Unit 4 Culture and Cultural Diversity-Section 1 Reading for Meaning讲义-2025-2026学年高中英语冀教版必修第一册

Unit 4 Culture and Cultural Diversity-Section 1 Reading for Meaning 教学目标和重难点 教学目标 Language Competence: Students can master core vocabulary such as ethnic, custom, tradition, and key sentence patterns related to cultural diversity, and use them to express views on cultural differences. Cultural Awareness: They can understand the connotation of cultural diversity, respect different ethnic and regional cultures, and establish a sense of cross-cultural communication. Thinking Quality: They can analyze the logical structure of the reading text, summarize main ideas, and conduct simple reasoning and evaluation on cultural phenomena. Learning Ability: They can master basic reading strategies (skimming, scanning), form the habit of independent reading, and actively participate in cooperative learning to improve their English learning efficiency. 教学重难点 Key Points: Mastering the core vocabulary and phrases in the reading text, understanding the main content and logical structure of the text, and being able to summarize the views on cultural diversity put forward in the text. Difficult Points: Understanding the subtle differences between similar cultural concepts (such as custom and tradition), accurately grasping the author’s attitude towards cultural diversity, and using the learned language to discuss cultural phenomena and express personal views. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing a set of pictures on the screen, including Chinese traditional festivals (Spring Festival, Mid-Autumn Festival), Western festivals (Christmas, Thanksgiving), Chinese ethnic customs (Tibetan New Year, Dai Water Splashing Festival), and Western customs (handshaking, hugging). Then the teacher asks the students two questions: “What do you see in these pictures? ” and “What differences do you find between these cultures? ” After the students answer freely, the teacher summarizes: “These pictures show different cultures around the world. Each culture has its own unique characteristics, and this is what we call cultural diversity. Today, we will learn Section 1 Reading for Meaning of Unit 4, which will help us have a deeper understanding of cultural diversity. ” Design Intention: The visual pictures can quickly attract students’ attention and arouse their interest in the topic of cultural diversity. By asking open-ended questions, students are guided to recall their existing knowledge and experience of different cultures, laying a foundation for the subsequent reading learning. At the same time, the teacher naturally leads to the theme of the lesson, making the transition from daily life to academic learning smooth and natural. Step 2: Pre-reading (Preparatory Work) Activity 1: Vocabulary Preview The teacher presents the core vocabulary of the reading text on the screen, including ethnic (adj. 民族的), custom (n. 风俗), tradition (n. 传统), nationality (n. 民族), unique (adj. 独特的), balance (v. & n. 平衡), assume (v. 假定), relief (n. 宽慰) and key phrases such as cultural diversity, follow local customs, in one’s opinion, a sense of relief. For each word and phrase, the teacher provides simple English explanations and example sentences related to cultural topics, and invites students to read after the teacher to correct their pronunciation and intonation. Then, the teacher divides the students into groups of 4, and asks each group to make a short dialogue using 2-3 of the new words and phrases, and then invites 2-3 groups to present their dialogues in front of the class. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students reduce difficulties in understanding the text, improve reading speed and efficiency. By providing English explanations and example sentences related to the theme, students can not only master the meaning and usage of words, but also connect them with the topic of cultural diversity. Group dialogue activities can enhance students’ oral expression ability and cooperative learning awareness, and make vocabulary learning more vivid and interesting. Activity 2: Predicting the Text The teacher shows the title of the reading text “What Does Cultural Diversity Mean to You? ” and the pictures in the text (such as pictures of different ethnic groups, cultural activities). Then the teacher asks the students: “Based on the title and the pictures, what do you think the text will talk about? ” The students are encouraged to express their predictions freely, such as “It may talk about the definition of cultural diversity”, “It may introduce different cultural customs around the world”, “It may discuss the importance of cultural diversity”. After the students finish their predictions, the teacher says: “Now let’s read the text to check whether your predictions are correct. ” Design Intention: Predicting the text based on the title and pictures is an important reading strategy. It can stimulate students’ reading motivation, make them read with purpose, and improve their ability to grasp the main idea of the text. At the same time, it can also cultivate students’ logical reasoning ability and imagination, laying a foundation for in-depth reading. Step 3: While-reading (In-depth Reading) Activity 1: Skimming for Main Idea The teacher asks the students to read