Unit4 Words Cultural focus 教学设计-2025-2026学年高中英语沪教版选择性必修第三册

Unit 4 Words-Cultural focus 教学目标和重难点 教学目标 Language Competence: Master core words and cultural-related expressions in Unit 4, and use them flexibly in listening, speaking, reading and writing. Cultural Awareness: Understand the cultural connotations behind the words, respect cultural diversity and enhance cross-cultural communication ability. Thinking Quality: Develop logical thinking and critical thinking through word analysis and cultural discussion. Learning Ability: Master effective word-learning strategies and form the habit of independent and cooperative learning. 教学重难点 Key Points: Master the pronunciation, spelling, core meanings and common collocations of Unit 4 key words (e.g., Confucianism, cybercrime, innocent); understand the cultural background related to the words. Difficult Points: Distinguish confusing words (e.g., innocent vs. naive, murder vs. kill); flexibly use words in cultural communication and express cultural views accurately. 教学过程 Step 1: Lead-in (Warm-up) The teacher starts the class by showing a PPT with pictures of cultural symbols and scenes related to Unit 4, such as Confucian temples, modern computer networks, and court scenes. Then the teacher asks students the following questions in English: “Do you know the cultural meaning of the Confucian temple? Have you heard of any cybercrime cases? What do you think of an innocent person being wronged?” After asking the questions, the teacher invites 3-4 students to share their answers freely. During the sharing process, the teacher does not interrupt students’ expressions, but only gives appropriate prompts and affirmations, such as “Your idea is very interesting.” or “That’s a good point.” Design Intention: This lead-in links the cultural content related to the unit with students’ existing life experience and prior knowledge, which can quickly arouse students’ interest in learning and activate their thinking. By asking open-ended questions, it provides students with opportunities to express themselves in English, lays a foundation for the subsequent word learning and cultural discussion, and also helps the teacher understand students’ prior understanding of unit-related cultures, so as to adjust the teaching progress and focus in a timely manner. Step 2: Key Words Learning (Core Part) This step focuses on teaching the core words of Unit 4, combining word form, meaning, collocation and cultural connotation, and adopts the teaching method of “word explanation + example demonstration + interactive practice” to help students master the words in depth. First, the teacher presents the first group of key words: Confucianism, kindergarten. For “Confucianism”, the teacher first pronounces the word correctly and asks students to follow along, emphasizing the stress on the second syllable. Then the teacher explains its core meaning: “Confucianism is the teachings of Confucius, emphasizing love for humanity, respect for elders and the importance of morality.” At the same time, the teacher shows a brief introduction of Confucianism in English on the PPT, including its origin, core ideas and influence on Chinese culture and even world culture. Then the teacher gives a typical example: “Confucianism has a profound influence on Chinese traditional culture, and many of its ideas are still widely accepted today.” For “kindergarten”, the teacher explains its meaning “a nursery school for young children before they go to primary school” and its origin, telling students that the word comes from German, which is related to the educational concept of caring for children. Then the teacher gives an example: “I went to kindergarten when I was 4 years old, where I made many good friends.” Next, the teacher presents the second group of key words: murder, innocent, civilian. For “murder”, the teacher first distinguishes its part of speech (v. & n.), then explains the core meaning: “As a verb, it means to kill somebody deliberately and illegally; as a noun, it means the crime of killing somebody deliberately.” Then the teacher gives collocations such as “commit murder”, “attempted murder” and examples: “He was charged with committing murder. The police are investigating the murder case.” For “innocent”, the teacher explains its meaning “not guilty of a crime, or not having done something wrong” and collocations such as “be innocent of sth.”, “innocent victim”, and gives an example: “The young man was innocent of the crime, and he was finally released.” Then the teacher guides students to distinguish “innocent” and “naive” by comparing their meanings and usages: “Innocent emphasizes being free from guilt or malice, while naive means lacking experience and being easy to believe others.” For “civilian”, the teacher explains its meaning “a person who is not a member of the armed forces or the police” and gives an example: “During the war, many civilians lost their homes.” Then, the teacher presents the third group of key words: cybercrime, hack, extend. For “cybercrime”, the teacher explains its meaning “crime or an illegal activity that is done using the Internet” and lists common types of cybercrime in simple English, such as hacking, online fraud and personal information leakage. Then the teacher gives an example: “Cybercrime has become a serious problem in modern society, so we need to protect our personal information online.” For “hack”, the teacher explains its two main meanings: “to access someone else’s computer illegally” and “to cut somebody or something with rough, heavy blows”, and gives examples respectively: “Some criminals hack into other people’s computers to steal money. He hacked the wood into pieces with an ax.” For “extend”, the teacher explains its core meanings “to make something longer or larger” and “to make an idea or influence cover more areas”, and gives collocations such as “extend one’s hand”, “extend the deadline”, “extend influence” and examples: “She extended her hand to greet me. The school decided to extend the deadline for homework submission.” Finally, the teacher presents the fourth group of key words: superior, elegant, subjective. For “superior”, the teacher explains its meaning “better than average or better than other people or things of the same type” and collocation “be superior to”, and gives an example: “This kind of material is superior to that one in quality.” For “elegant”, the teacher explains its meaning “attractive and showing a good sense of style” and uses it to describe people, clothes, behaviors and other aspects, such as “an elegant lady”, “elegant clothes”, “an elegant gesture”. For “subjective”, the teacher explains its meaning “based on one’s own ideas or opinions rather than facts” and distinguishes it from “objective” with simple examples: “Your judgment is subjective because it is based on your personal feelings, not facts. The data we collected is objective.” During the word teaching process, the teacher invites students to read the words and examples aloud, and asks random questions to check students’ mastery, such as “What’s the collocation of ‘innocent’?”, “Can you make a sentence with ‘extend’?”