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中小学教育资源及组卷应用平台
人教2019版选择性必修二英语Unit 2 Bridging Cultures Reading and Thinking 教学评一体化设计（全套教案+学案+测评案｜全程学法渗透）
（阅读思辨课｜跨文化交际主题｜新闻特写理解与情感变化追踪｜）
第一部分 教案
一、基本信息
1.课题：Unit 2 Bridging Cultures Reading and Thinking——Welcome, Xie Lei! Business Student Building Bridges
2.课时：1课时（45分钟）
3.授课年级：高二
4.学科：高中英语
5.教材内容：本课为单元第1-2课时（阅读课），语篇为刊登在伦敦一所大学校报上的新闻特写（feature），标题为“Welcome, Xie Lei! Business Student Building Bridges”。文章以中国留学生谢蕾在英国的学习和生活经历为主线，展示了她作为交换生初到国外所面临的各种挑战（日常生活适应、学术要求差异、课堂参与等）以及她为适应新环境所采取的策略，同时呈现了谢蕾作为文化使者，在中英文化交流中搭建桥梁的作用。全文共八个自然段，采用“总—分—总”结构，以时间顺序和情感变化为明线，以跨文化适应与文化传播为暗线，两条线索交织推进叙事发展。该语篇为高中阶段学习新闻特写类语篇的典型素材，能有效培养学生的跨文化交际意识与文化自信。
6.学情分析
高二学生已完成选择性必修二第一单元“科学与科学家”的学习，具备一定的阅读能力和词汇基础。学生对“留学”话题有较浓厚的兴趣，对国外学习生活充满好奇，渴望了解不同文化背景下学习和生活的真实情况。学生仍存在以下短板：对新闻特写（feature）的文体特征和结构不够熟悉，不善于通过标题和小标题把握文章大意和结构；对跨文化适应过程中可能遇到的挑战认知较为局限；不善于追踪文中人物的情感变化线索；在讨论和表达中，对“文化自信”与“文化传播”的理解较为浅层；批判性思维和跨文化思辨能力有待提升。本课以谢蕾在英国的学习经历为载体，依托英语学习活动观，落实“教—学—评”一体化闭环教学模式，嵌入读前预测、读中分析、读后思辨等策略指导，帮助学生掌握新闻特写的阅读策略、理解跨文化适应的过程与策略、增强文化自信与跨文化交际意识。
7.学科核心素养目标
（1）语言能力：掌握本课核心词汇与短语（qualification, ambition, recall, campus, accommodation, adaptation, comfort, tutor, cite, participate, engagement, involve, involve, present, etc.）；掌握新闻特写的文体特征与语言特点（标题直接、引用人物原话、时间线索与情感线索交织）；能理解并分析语篇中的关键信息，把握文章结构；能运用所学词汇描述跨文化适应的挑战与策略。
（2）文化意识：了解中国留学生在国外学习和生活中面临的文化差异与挑战，理解跨文化适应的过程；认识留学生在文化传播中的特殊作用——作为文化使者搭建桥梁；增强文化自信与中华文化认同感，培养跨文化交际能力与包容态度。
（3）思维品质：通过追踪谢蕾的情感变化线索，培养信息整合与逻辑思维能力；通过分析谢蕾应对挑战的策略，培养问题分析与解决能力；通过思辨“留学利弊”和“文化传播”话题，培养批判性思维与辩证分析能力。
（4）学习能力：掌握“预测—速读—细读—讨论—评价”的阅读学习流程；学会运用时间线和情感变化图梳理叙事性文本；掌握新闻特写的阅读策略；培养合作学习与自主反思能力。
8.教学重难点
（1）教学重点：掌握新闻特写的文体特征与结构（总—分—总、时间顺序、标题特点）；获取谢蕾在英国学习生活中的挑战与应对策略；追踪谢蕾的情感变化线及其原因。
（2）教学难点：理解文章的双线结构（明线：时间与情感变化；暗线：跨文化适应与文化传播）；从具体事例中提炼跨文化适应的策略与启示；深入理解“文化使者”的角色内涵与时代意义。
9.教学准备：多媒体课件（含留学话题视频片段、文化差异图片、语篇录音）；阅读任务单（含预测、速读、细读、情感追踪等分层任务）；新闻特写文体知识卡片；情感变化图模板；口语表达评价量表。
10.教学方法：任务型阅读教学法、情境教学法、合作学习法、教学评一体化闭环教学法。
11.学法指导：引导学生固化“预测—速读—细读—讨论—评价”的阅读学习路径；指导学生关注新闻特写的文体特征——标题直接、引用人物原话、情感线索与时间线索交织；指导学生运用情感变化图梳理人物心理发展轨迹；指导学生理解“明线”与“暗线”的关系，深化对主题意义的理解。
二、教学过程
（一）语境导入·激活话题（7分钟）
