Unit 1 Across the globe-Reading and interaction 教案-2025-2026学年高中英语沪教版选择性必修第三册

Unit 1 Across the globe-Reading and interaction 教学目标和重难点 教学目标 Language Competence: Enable students to master core words and complex sentences in the text, improve reading ability to grasp main ideas and details. Cultural Awareness: Help students understand cultural diversity across the globe and foster respect for different cultures. Thinking Quality: Cultivate logical and critical thinking through text analysis and discussion. Learning Ability: Guide students to master effective reading strategies and develop autonomous and cooperative learning skills. 教学重难点 Key Points: Master core vocabulary (e.g., globe, cultural diversity, heritage) and phrases related to cross-cultural communication; grasp the text structure and main ideas; conduct simple interactive discussions in English. Difficult Points: Understand the deep meaning of cultural diversity and the significance of cross-cultural exchange; use learned language to express views on global cultures accurately and fluently. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class with a multimedia presentation, showing pictures and short video clips of different countries’ cultural scenes, such as the cherry blossoms in Japan, the pyramids in Egypt, the kangaroos in Australia, and the traditional festivals in China. Then the teacher asks open-ended questions in English: “Have you ever traveled to a foreign country? What do you know about the culture of that country? What’s the most impressive cultural phenomenon you have seen from other parts of the world?” After asking the questions, the teacher invites 3-4 students to share their answers freely. For students who are hesitant to speak, the teacher gives appropriate prompts, such as “You can talk about their food, clothes, or festivals.” During the sharing process, the teacher positively affirms students’ answers and records key words related to different cultures on the blackboard, such as “sushi”, “pyramid”, “didgeridoo”, “Spring Festival”. Design Intention: This lead-in activity combines visual and auditory stimulation to arouse students’ interest in the topic of “Across the globe” quickly. By asking familiar questions, it lowers students’ speaking threshold and encourages them to participate in classroom interaction actively. Recording key words helps activate students’ existing knowledge reserve about global cultures, lays a foundation for the subsequent reading and interaction, and also cultivates students’ ability to extract key information, which is in line with the requirements of learning ability in core literacy. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary and phrases of the text on the screen, including “globe”, “cultural diversity”, “heritage”, “cross-cultural communication”, “preserve”, “promote”, “rigid”, “demand” and so on. For each word and phrase, the teacher provides accurate English definitions, example sentences related to the text theme, and pronounces them clearly, asking students to follow and read twice to ensure correct pronunciation and intonation. Then, the teacher briefly introduces the background of the text: “The text we are going to read today mainly talks about the importance of cultural diversity across the globe, introduces different cultural characteristics in various regions, and discusses how to promote cross-cultural communication and preserve cultural heritage in the process of globalization.” The teacher also supplements simple background knowledge about globalization and cultural exchange, helping students understand the context of the text better without going into too much detail to avoid distracting students’ attention from the reading itself. After that, the teacher asks students to predict the content of the text based on the title “Across the globe” and the background introduction: “What do you think the author will talk about in the text? What aspects of global cultures may be mentioned?” Students can discuss in pairs for 2 minutes, then share their predictions with the whole class. The teacher summarizes students’ predictions and guides them to focus on the key points of the text. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading helps students reduce reading obstacles and improve reading efficiency, which is an important part of cultivating students’ language competence. Introducing text background helps students build a connection between the text and real life, deepen their understanding of the text theme. Predicting the text content can stimulate students’ reading motivation, cultivate their logical thinking ability, and let students form a preliminary understanding of the text, laying a foundation for intensive reading. Step 3: While-reading (Intensive Reading and Text Analysis) This step is divided into three parts: skimming, scanning and intensive reading, guiding students to understand the text from shallow to deep. First, skimming. The teacher asks students to read the text quickly, without paying too much attention to new words and difficult sentences, and answer two questions: 1. What is the main idea of the text? 2. How many parts can the text be divided into, and what is the main content of each part? After students finish reading, the teacher invites several students to answer the questions, then summarizes and sorts out the main idea and text structure: The text mainly discusses the significance of cultural diversity, introduces different cultural characteristics around the world, and puts forward suggestions on promoting cross-cultural communication. It can be divided into three parts: the first part (Paragraph 1) introduces the background of globalization and the existence of cultural diversity; the second part (Paragraphs 2-4) introduces specific cultural characteristics of different regions; the third part (Paragraph 5) puts forward suggestions on cross-cultural communication and cultural preservation. Design Intention: Skimming is an important reading strategy. Through skimming, students can quickly grasp the main idea and text structure of the text, cultivate their ability to extract key information quickly, which is in line with the requirements of language competence and learning ability. At the same time, it helps students form an overall understanding of the text, laying a foundation for further intensive reading. Second, scanning. The teacher asks students to read the text again, scan for specific information, and complete the following table. The table is presented on the screen, including three columns: “Regions”, “Cultural Characteristics” and “Key Information”. Students need to find the corresponding information in the text and fill in the table. During the process, the teacher walks around the classroom, provides help for students who have difficulties in finding information, and reminds students to pay attention to key sentences and signal words, such as “for example”, “however”, “in addition”. After students finish filling in the table, the teacher invites a student to present his/her table on the blackboard, then checks and corrects it together with the whole class, emphasizing the key information in the text, such as the cultural characteristics of the Australian Aborigines and the Sami people in Norway. At the same time, the teacher explains some difficult sentences in the process of checking, such as “Cultural diversity is not only a precious wealth for human beings, but also an important driving force for global development.”, helping students understand the meaning of the sentences. Design Intention: Scanning helps students improve their ability to find specific information quickly, which is a practical reading skill. Completing the table makes the scattered information in the text more systematic and