Unit4 Traveller's tales-E Cultural focus 讲义-2025-2026学年高中英语沪教版必修第三册

本讲义聚焦高中英语“旅行伦理与跨文化交流”核心知识点，以“导入激活经验—读前词汇铺垫—读中文本分析—读后实践应用”为脉络，通过图片展示、小组讨论、角色扮演等活动，帮助学生掌握ethical、heritage等核心词汇，理解丝绸之路与数字游民的文化内涵，形成从认知到应用的学习支架。 该资料以文化意识和思维品质培育为特色，导入环节结合学生旅行经验激发兴趣，读中通过分组分析文本细节培养比较与批判思维，读后角色扮演真实情境提升语言运用能力。任务驱动式设计助力教师高效引导，课后拓展任务（如写作、阅读笔记）则帮助学生巩固知识，查漏补缺，深化跨文化理解与表达能力。

Unit 4 Traveller's tales-E Cultural focus 教学目标和重难点 教学目标 Language Competence: Enable students to master words and expressions related to travel ethics and cultural communication, and use English to express views on cultural differences and travel behaviors. Cultural Awareness: Guide students to understand the cultural connotations behind travel customs, respect cultural diversity, and establish a sense of cross-cultural communication. Thinking Quality: Cultivate students’ ability to analyze and compare travel cultures at home and abroad, and form critical thinking about travel ethics. Learning Ability: Help students master effective learning strategies such as cooperative inquiry and independent thinking to improve their autonomous learning ability in English cultural learning. 教学重难点 Key Points: Master core vocabulary and sentence patterns about travel culture and travel ethics; understand the cultural differences between different regions reflected in the text and the connotation of travel ethics. Difficult Points: Use English flexibly to discuss travel ethics and cultural differences; correctly understand and respect the diversity of travel cultures, and apply cross-cultural communication skills in practical scenarios. 教学过程 Step 1: Lead-in (Lead-in to Arouse Interest and Lay a Foundation) The teacher starts the class by showing a set of pictures, including the historical Silk Road, modern digital nomads, traditional travel scenes of different countries, and local customs during travel. Then the teacher asks questions in English: “Have you ever traveled to other places? What cultural customs have you encountered during your travels? Do you think there are differences in travel habits between different countries?” After asking the questions, the teacher invites 3-4 students to share their own travel experiences and views in English. During the sharing process, the teacher gives positive feedback and appropriate guidance, such as correcting simple grammatical errors and supplementing relevant vocabulary, such as “cultural shock”, “travel ethics” and “cultural diversity”. After the student sharing, the teacher makes a brief summary: “Travel is not only a process of seeing scenery, but also a process of contacting different cultures. Today, we will focus on the cultural focus of Unit 4, explore the cultural connotations behind travel stories, and discuss travel ethics in the context of globalization.” Design Intent: The lead-in link adopts the form of picture display and interactive questioning, which can quickly attract students’ attention and arouse their interest in the theme of travel culture. By letting students share their own travel experiences, it can activate their existing knowledge reserve, make them feel that the teaching content is closely related to their daily life, and reduce their psychological distance from English learning. At the same time, the teacher appropriately supplements core vocabulary, which lays a foundation for the smooth development of the subsequent teaching process and helps students gradually enter the English learning state. Step 2: Pre-reading (Preview and Accumulate, Solve Obstacles) First, the teacher arranges students to work in groups of 4 to complete the vocabulary preview task. The teacher provides a list of core vocabulary and phrases related to the Cultural focus part, including “ethical”, “responsibility”, “heritage”, “preserve”, “digital nomad”, “identity”, “globalization” and so on. For each word and phrase, the teacher requires students to find out the pronunciation, part of speech and Chinese meaning, and try to make 1-2 simple sentences combined with travel scenarios. During the group discussion, the teacher walks around the classroom, observes the students’ discussion situation, and provides help in time for students who have difficulties in understanding. For example, for the word “ethical”, the teacher can explain it with simple English: “Ethical means related to what is right and wrong, especially in behavior.” And give an example: “It is ethical to protect the environment when traveling.” After the group discussion, the teacher organizes the whole class to check the preview results. The teacher randomly invites students to read the words and phrases, explain their meanings and read the sentences they made. For the sentences with inappropriate expression, the teacher guides the students to correct them together, so as to deepen the students’ understanding and memory of the vocabulary. Then, the teacher briefly introduces the background knowledge of the text: “The Cultural focus part of this unit mainly focuses on the topic of travel ethics. It compares the historical Silk Road with the phenomenon of modern digital nomads, and discusses the identity recognition under globalization, helping us understand the impact of travel on culture and individuals.” Design Intent: The pre-reading link focuses on vocabulary preview and background introduction, which is to solve the language obstacles that students may encounter in the process of reading. By arranging group discussion, it can cultivate students’ cooperative learning ability and let them learn from each other in the interaction. The teacher’s timely guidance and explanation can help students accurately grasp the meaning and usage of core vocabulary, and the brief introduction of background knowledge can help students establish a preliminary understanding of the text content, laying a solid foundation for the in-depth reading link. Step 3: While-reading (In-depth Reading, Analyze and Understand) This link is divided into two parts: intensive reading and careful analysis, aiming to help students thoroughly understand the text content, master the key information and explore the cultural connotation and theme of the text. First, intensive reading for gist. The teacher asks students to read the text silently and answer the following questions in English: 1. What is the main topic of the text? 2. What two phenomena