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

Unit 2 Language and Culture-Reading A-Moving Forward 教学目标和重难点 教学目标 It cultivates students’ language ability to understand and express cultural communication, strengthens cultural awareness of respecting cultural diversity, develops logical and critical thinking, and improves autonomous and cooperative learning abilities. 教学重难点 Key: Master core vocabulary and sentence patterns about cultural communication; grasp the text’s structure and main idea. Difficulty: Understand the deep connection between language and culture and apply what is learned to express views. 教学过程 Pre-reading: Lead-in and Preparation Activity 1: Warm-up Discussion The teacher starts the class with an open question: “When you communicate with people from different cultural backgrounds, what difficulties have you met? How did you solve them?” Then, invite 3-4 students to share their own experiences or observations. After each sharing, the teacher gives simple comments, such as “That’s a common problem in cross-cultural communication” or “Your solution is very practical”, to encourage students to express themselves actively. Then, the teacher shows some pictures on the screen, including scenes of people greeting each other in different countries (e.g., shaking hands in Western countries, bowing in Japan, and nodding in China), and asks: “Why do people from different countries have different greeting ways? What does this have to do with language and culture?” Design Intention: This activity is designed to activate students’ prior knowledge and life experience. By asking about their real cross-cultural communication experiences, it can arouse students’ interest in the topic and reduce their psychological distance from the text. The pictures of different greeting ways can intuitively show the connection between language behaviors and cultural backgrounds, laying a foundation for students to understand the core theme of the text—“language and culture promote each other and move forward together”. Activity 2: Vocabulary Preview The teacher presents the core vocabulary of the text on the screen, including “promote, communicate, diversity, respect, adapt, overcome, barrier, mutual”, and guides students to learn and master them in the following ways: First, the teacher reads the words aloud, and students follow, focusing on the pronunciation and stress of each word. Then, the teacher explains the meaning of the words in simple English, combines with simple example sentences to help students understand their usage, such as “promote means to help something develop or become more successful; for example, We should promote cultural exchange between different countries.” Next, organize students to do a quick matching exercise: match the words with their corresponding definitions. Finally, invite students to make simple sentences with 2-3 words to check their mastery. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students avoid being blocked by new words when reading the text, improve reading efficiency, and lay a solid language foundation for understanding the text. The combination of pronunciation, explanation, matching and sentence-making can help students master vocabulary in multiple dimensions, which is in line with the requirements of cultivating students’ language ability in core literacy. Activity 3: Predict the Text The teacher writes the title “Moving Forward” on the blackboard and asks students: “Looking at the title and combining with the unit theme ‘Language and Culture’, what do you think the text will talk about? Will it talk about how language and culture develop together, or how to solve cross-cultural communication problems?” Ask students to discuss in groups of 4 for a short time, then invite each group to send a representative to share their predictions. The teacher records students’ predictions on the blackboard, and then says: “Now let’s read the text to check whether your predictions are correct.” Design Intention: Predicting the text content before reading can stimulate students’ reading motivation and sense of exploration. By combining the title and unit theme to make predictions, students can form a preliminary framework of the text in their minds, which helps them grasp the main idea of the text more quickly during reading. At the same time, group discussion can cultivate students’ cooperative learning ability, which is in line with the requirements of learning ability in core literacy. While-reading: In-depth Understanding and Analysis Activity 1: Skimming for the Main Idea Ask students to read the text quickly, without paying too much attention to details, and answer the following questions: 1. What is the main topic of the text? 2. What is the author’s attitude towards the relationship between language and culture? After students finish reading, invite them to answer the questions. The teacher summarizes and supplements: The main topic of the text is the close relationship between language and culture, and how they promote each other to move forward. The author holds a positive attitude, believing that language and culture are inseparable, and cross-cultural communication can help them develop better. Design Intention: Skimming is an important reading strategy. Through skimming, students can quickly grasp the main idea of the text, cultivate their ability to extract key information, and lay a foundation for in-depth reading. The design of questions can guide students to read with goals, avoid aimless reading, and improve reading efficiency. At the same time, answering questions can check students’ understanding of the text’s main idea and reflect the cultivation of language ability. Activity 2: Scanning for Key Details Ask students to read the text again