. For students who answer correctly, the teacher gives timely praise; for students who make mistakes, the teacher patiently corrects them and guides them to master the correct usage. Design Intention: This step adopts the method of grouping word teaching, which helps students classify and memorize words and improve the efficiency of word learning. By combining word pronunciation, part of speech, meaning, collocation and example, it enables students to understand and master words in a comprehensive way. At the same time, integrating cultural connotations and word origins into word teaching not only enriches students’ cultural knowledge, but also deepens their understanding of words, laying a foundation for the subsequent cultural focus learning and language application. The interactive links in the teaching process can fully mobilize students’ enthusiasm and initiative, and help the teacher timely grasp students’ learning situation. Step 3: Cultural Focus Exploration On the basis of word learning, this step focuses on exploring the cultural connotations behind the words, connecting words with cultural phenomena, and guiding students to understand cultural diversity and improve cross-cultural communication ability. First, the teacher takes “Confucianism” as the starting point to carry out cultural exploration. The teacher asks students: “What are the core ideas of Confucianism? How does Confucianism influence our daily life?” Then the teacher divides students into groups of 4-5, and asks each group to discuss these questions for a while. After the discussion, each group sends a representative to share their discussion results. During the sharing process, the teacher supplements and explains appropriately, such as introducing the core ideas of Confucianism such as “benevolence”, “propriety” and “filial piety” in simple English, and giving examples of their influence on Chinese traditional customs, such as respecting elders, celebrating the Spring Festival and Mid-Autumn Festival. Then the teacher guides students to think: “How is Confucianism viewed in other countries? What can we learn from Confucianism in cross-cultural communication?” Through this discussion, students can not only deepen their understanding of Chinese traditional culture, but also cultivate their global vision. Next, the teacher focuses on the cultural content related to “cybercrime” and “hack”. The teacher shows some simple cases of cybercrime in English, such as online fraud and personal information leakage, and asks students: “What are the causes of cybercrime? What harm does cybercrime bring to individuals and society? How can we prevent cybercrime?” Then the teacher invites students to share their views freely. The teacher summarizes students’ views and emphasizes the importance of abiding by network rules and protecting personal information in the information age. At the same time, the teacher guides students to realize that cybercrime is a global problem, and all countries need to work together to solve it, which helps students establish a sense of global responsibility. Then, the teacher explores the cultural differences reflected in the words “superior” and “subjective”. The teacher asks students: “In different cultures, is the expression of ‘superior’ the same? Why do people have different subjective views on the same thing?” Then the teacher gives examples: “In some Western cultures, people are more likely to express that they are superior to others, while in Chinese culture, people are more modest. The subjective views of people from different cultural backgrounds are often affected by their own cultural traditions and living environments.” Through this exploration, students can understand the influence of cultural differences on language expression, and cultivate their awareness of respecting cultural diversity. Finally, the teacher leads students to sort out the cultural connotations of the key words in this unit, and summarizes: “The words we learned today are not only simple language symbols, but also carry rich cultural information. Understanding the cultural connotations behind the words can help us use language more accurately and communicate better with people from different cultural backgrounds.” Design Intention: This step closely links word learning with cultural exploration, which is in line with the requirements of core literacy for cultural awareness. By group discussion, case analysis and free sharing, it enables students to actively participate in cultural exploration, deepen their understanding of the cultural connotations behind the words, and improve their cross-cultural communication ability. At the same time, it guides students to think about global issues and cultural differences, cultivates their global vision and sense of social responsibility, and promotes the all-round development of students’ thinking quality. Step 4: Consolidation Practice This step designs a variety of practice activities to help students consolidate the mastered words and cultural knowledge, and improve their ability to use words and cultural content flexibly. Activity 1: Word Matching. The teacher prepares a worksheet with two columns: one column is the key words of the unit (Confucianism, murder, cybercrime, innocent, etc.), and the other column is their meanings and collocations. Students are asked to match the words with