Unit 2 Bridging Cultures Learning About Language 课件(共44张PPT)-人教版(2019) 选择性必修第二册

(共44张PPT)
Learning About Language
Unit 2
Bridging Cultures
1
Learning Objectives
Think, compare different words and select the proper one to deliver a certain meaning.
Perceive and understand the significance of cultural exchange through a newsflash.
02
Master the method of changing verbs into nouns through adding suffixes; employ the key words in exercises properly.
Learning Objectives
Memorize the meaning of key words such as recall, engage, insight, adaptation,etc.
Language Ability
01
Cultural Awareness
Thinking Quality
Learning Ability
04
03
2
Key and difficult points
Key and difficult points
1. Guide students to understand the definition of the key words.
2. Let students obtain not only the usage of key words but also the significance of cultural exchange through a theme-based newsflash.
Difficult points
1. Instruct students to obtain the meaning of key words.
2. Lead students to apply the words properly.
Key points
3
Learning About Language
Build up your vocabulary
Think of a word that best fits each definition and complete the crossword puzzle.
1
recall
acknowledge
adaptation
comfor
t
m b i t i o n
q u i f i c a t i o
c i e
c m p l x
e g a g e
Build up your vocabulary
Think of a word that best fits each definition and complete the crossword puzzle.
1
1. ____________: to remember sth.
2. ____________: to accept, admit, or recognise sth. or the
truth/existence of sth.
3. ____________: the process of changing sth. or yourself to suit a
new situation
4. ____________: to make sb. feel less worried or unhappy
recall
adaptation
comfort
acknowledge
Build up your vocabulary
Think of a word that best fits each definition and complete the crossword puzzle.
1
5. ____________: a strong desire to achieve sth.
6. ____________: an exam you have passed or a course you have
successfully completed
7. ____________: to mention sth. as an example
8. ____________: containing many different parts and often
difficult to understand
9. ____________: to be actively involved with sth.
ambition
qualification
cite
complex
engage
Build up your vocabulary
Complete the sentences with the correct forms of the words from the unit. The first letter of each word is given.
2
1. Despite his poor living conditions, he remained actively e in his
scientific research.
2. As an outing girl, she was always ready to p in the activities her
college offered.
3. Actively getting i in various social activities is the best way to
overcome culture shock.
4. “I used to study in this university twenty years ago, and there were not
many international students then,” my tutor r .
5. A to a new culture can be difficult. However, you need to step out
of your comfort zone. Remember: When in Rome, do as the Romans do.
ngaged
artcipate
nvoloved
ecalled
dapting
Build up your vocabulary
Complete the passage with the correct forms of the words in the box.
3
ambitious recall qualification accommodation feel at home
A year ago, I came to the University of Birmingham to obtain a business ___________. Since then I've been living in university _____________ with other international students, which allows me to meet people from diverse cultural backgrounds.
The first few weeks there were absolutely overwhelming because everything was so different compared to things back home. I felt confused and lost. I also suffered from homesickness ________ all sorts of things back home-from my mother's cooking to the neighbour's dog I used to walk.
Gradually, I adapted to my new life as an international student. I got familiar with the place-the local shops, clubs, and parks. I made friends and became more confident in my studies day by day. I started _____________ in this new environment. I became more motivated, and I'm also a lot more ________ now! I feel that coming here was the best decision I have ever made.
qualification
accommodation
recalling
feeling at home
ambitious
Discover useful structures
Study the sentences below and mark the noun clauses.
What is the function of each noun clause in the sentences
1
1. What seemed strange before now appears quite normal to Xie Lei.
as the subject of the sentence
2. What surprised Xie Lei was that she found herself speaking up in class after just a few weeks.
3. It's important that Xie Lei keeps a balance between her studies and her social life.
as the subject
of the sentence
as the predictive of the sentence
as the subject of the sentence
Discover useful structures
名词性从句
概述：主语从句、宾语从句、表语从句和同位语从句在复合句中的作用相当于名词，因此这四种从句统称为名词性从句。它们有下列相同之处：
（1）连接词相同
从属连词：that, whether, if, as if, as though, because 等
连接代词：who, what, whose, which, whom, whoever, whatever, whichever, whomever 等
连接副词：when, where, why, how, whenever, wherever 等
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（2）应用陈述语序
（3）四种从句一般不用逗号和主句分开
What they are looking for is their missing dog.
