Unit 2 Places-E Cultural focus 教案-2025-2026学年高中英语沪教版必修第一册

Unit 2 Places-E Cultural focus 教学目标和重难点 教学目标 Language competence: Master core vocabulary (heritage, tradition, architecture) and phrases (be known for, pass down), and use attributive clauses to describe cultural landmarks. Cultural awareness: Understand cultural characteristics of different places, respect cultural diversity, and enhance cultural confidence by comparing Chinese and foreign cultures. Thinking quality: Develop critical thinking through analyzing the connection between places and culture, and improve logical reasoning in cross-cultural discussions. Learning ability: Cultivate autonomous learning and cooperative learning skills by completing reading, discussion and writing tasks, and form the habit of exploring cultural connotations actively. 教学重难点 Key points: Grasp the core vocabulary and phrases related to cultural focus, understand the main content of the text about cultural characteristics of different places, and use basic sentence patterns to express cultural information. Difficult points: Comprehend the implied cultural connotations behind place descriptions, correctly use attributive clauses to describe cultural landmarks, and conduct in-depth cross-cultural discussions with accurate and fluent English. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a set of pictures on the screen, including Chinese courtyard, European castle, the Forbidden City in Beijing and the Eiffel Tower in Paris. Then the teacher asks students two questions in English: “What do you know about these places? What cultural symbols do they represent?” Students are invited to share their views freely. After several students finish their speeches, the teacher makes a brief comment and leads to the topic of this lesson: “Today we will explore the cultural connotations behind different places through Unit 2 Places-E Cultural focus, and learn how to express cultural information in English.” Design Intention: The visual pictures can quickly attract students’ attention and activate their prior knowledge about famous places and their cultures. By asking open-ended questions, students are encouraged to express their own views in English, which not only exercises their oral expression ability but also lays a foundation for the subsequent study of the text. Meanwhile, the natural transition helps students clarify the learning goal of this lesson and arouse their interest in exploring cultural focus related to places. Pre-reading: Preview Vocabulary and Predict Text Content Vocabulary Preview: The teacher presents the core vocabulary of this lesson on the screen, including heritage, tradition, architecture, custom, cuisine, preserve, pass down, be known for, take pride in. For each word and phrase, the teacher provides accurate English definitions and simple example sentences related to place culture, such as “Heritage refers to the cultural traditions, buildings that are passed down from the past”, “This city is known for its unique architectural style”. Then the teacher invites students to read the words and phrases aloud, corrects their pronunciation and intonation, and asks students to make simple sentences with these words and phrases in pairs. After 5 minutes of pair work, several groups are invited to present their sentences to the whole class, and the teacher gives timely feedback and guidance. Text Prediction: The teacher shows the title of the text and several key pictures related to the text (such as Nanning’s city scenery, British food, old houses with history). Then the teacher asks students: “According to the title and pictures, what do you think the text will talk about? What cultural elements of places will be mentioned?” Students are organized to discuss in groups of 4, and each group sends a representative to share their predictions. The teacher records students’ predictions on the blackboard and says: “Now let’s read the text to check whether your predictions are correct.” Design Intention: Vocabulary is the foundation of English learning. Previewing core vocabulary before reading helps students remove language obstacles in the process of reading, so that they can focus more on understanding the text content. The example sentences related to place culture connect vocabulary learning with the theme of the lesson, which is conducive to students’ flexible application of vocabulary. Predicting the text content can stimulate students’ reading motivation, cultivate their ability of logical reasoning, and help them form a good reading habit of active thinking before reading. While-reading: In-depth Comprehension and Language Input Skimming: Students are asked to read the text quickly and finish two tasks: (1) Find out the main topic of the text; (2) List the cultural elements of places mentioned in the text. After reading, students are invited to answer the questions. The teacher summarizes: “The text mainly talks about the cultural connotations of different places, including the origin of place names, local food, historical buildings and traditional pastimes.” Then the teacher checks the cultural elements listed by students and supplements them if there are omissions, such as Nanning’s name origin, online food delivery services, British food, old houses with history and pastimes in the past. Design Intention: Skimming is a basic reading skill that helps students quickly grasp the main idea of the text and form an overall understanding of the text structure. By listing the cultural elements, students can sort out the key content of the text, lay a foundation for the subsequent detailed reading, and also cultivate their ability of information extraction. Scanning: Students are asked to read the text carefully again and complete the following table. The table is projected on the screen, including three columns: Place/Cultural Phenomenon, Key Information, Cultural Connotation. Students need to fill in the table according to the text content. For example, for “Nanning”, the key information is “a city in southern China, its name has a long history and is related to its geographical location and culture”, and the cultural connotation is “the name carries the historical memory and cultural heritage of the city”. During the reading process, the teacher walks around the classroom, answers students’ questions in time, and guides students to find key information accurately. After students finish filling in the table, the teacher invites several students to present their answers, checks the correctness of the answers, and explains the difficult points in the text. For example, the teacher explains the sentence “Names of places often carry rich cultural meanings and reflect the history and customs of a region” and analyzes the attributive clause in it, helping students master the usage of attributive clauses in describing place culture. At the same time, the teacher guides students to think about the connection between each cultural phenomenon and the place, and understand the cultural connotations behind them. Design Intention: Scanning helps students extract specific information from the text accurately and improve their reading efficiency. The table design makes the text content more systematic and clear, which is conducive to students’ understanding and memory of the text. Explaining difficult sentences and grammar