Unit3 Progress E Cultural focus 教学设计-2025-2026学年高中英语沪教版必修第二册

Unit 3 Progress-E Cultural focus 教学目标和重难点 教学目标 Language Competence: Students can master core vocabulary and sentence patterns related to the development of English and cultural differences, understand the main idea and details of the reading text, and express their views on cultural diversity in simple and fluent English. Thinking Quality: Students can analyze the evolution of English and compare Eastern and Western attitudes towards progress, developing logical thinking and critical thinking skills. Cultural Awareness: Students can understand the cultural connotation behind the spread of English, respect cultural diversity, and enhance cross-cultural communication awareness. Learning Ability: Students can master reading strategies such as skimming and scanning, and form good habits of independent learning and cooperative inquiry. 教学重难点 Key Points: Mastering core vocabulary (e.g., extinct, diversity, variety) and sentence structures related to cultural focus; understanding the development process of English and the three types of English speakers; grasping the main idea of the reading text. Difficult Points: Comprehending the impact of cultural background on views of progress; distinguishing the differences between Eastern and Western cultural attitudes towards progress; using English to express opinions on cultural diversity accurately. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class by showing a short video clip (about 3 minutes) that presents the spread of English in different countries around the world, including scenes of people using English in international communication, education, and daily life. After playing the video, the teacher asks the following questions in English: “What languages have you seen in the video? Why do you think English is widely used in the world? Have you ever encountered different varieties of English in your life?” Then, the teacher invites 3-4 students to share their answers with the whole class. During the sharing process, the teacher gives positive feedback and appropriate guidance, such as “Your observation is very careful. English is indeed an international language used in many fields.” At the same time, the teacher writes key words mentioned by students (e.g., English, international, different varieties) on the blackboard to lay a foundation for the subsequent teaching. Design Intention: The video clip can attract students’ attention quickly and arouse their interest in the topic of English and cultural diversity. By asking questions and organizing students to share, the teacher can activate students’ prior knowledge and life experience, help students establish a connection between the topic and their own lives, and smoothly lead into the cultural focus part of this unit. In addition, this link can also cultivate students’ oral expression ability and lay a good emotional foundation for the whole class. Step 2: Pre-reading (Preview and Preparation) First, the teacher introduces the main content of the reading text briefly: “Today we will read a passage about the history of the English language and its status in the world. Through this passage, we will understand how English became a world language and the different types of English speakers.” Then, the teacher arranges a pre-reading task for students to complete independently. Task 1: Match the subheadings (a-e) with the corresponding paragraphs of the reading text. The subheadings are: a. What’s next for English? b. How did it become a world language? c. Why English? d. What is English, anyway? e. How many English speakers are there altogether? Students need to read the subheadings and the first sentence of each paragraph quickly to complete the matching task. Task 2: Complete the timeline of the development of English according to the hints given in the text. The teacher provides a simple timeline on the blackboard, with key time points (e.g., before the 5th century, 11th century, 17th century, 20th century) marked, and students need to fill in the corresponding historical events of English development. After students finish the tasks, the teacher checks the answers with the whole class. For the matching task, the teacher invites students to report their answers and explains the reasons briefly; for the timeline task, the teacher asks students to fill in the blackboard one by one and corrects mistakes in time. At the same time, the teacher explains key vocabulary in the tasks, such as “subheading”, “timeline”, “development”, and helps students master their pronunciation and meaning. Design Intention: The pre-reading tasks are designed to help students preview the structure and key content of the reading text in advance, master the reading strategy of skimming, and improve their reading efficiency. Matching subheadings with paragraphs can help students understand the logical structure of the text, while completing the timeline can help students sort out the historical context of English development, laying a solid foundation for the while-reading link. In addition, the explanation of key vocabulary can solve the language barriers that students may encounter in the reading process in advance, ensuring the smooth progress of the subsequent teaching. Step 3: While-reading (Intensive Reading and Comprehension) This link is divided into two parts: intensive reading and detailed understanding, aiming to help students grasp the main idea and key details of the text, and master the core vocabulary and sentence patterns. Part 1: Intensive Reading for Main Idea. The teacher asks students to read the whole text carefully and answer the following questions: 1. What is the main topic of this passage? 