Unit3 The way we are-E Cultural focus 讲义-2025-2026学年高中英语沪教版必修第三册

Unit 3 The way we are-E Cultural focus 教学目标和重难点 教学目标 Language Competence: Master key words and sentences about cultural differences in lifestyles, and use English to describe and discuss cultural phenomena. Cultural Awareness: Understand cultural diversity, respect different lifestyles, and establish cultural confidence. Thinking Quality: Develop critical thinking by analyzing cultural differences and their causes. Learning Ability: Improve autonomous and cooperative learning skills through group activities and independent exploration. 教学重难点 Key Points: Master core vocabulary and expressions related to cultural focus, understand the main content and logical structure of the text, and express personal views on cultural differences in English. Difficult Points: Analyze the causes of cultural differences objectively and use appropriate language to communicate and discuss cultural topics with a respectful attitude. 教学过程 Pre-class Preparation Ask students to preview the text of E Cultural focus and find out new words, phrases and difficult sentences that they cannot understand. They can mark them and discuss them with their deskmates first. Assign a pre-class task: ask students to collect one example of cultural differences in daily life (such as greeting customs, eating habits, gift-giving etiquette, etc.) and prepare a short English introduction (about 2-3 sentences). Teacher prepares teaching aids: PPT including pictures, videos and audio materials related to cultural differences, handouts of key words and phrases, and group discussion task cards. Design Intention: Previewing helps students get familiar with the text content in advance, reduce learning difficulties in class, and cultivate their autonomous learning ability. Collecting examples of cultural differences enables students to connect the text with real life, arouse their learning interest, and lay a foundation for in-class discussion. The teacher's preparation of teaching aids can better assist the smooth development of classroom teaching, enrich teaching forms, and improve teaching efficiency. Lead-in (Warm-up) Start the class with a short video (3-5 minutes) showing different greeting customs around the world, such as shaking hands in Western countries, bowing in Japan, and greeting with a smile in China. After playing the video, ask students two questions: “What did you see in the video?” “What are the differences in greeting customs between different countries?” Invite 3-4 students to share the cultural difference examples they collected before class, and ask other students to listen carefully and give simple comments. Summarize: “Different countries have different cultural customs because of different histories, geographical environments and living habits. Today, we will learn E Cultural focus of Unit 3 The way we are, to explore more cultural differences and learn how to view them correctly.” Design Intention: The short video can attract students' attention quickly, arouse their interest in cultural topics, and let them have an intuitive understanding of cultural differences. Sharing pre-class collected examples can provide students with a platform to show themselves, exercise their oral expression ability, and make the class start in a relaxed and active atmosphere. The summary connects the lead-in content with the teaching theme, clarifies the learning objectives of the class, and guides students to enter the learning state quickly. Text Learning (While-reading) Fast Reading (Skimming) Ask students to read the text quickly and finish two tasks: (1) Find out the main idea of the text. (2) Divide the text into several parts and summarize the main content of each part. After students finish reading, invite 2-3 students to share their answers. The teacher makes comments and summarizes: The text mainly discusses the cultural differences between Eastern and Western countries in daily life, including family structure, living habits, and social communication, and puts forward the view that we should respect cultural diversity. The text can be divided into three parts: the first part (Paragraph 1) introduces the existence of cultural differences; the second part (Paragraphs 2-4) elaborates on specific cultural differences in different aspects; the third part (Paragraph 5) puts forward suggestions on how to treat cultural differences. Design Intention: Fast reading training helps students improve their reading speed and ability to grasp the main idea of the text. Dividing the text and summarizing the main content of each part can help students sort out the logical structure of the text, lay a foundation for in-depth understanding of the text, and cultivate their ability of induction and generalization. Detailed Reading (Scanning) Ask students to read the text carefully and finish the following tasks in groups of 4: (1) Underline the key words and phrases in each paragraph, such as “family structure”, “living habits”, “social communication”, “respect cultural diversity”, “cultural exchange” and so on. (2) Answer the detailed questions: What are the differences in family structure between Eastern and Western countries? How do Easterners and Westerners differ in living habits? What suggestions does the text put forward on how to treat cultural differences? (3) Discuss the difficult sentences in the text together and try to solve them. If they cannot solve them, they can ask the teacher for help. After the group discussion, the teacher organizes the whole class to exchange and discuss. For each task, invite representatives of different groups to share their answers. For key words and phrases, the teacher explains their meanings and usages, and gives example sentences to help students master them. For detailed questions, the teacher guides students to find the corresponding information in the text, ensures that students understand the details of the text, and corrects their wrong answers in time. For difficult sentences, the teacher analyzes the sentence structure, explains the key points, and helps students understand the meaning of the sentences. Design Intention: Detailed reading helps students deeply understand the details of the text, master key words and phrases, and solve difficult problems in the text. Group discussion can cultivate students' cooperative learning ability, let them learn from each other, and improve their ability to solve problems together. The teacher's explanation and guidance can help students break through learning difficulties, ensure the effect of text learning, and lay a solid foundation for the subsequent language application. Text Analysis and Appreciation After the detailed reading, the teacher guides students to analyze the text from the aspects of writing style, logical structure and language features. (1) Writing style: The text is an expository article, which uses clear logic and simple language to introduce cultural differences and express views. (2) Logical structure: The text adopts the structure of “introduction - elaboration - conclusion”, which is clear and logical, making it easy for readers to understand the content. (3) Language features: The text uses a lot of simple and easy-to-understand sentences, and at the same time uses some connecting words, such as “however”, “for example”, “in addition”, to make the text more coherent. In addition, the text uses some descriptive words to make the introduction of cultural