1.视频导入：播放一段中国留学生在国外学习和生活的短视频（1-2分钟），提问学生：What do you think the video is about What challenges might these students face when studying abroad 引导学生思考留学生活中可能遇到的困难，激活话题背景知识。
2.头脑风暴：展示教材开篇页主题图，提问学生：What do you know about studying abroad What do you think is the most difficult part of studying abroad 引导学生围绕“留学”话题展开头脑风暴，列出留学可能带来的挑战与收获。
3.背景铺垫：简要介绍本课阅读内容——一篇刊登在大学校报上的新闻特写，报道了中国留学生谢蕾作为交换生在伦敦学习和生活的经历。点明本课将通过阅读该语篇，了解谢蕾如何应对跨文化适应的挑战，以及她如何在中英文化交流中搭建桥梁。
4.课题点明：Today we will read a feature article titled “Welcome, Xie Lei! Business Student Building Bridges.” We will learn about Xie Lei‘s experiences as an exchange student in the UK, trace her emotional changes, and explore how she builds bridges between cultures.
5.学法渗透：阅读新闻特写有方法——先关注标题和结构，再通过速读获取大意，通过细读追踪细节和线索，通过讨论深化理解。
（二）读前预测·文体感知（3分钟）
1.标题与图片分析：引导学生观察标题“Welcome, Xie Lei! Business Student Building Bridges”和配图，回答问题：
（1）What is the type of this text (Feature/新闻特写)
（2）Where would you most likely read this passage (In a university newspaper)
（3）What does the title tell us about the main character (Her name is Xie Lei; she is a business student; she helps build bridges between cultures.)
2.文体特征简述：简要介绍新闻特写（feature）的典型特征——以人物为中心，标题直接或使用引语，语言生动，兼具新闻的真实性与文学的表现力，常采用“总—分—总”结构。
3.内容预测：引导学生预测文章可能涉及的内容：Xie Lei‘s reasons for studying abroad, challenges she faced, how she solved problems, her feelings and changes, how she built bridges.
（三）读中理解·获取信息（20分钟·核心重点）
活动一 速读·获取大意与结构（5分钟）
1.任务要求：快速浏览语篇，完成以下任务：
（1）What is the main idea of the passage (It describes Xie Lei’s experience as an exchange student in London, her challenges, her feelings, and her role as a cultural messenger.)
（2）Match the main idea with each paragraph:
段落 大意
Para. 1 Xie Lei came to study in London and her reasons.
Para. 2 Her ambition to set up a business in China.
Para. 3 Challenges of adapting to a new way of life.
Para. 4 Benefits of living with a host family.
Para. 5 Academic challenges and tutor‘s advice.
Para. 6 Participation in class and presentations.
Para. 7 Participation in social activities.
Para. 8 Best wishes and cultural bridge building.
