Unit2 Language and Culture-Reading A-Listening and Viewing 讲义-2025-2026学年高中英语沪外版必修第一册

本讲义聚焦跨文化交际中的语言与文化多样性核心知识点，系统梳理关键词汇（如dialect、multilingual等）、"ahorita"的文化内涵、非语言沟通规则及高低语境文化理论。通过图片情境导入激活经验，词汇激活与预测搭建学习支架，阅读听力中略读扫读与深度分析获取信息，经案例分析与小组对话设计应用知识，最后以拓展作业深化探究。 该资料特色在于情境化与任务链融合，通过"Have you eaten?"等跨文化场景图片导入激活文化意识，以"预测-分析-实践"任务链（如听力视频细节提取、高低语境理论分析案例）提升思维品质。学科特色体现在语言能力培养（词汇应用、对话设计）与文化意识渗透，课中助力教师引导学生从感知到应用，课后拓展作业（跨文化故事分析短文）帮助学生巩固知识，查漏补缺。

Unit 2 Language and Culture-Reading A-Listening and Viewing 教学目标和重难点 教学目标 Cultivate students’ linguistic competence to master key vocabulary and sentence structures related to cross-cultural communication; enhance cultural awareness to respect linguistic and cultural diversity; improve thinking quality for analyzing cultural phenomena; and promote learning ability to apply knowledge in real intercultural scenarios. 教学重难点 Focus on grasping the connotation of "ahorita" and non-verbal communication rules in different cultural contexts. Difficulty lies in helping students apply high/low-context culture theory to analyze cross-cultural misunderstandings and improve practical communication skills. 教学过程 Step 1: Lead-in Task 1: Warm-up Discussion Display a series of pictures showing cross-cultural communication scenarios (e.g., Chinese students greeting international classmates with "Have you eaten?", Westerners being confused; Middle Eastern businessmen avoiding direct eye contact in negotiations, Asians misunderstanding as disrespect). Guide students to discuss: "Have you ever had similar cross-cultural communication experiences? What confusion or interesting phenomena did you encounter?" Encourage free sharing to activate prior knowledge and arouse interest. Design Intention: Connect daily life with the unit theme, create a real communication scenario, and let students initially perceive the differences between language and culture, laying a cognitive foundation for subsequent learning. Step 2: Pre-reading and Pre-listening Task 2: Vocabulary Activation Present key vocabulary related to the text: "dialect", "multilingual", "crisis", "context", "non-verbal communication", "cultural barrier", etc. Use word association, sentence-making and other forms to help students understand the meaning and usage of words. For example, explain the difference between "dialect" and "accent" through examples, and guide students to make sentences with "cultural barrier". Task 3: Text and Listening Prediction Show the title of Reading A "The Tapestry of Tongues" and the theme of Listening and Viewing "Cross-cultural Misunderstandings". Ask students to predict: "What do you think the text will talk about? What problems may be involved in cross-cultural communication?" Let students write down their predictions and share them with the group, then make adjustments after learning. Design Intention: Activate students' vocabulary reserve, train their prediction ability, and let them have a clear learning goal before entering the core learning content, improving learning efficiency. Step 3: While-reading and While-listening Part 1: Reading A Learning Task 4: Skimming and Scanning Ask students to skim the text quickly and answer: "What is the main idea of the text? What examples are used to illustrate the relationship between language and culture?" Then let students scan the text in detail and complete the information sheet: "Key points of language diversity", "Causes of language crisis", "Examples of cultural influence on language". Task 5: Text Deep Analysis Organize group discussions around key questions: 1. Why does the author say "every vocabulary hides a nation's world outlook"? 2. How does language diversity reflect cultural diversity? Guide students to analyze the text closely, extract key information, and deepen their understanding of the cultural connotation of language. Design Intention: Train students' reading skills of skimming and scanning, help them grasp the main content and details of the text, and promote the deep understanding of the text through group discussion, improving their critical reading ability. Part 2: Listening and Viewing Learning Task 6: Listening for Main Ideas Play the listening material once. Ask students to listen and summarize: "What is the main content of the listening? What cross-cultural communication problems are mentioned?" Let students write down the main points and share them. Task 7: Viewing and Listening for Details Play the video clip twice. Let students watch and listen carefully to complete the detail sheet: "Characters in the video", "Cross-cultural misunderstandings occurred", "Reasons for misunderstandings". Guide students to pay attention to the non-verbal behaviors in the video (such as gestures, facial expressions, eye contact) and their different meanings in different cultures. Task 8: Case Analysis Lead students to analyze the cross-cultural misunderstanding cases in the listening and viewing: "Why did the misunderstanding happen? How to avoid it?" Combine the knowledge of high/low-context culture to explain the root causes of the misunderstanding, and let students initially apply the theory to practical analysis. Design Intention: Improve students' listening and viewing skills, help them grasp the main content and details of the listening and viewing materials, and combine with text knowledge to train their ability to analyze and solve practical cross-cultural communication problems. Step 4: Post-reading and Post-listening and Post-viewing Task 9: Integrated Practice Divide students into groups of 4-5. Each group selects a cross-cultural communication scenario (e.g., ordering food abroad, attending an international meeting, making friends with foreign students). According to the knowledge learned, design a dialogue that includes key vocabulary, sentence structures and correct non-verbal communication rules. Task 10: Group Presentation Each group sends representatives to perform the dialogue. Other students observe and comment: "Whether the language used in the dialogue is accurate", "Whether the non-verbal behaviors are in line with the cultural context", "Whether the cross-cultural communication problems are properly solved". Task 11: Reflection and Summary Guide students to reflect: "What have you learned from this lesson? How to improve your cross-cultural communication ability in the future?" Let students write a short reflection, then share it in the class, and summarize the key points of the lesson together. Design Intention: Integrate the knowledge and skills learned, provide a platform for students to apply knowledge in practice, improve their oral communication ability and teamwork ability, and promote the internalization of knowledge through reflection, realizing the transition from knowledge acquisition to ability improvement. Step 5: Extended Learning Task 12: Cultural Exploration Assignment Assign homework: Let students collect a cross-cultural communication story (their own or others'), analyze the cultural reasons behind it, and write a short essay of about 150 words. Encourage students to use the vocabulary and sentence structures learned in the essay. Design Intention: Extend the classroom learning to after-school, let students further explore cross-cultural communication knowledge, improve their writing ability and cultural exploration ability, and consolidate the learning results. 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 $