Unit 1 Decisions-Cultural focus 教案-2025-2026学年高中英语沪教版选择性必修第二册

Unit 1 Decisions-Cultural focus 教学目标和重难点 教学目标 Language Competence: Master core vocabulary and expressions related to decision-making and cultural differences, and use them to express views fluently. Cultural Awareness: Understand decision-making differences in different cultural contexts, respect cultural diversity, and enhance cross-cultural communication awareness. Thinking Quality: Develop critical thinking by analyzing cultural factors affecting decisions. Learning Ability: Cultivate autonomous and cooperative learning skills through independent exploration and group discussions. 教学重难点 Key Points: Grasp core vocabulary (e.g., consequence, alternative, evaluate) and expressions about cultural differences in decision-making; understand the main content and cultural connotations of the text. Difficult Points: Comprehend the deep impact of cultural values on decision-making and use accurate English to discuss cross-cultural decision-making differences. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a set of pictures and short video clips on the screen, which present different decision-making scenarios in daily life, such as choosing a major, deciding whether to help others, and selecting a gift for friends. Some scenarios reflect Western cultural characteristics, while others show Eastern cultural styles. After playing the video, the teacher asks the following questions in English: “What decisions are the people in the pictures making? Do you think their decision-making styles are the same? If not, what differences do you find?” Then, the teacher invites 3-4 students to share their observations and opinions freely. During the sharing process, the teacher gives positive feedback and appropriate guidance, such as “Your observation is very careful. The way Western people make decisions seems to pay more attention to personal needs” or “You mentioned that Eastern people often consult their families when making decisions. That’s a very important point.” After the sharing, the teacher makes a brief summary: “In our daily life, we make various decisions every day, and these decisions are not only affected by personal preferences but also influenced by our cultural background. Today, we will focus on the Cultural focus part of Unit 1 Decisions, exploring how different cultures affect people’s decision-making and learning to express and discuss these cultural differences in English.” Design Intention: The visual pictures and video clips can quickly attract students’ attention and activate their prior knowledge about decision-making and cultural differences. By asking open-ended questions, students are encouraged to express their own views in English, which not only exercises their oral expression ability but also lays a foundation for the subsequent study of the text. Meanwhile, the natural transition helps students clarify the learning goal of this lesson and arouse their interest in exploring cultural differences in decision-making. Pre-reading: Preview Vocabulary and Predict Text Content Vocabulary Preview: The teacher presents the core vocabulary of this lesson on the screen, including consequence, alternative, evaluate, priority, collective, individualistic, consult, compromise, etc. For each word, the teacher provides accurate English definitions, example sentences related to decision-making and cultural contexts, and phonetic symbols. For example, for the word “consequence”, the definition is “a result or effect of an action or decision”, and the example sentence is “When making an important decision, we must consider its long-term consequences.” For “collective”, the example sentence is “Eastern cultures often emphasize collective interests rather than individual needs in decision-making.” Then, the teacher organizes a group activity: divide the students into groups of 4, and each group is required to discuss the meanings of the words based on the definitions and example sentences, and make 1-2 new sentences related to cultural differences in decision-making. After 5 minutes of discussion, each group sends a representative to share their sentences with the whole class. The teacher corrects mistakes in pronunciation and grammar, and praises groups with creative sentences. Text Prediction: The teacher shows the title of the Cultural focus text “Cultural Differences in Decision-Making” and the pictures in the text (such as a Western family discussing a decision and an Eastern family consulting elders). Then, the teacher asks students to predict the content of the text: “Based on the title and pictures, what do you think the text will talk about? What cultural differences in decision-making will it mention?” Students are allowed to discuss in pairs for 3 minutes, and then share their predictions. Common predictions may include “The text will compare decision-making styles between Eastern and Western cultures” or “It will talk about how family and society affect decision-making in different cultures.” Design Intention: Vocabulary is the foundation of language learning. By presenting core vocabulary with definitions and context-related example sentences, students can better understand and remember the words, and lay a solid foundation for reading and expressing. The group activity of making sentences not only enhances students’ memory of vocabulary but also cultivates their cooperative learning ability. Predicting the text content can stimulate students’ reading motivation, help them form a preliminary understanding of the text, and improve their reading efficiency. While-reading: Deeply Understand the Text and Cultivate Reading Skills Fast Reading: The teacher asks students to read the text quickly and finish two tasks: (1) Find the main idea of the text; (2) Identify the two main cultural contexts mentioned in the text. After reading, the teacher invites students to share their answers. The main idea of the text is to introduce the differences in decision-making styles between individualistic cultures (such as Western countries) and collectivistic cultures (such as Eastern countries), and analyze the reasons for these differences. The two main cultural contexts are individualistic cultures and collectivistic cultures. The teacher then summarizes the main idea and emphasizes the key information, helping students form a general framework of the text. Detailed Reading: The teacher asks students to read the text carefully and complete a table about the differences between individualistic and collectivistic cultures in decision-making. The table includes four aspects: decision-making focus, influencing factors, decision-making process, and typical examples. The teacher provides a blank table on the screen, and students fill in the information while reading. Aspects Individualistic Cultures Collectivistic Cultures Decision-making Focus Personal needs, interests and goals Collective interests, family and group opinions Influencing Factors Personal preferences, individual abilities and personal values Family expectations, social norms and group consensus Decision-making Process Independent decision-making, less consultation with others Consulting family members, elders or group members, seeking consensus Typical Examples Choosing a major or job based on personal interests Consulting parents before making important decisions After students finish filling in the table, the teacher checks the answers with the whole class, corrects mistakes, and supplements key information. For example, the teacher may add: “In individualistic cultures, people often take personal responsibility for their decisions, while in collectivistic cultures, decisions are often made by the whole group, and everyone shares the responsibility.” Critical Reading: The teacher designs a series of questions to guide students to think deeply about the text and develop their critical thinking ability. The questions are as follows: (1) What are the advantages and disadvantages of decision-making in individualistic cultures? (2) What are the advantages and disadvantages of decision-making in collectivistic cultures? (3) Can we say that one decision-making style is better than the other? Why or why not? (4) How can we communicate effectively with people from different cultural backgrounds when making joint decisions? Students are asked to discuss these questions in groups of 4. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and provides appropriate guidance when necessary. For example, if students have difficulty thinking about the advantages of collectivistic decision-making, the teacher can prompt: “When making a decision that affects the whole group, collective decision-making can ensure that everyone’s interests are considered, right?” After the discussion, each group selects a representative to share their views, and the teacher makes comments and summaries, emphasizing that there is no absolute superiority or inferiority between different decision-making styles, and the key is to respect cultural differences and adapt to different cultural contexts. Design Intention: Fast reading helps students grasp the main idea of the text quickly and improve their skimming ability. Detailed reading guides students to extract key information accurately, deepen their understanding of the text content, and the table can help students sort out the information clearly and intuitively. Critical reading questions guide students to think beyond the text, analyze the advantages and disadvantages of different decision-making styles, and cultivate their critical thinking and dialectical thinking ability. Group discussions provide students with more opportunities to express their views in English, improving their oral expression and cooperative learning abilities. Post-reading: Consolidate Knowledge and Improve Comprehensive Language Ability Vocabulary and Sentence Pattern Consolidation: The teacher designs two exercises to help students consolidate the learned vocabulary and sentence patterns. Exercise 1: Fill in the blanks with the correct form of the core vocabulary learned in this lesson. The sentences are closely related to the text content. For example: (1) When making a decision, we should carefully ______ all the alternatives. (evaluate) (2) The ______ of his wrong decision was that he lost his job. (consequence) (3) In collectivistic cultures, people often ______ their family members before making important decisions. (consult) Exercise 2: Rewrite the following sentences using the sentence patterns learned in the text. For example, the original sentence: “Western people pay more attention to personal needs when making decisions.” Rewrite it as: “When making