Unit 2 Language and Culture-Reading B-Self-assessment 讲义-2025-2026学年高中英语沪外版必修第一册

Unit 2 Language and Culture-Reading B-Self-assessment 教学目标和重难点 教学目标 Language Ability：To grasp key words and sentence patterns related to language and culture; to understand the text structure; to express opinions on language diversity and cultural exchange. Cultural Awareness：To appreciate linguistic diversity; to understand the interplay between language and culture; to develop an open and inclusive global outlook. Thinking Quality：To analyze causes and effects; to make logical inferences; to think critically and creatively about language change and cultural communication. Learning Ability：To use reading strategies such as skimming, scanning, and close reading; to reflect on learning progress and adjust strategies independently. 教学重难点 Key Points：To understand the factors contributing to language change and diversity; to identify the main ideas and supporting details of Reading B; to complete the Self-assessment task accurately. Difficult Points：To analyze the relationship between language and culture; to use appropriate expressions to evaluate one’s own learning; to think deeply about the role of language in cultural exchange. 教学过程 Task 1 Warm-up and Lead-in Activity 1: Brainstorming and Discussion The teacher displays a set of pictures showing different languages and cultural symbols (e.g., Chinese calligraphy, English idioms, French proverbs). Students work in pairs to list as many words or phrases as possible that reflect cultural features. They then share their findings with the class. The teacher introduces the unit theme “Language and Culture” and guides students to reflect: How does language shape culture? How does culture influence language? Design Intent：To activate students’ prior knowledge, stimulate interest, and lay a foundation for understanding the intrinsic connection between language and culture. Task 2 Pre-reading Activity 1: Vocabulary Preview The teacher presents key vocabulary (e.g., diversity, variety, influence, adopt, preserve) with context and pictures. Students match the words with their definitions or synonyms. Students complete a short vocabulary quiz to check mastery. Activity 2: Text Prediction The teacher shows the title and the first sentence of Reading B. Students predict the content: What do you think the text will mainly talk about? Students write their predictions in groups and share reasons. Design Intent：To build vocabulary foundation, develop prediction skills, and activate students’ thinking before reading. Task 3 While-reading Activity 1: Skimming for Main Idea Students read the text quickly and answer: What is the main topic of the text? Students underline the topic sentence in each paragraph. Activity 2: Scanning for Details Students read the text carefully and complete a chart with information about language change, causes, and examples. The chart includes columns: “Aspect of Language Change”, “Cause”, “Example”. Activity 3: Close Reading for Deep Understanding Students analyze the text structure: How does the author organize the text? (e.g., cause-effect, comparison-contrast) Students identify transition words and explain their functions. Students discuss in groups: What examples does the author use to illustrate the relationship between language and culture? Design Intent：To develop reading skills (skimming, scanning, close reading), help students grasp text structure and key details, and deepen understanding of the core content. Task 4 Post-reading (15 mins) Activity 1: Critical Thinking and Discussion Students discuss the following questions in groups: Why is language diversity important? How can we preserve endangered languages? Do you think English will continue to spread globally? Why or why not? Each group selects a spokesperson to present their views. Activity 2: Creative Expression Students write a short paragraph (3-5 sentences) expressing their opinion on “The Future of Language”. They use at least two key words from the vocabulary list. Design Intent：To promote critical thinking, encourage creative expression, and help students transfer knowledge to real-life situations. Task 5 Self-assessment Activity 1: Self-assessment Checklist Students complete the Self-assessment task based on the checklist provided. The checklist covers: I can understand the main idea of the text. I can identify key details and the text structure. I can use key vocabulary in speaking and writing. I can express my opinions on language and culture. I can reflect on my learning progress and set improvement goals. Students rate themselves on a scale of 1-5 for each item and write a short reflection: What did I do well? What do I need to improve? Activity 2: Peer Feedback (Optional) Students exchange checklists and give constructive feedback to peers. Design Intent：To develop students’ self-assessment ability, promote metacognitive awareness, and strengthen the integration of learning and evaluation. Task 6 Summary and Homework Activity 1: Summary The teacher summarizes the key points of the lesson: the relationship between language and culture, language change, and self-assessment skills. Activity 2: Homework Write a reflection (150-200 words) on “How to Improve My English Learning”. Collect information about an endangered language and prepare a 2-minute presentation for the next class. Design Intent：To consolidate learning outcomes, extend learning to after-class activities, and cultivate students’ independent 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 $