differences more vivid. Invite students to find out the connecting words in the text and analyze their functions. Then, ask students to appreciate the sentences they think are well-written and explain why. The teacher makes comments and summaries, guiding students to learn the writing methods of expository articles and improve their writing ability. Design Intention: Text analysis and appreciation can help students not only understand the content of the text, but also master the writing skills and language features of expository articles, which is conducive to improving their reading and writing ability. Letting students find connecting words and appreciate excellent sentences can cultivate their ability of language perception and appreciation, and deepen their understanding of the text. Post-reading Activities Group Discussion Divide students into groups of 5, and assign the discussion task: “With the development of globalization, cultural exchange is becoming more and more frequent. What should we do to promote cultural exchange and respect cultural diversity? Please put forward your own suggestions and explain them in English.” Each group elects a recorder to record the group's suggestions, and a speaker to report the group's views to the whole class. The discussion time is sufficient to ensure that each student can participate in the discussion and express their own views. After the discussion, each group's speaker reports their views in turn. Other students can ask questions or put forward supplementary opinions after the report. The teacher makes comments on each group's report, affirms their advantages, points out their deficiencies, and guides students to put forward more reasonable suggestions. For example, some groups may put forward “we can participate in cultural exchange activities”, “we can learn foreign languages well to better communicate with foreigners”, “we can introduce our own culture to foreigners” and so on. The teacher encourages students to think actively and put forward more creative suggestions. Design Intention: Group discussion can cultivate students' cooperative learning ability and oral expression ability, and let them apply the knowledge learned in the text to practice. The discussion topic is closely related to the text theme and real life, which can arouse students' thinking, deepen their understanding of cultural diversity, and cultivate their sense of social responsibility and cross-cultural communication awareness. Role-play Arrange a role-play activity. Ask students to form pairs, and assign two roles to each pair: one is a student from China, and the other is a student from a Western country. They need to simulate a dialogue scene about cultural differences, such as talking about family life, eating habits or gift-giving etiquette. The dialogue should include the cultural differences introduced in the text, and at the same time reflect the attitude of respecting cultural differences. Students can refer to the key words and sentences in the text, and also use their own language to enrich the dialogue content. After students finish preparing, invite 2-3 pairs to perform their dialogues in front of the whole class. The teacher and other students watch carefully and make comments on their performance, including the accuracy of language, the appropriateness of the dialogue content, and the expression of attitude towards cultural differences. The teacher encourages students to be bold in expressing themselves, and corrects their wrong expressions in time. Design Intention: Role-play is a vivid and interesting teaching activity, which can make students be in the real language environment, improve their oral communication ability and language application ability. Through simulating the dialogue about cultural differences, students can better understand and master the cultural knowledge and language points learned in the text, and at the same time deepen their understanding of the importance of respecting cultural differences. Writing Practice Ask students to write a short passage (about 80-100 words) with the title “My Views on Cultural Differences”. The passage should include the following points: The existence of cultural differences; Specific examples of cultural differences (combined with the text or their own experience); Their own views on how to treat cultural differences. Students can use the key words, phrases and sentences learned in the text to ensure the accuracy and fluency of the passage. After students finish writing, the teacher collects some students' works, reads them out in class, and makes comments. For excellent works, the teacher affirms and praises them, and invites the students to share their writing ideas. For works with problems, the teacher points out the problems and gives guidance on how to revise them. Then, ask students to revise their own works according to the teacher's comments and exchange them with their deskmates for mutual revision. Design Intention: Writing practice is an important link to test students' language application ability. Through writing, students can consolidate the knowledge learned in the text, improve their writing ability, and express their views on cultural differences in a systematic way. Mutual revision between deskmates can help students find their own problems, learn from each other's advantages, and improve their writing level together. Summary and Extension Class Summary The teacher summarizes the content of this class: “In this class, we have learned the text of E Cultural focus, mastered the key words and phrases related to cultural differences, understood the specific cultural differences between Eastern and Western countries in daily life, and learned how to view cultural differences correctly. We have also carried out group discussion, role-play and writing practice, which have improved our oral expression ability and language application ability. I hope that after this class, you can pay more attention to cultural differences in daily life, respect different cultures, and actively participate in cultural exchange.” Design Intention: Class summary helps students sort out the knowledge learned in this class, consolidate the learning results, and clarify the key points and difficulties of the class. At the same time, it can arouse students' attention to cultural differences in real life, and achieve the goal of cultivating students' cultural awareness. Extension Activities Assign after-class extension tasks: (1) Read an English article about cultural differences and write a short reading report (about 50 words), which includes the main idea of the article and your own feelings. (2) With your group members, make a poster about cultural differences, which can include pictures, key words and short introductions, and present it in the next class. (3) Communicate with foreign students (if possible) or watch English movies and TV plays to learn more about cultural differences and record your findings. Design Intention: Extension activities can extend the classroom teaching to after-class, enrich students' learning content, and cultivate their autonomous learning ability and exploration ability. Reading English articles, making posters and watching English movies and TV plays can help students learn more about cultural differences, improve their English reading and listening ability, and further deepen their understanding of cultural diversity. 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 $