Unit4 Customs and Traditions Reading A Listening and Viewing 教学设计-2025-2026学年高中英语沪外版必修第一册

Unit 4 Customs and Traditions-Reading A-Listening and Viewing 教学目标和重难点 教学目标 Language Competence: Master key words and sentences about customs and traditions, improve abilities in reading comprehension, listening and viewing. Cultural Awareness: Understand diverse customs worldwide, respect cultural differences and enhance cross-cultural communication awareness. Thinking Quality: Develop logical and critical thinking through analyzing and comparing cultural phenomena. Learning Ability: Cultivate autonomous and cooperative learning skills in interactive activities. 教学重难点 Key Points: Comprehend the main idea and details of Reading A, grasp listening and viewing skills to obtain key information. Master core vocabulary and sentence patterns related to customs. Difficult Points: Understand the deep cultural connotation behind customs, flexibly use learned language to express personal views on cultural phenomena. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class by showing multi-modal materials, including pictures of traditional Chinese customs (such as the Spring Festival, Mid-Autumn Festival) and short video clips of foreign customs (such as Mexican Day of the Dead, Indian Diwali). After playing the materials, the teacher asks students two questions: “What customs do you see in the pictures and videos?” and “What is your favorite traditional custom in China? Why?” Then, invite students to share their answers freely in pairs first, and then select 3-4 groups to present their ideas to the whole class. After the presentation, the teacher summarizes students’ answers, naturally leads to the unit theme “Customs and Traditions”, and introduces the content of this lesson: Reading A and Listening and Viewing, which will help students learn more about different customs around the world and improve their language skills. Design Intention: The lead-in activity uses multi-modal materials to create a real and vivid cultural context, which can quickly arouse students’ interest in the topic of customs and traditions. Connecting with students’ real life experiences by asking about their favorite Chinese customs helps activate their prior knowledge and build a preliminary cognitive connection with the lesson content. Pair discussion and class presentation not only provide students with opportunities to practice oral expression, but also lay a foundation for the subsequent reading, listening and viewing activities. At the same time, it subtly cultivates students’ cultural awareness by showing diverse customs, guiding them to pay attention to cultural diversity. Step 2: Pre-reading (Vocabulary Preview and Background Introduction) First, the teacher presents the core vocabulary and phrases in Reading A on the screen, including “custom”, “tradition”, “celebrate”, “gather”, “decorate”, “symbol”, “attend”, “in memory of”, “dress up”, “pass down” and so on. For each word and phrase, the teacher explains its meaning in simple English, combines it with pictures or short sentences related to customs, and guides students to read and remember them. For example, when explaining “in memory of”, the teacher says: “If we do something in memory of someone or something, we do it to show our respect and remembrance. For example, people light candles in memory of their loved ones.” Then, the teacher invites students to make sentences with the new words and phrases in pairs, and checks their mastery. Next, the teacher briefly introduces the background of Reading A. It is mentioned that Reading A mainly talks about the traditional customs of a certain country or region, focusing on how people celebrate a specific festival and the cultural meaning behind it. The teacher also reminds students that when reading, they should pay attention to the details of the customs and try to understand the cultural connotation contained in them. In addition, the teacher introduces the concept of “time capsules” mentioned in Reading A, simply explaining that it is a way to preserve customs and collective memories, helping students better understand the relevant content in the text. Design Intention: Vocabulary is the foundation of language learning. Previewing core vocabulary before reading helps students remove language obstacles in the subsequent reading process, improve reading efficiency. Explaining words with simple English and combining them with specific contexts and pictures conforms to the cognitive characteristics of senior high school students, making it easier for them to understand and remember. Sentence-making practice in pairs can not only help students consolidate the new words and phrases they have learned, but also cultivate their cooperative learning ability. Brief background introduction helps students understand the context of the text in advance, activate their relevant cultural knowledge, and lay a foundation for in-depth reading and understanding of the text. The introduction of “time capsules” also helps students grasp the key metaphor in the text and lay a foundation for exploring the deep meaning of customs later. Step 3: While-reading (In-depth Reading and Skill Training) This step is divided into three parts: skimming, scanning and intensive reading, to help students gradually understand the text and master reading skills. First, skimming. The teacher asks students to read Reading A quickly, without paying too much attention to details, and answer two questions: “What is the main topic of the passage?” and “Which festival or custom does the passage mainly introduce?” After students finish reading, invite them to answer