Unit 2 Live longer, live better-Cultural focus 教案-2025-2026学年高中英语沪教版选择性必修第四册

Unit 2 Live longer, live better-Cultural focus 教学目标和重难点 教学目标 It focuses on language competence, cultural awareness, thinking quality and learning ability, helping students master cultural-related vocabulary and expressions, understand cross-cultural differences in healthy aging, develop critical thinking and form autonomous learning habits. 教学重难点 Key: Master core vocabulary and sentences about cultural differences in healthy aging; understand cultural connotations of healthy life concepts in different regions. Difficulty: Compare cross-cultural differences and express personal views in fluent English. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing students a set of pictures and short video clips. The pictures include elderly people from different countries (such as China, Japan, and Western countries) living their daily lives—some Chinese elderly are doing tai chi in the park, some Japanese elderly are practicing tea ceremony, and some Western elderly are traveling with their families or participating in community volunteer activities. The video clip is a 2-minute English short film introducing the different lifestyles of the elderly in three countries and their attitudes towards "living longer and better". After playing the video, the teacher asks two guiding questions in English: "What do you see in the pictures and video? How do the elderly in different countries spend their old age?" Then, the teacher invites 3-4 students to share their observations and views. During the sharing process, the teacher guides students to use simple English expressions related to "aging" and "healthy life", such as "keep healthy", "do exercise", "enjoy life", and records the key words on the blackboard. After the sharing, the teacher makes a brief summary: "Today we will focus on the Cultural focus of Unit 2—different cultural concepts and practices about 'living longer, live better', and explore how different cultures pursue a better life in old age." Design Intention: The combination of pictures and video clips can intuitively show students the cultural differences in the elderly's life, which is more vivid and easier to arouse students' interest than simple language description. The guiding questions can guide students to observe and think actively, activate their prior knowledge about aging and healthy life, and lay a foundation for the subsequent learning of cultural content. At the same time, the teacher guides students to use relevant English expressions, which can review the learned vocabulary and pave the way for the new lesson's language input. Presentation: Input Cultural Knowledge and Language Points In this part, the teacher focuses on introducing the cultural content of the Cultural focus section, combining language points with cultural connotations, and realizing the integration of language learning and cultural infiltration. First, the teacher presents the core cultural content in the textbook: the differences in healthy aging concepts and practices between Eastern and Western cultures. The teacher explains in English: "In Eastern cultures, such as China and Japan, the concept of healthy aging pays more attention to the balance of body and mind, family care and traditional health-preserving methods. For example, Chinese elderly like to do tai chi, practice qigong, and eat light and healthy food; Japanese elderly pay attention to a balanced diet and social interaction with neighbors. In Western cultures, such as the United States and Britain, the elderly pay more attention to independence, personal interests and quality of life. They often participate in sports activities, learn new skills, and travel around to enrich their old life." While explaining the cultural content, the teacher highlights the key vocabulary and sentences in the section, such as "healthy aging", "balance of body and mind", "family care", "traditional health-preserving methods", "independence", "personal interests", "quality of life", "participate in", "enrich", and explains their meanings and usage in detail. For example, when explaining "healthy aging", the teacher combines the cultural content to explain: "Healthy aging does not only mean being physically healthy, but also mentally happy and socially active. Different cultures have different ways to achieve healthy aging." Then, the teacher gives example sentences: "We should pay attention to healthy aging and live a better life in old age. Many elderly people in China insist on doing exercise to achieve healthy aging." Next, the teacher introduces the cultural background in depth: "The differences in healthy aging concepts between Eastern and Western cultures are closely related to their respective cultural traditions and social environments. Eastern cultures advocate collectivism, emphasizing the connection between individuals and families, so family care is an important part of healthy aging. Western cultures advocate individualism, emphasizing personal independence and freedom, so the elderly pay more attention to their own interests and needs." The teacher also supplements simple cases, such as "In China, children often take care of their elderly parents at home; in Western countries, the elderly often live independently or in nursing homes, but their children will visit them regularly." During the presentation, the teacher uses PPT to display relevant