Unit 4 Culture and Cultural Diversity-Section 2 Learning Through Practice 教案-2025-2026学年高中英语冀教版必修第一册

Unit 4 Culture and Cultural Diversity-Section 2 Learning Through Practice 教学目标和重难点 教学目标 Language Ability: Enable students to master words and phrases related to cultural diversity, use appropriate sentence patterns to introduce cultures and express opinions on cultural differences. Cultural Awareness: Help students understand the connotation of cultural diversity, respect different cultures, enhance recognition of Chinese excellent culture and establish a sense of human community. Thinking Quality: Guide students to analyze and compare cultural differences, cultivate logical thinking and critical thinking through practical tasks. Learning Ability: Cultivate students’ ability to cooperate, explore and use learning strategies to independently complete practical tasks and improve autonomous learning ability. 教学重难点 Key Points: Master core vocabulary such as minority, calligraphy, tradition, diversity and functional sentence patterns for introducing cultures; complete practical tasks including introducing a Chinese minority and linking Chinese calligraphy with handwriting. Difficult Points: Flexibly use target language to express cultural connotations and differences accurately; establish a correct attitude towards cultural diversity and integrate cultural awareness into practical expression. 教学过程 Step 1: Lead-in (Lead-in to Arouse Interest and Lay a Foundation) The teacher starts the class with a multimedia presentation, showing pictures and short videos of different cultures around the world, including the customs of Chinese ethnic minorities (such as Tibetan festivals, Dai water-splashing festival), traditional Chinese calligraphy works, and cultural scenes from foreign countries (such as Western table manners, Japanese tea ceremony). After playing, the teacher asks students two questions: “What cultural scenes have you seen in the video? How do you feel about these different cultures?” Then, the teacher invites 3-4 students to share their views freely. After the sharing, the teacher makes a brief comment: “These different cultures are like colorful flowers in the world, which together constitute the beauty of cultural diversity. Today, we will learn through practice to better understand and express cultural diversity.” Finally, the teacher presents the title of this section—Learning Through Practice, and briefly introduces the learning tasks of this class: introducing a Chinese minority and linking Chinese calligraphy with personal handwriting. Design Intention: The lead-in links cultural diversity with real and vivid audio-visual materials, which can quickly attract students’ attention, arouse their interest in learning about different cultures, and help students initially establish the concept of cultural diversity. The interactive questions enable students to actively participate in classroom activities, activate their existing knowledge reserve about culture, and lay a good emotional and cognitive foundation for the subsequent practical tasks. At the same time, the brief introduction of learning tasks makes students clear about the learning objectives of this class, improving learning pertinence. Step 2: Language Input (Master Core Knowledge to Provide Support for Practice) This step is divided into two parts: vocabulary teaching and sentence pattern teaching, focusing on helping students master the language knowledge needed to complete practical tasks. In terms of vocabulary teaching, the teacher first presents the core vocabulary of this section on the blackboard or PPT, including minority, calligraphy, tradition, diversity, inherit, unique, represent, characteristic, etc. For each word, the teacher adopts the teaching method of “context + example + practice” to help students understand and memorize. For example, when teaching “minority”, the teacher shows pictures of several Chinese ethnic minorities and says: “There are 56 ethnic groups in China, and 55 of them are minorities, such as the Zhuang nationality, the Miao nationality and the Uyghur nationality. They have their own unique cultures and traditions.” Then, the teacher asks students to make simple sentences with “minority” in pairs, such as “The Yi nationality is a minority in China with a long history.” For “calligraphy”, the teacher displays different styles of Chinese calligraphy (regular script, cursive script, running script) and explains: “Calligraphy is a traditional Chinese art form, which is the art of writing Chinese characters beautifully. Many people like practicing calligraphy to inherit traditional culture.” Then, the teacher invites students to talk about their own experience of practicing calligraphy, and guide them to use “calligraphy” in their expression. For other words, the teacher also combines specific cultural contexts to explain, avoiding isolated vocabulary memory, so that students can understand the meaning and usage of words in the context of cultural diversity. In terms of sentence pattern teaching, the teacher focuses on sorting out the functional sentence patterns needed for introducing cultures, which are mainly divided into two categories: sentence patterns for introducing ethnic minorities and sentence patterns for introducing calligraphy. The first category includes: “The... nationality is one of the minorities in China.” “It has a long history and unique cultural traditions.” “People of the... nationality usually celebrate... by doing...” “Their traditional customs include...”