Unit 1 No Limits-E Cultural focus 教案-2025-2026学年高中英语沪教版必修第二册

Unit 1 No Limits-E Cultural focus 教学目标和重难点 教学目标 Language Ability: Master core vocabulary and sentences related to Scott's Hut and extreme sports, and improve the ability to express cultural phenomena in English. Cultural Awareness: Understand the cultural connotation of Antarctic exploration and Queenstown's extreme sports, respect cultural diversity and cultivate international vision. Thinking Quality: Develop critical thinking by analyzing cultural differences and connections. Learning Ability: Cultivate autonomous and cooperative learning habits through independent exploration and group activities. 教学重难点 Key Points: Master the core vocabulary and expressions about Antarctic heritage protection and extreme sports; understand the cultural background and significance of Scott's Hut and Queenstown's extreme sports. Difficult Points: Analyze the cultural connotation behind the two cultural phenomena and express personal views on cultural inheritance and limit-breaking in fluent English. 教学过程 Step 1: Lead-in (Warm-up and Preview) The teacher starts the class by showing a set of pictures on the screen, including the snow-covered Antarctic continent, Scott's Hut, Queenstown's snow-capped mountains, and people participating in bungee jumping and skydiving. Then the teacher asks two guiding questions in English: "Have you ever heard of Antarctic exploration? What do you think of people who challenge extreme sports?" After asking the questions, the teacher gives students 3 minutes to discuss with their deskmates freely, and then invites 2-3 students to share their opinions in front of the class. During the sharing process, the teacher listens carefully, corrects minor language mistakes appropriately, and gives positive comments, such as "Your idea is very unique" and "You express yourself clearly". After the sharing, the teacher briefly summarizes: "Today we will enter the Cultural focus part of Unit 1 No Limits, and explore two special cultural phenomena: Scott's Hut in Antarctica and extreme sports in Queenstown, to understand the spirit of breaking limits behind them." Design Intention: The visual pictures can quickly attract students' attention and arouse their interest in learning. The guiding questions are closely related to the teaching content, which can activate students' existing knowledge reserve and English expression desire. The free discussion and sharing link not only creates a relaxed classroom atmosphere but also lays a foundation for the subsequent in-depth learning of cultural content. At the same time, the teacher's positive evaluation can enhance students' confidence in speaking English. Step 2: Presentation (Cultural Input and Language Learning) Introduction to Scott's Hut First, the teacher plays a 3-minute English short video about Scott's Hut, which briefly introduces its history, layout, and the story of Scott's expedition. After watching the video, the teacher asks students to answer the following questions: "Where is Scott's Hut located? What is its historical significance? How was it built?" Students are allowed to answer independently, and the teacher supplements and sorts out the key information: Scott's Hut is located at Cape Evans in Antarctica, which is the base of Captain Robert Falcon Scott's British Antarctic Expedition from 1910 to 1913. It is an important part of Antarctic history, laying the foundation for modern Antarctic science. The hut was prefabricated in London, tested in New Zealand, and then shipped to Antarctica for construction, which took nine days and accommodated 25 members of the shore party. Then, the teacher presents the core vocabulary and expressions related to Scott's Hut on the screen, including "Antarctic Heritage Trust", "prefabricated", "conservation", "expedition", "perish", "foundation" and so on. For each word and expression, the teacher explains its meaning in simple English, gives example sentences combined with the context of Scott's Hut, and asks students to read after the teacher twice to ensure that students master the correct pronunciation and usage. For example, when explaining "conservation", the teacher says: "Conservation means protecting something important so that it can be kept for a long time. The Antarctic Heritage Trust is working hard on the conservation of Scott's Hut." After learning the vocabulary, the teacher asks students to read the text about Scott's Hut in the textbook silently, and find out the key sentences that describe the characteristics and significance of Scott's Hut. Then the teacher invites students to read the key sentences aloud, and explains the sentence structure and grammatical points in the sentences, such as attributive clauses and passive voice. For example, the sentence "Scott's Hut at Cape Evans is the largest of the historic huts in the Ross Sea region." The teacher explains that "at Cape Evans" is a prepositional phrase used as an attributive, and "the largest of..." is a structure to express the highest level. Introduction to Extreme Sports in Queenstown On the basis of learning Scott's Hut, the teacher transitions to the next cultural phenomenon: "After understanding the story of Antarctic exploration, let's go to Queenstown, New Zealand, which is known as the 'adventure capital of the world' and explore the extreme sports there." Then the teacher shows pictures and short video clips of various extreme sports in Queenstown, such as bungee jumping, skydiving, jet boating, and