XB2U2人教版选必2 Unit2语篇分析+阅读单（教师版）
选必2 Unit 2 Reading and Thinking语篇分析
分析维度 内容项
What：语篇的主题、内容、结构、逻辑关系 一、文章基本信息 文章标题： “WELCOME, XIE LEI!” BUSINESS STUDENT BUILDING BRIDGES作者： 文章类型：叙述文主题/中心思想：通过中国留学生谢蕾在英国的跨文化适应与学术成长，强调文化交流、个人韧性及国际教育对职业发展的价值。
二、文本结构与内容分析 整体结构：文章采用三段式结构：引言、主体和结论。引言部分通过介绍谢蕾的背景和来英国的目的引入主题；主体部分详细展开她在英国的生活和学习经历，从生活适应、文化体验到学术挑战，逐步深入；结论部分总结谢蕾的现状，强调文化交流对个人成长的意义并展望未来。这种结构层次分明，逻辑清晰。段落分布：文章共分七段。第1段为引言，介绍谢蕾的背景和初衷；第2-3段描述她在英国的生活适应问题；第4段讲述她与寄宿家庭的文化交流；第5-6段聚焦学术挑战及成长；第7段总结现状并展望未来。各段功能明确，内容连贯。逻辑关系：因果关系：寄宿家庭支持→缓解思乡之情；课堂参与要求→提升自信。对比关系：谢蕾在中国和英国的生活、学习方式的对比（第2-6段）。并列关系：生活适应、文化体验和学术挑战是并列的三个方面，共同构成了主体内容（第2-6段）。衔接与连贯：文章通过连接词（如“Although”“Another”）和代词（如“she”“her”）实现逻辑连贯，内容上以时间顺序和主题线索展开，使读者能够顺畅地跟随谢蕾的经历。段落功能：引言（第1段）设定背景，主体（第2-7段）分段展开谢蕾的生活适应、学术挑战和文化互动，每段聚焦一个具体主题，功能明确。结论（第8段）总结她的成长并升华主题，强调其作为“文化桥梁”的角色，使文章结构完整且意义深刻。
Why：语篇的深层涵义、情感态度、作者意图 三、写作意图与文化背景分析 文化背景：文章描绘了学生进入高中后的普遍心理历程，反映了青春期学生在新环境中的适应过程。虽然没有明确的文化背景描述，但从内容上看，这种“第一天”的体验在全球范围内的学生中普遍存在，属于典型的教育社会化现象。背景知识的运用：读者需要了解中英文化差异、学术要求的差异以及寄宿家庭的概念。写作意图：文章旨在宣传国际交流项目，传递跨文化适应的积极意义，背景涉及全球化与国际教育趋势，隐含对文化差异的普遍认知。
四、情感态度与价值取向分析 情感态度：文章整体情感态度积极向上，展现了谢蕾对英国生活的适应和成长。尽管面临语言障碍和文化差异等挑战，谢蕾始终保持乐观和开放的心态，积极融入新环境。作者通过谢蕾的经历传递了对跨文化交流的肯定和鼓励，同时也体现了文化交流对个人成长的积极影响。价值取向：文章的价值取向强调了跨文化交流的重要性，倡导开放包容的心态和积极适应新环境的能力。通过谢蕾的经历，文章传达了文化交流对个人成长的积极影响，以及在全球化背景下，不同文化之间相互学习与理解的重要性。
五、论点与文章有效性分析 论点清晰度与证据支持：论点：文化交流对个人成长的重要性。证据：谢蕾的经历（生活适应、文化体验、学术挑战）作为有力支持。文章有效性与局限性：文章有效性突出，论点明确（跨文化经历促进成长），证据充分（如语言障碍克服），现实联系紧密，易引发共鸣。但局限性在于简化适应过程，未深入探讨文化冲突，且依赖单一人物经历，缺乏群体代表性。文章与现实的联系：文章的观点在当今全球化背景下具有现实意义，能够引发读者对跨文化交流的思考。在全球化时代，文化交流对于个人发展和国际合作至关重要。
六、逻辑关系与推理分析 显性逻辑关系：文章通过因果关系（如谢蕾选择交换生项目是因为她想学习全球商业和提升英语能力）和并列关系（生活适应、文化体验、学术挑战并列展开）清晰地呈现了谢蕾的经历和成长过程。同时，文章通过具体事例（如寄宿家庭的互动、学术写作的困惑）来支持文化交流对个人成长的重要性的论点。隐性推理与假设：文章隐含地假设文化交流能够促进个人成长，并通过谢蕾的积极经历来支持这一假设。然而，文章未提及可能的负面经历或文化冲突，表现出一种乐观倾向，可能掩盖了文化交流的复杂性。
How：语篇的文体特征、语言特点、修辞手法、结构分析 七、语言与文体特征分析 语言特点：文章语言简洁明了，使用了与文化交流、学术生活相关的词汇，词汇和表达贴近学生实际水平，易于理解。句式与句型分析：文章句式多样，包含简单句、复合句和并列句，结构清晰，有助于学生学习不同句型的使用。文体特征：文章为叙述性文体，兼具一定的说明性。语言风格平实自然，，旨在通过具体事例传递跨文化交流的重要性，同时兼具启发性和教育性。修辞手法：文章主要运用了比喻来形象地表达文化交流的意义，以及排比来增强表达的层次感和说服力。
八、写作手法分析 写作技巧与表达方式：文章采用倒叙手法，从谢蕾的现状引入，逐步展开其经历，增强了故事的吸引力。通过具体事例和细节描写，如寄宿家庭的互动和学术挑战，生动展现了文化交流的过程，使内容更具真实性和感染力。
九、个人理解与批判性思维 个人理解与反思：文章让我深刻感受到跨文化交流对个人成长的重要性。谢蕾的经历激励我在面对新环境和挑战时保持开放心态，积极适应并从中学习。它也让我意识到文化交流不仅能拓宽视野，还能促进个人的全面发展。批判性思维与反思：虽然文章通过谢蕾的经历传递了积极信息，但可能忽略了文化交流中可能遇到的困难和挫折，显得较为乐观。此外，文章仅以个案为例，缺乏更广泛的调查或数据支持，可能无法全面反映所有交换生的体验。
课文语言表达梳理 一、情感描述相关表达I felt excited but also quite nervous when I first arrived in the UK.适用场景：描述初次到一个新环境的感受。替换表达：I was thrilled yet somewhat anxious about what to expect.When I miss home, I feel comforted to have a second family.适用场景：描述在困难或思念家乡时获得安慰。替换表达：I feel reassured knowing that I have people who care for me here.Xie Lei was confused about what to write in her essay.适用场景：描述对某件事情感到困惑。替换表达：She couldn't figure out how to approach the topic.British people are fascinated by Chinese culture.适用场景：描述对某事物或文化感到着迷。替换表达：They are deeply intrigued by the richness of Chinese traditions.When I miss home, I can talk to my host family.适用场景：描述对家乡或亲人的思念。替换表达：I long for my family back home, but talking to my host family helps.
