Unit 2 Language and Culture-Reading B-Further Exploration 教案-2025-2026学年高中英语沪外版必修第一册

Unit 2 Language and Culture-Reading B-Further Exploration 教学目标和重难点 教学目标 Language competence: Master key words and sentences, improve reading and expression skills. Cultural awareness: Understand cultural differences in language use and respect cultural diversity. Thinking quality: Develop logical and critical thinking through analysis and discussion. Learning ability: Cultivate autonomous and cooperative learning habits. 教学重难点 Key points: Grasp the main idea and details of the text, master key vocabulary and sentence patterns related to cross-cultural communication. Difficult points: Understand the cultural connotation behind language and apply knowledge to practical communication. 教学过程 Lead-in The teacher starts the class with a question-and-answer activity: “Have you ever met a situation where the same word or behavior has different meanings in different cultures?” Then, the teacher shows two pictures: one is a person bowing in Japan, and the other is a person shaking hands in Western countries. The teacher asks students to discuss in pairs: “What do these two behaviors mean? Will there be misunderstandings if we use them in the wrong occasion?” After 3 minutes of discussion, invite 2-3 groups to share their opinions. Finally, the teacher summarizes: “Language is closely related to culture, and different cultures will bring differences to language use. Today, we will explore further through Reading B to understand the cultural echoes in communication and avoid cross-cultural misunderstandings.” Design Intention: This lead-in links students’ real-life experiences and uses visual pictures to arouse students’ interest in cross-cultural communication. The pair discussion activity not only activates students’ prior knowledge about cultural differences but also lays a foundation for the understanding of the text. It guides students to realize the close connection between language and culture, naturally leading to the theme of the lesson. Pre-reading Vocabulary Preview The teacher presents key vocabulary in the text on the screen, including “ambiguity”, “metaphor”, “etiquette”, “misinterpretation”, “adjust”, “perspective” and so on. For each word, the teacher provides the phonetic symbol, part of speech and a simple example sentence related to cross-cultural communication. For example, for “misinterpretation”, the example sentence is “The misunderstanding between the two sides comes from the misinterpretation of each other’s body language.” Then, the teacher asks students to read the words and example sentences aloud twice, and invites individual students to read them to check their pronunciation. After that, the teacher organizes a “vocabulary matching” game: write the words on one side of the blackboard and their Chinese meanings on the other side, and ask students to come to the blackboard to match them. Those who match correctly will get verbal praise. Design Intention: Previewing key vocabulary helps students remove language obstacles in reading, ensuring that they can understand the text smoothly. The combination of phonetic symbols, example sentences and games makes vocabulary learning more vivid and interesting, avoiding the tediousness of mechanical memorization. It also helps students connect vocabulary with cross-cultural communication scenarios in advance, laying a solid foundation for text reading. Text Prediction The teacher shows the title of Reading B “Cultural Echoes in Communication” and the picture in the text (a scene of a business negotiation between people from different countries). The teacher asks students: “According to the title and the picture, what do you think the text will talk about? What kinds of cross-cultural communication situations will it mention?” Students are allowed to express their ideas freely, and the teacher writes down their predictions on the blackboard, such as “different greeting ways”, “misunderstanding in language use”, “cultural differences in business communication” and so on. Then, the teacher says: “Let’s read the text to check whether your predictions are correct and find out more details about cross-cultural communication.” Design Intention: Predicting the text content based on the title and pictures can stimulate students’ reading motivation and improve their reading initiative. It also helps students form a preliminary framework of the text in their minds, which is conducive to grasping the main idea of the text in the process of reading. While-reading Fast Reading Ask students to read the text quickly, and complete two tasks: First, check the predictions made in the pre-reading part and tick the correct ones. Second, summarize the main idea of the text in one sentence. After reading, invite students to share their answers. The teacher guides students to summarize the main idea accurately: The text takes business negotiation and campus communication as examples, analyzes the ambiguity risk of non-verbal behavior and metaphorical expression in different cultural contexts, and emphasizes the importance of cultural cognition in language use. Then, the teacher helps students sort out the structure of the text: the first paragraph introduces the close relationship between language and culture; the middle paragraphs take specific cases to illustrate cross-cultural misunderstandings and their causes; the last paragraph summarizes the significance of understanding cultural differences. Design Intention: Fast reading aims to train students’ ability to extract key information quickly, help them grasp the main idea and structure of the text, and lay a foundation for intensive reading. Checking predictions can enhance students’ sense of achievement and stimulate their enthusiasm for further reading. Sorting out the text structure helps students form a clear logical framework and improve their reading comprehension ability. Intensive Reading Divide the text into three parts and guide students to read carefully, analyze the details and explore the cultural connotation behind the text. Part 1 (Paragraph 1): The teacher asks students to read the paragraph carefully and answer the question: “What is the relationship between language and culture according to the text?” Students find the key sentence: “Language is not only a tool for communication but also a carrier of culture, and each word and sentence carries the unique cultural connotation of a nation.” Then, the teacher asks: “Can you give an example in our daily life to illustrate this point?” Students can answer such as “the Chinese word ‘jiaozi’ carries the cultural connotation of reunion”, and the teacher comments and supplements. Finally, the teacher leads students to read the paragraph aloud to deepen their understanding. Design Intention: This part focuses on guiding students to understand the core view of the text—the relationship between language and culture. Through asking questions and inviting students to give examples, it combines the text content with students’ real life, making abstract concepts concrete and helping students deepen their understanding of the theme. Part 2 (Paragraphs 2-4): This part introduces specific cases of cross-cultural misunderstandings. The teacher guides students to read each paragraph carefully and complete the following table: Communication Scenario Behavior/Language Cultural Connotation in One Culture Misinterpretation in Another Culture Business negotiation between Japan and the West Japanese bowing; Westerners shaking hands Bowing shows respect; shaking hands shows equality and friendship Westerners may think bowing is too formal; Japanese may think shaking hands is rude Campus communication between a foreign student and a Chinese teacher The foreign student calls the teacher by his first name It shows closeness and equality in Western culture The Chinese teacher may think the student is impolite Communication between an African and a European The African says “Sawubona” (I see you) It shows care and recognition of the other person The European may only regard it as a common greeting After students complete the table, the teacher invites groups to present their answers and corrects them. Then, the teacher asks: “Why do these misunderstandings happen?” Guide students to conclude: Because different cultures have different values, etiquette and ways of thinking, which leads to different interpretations of the same language or behavior. Then, the teacher explains the key sentence in this part: “Cultural differences are not right or wrong, but just different, and we need to understand and respect them.” Design Intention: Using a table to sort out the details of the text can help students clarify the key information of each case, and intuitively understand the causes of cross-cultural misunderstandings. Asking questions guides students to think deeply, helps them summarize the core reasons for misunderstandings, and cultivates their logical thinking ability. Emphasizing the equality of cultural differences helps students establish a correct cultural view. Part 3 (Paragraph 5): The teacher asks students to read the paragraph carefully and answer the question: “What is the significance of understanding cultural differences in cross-cultural communication?” Students find the key points: It can avoid misunderstandings, promote effective communication, and help build mutual respect and trust between different cultures. Then, the teacher asks students to discuss: “What should we do when we encounter cross-cultural misunderstandings in our life?” Invite students to share their opinions, such as “ask for advice from local people”, “learn about the culture in advance”, “keep an open mind” and so on. The teacher affirms and supplements their opinions. Design Intention: This part focuses on guiding students to understand the significance of understanding cultural differences and connect the text content with practical life. The discussion activity not only improves students’ oral expression ability but also helps them apply the knowledge learned in the text to real-life scenarios, realizing the transformation from knowledge to ability. Language Points Analysis On the basis of intensive reading, the teacher focuses on analyzing the key vocabulary and sentence patterns in the text to help students master and use them flexibly. Key Vocabulary: The teacher focuses on explaining “ambiguity”, “adjust” and “perspective”. For “ambiguity”, the teacher explains its meaning (“the state of being unclear or having more than one meaning”) and uses it to make sentences in combination with cross-cultural communication: “The ambiguity of the metaphor in the conversation led to a misunderstanding between the two parties.” For “adjust”, explain its meaning (“to change something slightly to make it suitable for a particular purpose or situation”) and the collocation “adjust to sth”, and give an example: “When we go to a new country, we need to adjust to the local culture and customs.” For “perspective”, explain its meaning (“a way of thinking about or looking at something”) and the collocation “from one’s perspective”, and give an example: “From a cultural perspective, their behavior is completely reasonable.” Key Sentence Patterns: The teacher focuses on analyzing the complex sentence: “Although the same language may be spoken in different countries, there are likely to be many differences, not just in vocabulary but also in spelling, grammar and pronunciation.” First, guide students to identify the sentence structure: although-guided adverbial clause of concession, and the main clause uses “not just...but also...” structure. Then, explain the usage of “although” (it cannot be used with “but” at the same time) and “not just...but also...” (it can connect two parallel components, emphasizing the latter one). Finally, ask students to make sentences with this sentence pattern, such as “Although we come from different