the text quickly (skimming) and answer the following questions: 1. What is the main topic of the text? 2. What is the author’s attitude towards cultural diversity? After the students finish reading, the teacher invites several students to answer the questions, and then summarizes: The main topic of the text is cultural diversity, including its definition, the performance of cultural diversity in different aspects, and the importance of respecting cultural diversity. The author holds a positive attitude towards cultural diversity, advocating that we should respect and embrace different cultures. Design Intention: Skimming is a basic reading strategy that helps students quickly grasp the main idea of the text and establish a general framework of the text. By answering simple questions, students can test their skimming effect and deepen their understanding of the core theme of the text. At the same time, it can also train students’ ability to extract key information quickly. Activity 2: Scanning for Specific Information The teacher asks the students to read the text again carefully (scanning) and complete the following table. The table includes three columns: Aspects of Cultural Diversity, Specific Performances, and Significance. The teacher gives an example first: “Aspect: Festivals; Specific Performance: Chinese Spring Festival, Western Christmas; Significance: Reflecting the cultural characteristics of different regions. ” Then the students work in pairs to complete the table, and the teacher walks around the classroom to guide the students who have difficulties. After the students finish, the teacher invites several pairs to present their tables and corrects and supplements them. Design Intention: Scanning is a reading strategy to find specific information quickly. By completing the table, students can systematically sort out the specific content of the text, clarify the logical relationship between different parts of the text, and deepen their understanding of the performance and significance of cultural diversity. Pair work can enhance students’ cooperative learning ability and communication ability, and make students learn from each other in the process of cooperation. Activity 3: Close Reading for Details and Language Points The teacher leads the students to read the text paragraph by paragraph, focusing on analyzing key sentences, difficult sentences and important language points, and guiding students to understand the deep meaning of the text. 1. Paragraph 1: The teacher asks the students to read the first paragraph and find the sentence that defines cultural diversity: “Cultural diversity refers to the variety of cultures and ethnic groups that exist in the world. ” Then the teacher explains the phrase “refer to” and asks the students to make sentences with it. The teacher also guides the students to understand that the first paragraph introduces the definition of cultural diversity, laying a foundation for the following content. 2. Paragraph 2-3: These two paragraphs introduce the performance of cultural diversity in customs, traditions and lifestyles. The teacher focuses on analyzing the sentence: “Different ethnic groups have their own unique customs and traditions, which reflect their history and values. ” The teacher explains the non-restrictive attributive clause guided by “which”, and asks the students to find similar sentences in the text and analyze them. The teacher also invites students to share the customs and traditions of their own ethnic groups or regions, connecting the text with real life. 3. Paragraph 4: This paragraph discusses the importance of cultural diversity. The teacher guides the students to understand the sentence: “Cultural diversity enriches our world and helps us learn from each other’s strengths. ” The teacher asks the students: “Why is cultural diversity important? ” and encourages students to express their views combined with the text and their own experience. The teacher also explains the phrase “learn from each other’s strengths” and guides students to use it in daily communication. 4. Paragraph 5: The last paragraph puts forward the requirement of respecting cultural diversity. The teacher focuses on the sentence: “We should respect and embrace cultural diversity, and avoid judging other cultures from our own cultural perspective. ” The teacher explains the phrase “judge...from...” and guides the students to think: “What should we do to respect cultural diversity in daily life? ” Design Intention: Close reading is the key link of in-depth understanding of the text. By analyzing key sentences, difficult sentences and language points, students can not only master the language knowledge in the text, but also understand the deep meaning of the text and the author’s emotional attitude. Connecting the text with real life can enhance the pertinence and practicality of learning, and help students apply the learned knowledge to real life. At the same time, it can also cultivate students’ ability to analyze and solve problems. Step 4: Post-reading (Consolidation and Extension) Activity 1: Text Retelling The teacher divides the students into groups of 5, and asks each group to retell the text according to the logical structure of the text (definition of cultural diversity → performance of cultural