二、行为描写相关表达 When I got lost, I had to ask passers-by for help.适用场景：描述在遇到困难时寻求帮助。替换表达：I had no choice but to seek assistance from strangers.We take turns to cook each evening.适用场景：描述轮流完成某项任务。替换表达：We alternate cooking dinner every night. I’m acting as a cultural messenger building a bridge between us.适用场景：描述在文化交流中扮演的角色。替换表达：I’m serving as a cultural ambassador to connect our two cultures.Engaging in British culture has helped me a lot.适用场景：描述积极参与某项活动或文化。替换表达：Participating in British cultural activities has been really beneficial.I wanted to learn about global business.适用场景：描述学习或了解某方面的内容。替换表达：I aimed to acquire knowledge of international commerce.Students need to generate ideas in class.适用场景：描述在课堂或讨论中提出想法。替换表达：Students are expected to come up with creative suggestions during discussions.
三、结果与反思相关表达My presentation on traditional Chinese art was a great success, which boosted my confidence.适用场景：描述某次成功经历带来的自信提升。替换表达：My successful presentation made me feel more self-assured.My ambition is to set up a business in China after graduation.适用场景：描述未来的计划或目标。替换表达：I plan to establish my own company in China once I finish school.I chose the exchange programme to improve my English.适用场景：描述通过某种方式提升语言能力。替换表达：I joined the exchange programme to enhance my English skills. I’m keen to share my culture with them.适用场景：描述对某事的热情或渴望。替换表达：I am eager to introduce my culture to others.
文章结构梳理 Article Analysis: WELCOME, XIE LEI
1. Main IdeaThe article narrates the experiences of a 19-year-old Chinese exchange student, Xie Lei, who is studying in the UK. It highlights her journey of adapting to a new culture, overcoming academic challenges, and growing personally. The central theme revolves around the importance of cross-cultural communication and the transformative impact of exchange programs on personal development.
2. Paragraph Summaries and Functions IntroductionSummary: Xie Lei leaves China for the first time to study in London, feeling both excited and nervous about the unknown.Function: To introduce Xie Lei's background and set the context for her journey, highlighting her initial emotions. Purpose of the Exchange ProgramSummary: Xie Lei explains her motivation for joining the exchange program, which includes learning about global business and improving her English.Function: To state Xie Lei's academic background and future ambitions, providing reasons for her decision to participate in the exchange program.Adapting to a New LifeSummary: Xie Lei faces challenges in adapting to life in a new country, including language barriers and navigating public transport.Function: To describe the specific difficulties Xie Lei encounters in her daily life and how she copes with them.Living with a Host FamilySummary: Xie Lei chooses to live with a host family to ease her cultural adaptation and shares her experiences of mutual learning.Function: To show how living with a host family helps Xie Lei adapt to the new culture and facilitates cultural exchange.Academic ChallengesSummary: Xie Lei navigates academic requirements, including writing essays and forming her own opinions.Function: To illustrate the academic challenges Xie Lei faces and the advice she receives from her tutor.Classroom ParticipationSummary: Xie Lei overcomes her hesitation to participate in class and delivers a successful presentation on Chinese art.Function: To highlight Xie Lei's growth in academic participation and the impact on her confidence.Cultural Engagement and ConclusionSummary: Xie Lei reflects on her progress, emphasizing the role of cultural engagement and her role as a cultural messenger.Function: To summarize Xie Lei's overall experience, emphasizing her growth through cultural engagement and her future plans.