（3）Divide the passage into three parts:
Part 1（Para. 1-2）: Introduction — Why Xie Lei came to the UK and her ambition
Part 2（Para. 3-7）: Body — Challenges she faced and how she handled them
Part 3（Para. 8）: Conclusion — Best wishes and her role as a bridge builder
2.策略指导：速读时重点关注标题、每段首句和时间标志词，它们能帮助我们快速把握文章的主要内容和结构。
3.核对答案：师生共同核对，板书文章结构与关键信息。
4.过程评价：对速读准确、快速的学生进行口头表扬。
活动二 细读·追踪情感与挑战（10分钟）
1.任务要求：仔细阅读语篇，完成以下任务：
（1）追踪谢蕾的情感变化，找出文中描述情感的词语并完成情感变化图：
时间点 情感（原文词语） 原因
刚离开中国时 excited and nervous first time to leave China
初到英国适应期 lonely / homesick missing home
住在寄宿家庭 comforted having a “second family”
课堂讨论时 confused thinking she knew less than others
几周后课堂发言 surprised found herself speaking up in class
课堂展示后 confident presentation on TCM was a great success
学期过半时 feel at home what seemed strange now appears normal
（2）梳理谢蕾面临的挑战及应对策略：
挑战类型 具体挑战 应对策略
日常生活 不会使用公共交通工具 学会使用公共交通工具
日常生活 不知道所需物品的英文名称 向路人求助
日常生活 想家 住在寄宿家庭，拥有“第二个家”
学术要求 不知道如何写论文 请教导师；广泛阅读
学术要求 课堂参与困难 逐步适应，开始主动发言
学术要求 课堂展示压力 做关于中医的展示，获得成功
2.策略指导：细读时要关注情感变化的标志词（excited, nervous, lonely, comforted, confused, surprised, confident, feel at home）和时间线索词（six months ago, at first, after a few weeks, now），它们共同构成了文章的明线。
3.小组核对：同桌互查答案，讨论差异。
4.展示点评：抽取学生展示答案，师生共同点评。
活动三 深入探究·理解“搭建桥梁”的内涵（5分钟）
1.任务要求：引导学生深入思考“Building Bridges”的含义，从文中找出谢蕾是如何“搭建桥梁”的。
2.探究引导：提问学生——What does “building bridges” mean in the title How has Xie Lei helped to build bridges between China and the UK 引导学生从以下几个方面进行归纳：
（1）适应英国文化：积极融入当地生活，了解英国文化
（2）传播中国文化：向同学介绍中国文化，分享传统中医药知识
（3）参与社会活动：积极参与英国社会活动，促进文化交流
3.学生归纳与总结：
Xie Lei builds bridges by:
（1）Engaging in British culture and adapting to local life.
（2）Sharing Chinese culture with others, such as giving a presentation on traditional Chinese medicine.
（3）Being involved in social activities and making friends with people from different backgrounds.
4.策略指导：引导学生理解文章的“暗线”——跨文化适应与文化传播。谢蕾的情感变化是“明线”，而她作为文化使者的行动是“暗线”，两条线索共同服务于“搭建桥梁”这一主题。
（四）读后讨论·深化理解（10分钟）
活动一 人物分析·品质探讨（5分钟）
1.讨论议题（分层选择）：
（1）基础层：What qualities do you think Xie Lei has Use examples from the text to support your opinion.
→ 参考答案：She is determined and ambitious (she has a clear goal to set up a business). She is open-minded and willing to adapt (she lives with a host family and engages in British culture). She is persistent and proactive (she asks her tutor for help and reads a lot). She is confident and proud of her culture (she gives a presentation on TCM).
（2）提升层：Why do you think Xie Lei is a good cultural messenger What does she do to build bridges
→ 参考答案：She is a good cultural messenger because she not only adapts to British culture but also shares Chinese culture with others. She gives a presentation on TCM, teaches people about Chinese customs, and engages in social activities with British friends. Her experiences show that cultural exchange is a two-way process.
（3）拓展层：What does Xie Lei‘s experience tell us about the relationship between cultural adaptation and cultural confidence How can we be cultural messengers in our daily lives
→ 参考答案：Xie Lei’s experience shows that cultural adaptation does not mean giving up one‘s own culture. Instead, it means understanding and respecting other cultures while being proud of one’s own. She adapts to British ways of learning and living, but she also shares her Chinese culture with confidence. In our daily lives, we can be cultural messengers by learning about other cultures, sharing our own traditions with others, and being open to cultural exchange. As globalization increases, cultural confidence and cross-cultural awareness become more important.