are compared in the text? 3. What is the core issue discussed in the text? After students finish reading, the teacher invites students to answer the questions one by one. For the wrong answers, the teacher does not directly deny them, but guides the students to re-read the relevant parts of the text and find out the correct answers by themselves. Finally, the teacher summarizes the main idea of the text: “The text mainly discusses travel ethics, compares the historical Silk Road with the modern digital nomad phenomenon, and explores the identity recognition of individuals under the background of globalization, emphasizing the importance of respecting cultural heritage and assuming travel responsibilities.” Then, careful reading for details. The teacher divides the text into three paragraphs and arranges students to read each paragraph carefully, complete the corresponding tasks, and discuss in groups. For the first paragraph (introducing the Silk Road), the teacher designs the following tasks: 1. What role did the Silk Road play in history? 2. What cultural exchanges did the Silk Road promote? After the group discussion, each group sends a representative to report the discussion results. The teacher supplements and improves the results, and emphasizes: “The Silk Road is not only a trade route, but also a bridge for cultural exchange between the East and the West, which promotes the communication and integration of different cultures and lays a foundation for the mutual understanding between different regions.” For the second paragraph (introducing digital nomads), the teacher designs the following tasks: 1. What is a digital nomad? 2. What are the characteristics of digital nomads’ travel? 3. What impact does the phenomenon of digital nomads have on cultural communication? During the group discussion, the teacher guides students to focus on the key sentences in the text, such as “Digital nomads are people who use technology to work remotely while traveling around the world.” and helps students understand the connotation and characteristics of digital nomads. After the group report, the teacher makes a summary: “Digital nomads are a new type of travel group in the context of globalization. Their travel mode not only enriches their own life experience, but also promotes the rapid spread of culture, but also brings some challenges to local culture.” For the third paragraph (discussing travel ethics and identity recognition), the teacher designs the following tasks: 1. What is travel ethics mentioned in the text? 2. Why is it important to pay attention to travel ethics? 3. How do travel and cultural exchange affect individuals’ identity recognition? The teacher guides students to think deeply, combine their own travel experience, and discuss the importance of travel ethics, such as protecting cultural heritage, respecting local customs, and not damaging the environment. During the discussion, the teacher encourages students to express their own views freely, and guides them to realize that travel is not only a personal behavior, but also related to cultural inheritance and mutual respect between different cultures. For the issue of identity recognition, the teacher guides students to understand: “In the process of traveling and cultural exchange, individuals will contact different cultures, which will help them establish a more comprehensive understanding of themselves and the world, and form a more open and inclusive identity.” In the process of careful reading, the teacher also guides students to pay attention to the key sentence patterns in the text, such as comparative sentences, conditional sentences and attributive clauses, and asks students to find out these sentence patterns in the text, analyze their structures and usages, and try to make similar sentences. For example, for the comparative sentence “Unlike the Silk Road travelers who mainly traded goods, digital nomads trade skills and ideas.”, the teacher guides students to analyze the structure of “unlike...who...”, and asks students to make sentences combined with their own life. Design Intent: The while-reading link adopts the combination of intensive reading and careful reading, which conforms to the law of students’ reading and understanding. Intensive reading helps students grasp the main idea of the text quickly, while careful reading helps students dig out the key details and deepen their understanding of the text content. By designing hierarchical tasks and group discussions, it can not only cultivate students’ reading ability and analytical ability, but also improve their cooperative learning ability and oral expression ability. At the same time, guiding students to pay attention to key sentence patterns can help them consolidate their grammatical knowledge and improve their ability to use language flexibly. The discussion on travel ethics and identity recognition is closely related to the core literacy of cultural awareness and thinking quality, which helps students establish a correct view of culture and travel. Step 4: Post-reading (Expand and Extend, Apply and Practice) This link is mainly to help students apply the knowledge and skills learned in the reading process to practical scenarios, expand their thinking, and improve their comprehensive English application ability. It is divided into three parts: group discussion, role-play and writing practice. First, group discussion. The teacher puts forward the following discussion topics: 1. What do you think are the positive and negative impacts of digital nomads on local culture? 2. As a traveler, what should we do to abide by travel ethics and protect cultural heritage? 3. How can we better promote cross-cultural communication through travel? Students are arranged to discuss these topics in groups of 4, and each group is required to record the key points of the discussion and elect a representative to report the discussion results to the whole class. During the discussion, the teacher walks around the classroom, guides students to think in depth, uses the vocabulary and sentence patterns learned in the text to express their views, and corrects their inappropriate expressions in time. For example, when students discuss the protection of cultural heritage, the teacher guides them to use words such as “preserve”, “protect”, “heritage” and sentence patterns such as “We should...”, “It is important to...”