Unit4 Achievements-E Cultural focus 讲义-2025-2026学年高中英语沪教版必修第二册

Unit 4 Achievements-E Cultural focus 教学目标和重难点 教学目标 Language Ability: Master core vocabularies and sentence patterns related to cultural achievements, and be able to express cultural connotations, compare cultural differences and communicate effectively in English. Cultural Awareness: Understand the cultural background and spiritual connotation of achievements in different countries, respect cultural diversity, enhance cultural confidence and cross-cultural communication awareness. Thinking Quality: Cultivate critical thinking and inductive thinking by analyzing and comparing cultural achievements, and form their own views on cultural inheritance and innovation. Learning Ability: Master effective learning strategies such as autonomous exploration, cooperative learning and context analysis, and improve the ability of independent learning and lifelong learning. 教学重难点 Key Points: Master the core vocabularies (such as achievement, inherit, innovate, cultural heritage) and typical sentence patterns about cultural achievements; understand the main content and cultural connotation of the Cultural focus part, and be able to talk about cultural achievements in simple English. Difficult Points: Understanding the deep cultural differences between Chinese and foreign achievements and their causes; using appropriate English to express views on cultural inheritance and innovation, and realizing the integration of language use and cultural understanding. 教学过程 Step 1: Lead-in (Lead-in) The teacher starts the class by showing a multimedia courseware, which includes pictures and short video clips of representative cultural achievements from China and other countries. The Chinese achievements include the Great Wall, the Forbidden City, traditional Chinese medicine, and Peking Opera; the foreign achievements include the Pyramids in Egypt, the Eiffel Tower in France, the Statue of Liberty in the United States, and the works of Shakespeare. After playing the video, the teacher asks the students two questions: “What cultural achievements do you see in the video? Which one impresses you the most and why?” Then, invite 3-4 students to share their answers in English. After the sharing, the teacher makes a brief comment, guides the students to focus on the cultural connotation behind the achievements, and naturally leads to the theme of this lesson — E Cultural focus in Unit 4 Achievements, telling the students that today they will explore the cultural connotations of different achievements and learn how to express and discuss them in English. Design Intention: The lead-in link uses multimedia materials such as pictures and videos to create a vivid and intuitive cultural learning situation, which can quickly attract students' attention and arouse their interest in learning. By asking questions and organizing students to share, it not only activates the students' existing knowledge reserve about cultural achievements, but also lays a foundation for the subsequent learning of new knowledge. At the same time, it guides students to initially perceive the diversity of cultural achievements, which is conducive to the cultivation of cultural awareness. Step 2: Pre-reading (Pre-reading) Vocabulary Preview: The teacher presents the core vocabularies of this lesson on the blackboard and courseware, including achievement, inherit, innovate, cultural heritage, respect, diversity, connotation, promote, combine, traditional, modern, etc. For each vocabulary, the teacher explains its pronunciation, part of speech and basic meaning, and gives simple example sentences related to cultural achievements, such as “The Great Wall is a great cultural achievement of China.” “We should inherit and innovate our traditional culture.” Then, the teacher organizes students to read the words aloud in groups of two, and checks the reading situation randomly to ensure that students can read the words correctly and master their basic meanings. In addition, the teacher guides students to associate relevant words, such as listing words related to “culture” (cultural, culture, cultural heritage, traditional culture) and words related to “achievement” (achieve, achievement, outstanding achievement), helping students build a vocabulary network. Background Introduction: The teacher briefly introduces the background of the Cultural focus part. This part mainly focuses on the cultural achievements of different countries and regions, compares the similarities and differences between Chinese and foreign cultural achievements, and emphasizes the importance of cultural inheritance and innovation. The teacher combines the previewed vocabulary to introduce, such as “Today we will learn about the cultural achievements of different countries, understand how they inherit their traditional culture and innovate, and realize the diversity of world culture.” At the same time, the teacher asks students to think about a question in advance: “What is the relationship between cultural inheritance and innovation?” and guides students to have a preliminary thinking. Design Intention: Vocabulary is the foundation of language learning. Previewing core vocabularies before reading can help students reduce the difficulty of reading and improve reading efficiency. By explaining vocabulary with example sentences related to the theme, it can help students connect vocabulary with the actual context and deepen their understanding and memory of vocabulary. The background introduction helps students understand the main content and focus of the lesson in advance, clarify the learning direction, and lay a foundation for the in-depth learning of the text. The pre-reading thinking question can