Unit2 The things around us-E Cultural focus 讲义-2025-2026学年高中英语沪教版必修第三册

Unit 2 The things around us-E Cultural focus 教学目标和重难点 教学目标 Language Competence: Master core vocabulary and sentences about cultural phenomena around us, and use English to describe and compare cultural differences. Cultural Awareness: Understand the cultural connotation behind daily things, respect cultural diversity and enhance cultural confidence. Thinking Quality: Develop logical and critical thinking through analyzing cultural differences. Learning Ability: Cultivate autonomous and cooperative learning skills in cultural exploration. 教学重难点 Key Points: Grasp the cultural connotation of the materials in E Cultural focus, master the expression of cultural description and comparison. Difficult Points: Understand the deep cultural differences reflected by daily things and accurately express personal views on cross-cultural phenomena in English. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing pictures of common daily things with cultural characteristics, such as Chinese rice cakes, Miao clothing and jewellery, British pinewood studio related items, and American second-hand clothes. Then the teacher asks questions in English: “What are these things? Do you know the cultural meanings behind them? How are they different from the things around you?” After asking the questions, the teacher invites 3-4 students to share their views freely. The teacher gives positive comments and supplements appropriately, such as explaining briefly that rice cakes are related to Chinese New Year reunion and Miao clothing carries ethnic culture. Then the teacher naturally leads to the topic: “Today we will explore the cultural connotation behind the things around us through E Cultural focus, and understand the cultural differences between different regions.” Design Intention: This link takes common cultural items as the starting point, which is closely related to the unit theme “The things around us” and students’ real life. By asking questions and encouraging students to share, it can activate students’ prior knowledge of cultural things, arouse their interest in cultural exploration, and lay a good emotional and cognitive foundation for the subsequent learning of cultural focus materials. At the same time, it can exercise students’ oral expression ability in English initially. Pre-reading: Preview and Lay a Foundation First, the teacher arranges students to work in groups of 4 to preview the new words and phrases in E Cultural focus, such as “cultural connotation”, “ethnic minority”, “heritage”, “custom”, “symbolize”, “reflect” and so on. Each group is responsible for explaining 2-3 new words, including pronunciation, part of speech, meaning and simple collocation, and makes a short sentence related to cultural things. For example, “Jade symbolizes virtue in Chinese culture.” After the group preparation, each group sends a representative to present the preview results. The teacher corrects the pronunciation and usage errors in time, and supplements the extended collocations and example sentences to help students master the new words solidly. Then the teacher introduces the background of the materials in E Cultural focus briefly: “The materials we will read include the cultural significance of Chinese festival foods, the clothing culture of ethnic minorities and the cultural connotation of foreign related things, which will help us understand the diversity of cultures.” Finally, the teacher puts forward pre-reading questions to guide students to predict the content of the materials: “What cultural phenomena do you think will be mentioned in the materials? What is the relationship between these phenomena and the things around us?” Students write down their predictions on the exercise books, and then exchange them with their deskmates. Design Intention: Previewing new words in groups can cultivate students’ autonomous learning ability and cooperative learning awareness. Letting students explain new words by themselves can deepen their memory and understanding of the words. The brief introduction of the material background helps students build a preliminary cognitive framework for the reading content. Pre-reading questions can guide students to think actively, improve their reading predictability, and make the subsequent reading more targeted. While-reading: In-depth Analysis and Comprehension This link is divided into two parts: intensive reading and skimming, to help students understand the material from the overall to the local, and from the surface to the deep. First, skimming: The teacher asks students to read the materials quickly and complete two tasks: Summarize the main idea of each paragraph; Mark the cultural things mentioned in the materials and the corresponding cultural connotations. After reading, students exchange their answers in groups, and the teacher checks and summarizes. The teacher emphasizes that the main content of the materials is to introduce the cultural connotation of different daily things in China and foreign countries, reflect the cultural differences and commonalities, and guide students to respect cultural diversity. Then, intensive reading: The teacher guides students to read the materials paragraph by paragraph, and focuses on analyzing the key sentences and cultural details, helping students deeply understand the cultural connotation behind the words. For example, when reading the part about “A Bite of China”, the teacher asks: “What kind of cultural connotation does the food in the program reflect? Why can the program be popular in many countries?” Students discuss in groups, and the teacher summarizes: “The food in the program reflects the family affection and traditional customs of the Chinese people, and the emphasis on family reunion is a common emotional pursuit of human beings, which is the reason why it is popular internationally.” When reading the part about Miao clothing and jewellery, the teacher shows pictures of Miao clothing, and asks: “What characteristics do you find in Miao clothing? What do these characteristics symbolize?” Students observe and discuss, and the teacher supplements: “Miao clothing is exquisitely embroidered, with rich colors, which symbolizes the life customs and cultural heritage of the Miao people, and is an important part of Chinese ethnic culture.” In the process of intensive reading, the teacher also guides students to pay attention to the expression of cultural comparison, such as the differences between Chinese festival food culture and foreign food culture, and helps students sort out the key expressions of cultural comparison, such as “compared with”, “on the contrary”, “different from”, “similar to” and so on, so as to lay a foundation for students to express cultural differences later. At the same time, the teacher asks students to mark the difficult sentences in the materials, and explains them in detail. For example, “The producers of the show wanted to show the relationship of foods from different regions of China with the people living there.” The teacher analyzes the sentence structure, explains the meaning of “the relationship of...with...”, and lets students make similar sentences combined with cultural things. Design Intention: Skimming helps students grasp the overall framework of the materials and improve their reading speed and ability to