2.小组活动：4人一组，每人至少发言1次，使用本课所学词汇与表达。
3.角色分工：组长组织、记录员记录观点、汇报人准备展示。
4.展示点评：1-2组进行展示，师生依据评价量表共同点评。
活动二 主题深化·素养升华（3分钟）
1.问题讨论：How does Xie Lei‘s story relate to the idea of “building bridges” in the title What can we learn from her experience
2.素养升华：引导学生理解——谢蕾的故事告诉我们，文化适应不是单向的“融入”或“同化”，而是双向的文化交流与沟通。真正的“搭建桥梁”意味着既尊重和理解他国文化，也自信地传播本国文化。作为新时代的青年，我们应当像谢蕾一样，培养跨文化交际能力，增强文化自信，做中华优秀传统文化的传播者，为促进中外文化交流贡献力量。同时，我们也要理解文化适应的过程是充满挑战的，但只要有开放的心态和积极的态度，就能在挑战中成长，在交流中收获。
（五）课堂小结（3分钟）
1.知识小结：梳理新闻特写的文体特征（标题特征、双线结构、引用人物原话）、谢蕾的挑战与应对策略、情感变化轨迹、“搭建桥梁”的内涵、本课核心词汇与短语。
2.能力小结：回顾“预测—速读—细读—讨论—评价”的阅读学习流程，反思掌握情况。
3.素养小结：理解跨文化适应的过程与挑战，增强文化自信与跨文化交际意识，培养文化传播的责任感。
（六）当堂检测（2分钟）
1.口头检测：随机抽查一名学生说出谢蕾在留学过程中遇到的两种挑战及其应对策略。
2.书面微练：完成1-2个词汇填空，当堂巩固。
（七）分层作业（2分钟）
基础层：背诵本课核心词汇与短语（qualification, ambition, recall, campus, accommodation, adaptation, comfort, tutor, cite, participate, engagement, involve等）；整理课堂笔记，用情感变化图梳理谢蕾的情感变化轨迹；跟读课文录音，模仿语音语调。
提升层：写一段100词左右的短文，介绍谢蕾在英国的学习经历及其挑战（运用至少5个本课核心词汇）；摘录课文中5个描述谢蕾情感的句子并分析其原因；讨论：如果你去国外留学，你会遇到哪些挑战？你会如何应对？
拓展层：以“How to Be a Cultural Messenger”为题，写一篇120词左右的英语短文，结合谢蕾的事迹阐述你对“文化使者”的理解；查阅一位中国文化传播者的故事（如张骞、玄奘、郑和等），用英语写出简介。
三、板书设计
Unit 2 Bridging Cultures Reading and Thinking
Welcome, Xie Lei! Business Student Building Bridges
1.Text Type:
Feature (新闻特写)
2.Text Structure:
Part Paragraphs Content
Introduction Para. 1-2 Why Xie Lei came to the UK and her ambition
Body Para. 3-7 Challenges and strategies (daily life + academic)
Conclusion Para. 8 Best wishes; building bridges
3.Xie Lei‘s Emotional Journey:
excited/nervous → lonely → comforted → confused → surprised → confident → feel at home
4.Challenges & Strategies:
Daily life: transport, language, homesickness → host family, ask for help
Academic: essays, class participation → ask tutor, read a lot, practice
5.Building Bridges:
adapt to British culture + share Chinese culture
6.Reading Path:
Predict → Skim → Scan → Discuss → Evaluate
7.Theme:
Cultural exchange is a two-way process of understanding and sharing.
