Unit 2 Things that matter-Cultural focus 教案-2025-2026学年高中英语沪教版选择性必修第三册

Unit 2 Things that matter-Cultural focus 教学目标和重难点 教学目标 Language Competence: Students can master core vocabulary and sentence patterns related to cultural values and life priorities, and use them to express opinions on things that matter. Cultural Awareness: They understand cultural similarities and differences in values globally, respect diverse cultures, and enhance cultural confidence. Thinking Quality: They develop critical and logical thinking by analyzing cultural phenomena and exploring the essence of "things that matter". Learning Ability: They cultivate autonomous and cooperative learning skills, and form the habit of reflecting on cultural communication. 教学重难点 Key Points: Mastering vocabulary such as sentimental, possession, friction and sentence patterns about expressing cultural values; understanding the cultural connotations of "things that matter" in different contexts. Difficult Points: Analyzing the causes of cultural differences in values, and using appropriate English to discuss and compare cultural differences and similarities in a logical way. 教学过程 Lead-in: Activate Prior Knowledge and Introduce the Topic The teacher starts the class by showing pictures of different cultural scenes: a Chinese family gathering during traditional festivals, an American young person pursuing individual dreams, an African community sharing daily necessities, and a Japanese family cherishing traditional crafts. Then the teacher asks open-ended questions in English: “What do you see in these pictures? What do you think matters most to the people in each picture? Do people from different countries have the same understanding of ‘things that matter’?” After asking the questions, the teacher invites 3-4 students to share their opinions freely. There is no restriction on the form of expression, and students can use simple words and sentences to express their initial thoughts. After the students’ sharing, the teacher makes a brief comment: “Your observations are very careful. In fact, people from different cultural backgrounds have different understandings of ‘things that matter’, which is closely related to their cultural values. Today, we will explore the cultural connotations of ‘things that matter’ in Unit 2 Cultural focus, and learn how to express and discuss these cultural phenomena in English.” Design Intention: The lead-in links students’ prior life experience and cultural cognition through vivid pictures, which can quickly attract students’ attention and arouse their interest in the topic. The open-ended questions provide a relaxed expression space for students, help them activate the existing English vocabulary and sentence patterns related to “values” and “life priorities”, and lay a foundation for the follow-up teaching. At the same time, it naturally leads to the core content of this lesson, making the transition from daily life to cultural exploration smooth and natural. Pre-exploration: Vocabulary and Background Preview Vocabulary Learning: The teacher presents the core vocabulary of this lesson on the screen, including sentimental, possession, friction, permanent, temporary, tendency, reluctant, etc. For each word, the teacher first pronounces it clearly and asks students to follow along, then explains its meaning with simple English sentences and combines it with cultural examples. For example, when explaining “sentimental”, the teacher says: “Someone who is sentimental cares a lot about emotions. For example, many Chinese people are sentimental about old photos because they carry precious memories; while some Western people may be more rational and not easily sentimental about material things.” When explaining “friction”, the teacher connects it with cultural communication: “Friction often happens when people from different cultures communicate, because their values are different. For example, the concept of time may cause friction—some cultures think being on time is very important, while others are more flexible.” After explaining the vocabulary, the teacher organizes a group activity: each group is given 2-3 words, and they need to make 1-2 sentences related to cultural values, then share their sentences with the whole class. The teacher comments on the sentences, corrects the wrong usage, and emphasizes the key points of vocabulary application. 2. Background Introduction: The teacher briefly introduces the cultural background related to the lesson. “In this lesson, we will learn about the cultural differences in people’s understanding of ‘things that matter’ between Eastern and Western cultures. Generally speaking, Eastern cultures pay more attention to family, community and tradition, while Western cultures emphasize individualism, personal dreams and freedom. But these are not absolute, and there are many common points between different cultures. We will explore these similarities and differences through text learning and discussion.” Design Intention: Vocabulary is the foundation of language learning. Combining cultural examples to explain vocabulary not only helps students master the meaning and usage of words, but also enables them to initially perceive the connection between vocabulary and cultural values, laying a language foundation for text reading and cultural exploration. The group sentence-making activity enhances students’ participation and cooperation awareness, and helps them consolidate the vocabulary they have just learned in practice. The brief background introduction helps students establish a preliminary cognitive framework of cultural differences, which is conducive to their in-depth understanding of the text content later. While-exploration: Text Reading and Cultural Analysis Skimming: The teacher distributes the text of Cultural focus to students and asks them to read it quickly. The task is to find out the main idea of the text: “What is the main topic of the text? What does the text mainly talk about?” After students finish reading, the teacher invites several students to answer, and