2. What are the three types of English speakers mentioned in the passage? 3. What is the author’s attitude towards the development of English? After students finish reading, the teacher organizes a group discussion (4 students in a group) to discuss the answers to the questions. During the discussion, the teacher walks around the classroom, listens to the discussions of each group, and gives appropriate guidance when students encounter difficulties. For example, if students cannot distinguish the three types of English speakers, the teacher can prompt: “Please find the relevant sentences in paragraph 4 and 5, and pay attention to the words ‘native speakers’, ‘second language’ and ‘foreign language’.” After the discussion, each group sends a representative to report their answers. The teacher summarizes and sorts out the answers, and writes the main idea of the text on the blackboard: This passage mainly introduces the development history of English, the reasons for its popularity as a world language, the types of English speakers, and looks forward to the future of English. At the same time, the teacher emphasizes the three types of English speakers: native English speakers, fluent English speakers using English as a second language, and people learning English as a foreign language. Part 2: Detailed Reading for Key Details. The teacher divides the text into 5 parts according to the subheadings, and arranges different tasks for each part to help students grasp the key details. 1. Paragraph 1 (What is English, anyway?): Students are asked to read the paragraph carefully and find out the definition of English and the languages that have influenced English. The teacher invites students to read the relevant sentences aloud and explains the key points: English is a language that has been influenced by many other languages, such as German, French and Latin. The teacher also explains the key vocabulary “variety” (meaning “a type of something”) and gives examples, such as “There are many varieties of English in the world, such as British English and American English.” 2. Paragraph 2-3 (How did it become a world language?): Students need to read the paragraphs and find out the key events that promoted the spread of English. The teacher guides students to sort out the events: the invasion of Britain by Germanic tribes, the Norman Conquest, the British colonial expansion in the 17th century, and the development of the United States in the 20th century. The teacher explains the key vocabulary “colonial expansion” and “influence” and helps students understand the relationship between these events and the spread of English. 3. Paragraph 4 (Why English?): Students are asked to read the paragraph and find out the reasons why English has become a world language. The teacher summarizes the reasons with students: English is easy to learn, it is widely used in international communication, science, technology and business, and about 56% of all web pages are in English. The teacher also asks students to think: “Do you agree with these reasons? Are there any other reasons?” to stimulate students’ thinking. 4. Paragraph 5 (How many English speakers are there altogether?): Students need to read the paragraph and find out the total number of English speakers and the three types of English speakers. The teacher checks students’ understanding of the three types of English speakers again and asks students to give examples of each type, such as “Native English speakers are people from Britain, America, Australia, etc.; people in India and Nigeria often use English as a second language.” 5. Paragraph 6 (What’s next for English?): Students are asked to read the paragraph and predict the future of English. The teacher invites students to share their predictions and guides them to understand the author’s view: English will continue to develop and change, and new varieties of English may appear. During the detailed reading process, the teacher also focuses on explaining the key sentence patterns, such as “It is believed that...” and “There are three types of...”, and asks students to make sentences with these sentence patterns to consolidate their understanding and application. Design Intention: The while-reading link is designed to help students deepen their understanding of the text. Intensive reading for the main idea can cultivate students’ ability to summarize and generalize, while detailed reading for key details can help students grasp the specific content of the text. Group discussion can promote students’ cooperative learning, improve their communication ability and thinking ability. The explanation of key vocabulary and sentence patterns can help students master the language knowledge in the text and lay a foundation for their language application. In addition, guiding students to think and predict can stimulate their critical thinking and innovation ability. Step 4: Post-reading (Consolidation and Application) This link includes three tasks: language consolidation, cultural exploration and practical application, aiming to help students consolidate the language knowledge learned, deepen their understanding of cultural connotation, and improve their language application ability. Task 1: Language Consolidation. The teacher arranges a vocabulary and sentence pattern exercise for students to complete independently. The exercise includes two parts: 1. Fill in the blanks with the correct form of the given words (e.g., extinct, diversity, influence, variety). 