四、教后反思
本课以谢蕾的留学经历为载体，紧扣单元主题“跨越文化鸿沟”，严格落实“教—学—评”一体化理念。教学流程遵循“导入—读前预测—读中理解（速读大意→细读细节→情感追踪）—读后讨论—小结—检测—作业”的闭环模式。通过分层阅读任务覆盖全体学生，有效帮助学生掌握新闻特写的阅读策略和情感追踪分析方法，同时渗透跨文化交际意识与文化自信教育。
现存不足：部分学生对新闻特写的文体特征和双线结构不够熟悉，在追踪情感变化和理解“暗线”时存在困难；在讨论“文化使者”角色时，部分学生对文化传播的理解较为表面；部分学生不能很好地将文本内容与自身经验建立联系。
后续改进：增设新闻特写文体特征的专项导学与对比练习；提供更多情感追踪的示范与训练，帮助学生在文本中识别情感变化的标志；优化小组讨论分工机制，为薄弱学生提供表达支架（如句型模板）；增设“跨文化交际”主题的拓展阅读与讨论活动，引导学生将文本与生活经验相结合。
第二部分 学案
Unit 2 Bridging Cultures Reading and Thinking 导学案
班级：__________ 姓名：__________
学号：__________ 得分：__________
一、学习目标
1.掌握本课核心词汇与短语（qualification, ambition, recall, campus, accommodation, adaptation, comfort, tutor, cite, participate, engagement, involve等），了解新闻特写的文体特征。
2.通过速读获取文章的主要信息与结构，通过细读追踪谢蕾的情感变化与挑战应对。
3.理解“搭建桥梁”的内涵，思考留学生在文化传播中的角色与意义。
4.培养跨文化交际意识与能力，增强文化自信。
二、预习导学
（一）核心词汇英汉互译
英文：1.qualification 中文：__________
英文：2.ambition 中文：__________
英文：3.recall 中文：__________
英文：4.campus 中文：__________
英文：5.accommodation 中文：__________
英文：6.adaptation 中文：__________
英文：7.comfort（v.） 中文：__________
英文：8.tutor 中文：__________
英文：9.cite 中文：__________
英文：10.participate 中文：__________
英文：11.engagement 中文：__________
英文：12.involve 中文：__________
英文：13.留学 英文：__________
英文：14.文化冲击 英文：__________
英文：15.表现；做演讲 英文：__________
（二）预习思考
1.What do you know about studying abroad What challenges might students face
→ _________________________________________________________________
2.Do ( https: / / 2.do / " \t "https: / / chat. / a / chat / s / _blank ) you want to study abroad in the future Why or why not
→ _________________________________________________________________
3.What does it mean to “build bridges between cultures”
→ _________________________________________________________________
（三）预习疑点
1._________________________________________________________________
2._________________________________________________________________
三、课中合作探究
（一）文体感知与预测
任务1：标题与图片分析
分析标题“Welcome, Xie Lei! Business Student Building Bridges”和配图，回答问题：
1.What is the type of this text
→ 答案：___________________________________________________________
2.Where would you most likely read this passage
→ 答案：___________________________________________________________
3.What does the title tell us about the main character
→ 答案：___________________________________________________________
任务2：内容预测
根据标题和图片，预测文章可能涉及的内容：
→ _________________________________________________________________
（二）读中信息记录
任务1：速读·获取大意与结构
1.What is the main idea of the passage
→ 答案：___________________________________________________________
2.Match the main idea with each paragraph:
段落 大意
Para. 1 __________
Para. 2 __________
Para. 3 __________
Para. 4 __________
Para. 5 __________
Para. 6 __________
Para. 7 __________
Para. 8 __________
3.Divide the passage into three parts:
Part 1（Para. ___）: _________________________________________________
Part 2（Para. ___）: _________________________________________________
Part 3（Para. ___）: _________________________________________________
任务2：细读·追踪情感变化
找出文中描述谢蕾情感的词语，完成以下情感变化图：
时间点 情感（原文词语） 原因
刚离开中国时
初到英国适应期
住在寄宿家庭
课堂讨论时
几周后课堂发言
课堂展示后
学期过半时
任务3：细读·梳理挑战与策略
完成以下表格：
挑战类型 具体挑战 应对策略
日常生活
日常生活
日常生活
学术要求
学术要求
学术要求
任务4：深入探究·理解“搭建桥梁”
How has Xie Lei helped to build bridges between China and the UK （从文中找出至少2个例子）
1._________________________________________________________________
2._________________________________________________________________
（三）读后讨论与表达
任务1：人物分析
讨论以下问题，记录你的观点：
1.What qualities do you think Xie Lei has Use examples from the text.
→ _________________________________________________________________
2.Why do you think Xie Lei is a good cultural messenger
→ _________________________________________________________________
任务2：主题探讨
讨论以下问题，记录你的观点：
1.What does “building bridges” mean in the title
→ _________________________________________________________________
2.What can we learn from Xie Lei‘s experience about cultural adaptation
→ _________________________________________________________________
四、课堂达标自测
（一）词汇填空（20分）
1.To ( https: / / 1.to / " \t "https: / / chat. / a / chat / s / _blank ) study abroad, you need to have the right ________（资格；学历）.