ziplining, and introduces in English: "Queenstown is famous for its extreme sports because of its beautiful natural scenery and pioneering spirit. It is here that the world's first commercial bungee jumping was launched, attracting countless adventure lovers from all over the world." Next, the teacher presents the core vocabulary and expressions related to extreme sports, such as "adrenaline", "bungy jumping", "skydiving", "jet boating", "zipline", "pioneering spirit" and so on. Similarly, the teacher explains the meaning, pronunciation, and usage of each word and expression, and combines them with the scenes in the video to help students understand. For example, when explaining "adrenaline", the teacher says: "Adrenaline is a kind of hormone in our body. When we do extreme sports, our body will secrete more adrenaline, making us feel excited and energetic." Then, the teacher asks students to read the text about Queenstown's extreme sports in the textbook in groups of 4, and discuss the following questions: "Why is Queenstown called the 'adventure capital of the world'? What kinds of extreme sports are mentioned in the text? What spirit do people who participate in extreme sports show?" After the group discussion, each group sends a representative to share the discussion results, and the teacher makes comments and supplements, emphasizing that Queenstown's extreme sports reflect the spirit of daring to challenge, breaking limits, and pursuing freedom. Design Intention: The combination of video and pictures can make abstract cultural content more concrete and intuitive, helping students better understand the historical background and cultural connotation of Scott's Hut and Queenstown's extreme sports. The learning of core vocabulary and expressions is closely combined with the cultural context, which avoids the mechanical memory of words and helps students master the usage of language in practice. The silent reading, group discussion, and sharing links can not only improve students' reading ability and cooperative learning ability but also deepen their understanding of cultural content. Step 3: Practice (Language Application and Cultural Experience) Vocabulary and Sentence Practice The teacher designs two practice activities to help students consolidate the learned vocabulary and sentences. The first activity is "Fill in the Blanks". The teacher presents a passage about Scott's Hut and Queenstown's extreme sports on the screen, with some words and expressions missing. Students are asked to fill in the blanks with the learned core vocabulary and expressions independently. After finishing, the teacher checks the answers together with the students, explains the reasons for the errors, and emphasizes the key points again. For example, the passage: "Scott's Hut is an important part of Antarctic history. The Antarctic Heritage Trust is committed to its ______ (conservation). Queenstown is famous as the 'adventure capital of the world' for its various extreme sports, such as ______ (bungy jumping) and skydiving." The second activity is "Sentence Making". The teacher gives 5 key words and expressions, including "expedition", "conservation", "pioneering spirit", "adrenaline", "break limits". Students are asked to make at least 3 sentences with these words and expressions, and ensure that the sentences are correct in grammar and reasonable in meaning. Students can complete the task independently first, and then exchange their sentences with their deskmates for mutual correction. Finally, the teacher invites several students to share their sentences in class and gives comments and guidance. Cultural Discussion The teacher divides students into 6 groups, with 4-5 students in each group, and assigns two discussion topics to the groups: Topic 1: "What is the significance of protecting Scott's Hut? What can we learn from the spirit of Scott's expedition team?" Topic 2: "Do you agree that extreme sports are a kind of way to break limits? What should we pay attention to when participating in extreme sports?" Each group chooses one topic to discuss, and the teacher walks around the classroom during the discussion, providing appropriate guidance for groups with difficulties in discussion, such as reminding students to combine the learned cultural content and their own life experience to express their views. After the discussion, each group sends a representative to make a 2-3 minute English report to share the group's discussion results. When the representative reports, other students listen carefully and can ask questions after the report. The teacher listens to the reports of each group, makes positive comments on the advantages of the reports, such as clear logic and fluent expression, and puts forward suggestions for improvement, such as adding more specific examples. At the same time, the teacher guides students to realize that Scott's expedition spirit and the spirit of challenging extreme sports are both the embodiment of "breaking limits", which is consistent with the theme of the unit. Role-Play Activity The teacher designs a role-play activity with the theme of "Introducing Cultural Phenomena". Students are divided into pairs, and each pair assumes the roles of "tour guide" and "tourist". The "tour guide" needs to introduce Scott's Hut or Queenstown's extreme sports to the "tourist" in English, including its history, characteristics, cultural significance, etc. The "tourist" can ask relevant questions, such as "How long did it take to build Scott's