Unit 1 Across the globe-Cultural focus 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-Cultural focus 教学目标和重难点 教学目标 It focuses on cultivating students’ language competence in expressing cultural themes, cultural awareness of respecting diversity, thinking quality of analyzing cultural differences critically, and learning ability of exploring cultural knowledge independently and cooperatively. 教学重难点 Key points: Understand cultural characteristics of different regions and master key words/phrases about cross-cultural communication. Difficult points: Analyze cultural differences deeply and use English to express cultural views accurately with cultural connotation. 教学过程 Lead-in: Cultural Exploration Initiation The teacher starts the class by showing a short video (3-5 minutes) that collects typical cultural scenes from different countries and regions around the world, such as the Spring Festival in China, Diwali in India, Oktoberfest in Germany, and the carnival in Brazil. The video is accompanied by simple and vivid English narration, introducing the core customs and cultural connotations of each festival briefly. After playing the video, the teacher raises guiding questions: “What cultural scenes have you seen in the video? Which one impresses you most and why? Do you know other cultural customs from different countries?” Then, the teacher organizes a free discussion activity. Students are encouraged to share their own experiences and knowledge about global cultures, such as the food, festivals, etiquette or art forms they know. During the discussion, the teacher walks around the classroom, listens to students’ speeches, guides them to use simple English to express their views, and records key cultural keywords mentioned by students on the blackboard, such as “Spring Festival”, “Diwali”, “carnival”, “customs”, “etiquette”, etc. Design Intention: The video can intuitively show the diversity of global cultures, stimulate students’ interest in learning and curiosity about different cultures, and quickly lead students into the theme of “cross-cultural communication”. The free discussion activity not only activates students’ existing cultural knowledge reserve, but also provides an opportunity for students to practice oral English initially, laying a foundation for the in-depth study of the following teaching content. Recording key words helps students sort out their ideas and strengthen their memory of core vocabulary related to cultural themes. Pre-reading: Cultural Background and Vocabulary Preview First, the teacher introduces the cultural background related to the text. Combined with the unit theme “Across the Globe”, the teacher briefly explains the background of global cultural exchange in the context of globalization, emphasizing that with the development of science and technology and the frequent flow of people, cultural exchange between different regions has become more and more frequent, and understanding and respecting cultural differences has become an important ability in modern society. At the same time, the teacher introduces the main content of the text: the text takes several typical regions as examples, introduces their unique cultural characteristics and the phenomena of cultural exchange and integration, and guides students to think about the significance of cross-cultural communication. Then, the teacher focuses on teaching key vocabulary and phrases related to cultural focus, such as “cultural diversity”, “cross-cultural communication”, “custom”, “tradition”, “heritage”, “integrate”, “respect”, “tolerance” and so on. For each word and phrase, the teacher explains its meaning, pronunciation and usage in detail, and gives example sentences closely related to cultural themes. For example, for “cultural diversity”, the teacher gives the example sentence: “Cultural diversity enriches our lives and broadens our horizons.” For “integrate”, the example sentence is: “Many immigrants integrate their own culture into the local culture, forming a unique cultural landscape.” After explaining, the teacher organizes a quick memory activity: students read the words and phrases aloud twice, and then the teacher randomly asks students to explain the meaning and make sentences, so as to check the preview effect and strengthen students’ mastery of vocabulary. In addition, the teacher arranges a small pre-reading task: students read the text quickly, find out the main regions mentioned in the text and their core cultural characteristics, and mark the difficult sentences that they cannot understand. This task helps students have a preliminary understanding of the text structure and key content, and lays a foundation for in-depth reading. Design Intention: Introducing cultural background helps students understand the context of the text, establish a connection between the text content and real life, and enhance their sense of identity with the teaching theme. Teaching key vocabulary and phrases solves the language barrier for students’ in-depth reading, ensures that students can understand the text content smoothly, and lays a foundation for their subsequent language expression. The quick memory activity can strengthen students’ memory of vocabulary in a short time, and the pre-reading task can cultivate students’ ability of fast reading and key information extraction, guiding students to form a good reading habit of previewing in advance. While-reading: In-depth Text Analysis and Interactive Exploration This part is divided into two stages: intensive reading and interactive discussion, focusing on guiding students to understand the text content in depth, analyze cultural differences and explore the