2.Her ________（志向；抱负）is to set up a business in China.
3.She ________（回想；回忆起）the day she arrived in London.
4.The university ________（校区）has many facilities for students.
5.She lives in ________（住宿）with a host family.
6.Her ________（适应）to the new culture was not easy.
7.Her host family ________（安慰）her when she felt homesick.
8.Her ________（导师；家庭教师）helped her improve her writing.
9.You must ________（引用）your sources in your essay.
10.She ________（参加）in many social activities.
（二）情感匹配（20分）
将谢蕾的情感与对应的时间点/事件进行匹配：
情感 时间点/事件
（ ）1.excited and nervous A.after giving a presentation on TCM
（ ）2.confused B.when she first arrived in London
（ ）3.comforted C.after living with a host family
（ ）4.surprised D.when she tried to participate in class
（ ）5.confident E.when she found herself speaking up in class
（三）简答（30分）
1.What challenges did Xie Lei face in her daily life and how did she handle them （8分）
→ _________________________________________________________________
2.What academic requirements did Xie Lei need to meet （6分）
→ _________________________________________________________________
3.How ( https: / / 3.how / " \t "https: / / chat. / a / chat / s / _blank ) did Xie Lei help to build bridges between China and the UK （8分）
→ _________________________________________________________________
4.What qualities helped Xie Lei overcome her challenges （8分）
→ _________________________________________________________________
（四）短文写作（30分）
请以“Xie Lei‘s Journey in the UK”为题，写一篇60词左右的英语短文，概括谢蕾在英国的学习经历。要求：1.包含挑战、应对策略、情感变化；2.运用至少3个本课核心词汇；3.结构完整、语言规范。
导学案参考答案
二、预习导学
（一）1.资格；学历 2.志向；抱负；野心 3.回想；回忆起 4.校区；校园 5.住宿；膳宿 6.适应；改编本 7.安慰；抚慰 8.导师；家庭教师 9.引用；引证 10.参加；参与 11.参与；从事；约会 12.包含；使参与；牵涉 13.study abroad 14.culture shock 15.give a presentation
（二）开放性问题，参考答案略。
（三）开放性问题，参考答案略。
三、课中合作探究
（一）任务1：1.Feature（新闻特写）2.In ( https: / / 2.in / " \t "https: / / chat. / a / chat / s / _blank ) a university newspaper 3.Her name is Xie Lei; she is a business student; she helps build bridges between cultures.
（一）任务2：开放性问题，参考答案略。
（二）任务1：1.It ( https: / / 1.it / " \t "https: / / chat. / a / chat / s / _blank ) describes Xie Lei‘s experience as an exchange student in London, her challenges, her feelings, and her role as a cultural messenger.
2.Para.1: Xie Lei came to study in London and her reasons. Para.2: Her ambition to set up a business in China. Para.3: Challenges of adapting to a new way of life. Para.4: Benefits of living with a host family. Para.5: Academic challenges and tutor’s advice. Para.6: Participation in class and presentations. Para.7: Participation in social activities. Para.8: Best wishes and cultural bridge building.
3.Part 1（Para.1-2）: Introduction — Why Xie Lei came to the UK and her ambition; Part 2（Para.3-7）: Body — Challenges she faced and how she handled them; Part 3（Para.8）: Conclusion — Best wishes and her role as a bridge builder.
（二）任务2：
时间点 情感（原文词语） 原因
刚离开中国时 excited and nervous first time to leave China
初到英国适应期 lonely / homesick missing home
住在寄宿家庭 comforted having a “second family”
课堂讨论时 confused thinking she knew less than others
几周后课堂发言 surprised found herself speaking up in class
课堂展示后 confident presentation on TCM was a great success
学期过半时 feel at home what seemed strange now appears normal
（二）任务3：
挑战类型 具体挑战 应对策略
日常生活 不会使用公共交通工具 学会使用公共交通工具
日常生活 不知道所需物品的英文名称 向路人求助
日常生活 想家 住在寄宿家庭，拥有“第二个家”
学术要求 不知道如何写论文 请教导师；广泛阅读
学术要求 课堂参与困难 逐步适应，开始主动发言
学术要求 课堂展示压力 做关于中医的展示，获得成功
（二）任务4：
1.She gives a presentation on traditional Chinese medicine to her classmates.