countries, we have many common interests, not just in music but also in sports.” Design Intention: Analyzing language points helps students master the key vocabulary and sentence patterns in the text, improving their language application ability. Combining language points with cross-cultural communication scenarios makes language learning more targeted, and sentence-making practice helps students flexibly use the learned knowledge, achieving the goal of improving language competence. Post-reading Group Discussion Divide students into groups of 4-5, and give the discussion topic: “Should we adapt to local customs when we go abroad? Why or why not? Please combine the cases in the text and your own experiences to illustrate your views.” The teacher walks around the classroom to guide students’ discussion, reminds them to use the vocabulary and sentence patterns learned in the text, and helps students who have difficulties in expression. After the discussion, each group sends a representative to make a speech (3-5 minutes per group). The teacher comments on each group’s speech, affirms their advantages, points out their deficiencies, and guides students to form a correct view: We should respect local customs, adapt appropriately, and at the same time adhere to our own cultural traditions, achieving “harmony in diversity”. Design Intention: Group discussion not only cultivates students’ cooperative learning ability and oral expression ability but also guides students to think deeply about cross-cultural communication issues. Combining the text cases and personal experiences makes the discussion more in-depth and practical, helping students internalize the knowledge learned and develop their critical thinking ability. The teacher’s comments help students improve their expression ability and establish a correct cultural view. Role-Play Design three cross-cultural communication scenarios and ask students to perform role-play in groups: Scenario 1: A Chinese student meets a foreign teacher for the first time, and the foreign teacher wants to shake hands with him. Scenario 2: A foreign student calls a Chinese teacher by his first name, and the teacher feels uncomfortable. Scenario 3: When negotiating with a Japanese partner, a Western businessman does not understand the Japanese bowing etiquette. Each group chooses one scenario to prepare for 5 minutes, then performs it in front of the class. After the performance, the teacher and other students comment: Whether the performance conforms to the cultural characteristics, whether the language expression is appropriate, and how to avoid misunderstandings in this scenario. Design Intention: Role-play makes cross-cultural communication scenarios more vivid and intuitive, allowing students to experience the process of cross-cultural communication personally. It not only helps students apply the knowledge learned in the text to practical scenarios but also improves their communication skills and应变 ability. The comment link helps students find their own deficiencies and learn from each other, further deepening their understanding of cultural differences. Summary and Reflection First, the teacher invites students to summarize what they have learned in this class, including the main idea of the text, key vocabulary and sentence patterns, and the understanding of cross-cultural communication. Then, the teacher makes a final summary: “Today, we have learned about the cultural echoes in communication through Reading B, understood the causes of cross-cultural misunderstandings, and mastered the methods to avoid them. Language is a bridge between cultures, and understanding and respecting cultural differences is the key to effective cross-cultural communication. I hope you can apply what you have learned to your daily life and become good communicators between different cultures.” Then, ask students to reflect on their own learning: “What have you learned in this class? What difficulties do you still have? What can you do to improve your cross-cultural communication ability?” Students can write down their reflections in their notebooks, and the teacher randomly checks a few students’ reflections and gives guidance. Design Intention: Letting students summarize what they have learned can help them sort out the knowledge system and deepen their memory. The teacher’s final summary升华 the theme of the lesson, guiding students to establish a correct cultural view and learning concept. Reflection activities help students understand their own learning status, find their own deficiencies, and improve their learning ability. Homework Assign three levels of homework to meet the needs of different students: Level 1 (Basic): Read the text aloud twice, recite the key vocabulary and sentence patterns, and copy them twice. Write a short passage (80-100 words) about one cross-cultural misunderstanding you know, using the vocabulary and sentence patterns learned in the class. Level 2 (Improvement): Surf the Internet to collect 2-3 cases of cross-cultural communication misunderstandings, analyze their causes, and write a short analysis report (120-150 words). Level 3 (Challenge): Work with your group members to design a cross-cultural communication guide for high school students, including greeting ways, language taboos, and etiquette norms in different countries, and present it in the form of a PPT (to be displayed in the next class). Design Intention: Hierarchical homework takes into account the differences in students’ learning levels, ensuring that every student can complete the homework and gain a sense of achievement. Basic homework helps students consolidate the knowledge learned in the class; improvement homework helps students expand their knowledge and improve their analytical ability; challenge homework cultivates students’ cooperative learning ability and innovative ability, and further applies the knowledge learned to practice. 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 $