. The second category includes: “Chinese calligraphy is a precious traditional art form in China.” “It has a history of thousands of years and many different styles.” “Practicing calligraphy can not only improve our handwriting but also help us inherit traditional culture.” “My handwriting is related to Chinese calligraphy because...”. For each sentence pattern, the teacher first gives a model sentence, explains the structure and usage of the sentence pattern, then lets students practice in pairs, and invites several groups to present their practice results. The teacher corrects the mistakes in students’ expression and emphasizes the key points of using the sentence pattern, ensuring that students can flexibly use these sentence patterns in subsequent practical tasks. After the vocabulary and sentence pattern teaching, the teacher arranges a short consolidation exercise: let students fill in the blanks with the newly learned words and sentence patterns according to the given context. The context is about introducing the Dai nationality and Chinese calligraphy, which is closely related to the subsequent practical tasks. After students finish the exercise, the teacher checks and explains the answers, further strengthening students’ mastery of language knowledge. Design Intention: Language input is the foundation of language output. This step focuses on the core vocabulary and functional sentence patterns needed for practical tasks, which is closely combined with the theme of cultural diversity. The teaching method of “context + example + practice” helps students understand and master language knowledge in a specific cultural context, avoiding mechanical memory. The consolidation exercise connects the learned knowledge with the subsequent practical tasks, enabling students to initially apply the language knowledge, laying a solid language foundation for the smooth development of the following practical links. Step 3: Practical Task 1 – Introduce a Minority in China (Apply Knowledge to Cultivate Comprehensive Ability) First, the teacher clarifies the requirements of the task: Students work in groups of 4-5, choose one Chinese minority (such as Zhuang, Miao, Tibetan, Uyghur, Dai), collect relevant information (including history, traditional customs, festivals, costumes, food, etc.), and then each group sends a representative to introduce the minority in English, using the newly learned vocabulary and sentence patterns. The introduction should be clear and logical, and last for 2-3 minutes. Then, the teacher divides the students into groups and assigns tasks. Before the group activity, the teacher gives guidance on information collection: students can use textbooks, reference books, or the Internet to collect information, but they should pay attention to the authenticity and conciseness of the information, and try to use their own words to organize the content instead of copying directly. At the same time, the teacher reminds students to cooperate with each other in the group: some students collect information, some sort out the content, some practice oral expression, and ensure that every student participates in the activity. During the group activity, the teacher walks around the classroom, observes the situation of each group, and provides timely help. For groups that have difficulty choosing a minority, the teacher gives suggestions; for groups that have problems in collecting information, the teacher guides them to find effective information sources; for groups that have difficulties in organizing language or using sentence patterns, the teacher gives targeted guidance, such as reminding them to use the sentence patterns learned in the previous step, correcting grammatical mistakes, and improving the fluency of expression. For example, if a group is introducing the Dai nationality but does not know how to express “water-splashing festival”, the teacher can remind them to use the phrase “water-splashing festival” and guide them to use the sentence pattern “People of the Dai nationality usually celebrate the water-splashing festival by splashing water on each other to pray for good luck.” After the group activity, each group sends a representative to present their introduction. After each presentation, the teacher makes a comment, focusing on three aspects: first, the accuracy and fluency of language expression (whether the vocabulary and sentence patterns are used correctly, whether there are grammatical mistakes); second, the completeness and logic of the content (whether the information about the minority is comprehensive, whether the introduction is logical); third, the attitude of the presenter (whether they are confident, whether their pronunciation is clear). At the same time, the teacher invites other students to comment on the presentation, putting forward their own opinions and suggestions, such as “I think their introduction is very clear, but they can add some information about the traditional food of the minority.” “I think there is a small mistake in the sentence structure, it should be...”