 25/44 人教版 选择性必修第二册 25 Upgrade a General Sentence General: Xie Lei grew a lot. Challenge: ... Action: ... Change: ... Connection: ... Post-reading Unit 2 | Reading and Thinking | 26/44 人教版 选择性必修第二册 26 Growth Profile Structure 1 Challenge 2 Response 3 Change 4 Connection A growth profile proves change through actions, not slogans. Post-reading Unit 2 | Reading and Thinking | 27/44 人教版 选择性必修第二册 27 Language Building Use verbs and connectors for growth and adaptation Language Building Unit 2 | Reading and Thinking | 28/44 人教版 选择性必修第二册 28 Useful Verbs adapt to seek support speak up revise share bridge gain confidence build connection Language Building Unit 2 | Reading and Thinking | 29/44 人教版 选择性必修第二册 29 Sentence Frames At first, Xie Lei ... because ... To deal with ..., she ... As a result, she ... More importantly, she became a bridge by ... Language Building Unit 2 | Reading and Thinking | 30/44 人教版 选择性必修第二册 30 Avoid Empty Praise Weak Better Xie Lei was brave and excellent. Xie Lei showed courage when she spoke up in class after learning academic expectations. Language Building Unit 2 | Reading and Thinking | 31/44 人教版 选择性必修第二册 31 Micro-writing Write an 80–100-word growth profile Writing Unit 2 | Reading and Thinking | 32/44 人教版 选择性必修第二册 32 Writing Task Write an 80–100-word profile of Xie Lei’s growth. Mention one daily-life challenge. Mention one academic challenge. Explain one change. End with cultural connection. Writing Unit 2 | Reading and Thinking | 33/44 人教版 选择性必修第二册 33 Planning Box Part My evidence Challenge ... Response ... Change ... Connection ... Writing Unit 2 | Reading and Thinking | 34/44 人教版 选择性必修第二册 34 Share and Revise Is the challenge specific? Is the response active? Is the change visible? Is bridge more than a slogan? Writing Unit 2 | Reading and Thinking | 35/44 人教版 选择性必修第二册 35 Self-assessment Checklist 80–100 words challenge + response + change at least two text details cultural connection explained no empty praise grammar and connectors checked Self-assessment Unit 2 | Reading and Thinking | 36/44 人教版 选择性必修第二册 36 Practice Evidence Check Return to the text and choose the strongest evidence. What exactly happened? Which phrase proves it? What does it suggest? Self-assessment Unit 2 | Reading and Thinking | 37/44 人教版 选择性必修第二册 37 Practice Oral Rehearsal: Main Claim Say your main idea before writing. The text shows ... The strongest evidence is ... This matters because ... Writing Unit 2 | Reading and Thinking | 38/44 人教版 选择性必修第二册 38 Practice Detail Selection Keep details that support the final task; remove decorative details. Useful for the task Interesting but not necessary Too general to prove Writing Unit 2 | Reading and Thinking | 39/44 人教版 选择性必修第二册 39 Practice Pair Discussion Discuss and revise one answer with your partner. Is the answer text-based? Is the logic clear? Can one word be made more precise? Writing Unit 2 | Reading and Thinking | 40/44 人教版 选择性必修第二册 40 Practice From Notes to Sentence Turn table notes into a complete sentence. Use one connector. Use one precise verb. Explain why, not only what. Writing Unit 2 | Reading and Thinking | 41/44 人教版 选择性必修第二册 41 Practice Teacher Wrap-up Before writing, check whether the reading work can support the output. Key evidence Writing structure Language support Writing Unit 2 | Reading and Thinking | 42/44 人教版 选择性必修第二册 42 Homework Revise the growth profile. Underline challenge, action and change. Add one sentence about cultural connection. Preview the next writing lesson. Writing Unit 2 | Reading and Thinking | 43/44 人教版 选择性必修第二册 43 Ending Takeaway Growth abroad is shown through challenges, responses, changes and cultural connection. Challenge Response Connection 44 $