3. Key Details from Each ParagraphIntroductionXie Lei's age (19 years old).Her departure from China to London.Initial feelings: excitement and nervousness.Purpose of the Exchange ProgramStudying for a business qualification in China.Motivation for the exchange program: learning global business and improving English.Future ambition: setting up a business in China after graduation.Adapting to a New LifeNeed to adapt to a new life in a different country.Challenges: using public transport, asking for help, understanding fast-paced English.Need to ask people to repeat themselves.Living with a Host FamilyChoice to live with a host family for cultural support.Emotional comfort from having a "second family."Cultural exchange: teaching Chinese cooking (stir-fried tomatoes and eggs) to the host family.Academic ChallengesFirst essay-writing experience.Need to acknowledge others' ideas and form her own opinions.Initial confusion and the tutor's advice to read extensively. Classroom ParticipationImportance of class participation in the UK academic system.Activities: generating ideas, offering examples, applying concepts, and giving presentations.Successful presentation on traditional Chinese art, which boosted her confidence.Cultural Engagement and ConclusionMidway through the exchange year, feeling more at home in the UK.Role as a cultural messenger: sharing Chinese culture with British people.Future plans: applying the skills learned back home to build a strong business.
Reading Comprehension Worksheet（教师版）
XBook 2 Unit 2 Reading and Thinking: WELCOME, XIE LEI!
I. Understanding and Main Idea Extraction（What文章理解与主旨提取）
A. Which of the following statements best summarize the main idea of the passage (Choose two.)
a. Xie Lei’s experience of studying business in London.
b. The challenges and achievements of Xie Lei as an exchange student.
c. The importance of learning English for global business.
d. Xie Lei’s plan to set up a business in China.
Answer: b, c
The passage mainly discusses Xie Lei’s ________ and ________ as an exchange student. It also highlights the importance of ________ for ________.
Answer: The passage mainly discusses Xie Lei’s challenges and achievements as an exchange student. It also highlights the importance of learning English for global business.
What is the main idea of the passage Provide two key points to support your answer.
Answer: The main idea of the passage is about Xie Lei’s challenges and achievements as an exchange student and the importance of learning English for global business.
Key point 1: Xie Lei faced challenges such as adapting to a new culture and academic requirements, but she also achieved success in her studies and cultural exchange.
Key point 2: Xie Lei emphasized the importance of learning English for her future business career and global communication.
目的： 帮助学生理解文章的主题和核心内容。
阅读技能目标：信息提取、综合理解。
A. Complete the sentences with information from the passage.
Xie Lei felt ________ but ________ when she first arrived in London.
She had to learn how to use ________ and ask for things she didn’t know the English names for.
When she got lost, she asked ________ for help.
Answer:
Xie Lei felt excited but nervous when she first arrived in London.
She had to learn how to use public transport and ask for things she didn’t know the English names for.
When she got lost, she asked passers-by for help.
How did Xie Lei feel when she first arrived in London What did Xie Lei have to learn to use in London Who did Xie Lei ask for help when she got lost
Answer: Xie Lei felt excited but nervous when she first arrived in London. She had to learn to use public transport. She asked a local person for help.
Write a short paragraph summarizing Xie Lei’s initial experiences in London based on the passage. Include the following points:
How she felt when she arrived.
What challenges she faced.
How she dealt with those challenges.
Answer: When Xie Lei first arrived in London, she felt a mix of excitement and nervousness. She faced several challenges, including learning how to use public transport and asking for things she didn’t know the English names for. Whenever she got lost, she would ask a local person for help. Despite these difficulties, she gradually adapted to her new environment.
目的：训练学生准确提取关键细节的能力。
阅读技能目标：提升学生的信息提取、细节理解、逻辑推理和合作学习能力。
Complete the flowchart with information from the passage.
Start: Arrived in London → Felt ________ → Learned to use ________ → Joined ________ → Now feels ________.
Answer:
Start: Arrived in London → Felt excited but nervous → Learned to use public transport → Joined social activities → Now feels much more at home.
Based on the passage, create your own flowchart to show Xie Lei’s adaptation process. Include at least four key stages.
Answer: Start: Arrived in London → Felt excited but nervous → Learned to use public transport → Joined social activities → Now feels much more at home.
目的： 帮助学生更直观地理解事件脉络和信息组织方式。
阅读技能目标：培养学生的逻辑思维能力和对文本结构的理解能力，提升事件脉络梳理能力。
II. Emotional and Deeper Meaning Analysis（Why情感与深层意义分析）
What is the author’s main purpose in writing this passage Choose the best answer and provide two reasons.
A) To describe Xie Lei's daily life in detail.
B) To highlight the challenges and personal growth of an exchange student.
C) To provide a travel guide for students going to the UK.
D) To emphasize the importance of cultural exchange and adaptability.
