Unit4 Customs and Traditions Reading A Moving Forward 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-Moving Forward 教学目标和重难点 教学目标 Language competence: Master key words and sentences about customs and traditions. Cultural awareness: Understand cultural diversity and respect cross-cultural differences. Thinking quality: Develop logical and critical thinking through text analysis. Learning ability: Cultivate autonomous and cooperative learning skills. 教学重难点 Key points: Grasp the main idea and details of the text, master the usage of key vocabulary and sentence patterns related to customs. Difficult points: Analyze the logical relationship of the text and understand the cultural connotation behind customs. 教学过程 Step 1: Lead-in The teacher starts the class by showing multimodal resources, including pictures of traditional Chinese customs such as Spring Festival couplets, dragon dance, and Mid-Autumn Festival mooncakes, as well as pictures of foreign customs like Western weddings, Japanese tea ceremonies, and Indian Diwali. Then the teacher asks students two open-ended questions in English: “What customs do you see in these pictures? ” and “What is your favorite traditional custom in your life? ” Students are invited to share their answers freely in pairs first, and then several groups are selected to present their ideas to the whole class. After the sharing, the teacher naturally leads to the topic of the reading text by saying: “Today, we will read an article titled Moving Forward, which talks about how customs and traditions develop and change with the times. Let’s explore the charm of customs together. ” Design Intention: This lead-in activity is designed based on the multimodal teaching concept, which uses pictures to stimulate students’ visual perception and arouse their interest in the topic of customs and traditions. Connecting with students’ real-life experiences of familiar customs helps them build a preliminary cognitive connection with the text content. Pair discussion and class presentation not only provide students with opportunities to practice oral expression but also activate their prior knowledge about customs, laying a solid foundation for the subsequent reading and understanding of the text. At the same time, it subtly infiltrates the awareness of cultural diversity, laying the groundwork for the cultivation of cultural awareness in core literacy. Step 2: Pre-reading First, the teacher presents the key vocabulary and phrases in the text, including core nouns (e.g., custom, tradition, heritage, celebration), verbs (e.g., preserve, inherit, adapt, evolve), adjectives (e.g., traditional, cultural, modern, unique), and key phrases (e.g., pass down, adapt to, keep up with the times, take on new forms). For each word and phrase, the teacher explains its meaning in simple English, combines it with the customs shown in the lead-in pictures, and guides students to read and remember them. For example, when explaining “pass down”, the teacher says: “Pass down means to give something from older people to younger people. For example, our grandparents pass down traditional customs to us. ” Then, the teacher introduces the background of the text briefly: “The article Moving Forward mainly discusses the development and changes of customs and traditions. It tells us that customs are not static; they will adapt to the times and take on new forms while preserving their core meanings. ” Finally, the teacher asks students to predict the content of the text based on the title and background: “What do you think the author will talk about in the article? Can you make a prediction? ” Students are encouraged to express their predictions freely, and the teacher makes simple comments without correcting right or wrong. Design Intention: The pre-reading link focuses on laying a foundation for students’ reading. Vocabulary is the basis of reading comprehension, and explaining vocabulary in simple English combined with specific cultural scenarios helps students understand and remember words more easily, avoiding mechanical memorization. The brief introduction of the text background helps students build a preliminary framework of the text content, reducing the difficulty of reading. Predicting the text content can activate students’ thinking, improve their reading initiative, and cultivate their ability to make reasonable inferences, which is in line with the requirements of cultivating thinking quality in core literacy. At the same time, this link also cultivates students’ autonomous learning ability by guiding them to actively predict and think. Step 3: While-reading Task 1: Skimming The teacher asks students to read the text quickly and answer two questions: 1. What is the main idea of the text? 2. What is the author’s attitude towards the development and change of customs and traditions? After students finish reading, they are invited to share their answers. The teacher summarizes and sorts out the main idea: The text mainly discusses that customs and traditions are constantly developing and changing; they adapt to the times and take on new forms while preserving their core values, which is a positive trend. The author holds a supportive attitude towards this change. Then, the teacher guides students to find the topic sentence of each paragraph and sort out the structure of the text: Paragraph 1 introduces the importance of customs and traditions; Paragraphs 2-3 talk about how customs adapt to the times and change; Paragraph 4 summarizes the significance of the development of customs. Design Intention: Skimming is an important reading strategy that helps students quickly grasp the main idea of the text and the author’s attitude, improving their reading efficiency. Guiding students to find topic sentences and sort out the text structure helps them understand the logical relationship of the text, cultivate their logical thinking ability, and lay a foundation for in-depth reading. This task also focuses on cultivating students’ language competence, enabling them to extract key information from the text and express it in their own words. Task 2: Scanning The teacher asks students to read the text again carefully and complete a detailed information table. The