carefully, scan for key details, and complete the following table: 1. The relationship between language and culture (what does the text say about their connection?); 2. Examples of cross-cultural communication mentioned in the text; 3. The significance of cross-cultural communication for the development of language and culture. After students finish, organize them to check the answers in pairs, then the teacher explains the key points and supplements the details that students may miss. For example, the text mentions that “language is the carrier of culture, and culture shapes language”, and gives examples of English absorbing words from other languages and Chinese promoting cultural exchange in the world. The significance of cross-cultural communication is that it can break cultural barriers, promote mutual understanding, and make language and culture more diverse and prosperous. Design Intention: Scanning is another important reading strategy, which helps students extract specific details from the text and deepen their understanding of the main idea. The form of the table can make the key information more systematic and clear, which is convenient for students to sort out and remember. Pair checking can not only help students find their own mistakes, but also promote mutual learning and communication between students, cultivating their cooperative learning ability. The teacher’s explanation can make up for students’ deficiencies in understanding and ensure that students grasp the key details of the text. Activity 3: Text Structure Analysis Ask students to read the text for the third time, analyze the structure of the text, and discuss in groups: How is the text organized? What is the logical relationship between each paragraph? After group discussion, invite each group to share their views. The teacher summarizes and sorts out: The text adopts a “total-subtotal” structure. The first paragraph is the general introduction, putting forward the core view that language and culture are closely connected and move forward together. The middle paragraphs respectively elaborate on the relationship between language and culture, examples of cross-cultural communication, and the significance of cross-cultural communication. The last paragraph is a summary, emphasizing that we should respect cultural diversity, strengthen cross-cultural communication, and promote the common development of language and culture. Then, the teacher writes the text structure on the blackboard, guiding students to clarify the logical relationship between each part. At the same time, ask students to find the topic sentences of each paragraph and underline them, then explain the function of topic sentences in helping to grasp the paragraph meaning. Design Intention: Analyzing the text structure can help students understand the logical framework of the text, cultivate their logical thinking ability, which is in line with the requirements of thinking quality in core literacy. Group discussion can stimulate students’ thinking, let them express their views freely, and improve their ability of cooperation and expression. Finding topic sentences can help students master the method of extracting key information from paragraphs, which is conducive to improving their reading ability and laying a foundation for future writing. Activity 4: Language Points Analysis On the basis of students’ understanding of the text, the teacher focuses on analyzing the key language points in the text, combining with the context to help students master their usage. The key language points include: 1. Key phrases: “play an important role in, be closely connected with, in order to, take measures to do sth., benefit from”; 2. Key sentence patterns: “Not only does language reflect culture, but it also shapes culture.” (inversion sentence), “It is necessary for us to respect cultural diversity and promote cross-cultural communication.” (it is + adj. + for sb. to do sth.). For each language point, the teacher first extracts the sentence from the text, explains its meaning and usage, then gives additional example sentences to help students understand, and organizes students to make sentences in combination with their own life experience. For example, when explaining the inversion sentence “Not only does language reflect culture, but it also shapes culture.”, the teacher explains the structure and usage of not only...but also... inversion, then asks students to make sentences, such as “Not only does reading help us gain knowledge, but it also enriches our life.” Design Intention: Language points are the key content of English teaching. Combining the text context to analyze language points can make students understand the usage of language points in real situations, avoid mechanical memory, and improve their ability to use language flexibly. Making sentences in combination with life experience can help students apply what they have learned, which is conducive to cultivating their language ability and laying a foundation for their listening, speaking, reading and writing skills. Post-reading: Consolidation, Application and Expansion Activity 1: Text Retelling Organize students to retell the text in groups of 4. Each group member is responsible for retelling one part of the text (according to the text structure), and then the whole group combines the parts to complete the retelling of the whole text. The teacher puts forward the requirements: Retell in your own words, use the core vocabulary and sentence patterns learned in the text, and ensure the accuracy and fluency of the retelling. After each group finishes retelling, the teacher gives comments, affirming the advantages of the group, such as “You used many key words and sentences correctly” or “Your retelling is very