Unit 3 Mind and body-Cultural focus 教案-2025-2026学年高中英语沪教版选择性必修第三册

Unit 3 Mind and body-Cultural focus 教学目标和重难点 教学目标 Language Competence: Enable students to master core vocabularies and sentence patterns related to cultural differences in mind-body relationships, and use English to express, compare and comment on relevant cultural phenomena. Cultural Awareness: Guide students to understand the diverse cultural connotations of mind and body in different countries, respect cultural differences, and establish a cross-cultural communication awareness. Thinking Quality: Cultivate students’ critical thinking ability to analyze and evaluate cultural phenomena, and develop their ability to explore the connections between culture and mind-body health. Learning Ability: Help students master effective learning strategies such as autonomous inquiry and cooperative discussion to improve their ability to independently acquire and apply cultural knowledge related to the unit. 教学重难点 Key Points: Master the core vocabularies and expressions about cultural differences in mind-body care, understand the main content of cultural materials in the unit, and be able to briefly introduce the cultural characteristics of mind-body relationships in different regions. Difficult Points: Understand the deep cultural connotations behind different mind-body care methods, accurately compare cultural differences, and use English to express personal views on cross-cultural mind-body health concepts with logic and fluency. 教学过程 Lead-in: Activate Prior Knowledge and Introduce the Topic The teacher starts the class with an open question: “What do you usually do to keep your mind and body healthy? Do you think people from other countries have the same ways?” Then, the teacher shows some pictures, including Chinese Tai Chi, Indian Yoga, Western psychological counseling and Japanese Zen meditation, and asks students to observe and discuss: “What do these pictures show? What do you know about these ways of keeping healthy?” After 3-4 students share their views, the teacher summarizes and leads in the topic: “Today, we will explore the cultural focus of Unit 3 — the cultural differences and commonalities of mind and body care around the world, and learn how to express these cultural phenomena in English.” Design Intention: This link takes students’ daily life experience as the starting point, activates their prior knowledge about mind-body health, and stimulates their learning interest through visual pictures. The open questions and group discussions encourage students to actively participate in classroom interaction, lay a foundation for the subsequent study of cultural materials, and also imperceptibly cultivate their ability to observe and think about cultural phenomena. Pre-reading: Preview Vocabulary and Clear Obstacles First, the teacher presents the core vocabularies and expressions in the cultural focus part on the screen, including “mind-body connection”, “cultural perspective”, “meditation”, “therapy”, “well-being”, “spiritual balance”, “physical health”, “cross-cultural communication” and so on. For each vocabulary, the teacher explains its meaning, pronunciation and usage, and gives example sentences combined with the unit theme, such as “The mind-body connection is highly valued in many Eastern cultures.” “Meditation is an effective way to achieve spiritual balance.” Then, the teacher organizes a quick vocabulary game: divide students into 4 groups, show the Chinese meaning of the vocabulary, and let the groups compete to say the English words and make sentences. The group with the highest score will get a small reward. After the vocabulary game, the teacher asks students to predict the content of the cultural materials according to the title “Cultural Perspectives on Mind and Body” and the pictures in the textbook. The teacher guides students to put forward guesses, such as “It may introduce the different ways of mind-body care in Eastern and Western cultures.” “It may talk about the influence of culture on people’s understanding of mind and body health.” Then, the teacher briefly introduces the background of the materials: the materials mainly compare the cultural differences between Eastern and Western countries in mind-body care, focusing on the concepts and practices of China, India, the United States and other countries. Design Intention: Vocabulary is the foundation of understanding cultural materials. Through the explanation of core vocabulary and the vocabulary game, students can master the key words and expressions in a relaxed and pleasant atmosphere, reducing the difficulty of reading. Predicting the content of the materials can stimulate students’ curiosity and initiative in reading, cultivate their ability to predict and infer based on existing information, and lay a good foundation for intensive reading. While-reading: Intensive Reading and Comprehension Step 1: Skimming. The teacher asks students to read the cultural materials quickly, and answer two questions: What is the main topic of the passage? Which countries’ cultural perspectives on mind and body are mentioned in the passage? After students finish reading, the teacher invites several students to share their answers, and then summarizes: The main topic of the passage is the cultural differences and commonalities of mind-body care around the world, and the countries mentioned include China, India, the United States and Japan. Design Intention: Skimming is an important reading strategy. Through skimming, students can quickly grasp the main idea of the passage and the key information, improve their reading speed and overall comprehension ability, and lay a foundation for further intensive reading. Step 2: Scanning. The teacher asks students to read the passage again carefully, and fill in the following table according to the content of the passage. The table includes four columns: Country, Core Concept of Mind-Body Care, Specific Practices, and Cultural Connotation. The teacher walks around the classroom to guide students who have difficulties, and reminds students to mark the key sentences in the passage while reading. After students finish filling in the table, the teacher invites each group to send a representative to share the content of the table, and corrects and supplements the answers. For example, for China, the core concept is “the unity of mind and body”, the specific practices include Tai Chi, traditional Chinese medicine massage, and the cultural connotation is the harmony between man and nature; for the United States, the core concept is “the separation of mind and body”, the specific practices include psychological counseling, physical exercise, and the cultural connotation is the emphasis on individual independence and scientificity. Design Intention: Scanning can help students accurately find specific information in the passage, and filling in the table can make the scattered information in the passage systematic and clear, which is convenient for students to compare and understand the cultural differences of different countries. At the same time, it can cultivate students’ ability to extract and sort out information, and lay a foundation for the subsequent discussion and expression. Step 3: Deep Comprehension. The teacher puts forward some in-depth questions to guide students to think carefully: Why do different countries have different perspectives on mind-body care? What are the commonalities of mind-body care in all cultures? Do you think these cultural differences will affect cross-cultural communication? If so, how should we deal with them? The teacher organizes students to discuss these questions in groups of 4, and asks each group to record the key points of the discussion. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and gives appropriate guidance when necessary, such as reminding students to combine the content of the passage and their own life experience to express their views. After the discussion, each group sends a representative to share the discussion results. The teacher makes comments and summaries, emphasizing that the differences in mind-body care cultures are caused by factors such as history, geography, and social customs, and the commonality is that all cultures pay attention to the health of mind and body. For cross-cultural communication, we should respect cultural differences, understand and learn from each other’s excellent cultural traditions. Design Intention: In-depth questions can guide students to think beyond the surface of the text, explore the deep cultural connotations and causes of cultural differences, and cultivate their critical thinking ability and in-depth thinking ability. Group discussion can promote students’ cooperative learning, let students learn from each other’s views, improve their ability to express and communicate in English, and also cultivate their team cooperation awareness. Post-reading: Expand and Apply, Deepen Understanding Activity 1: Cultural Comparison Report. The teacher divides students into 3 groups, and assigns each group a task: Group 1 compares the mind-body care culture of China and India; Group 2 compares the mind-body care culture of China and the United States; Group 3 compares the mind-body care culture of Japan and the United States. Each group needs to combine the content of the passage and their own collected information, and complete a 3-minute English report, including the similarities and differences between the two countries’ mind-body care cultures and their own views. The teacher gives students 10 minutes to prepare, and reminds students to use the core vocabularies and sentence patterns learned in the class. After the preparation, each group sends a representative to give a report. The teacher makes comments on the content, language expression and logical structure of the report, affirms the advantages of the students, and points out the areas that need improvement, such as the accuracy of vocabulary usage and the fluency of sentence expression. At the same time, the teacher encourages other students to ask questions to the reporting group, and carries out interactive communication. Design Intention: This activity is a further application of the knowledge learned in the class. Through cultural comparison and English report, students can deepen their understanding of cultural differences, improve their ability to organize language and express views in English, and also cultivate their ability to collect and integrate information. Interactive questioning can further stimulate students’ thinking and improve their classroom participation. Activity 2: Cross-Cultural Communication Simulation. The teacher sets up a simulation scenario: Suppose you are an exchange student studying abroad, and you are having a conversation with a local student about the ways of mind-body care in your own country. You need to introduce the mind-body care culture of your own country, listen to the introduction of the other party, and discuss the similarities and differences between the two cultures. The teacher asks students to practice in pairs, and gives some reference sentence patterns, such as “In my country, we usually... to keep our mind and body healthy.” “I think the biggest difference between our two cultures is... ” “I learn a lot from your culture’s way of mind-body care.” After the pair practice, the teacher invites several pairs of students to perform their conversations in front of the class. The teacher makes comments on the students’ performance, focusing on the appropriateness of language expression, the fluency of communication and the ability to respond to the other party. For students who have good performance, the teacher gives affirmation and praise; for students who have difficulties, the teacher gives guidance and help. Design Intention: The simulation scenario is close to real life, which can help students apply the knowledge and language learned in the class to practical communication, improve their cross-cultural communication ability and oral expression ability. Pair practice can make every student have the opportunity to participate in the activity, and improve their classroom participation and learning enthusiasm. Activity 3: Cultural Exploration Sharing. The teacher asks students to share the mind-body care culture of other countries they have collected before class, such as the mind-body care methods of Thailand, France and other countries. Students can share in the form of pictures, short videos or short speeches, and introduce the core concepts and specific practices of these cultures. After the sharing, the teacher summarizes: The mind-body care culture of all countries in the world is a precious cultural heritage. We should respect and learn from each other’s excellent cultures, and establish a correct cross-cultural communication concept. Design Intention: This activity can expand students’ cultural vision, let students understand more diverse mind-body care cultures, and deepen their understanding of the theme of “cultural diversity”. At the same time, it can cultivate students’ ability to collect and share information, and improve their ability to express in English. Summary and Reflection First, the teacher leads students to review the key content of this class: the core vocabularies and expressions about mind-body care culture, the cultural differences and commonalities of mind-body care in different countries, and the methods of cross-cultural communication. Then, the teacher asks students to reflect on their own learning: What have you learned in this class? What difficulties have you encountered? What aspects do you need to improve? Students can share their reflections freely, and the teacher listens carefully and gives appropriate guidance and encouragement. Finally, the teacher makes a summary: This class focuses on the cultural focus of Unit 3, and we have explored the cultural differences and commonalities of mind-body care around the world. Through this class, we not only mastered the relevant English knowledge and skills, but also understood the diversity of cultures and established a cross-cultural communication awareness. It is hoped that students can apply the knowledge learned in this class to their daily life, respect cultural differences, and become good cross-cultural communicators. Design Intention: Summary can help students sort out the knowledge learned in the class, form a systematic knowledge framework, and deepen their memory and understanding. Reflection can help students understand their own learning situation, find their own shortcomings, and put forward improvement plans, which is conducive to improving their learning ability and learning efficiency. The teacher’s summary and encouragement can enhance students’ learning confidence and stimulate their enthusiasm for further learning. 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 $