Unit2BridgingculturesDiscoverusefulstructures課件高中英語(yǔ)人教版選擇性

Unit2BridgingCultures（第二課時(shí)）CONTENTS1.Topic-centeredwriting2.Grammar1.Topic-centeredwriting

假設(shè)你是李華，你的英國(guó)筆友Peter發(fā)電子郵件向你詢問(wèn)來(lái)中國(guó)留學(xué)情況。請(qǐng)你根據(jù)以下要點(diǎn)給他回復(fù)。1.歡迎其到中國(guó)留學(xué)；2.來(lái)中國(guó)留學(xué)的益處；3.來(lái)中國(guó)留學(xué)會(huì)遇到的困難與建議。DearPeter,Thrilledtolearnthatyouareinterestedinoureducationsystem,IwouldliketosharesomeinsightsandexperiencesaboutstudyinginChina.Asaforeignstudent,youwillhavetheopportunitytobeexposedtonewculturesandgainadeeperinsightintoChinesehistoryandculture.However,therearedifficultiesthatcomewithstudyinginChina.Tobeginwith,languagecanbeachallenge.IstronglyrecommendthatyoustartlearningChinesetobetterintegrateintothesociety.AnotherimportantfactoristhatChinesecultureandlifestylemaybesignificantlydifferentfromthoseintheUK.Therefore,youcanseekoutlocalfriendsorvolunteerorganizationstohelpyoubetterunderstandChina.Ihopemyadviceishelpfultoyou.Lookingforwardtoyourarrival!Bestregards!Yours,LiHuaAchecklist

Doestheessayusesimplepresentandfuturetense?Doesthebeginningmentionthebackgroundinformationandpurposeofwriting?

DoesthebodydiscussthebenefitsanddifficultyinstudyinginChina?

DoesthebodyputforwardsomesolutionstothedifficultyinstudyinginChina?

Doestheconclusionstatethewriter’swelcome?

Isthepointclearlystated?

Arethereanylinkingwordstomaketheessaymorecoherent?2.Grammar:NounClauses1.Whatseemedstrangebeforenow

appearsquitenormaltoXieLei.2.WhatsurprisedXieLeiwasthatshefoundherselfspeakingupinclassafterjustafewweeks.3.It’simportantthatXieLeikeepsabalancebetweenherstudiesandhersociallife.4.Hertutoradvisedthatshewassupposedtoreadlotsofinformationtohelpformawiseopinionofherown.主語(yǔ)從句主語(yǔ)從句+表語(yǔ)從句主語(yǔ)從句賓語(yǔ)從句2.Grammar:NounClauses名詞性從句主語(yǔ)從句賓語(yǔ)從句表語(yǔ)從句同位語(yǔ)從句名詞性從句是在句子中起______作用的句子名詞主語(yǔ)從句在句中做_________表語(yǔ)從句在句中做_________賓語(yǔ)從句在句中做_________同位語(yǔ)從句在句中做_________主語(yǔ)表語(yǔ)賓語(yǔ)同位語(yǔ)連接詞詞形詞義在從句中所作的成分連詞that××

if/whether是否×連接代詞who(ever)（無(wú)論）誰(shuí)（主格）主語(yǔ)、表語(yǔ)、賓語(yǔ)

whom誰(shuí)（賓格）表語(yǔ)、賓語(yǔ)

whose誰(shuí)的（所有格）定語(yǔ)

what(ever)（無(wú)論）什么主語(yǔ)、賓語(yǔ)、表語(yǔ)、定語(yǔ)

which(ever)（無(wú)論）哪個(gè)主語(yǔ)、賓語(yǔ)、定語(yǔ)連接副詞when(ever)（無(wú)論）什么時(shí)候狀語(yǔ)

where(ever)（無(wú)論）在哪里狀語(yǔ)

how(ever)（無(wú)論）怎樣，怎么狀語(yǔ)

why為什么狀語(yǔ)2.Grammar:NounClauses1.文化交流教給我們的是對(duì)多樣性的尊重。Whatculturalexchangesteachusisrespectfordiversity.2.我們參與文化交流與溝通以增進(jìn)理解是構(gòu)建人類(lèi)命運(yùn)共同體的關(guān)鍵。Thatweengageinculturalexchangeandcommunicationtostrengthenunderstandingisthekeytobuildingasharedfuture.3.很多學(xué)生想知道出國(guó)留學(xué)是否能幫助他們獲得全球視野以提升自我。Manystudentsarewonderingwhetherstudyingabroadwillhelpthemgainaglobalperspectivetochangethemselvesforthebetter.4.出國(guó)留學(xué)的一個(gè)弊端是很多學(xué)生可能遭受文化沖擊并飽嘗思鄉(xiāng)之苦。Onedisadvantageofstudyingabroadisthatmanystudentsmaysufferfromcultureshockandhomesickness.Grammar:translationpracticeGrammar:高考鏈接Placeafewmirrorsaroundyourroomsopeoplecansee

_______

thingslookwhentheytrythemon.I’mnotsure_______ismorefrightened,meorthefemalegorilla（大猩猩）thatsuddenlyappearsoutofnowhere.TheyalsoneedtobereadytogiveinterviewsinEnglishwithinternationaljournalists.Thisis______theyneedanEnglishtrainer.Thepoorwomanwasn’tabletogivehimanyinformationabout_______shelived._______remainsimportantisthatwehaveanincredibledesiretothinkandcreate,andthat’sth