diversity → importance of cultural diversity → requirement of respecting cultural diversity). Each student in the group is responsible for retelling one part of the text, and the group members can help each other supplement. After the groups finish preparing, the teacher invites 1-2 groups to retell the text in front of the class, and the teacher comments on their performance, affirming their advantages and putting forward suggestions for improvement. Design Intention: Text retelling can help students sort out the logical structure of the text, consolidate the content of the text, and improve their oral expression ability and logical thinking ability. Group cooperation can enhance students’ sense of responsibility and cooperative learning awareness, and make students learn from each other in the process of retelling. Activity 2: Group Discussion The teacher puts forward the discussion topic: “With the development of globalization, cultural exchange is becoming more and more frequent. What should we do to respect cultural diversity and promote cultural exchange? ” The students discuss in groups of 4, and the teacher walks around the classroom to guide the students, reminding them to use the new words and phrases learned in the text. After the discussion, each group sends a representative to express the group’s views, and the teacher makes a summary, emphasizing that we should respect the uniqueness of each culture, learn from each other’s strengths, and promote the common development of different cultures. Design Intention: Group discussion can stimulate students’ thinking, make them apply the learned knowledge to practical problems, and improve their ability to analyze and solve practical problems. The discussion topic is closely related to the theme of the text and real life, which can enhance students’ sense of social responsibility and cross-cultural communication awareness. At the same time, it can also improve students’ oral expression ability and cooperative learning ability. Activity 3: Language Practice The teacher presents the following exercise on the screen: Complete the sentences with the correct form of the given words and phrases (ethnic, custom, tradition, balance, learn from each other’s strengths, judge...from...). 1. Different ______ groups have different cultural characteristics. 2. It is a ______ in China to eat dumplings during the Spring Festival. 3. We should ______ work and rest to keep healthy. 4. In cross-cultural communication, we should not ______ other cultures ______ our own perspective. 5. Cultural exchange helps us ______. The students complete the exercise independently, and then the teacher checks the answers and explains the key points. Design Intention: Language practice is an important link to consolidate the learned knowledge. By completing the exercise, students can review the core vocabulary and phrases learned in the text, master their usage, and improve their ability to use language comprehensively. The exercise is closely related to the text and real life, which can help students apply the learned knowledge to practical writing and communication. Step 5: Summary and Homework Summary The teacher summarizes the content of the lesson with the students: In this lesson, we learned the definition, performance, importance of cultural diversity and the requirement of respecting cultural diversity. We also mastered some core vocabulary and phrases related to cultural diversity, and learned to use skimming, scanning and other reading strategies to understand the text. The teacher emphasizes again: Cultural diversity is a precious wealth of human beings. We should respect and embrace different cultures, learn from each other, and promote cross-cultural communication and development. Design Intention: Summarizing the lesson can help students sort out the knowledge system of the lesson, consolidate the learned knowledge, and deepen their understanding of the theme of the lesson. The teacher’s emphasis on the importance of cultural diversity can help students establish a correct cultural concept and enhance their cross-cultural communication awareness. Homework 1. Read the text aloud for 15 minutes every day, and recite the key sentences in each paragraph. 2. Write a short passage (about 100 words) titled “My View on Cultural Diversity”, using the new words and phrases learned in the lesson. 3. Surf the Internet to collect information about a foreign culture, and prepare a 2-minute oral report for the next class. 4. Discuss with your family members about the customs and traditions of your own family, and write down your feelings. Design Intention: Homework is an extension of classroom teaching. Reading aloud and reciting key sentences can help students consolidate their pronunciation, intonation and language knowledge. Writing a short passage can improve students’ writing ability and apply the learned knowledge to practical writing. Collecting foreign culture information and preparing oral reports can broaden students’ horizons, enhance their interest in learning English, and improve their oral expression ability. Discussing family customs with family members can connect English learning with daily life, and enhance the practicality and pertinence of 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 $