clear, helping students deepen their understanding of the text content. Explaining difficult sentences in time can solve students’ reading obstacles in time, improve their language comprehension ability, and lay a foundation for the subsequent discussion and interaction. Third, intensive reading. The teacher guides students to read each paragraph carefully, analyze the key sentences, logical relationships and the author’s attitude. For the first paragraph, the teacher asks: “What is the relationship between globalization and cultural diversity? What does the author want to express through this paragraph?” For the second to fourth paragraphs, the teacher guides students to analyze the characteristics of different cultures, and asks: “What are the differences between the cultures of different regions? Why do these differences exist?” For the fifth paragraph, the teacher asks: “What suggestions does the author put forward for cross-cultural communication and cultural preservation? Do you agree with these suggestions?” During the analysis, the teacher encourages students to express their own views freely, and guides students to think deeply. For example, when talking about cultural differences, the teacher can ask: “Do you think these cultural differences will bring obstacles to cross-cultural communication? How can we deal with these differences?” At the same time, the teacher emphasizes the key vocabulary and phrases in each paragraph again, and guides students to use these words and phrases to express their views, strengthening the application of vocabulary. Design Intention: Intensive reading is the key link to understand the text in depth. By analyzing key sentences and logical relationships, students can improve their ability to understand complex texts and cultivate their logical thinking ability. Guiding students to think about the author’s attitude and put forward their own views can cultivate their critical thinking ability, which is in line with the requirements of thinking quality in core literacy. Strengthening the application of vocabulary in the process of intensive reading helps students master the usage of core vocabulary and improve their language application ability. Step 4: While-interaction (Discussion and Expression) Based on the text content, the teacher designs two interactive activities to let students apply the learned language knowledge and express their views, realizing the combination of reading and interaction. Activity 1: Group Discussion. The teacher divides students into groups of 4-5, and assigns the discussion topic: “With the development of globalization, cultural exchange is becoming more and more frequent. What are the advantages and disadvantages of cultural exchange? How can we preserve our own cultural heritage while carrying out cross-cultural communication?” The teacher gives students 8 minutes to discuss, and requires each group to designate a recorder to record the key points of the discussion and a spokesman to present the group’s views. During the discussion, the teacher walks around each group, listens to their discussions, provides guidance for students who have difficulties in expression, and reminds students to use the core vocabulary and phrases learned in the text, such as “preserve cultural heritage”, “promote cross-cultural communication”, “respect cultural differences”. After the discussion, each group’s spokesman presents their views in turn. The teacher listens carefully, gives positive comments and supplements, and guides students to think more comprehensively. For example, if a group only mentions the advantages of cultural exchange, the teacher can ask: “Are there any disadvantages of cultural exchange? For example, will some weak cultures be impacted?” Activity 2: Role-play. The teacher sets a real cross-cultural communication scenario: “Suppose you are a student from China, and you meet a foreign student from Australia in an international exchange activity. Please have a dialogue with him/her, introducing your own culture and understanding his/her culture, and discussing how to promote the exchange between Chinese culture and Australian culture.” The teacher asks students to practice in pairs for 5 minutes, then invites 2-3 pairs to perform their dialogues in front of the whole class. After each performance, the teacher comments on their performance, affirming their advantages in language expression and interaction, and pointing out the places that need improvement, such as the accuracy of vocabulary and the fluency of sentences. Design Intention: Group discussion and role-play are important forms of interactive teaching. Group discussion can cultivate students’ cooperative learning ability and communication ability, and let students express their views freely, which is conducive to cultivating their critical thinking ability and learning ability. Role-play creates a real cross-cultural communication scenario, which helps students apply the learned language knowledge to practical communication, improve their language application ability, and deepen their understanding of cultural diversity, which is in line with the requirements of language competence and cultural awareness. At the same time, it can stimulate students’ learning interest and improve their classroom participation. Step 5: Post-reading (Summary and Extension) First, summary. The teacher invites students to summarize the main content of the text and the key points learned in this class. Students can summarize individually or in pairs. After that, the teacher makes a comprehensive summary: “In this class, we read a text about cultural diversity across the globe, mastered the core vocabulary and phrases related to cross-cultural communication, understood the characteristics of different cultures and the significance of cross-cultural exchange, and learned how to express our views on cultural issues in English. We also realized that cultural diversity is a precious wealth for human beings, and we should respect and protect different cultures.” Then, extension. The teacher introduces some real cases of cross-cultural communication in daily life, such as the cultural exchange activities held in schools, the influence of Chinese traditional culture on the world, and the impact of foreign cultures on Chinese young people. Then the teacher asks students: “Combined with the text and real life, what do you think we can do as senior high school students to promote cross-cultural communication and preserve our own cultural heritage?” Students can share their views freely, and the teacher encourages them to put forward practical suggestions, such as “learn more about different cultures”, “promote Chinese traditional culture to foreign friends”, “respect the cultural habits of others”. In addition, the teacher assigns a small task: “After class, please find a piece of information about the culture of a foreign country that you are interested in, write a short passage (about 100 words) to introduce it, and prepare to share it in the next class. When writing, try to use the core vocabulary and phrases learned in this class.” Design Intention: Summarizing the class content helps students sort out the knowledge they have learned, strengthen their memory and understanding, and cultivate their ability to generalize. The extension activity connects the text content with real life, helps students apply the learned knowledge to practice, deepens their understanding of the theme of cultural diversity, and cultivates their sense of social responsibility. Assigning after-class tasks can consolidate the knowledge learned in class, improve students’ writing ability and autonomous learning ability, and lay a foundation for the subsequent teaching. 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 $