他们正在寻找的东西是他们失踪的狗。（主语从句）
I just wonder how he got the important information
我就是想知道他是怎样得到这个重要的信息的。（宾语从句）
This school is where my mother worked forty years ago
这所学校是我母亲40 年前工作过的地方。（表语从句）
There is no doubt that human activities caused global warming
毫无疑问人类活动导致了全球变暖。（同位语从句）
Discover useful structures
主语从句
1. 定义：主语从句是指在复合句中充当主语成分的名词性从句，其核心特征是用一个完整的句子（包含主语和谓语）替代名词作主语 。
例句：That he finished writing the composition in such a short time
surprised us all.
他在如此短的时间内写完作文使我们十分惊讶。
Whether we will go for an outing tomorrow remains unknown.
我们明天是否会去郊游仍旧未知。
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2. 引导词：
从属连词that、whether等；
连接代词what、who、which、whatever、whoever、whom 、whichever等；
连接副词how、when、where、why 等。
that在句中无词义，只起连接作用；连接代词和连接副词都在句中既保留自己的疑问含义、又起连接作用，连接代词主要作主语，宾语，表语，定语等，连接副词在从句中作状语。
注意：whom、who指人，what指物，whatever、whoever表示泛指意义。
例句：What he wants to tell us is not clear. 他要跟我们说什么，还不清楚。
Who will win the match is still unknown. 谁能赢得这场比赛还不得而知。
It is known to us how he became a writer. 我们都知道他是如何成为一名作家的。
Where the English evening will be held has not yet been announced.
英语晚会将在哪里举行，还没有宣布。
Discover useful structures
3. 常用句型如下：
（1）It be+ 名词 + that从句
例句：It's a great pity that they didn't get married. 他们没能结婚，真是令人惋惜。
（2）It be + 形容词 + that从句
例句：It's strange that there are no lights on. 真奇怪，没有一盏灯是开着的。
（3）It be + 动词的过去分词+ 主语从句
例句：It's said that he has been there many times. 据说他去过那儿很多次。
（4）It + 不及物动词 + that 从句
不及物动词：seem,appear.happen,come out.turn out,etc
It seems that.....
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（5）众所周知的几种表达方式
It is known to us that.
As is known to us.
What is known to us is that.
（6）it引导的强调句结构：It is/was+被强调部分+that/who+句子其他部分。
例句：My father did the experiment in the lab yesterday evening.
强调主语：It was my father who did the experiment in the lab yesterday evening.
强调宾语：It was the experiment that my father did in the lab yesterday evening.
强调时间：It was yesterday evening that my father did the experiment in the lab.
(注意不用when)
强调地点：It was in the lab that my father did the experiment yesterday evening.
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1. 定义：名词从句用作宾语的从句叫宾语从句。引导宾语从句的关联词与引导主语从句表语从句的关联词大致一样，在句中可以作谓语动词或介词及非谓语动词的宾语。
2. 由连接词that引导的宾语从句。
由连接词that引导宾语从句时，that在句中不担任任何成分，在口语或非正式的文体中常被省去，但如果从句是并列句时，第二个分句前的that不可省。
例句：He has told me that he will go to Shanghai tomorrow.
他已经告诉我他明天要去上海。
注意：在demand、order、suggest、decide、insist, desire, request, command, doubt等表示要求、命令、建议、决定等意义的动词后，宾语从句常用“（should）+ 动词原形”。
I insist that she (should) do her work alone. 我坚持要她自己工作。
宾语从句
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3. 用who, whom, which, whose, what, when, where, why, how, whoever, whatever, whichever等关联词引导的宾语从句相当于特殊疑问句，应注意句子语序要用陈述语序。
例句：I want to know what he has told you. 我想知道他告诉了你什么。
4.可运用it做形式宾语。
（1）动词make, find ,think,feel,consider,believe等后面有宾语补足语的时候，则需要用it做形式宾语，而将that宾语从句后置，结构：S.+vt.+it+adj./n.(宾语补足语)+o(宾语)。
例句：I think it necessary that we take plenty of hot water every day.