the questions, and the teacher corrects and summarizes, making sure that all students can grasp the main idea of the text: the passage mainly introduces the traditional festival of a certain region and the specific customs of people celebrating it, as well as the cultural meaning behind these customs. Second, scanning. The teacher asks students to read the text again, scan for specific information, and fill in the blanks in the worksheet prepared in advance. The blanks include the time of the festival, the main activities of people, the symbolic meaning of the activities, and the reasons for celebrating the festival. During the process, the teacher walks around the classroom, observes students’ performance, and provides timely help to students who have difficulties. After students finish filling in the blanks, the teacher invites several students to present their answers, checks the correctness, and explains the key points and difficult points in the process. Third, intensive reading. The teacher guides students to read the text paragraph by paragraph, analyze the key sentences and the logical relationship between paragraphs. For example, in the paragraph introducing the main activities of the festival, the teacher asks students to find the key verbs and analyze the sequence of activities; in the paragraph explaining the cultural meaning of the festival, the teacher guides students to think about “Why do people hold these activities?” and “What do these activities symbolize?” In addition, the teacher focuses on analyzing the long sentences and difficult sentences in the text, such as complex sentences with attributive clauses and adverbial clauses, helping students understand the structure and meaning of the sentences. At the same time, the teacher guides students to pay attention to the rhetorical devices used in the text, such as metaphor and personification, and analyzes their functions, helping students appreciate the beauty of the language. During the intensive reading process, the teacher also organizes students to discuss some questions in groups, such as “What do you think of the customs introduced in the text?” and “Are there any similar customs in China? If so, what are the similarities and differences?” Each group discusses for a few minutes, and then selects a representative to share the group’s views. The teacher comments on students’ views, guides them to think deeply about cultural differences and similarities, and cultivates their critical thinking ability. Design Intention: Skimming helps students quickly grasp the main idea of the text and cultivate the ability of reading for gist. Scanning training helps students improve the ability of finding specific information quickly, which is an important reading skill for senior high school students. Intensive reading guides students to understand the text in depth, master key sentences and logical relationships, and improve their ability of text analysis. Analyzing long sentences and difficult sentences helps students remove language obstacles and improve their ability of understanding complex sentences. Group discussion not only cultivates students’ cooperative learning ability and oral expression ability, but also guides students to compare different cultures, deepen their understanding of cultural diversity, and cultivate their thinking quality and cultural awareness. At the same time, guiding students to appreciate the rhetorical devices in the text helps improve their language appreciation ability and lay a foundation for their own language expression. Step 4: Post-reading (Consolidation and Extension) First, the teacher organizes a “Custom Sharing” activity. Ask students to work in groups of 4-5, and each group selects a traditional custom that they are familiar with (either Chinese or foreign), and prepares a short speech to introduce the custom, including its origin, main activities, cultural meaning and their own views on it. Each group has a few minutes to prepare, and then each group sends a representative to give a speech in front of the whole class. After the speech, the teacher and other students make comments, affirming the advantages of the speech and putting forward suggestions for improvement. Second, the teacher arranges a short writing exercise. Ask students to write a short passage (about 80-100 words) about their favorite traditional custom, using the new words, phrases and sentence patterns learned in Reading A. During the writing process, the teacher walks around the classroom, provides guidance to students who have difficulties in writing, such as how to organize the structure of the passage and how to use the learned language correctly. After students finish writing, the teacher collects some students’ works, reads them out in class, and comments on them, pointing out the advantages and deficiencies, and guiding students to improve their writing ability. Third, the teacher summarizes the content of Reading A, reviews the key vocabulary, phrases and sentence patterns, and emphasizes the importance of understanding and respecting different customs. At the same time, the teacher leads students to look forward to the Listening and Viewing part, telling them that they will hear and see more about different customs, and further improve their listening and viewing skills. Design Intention: The “Custom Sharing” activity is a practical application of the knowledge learned in Reading A, which can not only help students consolidate the new words and phrases they have learned, but also improve their oral expression ability and cooperative learning ability. At the same time, it can further stimulate students’ interest in traditional customs and enhance their cultural awareness. The short writing exercise helps students consolidate the language knowledge they have learned, improve their writing ability, and realize the integration of reading and writing. Summarizing the content of Reading A helps students sort out the knowledge system and deepen their understanding of the text. Looking forward to the Listening and Viewing part helps students build a connection between reading and listening/viewing, laying a foundation for the next part of the teaching. Step 5: Pre-listening and Pre-viewing (Preparation and Prediction) First, the teacher briefly introduces the content of Listening and Viewing. The listening material is a dialogue between two students, talking about their experiences of participating in foreign customs and their views on these customs; the viewing material is a short video, introducing the traditional customs of a certain country, including the process of celebrating the festival and the feelings of the people. Then, the teacher presents the core vocabulary and phrases related to the listening and viewing materials, such as “participate in”, “experience”, “impress”, “unique”, “traditional”, “modern”, “combine”, etc., and guides students to review and master them. Next, the teacher guides students to make predictions. For the listening material, the teacher asks: “What do you think the two students will talk about? What kind of customs will they mention?” For the viewing material, the teacher shows the cover of the video and asks: “What festival do you think is shown in the video? What activities do you think people will do?” Students can discuss their predictions in pairs, and then share their ideas with the whole class. The teacher affirms students’ reasonable predictions and encourages them to verify their predictions in the subsequent listening and viewing process. In addition, the teacher introduces some listening and viewing skills to students. For listening: pay attention to the key information such as time, place, characters and events; catch the signal words (such as first, then, finally, however) to understand the logical relationship; take simple notes while listening. For viewing: pay attention to the images, sounds, subtitles and other information in the video; combine the visual and auditory information to understand the main content of the video; pay attention to the body language and facial expressions of the characters in the video to infer their feelings and attitudes. Design Intention: Pre-listening and pre-viewing preparation helps students remove language obstacles in the subsequent listening and viewing process, improve their listening and viewing efficiency. Guiding students to make predictions can activate their thinking, arouse their interest in the listening and viewing materials, and improve their initiative in listening and viewing. Introducing listening and viewing skills helps students master scientific learning methods, improve their listening and viewing ability, and cultivate their learning ability. At the same time, it lays a foundation for students to better understand the listening and viewing materials and obtain key information. Step 6: While-listening and While-viewing (Skill Application and Information Acquisition) This step is divided into two parts: listening and viewing, and each part is carried out in two rounds to help students gradually master the content and improve their skills. First, listening. The first round: the teacher plays the listening material once, and asks students to listen carefully to grasp the main idea of the dialogue, and answer the question: “What is the main topic of the dialogue?” After playing, invite students to answer the question, and the teacher corrects and summarizes. The second round: the teacher plays the listening material again, and asks students to listen carefully, take notes, and answer the detailed questions prepared in advance, such as “Where did the two students participate in the foreign customs?”, “What customs did they experience?”, “What are their views on these customs?” After playing, students check their answers in pairs, and then the teacher checks the answers, explains the key points and difficult points, and guides students to analyze the key sentences in the listening material. For students who have difficulties in listening, the teacher can play the relevant part again to help them understand. Second, viewing. The first round: the teacher plays the video once, and asks students to watch carefully to grasp the main content of the video, and answer the question: “What customs are introduced in the video?”. After playing, invite students to answer the question, and the teacher corrects and summarizes. The second round: the teacher plays the video again, and asks students to watch carefully, pay attention to the details, and fill in the blanks in the worksheet, including the time of the festival, the main activities of people, the symbolic meaning of the activities, and the feelings of the people. During the viewing process, the teacher can pause the video at key points to remind students to pay attention to the key information. After playing, students check their answers in pairs, and the teacher checks the answers, explains the key points, and guides students to analyze the visual and auditory information in the video, such as the images of the festival, the music, the body language of the characters, etc., to help students deeply understand the cultural connotation of the customs. During the listening and viewing process, the teacher also guides students to use the listening