arouse students' thinking consciousness and prepare for the subsequent text analysis. Step 3: While-reading (While-reading) Fast Reading: The teacher asks students to read the text quickly and complete two tasks: (1) Find out the main idea of the text; (2) List the cultural achievements mentioned in the text and the countries they belong to. After students finish reading, the teacher invites students to share their answers. The main idea of the text is to introduce the cultural achievements of different countries, analyze their cultural connotations, compare the similarities and differences between Chinese and foreign cultural achievements, and emphasize the importance of inheriting and innovating traditional culture and respecting cultural diversity. The cultural achievements mentioned include Chinese traditional painting, Peking Opera, Indian yoga, Italian opera, Japanese tea ceremony, etc. After confirming the answers, the teacher makes a brief summary, helping students sort out the framework of the text. Careful Reading: The teacher guides students to read the text carefully paragraph by paragraph, and designs targeted questions for each paragraph to help students understand the details and deep meaning of the text. Paragraph 1: The teacher asks: “What is the significance of cultural achievements according to the text?” The students find the key sentence in the text: “Cultural achievements are the precious wealth of human beings, which reflect the wisdom and creativity of different nations and record the development of human civilization.” The teacher guides students to analyze the meaning of this sentence, and asks students to combine the cultural achievements they know to talk about their understanding of the significance of cultural achievements. Paragraph 2: This paragraph mainly introduces Chinese traditional cultural achievements. The teacher asks: “What Chinese cultural achievements are mentioned in this paragraph? What are their characteristics?” Students answer: “Chinese traditional painting and Peking Opera are mentioned. Chinese traditional painting pays attention to ‘harmony between man and nature’ and uses simple lines to express profound connotations; Peking Opera combines singing, dancing, acting and speaking, and has a long history and rich cultural connotation.” The teacher further asks: “Why are these traditional cultural achievements valued by people all over the world?” Guide students to realize that these achievements carry the cultural connotation and national spirit of China, and are an important part of world culture. Paragraph 3: This paragraph introduces the cultural achievements of other countries. The teacher asks: “What foreign cultural achievements are mentioned in this paragraph? How are they different from Chinese traditional cultural achievements?” Students answer: “Indian yoga, Italian opera and Japanese tea ceremony are mentioned. Yoga focuses on the harmony between body and mind; opera pays attention to the expression of emotions and the beauty of music; tea ceremony emphasizes etiquette and peace. They are different from Chinese traditional cultural achievements in form and expression, but they all reflect the wisdom of the nation.” The teacher guides students to compare the similarities and differences between Chinese and foreign cultural achievements, and emphasizes that cultural diversity is the charm of world culture. Paragraph 4: This paragraph focuses on the importance of cultural inheritance and innovation. The teacher asks: “What is the relationship between cultural inheritance and innovation according to the text?” Students find the key content: “Inheritance is the foundation of innovation, and innovation is the development of inheritance. We should inherit the excellent traditional culture and innovate on the basis of inheritance to make it adapt to the needs of the times.” The teacher guides students to combine specific examples to talk about how to inherit and innovate traditional culture, such as “How can we inherit and innovate Peking Opera?” During the careful reading process, the teacher pays attention to guiding students to mark the key words and sentences in the text, and helps students solve the difficult points in reading, such as difficult sentences and unfamiliar words. For example, for the sentence “Cultural diversity enriches human civilization and promotes the exchange and cooperation between different nations”, the teacher explains the meaning of “enrich” and “promote”, and guides students to understand the importance of cultural diversity. Design Intention: Fast reading helps students grasp the main idea and framework of the text quickly, and cultivate students' fast reading ability and ability to extract key information. Careful reading is the key link of text learning. By designing targeted questions for each paragraph, it can guide students to understand the details and deep meaning of the text, and improve their reading comprehension ability. At the same time, through analyzing key sentences and comparing cultural differences, it helps students deepen their understanding of cultural connotations, cultivate their critical thinking and cultural awareness. Guiding students to mark key points can help them form good reading habits and lay a foundation for subsequent review and application. Step 4: Post-reading (Post-reading) Text Retelling: The teacher organizes students to retell the text in groups of four. Each group assigns a leader, and each member is responsible for retelling a part of the text. After the group discussion, each group invites a representative to retell the text in front of the class. The teacher makes comments on the retelling situation, affirming the advantages and