points in time can help students solve language difficulties in reading, consolidate their grammar knowledge, and lay a foundation for their subsequent language output. Close Reading: The teacher selects several key paragraphs from the text, such as the paragraph about Nanning’s name origin and the paragraph about British food. Students are asked to read these paragraphs carefully and discuss the following questions in groups: (1) Why does the name of Nanning have rich cultural meanings? (2) What characteristics does British food have? What do these characteristics reflect? (3) How do the authors express the cultural connotations of places in the text? After the discussion, each group sends a representative to share their views. The teacher makes comments and supplements, guides students to deeply understand the author’s expression methods and the implied cultural connotations, and helps students realize that places are not only geographical locations but also carriers of culture and history. Design Intention: Close reading helps students dig deep into the text content, understand the author’s expression intentions and the cultural connotations behind the text. Group discussion encourages students to communicate and cooperate, express their views in English, and improve their oral expression ability and cooperative learning ability. Through in-depth analysis of key paragraphs, students can better grasp the connection between place and culture, and enhance their cultural awareness. Post-reading: Language Output and Core Literacy Cultivation Group Discussion: Students are divided into groups of 4, and the teacher assigns a task: “Choose a place you are familiar with (such as your hometown, a city you have traveled to), introduce its cultural characteristics from the aspects of name, architecture, food, customs, etc., and discuss how to protect the cultural heritage of this place.” Each group is required to designate a recorder and a speaker. During the discussion, the teacher walks around the classroom, guides students to use the vocabulary and sentence patterns learned in this lesson, and helps students solve the problems encountered in the discussion. For example, if students have difficulty expressing “protect cultural heritage”, the teacher reminds them to use the phrase “preserve cultural heritage” learned in the lesson. Design Intention: Group discussion combines the knowledge learned in the lesson with real life, which is conducive to students’ flexible application of language knowledge and improvement of oral expression ability. The task of introducing familiar places can stimulate students’ enthusiasm and sense of participation, and let students realize the importance of cultural heritage protection, so as to cultivate their cultural awareness and sense of social responsibility. Presentation and Evaluation: Each group sends a speaker to present their group’s discussion results to the whole class. The presentation time of each group is about 3 minutes. After each presentation, the teacher and other students make evaluations. The evaluation criteria include: (1) Whether the cultural characteristics are introduced clearly; (2) Whether the vocabulary and sentence patterns learned in the lesson are used correctly and flexibly; (3) Whether the pronunciation and intonation are accurate and fluent; (4) Whether the suggestions on cultural heritage protection are reasonable. The teacher gives positive comments and guidance, affirms the advantages of each group, and points out the areas that need improvement. For example, if a student uses the wrong phrase, the teacher corrects it in time and asks the student to read it again to strengthen memory. Design Intention: Presentation is an important form of language output, which can test students’ mastery of knowledge and their oral expression ability. Peer evaluation and teacher evaluation can help students find their own shortcomings, learn from each other’s advantages, and improve their learning ability. At the same time, positive evaluation can enhance students’ confidence in learning English and stimulate their learning motivation. Writing Practice: Students are asked to write a short passage (about 100 words) titled “My Hometown’s Cultural Characteristics”. The requirements are: (1) Introduce 1-2 cultural characteristics of their hometown (such as architecture, food, customs); (2) Use at least 5 core vocabulary and phrases learned in this lesson; (3) Use at least one attributive clause. During the writing process, the teacher provides appropriate guidance for students who have difficulties, such as helping them sort out the writing ideas and reminding them of the usage of vocabulary and sentence patterns. After students finish writing, the teacher collects some compositions, comments on them in class, points out the advantages and shortcomings, and shows excellent compositions for students to learn from. Design Intention: Writing practice is an important way to consolidate language knowledge and improve written expression ability. Combining the theme of the lesson with students’ real life, the writing task is close to students’ life, which is conducive to students’ expression of true feelings. The specific requirements ensure that students can flexibly use the knowledge learned in the lesson, and help students improve their writing ability step by step. Summary and Extension Lesson Summary: The teacher invites students to summarize the key content of this lesson, including the core vocabulary and phrases, the main content of the text, and the methods of expressing place cultural characteristics. Then the teacher makes a comprehensive summary: “In this lesson, we have learned the core vocabulary and phrases related to place culture, understood the cultural connotations of different places through reading the text, and practiced oral expression and writing. We also realized that places are carriers of culture, and we should respect cultural diversity and protect cultural heritage.” Design Intention: Letting students summarize the lesson content can help them sort out the knowledge system, deepen their memory of the knowledge learned, and cultivate their ability of induction and summary. The teacher’s comprehensive summary can help students form a complete understanding of the lesson and clarify the key and difficult points again. Extension Activity: The teacher assigns an after-class extension task: “Surf the Internet to collect information about the cultural characteristics of a foreign city (such as Paris, London), and write a short introduction (about 80 words). Bring it to the next class to share with your classmates.” At the same time, the teacher recommends some English websites and materials related to place culture for students to refer to, such as the official website of UNESCO, which introduces the cultural heritage of various countries. Design Intention: The extension activity extends the classroom learning to after-class, which is conducive to cultivating students’ autonomous learning ability and information collection ability. By understanding the cultural characteristics of foreign cities, students can further broaden their horizons, enhance their cross-cultural awareness, and lay a foundation for their subsequent cross-cultural communication. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $