Unit 2 Digital humans-Cultural focus 教案-2025-2026学年高中英语沪教版选择性必修第二册

Unit 2 Digital humans-Cultural focus 教学目标和重难点 教学目标 Language Competence: Master core vocabulary and sentences about digital humans’ cultural application, and use English to express cultural differences and integration of digital humans. Thinking Quality: Develop critical thinking by analyzing digital humans’ cultural value and ethical issues. Cultural Awareness: Understand cultural expression of digital humans globally and enhance recognition of Chinese cultural digital dissemination. Learning Ability: Cultivate autonomous and cooperative learning skills in exploring digital humans’ cultural connotation. 教学重难点 Key Points: Grasp the cultural connotation of digital humans in different regions, master the usage of related vocabulary and sentence patterns, and express views on digital humans’ cultural influence in English. Difficult Points: Understand the cultural differences of digital humans between Eastern and Western countries and analyze their ethical and cultural challenges in cross-cultural communication. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class by showing short video clips of typical digital humans from different countries, such as Chinese digital human anchors (e.g., Xiaoice), Japanese virtual idols (e.g., Hatsune Miku), and Western digital human influencers (e.g., Lil Miquela). After playing the video, the teacher asks the following questions in English: “What do you think these digital humans look like? Do they have any cultural characteristics? On what occasions have you seen digital humans before?” Then, the teacher invites 3-4 students to share their answers. During the sharing process, the teacher guides students to use simple English to describe the appearance, characteristics and application scenarios of digital humans, and naturally leads to the topic of this lesson: Cultural focus of digital humans—how digital humans reflect cultural characteristics and promote cultural communication. Design Intention: The video clips can quickly attract students’ attention and arouse their interest in the topic, as high school students are curious about new technologies and virtual images. By asking questions and inviting students to share, the teacher can activate students’ prior knowledge and existing experience about digital humans, lay a foundation for the subsequent learning of cultural connotation. At the same time, it can effectively exercise students’ oral expression ability and let them enter the English learning state quickly. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary and phrases related to the lesson on the blackboard or multimedia courseware, including “digital human, cultural connotation, virtual image, cross-cultural communication, ethical issue, cultural integration, technological innovation, cultural heritage” and so on. For each vocabulary, the teacher explains its meaning in simple English, gives example sentences combined with the topic of digital humans, and guides students to read aloud and memorize them. For example, for “cultural connotation”, the teacher explains: “It refers to the cultural meaning and value contained in something. For digital humans, their appearance, behavior and language all carry cultural connotation.” The example sentence is: “The digital human with traditional Chinese cheongsam has rich cultural connotation.” Then, the teacher briefly introduces the background knowledge of digital humans’ cultural application in English: With the development of artificial intelligence and digital technology, digital humans are no longer just simple virtual images, but have become an important carrier of cultural expression and communication. Different countries and regions design digital humans with their own cultural characteristics according to their own cultural background, which not only reflects the local culture, but also promotes cross-cultural communication. At the same time, the teacher mentions some cultural phenomena related to digital humans, such as digital humans inheriting traditional art, digital humans participating in cultural activities, etc., to help students understand the connection between digital humans and culture. Finally, the teacher arranges a small group activity: students work in groups of 4 to discuss “What cultural elements can be integrated into digital humans?” Each group needs to list 2-3 cultural elements and briefly explain the reasons in English. After the discussion, each group sends a representative to report the discussion results, and the teacher comments and supplements them. Design Intention: Vocabulary is the foundation of English learning. Previewing core vocabulary can help students reduce difficulties in subsequent reading and understanding, and improve learning efficiency. Introducing background knowledge can help students understand the cultural and social background of the lesson, broaden their horizons, and lay a foundation for in-depth understanding of the cultural focus of digital humans. The small group discussion activity can cultivate students’ cooperative learning ability and divergent thinking, and let students actively participate in the learning process, so as to better understand the connection between digital humans and cultural elements. Step 3: While-reading (Text Analysis and Comprehension) The teacher distributes the reading materials of Cultural focus (the text mainly introduces the cultural expression of digital humans in different countries, the role of digital humans in cross-cultural communication, and the ethical and cultural challenges they face). The reading process is divided into three parts: skimming, scanning and intensive reading. First, skimming: The teacher asks students to read the text quickly and get the main idea of the text. After reading, the teacher invites students to answer: “What is the main content of this text?” The expected answer is: “The text mainly talks about the cultural characteristics of digital humans in different countries, their role in cross-cultural communication and the related ethical and cultural challenges.” Then, scanning: The teacher asks students to read the text again, find specific information and fill in the following form (the form is presented on the multimedia courseware): Countries/Regions Digital Humans’ Cultural Characteristics Application in Cultural Communication China Combine traditional cultural elements (cheongsam, traditional music, calligraphy, etc.) Promote traditional culture, participate in cultural activities and cultural heritage Japan Cute image, integration of anime and manga culture Promote anime culture, become cultural symbols, and carry out cross-cultural communication Western Countries Pursue realism, integrate with local art and fashion culture Participate in cultural performances, promote fashion and art culture, and enhance cultural influence After students finish filling in the form, the teacher checks the answers, corrects mistakes and supplements relevant information, helping students clearly grasp the cultural characteristics of digital humans in different countries and their application in cultural communication. Finally, intensive reading: The teacher guides students to read the text carefully, focus on the key sentences and difficult sentences, and analyze the cultural connotation and logical structure of the text. For example, for the sentence “Digital humans are not only a product of technology, but also a carrier of culture, which reflects the cultural characteristics and values of a country or region”, the teacher guides students to analyze: “What does this sentence mean? What is the relationship between digital humans, technology and culture?” Through analysis, students understand that digital humans are the combination of technology and culture, and their development is closely related to cultural background. For difficult sentences, such as “However, the rapid development of digital humans also brings some ethical and cultural challenges, such as the confusion between virtual and real, the protection of cultural diversity and the issue of cultural identity”, the teacher explains the sentence structure and key words, helps students understand the meaning of the sentence, and guides students to think about the ethical and cultural challenges brought by digital humans. During the intensive reading process, the teacher also guides students to pay attention to the connection words in the text, such as “however, besides, therefore, in addition”, etc., to help students understand the logical structure of the text and improve their reading ability. Design Intention: Skimming helps students grasp the main idea of the text quickly and cultivate their ability to get key information. Scanning helps students find specific information accurately, improve their reading efficiency, and clearly understand the cultural characteristics of digital humans in different countries. Intensive reading helps students deeply understand the cultural connotation and logical structure of the text, solve reading difficulties, and lay a foundation for subsequent discussion and expression. At the same time, through the analysis of key sentences and difficult sentences, students’ language analysis ability and comprehension ability are improved. Step 4: While-speaking (Discussion and Expression) On the basis of reading comprehension, the teacher arranges a group discussion activity. Students are divided into groups of 5, and each group is assigned a discussion topic. The topics are as follows: What cultural elements should Chinese digital humans integrate to better promote Chinese traditional culture to the world? Give specific examples. What are the advantages and disadvantages of digital humans in cross-cultural communication? How can we avoid the disadvantages? How should we deal with the ethical and cultural challenges brought by digital humans? What suggestions do you have? Before the discussion, the teacher reminds students to use the core vocabulary and sentence patterns learned in this lesson, and encourages students to express their own views boldly. During the discussion, the teacher walks around each group, guides students to carry out in-depth discussion, helps students solve the problems encountered in expression, and corrects their incorrect expressions. After the discussion, each group sends a representative to make a report in English, with a time of 2-3 minutes per group. The representative needs to clearly state the group’s views and reasons, and other students can ask questions or supplement after the report. The teacher makes comments on each group’s report, affirms the advantages, points out the deficiencies, and guides students to think more in-depth. For example, if a group talks about the cultural elements that Chinese digital humans should integrate, such as traditional Chinese medicine, Peking Opera, etc., the teacher can ask: “How can we integrate these cultural elements into digital humans more naturally? What specific forms can we take?” To guide students to think more