我认为每天多喝开水是有必要的。
（2）有些动词带宾语从句时需要在宾语与从句前加it，这类动词主要是hate, take, owe, have, see to
例句：We take it that you will agree with us.我们认为你会同意我们的。
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5.用whether或if引导的宾语从句，其主语和谓语的顺序也不能颠倒，仍保持陈述句语序。此外，whether与if 在作“是否”的意思讲时在下列情况下一般只能用whether，不用if：
（1）whether引导主语从句在句首时；
例句：Whether there is life on the moon is an interesting question.
月球上有没有生命是个有趣的问题。
（2）宾语从句放在句首表示强调时，只能用whether；
例句：Whether this is true or not, I really don't know. 这是否真实，我也不知道。
（3）引导表语从句，只能用whether；
例句：The question is whether we can get in touch with her. 问题是我们是否能联系上她。
（4）引导介词宾语时，只能用whether；
例句：His father is worried about whether he will lose his job.
他的父亲担心他是否会失去工作。
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（5）if与whether都可以与or not连用，但后面紧跟着or not时只能用whether；
例句：We didn't know whether or not she was ready.（此时只能用whether）
I wonder whether/if the news is true or not.（此时则二者都可以用）
（6）后接动词不定式时，用whether；
例句：Can you tell me whether to go or to stay 你能否告诉我是去还是留。
（7）用if会引起歧义时，只用whether；
例句：Could you tell me if you know the answer
这句话有两种意思：“你能告诉我是否知道答案吗。”或“如果你知道答案，请
告诉我，好吗。”。如用whether可避免歧义。
（8）whether可引导同位语从句，if不能引导同位语从句。
例句：The question whether we should call in a specialist was answered by the family
doctor. 我们是否请专家由家庭医生来定。
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6. 注意宾语从句中的时态呼应，当主句动词是现 在时，从句根据自身的句子情况，而使用不同时态。
I know (that) he studies English every day. （从句用一般现在时）
I know (that) he studied English last term. （从句用一般过去时）
当主句动词是过去时态（could, would除外），从句则要用相应的过去时态，如一般过去时，过去进行时，过去将来时等；当从句表示的是客观真理，科学原理，自然现象，则从句仍用现 在时态。
The teacher told us that Tom had left us for America.
All of us know that the moon moves round the earth.
7. think, believe, imagine, suppose等等动词引起的否定性宾语从句中，要把上述主句中的动词变为否定式。即将从句中的否定形式移到主句中。
例句：I don't believe he will do so. 我相信他不会这样做。
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表语从句
1. 定义：在复合句中作表语的从句叫作表语从句。表语从句经常位于主句的系动词之后，对主语进行解释、说明，使主语的内容具体化。与宾语从句和主语从句一样，表语从句也是一种名词性从句。其基本结构为：主语+ 联系动词+ that从句
注意：（1）that 引导表语从句，无词义，只起连接作用，不可省。
（2）联系动词可为be,look,seem,sound,appear等。
（3）主语可为名词fact, truth, cause, question, explanation, trouble, assumption, belief等，代词this, that, these, it等。
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2. 用法：
（1）当主语是reason时，表语从句要用that引导而不是because。
例句：The reason why he was late was that he missed the train by one
minute this morning.