2. Rewrite the sentences using the given sentence patterns (e.g., “It is believed that...” and “There are... types of...”). After students finish the exercise, the teacher checks the answers with the whole class and explains the common mistakes. For example, if students use “influence” as a noun but forget to add “the”, the teacher reminds them: “When ‘influence’ is used as a noun to refer to a specific influence, we need to add ‘the’ before it.” Task 2: Cultural Exploration. The teacher organizes a group discussion with the topic: “Compare the attitudes towards progress between Eastern and Western cultures based on the text and your own experience.” Each group is required to discuss from the aspects of language development, personal progress and social progress, and record the key points of the discussion. After the discussion, each group sends a representative to make a presentation (3-5 minutes per group). During the presentation, the teacher gives positive feedback and appropriate comments, such as “Your group has a deep understanding of cultural differences, and the examples you gave are very appropriate.” After all groups finish the presentation, the teacher summarizes: Eastern cultures pay more attention to the harmony between individuals and society, and progress is often reflected in the improvement of the overall level; Western cultures pay more attention to individual development, and progress is often reflected in the realization of individual value. At the same time, the teacher emphasizes that we should respect cultural diversity, understand and tolerate the differences between different cultures, and enhance cross-cultural communication awareness. Task 3: Practical Application. The teacher asks students to write a short passage (80-100 words) with the title “My View on the Spread of English”. Students need to express their views on the spread of English, including the advantages of the spread of English and the importance of protecting their own language and culture. The teacher gives some hints: “You can use the vocabulary and sentence patterns we learned today, such as ‘diversity’, ‘influence’, ‘It is believed that...’.” After students finish writing, the teacher invites 2-3 students to read their passages aloud, and gives comments on their content, language and structure. For example, “Your passage is well-structured, and you have used the sentence patterns we learned. If you can add an example, it will be better.” Then, the teacher collects all students’ passages and checks them carefully after class, and gives targeted feedback to each student. Design Intention: The post-reading tasks are designed to consolidate the language knowledge learned by students and improve their language application ability. Language consolidation exercises can help students master the key vocabulary and sentence patterns in the text; cultural exploration activities can help students deepen their understanding of cultural differences, enhance cultural awareness and cross-cultural communication ability; practical writing tasks can help students apply the language knowledge learned to practical writing, improve their writing ability, and at the same time cultivate their critical thinking and sense of responsibility for protecting their own language and culture. Step 5: Summary and Homework Summary: The teacher invites students to summarize the content of this class independently. First, students summarize in groups, then the teacher invites 1-2 students to summarize the whole class. The teacher supplements and improves the summary, emphasizing the key points of this class: the development history of English, the three types of English speakers, the reasons for the spread of English, and the cultural differences between Eastern and Western attitudes towards progress. At the same time, the teacher reviews the core vocabulary and sentence patterns learned in this class, and reminds students to consolidate and review them after class. Homework: 1. Review the reading text and recite the key vocabulary and sentence patterns learned in this class. 2. Complete the remaining exercises in the textbook related to Cultural focus. 3. Surf the Internet to collect information about the varieties of English (such as British English, American English, Indian English) and write a short note (50-80 words) to introduce one of them. 4. Discuss with your family or friends about the impact of the spread of English on our daily life, and record the key points of the discussion. Design Intention: The summary link can help students sort out the knowledge learned in this class, strengthen their memory and understanding, and cultivate their ability to summarize and generalize. The homework is designed to consolidate the knowledge learned in class, expand students’ knowledge, and connect classroom learning with daily life. Collecting information about English varieties can help students further understand the diversity of English, while discussing with family or friends can help students deepen their understanding of the impact of English spread and enhance their practical application ability. 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 $