pointing out the deficiencies, such as the lack of key details or incorrect use of vocabulary and sentence patterns. Then, the teacher retells the text briefly, helping students sort out the logical structure of the text again. Group Discussion: The teacher puts forward two discussion topics for students to discuss in groups: (1) What are the similarities and differences between Chinese and foreign cultural achievements? What are the reasons for these differences? (2) As a middle school student, how can we inherit and innovate our traditional cultural achievements? Each group discusses for a period of time, and the teacher walks around the classroom to guide students to discuss actively, help them solve the problems encountered in the discussion, and remind students to use the vocabulary and sentence patterns learned in this lesson. After the discussion, each group sends a representative to share the discussion results. The teacher makes a summary after the sharing, emphasizing that cultural differences are the result of different historical, geographical and social environments, and we should respect cultural diversity; at the same time, guiding students to realize that as middle school students, they should learn and understand traditional culture, and innovate on the basis of inheritance, so as to promote the development of traditional culture. Language Practice: The teacher designs two language practice tasks to help students consolidate the vocabulary and sentence patterns learned in this lesson. Task 1: Fill in the blanks with the core vocabularies learned in this lesson. The sentences are closely related to cultural achievements, such as: (1) The Great Wall is one of the greatest ______ of Chinese civilization. (2) We should ______ our excellent traditional culture and ______ it to adapt to the times. (3) Cultural ______ is the precious wealth of human beings. Task 2: Make sentences with the given sentence patterns. The sentence patterns include “... is a great cultural achievement of...”, “We should not only..., but also...”, “The significance of... is that...”. For example, students can make sentences like “Peking Opera is a great cultural achievement of China.” “We should not only inherit traditional culture, but also innovate it.” After students finish the tasks, the teacher checks the completion of the tasks, corrects the mistakes, and asks students to read their sentences aloud to strengthen their memory and application of vocabulary and sentence patterns. Design Intention: Text retelling can help students consolidate the content of the text, improve their oral expression ability and logical thinking ability, and test their understanding of the text. Group discussion can stimulate students' thinking, encourage students to express their own views, and cultivate their cooperative learning ability and critical thinking ability. Through discussing cultural differences and cultural inheritance and innovation, it further deepens students' cultural awareness and sense of responsibility. Language practice tasks focus on consolidating the core vocabulary and sentence patterns, helping students apply the learned knowledge to practice, and improving their language application ability. Step 5: Summary and Extension (Summary and Extension) Summary: The teacher invites students to summarize the main content of this lesson, including the core vocabulary, key sentence patterns, the main content of the text and the cultural connotation contained in it. Then, the teacher makes a comprehensive summary, emphasizing that this lesson mainly introduces the cultural achievements of different countries, helps students understand the diversity of world culture, master the vocabulary and sentence patterns related to cultural achievements, and realize the importance of cultural inheritance and innovation. At the same time, the teacher combs the four-dimensional core literacy goals of this lesson, letting students know what they have gained in language ability, cultural awareness, thinking quality and learning ability. Extension: The teacher designs an extension task to extend the learning content of the lesson to daily life. The task is: “Choose a cultural achievement that you are familiar with (Chinese or foreign), write a short passage (about 80-100 words) to introduce its characteristics and cultural connotation, and express your views on its inheritance and innovation.” The teacher gives a sample passage to guide students, such as: “Chinese traditional painting is a great cultural achievement of China. It pays attention to ‘harmony between man and nature’ and uses simple lines and colors to express profound connotations. We should inherit this excellent traditional culture, and at the same time innovate its expression form to make it more popular among young people.” In addition, the teacher recommends some extracurricular materials for students, such as documentaries about world cultural achievements, English articles introducing cultural heritage, etc., guiding students to learn independently after class and expand their cultural horizons. Design Intention: Summary helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their understanding and memory of the knowledge. The extension task connects the classroom learning with daily life, helps students apply the learned knowledge to practice, and improves their writing ability and comprehensive language application ability. Recommending extracurricular materials can guide students to carry out autonomous learning, cultivate their learning ability, and further expand their cultural horizons, which is conducive to the long-term development of students' core literacy. 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 $