他迟到的原因是他今天早上晚了一分钟没赶上火车。
（2）whether可引导表语从句，但与之同义的if却通常不用于引导表语从句。
（3）That is why…译为“这就是……的原因/因此”。
其中why引导的名词性从句在句中做表语，该句型通常用于针对前面已经说过的原因进行总结。
例句：That is why I came.这就是我来的原因。
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3. 区别：
（1）That is why ……与That is the reason why …同义，只不过从语法结构上讲，前者中的why引导表语从句，后者中的why引导宾语从句。
例句：That is (the reason) why I cannot agree. 这就是我不能同意的理由。
（2）That is because …句型中从属连词because引导的名词性从句在此做表语，意为“这就是为什么……/因为……”。
That is because …指原因或理由。 That is why … 指由于各种原因所造成的后果。
例句：He did not see the film last night. That is because he had to help his little sister
with her homework. 昨晚他没有去看电影，那是因为他得帮助他的妹妹做作业。
（第一句话说明结果，第二句话说明原因）
He had seen the film before. That is why he did not see it last night.他以前曾看过
那部电影，因此他昨晚没有去看。
（第一句话说明原因，第二句话说明结果）
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同位语从句
1. 定义：同位语从句是指在复合句中充当同位语的名词性从句，主要用于解释其前的抽象名词，两者构成逻辑上的主表关系。
2. 引导词：通常由that引导，可用于同位语从句的名词有advice、demand、doubt、fact、hope、idea、information、message、news、order、problem、promise、question、request、suggestion、truth、wish、word等。
例句：The news that we won the game is exciting.　
我们赢得这场比赛的消息令人激动。
I have no idea when he will come back home.
我不知道他什么时候回来。
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3. 同位语从句和定语从句的区别：
that作为关系代词，可以引导定语从句，充当句子成分，在从句中作宾语时可以省略； that引导同位语从句时，起连词的作用，没有实际意义，不充当句子成分，一般不能省略。
试比较下面两个例句：
I had no idea that you were here.
（that引导同位语从句，不能省略）
Have you got the idea (that) this book gives you of life in ancient Greece.（that引导定语从句，作宾语，可以省略）
Discover useful structures
Combine each pair of sentences using the words in brackets.
2
1. The advisor talked about maintaining reasonable expectations when studying abroad. His words were quite helpful to May. (what)
What the advisor talked about maintaining reasonable expectations when studying abroad was quite helpful to May.
2. Students have to write countless research papers as part of their coursework. This was not something that Chen Hao was ready for. (that)
That students have to write countless research papers as part of their coursework was not something that Chen Hao was ready for.
Discover useful structures
Combine each pair of sentences using the words in brackets.
2
3. Who will be the successful applicant for the summer job at the law firm This is the question. (who)
The question is who will be the successful applicant for the summer job at the law firm.
4. Exposure to another culture and its people can give exchange students great insights into the world. This is an advantage of studying abroad. (that)
An advantage of studying abroad is that exposure to another culture and its people can give exchange students great insights into the world.
Discover useful structures
Combine each pair of sentences using the words in brackets.
2
5. Schools in the States are quite multicultural, with students and teachers from many different ethnic backgrounds. This impressed Liu Yang. (It...that)
It impressed Liu Yang that schools in the States are quite multicultural, with students and teachers from many different ethnic backgrounds.
6. Should she stick to her own way of life or follow the American way This is her confusion. (whether)
Her confusion is whether she should stick to her own way of life or follow the American way.
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Complete the passage with A – D from the box. What other things do you think might attract international students to China
3
After just a few months in China, Leon, an exchange student from
Germany, says that he has fallen in love with Chinese culture.
________ was the Chinese food. He couldn't believe how many
different kinds of Chinese food there are! Something else he found
impressive was ______. Then there's China's colourful culture,
from art to music, and from calligraphy to literature.________
remains an important goal for him, as he is truly fascinated by it.
Leon is also amazed by the convenience of cashless payments in China. He can go outside without any need for cash—all he needs is his mobile phone! The biggest reason why he loves China, however, is ________. He has made great friends here—friends that he will still remember long after his departure.
A that he enjoys being with Chinese people
B How he can learn to appreciate it more deeply
C What impressed him first
D that people can eat almost
everything with chopsticks
C
D
B
A
Discover useful structures
Work in pairs and take turns to talk about Xie Lei's experience by completing the following sentences with your own words.