Hut?" "Is bungee jumping safe?" The teacher provides a simple dialogue template for reference, but encourages students to use the learned vocabulary and sentences to create their own dialogues. After preparing for 5 minutes, the teacher invites 2-3 pairs to perform their dialogues in front of the class, and gives comments on their performance, focusing on the accuracy of language expression, the fluency of dialogue, and the mastery of cultural content. Design Intention: Vocabulary and sentence practice can help students consolidate the learned language knowledge and improve their ability to use language flexibly. Cultural discussion enables students to deeply explore the cultural connotation behind the two cultural phenomena, develop critical thinking and cultural awareness, and at the same time improve their oral expression ability. The role-play activity creates a real language communication scenario, which can stimulate students' enthusiasm for language application, let students apply the learned language knowledge and cultural content to practice, and further improve their oral communication ability and cooperative learning ability. Step 4: Consolidation (Summary and Extension) Classroom Summary The teacher invites students to summarize the key content of this class independently. First, ask 1-2 students to share what they have learned in this class, including core vocabulary, cultural knowledge, and the spirit of breaking limits. Then the teacher makes a comprehensive summary: "In this class, we learned about two special cultural phenomena: Scott's Hut in Antarctica and extreme sports in Queenstown. We mastered the core vocabulary and expressions related to them, understood their historical background and cultural significance, and realized that the spirit of Antarctic exploration and challenging extreme sports is the embodiment of 'breaking limits'. At the same time, we also improved our English expression ability and cultural awareness through various activities." Knowledge Extension The teacher extends the knowledge to help students expand their horizons. First, the teacher introduces other Antarctic heritage sites and extreme sports in the world in English, such as Shackleton's Base in Antarctica and extreme sports in Switzerland, and briefly explains their characteristics and cultural connotation. Then the teacher asks students: "What other cultural phenomena that reflect the spirit of breaking limits do you know? Please share them with your classmates." Students can share freely, and the teacher gives positive affirmation and supplements. In addition, the teacher assigns an after-class task: Ask students to choose one of Scott's Hut and Queenstown's extreme sports, write a 100-120 word English passage to introduce it, including its history, characteristics, and cultural significance. At the same time, ask students to search for relevant English materials about the cultural phenomenon they choose after class to enrich their knowledge. Design Intention: The classroom summary helps students sort out the knowledge they have learned in this class, strengthen memory, and form a systematic knowledge framework. Knowledge extension can expand students' cultural vision, let students understand more cultural phenomena related to the theme of "breaking limits", and further cultivate their cultural awareness. The after-class task combines the knowledge learned in class with after-class practice, which can consolidate the learning effect, improve students' writing ability, and cultivate their autonomous learning ability. Step 5: Evaluation (Feedback and Improvement) The teacher carries out a comprehensive evaluation of students' performance in this class from three aspects: language ability, learning ability, and cultural awareness. In terms of language ability, evaluate students' mastery of core vocabulary and sentences, and the fluency and accuracy of oral and written expression. In terms of learning ability, evaluate students' participation in classroom activities, autonomous learning ability, and cooperative learning ability. In terms of cultural awareness, evaluate students' understanding of cultural content and their ability to analyze cultural phenomena. The teacher gives timely feedback to students. For students who perform well in class, such as active participation in discussion, fluent oral expression, and correct completion of practice tasks, the teacher gives public praise and encouragement. For students who have difficulties in learning, such as poor mastery of vocabulary, unclear expression, and lack of participation in activities, the teacher communicates with them individually after class, understands their difficulties, and provides targeted guidance and help. At the same time, the teacher asks students to put forward suggestions on the teaching content and methods of this class, so as to improve the teaching effect of subsequent classes. Design Intention: Comprehensive evaluation can help the teacher understand students' learning effect and existing problems, and provide a basis for subsequent teaching improvement. Timely feedback and encouragement can enhance students' learning confidence and enthusiasm. Individual guidance for students with learning difficulties can help them solve problems in time and keep up with the teaching progress. Asking students for suggestions can make the teaching more in line with students' learning needs and improve the quality of teaching. 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 $