Answer: B) D)
What is the author’s purpose in writing this passage Provide two reasons to support your answer.
Answer: The author’s purpose in writing this passage is to inform readers about the challenges and achievements of an exchange student, using Xie Lei’s experiences as an example. One reason for this purpose is that the passage describes Xie Lei’s struggles, such as adapting to a new culture and overcoming language barriers, as well as her successes, like giving a successful presentation on traditional Chinese art. Another reason is that the author emphasizes the importance of cultural exchange and learning English for global business, showing how Xie Lei’s journey can inspire others to pursue similar opportunities. Through these examples, the author aims to provide a realistic yet encouraging perspective on the exchange student experience.
目的： 帮助学生理解作者的写作目的，提升批判性思维能力。
阅读技能目标：训练学生快速提取文章主旨的能力，提升对作者意图的理解。
Create a chart to show Xie Lei's feelings at different stages of her experience.
Stage Feeling
Initial Arrival Excited but Nervous
Facing Challenges Confused, Challenged
Adapting to New Life Comforted, More Confident
Academic Success Boosted Confidence
Use a graphic organizer (e.g., a timeline or an emotion map) to illustrate Xie Lei's feelings at different stages of her experience. Include brief descriptions or quotes from the passage to support each stage.
Initial Arrival
Feeling: Excited, Nervous
Description: "Xie Lei felt both excited and nervous when she first arrived in the UK."
Facing Challenges
Feeling: Confused, Challenged
Description: "She faced many challenges, such as using public transport and understanding academic requirements."
Adapting to New Life
Feeling: Comforted, More Confident
Description: "Living with a host family made her feel more at home."
Academic Success
Feeling: Boosted Confidence
Description: "After giving a successful presentation, Xie Lei felt more confident."
目的： 帮助学生识别和理解文章中人物的情感态度，提升情感分析能力。
阅读技能目标：训练学生对细节信息的提取能力，提升对人物情感变化的理解。
A. Match the values demonstrated by Xie Lei with the corresponding descriptions by drawing lines.
Values:
Adaptability
Perseverance
Cultural Curiosity
Commitment to Learning
Descriptions:
Not giving up despite challenges.
Improving English and business skills.
Learning to live in a new country.
Sharing Chinese culture with others
Answer:
Adaptability → Learning to live in a new country.
Perseverance → Not giving up despite challenges.
Cultural Curiosity → Sharing Chinese culture with others.
Commitment to Learning → Improving English and business skills.
B. Complete the sentences by filling in the blanks with the correct values demonstrated by Xie Lei.
Xie Lei showed ________ by learning to live in a new country.
She demonstrated ________ by not giving up despite challenges.
Her ________ was evident when she shared Chinese culture with others.
Xie Lei's ________ was shown through her efforts to improve her English and business skills.
Answer:
Xie Lei showed Adaptability by learning to live in a new country.
She demonstrated Perseverance by not giving up despite challenges.
Her Cultural Curiosity was evident when she shared Chinese culture with others.
Xie Lei's Commitment to Learning was shown through her efforts to improve her English and business skills.
C. Explain how Xie Lei demonstrates each of the following values. Provide examples from the passage.
Adaptability
Perseverance
Cultural Curiosity
Commitment to Learning
Answer: Adaptability: Xie Lei demonstrates adaptability by learning to live in a new country, such as using public transport and asking for help when she gets lost.
Perseverance: She shows perseverance by not giving up despite challenges, like overcoming language barriers and meeting academic requirements.
Cultural Curiosity: Xie Lei shares Chinese culture with her host family and classmates, such as teaching them to cook Chinese dishes and presenting traditional Chinese art.
Commitment to Learning: She is committed to improving her English and business skills, as seen in her participation in class discussions and presentations.
目的： 帮助学生理解文章中体现的文化背景和价值观，提升跨文化意识。阅读技能目标：
阅读技能目标：训练学生的逻辑思维能力和信息整合能力，提升对价值观的理解和分析能力。
Analyze Xie Lei’s role as a “cultural messenger” and discuss how cultural exchange benefits both China and the UK. Use examples from the passage and your own knowledge.
Answer: Xie Lei’s role as a “cultural messenger” involves sharing Chinese culture (e.g., cooking traditional dishes, presenting Chinese art) while learning about British culture. This exchange benefits both countries by fostering mutual understanding, breaking stereotypes, and creating opportunities for collaboration in areas like business and education. For example, her host family’s interest in China might lead to future educational exchanges or partnerships.
Complete the table below to show Xie Lei’s role as a “cultural messenger” and the benefits of cultural exchange for both China and the UK. Use examples from the passage.
Aspect Description Example from Passage
Xie Lei’s Role as a Cultural Messenger Sharing Chinese culture with others Gave a presentation on traditional Chinese art
Learning about British culture Learned to use public transport and adapted to British academic life
Benefits for China Promoting mutual understanding Xie Lei shares Chinese culture with British peers, reducing misunderstandings
Enhancing cultural diversity Chinese students bring new perspectives to the UK
Benefits for the UK Promoting mutual understanding British students learn about Chinese traditions through Xie Lei
Enhancing cultural diversity UK society becomes more diverse with the inclusion of international students
Organize a debate on the topic: “Is cultural exchange more beneficial for the sending country (China) or the receiving country (the UK) ” Use examples from the passage and your own knowledge to support your arguments.
Answer:
For China:
Cultural exchange helps promote Chinese culture globally, breaking stereotypes and creating business opportunities.
Example: Xie Lei’s host family’s interest in China might lead to future collaborations.
For the UK:
Cultural exchange enriches British society by introducing new perspectives and fostering mutual understanding.
Example: British students learn about Chinese culture through Xie Lei’s presentations and interactions.
目的： 学生可以逐步加深对 Xie Lei 作为“文化交流使者”角色的理解，并分析文化交流对中英两国的益处.
阅读技能目标：同时培养逻辑思维、信息整合和跨文化意识等综合阅读技能。
III. Structural Analysis and Creative Output（How结构分析与创造性输出）
Match each paragraph with its function by drawing lines.
Paragraphs:
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
Paragraph 5
Paragraph 6
Paragraph 7
Functions:
Purpose of the exchange program
Academic challenges
Introduction
Initial challenges
Academic success
Living with a host family
Reflections on cultural exchange
Answer:
Paragraph 1 → Introduction
Paragraph 2 → Purpose of the exchange program
Paragraph 3 → Initial challenges
Paragraph 4 → Living with a host family
Paragraph 5 → Academic challenges
Paragraph 6 → Academic success
Paragraph 7 → Reflections on cultural exchange
目的： 帮助学生初步理解段落功能及其在文章中的作用。
阅读技能目标：训练学生对文章结构的理解能力，提升信息匹配能力。
A. Choose the best alternative phrase for ‘building a bridge between us’ using a different rhetorical device.
a. “Creating a link between us.”
b. “Weaving a thread that connects us.”
c. “Like a bridge, she connects us.”
d. “Breaking down walls between us.”
Answer: Best alternative: b. “Weaving a thread that connects us.”(Metaphor)
Explanation: This metaphor emphasizes Xie Lei’s role in connecting cultures through her actions, just as a thread weaves together different pieces of fabric.
B. Rewrite the phrase “building a bridge between us” using a different rhetorical device. Then explain how your version emphasizes Xie Lei’s role.
Rewritten phrase: ________
Explanation: ________
Answer: Rewritten phrase: “Weaving a thread that connects us.” (Metaphor)
Explanation: This metaphor emphasizes Xie Lei’s role in connecting cultures through her actions, just as a thread weaves together different pieces of fabric. It highlights her active and essential role in fostering mutual understanding and cooperation.
C. In small groups, rewrite the phrase “building a bridge between us” using a different rhetorical device. Create a presentation that includes:
Your rewritten phrase.
An explanation of how your version emphasizes Xie Lei’s role.
A visual representation (e.g., drawing, diagram) of your phrase.
Answer:
Example presentation outline:
Introduction: We rewrote the phrase “building a bridge between us” using a metaphor.
Rewritten Phrase: “Weaving a thread that connects us.”
Explanation: This metaphor emphasizes Xie Lei’s role in connecting cultures through her actions, just as a thread weaves together different pieces of fabric. It highlights her active and essential role in fostering mutual understanding and cooperation.
Visual Representation: A drawing of a thread connecting two flags (Chinese and British) with Xie Lei in the middle, symbolizing her role as a cultural messenger.
目的： 帮助学生通过改写和解释理解修辞手法的表达效果。
阅读技能目标：培养学生的分析能力和语言表达能力，提升对修辞手法的理解和应用。
A. Fill in the blanks to describe the logical relationships in the paragraph.
“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.”
Cause-effect: “When I got lost, I had to ask passers-by for help.” (Cause: ________; Effect: ________)
Contrast: “but people here speak fast and use words I’m not familiar with.” (Contrasts her difficulty with the locals’ ________)
Answer: Cause-effect: (Cause: getting lost; Effect: asking for help)
Contrast: (Contrasts her difficulty with the locals’ speaking habits)
B. Analyze the logical relationships between sentences in Paragraph 3. How do these relationships contribute to the coherence of the text
Answer:
"Cause-effect: “When I got lost, I had to ask passers-by for help…” (Cause: getting lost; Effect: asking for help). This relationship shows the direct consequence of Xie Lei’s actions, making the text more logical and easy to follow.
Contrast: “but people here speak fast and use words I’m not familiar with.” This contrast highlights Xie Lei’s difficulties in communicating, adding depth to her experience and making the text more engaging.
Function: These logical relationships make the text more structured and help the reader understand the connections between ideas, enhancing the overall coherence of the text.
目的： 培养学生综合文本信息并解释逻辑关系及其作用的能力。
阅读技能目标：培养学生的分析能力和语言表达能力，提升对逻辑关系的理解。
IV. Critical Thinking and Application（批判性思维与实践运用）
1.
A. Write down two challenges you have faced when adapting to a new environment and one strategy you used to overcome each challenge.
Answer:
Challenge 1: Language barriers.
