Unit 3 Paying the price-Culture focus 教案-2025-2026学年高中英语沪教版选择性必修第一册

Unit 3 Paying the price-Culture focus 教学目标和重难点 教学目标 Language competence: Master words and sentences about commercialization and traditional festivals, and improve reading and expression skills. Cultural awareness: Understand the impact of commercialization on Chinese and foreign festivals and enhance cultural confidence. Thinking quality: Cultivate critical thinking to dialectically view cultural commercialization. Learning ability: Develop autonomous and cooperative learning skills through group activities. 教学重难点 Key points: Grasp the main content of the text, understand the changes of traditional festivals caused by commercialization, and master core vocabulary and sentence patterns. Difficult points: Dialectically analyze the double influence of commercialization on culture and express personal views in fluent English. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing pictures and short videos of traditional festivals at home and abroad, including the Spring Festival, Mid-Autumn Festival, Christmas and Valentine's Day. The pictures and videos show two different scenes: the traditional celebration ways of the festivals and the modern commercialized celebration ways. For example, the picture of making dumplings with family during the Spring Festival is compared with the picture of the Spring Festival shopping spree in the mall; the picture of exchanging hand-made gifts on Valentine's Day is compared with the picture of buying luxury gifts in the store. Then the teacher asks two guiding questions: "What do you find different between the two kinds of festival celebration ways?" "Have you ever bought festival-related products because of commercial promotion?" After asking the questions, the teacher invites 3-4 students to share their views freely. After the students' sharing, the teacher makes a brief summary: "Nowadays, commercialization is changing our way of celebrating festivals. It brings convenience and new forms, but it may also make us ignore the cultural connotation of festivals. Today, we will explore the relationship between commercialization and traditional culture through the Culture focus of Unit 3 Paying the price." Design Intention: This link takes the familiar festival scenes of students as the starting point, which can quickly arouse students' interest and enthusiasm for participation. By comparing the traditional and commercialized festival forms, students can initially perceive the impact of commercialization on culture, lay a foundation for the subsequent text learning. At the same time, through the free sharing of students, the teacher can understand the students' existing cognitive level of the theme, so as to adjust the teaching progress and content appropriately in the follow-up teaching, and realize the student-centered teaching concept. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary and phrases related to the text on the blackboard or PPT, including commercialization, overpackaging, cultural heritage, traditional rituals, consumerism, dilute, promote, etc. For each word and phrase, the teacher explains the meaning in simple English, combines it with the festival scenes mentioned in the lead-in link to give example sentences, and guides students to read aloud twice to help students master the pronunciation and usage of the words. For example, when explaining "commercialization", the teacher says: "Commercialization refers to the process of making something become a commodity to make money. For example, many traditional festival activities are now commercialized, such as the Mid-Autumn Festival mooncakes with excessive packaging." When explaining "dilute", the teacher gives the example sentence: "Too much commercial advertising may dilute the cultural meaning of the Spring Festival." Then, the teacher briefly introduces the background of the text: The text focuses on the impact of commercialization on traditional festivals at home and abroad, mainly discussing the specific changes of festivals brought by commercialization, as well as people's different attitudes towards this phenomenon. The teacher reminds students: "When reading, we should pay attention to sorting out the changes of different festivals and analyzing the reasons behind people's different attitudes." Finally, the teacher asks students to predict the main content of the text according to the title "Traditions for Sale" and the background introduction: "What do you think the text will talk about? Please write down 2-3 predictions on your exercise books, and we will check them after reading." Design Intention: Vocabulary is the foundation of text reading. By previewing the core vocabulary and combining it with the familiar festival scenes of students, it can help students reduce the difficulty of reading and improve the reading speed and comprehension ability. The background introduction enables students to have a preliminary understanding of the text theme and structure, and lays a foundation for in-depth reading. The prediction link can stimulate students' thinking, cultivate their ability of logical reasoning, and make students more targeted in the process of reading, so as to improve the efficiency of reading. Step 3: While-reading (In-depth Text Exploration) This link is divided into three parts: fast reading, careful reading and intensive reading, which guides students to explore the text step by step and deepen their understanding of the content. First, Fast Reading. The teacher asks students to read the text quickly, skip the new words they don't understand temporarily, and finish two tasks: 1. Find out the main topic of the text; 2. List the three festivals mentioned in the text. After students finish reading, the teacher organizes students to check the answers. The main topic of the text is the impact of commercialization on traditional festivals; the three festivals mentioned are the Spring Festival, Valentine's Day and Christmas. Then the teacher checks the predictions made by students before reading, praises the students whose predictions are consistent