table includes three columns: “Customs mentioned in the text”, “Changes of the customs”, and “Reasons for the changes”. Students are required to scan the text, find relevant information, and fill in the table independently. After completing the table, students exchange their answers in groups of four, check and correct each other’s mistakes, and supplement the missing information. Then, the teacher invites several groups to present their tables to the whole class, and makes comments and supplements, emphasizing the key details of the text, such as the specific changes of certain customs and the reasons behind them (e.g., social development, changes in people’s lifestyles, cultural exchanges). Design Intention: Scanning helps students accurately find specific information in the text, improving their ability to obtain detailed information. Completing the information table can make the scattered information in the text systematic and clear, helping students deepen their understanding of the text content. Group exchange and cooperation not only cultivate students’ cooperative learning ability but also enable them to learn from each other, complement each other’s strengths, and improve their learning efficiency. This task also helps students lay a foundation for analyzing the cultural connotation of customs in the subsequent in-depth reading. Task 3: Intensive Reading The teacher guides students to read the text paragraph by paragraph intensively, focusing on analyzing key sentences, exploring the cultural connotation behind the text, and cultivating students’ critical thinking ability. First, the teacher takes the key sentences in Paragraph 2 as an example: “Customs are not set in stone; they evolve over time to meet the needs of the people and the society. ” The teacher asks students: “What does ‘set in stone’ mean here? Why do customs need to evolve? ” Students are invited to discuss in groups, and then share their views. The teacher explains that “set in stone” means unchangeable, and customs need to evolve because society is constantly developing, people’s lifestyles and needs are constantly changing, and only by adapting to these changes can customs be inherited and developed. Then, the teacher guides students to analyze the examples in the text: “For example, the Spring Festival, a traditional Chinese custom, was originally a ceremony to worship ancestors and pray for a good harvest. Today, while we still keep the custom of family reunion, we also celebrate it in new ways, such as sending WeChat greetings and holding online parties. ” The teacher asks: “What is the core of the Spring Festival custom? What new forms have it taken? Do these new forms affect the inheritance of the core meaning? ” Through discussion, students understand that the core of the Spring Festival is family reunion and good wishes, and the new forms not only do not affect the inheritance of the core meaning but also make the custom more in line with the needs of modern life, helping to pass it down better. Next, the teacher guides students to analyze Paragraph 3, which talks about cultural exchanges and the impact on customs. The teacher asks: “How do cultural exchanges affect the development of customs? What examples does the author give? ” Students find that cultural exchanges make customs more diverse. For example, Western festivals such as Christmas and Valentine’s Day have been introduced to China, and Chinese people celebrate them in their own ways; at the same time, Chinese customs such as the Spring Festival have also spread to other countries, being accepted and loved by people around the world. The teacher then asks: “What should we do when facing the impact of foreign customs? ” Students discuss freely, and the teacher summarizes: We should respect the diversity of cultures, preserve our own traditional customs, and at the same time learn from the excellent parts of foreign customs, promoting the exchange and integration of different cultures. Finally, the teacher guides students to read Paragraph 4, which summarizes the significance of the development of customs. The teacher asks: “What is the significance of customs evolving with the times? ” Students conclude that the evolution of customs can help them be inherited and developed, promote cultural exchange and integration, and enrich people’s spiritual life. The teacher emphasizes that while customs are changing, we should always adhere to their core values, which are the soul of customs. Design Intention: Intensive reading is the key link of reading teaching, which helps students deeply understand the text content, grasp the key sentences and their connotations, and explore the cultural connotation behind the text. By asking hierarchical questions, the teacher guides students to think deeply, from understanding the meaning of words and sentences to analyzing the cultural connotation and the author’s intention, cultivating their critical thinking and logical thinking ability. Group discussion enables students to express their views freely, exchange ideas, and deepen their understanding of the text. This link focuses on the cultivation of cultural awareness, enabling students to understand the diversity of cultures, respect cultural differences, and enhance their cultural confidence, while also improving their language competence and thinking quality. Step 4: Post-reading Task 1: Text Retelling The teacher asks students to retell the text in their own words based on the text structure and key information they have sorted out. Students can choose to retell the text individually, in pairs, or in groups. The teacher provides some key words and phrases as prompts, such as “customs and traditions”, “evolve over time”, “meet the needs”, “family reunion”, “cultural exchanges”, “core values”. After students finish retelling, the teacher makes comments, affirming their advantages, pointing out their deficiencies, and guiding them to use accurate words and correct sentence patterns to retell the text more fluently and completely. Design Intention: Text retelling is an effective way to test students’ understanding of the text and improve their oral expression ability. By retelling the text, students can consolidate the