significance of cross-cultural communication. In the first stage, intensive reading and text analysis. The teacher guides students to read the text paragraph by paragraph, and focuses on analyzing the key content of each paragraph. For the first paragraph, which introduces the significance of cultural diversity in the context of globalization, the teacher asks questions: “What is the role of cultural diversity mentioned in the text? Why is it important to respect cultural diversity?” Let students find the answer from the text and express it in their own words. For the paragraphs introducing the cultural characteristics of specific regions (such as Asia, Europe and Africa), the teacher guides students to sort out the key information, such as the unique customs, art forms and cultural concepts of each region, and organizes students to fill in a simple information form (in English) to sort out the cultural characteristics of different regions. For example, for Asian culture, students need to fill in “pay attention to etiquette and family ties, unique food such as sushi and dumplings, traditional art such as calligraphy and tea art”; for European culture, fill in “rich artistic heritage, emphasis on individualism, unique festivals such as Oktoberfest and Christmas”. In the process of intensive reading, the teacher also focuses on analyzing difficult sentences in the text, such as complex compound sentences and long sentences related to cultural concepts. For example, if there is a sentence like “Although different cultures have great differences, they all reflect the pursuit of beauty and happiness by human beings”, the teacher guides students to analyze the sentence structure (adverbial clause of concession), explains the meaning of the sentence, and lets students understand that cultural differences do not hinder mutual understanding, but enrich the diversity of human culture. At the same time, the teacher guides students to pay attention to the use of linking words in the text, such as “however”, “therefore”, “in addition”, which helps students understand the logical relationship between paragraphs and improve their reading ability and logical thinking ability. In the second stage, interactive discussion. On the basis of understanding the text content, the teacher puts forward in-depth discussion questions, guides students to think critically and express their own views. The discussion questions are designed as follows: 1. What are the differences between the cultural characteristics of the regions mentioned in the text? What are the reasons for these differences (combined with geography, history and other factors)? 2. In your opinion, what are the positive impacts of cross-cultural communication? Can you give specific examples in real life? 3. What problems may we encounter in cross-cultural communication? How should we solve these problems? 4. As a senior high school student, how can we promote cross-cultural communication and respect cultural diversity? Students are divided into groups of 4-5 to discuss these questions. Each group designates a recorder to record the key views of the group, and a speaker to report the group’s views to the whole class after the discussion. During the group discussion, the teacher walks around each group, guides students to express their views in English, corrects their wrong expressions in time, and helps students sort out their ideas when they encounter difficulties. After the group discussion, each group’s speaker reports their views in turn. After each report, the teacher makes comments and supplements, affirms the reasonable views of the group, and guides students to think more comprehensively. For example, when students talk about the problems in cross-cultural communication, the teacher can supplement the example of “cultural misunderstanding caused by different etiquette”, such as “shaking hands is a common greeting in Western countries, but in some Asian countries, bowing is more polite”, and guide students to realize that understanding cultural differences is the key to avoiding misunderstandings. Design Intention: Intensive reading and text analysis helps students grasp the key content and logical structure of the text, understand the cultural characteristics and connotations described in the text, and improve their reading comprehension ability. The information form sorting activity can help students sort out the key information in the text systematically, deepen their understanding of cultural diversity, and cultivate their ability of information integration. The interactive group discussion not only provides students with more opportunities to practice oral English, but also guides students to think in depth about cross-cultural communication, cultivates their critical thinking ability and cooperative learning ability, and enables students to combine the text content with real life, realizing the connection between knowledge and practice. Post-reading: Consolidation, Application and Expansion This part is divided into three links: language consolidation, situational application and cultural expansion, aiming to help students consolidate the knowledge learned, apply the language and cultural knowledge to practice, and expand their cultural vision. The first link is language consolidation. The teacher arranges two small exercises: 1. Fill in the blanks with the key words and phrases learned in the class, such as “cultural diversity”, “integrate”, “respect”, etc. The sentences of the exercise are closely related to the text content and cultural themes, so as to strengthen students’ mastery of vocabulary and phrases. 