Strategy: Practicing the language daily with native speakers.
Challenge 2: Feeling homesick.
Strategy: Staying connected with family and friends through video calls.
In small groups, discuss the challenges you have faced when adapting to a new environment. Share your strategies for overcoming these challenges and compare them with Xie Lei’s experiences.
Answer:
Challenge 1: Language barriers.
Strategies: Practicing the language daily, using language learning apps.
Comparison: Xie Lei asked passers-by for help and learned to use public transport despite language difficulties.
Challenge 2: Feeling homesick.
Strategies: Staying connected with family, joining social activities.
Comparison: Xie Lei felt comforted by her host family and engaged in social activities to adapt to the new culture.
Write a short essay reflecting on the challenges you faced when adapting to a new environment. Discuss your strategies for overcoming these challenges and compare them with Xie Lei’s experiences. Include insights gained from your group discussions.
Answer:
Adapting to a new environment can be both exciting and challenging. When I moved to a new city, I faced several challenges, including language barriers and cultural differences. To overcome these challenges, I took language classes and actively engaged in local activities. This helped me build connections and understand the new culture better.
Comparing my experience with Xie Lei’s, I noticed many similarities. Like her, I struggled with the language and had to find ways to communicate effectively. However, while Xie Lei relied on host families for support, I used technology and joined clubs to help me adapt. Both strategies were effective, but they highlight the importance of finding what works best for each individual.
Through our group discussions, I learned that everyone faces unique challenges when adapting to new environments. However, the common thread is the need for resilience, support, and a willingness to learn. These insights have helped me appreciate the importance of adaptability and the value of sharing experiences with others.
目的： 学生可以从简单到复杂逐步加深对适应新环境的挑战和策略的理解。
阅读技能目标：培养学生的批判性思维能力、合作能力和口头表达能力。
A. Write down one way Xie Lei’s experiences with cultural exchange can be applied in social studies or language learning.
Answer: In language learning, Xie Lei’s approach of asking for help from locals can be applied by practicing speaking with native speakers to improve fluency.
B. In small groups, discuss how Xie Lei’s experiences with cultural exchange can be applied in social studies or language learning. Write down three ideas.
Answer:
Idea 1: In social studies, students can create projects that explore cultural similarities and differences, inspired by Xie Lei’s efforts to share Chinese culture and learn about British culture.
Idea 2: In language learning, students can use Xie Lei’s approach of asking for help and practicing with locals by joining language clubs or finding conversation partners.
Idea 3: In social studies, students can organize cultural exchange events, such as food festivals or art exhibitions, to promote mutual understanding, similar to how Xie Lei shared Chinese culture with her host family.
目的： 帮助学生将文章中的技能和价值观应用到其他学科，提升跨学科思维能力。
阅读技能目标：培养学生的批判性思维能力、合作能力和口头表达能力。
V. 词块积累及应用
1. 绘制思维导图：
中心词：Cross-cultural Exchange and Personal Growth
分支 1：Study Abroad Experience (e.g., Exchange programme, Adapt to, Campus accommodation, Host family)
分支 2：Actions (e.g., Business qualification, Acknowledge, Cite, Opinion, Participation, Presentation)
分支 3：Cultural Experience (e.g., Cultural messenger, Engage in, Fascinate, Stir-fried)
情感描述相关表达
I felt excited but also quite nervous when I first arrived in the UK.
适用场景：描述初次到一个新环境的感受。
替换表达：I was thrilled yet somewhat anxious about what to expect.
When I miss home, I feel comforted to have a second family.
适用场景：描述在困难或思念家乡时获得安慰。
替换表达：I feel reassured knowing that I have people who care for me here.
Xie Lei was confused about what to write in her essay.
适用场景：描述对某件事情感到困惑。
替换表达：She couldn't figure out how to approach the topic.
British people are fascinated by Chinese culture.
适用场景：描述对某事物或文化感到着迷。
替换表达：They are deeply intrigued by the richness of Chinese traditions.
When I miss home, I can talk to my host family.
适用场景：描述对家乡或亲人的思念。
替换表达：I long for my family back home, but talking to my host family helps.
行为描写相关表达
When I got lost, I had to ask passers-by for help.
适用场景：描述在遇到困难时寻求帮助。
替换表达：I had no choice but to seek assistance from strangers.
We take turns to cook each evening.
适用场景：描述轮流完成某项任务。
替换表达：We alternate cooking dinner every night.
I’m acting as a cultural messenger building a bridge between us.
适用场景：描述在文化交流中扮演的角色。
替换表达：I’m serving as a cultural ambassador to connect our two cultures.
Engaging in British culture has helped me a lot.
适用场景：描述积极参与某项活动或文化。
替换表达：Participating in British cultural activities has been really beneficial.
I wanted to learn about global business.
适用场景：描述学习或了解某方面的内容。
替换表达：I aimed to acquire knowledge of international commerce.
Students need to generate ideas in class.
适用场景：描述在课堂或讨论中提出想法。
替换表达：Students are expected to come up with creative suggestions during discussions.
结果与反思相关表达
My presentation on traditional Chinese art was a great success, which boosted my confidence.