4
2 It surprised Xie Lei that ...
1 That ... made Xie Lei confused at first.
That people in London speak fast and use unfamiliar words made Xie Lei confused at first.
It surprised Xie Lei that her host family were so keen to learn about China.
Discover useful structures
Work in pairs and take turns to talk about Xie Lei's experience by completing the following sentences with your own words.
4
3 What Xie Lei's tutor wanted to say was that …
4 The motivation for Xie Lei to study abroad was that …
What Xie Lei's tutor wanted to say was that she must acknowledge what other people had said if she cited their ideas.
The motivation for Xie Lei to study abroad was that she wanted to learn about global business and improve her English so that she could set up a business in China after graduation.
4
Vocabulary
练习： Money is my __________ (motivate).
be/become/get more motivated 更有动力/变得更有动力
stay/keep/remain motivated 保持积极性
motivate vt.成为······的动机；激发；激励
be motivated by受······鼓/激励
motivate sb. to do sth.激励某人做某事
motivation n.动力；积极性；动机
例句：If you believe that you'll do well, you'll be more motivated.
如果你相信你会做得很好，你会更有动力。
Vocabulary
motivated adj.积极的；主动的
motivation
be reasonable讲道理
It is reasonable to do sth.做······是合理的。
例句：Can you provide us with a reasonable estimate
你能否给我们一个合理的估价？
[归纳拓展]-able 表示“可······的，能······的，具有······性质的”，以其结尾的常见形容词有：
suit-suitable合适的 comfort-comfortable舒服的
adapt-adaptable 可适应的 accept-acceptable 可接受的
agree-agreeable令人愉快的
Vocabulary
reasonable adj.有道理的；合情理的
练习：They contested against ____________
(reasonable) regulations.
unreasonable
contrary to/against (all/one's) expectations出乎所有人/某人的预料
beyond (all) expectations出乎所有人的意料；比所有人预料得更好
have high/low expectations of sb.对某人怀有很高的/不高的期望
live up to/meet one's expectations 不辜负某人的期望
above/below expectations高于/低于预期
expect (sb.) to do sth.期望（某人）做某事
be expected to do sth.预计······
例句：The result of the match is beyond all expectations.
比赛的结果出乎所有人的意料。
Vocabulary
expectation n.期望；预期；期待
expectation
练习：He took an umbrella with him in __________
(expect) of rain.
例句：Helen stood out among so many applicants for her competence.
海伦在众多申请者中因她的能力脱颖而出。
apply vi.申请，请求；适用，运用；涂，敷；致力于；专心于
apply (to sb.) for（向某人）申请······
apply...to... 把······应用于······
apply to 适用于······
apply oneself to专心于
application n.应用；用途；申请书
make an application (to sb.) for sth.（向某人）申请某物
Vocabulary
applicant n.申请人（尤指求职进高等学校等）
练习：On paper, several of the __________
(applicant) fit the bill.
applicants
be firm with sb.对某人严厉
take firm action采取严厉的行动
firmly adv.坚定地
例句：It is my firm belief that education can transform one's fate.
我坚信教育能够改变一个人的命运。
Vocabulary
firm n.公司，商行，事务所；
adj.结实的，牢固的，坚定的，严格的，严厉的
练习：Keep your eyes ______ (firm) fixed on the road ahead.
firmly
exposure to...接触；暴露于······
例句：Exposure to the sun at the beach for a long time will burn your skin.
在海滩上暴晒很长时间会灼伤你的皮肤。
expose vt.使接触；使体验；暴露；使暴露于（险境）；揭露，揭穿
expose...to...使·····暴露于·····；使接触/使体验·····
expose sb. as sth.揭露某人为···
[学法点拨]
expose...to... 中的to 是介词，后接名词、代词或动名词作宾语。
exposed to... 作后置定语以及放在首用作状语的用法经常考到。
Vocabulary
exposure n.接触；体验；暴露；揭露；（在电视、报纸等上的）
亮相，被报道
5
Homework
Complete the exercises at the end of the class.
01
Preview the articles on pages 18 to 21 of the textbook.
02
Thank you