fluent”, and points out the deficiencies that need to be improved, such as “You missed some key details” or “There is a small mistake in the sentence structure”. Design Intention: Text retelling is an effective way to consolidate the text content and language knowledge. It can not only help students review the main idea and key details of the text, but also exercise their ability to express in English, which is conducive to the cultivation of language ability. Group retelling can cultivate students’ cooperative learning ability and sense of responsibility, and let them learn from each other and make progress together. The teacher’s comments can help students find their own problems and improve their expression ability. Activity 2: Discussion and Expression The teacher puts forward the discussion topic: “In the context of globalization, how can we promote cross-cultural communication and help language and culture move forward together? What can we do as senior high school students?” Organize students to discuss in groups of 5, and ask each group to record the key points of the discussion. After discussion, invite each group to send a representative to make a speech in front of the whole class, expressing the group’s views. The teacher listens carefully to the students’ speeches, gives positive comments and supplements, and guides students to realize that as senior high school students, we can learn foreign languages well, understand different cultures, respect cultural differences, and actively participate in cross-cultural communication activities to promote the exchange and development of language and culture. Design Intention: This activity is designed to connect the text content with real life, guide students to apply the knowledge learned in the text to solve practical problems, and realize the transfer and application of knowledge. Discussion and speech can exercise students’ ability of thinking, expression and cooperation, cultivate their critical thinking ability and cultural awareness, and let them establish the awareness of respecting cultural diversity and promoting cross-cultural communication, which is in line with the requirements of core literacy. Activity 3: Writing Practice Ask students to write a short passage of 80-100 words, with the topic “My Views on Cross-Cultural Communication”. The teacher puts forward the requirements: 1. Express your own views on cross-cultural communication; 2. Use at least 3 core vocabulary and 1 key sentence pattern learned in the text; 3. Ensure the logic is clear and the language is fluent. Students start writing, and the teacher walks around the classroom to guide them, helping students solve the problems encountered in writing, such as how to organize the structure, how to use language points correctly, etc. After students finish writing, invite 2-3 students to read their passages aloud, and the teacher gives comments and revisions, pointing out the advantages and deficiencies of the passages, and guiding students to improve their writing ability. Design Intention: Writing practice is an important way to test students’ language application ability. Combining the text topic and language points to design writing tasks can help students consolidate the knowledge learned, improve their writing ability, and realize the integration of listening, speaking, reading and writing. The teacher’s on-site guidance can help students solve problems in time, and the comments and revisions can help students find their own mistakes and improve their writing level, which is conducive to the cultivation of language ability. Activity 4: Summary and Reflection First, the teacher leads students to summarize the content of this class: review the core vocabulary and language points of the text, sort out the main idea and structure of the text, and review the discussion on cross-cultural communication. Then, ask students to reflect on their own learning in this class: What have you learned? What difficulties have you encountered? How to solve them? What can you do to improve your English reading and expression ability? Invite 2-3 students to share their reflections, and the teacher gives encouragement and guidance, guiding students to form good learning habits and improve their learning ability. Design Intention: Summary can help students sort out the knowledge learned in this class, form a systematic knowledge framework, and consolidate the learning effect. Reflection can help students understand their own learning situation, find their own deficiencies, and put forward improvement measures, which is conducive to cultivating students’ autonomous learning ability and metacognitive ability, and meeting the requirements of learning ability in core literacy. Homework Arrangement 1. Review the core vocabulary and language points of the text, and recite the key sentences. 2. Polish the short passage written in class and hand it in the next class. 3. Search for one example of cross-cultural communication in daily life, and write a short comment (about 50 words) to explain its significance. 4. Preview Reading B of this unit, and try to understand the main idea of the text. Design Intention: Homework is an extension of classroom teaching. Reviewing vocabulary and sentences can help students consolidate the knowledge learned in class. Polishing the short passage can improve students’ writing ability. Searching for cross-cultural communication examples can connect classroom learning with real life, deepen students’ understanding of the topic, and cultivate their ability to collect and sort out information. Previewing the next lesson can lay a foundation for the next class, and cultivate students’ autonomous learning ability. 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 $