. After all groups have presented, the teacher makes a summary: “All groups have done a good job. Through your introduction, we have learned about the cultures of different ethnic minorities in China. Each minority has its own unique culture, which is an important part of Chinese culture. We should respect and inherit these excellent traditional cultures.” Design Intention: This practical task is closely combined with the content of the textbook (Task One in Section 2) and the core vocabulary and sentence patterns learned. Group cooperative learning can cultivate students’ cooperative ability and communication ability, and enable every student to participate in the learning process. Information collection and oral presentation can not only help students apply the learned language knowledge flexibly but also deepen their understanding of Chinese ethnic minorities and enhance their recognition of Chinese excellent culture, which is conducive to the cultivation of cultural awareness. The teacher’s guidance and comments, as well as students’ mutual comments, can help students find their own problems, improve their language expression ability and critical thinking ability. Step 4: Practical Task 2 – Relate Chinese Calligraphy to Your Chinese Handwriting (Combine Life Experience to Deepen Cultural Understanding) On the basis of completing the first practical task, the teacher leads students to carry out the second practical task. First, the teacher shows some excellent Chinese calligraphy works and students’ handwriting samples, and asks students: “What do you think is the relationship between Chinese calligraphy and our daily handwriting? How does practicing calligraphy affect our handwriting?” Then, the teacher invites students to think independently for 3-5 minutes, sort out their own ideas, and then discuss in pairs, sharing their views and experiences. During the pair discussion, the teacher encourages students to use the learned vocabulary and sentence patterns, such as “Chinese calligraphy is a traditional art, and our handwriting is a reflection of calligraphy in daily life.” “Practicing calligraphy can help us write more neatly and beautifully.” After the pair discussion, the teacher invites students to share their views in front of the whole class. Some students may say: “I think Chinese calligraphy is more artistic, while our handwriting is more practical, but practicing calligraphy can improve our handwriting, making it more standard and beautiful.” Some students may say: “Chinese calligraphy has a long history, and our handwriting inherits the characteristics of calligraphy. When we write, we can feel the charm of traditional culture.” After students share, the teacher makes a comment: “Your views are very good. Chinese calligraphy is not only a traditional art form but also closely related to our daily life. Our handwriting is a concrete embodiment of calligraphy in daily study and life. Practicing calligraphy can not only improve our handwriting but also help us inherit and carry forward traditional Chinese culture, which is our responsibility as Chinese teenagers.” Then, the teacher arranges a written task: let students write a short passage (80-100 words) about the relationship between Chinese calligraphy and their own handwriting, using the learned vocabulary and sentence patterns. The teacher reminds students to pay attention to the logic of the passage, the accuracy of language expression, and combine their own real experience. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in writing, such as helping them sort out ideas, correcting grammatical mistakes, and improving the expression of sentences. For example, if a student does not know how to start the passage, the teacher can guide them to use the sentence “Chinese calligraphy is a precious traditional art in China, which has a close relationship with my handwriting.” After students finish writing, the teacher collects some students’ works, displays them on the PPT, and comments on them. For excellent works, the teacher affirms their advantages, such as clear logic, accurate language, and true feelings, and invites other students to learn from them; for works with problems, the teacher points out the existing problems gently, such as grammatical mistakes, inappropriate use of sentence patterns, and guides students to correct them. Then, the teacher asks students to exchange their works with their deskmates, correct each other’s mistakes, and put forward suggestions for improvement, which further improves students’ writing ability. Design Intention: This practical task combines students’ daily life experience (practicing handwriting), which is close to students’ actual life, making it easier for students to express their views and complete the task. The transition from