pictures, cultural notes and example sentences, and invites students to read the key vocabulary and sentences together to strengthen their memory. At the same time, the teacher asks occasional questions to check students' understanding, such as "What do Eastern cultures pay attention to in healthy aging?" "Why are there differences in healthy aging concepts between Eastern and Western cultures?" Design Intention: This part focuses on the core of Cultural focus—cultural differences. By combining cultural explanation with language point teaching, students can not only master the key vocabulary and sentences, but also understand the cultural connotations behind the language, realizing the organic combination of language competence and cultural awareness. The introduction of cultural background helps students understand the root causes of cultural differences, cultivate their cross-cultural awareness, and lay a foundation for the subsequent comparison and discussion. The combination of PPT display and collective reading can strengthen students' memory of language points and improve the efficiency of knowledge input. Practice: Consolidate Knowledge and Improve Language Application Ability This part is divided into three levels of practice activities, from basic language practice to comprehensive cultural application, gradually improving students' language application ability and thinking quality. Activity 1: Vocabulary and Sentence Practice. The teacher designs fill-in-the-blank and sentence-making exercises. The fill-in-the-blank exercises are based on the key vocabulary and sentences in the section, such as: 1. Many elderly people in Japan pay attention to the ______ (平衡身心) to achieve healthy aging. 2. Western elderly like to ______ (参与) various activities to enrich their old life. 3. The concept of healthy aging in Eastern cultures emphasizes ______ (家庭关怀) very much. After students finish the exercises independently, the teacher checks the answers together, explains the wrong questions, and emphasizes the correct usage of vocabulary and sentences. Then, the teacher asks students to make their own sentences with the key vocabulary, such as "participate in", "enrich", "balance of body and mind", and invites 5-6 students to share their sentences, and the teacher gives appropriate comments and guidance. Design Intention: This activity is a basic language practice, aiming to help students consolidate the key vocabulary and sentences learned in the presentation part, master their usage, and lay a solid foundation for the subsequent comprehensive application. Independent practice can cultivate students' autonomous learning ability, and sharing and commenting can help students find their own mistakes and improve their language expression accuracy. Activity 2: Cultural Comparison Group Discussion. The teacher divides students into groups of 4-5, and assigns the discussion topic: "Compare the differences in healthy aging concepts and practices between Eastern and Western cultures, and talk about your own views on these differences". Before the discussion, the teacher gives some guiding questions to help students think: 1. What are the main differences in healthy aging practices between Eastern and Western cultures? 2. What are the reasons for these differences? 3. Do you think these differences are reasonable? Why? 4. What can we learn from each other's healthy aging concepts? The teacher asks students to discuss in English, and assigns a recorder and a spokesman in each group. The recorder records the key points of the group's discussion, and the spokesman is responsible for sharing the group's views after the discussion. During the discussion, the teacher walks around the classroom, observes the discussion situation of each group, and gives appropriate guidance when students encounter difficulties. For example, if students can't express a certain view in English, the teacher prompts them with relevant vocabulary and sentences; if the discussion deviates from the topic, the teacher guides them back to the theme. After the discussion (about 10 minutes), each group's spokesman shares the group's views in English, and other groups can ask questions or supplement after the sharing. The teacher makes a summary after all groups finish sharing, affirming the advantages of each group's discussion, pointing out the existing problems, and guiding students to view cultural differences from an objective and respectful perspective. Design Intention: Group discussion can cultivate students' cooperative learning ability and oral expression ability. The topic of cultural comparison can guide students to think deeply about the cultural content learned, develop their critical thinking and logical thinking ability, and further improve their cultural awareness. The guiding questions help students clarify their thinking direction and ensure the smooth progress of the discussion. The teacher's guidance and summary can help students correct their mistakes in expression and establish a correct view of cross-cultural communication. Activity 3: Role-Play. The teacher designs a role-play scenario: "Suppose you are an English guide, and you are introducing the healthy aging culture of China to a group of foreign tourists. Please introduce the healthy aging concepts and practices of China in fluent English, and answer the tourists' possible questions". The teacher asks students to work in pairs, one as the guide