then summarizes: “The text mainly discusses the cultural differences and similarities in people’s understanding of ‘things that matter’ around the world, and analyzes the reasons for these differences from the perspective of cultural values.” Design Intention: Skimming training helps students improve their ability to quickly grasp the main idea of the text, which is an important reading skill. Through this link, students can form an overall understanding of the text, clarify the core content of the lesson, and lay a foundation for in-depth reading. Scanning: The teacher asks students to read the text again carefully, and complete the following tasks: (1) Underline the key sentences that reflect cultural differences in “things that matter”; (2) List the cultural similarities mentioned in the text; (3) Find out the reasons for cultural differences mentioned in the text. During the reading process, students can ask the teacher for help if they encounter difficult words or sentences. The teacher walks around the classroom, observes students’ reading status, and provides timely guidance to students who have difficulties. After students finish reading, the teacher organizes a class discussion. First, invite students to share the key sentences they underlined, and explain the cultural differences reflected in them. For example, some students may underline the sentence “In many Eastern countries, family and community are regarded as the most important things, and people are willing to make sacrifices for their families and communities”, while others may underline “In Western countries, individuals are encouraged to pursue their own dreams and interests, and personal freedom and happiness are highly valued”. The teacher then guides students to summarize the cultural similarities mentioned in the text: “No matter which culture people are from, they all value love, friendship, health and happiness. These are the common pursuits of human beings.” Finally, the teacher leads students to analyze the reasons for cultural differences: “The differences in history, geography, social system and living environment are the main reasons for the differences in cultural values.” Design Intention: Scanning training helps students improve their ability to find specific information in the text. The task design is targeted, which can guide students to focus on the core content of the text and deepen their understanding of cultural differences and similarities. The class discussion provides a platform for students to exchange and share, helps them clarify their ideas, and at the same time exercises their oral expression ability. The teacher’s timely guidance ensures that students can accurately grasp the key points of the text and understand the essence of cultural differences. In-depth Analysis: The teacher selects several key paragraphs in the text for in-depth analysis. For example, the paragraph about “possessions” : “In some cultures, possessions are regarded as a symbol of success and status, so people try their best to pursue material wealth; while in other cultures, people think that possessions are temporary, and spiritual wealth is more important.” The teacher asks students: “Why do different cultures have different attitudes towards possessions? What is your attitude towards possessions? Do you think material wealth or spiritual wealth is more important?” Students are divided into groups of 4-5 to discuss these questions. During the discussion, the teacher requires students to use the vocabulary and sentence patterns they have learned in this lesson to express their opinions, and encourages them to combine their own life experience and cultural background to elaborate. After the discussion, each group sends a representative to share their group’s views. The teacher makes comments on each group’s sharing, affirms their reasonable views, and guides them to think more comprehensively. For example, if a group emphasizes that spiritual wealth is more important, the teacher can ask: “Do you think material wealth is completely unimportant? How can we balance material wealth and spiritual wealth?” Another key paragraph is about “cultural communication”: “With the development of globalization, cultural communication has become more and more frequent. We should respect cultural differences, learn from each other’s advantages, and build a harmonious cultural relationship.” The teacher asks students: “What should we do when we encounter cultural friction in daily communication? How can we promote cultural exchange and understanding?” Students discuss freely, and the teacher summarizes their views: “We should keep an open mind, understand and respect the cultural habits and values of others, avoid cultural prejudice, and use appropriate ways to communicate and exchange, so as to achieve mutual understanding and tolerance.” Design Intention: In-depth analysis of key paragraphs helps students grasp the deep meaning of the text and understand the cultural connotations behind the words. Group discussion encourages students to think independently and cooperate with others, which not only exercises their oral expression ability and logical thinking ability, but also enables them to combine their own experience to understand cultural phenomena, realizing the connection between text learning and real life. The teacher’s guidance helps students establish a correct view of cultural communication and enhance their cross-cultural communication awareness. Post-exploration: Consolidation and Application Role-play Activity: The teacher designs a role-play scenario: “Suppose you are an exchange student studying in a foreign country. You have a conversation with a local student about ‘things that matter’. You need to introduce the things that matter in Chinese culture, and listen to the local student’s introduction of their cultural values, and discuss the similarities and differences between the two cultures.” Students are divided into pairs, and each pair plays the role of an exchange student and a local student. The teacher provides some key sentence patterns for reference: “In my culture, ... is regarded as the most important thing because ...”; “I think the biggest difference between our cultures is that ...”; “Although we have different views, we both value ...”; “I learn a lot from your culture, and I think ...”