with the text content, and encourages the students whose predictions are different to think about the reasons, so as to enhance their confidence in reading. Design Intention: Fast reading aims to train students' ability to grasp the main idea and key information of the text quickly. By setting simple and clear tasks, it can help students form a preliminary framework of the text, lay a foundation for careful reading. At the same time, checking the predictions can stimulate students' sense of achievement and enhance their interest in reading. Second, Careful Reading. The teacher asks students to read the text carefully, and complete the following table in groups of 4. The table includes four columns: Festival, Traditional Celebration Ways, Commercialized Celebration Ways, and Changes Brought by Commercialization. The teacher gives students sufficient time to read and discuss in groups. During the group discussion, the teacher walks around the classroom, listens to the students' discussions, and provides timely guidance for the students who have difficulties, such as reminding students to find key sentences in the text, helping students understand difficult sentences, etc. After the group discussion, each group sends a representative to present the completed table, and the teacher makes comments and supplements, ensuring that each student can grasp the specific changes of each festival brought by commercialization. For example, for the Spring Festival, the traditional celebration ways include making dumplings, pasting Spring Festival couplets, visiting relatives and friends; the commercialized celebration ways include buying a lot of gifts, eating in restaurants, watching commercial performances; the changes brought by commercialization are that the festival becomes more convenient, but the traditional rituals are weakened, and people pay more attention to consumption. Design Intention: Careful reading is the key link of text learning. By completing the table in groups, it can not only train students' ability to extract details from the text, but also cultivate their cooperative learning ability. The teacher's guidance in the process of group discussion can help students solve difficulties in time, ensure the effectiveness of learning, and make each student participate in the learning process, reflecting the concept of inclusive education. Third, Intensive Reading. The teacher guides students to read the key paragraphs and sentences of the text intensively, focusing on analyzing the author's attitude and people's different views on the commercialization of festivals. First, the teacher asks students to find the sentence in the text that reflects the author's attitude: "Traditions should be celebrated with family and loved ones, not turned into a commercial activity." Then the teacher asks students to discuss: "What is the author's attitude towards the commercialization of festivals? Why do you think so?" After the discussion, the teacher summarizes: "The author holds a critical attitude towards excessive commercialization, because he thinks that excessive commercialization will make people ignore the cultural connotation and emotional significance of festivals." Then, the teacher guides students to find the different views of people in the text on the commercialization of festivals: some people worry that modern celebration ways may lead to the loss of traditional crafts; others agree with this change because they can have more time to relax and take holidays. The teacher asks students to discuss in groups: "Which view do you agree with? Why? Can you combine your own life experience to explain it?" After the group discussion, the teacher invites several students from different groups to share their views, and guides students to realize that the commercialization of festivals has both positive and negative impacts, and we should view it dialectically. In addition, the teacher focuses on explaining the difficult sentences in the text, such as "While commercialization has brought convenience to our festival celebrations, it has also diluted the cultural meaning of some traditions." The teacher analyzes the sentence structure (while guiding the adverbial clause of concession), explains the meaning of the sentence, and guides students to imitate the sentence to make their own sentences, so as to help students master the key sentence patterns and improve their language expression ability. Design Intention: Intensive reading aims to guide students to dig deep into the connotation of the text, understand the author's attitude and the different views of different groups, and cultivate students' critical thinking ability. By discussing and sharing, students can combine their own life experience to think about the theme of the text, which not only deepens their understanding of the text, but also realizes the connection between text learning and real life. The explanation and imitation of difficult sentences can help students master the key language points and improve their language application ability. Step 4: Post-reading (Consolidation and Application) This link is divided into two parts: language consolidation and theme expansion, which helps students consolidate the knowledge learned and apply it to practice. First, Language Consolidation. The teacher arranges two exercises: 1. Fill in the blanks with the core vocabulary and phrases learned in the pre-reading link. The sentences are closely related to the text content, such as "The ________ of the Spring Festival has changed a lot in recent years, with more commercial elements added." (commercialization) "Excessive packaging will ________ the cultural connotation of mooncakes." (dilute) 2. Translate the following sentences into English, using the key sentence patterns learned in the intensive reading link. For example, "虽然商业化给我们的生活带来了便利，但它也带来了一些问题。" (While commercialization has brought convenience to our life, it has also brought some problems.) Students complete the exercises independently, and then the teacher checks the answers, explains the common mistakes, and guides students