. After each group reports, the teacher makes comments and summaries, affirms the reasonable views of the students, supplements the insufficient parts, and guides the students to form a correct view of travel ethics and cross-cultural communication. Then, role-play. The teacher designs a scenario: “Suppose you are a travel guide, and you are leading a group of foreign tourists to travel in China. When visiting a cultural heritage site, some tourists want to take photos of the cultural relics that are not allowed to be photographed, and some tourists throw garbage at will. How do you use English to persuade them to abide by travel ethics and protect cultural heritage?” Students are arranged to work in pairs, one as a travel guide and the other as a foreign tourist, to complete the role-play task. The teacher requires students to use the vocabulary, sentence patterns and views learned in the text during the role-play, and pay attention to the politeness and appropriateness of the language. After the role-play, the teacher invites 2-3 groups to perform in front of the whole class, and makes comments on their performance, including the accuracy of language, the appropriateness of expression and the rationality of persuasion, and puts forward suggestions for improvement. For example, if the travel guide’s expression is too direct, the teacher guides the student to use more polite language, such as “Would you mind not taking photos here? It is to protect the cultural relics.” Finally, writing practice. The teacher assigns a writing task: “Write a short passage of 150-200 words about ‘My Views on Travel Ethics’. You should include the following points: 1. What is travel ethics? 2. Why is travel ethics important? 3. What should we do to abide by travel ethics when traveling?” Before writing, the teacher guides students to sort out the ideas, list the key points and select the appropriate vocabulary and sentence patterns. During the writing process, the teacher walks around the classroom, provides help for students who have difficulties in writing, such as guiding them to organize sentences and correct grammatical errors. After students finish writing, the teacher collects some students’ works, reads them in front of the whole class, and makes comments, pointing out the advantages and deficiencies of the works, and guiding students to revise their own works. Design Intent: The post-reading link is an important link to realize the transfer and application of knowledge. Group discussion can help students expand their thinking, deepen their understanding of travel ethics and cross-cultural communication, and improve their oral expression ability and critical thinking ability. Role-play makes students put themselves in the real communication scenario, which can effectively improve their ability to use English flexibly and their cross-cultural communication skills. Writing practice can help students consolidate the vocabulary and sentence patterns learned, improve their writing ability, and at the same time, let students express their own views on travel ethics, which is conducive to the cultivation of their cultural awareness and sense of social responsibility. Step 5: Summary and Reflection (Sort Out Knowledge and Improve Ability) First, the teacher organizes students to summarize the content of this class together. The teacher asks students to think about: “What have we learned in this class? What key vocabulary and sentence patterns have we mastered? What views on travel ethics and cross-cultural communication have we formed?” Students are invited to answer one by one, and the teacher supplements and sorts out, forming a complete knowledge framework. The teacher emphasizes: “In this class, we have learned the relevant content of travel ethics, understood the cultural connotation behind the Silk Road and the phenomenon of digital nomads, mastered the core vocabulary and sentence patterns related to travel culture, and realized the importance of respecting cultural diversity and abiding by travel ethics. These contents are not only helpful for our English learning, but also helpful for us to become a qualified traveler and a person who can carry out cross-cultural communication well.” Then, the teacher guides students to carry out self-reflection. The teacher asks students to think about: “What did I do well in this class? What are the deficiencies? What problems do I still have in mastering the knowledge and skills? How can I improve in the future?” Students can write down their own reflection in their notebooks, and the teacher randomly invites 2-3 students to share their reflection. For students with insufficient performance, the teacher gives encouragement and guidance, and puts forward specific improvement suggestions. For example, if a student says that he is not confident in oral expression, the teacher encourages him: “You can practice oral English more after class, such as reading the text aloud, talking with classmates in English, and I believe you will make progress soon.” Finally, the teacher assigns after-class tasks: 1. Recite the core vocabulary and key sentences of this class. 2. Revise the writing task completed in class and hand it in the next class. 3. Surf the Internet to find more information about travel ethics and cross-cultural communication, and write a short reading note (about 100 words). 4. Discuss with your family or friends about travel ethics in English. Design Intent: The summary link helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their memory and understanding of the knowledge. The self-reflection link can help students understand their own learning situation, find out their own deficiencies, and put forward targeted improvement measures, which is conducive to improving their learning ability and autonomous learning awareness. The after-class tasks are closely related to the teaching content of this class, which can help students consolidate the knowledge and skills learned, expand their knowledge reserve, and further improve their comprehensive English application ability. At the same time, the after-class tasks also connect classroom learning with daily life, making English learning more practical. 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 $