2. Paraphrase the difficult sentences in the text. Students are required to express the meaning of the difficult sentences in their own simple English, which helps students deepen their understanding of the text and improve their ability of language expression. The second link is situational application. The teacher designs a situational simulation activity: “Suppose you are a volunteer in an international cultural exchange activity, and you need to introduce Chinese culture to foreign guests and understand foreign culture from them. Please design a dialogue between you and the foreign guests, including the introduction of cultural customs, the exchange of cultural views and the solution of possible cultural misunderstandings.” Students are divided into pairs to complete the dialogue design. Each pair is given a certain time to prepare, and then several pairs are invited to perform their dialogues in front of the whole class. After the performance, the teacher makes comments, affirms the advantages of the dialogue, such as accurate language expression and in line with cultural connotations, and points out the areas that need improvement, such as the lack of details in cultural introduction or inappropriate expressions. This activity requires students to comprehensively use the vocabulary, phrases and cultural knowledge learned in the class, and improves their ability of oral communication and practical application. The third link is cultural expansion. The teacher introduces more global cultural knowledge on the basis of the text, such as the cultural characteristics of other regions (such as South America, Oceania), the common etiquette and taboos in cross-cultural communication, and shares classic cases of cross-cultural communication (such as the cultural integration in multinational companies, the cultural exchange activities held in various countries). At the same time, the teacher recommends extracurricular reading materials and resources to students, such as English documentaries about global cultures, English newspapers and periodicals introducing cultural themes, and online courses on cross-cultural communication, guiding students to explore cultural knowledge independently after class and expand their cultural vision. In addition, the teacher arranges an after-class assignment: Write an English essay with the title “My Views on Cross-Cultural Communication”, requiring students to combine the text content and their own understanding, expound the significance of cross-cultural communication, the existing cultural differences and the ways to promote cross-cultural communication. The essay requires clear logic, accurate language and appropriate use of the vocabulary and phrases learned in the class. This assignment helps students consolidate the knowledge learned, improve their writing ability, and deepen their understanding of cross-cultural communication. Design Intention: Language consolidation exercises help students consolidate the key vocabulary, phrases and sentence patterns learned in the class, laying a solid foundation for language application. The situational simulation activity creates a real cross-cultural communication scenario for students, enabling students to apply the learned knowledge to practice, improving their oral communication ability and practical application ability, and enhancing their sense of participation and experience. Cultural expansion helps students expand their cultural vision, understand more global cultural knowledge, and cultivate their awareness of cross-cultural communication. The after-class essay assignment not only consolidates the knowledge learned, but also improves students’ writing ability, and guides students to think in depth about the theme of cross-cultural communication, realizing the integration of knowledge learning and ability improvement. Summary and Reflection First, the teacher summarizes the content of the whole class. The teacher combs the key points of the class, including the core content of the text, the key vocabulary and phrases related to cultural themes, the significance of cross-cultural communication and the ways to respect cultural diversity, and emphasizes that in the context of globalization, we should take an open and inclusive attitude, respect cultural diversity, and actively promote cross-cultural communication. Then, the teacher guides students to carry out self-reflection: “What have you learned in this class? What do you think you have done well? What areas need to be improved? Do you have any new understanding of cross-cultural communication?” Students are invited to share their reflection results, and the teacher listens carefully and gives positive guidance and encouragement. Finally, the teacher makes a summary and prospect, emphasizing that cultural learning is a long-term process, and hopes that students can continue to explore global cultural knowledge after class, improve their cross-cultural communication ability, and become communicators and inheritors of cultural exchange. Design Intention: The class summary helps students sort out the knowledge learned in the class, form a systematic knowledge framework, and deepen their understanding of the teaching theme. Self-reflection enables students to realize their own advantages and deficiencies, cultivate their ability of self-evaluation and self-improvement, and help them form a good learning habit of summing up experience in time. The summary and prospect encourages students to continue to explore cultural knowledge after class, expands the influence of classroom teaching, and realizes the connection between classroom learning and extracurricular exploration. 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 $