Unit 4 The senses-Culture focus 教案-2025-2026学年高中英语沪教版选择性必修第一册

Unit 4 The senses-Culture focus 教学目标和重难点 教学目标 Language competence: Master core vocabulary and sentences about sensory culture, and use English to express cultural differences in sensory perception. Cultural awareness: Understand cross-cultural differences in sensory experience and respect cultural diversity. Thinking quality: Cultivate logical and critical thinking to analyze cultural connotations. Learning ability: Master cooperative inquiry and autonomous learning strategies in cultural learning. 教学重难点 Key points: Understand the cultural connotations of sensory-related customs in different countries and master the key vocabulary and sentence patterns to describe cross-cultural sensory differences. Difficult points: Flexibly use English to discuss cultural differences in sensory perception and deeply understand the connection between senses and culture. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a set of pictures and playing a short audio clip. The pictures include scenes of people from different countries experiencing the world through their senses: a Japanese person tasting sushi, an Indian person smelling spices, a European person touching ancient sculptures, and a Chinese person listening to traditional folk music. The audio clip contains different sounds from daily life, such as the sound of rain, the smell-related descriptions (expressed through voice), and the feeling of touching different textures. After showing the materials, the teacher asks the following questions in English: “How do we experience the world? What senses do we use in daily life? Do you think people from different countries use their senses in the same way?” Then, the teacher invites 3-4 students to share their answers 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 “sensory perception”, “cultural difference”, “custom” and so on. After the student sharing, the teacher makes a brief summary: “We experience the world through our five senses, and different cultures have different understandings and expressions of sensory experiences. Today, we will focus on the Culture focus of Unit 4, explore the cultural connotations behind sensory-related customs in different countries, and learn to express cross-cultural differences in English.” Design Intent: This link adopts the form of audio-visual materials and interactive questioning, which can quickly attract students’ attention and arouse their interest in the theme of sensory culture. By showing scenes of different countries, students can initially perceive the connection between senses and culture, lay a foundation for the subsequent in-depth learning. At the same time, through student sharing, the teacher can understand students’ existing knowledge reserve and English expression ability, so as to adjust the teaching progress and content appropriately. The vocabulary supplement in the process can also help students build a preliminary vocabulary framework for the lesson. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary of this lesson on the blackboard or courseware, including nouns (sensory experience, custom, tradition, gesture, aroma), verbs (perceive, interpret, associate, distinguish), adjectives (cultural, diverse, subtle, distinct) and phrases (be related to, vary from...to..., associate...with...). For each vocabulary, the teacher gives simple English explanations and example sentences related to sensory culture, such as “Aroma refers to a pleasant smell, and in some cultures, the aroma of coffee is associated with comfort.” Then, the teacher organizes students to do group vocabulary exercises: each group is given 5 vocabulary words, and they need to make sentences related to sensory culture in 3 minutes, and then send a representative to present the sentences to the whole class. The teacher comments on the sentences, corrects mistakes and affirms excellent expressions. Next, the teacher briefly introduces the cultural background related to the text. The teacher tells students that sensory perception is closely related to culture: different cultures have different interpretations of the same sensory experience. For example, in some Western countries, the color red is associated with love and passion, while in some Eastern countries, it is a symbol of joy and good luck; the smell of durian is regarded as delicious by some people, but it is unacceptable by others. The teacher also mentions that the text of this lesson will introduce the differences in sensory-related customs between different countries, helping students understand the diversity of cultural expressions. Design Intent: Vocabulary is the foundation of language learning. By previewing core vocabulary, students can reduce the difficulty of reading the text and improve reading efficiency. The example sentences related to sensory culture can help students connect vocabulary with the theme of the lesson, laying a foundation for the subsequent text reading and language application. The group vocabulary exercise can stimulate students’ learning enthusiasm, promote mutual learning and communication among students, and deepen their memory of vocabulary. The brief introduction of cultural background can help students understand the cultural connotation behind the text in advance, cultivate their cultural awareness, and make them better understand the content of the text. Step 3: While-reading (Text Analysis and Comprehension) This link is divided into three parts: fast reading, careful reading and deep reading, to help students gradually understand the text and master the key information. First, fast reading: The teacher asks students to read the text quickly and answer two questions: 1. What is the main topic of the text? 2. Which countries’ sensory-related customs are mentioned in the text? After students finish reading, the teacher invites students to answer the questions. The main topic of the text is the cross-cultural differences in sensory perception and related customs; the countries mentioned include Japan, India, the United States and China. The teacher affirms the correct answers and supplements the key points, helping students grasp the main idea of the text quickly. Design Intent: Fast reading aims to train students’ ability to grasp the main idea of the text quickly. Through simple questions, students can focus on the core content of the text, avoid being distracted by details, and lay a foundation for the subsequent careful reading. At the same time, it can also cultivate students’ reading speed and improve their reading ability. Second, careful reading: The teacher asks students to read the text carefully and complete a table. The table includes four columns: Country, Sensory-related Custom, Cultural Connotation, and Key Sentences in the Text. Students need to find relevant information from the text and fill in the table. During the reading process, students can discuss with their deskmates if they have any questions. After students finish filling in the table, the teacher invites several students to present their tables, checks the answers, and explains the key points and difficult points in the text. For example, in Japan, people pay attention to the taste and appearance of food, which reflects their pursuit of delicacy and harmony; in India, spices are widely used in food, which is related to their climate and living habits. The teacher also emphasizes the key sentences in the text, such as “Sensory experiences are not only personal but also shaped by the culture we live in.”, and explains the sentence structure and key phrases to help students understand the text deeply. Design Intent: Careful reading aims to help students extract key details from the text and understand the specific content of the text. The form of the table can make the information more organized, help students sort out the key content of the text clearly, and improve their ability to extract and sort out information. The deskmate discussion can solve the problems encountered in reading in time, promote mutual help and learning among students, and improve their cooperative learning ability. The teacher’s explanation of key points and difficult points can help students overcome the difficulties in reading, deepen their understanding of the text, and master the key sentences and cultural connotations. Third, deep reading: The teacher asks students to read the text again and think about the following questions: 1. Why do different cultures have different sensory-related customs? 