summarize the main idea. Intensive reading focuses on key points and difficulties, helps students deeply understand the cultural connotation of the materials, and master the key language points and expressions. The combination of skimming and intensive reading conforms to the law of reading teaching, and can help students understand the materials comprehensively and in depth. Group discussion in the reading process can cultivate students’ cooperative thinking and expression ability, and make students more actively participate in the learning process. Post-reading: Consolidation and Application This link is designed with three activities to help students consolidate the knowledge learned, apply the language and cultural knowledge to practice, and improve their comprehensive language ability. Activity 1: Cultural Comparison Discussion. The teacher divides students into groups of 6, and assigns topics: “Compare the cultural connotation of a kind of daily thing around you in China with that in a foreign country.” For example, compare the cultural meaning of tea in China and coffee in Western countries, or compare the cultural connotation of traditional Chinese festivals’ food and Western festivals’ food. Each group chooses a topic, discusses for a period of time, and sorts out the discussion results, including the similarities and differences of cultural connotation, and the reasons for the differences. Then each group sends a representative to make a 3-minute English report, and other groups can ask questions and supplement. The teacher makes comments on each group’s report, focusing on the accuracy of language expression, the comprehensiveness of cultural analysis and the clarity of logic. For groups with good performance, the teacher gives affirmation and praise; for groups with deficiencies, the teacher gives guidance and suggestions, such as reminding students to use the key expressions of cultural comparison learned in reading, and supplementing the relevant cultural background knowledge. Activity 3: Cultural Sharing. The teacher asks students to think about a kind of thing around them that has cultural connotation, such as family heirlooms, traditional handicrafts, festival supplies, etc., and write a short English passage (about 80-100 words) to introduce its cultural connotation. Students complete the writing independently, and then exchange their passages with their deskmates, put forward revision suggestions to each other. The teacher selects several typical passages to comment on, focusing on the accuracy of language, the clarity of expression and the richness of cultural connotation, and guides students to improve their writing. Design Intention: Activity 1 aims to let students apply the cultural comparison knowledge and language expressions learned to practice, cultivate their ability to analyze and compare cultural differences, and improve their oral expression ability. Activity 2 focuses on consolidating the key words and expressions, helping students master the correct usage of language points, and improving their ability to use language accurately. Activity 3 combines writing practice with cultural exploration, which can not only consolidate the knowledge learned, but also cultivate students’ ability to observe and express cultural things around them, and enhance their cultural confidence. The interaction between students and the teacher’s comments can help students find their own deficiencies and improve their learning effect. Cultural Expansion: Broaden Horizons and Enhance Confidence The teacher plays a short video about the cultural connotation of daily things in different countries, such as the cultural meaning of chopsticks in China, knives and forks in Western countries, and kimono in Japan. After watching the video, the teacher asks students to share their feelings: “What new cultural knowledge have you learned from the video? How do you view the cultural differences between different countries?” Then the teacher summarizes: “Every kind of daily thing has its unique cultural connotation, which is an important part of the cultural heritage of a nation. Cultural differences are the embodiment of cultural diversity, and we should respect and understand these differences, learn from each other’s excellent cultures, and at the same time inherit and carry forward our own excellent traditional culture.” In addition, the teacher recommends some extracurricular reading materials and videos related to cultural focus, such as the full version of “A Bite of China”, articles about the cultural connotation of daily things, etc., and encourages students to carry out extracurricular exploration, understand more cultural knowledge, and broaden their cultural horizons. Design Intention: The video playback can make the cultural knowledge more intuitive and vivid, help students understand the cultural connotation of daily things in different countries more deeply, and further enhance their awareness of cultural diversity. The teacher’s summary guides students to establish a correct attitude towards cultural differences, enhance their cultural confidence and sense of cultural inheritance. Extracurricular recommendation can extend the teaching content, cultivate students’ autonomous learning ability, and let students form a good habit of continuous cultural exploration. Summary and Homework Summary: The teacher invites students to summarize the key content of this lesson independently, including the cultural connotation of the materials in E Cultural focus, the key words and expressions, and the methods of cultural comparison. Then the teacher makes a comprehensive summary, emphasizing that this lesson mainly focuses on the cultural connotation behind the things around us, through reading, discussion, practice and other links, we have mastered the relevant language knowledge and cultural knowledge, improved our language ability and cultural awareness, and hoped that students can pay more attention to the cultural things around them in daily life and enhance their cultural confidence. Homework: Review the new words, phrases and key sentences learned in this lesson, and recite the key expressions of cultural description and comparison. Complete the short passage about cultural things around you, revise it according to the teacher’s and deskmate’s suggestions, and hand it in the next class. Choose one kind of foreign cultural thing, collect relevant information, and prepare a 2-minute English report for the next class to share. Watch the recommended extracurricular video and write a short feeling (about 50 words in English). Design Intention: Letting students summarize independently can help them sort out the knowledge system of this lesson and deepen their memory and understanding of the knowledge. The design of homework is hierarchical, which not only includes the consolidation of basic knowledge (review and recitation), but also includes the application and expansion of knowledge (writing, information collection, report preparation), which can meet the learning needs of different students, help students consolidate the knowledge learned, and further improve their language ability and cultural exploration ability. At the same time, it can connect classroom learning with extracurricular learning, forming a good learning cycle. 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 $