decisions, Western people attach great importance to personal needs.” (using the pattern “attach great importance to”) Students complete the exercises independently, and then the teacher checks the answers with the whole class, explains difficult points, and helps students master the correct use of vocabulary and sentence patterns. Role-play Activity: The teacher divides students into groups of 4, and each group is assigned a scenario: “A Chinese student and an American student are studying together in a foreign country. They need to decide where to go for a weekend trip. The Chinese student wants to consult their classmates and choose a place that everyone likes, while the American student wants to choose a place based on their own interests. Please act out their conversation, showing their different decision-making styles and the communication process between them.” Before the role-play, the teacher provides some useful expressions for students to refer to, such as “I think we should consult our classmates first.” “I prefer to choose a place that I am interested in.” “We need to find a balance between personal interests and group needs.” Students have 10 minutes to prepare the conversation, and then each group performs their role-play in front of the class. After each performance, the teacher and other students make comments, focusing on whether the students can correctly show the cultural differences in decision-making and whether their oral expression is accurate and fluent. Writing Practice: The teacher asks students to write a short passage (about 150 words) with the title “Cultural Differences in Decision-Making I Have Observed”. The requirements are: (1) Briefly introduce the cultural differences in decision-making mentioned in the text; (2) Combine with your own observations or experiences to give specific examples; (3) Express your own views on these differences. Before writing, the teacher provides a writing outline to help students organize their ideas: (1) Introduction: Briefly point out that cultural differences affect people’s decision-making styles. (2) Body: Introduce the differences between individualistic and collectivistic cultures in decision-making, and give specific examples. (3) Conclusion: Express your views on these differences, emphasizing the importance of respecting cultural diversity. Students write independently, and the teacher walks around the classroom to provide guidance for students who have difficulty in writing. After writing, the teacher collects some students’ works, reads them out in class, and makes comments, pointing out the advantages and areas for improvement. Design Intention: Vocabulary and sentence pattern exercises help students consolidate the knowledge learned in this lesson and improve their ability to use language accurately. The role-play activity allows students to apply the learned knowledge to practical communication scenarios, improving their oral expression and cross-cultural communication abilities. Writing practice helps students sort out their understanding of the text content, improve their writing ability, and deepen their understanding of cultural differences in decision-making. Summary and Extension Summary: The teacher invites students to summarize the key content of this lesson independently. Students can share what they have learned about cultural differences in decision-making, core vocabulary and sentence patterns, and their own gains. Then, the teacher makes a comprehensive summary: “In this lesson, we have learned about the differences in decision-making styles between individualistic and collectivistic cultures, mastered some core vocabulary and expressions related to decision-making and cultural differences, and improved our reading, speaking and writing abilities. We also realized that different cultural backgrounds lead to different decision-making styles, and we should respect these differences and learn to communicate effectively with people from different cultures.” Extension: The teacher assigns an after-class task: (1) Read an English article about cultural differences in decision-making (provided by the teacher) and write a short reading report (about 100 words); (2) Observe the decision-making styles of your family or friends, and think about how their decision-making is affected by cultural factors; (3) Preview the next part of the unit and collect relevant vocabulary and materials. In addition, the teacher recommends some English movies and documentaries related to cultural differences, such as “My Big Fat Greek Wedding” and “The World’s Cultures”, encouraging students to learn more about cultural differences in their spare time and broaden their international horizons. Design Intention: Letting students summarize independently helps them sort out the knowledge they have learned and improve their ability to summarize and organize information. The after-class tasks not only consolidate the knowledge learned in class but also extend the learning content, guiding students to apply the knowledge to real life and cultivate their autonomous learning ability. Recommending movies and documentaries can arouse students’ interest in learning about different cultures and help them improve their English listening and reading abilities in a relaxed atmosphere. 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 $