Unit4 Customs and Traditions Reading B Self-assessment 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 B-Self-assessment 教学目标和重难点 教学目标 It focuses on improving students’ language ability to understand and express customs-related contents, cultivating cultural awareness to respect cultural diversity, developing thinking quality through logical analysis and critical thinking, and fostering learning ability to master effective reading and self-assessment strategies. 教学重难点 Key points: Grasping key information and main ideas of the reading text; mastering core vocabulary and sentence patterns about customs. Difficult points: Analyzing cultural connotations behind customs and conducting objective self-assessment of learning effects. 教学过程 Lead-in: Activate Prior Knowledge and Guide into the Topic The teacher starts the class by showing students pictures and short video clips of different traditional customs around the world, such as the Spring Festival in China, Christmas in Western countries, Diwali in India and Mid-Autumn Festival. Then the teacher asks open-ended questions in English: “What customs do you see in the pictures? Do you know the meanings behind these customs? Have you ever experienced any foreign customs?” After asking the questions, the teacher invites 3-4 students to share their answers freely. During the sharing process, the teacher gives positive feedback in time, such as “Your introduction is very detailed.” “I appreciate your careful observation.” At the same time, the teacher appropriately supplements simple background knowledge of related customs to help students build a connection between their existing knowledge and the new lesson. Design Intention: The visual materials of pictures and videos can quickly attract students’ attention and arouse their interest in the topic of customs and traditions. The open-ended questions allow students to express their own experiences and views freely, which not only activates their prior knowledge about customs but also creates a relaxed and active English communication atmosphere. The positive feedback from the teacher helps enhance students’ confidence in speaking English, laying a good foundation for the subsequent reading and self-assessment links. Pre-reading: Preview Vocabulary and Clarify Reading Objectives First, the teacher presents the core vocabulary and phrases in the Reading B text on the blackboard or courseware, including “custom”, “tradition”, “celebrate”, “greet”, “exchange”, “symbol”, “represent”, “pass down”, “in memory of” and so on. For each vocabulary, the teacher explains its pronunciation, part of speech and basic meaning, and gives simple example sentences related to customs, such as “We celebrate the Spring Festival to pass down our traditional culture.” “Red lanterns symbolize good luck in Chinese customs.” Then, the teacher organizes a small vocabulary game: divide the students into groups of 4, show the Chinese meaning of the vocabulary, and let the groups compete to say the corresponding English words and make a simple sentence. The group that answers correctly and quickly gets a small reward. After the game, the teacher briefly introduces the main content of Reading B: the text mainly introduces some common customs and traditions in different countries, as well as the cultural connotations behind them, and guides students to clarify the reading objectives: 1. Grasp the main idea and key information of the text. 2. Understand the cultural differences reflected in the customs. 3. Master the core vocabulary and sentence patterns in the text. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students reduce reading obstacles and improve reading efficiency. The vocabulary game makes the boring vocabulary learning more interesting, which not only helps students memorize vocabulary better but also cultivates their sense of teamwork. Clarifying the reading objectives in advance enables students to have a clear direction in the reading process, avoiding blind reading and improving the pertinence of learning. While-reading: Conduct Hierarchical Reading and Comprehend Text Connotation This link is divided into three levels: skimming, scanning and careful reading, guiding students to understand the text step by step from shallow to deep. Skimming: The teacher asks students to read the text quickly, without paying too much attention to new words and difficult sentences, and then answer two questions: “What is the main topic of the text?” “Which countries’ customs are mentioned in the text?” After students finish reading, the teacher invites several students to answer the questions, and then summarizes the main idea of the text together with the students: The text introduces the customs and traditions of different countries, including greeting customs, festival celebration customs and gift-giving customs, and explains the cultural meanings behind these customs. Design Intention: Skimming is a basic reading strategy that helps students quickly grasp the main idea of the text and form an overall understanding of the text. The two simple questions guide students to focus on the core content of the text during skimming, avoiding aimless reading, and laying a foundation for in-depth reading. Scanning: The teacher asks students to read the text again, focusing on finding specific information, and completes the following information form. The form includes four columns: Country, Custom, Specific Performance and Cultural Meaning. Students need to fill in the corresponding content according to the text. During the process, students can discuss with their