2.She engages in British culture and gets involved in social activities to share Chinese culture with others.
3.She teaches her classmates about Chinese customs and traditions.
（三）任务1：开放性问题，参考答案略。
（三）任务2：开放性问题，参考答案略。
四、课堂达标自测
（一）1.qualification 2.ambition 3.recalled 4.campus 5.accommodation 6.adaptation 7.comforted 8.tutor 9.cite 10.participated
（二）1.B 2.D 3.C 4.E 5.A
（三）1.She had to learn how to use public transport and how to ask for things she didn‘t know the English names for. She also felt homesick. She handled these challenges by learning to use public transport, asking passers-by for help, and living with a host family.
2.She had to learn how to write essays, acknowledge sources, cite others’ ideas, and participate in class discussions.
3.She gave a presentation on traditional Chinese medicine to share Chinese culture. She also engaged in British culture and got involved in social activities, which helped promote cultural exchange.
4.She is determined, open-minded, persistent, proactive, and confident. She sought help when needed, adapted to new situations, and stayed proud of her own culture.
（四）参考范文：
Xie Lei‘s Journey in the UK
Xie Lei, a Chinese business student, went to the UK as an exchange student. She faced many challenges. In daily life, she had to learn how to use public transport and ask for things she didn’t know the names for. She also felt lonely and homesick at first. However, living with a host family comforted her. In her studies, she had to learn how to write essays and participate in class. With her tutor‘s help and a lot of reading, she became more confident. Now she feels at home in the UK and acts as a cultural messenger building bridges between China and the UK.
第三部分 测评案
Unit 2 Bridging Cultures Reading and Thinking 同步测评
满分：100分 时间：40分钟
姓名：__________ 得分：__________
一、词汇运用（20分）
用所给单词或短语的适当形式填空（每词限用一次）：
qualification, ambition, recall, campus, accommodation, adaptation, comfort, tutor, cite, participate, engagement, involve, culture shock
1.She hopes to get a business ________ before she returns to China.
2.Her ________ is to set up her own company after graduation.
3.She ________ the day she arrived in London with mixed feelings.
4.The university ________ is beautiful with many green spaces.
5.She lives in university ________ with other students.
6.Her ________ to the new culture took time and effort.
7.Her host family ________ her when she missed her parents.
8.Her ________ gave her helpful advice on writing essays.
9.You must ________ all the sources you use in your research.
10.She actively ________ in class discussions.
二、阅读理解（30分）
根据课文内容，选择最佳答案：
1.What type of text is the passage
A.A letter. B.A news report. C.A feature article. D.A diary.
2.Where would you most likely read this passage
A.In ( https: / / a.in / " \t "https: / / chat. / a / chat / s / _blank ) a textbook. B.In ( https: / / b.in / " \t "https: / / chat. / a / chat / s / _blank ) a university newspaper. C.In ( https: / / c.in / " \t "https: / / chat. / a / chat / s / _blank ) a travel guide. D.In ( https: / / d.in / " \t "https: / / chat. / a / chat / s / _blank ) a novel.
3.Why did Xie Lei choose to study in the UK
A.Because she wanted to travel. B.Because she wanted to learn about global business and improve her English.
C.Because her parents forced her. D.Because she wanted to escape from China.
4.What is Xie Lei‘s goal after graduation
A.To ( https: / / a.to / " \t "https: / / chat. / a / chat / s / _blank ) become a teacher. B.To ( https: / / b.to / " \t "https: / / chat. / a / chat / s / _blank ) set up a business in China.
C.To ( https: / / c.to / " \t "https: / / chat. / a / chat / s / _blank ) stay in the UK permanently. D.To ( https: / / d.to / " \t "https: / / chat. / a / chat / s / _blank ) continue her studies.
5.Which of the following is NOT a challenge Xie Lei faced
A.Learning to use public transport. B.Feeling homesick.
C.Making too many friends. D.Understanding academic requirements.
6.Why did Xie Lei choose to live with a host family
A.Because it was cheaper. B.Because it could help her adapt to the new culture.
C.Because the university required it. D.Because she had no other choice.