key words, phrases, and sentence patterns they have learned, and improve their ability to organize language and express ideas. Providing key word prompts can reduce the difficulty of retelling, help students build confidence, and ensure that more students can participate in the activity. This task also cultivates students’ learning ability, enabling them to summarize and sort out the text content independently and improve their language application ability. Task 2: Group Discussion The teacher puts forward a discussion topic: “In modern society, some traditional customs are gradually being forgotten. What can we do to preserve and develop traditional customs? ” Students are divided into groups of 5-6, and discuss the topic freely. During the discussion, the teacher walks around the classroom, guides students to think from multiple angles, such as how to inherit the core values of customs, how to innovate the forms of customs to adapt to modern life, how to promote traditional customs among young people, and how to strengthen cultural exchanges. After the discussion, each group sends a representative to present their views to the whole class. The teacher makes comments and summaries, affirming the reasonable suggestions put forward by students, and guiding them to realize that preserving and developing traditional customs is the responsibility of every citizen, and we should combine inheritance with innovation to make traditional customs glow with new vitality in modern society. Design Intention: Group discussion is a way to cultivate students’ cooperative learning ability and critical thinking ability. The discussion topic is closely related to real life, which can arouse students’ sense of responsibility and participation, and enable them to apply the knowledge and ideas learned from the text to solve practical problems. During the discussion, students can express their views freely, exchange ideas, and learn from each other, improving their ability to think and solve problems independently. This task also further strengthens the cultivation of cultural awareness, enabling students to realize the importance of preserving traditional culture, enhance their cultural confidence, and cultivate their sense of cultural responsibility. Task 3: Writing Practice The teacher asks students to write a short passage (about 100 words) titled “How to Preserve Our Traditional Customs” based on the text content and the group discussion. The teacher provides some writing tips: 1. Start with the importance of traditional customs; 2. Put forward specific suggestions on how to preserve and develop traditional customs; 3. End with your own feelings or expectations. Students write independently, and the teacher walks around the classroom to provide guidance for students who have difficulties in writing, such as helping them sort out their ideas, providing appropriate words and sentence patterns. After students finish writing, the teacher collects some students’ works, reads them out in class, and makes comments, pointing out their advantages and deficiencies, and guiding them to revise and improve their works. Design Intention: Writing practice is an important link to consolidate students’ language knowledge and improve their writing ability. Combining the text content and group discussion to design the writing task can help students apply the knowledge and ideas they have learned to writing, realizing the integration of reading and writing. Providing writing tips can help students sort out their writing ideas, reduce the difficulty of writing, and improve their writing efficiency. Commenting on students’ works can help them find their own deficiencies, learn from excellent works, and continuously improve their writing ability. This task also comprehensively cultivates students’ language competence, thinking quality, and learning ability, enabling them to use English to express their views and feelings about traditional customs. Step 5: Summary and Homework Summary The teacher summarizes the whole class: “Today, we read the article Moving Forward, which tells us that customs and traditions are constantly evolving with the times. They adapt to the needs of society and people while preserving their core values. We should respect cultural diversity, inherit and develop our own traditional customs, and promote cultural exchange and integration. Through today’s study, we have not only mastered key words and sentence patterns but also deepened our understanding of customs and traditions, and improved our reading, speaking, and writing abilities. ” Design Intention: The summary link helps students sort out the knowledge and ideas learned in the class, consolidate the learning results, and form a systematic understanding of the text content. It also helps students review the key points of the class, deepen their understanding of the theme of the text, and strengthen the cultivation of core literacy. Homework 1. Review the text and recite the key words, phrases, and key sentences in the text. 2. Revise the short passage written in class and improve it according to the teacher’s comments. 3. Interview your parents or grandparents about a traditional custom in your family, and write a short report (about 150 words) to introduce the custom, its changes, and your feelings about it. 4. Search for information about a foreign custom and prepare a 2-minute oral report for the next class. Design Intention: Homework is an extension of classroom teaching, which helps students consolidate the knowledge and skills learned in class, and improve their autonomous learning ability. Reviewing and reciting key content helps students consolidate their language knowledge; revising the short passage helps students improve their writing ability; interviewing and writing a report connects classroom learning with real life, enabling students to further understand traditional customs and cultivate their ability to collect and sort out information; searching for foreign customs and preparing an oral report helps students expand their cultural horizons, enhance their cross-cultural communication ability, and further cultivate their cultural awareness 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 $