适用场景：描述某次成功经历带来的自信提升。
替换表达：My successful presentation made me feel more self-assured.
My ambition is to set up a business in China after graduation.
适用场景：描述未来的计划或目标。
替换表达：I plan to establish my own company in China once I finish school.
I chose the exchange programme to improve my English.
适用场景：描述通过某种方式提升语言能力。
替换表达：I joined the exchange programme to enhance my English skills.
I’m keen to share my culture with them.
适用场景：描述对某事的热情或渴望。
替换表达：I am eager to introduce my culture to others.
目的：通过整理文章中的情感、行为和反思表达，帮助学生形成语义网络，内化语言。
2. 迁移应用：
A. 以谢蕾的身份写一篇日记，描述她在英国的第一天和现在的感受。要求使用至少5个不同的情感词汇（如 “excited,” “nervous,” “comforted,” “confused,” “proud”）
示例句：
“When I first arrived, I felt…”
“Now, I feel much more…”
“I was fascinated by…”
目标：帮助学生运用情感描述相关词汇，巩固对情感表达的理解与使用。通过日记形式，培养学生的反思能力和个性化表达能力。
B. 模拟对话：两人一组，分别扮演谢蕾和她的朋友，讨论她在英国的生活适应过程。
行为描写词汇：adapt, learn, teach, ask for help, participate, overcome, improve, join.
句型：I had to… / How did you… / What advice would you… / I taught…
句型支持：
Xie Lei: “I had to get used to…”
Friend: “How did you ask for help when you got lost ”
Xie Lei: “I taught my host family how to…”
目标：帮助学生运用行为描写相关词汇，提升在真实语境中的语言输出能力。
通过角色扮演，培养学生的合作学习能力和跨文化沟通意识。
C. 以“My Cross-Cultural Experience”为题，选择演讲、视频录制或海报展示等形式，描述自己的适应过程与成长。
结果表达词汇：adapted, boosted, built bridges, overcame, achieved, improved, succeeded, prepared.
句型：I successfully… / My confidence was… / I hope to… / One challenge I… / I achieved…
句型支持：
“One cultural difference I noticed was…”
“In China, we usually…, but in the UK, people…”
“I think cultural exchange is important because…”
“One tradition I shared with my host family was…”
“Adapting to a new culture taught me…”
目标：帮助学生运用文化相关词汇，提升跨文化理解与反思能力。通过小组讨论，培养学生的批判性思维和合作学习能力。
目的： 该任务聚焦于词汇积累和应用，帮助学生通过分支的方式表达情感、行为和反思，增强词汇在实际语境中的运用。
阅读技能目标：
扩展与情感、行为相关的词汇。
将新词汇应用于语境中以增强理解与表达能力。XB2U2人教版选必2 Unit2阅读单（学生版）
Reading Comprehension Worksheet（学生版）
XBook 2Unit 2 Reading and Thinking: WELCOME, XIE LEI!
I. Understanding and Main Idea Extraction（What文章理解与主旨提取）
A. Which of the following statements best summarize the main idea of the passage (Choose two.)
a. Xie Lei’s experience of studying business in London.
b. The challenges and achievements of Xie Lei as an exchange student.
c. The importance of learning English for global business.
d. Xie Lei’s plan to set up a business in China.
The passage mainly discusses Xie Lei’s ________ and ________ as an exchange student. It also highlights the importance of ________ for ________.
What is the main idea of the passage Provide two key points to support your answer.
A. Complete the sentences with information from the passage.
Xie Lei felt ________ but ________ when she first arrived in London.
She had to learn how to use ________ and ask for things she didn’t know the English names for.
When she got lost, she asked ________ for help.
How did Xie Lei feel when she first arrived in London What did Xie Lei have to learn to use in London Who did Xie Lei ask for help when she got lost
Write a short paragraph summarizing Xie Lei’s initial experiences in London based on the passage. Include the following points:
How she felt when she arrived.
What challenges she faced.
How she dealt with those challenges.
Complete the flowchart with information from the passage.
Start: Arrived in London → Felt ________ → Learned to use ________ → Joined ________ → Now feels ________.
Based on the passage, create your own flowchart to show Xie Lei’s adaptation process. Include at least four key stages.
II. Emotional and Deeper Meaning Analysis（Why情感与深层意义分析）
What is the author’s main purpose in writing this passage Choose the best answer and provide two reasons.
A) To describe Xie Lei's daily life in detail.
B) To highlight the challenges and personal growth of an exchange student.
C) To provide a travel guide for students going to the UK.
D) To emphasize the importance of cultural exchange and adaptability.
What is the author’s purpose in writing this passage Provide two reasons to support your answer.
Create a chart to show Xie Lei's feelings at different stages of her experience.
Stage Feeling
Initial Arrival _______but _______
Facing Challenges _______,_______
Adapting to New Life _______, _______
Academic Success ______________
Use a graphic organizer (e.g., a timeline or an emotion map) to illustrate Xie Lei's feelings at different stages of her experience. Include brief descriptions or quotes from the passage to support each stage.