their corresponding meanings and collocations. After completing the matching, the teacher checks the answers together with the students, and explains the mistakes that students are likely to make, such as confusing the meanings of “innocent” and “naive”, and the collocations of “extend”. Activity 2: Sentence Making. The teacher asks students to make sentences with each of the key words, requiring each sentence to reflect the meaning and collocation of the word, and if possible, combine the cultural content learned. For example, when making a sentence with “Confucianism”, students can write: “Confucianism, which emphasizes benevolence and filial piety, is an important part of Chinese traditional culture.” After students finish making sentences, the teacher invites some students to share their sentences, and gives comments and guidance, encouraging students to use words flexibly and combine cultural content. Activity 3: Cultural Discussion. The teacher raises a comprehensive cultural question: “How do the words and cultural content in Unit 4 reflect the relationship between language and culture? What should we do to improve our cross-cultural communication ability in daily life?” Students are divided into groups again to discuss this question. Each group is required to put forward at least 2 views and explain them with the words and cultural content learned in this class. After the discussion, each group sends a representative to share their views. The teacher makes a summary, affirming the reasonable views of each group, and supplementing relevant suggestions, such as “We should learn more about different cultures, master the correct language expressions, and respect the cultural habits of others.” Activity 4: Error Correction. The teacher prepares some sentences with errors in word usage and cultural expression, such as “He is naive of the crime.” (should be “innocent of the crime”), “Confucianism is only popular in China.” (incorrect cultural expression). Students are asked to find the errors and correct them, and explain the reasons for the errors. This activity can help students avoid common mistakes in word usage and cultural expression, and improve the accuracy of language application. Design Intention: The design of diverse practice activities is in line with the law of students’ learning and memory, which can help students consolidate the mastered knowledge in different ways. Word matching and error correction focus on checking students’ mastery of word meaning and collocation; sentence making focuses on improving students’ ability to use words flexibly; cultural discussion focuses on integrating word learning with cultural application, and improving students’ cross-cultural communication ability. These activities not only help students consolidate knowledge, but also cultivate their ability to analyze and solve problems, and promote the improvement of students’ language competence and thinking quality. Step 5: Summary and Extension First, the teacher leads students to summarize the content of this class. The teacher asks students: “What key words have we learned today? What cultural content have we explored? What have you learned from this class?” Then the teacher makes a systematic summary: “Today we have mastered the core words of Unit 4, including their pronunciation, meaning, collocation and cultural connotation. We have also explored the cultural phenomena behind the words, understood the relationship between language and culture, and learned how to respect cultural diversity and improve cross-cultural communication ability. At the same time, we have mastered some effective word-learning strategies, which are helpful for our future English learning.” Then, the teacher puts forward the extension tasks: 1. After class, review the key words of this unit, and make a word card for each word, including pronunciation, meaning, collocation, example and cultural connotation. 2. Search for more cultural information related to the words in this unit (such as the influence of Confucianism in other countries, typical cases of cybercrime in foreign countries) through the Internet or books, and write a short English report (about 100 words) to share in the next class. 3. Have a dialogue with classmates in English, using the words and cultural content learned in this class, and talk about their views on cultural diversity. Design Intention: The summary link helps students sort out the knowledge of this class, form a systematic knowledge framework, and deepen their memory and understanding of the knowledge. The extension tasks are designed to extend the teaching content from the classroom to the after-class, guide students to carry out independent learning and exploration, consolidate the knowledge learned in class, and improve their ability to collect and process information, as well as their English expression ability. At the same time, the extension tasks also help students form the habit of lifelong learning and lay a foundation for their long-term English learning. Step 6: Homework Arrangement 1. Copy the key words of Unit 4 (Confucianism, murder, cybercrime, innocent, superior, elegant, hack, extend, subjective, civilian, kindergarten) 3 times, and write their core meanings and 2 collocations for each word. 2. Complete the worksheet of this class (word matching, error correction), and check the answers by themselves with the help of textbooks and dictionaries. 3. Complete the extension task 2 (English report) and extension task 3 (English dialogue), and prepare to share in the next class. 4. Preview the next class content, and find out the new words and cultural content that you don’t understand. Design Intention: The homework arrangement is closely combined with the teaching content of this class, focusing on consolidating the key knowledge and improving students’ ability to apply knowledge. Copying words and completing the worksheet can help students consolidate the word knowledge learned in class; the extension tasks can promote students’ independent learning and exploration; previewing the next class content can help students lay a foundation for the next class, improve the efficiency of classroom learning, and form 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 $