and the other as the foreign tourist. The tourist can ask questions such as "What do Chinese elderly usually do to keep healthy?" "Why does Chinese culture emphasize family care for the elderly?" The guide needs to answer the questions in combination with the cultural content learned, and use the key vocabulary and sentences flexibly. After the role-play, the teacher invites 2-3 pairs of students to perform in front of the class, and gives comments from the aspects of language fluency, accuracy of cultural content and appropriateness of communication. The teacher affirms the advantages of the performing students, and puts forward suggestions for improvement, such as "You can use more example sentences to make the introduction more vivid" "Pay attention to the pronunciation and intonation of English to improve the communication effect". Design Intention: Role-play is a practical language application activity, which can let students apply the learned language knowledge and cultural content to real communication scenarios, improve their oral expression ability and cross-cultural communication ability. The scenario design is close to real life, which can arouse students' participation enthusiasm and enhance their sense of language use. The teacher's comments can help students find their own shortcomings and improve their comprehensive language application ability. Consolidation and Extension: Deepen Understanding and Expand Vision First, the teacher leads students to review the key content of the lesson: the differences in healthy aging concepts and practices between Eastern and Western cultures, the key vocabulary and sentences, and the correct view of cross-cultural differences. The teacher asks students to summarize the content of the lesson in their own words, and invites 2-3 students to share their summaries, so as to check students' mastery of the lesson content. Then, the teacher carries out the extension activity: "Explore the healthy aging culture in other countries". The teacher introduces the healthy aging culture of other countries briefly, such as South Korea's emphasis on traditional health care and community care, and Germany's perfect elderly care system and emphasis on the elderly's social participation. Then, the teacher assigns a small task: "After class, please search for information about the healthy aging culture of a country you are interested in, and write a short English passage (about 80-100 words) to introduce its healthy aging concepts and practices. We will share it in the next class." In addition, the teacher recommends some English materials related to healthy aging and cultural differences, such as English short articles, documentaries and podcasts, and encourages students to read and listen after class to expand their cultural vision and improve their English reading and listening ability. Design Intention: Reviewing the key content can help students sort out the knowledge system of the lesson and strengthen their memory. The extension activity can expand students' cultural vision, let them understand the diversity of healthy aging culture in the world, and further cultivate their cross-cultural awareness. The after-class task can guide students to carry out autonomous learning, improve their information collection ability and writing ability. The recommendation of English materials can provide students with more learning resources and help them form good learning habits. Summary and Reflection: Sort Out Knowledge and Cultivate Learning Ability The teacher makes a final summary of the lesson: "In today's class, we learned about the cultural differences in healthy aging between Eastern and Western cultures, mastered the key vocabulary and sentences related to cultural content, and discussed our own views on these differences. We also practiced our oral expression ability through role-play. I hope you can understand and respect cultural differences, learn from each other's excellent cultural traditions, and apply the learned knowledge to your daily English communication." Then, the teacher guides students to reflect on their own learning situation: "Please think about what you have learned in today's class, what you have mastered well, and what you still need to improve. For example, do you master the key vocabulary and sentences? Can you fluently express your views on cultural differences? Do you have any questions about the cultural content?" Students can think independently for a few minutes, and then share their reflections with their deskmates. The teacher walks around to listen to students' reflections and gives appropriate guidance and encouragement. Finally, the teacher assigns the after-class homework: 1. Recite the key vocabulary and sentences of the lesson. 2. Finish the short English passage about the healthy aging culture of a certain country. 3. Preview the next part of the unit. Design Intention: The summary can help students sort out the knowledge of the whole lesson, form a complete knowledge framework, and strengthen their understanding of the lesson content. The reflection link can cultivate students' self-reflection ability, let them understand their own learning situation, and find out the problems in learning, so as to improve their learning ability. The after-class homework can consolidate the knowledge learned in class, and lay a foundation for the next lesson's 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 $