to correct them. For students who make more mistakes, the teacher gives individual guidance after class to ensure that each student can master the key vocabulary and sentence patterns. Design Intention: Language consolidation is an important link to consolidate the knowledge learned. By setting targeted exercises, it can help students review and master the core vocabulary and sentence patterns, and improve their language application ability. Individual guidance can take care of the differences of students, ensure that every student can make progress in learning, and achieve the teaching goal of "teaching students in accordance with their aptitude". Second, Theme Expansion. The teacher organizes a group debate activity. The debate topic is "Should traditional festivals be commercialized?" The class is divided into two groups: the positive group (agreeing that traditional festivals should be commercialized) and the negative group (disagreeing that traditional festivals should be commercialized). Each group has 5-6 students. The teacher gives students 10 minutes to prepare for the debate, including sorting out their own views, looking for supporting reasons and examples (combining the text content and their own life experience). During the preparation process, the teacher walks around the classroom to provide guidance for the students, such as helping the students sort out their ideas and remind them to use the vocabulary and sentence patterns learned in the class. After the preparation, the debate begins. The positive group and the negative group take turns to express their views and refute the opposite group's views. For example, the positive group may put forward: "Commercialization can make traditional festivals more popular and attract more young people to pay attention to traditional festivals, which is conducive to the inheritance of traditional culture." The negative group may refute: "Excessive commercialization will make traditional festivals lose their cultural connotation, and people will only pay attention to consumption, ignoring the emotional communication between family and friends." The teacher acts as the host and referee, guides the students to carry out the debate in an orderly manner, reminds the students to use fluent English to express their views, and encourages the students to put forward unique views. After the debate, the teacher makes a summary, affirms the advantages of both groups, points out the areas that need to be improved, and guides students to realize that traditional festivals can be properly commercialized, but we must adhere to the premise of protecting the cultural connotation of festivals, and find a balance between commercialization and cultural inheritance. Design Intention: The debate activity can not only consolidate the knowledge learned in the class, but also train students' oral expression ability, logical thinking ability and critical thinking ability. By debating the theme of the text, students can have a deeper understanding of the relationship between commercialization and traditional culture, and form their own correct views. At the same time, the group debate can cultivate students' cooperative learning ability and team spirit, and make the classroom atmosphere more active. Step 5: Summary and Homework First, Summary. The teacher invites 2 students to summarize the main content of the class, including the core vocabulary and sentence patterns, the main content of the text, and the views on the commercialization of traditional festivals. Then the teacher makes a comprehensive summary: "In this class, we have learned the impact of commercialization on traditional festivals, mastered the core vocabulary and sentence patterns related to commercialization and culture, and discussed the pros and cons of the commercialization of traditional festivals. We should dialectically view the commercialization of traditional festivals, cherish our traditional culture, and find a way to inherit and develop traditional culture in the commercial era." Design Intention: Letting students summarize the class content can help students sort out the knowledge system, deepen their understanding and memory of the knowledge learned. The teacher's comprehensive summary can help students form a complete cognitive framework, clarify the key points of the class, and strengthen the teaching effect. Second, Homework. The teacher arranges three levels of homework to meet the needs of different students: Basic Homework: Read the text aloud for 15 minutes every day, recite the core vocabulary and key sentences, and copy the difficult sentences twice. This homework is aimed at helping students consolidate the basic knowledge and improve their language sense. Intermediate Homework: Write a short passage of 100-120 words about your views on the commercialization of the Spring Festival. Requirements: Use the vocabulary and sentence patterns learned in the class, and combine your own life experience. Advanced Homework: Group work (2-3 students in a group). Investigate the commercialization of a traditional festival in your city, collect relevant materials (such as pictures, videos, interviews), and make a short PPT to introduce the investigation results and put forward suggestions on how to balance the commercialization and cultural inheritance of the festival. The PPT will be displayed in the next class. Design Intention: The hierarchical homework takes into account the differences of students' learning levels, so that every student can complete the homework according to their own ability and gain a sense of achievement. The basic homework focuses on consolidating the basic knowledge; the intermediate homework focuses on training students' writing ability and applying the knowledge learned to practice; the advanced homework focuses on cultivating students' investigative ability, cooperative learning ability and innovative ability, and realizing the connection between classroom learning and real life, which is in line with the requirements of core literacy training. 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 $