. Students need to complete the role-play with the help of these sentence patterns and the vocabulary they have learned. During the activity, the teacher walks around the classroom, observes students’ performance, and provides guidance and help to students who have difficulties in expression. After the role-play, the teacher invites 2-3 pairs to perform in front of the whole class. After the performance, the teacher makes comments, affirms their advantages in expression and communication, and points out the areas that need improvement, such as the accuracy of vocabulary usage and the fluency of sentences. At the same time, the teacher emphasizes the key points of cross-cultural communication: respect, understanding and tolerance. Design Intention: Role-play is a practical language application activity that can create a real communication scenario for students, enabling them to apply the vocabulary, sentence patterns and cultural knowledge they have learned to actual communication. This link not only consolidates the knowledge learned in the lesson, but also improves students’ oral expression ability and cross-cultural communication ability. The teacher’s comments and guidance help students find their own shortcomings and improve their language application level. Writing Practice: The teacher assigns a short writing task: “Write a short passage (about 150 words) titled ‘Things That Matter in My Culture’. You need to introduce the things that matter most in Chinese culture, explain the reasons, and compare them with other cultures briefly.” Before writing, the teacher guides students to sort out their ideas: first, determine the main things that matter in Chinese culture (such as family, filial piety, tradition, etc.); second, explain why these things are important (combined with Chinese history and cultural background); third, briefly compare with Western cultures, pointing out the similarities and differences. The teacher also reminds students to use the vocabulary and sentence patterns learned in this lesson, and pay attention to the logic and fluency of the passage. Students start writing independently. After finishing writing, they exchange their passages with their deskmates and help each other revise them, focusing on checking the accuracy of vocabulary and sentences, the rationality of logic and the completeness of content. The teacher collects some typical passages, comments on them in class, affirms the advantages, and corrects the common mistakes. For example, if a student uses the word “sentimental” incorrectly, the teacher will explain it again and give correct examples; if the logic of the passage is not clear, the teacher will guide the student to adjust the structure. Design Intention: Writing practice is an important way to consolidate language knowledge and improve language application ability. This writing task is closely related to the theme of the lesson, which can enable students to sort out the cultural knowledge they have learned and express their understanding of Chinese culture in English. Peer revision helps students learn from each other and improve their writing ability. The teacher’s comments and corrections help students solve common problems in writing and improve the quality of their writing. Summary and Reflection Lesson Summary: The teacher leads students to review the content of this lesson: “Today, we have learned about the cultural differences and similarities in people’s understanding of ‘things that matter’ around the world. We have mastered some core vocabulary and sentence patterns related to cultural values, and learned how to express and discuss cultural phenomena in English. We also understand that we should respect cultural differences, learn from each other, and promote cross-cultural communication.” The teacher then asks students to summarize the key points of the lesson independently, and invites 2-3 students to share their summaries. The teacher supplements and improves their summaries to ensure that students have a clear understanding of the key content of the lesson. Student Reflection: The teacher asks students to think about the following questions: “What have you learned in this lesson? What do you think is the most important thing you have gained? Are there any difficulties you have not solved? What can you do to improve your cross-cultural communication ability in the future?” Students think independently for a few minutes, then share their reflections with the class. Some students may say that they have learned a lot of new vocabulary and understand the cultural differences between Eastern and Western countries; some students may say that they find it difficult to express their views fluently in English, and they need to practice more; some students may say that they will pay more attention to cultural differences in daily life and respect different cultures. The teacher listens carefully to their reflections, affirms their gains, and gives suggestions for their difficulties. For example, for students who have difficulties in oral expression, the teacher suggests that they practice speaking more in daily life, listen to more English materials, and accumulate more vocabulary and sentence patterns. Design Intention: Lesson summary helps students sort out the knowledge they have learned, form a systematic cognitive framework, and consolidate the key points of the lesson. Student reflection enables students to realize their own gains and shortcomings, which is conducive to improving their learning awareness and learning ability. The teacher’s suggestions provide direction for students’ future learning, helping them continuously improve their English ability and cross-cultural communication awareness. 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 $