A. Match the values demonstrated by Xie Lei with the corresponding descriptions by drawing lines.
Values:
Adaptability
Perseverance
Cultural Curiosity
Commitment to Learning
Descriptions:
Not giving up despite challenges.
Improving English and business skills.
Learning to live in a new country.
Sharing Chinese culture with others
B. Complete the sentences by filling in the blanks with the correct values demonstrated by Xie Lei.
Xie Lei showed ________ by learning to live in a new country.
She demonstrated ________ by not giving up despite challenges.
Her ________ was evident when she shared Chinese culture with others.
Xie Lei's ________ was shown through her efforts to improve her English and business skills.
C. Explain how Xie Lei demonstrates each of the following values. Provide examples from the passage.
Adaptability
Perseverance
Cultural Curiosity
Commitment to Learning
Analyze Xie Lei’s role as a “cultural messenger” and discuss how cultural exchange benefits both China and the UK. Use examples from the passage and your own knowledge.
Complete the table below to show Xie Lei’s role as a “cultural messenger” and the benefits of cultural exchange for both China and the UK. Use examples from the passage.
Aspect Description Example from Passage
Xie Lei’s Role as a Cultural Messenger Sharing Chinese culture with others
Learning about British culture
Benefits for China Promoting mutual understanding
Enhancing cultural diversity
Benefits for the UK Promoting mutual understanding
Enhancing cultural diversity
Organize a debate on the topic: “Is cultural exchange more beneficial for the sending country (China) or the receiving country (the UK) ” Use examples from the passage and your own knowledge to support your arguments.
III. Structural Analysis and Creative Output（How结构分析与创造性输出）
Match each paragraph with its function by drawing lines.
Paragraphs:
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
Paragraph 5
Paragraph 6
Paragraph 7
Functions:
Purpose of the exchange program
Academic challenges
Introduction
Initial challenges
Academic success
Living with a host family
Reflections on cultural exchange
A. Choose the best alternative phrase for ‘building a bridge between us’ using a different rhetorical device.
a. “Creating a link between us.”
b. “Weaving a thread that connects us.”
c. “Like a bridge, she connects us.”
d. “Breaking down walls between us.”
B. Rewrite the phrase “building a bridge between us” using a different rhetorical device. Then explain how your version emphasizes Xie Lei’s role.
Rewritten phrase: ________
Explanation: ________
C. In small groups, rewrite the phrase “building a bridge between us” using a different rhetorical device. Create a presentation that includes:
Your rewritten phrase.
An explanation of how your version emphasizes Xie Lei’s role.
A visual representation (e.g., drawing, diagram) of your phrase.
A. Fill in the blanks to describe the logical relationships in the paragraph.
“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.”
Cause-effect: “When I got lost, I had to ask passers-by for help.” (Cause: ________; Effect: ________)
Contrast: “but people here speak fast and use words I’m not familiar with.” (Contrasts her difficulty with the locals’ ________)
Analyze the logical relationships between sentences in Paragraph 3. How do these relationships contribute to the coherence of the text
IV. Critical Thinking and Application（批判性思维与实践运用）
1.
A. Write down two challenges you have faced when adapting to a new environment and one strategy you used to overcome each challenge.
B.In small groups, discuss the challenges you have faced when adapting to a new environment. Share your strategies for overcoming these challenges and compare them with Xie Lei’s experiences.
Write a short essay reflecting on the challenges you faced when adapting to a new environment. Discuss your strategies for overcoming these challenges and compare them with Xie Lei’s experiences. Include insights gained from your group discussions.
A. Write down one way Xie Lei’s experiences with cultural exchange can be applied in social studies or language learning.
B.In small groups, discuss how Xie Lei’s experiences with cultural exchange can be applied in social studies or language learning. Write down three ideas.
V. 词块积累及应用
1. 绘制思维导图：
中心词：Cross-cultural Exchange and Personal Growth
分支 1：Study Abroad Experience (e.g., Exchange programme, Adapt to, Campus accommodation, Host family)
分支 2：Actions (e.g., Business qualification, Acknowledge, Cite, Opinion, Participation, Presentation)
分支 3：Cultural Experience (e.g., Cultural messenger, Engage in, Fascinate, Stir-fried)
情感描述相关表达
行为描写相关表达
结果与反思相关表达
2. 迁移应用：
A. 以谢蕾的身份写一篇日记，描述她在英国的第一天和现在的感受。要求使用至少5个不同的情感词汇（如 “excited,” “nervous,” “comforted,” “confused,” “proud”）
B. 模拟对话：两人一组，分别扮演谢蕾和她的朋友，讨论她在英国的生活适应过程。
行为描写词汇：adapt, learn, teach, ask for help, participate, overcome, improve, join.
句型：I had to… / How did you… / What advice would you… / I taught…
C. 以“My Cross-Cultural Experience”为题，选择演讲、视频录制或海报展示等形式，描述自己的适应过程与成长。
结果表达词汇：adapted, boosted, built bridges, overcame, achieved, improved, succeeded, prepared.
句型：I successfully… / My confidence was… / I hope to… / One challenge I… / I achieved…