and viewing skills introduced earlier, such as taking notes, catching signal words, and combining visual and auditory information. At the same time, the teacher encourages students to ask questions if they have any doubts, and solves them in time. Design Intention: Playing the listening and viewing materials twice conforms to the cognitive law of students, helping them gradually grasp the main idea and details of the materials. The first round focuses on the main idea, and the second round focuses on details, which can effectively improve students’ listening and viewing ability. Asking questions and filling in the blanks helps students focus on the key information and improve their ability of information acquisition. Pausing the video at key points helps students better grasp the details and understand the content. Guiding students to use listening and viewing skills helps them consolidate the skills they have learned and improve their learning ability. Encouraging students to ask questions helps cultivate their critical thinking ability and initiative in learning. Step 7: Post-listening and Post-viewing (Consolidation and Application) First, the teacher organizes a group discussion. Ask students to work in groups of 4-5, and discuss the following questions: “What are the similarities and differences between the customs in the listening and viewing materials and those in Reading A?”, “What do you think of the combination of traditional customs and modern life?”, “How should we inherit and develop our own traditional customs?”. Each group discusses for a few minutes, and then selects a representative to share the group’s views. The teacher comments on students’ views, guides them to think deeply about the inheritance and development of traditional customs, and cultivates their cultural confidence and sense of responsibility. Second, the teacher arranges an oral practice activity. Ask students to work in pairs, and make a dialogue about their favorite traditional customs, using the key vocabulary, phrases and sentence patterns learned in this lesson (including Reading A, Listening and Viewing). The dialogue should include the introduction of the custom, personal views on the custom, and the comparison with other customs. Students have a few minutes to prepare, and then the teacher invites several pairs to perform their dialogues in front of the whole class. After the performance, the teacher and other students make comments, affirming the advantages and putting forward suggestions for improvement. Third, the teacher summarizes the content of Listening and Viewing, reviews the key vocabulary, phrases and sentence patterns, and combs the listening and viewing skills mastered in this lesson. At the same time, the teacher integrates the content of Reading A, Listening and Viewing, guides students to sort out the knowledge system of this lesson, and emphasizes the importance of understanding and respecting cultural diversity, inheriting and developing traditional customs. Design Intention: Group discussion helps students integrate the knowledge learned in Reading A, Listening and Viewing, compare different customs, and deepen their understanding of cultural connotation. It also cultivates students’ cooperative learning ability, oral expression ability and critical thinking ability. The oral practice activity is a practical application of the language knowledge and skills learned in this lesson, which can help students consolidate the knowledge and improve their oral expression ability. Summarizing the content of this lesson helps students sort out the knowledge system, deepen their understanding of the lesson content, and enhance their cultural awareness and cultural confidence. Step 8: Summary and Homework First, summary. The teacher summarizes the whole lesson, reviewing the key content of Reading A, Listening and Viewing, including core vocabulary, phrases, sentence patterns, reading, listening and viewing skills, and the cultural connotation of customs. The teacher emphasizes that in this lesson, students not only mastered relevant language knowledge and skills, but also understood the diversity of customs and enhanced their cross-cultural communication awareness. The teacher also encourages students to pay more attention to traditional customs in daily life, respect different cultures, and inherit and develop their own traditional customs. Second, homework. The homework is divided into three parts: 1. Review the key vocabulary, phrases and sentence patterns learned in this lesson, and recite them. 2. Write a short passage (about 100-120 words) about the customs introduced in Listening and Viewing, combining the content of Reading A, and express their own views on these customs. 3. Surf the Internet to collect information about a foreign traditional custom, and prepare a short speech (about 2 minutes) for the next class. Design Intention: Summarizing the whole lesson helps students sort out the knowledge they have learned, deepen their understanding, and form a complete knowledge system. The homework is designed to consolidate the knowledge and skills learned in this lesson, and extend the learning content. Reciting key vocabulary and phrases helps students consolidate their language foundation. Writing a short passage helps students integrate the content of Reading A and Listening and Viewing, and improve their writing ability. Collecting information about foreign customs and preparing a speech helps students expand their horizons, enhance their cultural awareness, and cultivate their autonomous learning ability and oral expression 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 $