carefully. After the group report, the teacher summarizes the discussion content, combs the key points of each topic, and helps students form a systematic understanding of the cultural focus of digital humans. Design Intention: Group discussion can cultivate students’ cooperative learning ability, oral expression ability and critical thinking ability. By discussing practical topics, students can apply the knowledge learned in this lesson to practice, deepen their understanding of the cultural connotation of digital humans, and improve their ability to use English to express views and communicate. The teacher’s guidance and comments can help students correct mistakes in time, improve their oral expression level, and stimulate their enthusiasm for participation. Step 5: While-writing (Writing Practice) On the basis of reading and discussion, the teacher arranges a writing task. The writing topic is: “Digital Humans and Cultural Communication”. The requirements are as follows: 1. Briefly introduce the relationship between digital humans and culture; 2. Analyze the role of digital humans in cross-cultural communication; 3. Put forward your own views on the development of digital humans in cultural communication. The writing should be coherent, logical, and use the core vocabulary and sentence patterns learned in this lesson. Before writing, the teacher guides students to sort out the writing ideas: first, the opening paragraph introduces the connection between digital humans and culture; second, the body part analyzes the positive role of digital humans in cross-cultural communication, and can also mention the existing challenges; third, the concluding paragraph puts forward their own views and suggestions on the development of digital humans in cultural communication. At the same time, the teacher reminds students to pay attention to the use of connection words to ensure the coherence of the article, and pay attention to the correctness of grammar and spelling. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in writing, helps them sort out their ideas, and corrects their incorrect expressions and grammatical mistakes. For students with good writing, the teacher encourages them to use more complex sentence patterns and rich vocabulary to improve the quality of their writing. After students finish writing, the teacher collects some students’ works, displays them on the multimedia courseware, and comments on them. The comments focus on the coherence of the article, the correctness of grammar and spelling, the use of core vocabulary and sentence patterns, and the rationality of views. At the same time, the teacher selects excellent works for appreciation, lets students learn from each other, and improves their writing ability. Design Intention: Writing practice is an important part of English learning, which can help students integrate the knowledge learned in this lesson, improve their writing ability and logical thinking ability. By guiding students to sort out their writing ideas, the teacher helps students establish a clear writing framework, avoid writing blindly. The teacher’s on-site guidance and post-writing comments can help students find their own deficiencies in time, correct mistakes, and continuously improve their writing level. Displaying and appreciating works can stimulate students’ writing enthusiasm and enhance their confidence in writing. Step 6: Summary and Extension First, the teacher summarizes the content of this lesson in English: In this lesson, we have learned the cultural connotation of digital humans, the cultural characteristics of digital humans in different countries, their role in cross-cultural communication, and the ethical and cultural challenges they face. We have also mastered the core vocabulary and sentence patterns related to the topic, and exercised our reading, speaking and writing abilities. Then, the teacher makes an extension: Digital humans are a product of the combination of technology and culture, and their development is closely related to the progress of society and culture. In the future, with the continuous development of technology, digital humans will play a more important role in cultural communication. We should pay attention to the development of digital humans, learn to use digital technology to inherit and promote our own culture, and also respect the cultural diversity of different countries, so as to promote cross-cultural communication and integration. Finally, the teacher assigns after-class tasks: 1. Review the core vocabulary and sentence patterns learned in this lesson, and write 5 example sentences with the core vocabulary; 2. Read an English article about digital humans’ cultural application after class, and write a 100-word summary; 3. Discuss with family or friends about the cultural significance of digital humans, and record the key points of the discussion in English. Design Intention: Summarizing the lesson can help students sort out the knowledge learned, form a systematic knowledge framework, and deepen their understanding of the content of the lesson. The extension part can broaden students’ horizons, guide students to pay attention to the connection between the knowledge learned and real life, and cultivate their sense of cultural responsibility. After-class tasks can help students consolidate the knowledge learned in class, improve their independent learning ability, and extend the learning of the lesson to after class, forming a good learning cycle. 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 $