deskmates if they have any questions. After finishing, the teacher invites a student to present the filled form, and then corrects and supplements it together with the whole class, emphasizing the key information in the text, such as the greeting customs in Japan (bowing) and the United States (shaking hands), the Christmas customs in Western countries (decorating Christmas trees, exchanging gifts) and their cultural meanings. Design Intention: Scanning is a reading strategy to find specific information quickly. By filling in the information form, students can systematically sort out the key information in the text, deepen their understanding of the text content, and at the same time cultivate their ability to extract and sort out information. The deskmate discussion link allows students to help each other, solve problems in the reading process together, and improve their cooperative learning ability. Careful reading: The teacher guides students to read the text carefully, focusing on analyzing difficult sentences and exploring the cultural connotations behind the customs. First, the teacher lists the difficult sentences in the text on the courseware, such as “Different countries have different customs, which reflect their unique cultural backgrounds and values.” “In some cultures, exchanging gifts is a way to show respect and friendship, while the types of gifts also have special meanings.” For each difficult sentence, the teacher analyzes its structure, explains the key phrases and grammatical points, and guides students to understand the meaning of the sentence in combination with the context. Then, the teacher puts forward in-depth thinking questions: “Why do different countries have different customs?” “What should we do when we encounter customs that are different from our own?” “What can we learn from the customs and traditions of different countries?” The students are asked to think independently first, then discuss in groups of 4, and finally share their group’s views. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and gives appropriate guidance when necessary, such as reminding students to combine the text content and their own life experience to express their views. Design Intention: Careful reading is the key link to understand the text connotation. Analyzing difficult sentences helps students break through the reading difficulties and improve their ability to understand complex sentences. The in-depth thinking questions guide students to think beyond the text, explore the cultural connotations behind the customs, cultivate their critical thinking and cultural awareness, and let students realize the importance of respecting cultural diversity. Post-reading: Consolidate and Apply, Lay a Foundation for Self-assessment This link includes three activities to help students consolidate the knowledge learned and apply it flexibly, laying a foundation for the subsequent self-assessment. Vocabulary and sentence pattern consolidation: The teacher presents some incomplete sentences on the courseware, and asks students to fill in the blanks with the core vocabulary and phrases learned in the text. For example: People in many countries ______ (celebrate) Christmas on December 25th. In Chinese culture, red ______ (symbolize) happiness and good luck. We should ______ (pass down) our traditional customs and traditions. After students finish filling in the blanks, the teacher checks the answers together with the students, and explains the usage of the vocabulary and phrases again, emphasizing the collocation and usage scenarios. In addition, the teacher asks students to make sentences with the core vocabulary and sentence patterns, and invites several students to share their sentences. The teacher gives comments and guidance in time, encouraging students to use the vocabulary and sentence patterns flexibly in combination with their own life experience. Design Intention: Consolidating vocabulary and sentence patterns through filling in the blanks and making sentences helps students master the usage of core knowledge and improve their language expression ability. The sharing link allows students to show their learning results, and the teacher’s comments help students find their own problems and improve their language application level. Group discussion: The teacher divides the students into groups of 5, and assigns the discussion topic: “Introduce a traditional custom in our country, and explain its specific performance and cultural meaning.” Each group selects a representative to record the discussion results, and then the representative of each group gives a 2-3 minute English report. During the report, other students can ask questions, and the representative of the group answers them. After all groups finish the report, the teacher makes a summary comment, affirming the advantages of each group, pointing out the existing problems, such as the lack of fluent expression and insufficient details, and giving corresponding improvement suggestions. Design Intention: The group discussion and report activity not only helps students consolidate the knowledge learned in the text but also encourages students to combine their own cultural background to express their views in English, improving their oral expression ability and cooperative learning ability. At the same time, it helps students deepen their understanding of their own traditional culture, enhance their cultural confidence, and realize the importance of inheriting and developing traditional culture. Cultural exchange sharing: The teacher invites students to share their