2. What can we learn from the cross-cultural differences in sensory perception? 3. How should we treat the cultural differences in sensory experience? The teacher gives students 5 minutes to think independently, and then organizes group discussions. Each group selects a recorder to record the group’s opinions, and a representative to share the group’s views with the whole class. During the sharing process, the teacher guides students to think deeply, such as guiding students to realize that cultural differences are caused by factors such as history, geography, and living habits; we can learn to respect cultural diversity and understand different cultural connotations from cross-cultural differences; we should treat cultural differences with an open and inclusive attitude. Design Intent: Deep reading aims to guide students to think beyond the text, explore the cultural connotation and practical significance behind the text, and cultivate their critical thinking and logical thinking ability. Independent thinking can help students form their own views, and group discussion can enrich students’ ideas, promote the collision of ideas, and improve their ability to express and communicate in English. The teacher’s guidance can help students grasp the core of the problem, establish a correct view of cultural diversity, and achieve the goal of cultivating cultural awareness. Step 4: While-speaking (Language Application and Practice) On the basis of text reading, the teacher organizes students to carry out oral practice activities to help students apply the learned vocabulary and sentence patterns to practical communication. Activity 1: Pair Work. The teacher asks students to work in pairs to discuss the following topics: 1. What sensory-related customs are there in our country? (Such as the custom of eating dumplings during the Spring Festival, the custom of drinking tea, etc.) 2. How do these customs reflect our cultural connotation? 3. Have you ever encountered sensory-related cultural differences in your life? If so, please share your experience. The teacher gives students 8 minutes to prepare, and then invites several pairs to present their discussions to the whole class. The teacher gives comments and guidance, such as affirming the excellent expressions, correcting the inappropriate use of vocabulary and sentences, and guiding students to use the key phrases learned in the lesson, such as “be associated with”, “vary from...to...”. Activity 2: Group Debate. The teacher divides students into two groups, and the debate topic is “Should we adapt to the sensory-related cultural customs of other countries when we go abroad?”. Group 1 holds the view that “We should adapt to the local cultural customs”, and Group 2 holds the view that “We can retain our own cultural habits without adapting to the local customs”. Each group has 5 minutes to prepare arguments and supporting materials. Then, the debate begins: each group sends a representative to state their views, and then they debate with each other. The teacher acts as the host and judge, guides the debate to carry out in an orderly manner, and comments on the debate after the debate, affirming the advantages of both groups and pointing out the areas that need improvement. At the same time, the teacher emphasizes that when debating, students should use the vocabulary and sentence patterns learned in the lesson, and pay attention to the logic and fluency of expression. Design Intent: Oral practice is an important link to improve students’ language application ability. Pair work is close to students’ life, which can stimulate students’ enthusiasm for expression, help students apply the learned knowledge to practical communication, and deepen their understanding of their own cultural customs. Group debate can not only improve students’ oral expression ability and logical thinking ability but also cultivate their ability to think critically and respond flexibly. Through the debate, students can further understand the importance of respecting cultural diversity, and achieve the goal of integrating language ability and cultural awareness. Step 5: Post-reading (Summary and Extension) First, the teacher invites students to summarize the content of this lesson. Students can summarize from the aspects of vocabulary, text content, cultural connotation, etc. The teacher supplements and improves the summary, helping students sort out the knowledge system of this lesson: this lesson mainly introduces the cross-cultural differences in sensory perception and related customs, master the core vocabulary and sentence patterns related to sensory culture, understand the cultural connotation behind different sensory customs, and learn to treat cultural differences with an open and inclusive attitude. Then, the teacher carries out the extension activity: “Cultural Exploration Task”. The teacher asks students to choose a country they are interested in, collect information about the sensory-related customs of that country (such as food taste, smell preference, body language related to senses, etc.), and write a short English report (about 100 words). The report should include the country’s sensory-related customs, cultural connotation, and personal views. The teacher tells students that they can collect information through the Internet, books, and other channels, and the report will be shared in the next class. In addition, the teacher assigns after-class homework: 1. Recite the core vocabulary and key sentences of this lesson. 2. Complete the cultural exploration report. 3. Read the extended reading materials about sensory culture provided by the teacher, and write a short reading note (about 50 words) to express their own feelings. Design Intent: Summary can help students sort out the knowledge learned in this lesson, form a complete knowledge system, and deepen their memory and understanding of the knowledge. The cultural exploration task can stimulate students’ interest in cross-cultural learning, cultivate their ability to collect and sort out information, and improve their writing ability. After-class homework can consolidate the knowledge learned in class, extend the learning content, and help students maintain the continuity of learning. The extended reading materials can enrich students’ knowledge reserve and further cultivate their cultural awareness and learning ability. 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 $