7.What advice did her tutor give her about writing essays
A.To ( https: / / a.to / " \t "https: / / chat. / a / chat / s / _blank ) write as much as possible. B.To ( https: / / b.to / " \t "https: / / chat. / a / chat / s / _blank ) acknowledge others‘ ideas and cite sources.
C.To ( https: / / c.to / " \t "https: / / chat. / a / chat / s / _blank ) avoid using other people’s ideas. D.To ( https: / / d.to / " \t "https: / / chat. / a / chat / s / _blank ) write long essays.
8.What surprised Xie Lei about herself
A.She gave a good presentation. B.She made many friends.
C.She found herself speaking up in class. D.She passed all her exams.
9.What did Xie Lei do to build bridges between China and the UK
A.She invited her British friends to China. B.She gave a presentation on TCM.
C.She wrote articles about China. D.She translated Chinese books.
10.Which of the following best describes Xie Lei‘s overall experience
A.It ( https: / / a.it / " \t "https: / / chat. / a / chat / s / _blank ) was terrible and she regretted it. B.It ( https: / / b.it / " \t "https: / / chat. / a / chat / s / _blank ) was challenging but rewarding.
C.It ( https: / / c.it / " \t "https: / / chat. / a / chat / s / _blank ) was boring and uneventful. D.It ( https: / / d.it / " \t "https: / / chat. / a / chat / s / _blank ) was easy from the beginning.
三、信息梳理（20分）
根据课文内容，完成以下关于谢蕾留学经历的信息表格：
方面 具体信息
姓名
专业
留学国家
留学时间
留学目的
毕业目标
日常生活挑战
学术挑战
应对策略
情感变化
四、思辨与表达（30分）
任务一：简答（10分）
What qualities made Xie Lei successful in overcoming her challenges Explain with examples from the text.
→ _________________________________________________________________
→ _________________________________________________________________
任务二：短文写作（20分）
请以“What I Have Learned from Xie Lei”为题，写一篇80词左右的英语短文。要求：1.至少写出谢蕾的两个品质；2.运用至少3个本课核心词汇；3.结构完整、语言规范。
测评案参考答案与评分标准
一、词汇运用（20分，每题2分）
1.qualification 2.ambition 3.recalled 4.campus 5.accommodation 6.adaptation 7.comforted 8.tutor 9.cite 10.participated
二、阅读理解（30分，每题3分）
1.C 2.B 3.B 4.B 5.C 6.B 7.B 8.C 9.B 10.B
三、信息梳理（20分）
方面 具体信息
姓名 Xie Lei
专业 Business
留学国家 UK / Britain
留学时间 Six months (halfway through her exchange year)
留学目的 To learn about global business and improve English
毕业目标 To set up a business in China
日常生活挑战 Using public transport; asking for things without knowing English names; homesickness
学术挑战 Writing essays; citing sources; class participation; giving presentations
应对策略 Learning to use transport; asking passers-by; living with a host family; asking tutor for help; reading a lot
情感变化 excited/nervous → lonely → comforted → confused → surprised → confident → feel at home
四、思辨与表达（30分）
任务一：简答（10分）
Xie Lei was determined, open-minded, and proactive. She was determined to achieve her ambition of setting up a business. She was open-minded—she adapted to British culture by living with a host family and learning to use public transport. She was proactive—she asked her tutor for help, read a lot, and actively participated in class. These qualities helped her overcome challenges and succeed in her studies.
任务二：参考范文（20分）
What I Have Learned from Xie Lei
From Xie Lei, I have learned the importance of being open-minded and determined. She faced many challenges when studying abroad, such as language barriers and academic requirements. However, she did not give up. She adapted to the new culture by living with a host family and actively participated in class discussions. What impressed me most is how she built bridges between cultures—she shared Chinese culture with others and also embraced British culture. Her experience teaches me that cultural exchange is a two-way process, and that we can grow by stepping out of our comfort zones.
评分标准：
内容完整性：8分，包含品质分析和学习感悟
核心词汇运用：4分，至少3个，使用正确
语言准确性：4分，语法正确，拼写无误，表达流畅
结构连贯性：4分，结构完整，衔接自然，运用连接词
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