experiences of contacting foreign customs, such as traveling abroad, watching foreign movies or communicating with foreign friends. Then the teacher guides students to discuss: “How should we treat the customs and traditions of different countries?” Finally, the teacher summarizes: We should respect the customs and traditions of different countries, understand and tolerate cultural differences, learn from the excellent parts of foreign cultures, and at the same time inherit and carry forward our own traditional culture, so as to promote cultural exchange and integration. Design Intention: The cultural exchange sharing activity connects the text content with students’ real life, making the learning content more practical and vivid. It helps students establish a correct view of cultural diversity, cultivate their cultural awareness and cross-cultural communication ability, and lays a foundation for their future cross-cultural communication. V. Self-assessment: Guide Students to Evaluate Their Own Learning Effect First, the teacher introduces the purpose and significance of self-assessment to students: Self-assessment is an important learning ability, which can help students understand their own learning situation, find their own advantages and disadvantages, and put forward targeted improvement measures. Then, the teacher distributes the self-assessment form to each student. The self-assessment form includes the following aspects, and students need to evaluate themselves according to their own actual situation (choose “Excellent”, “Good”, “Average” or “Needs Improvement”): 1. I can grasp the main idea and key information of the Reading B text. 2. I can master and use the core vocabulary and sentence patterns in the text flexibly. 3. I can understand the cultural connotations behind the customs introduced in the text. 4. I can actively participate in group discussions and express my views in English. 5. I can correctly treat the cultural differences between different countries. After students finish filling in the self-assessment form, the teacher asks them to think about two questions: “What are my advantages in this lesson?” “What aspects do I need to improve?” Then, students can exchange their self-assessment results with their deskmates, listen to each other’s opinions, and learn from each other. Next, the teacher invites several students to share their self-assessment results and improvement plans. The teacher gives positive affirmation to the students’ advantages, and puts forward targeted guidance and suggestions for the aspects that need improvement, such as “If you are not good at using core vocabulary flexibly, you can strengthen your memory and practice by making more sentences after class.” “If you are not confident in speaking English, you can practice more in daily life and dare to express yourself.” Finally, the teacher makes a summary of the self-assessment link: Self-assessment is a continuous process. I hope every student can form the habit of self-assessment, timely find their own problems, and constantly improve their learning ability. At the same time, I hope students can apply the knowledge and skills learned in this lesson to their daily life, and continuously improve their English comprehensive ability and cultural literacy. Design Intention: The self-assessment link focuses on cultivating students’ learning ability. By filling in the self-assessment form, students can clearly understand their own learning situation, enhance their self-awareness and autonomous learning ability. The exchange and sharing of self-assessment results allows students to learn from each other, find their own gaps, and put forward targeted improvement plans. The teacher’s guidance and suggestions help students further clarify their improvement direction, laying a foundation for their future learning. Summary and Homework: Consolidate Learning and Extend Application Summary: The teacher summarizes the content of this lesson with the students in English: In this lesson, we read a text about customs and traditions in different countries, grasped the main idea and key information of the text, mastered the core vocabulary and sentence patterns related to customs, understood the cultural connotations behind different customs, and conducted self-assessment of our own learning effect. We also realized the importance of respecting cultural diversity and inheriting traditional culture. Design Intention: The summary link helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their understanding and memory of the lesson content. Homework: Read the Reading B text again, recite the core vocabulary and key sentences, and write a short passage (about 80-100 words) to introduce a traditional custom in our country, using the vocabulary and sentence patterns learned in this lesson. Complete the self-assessment form carefully, and write a short improvement plan (about 50 words) according to your own self-assessment results. Surf the Internet to collect information about a foreign custom, and prepare a 1-minute English report for the next class. Design Intention: The homework is designed to consolidate the knowledge learned in class and extend the application of knowledge. Reciting vocabulary and sentences helps students consolidate the basic knowledge; writing a short passage and preparing a report can improve students’ writing and oral expression ability; the improvement plan helps students form the habit of self-reflection and autonomous learning, and lays a foundation for their future learning. 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 $