oral discussion to written expression can comprehensively train students’ language expression ability, both oral and written. By discussing and writing about the relationship between calligraphy and handwriting, students can deepen their understanding of traditional Chinese calligraphy, enhance their sense of identity and pride in traditional culture, and further cultivate their cultural awareness. At the same time, mutual correction between students can cultivate their learning ability and critical thinking ability. Step 5: Summary and Extension (Consolidate Knowledge and Expand Vision) First, the teacher leads students to summarize the content of this class. The teacher asks students: “What have we learned today? What practical tasks have we completed? What have we gained?” Then, the teacher invites students to answer one by one, and then makes a systematic summary: “Today, we have learned the core vocabulary and functional sentence patterns related to cultural diversity, completed two practical tasks: introducing a Chinese minority and writing about the relationship between Chinese calligraphy and handwriting. Through these tasks, we have not only improved our language expression ability but also deepened our understanding of cultural diversity and traditional Chinese culture. We have learned to respect different cultures and establish a correct attitude towards cultural diversity.” Then, the teacher carries out the extension activity: “Cultural diversity exists not only in China but also in the whole world. After class, please collect information about a foreign culture (such as British culture, Japanese culture, Indian culture), focus on one aspect (such as festivals, customs, food), and write a short introduction (100-120 words) in English, using the vocabulary and sentence patterns learned today. We will share and exchange these introductions in the next class.” At the same time, the teacher encourages students to pay more attention to different cultures in daily life, read more English materials about cultural diversity, and continuously expand their cultural vision and improve their language ability. Finally, the teacher makes a concluding speech: “Cultural diversity is the wealth of human beings. Each culture has its own unique charm and value. We should respect and understand different cultures, inherit and carry forward our own excellent traditional culture, and become messengers of cross-cultural communication. I hope you can apply what you have learned today to your daily study and life, and make continuous progress in English learning and cultural understanding.” Design Intention: The summary helps students sort out the knowledge and skills learned in this class, consolidate the learning results, and form a systematic cognitive structure. The extension activity extends the classroom content to after-class, enabling students to continue to apply the learned language knowledge, expand their cultural vision, and further cultivate their learning ability and cultural awareness. The concluding speech elevates the theme of the class, guides students to establish a correct cultural concept, and achieves the goal of cultivating core literacy. Step 6: Evaluation and Feedback (Promote Improvement and Optimize Teaching) The evaluation of this class adopts a combination of formative evaluation and summative evaluation, focusing on the performance of students in the whole teaching process. Formative evaluation mainly includes the performance of students in lead-in sharing, group activities, oral presentation, pair discussion, and writing tasks, focusing on evaluating students’ participation, cooperation ability, language expression ability, and application ability of knowledge. For example, in group activities, the teacher evaluates whether students cooperate actively, whether they can complete the task smoothly, and whether they can use the learned vocabulary and sentence patterns flexibly; in oral presentation and writing tasks, the teacher evaluates the accuracy, fluency, and logic of students’ language expression. Summative evaluation mainly includes the completion of the written task in class and the after-class extension task, focusing on evaluating students’ mastery of language knowledge and the ability to apply knowledge to solve practical problems. After the class, the teacher sorts out and analyzes students’ works, summarizes the common problems of students, such as incorrect use of vocabulary and sentence patterns, unclear logic of expression, and insufficient understanding of cultural connotation. These problems will be focused on in the next class to help students correct and improve. At the same time, the teacher collects students’ feedback on this class, such as “Which part of the class do you think is difficult?” “What suggestions do you have for the teaching of this class?” Through students’ feedback, the teacher optimizes the teaching design, adjusts the teaching methods and progress, and better meets the learning needs of students. Design Intention: Scientific evaluation and feedback are important links to improve teaching effect and promote students’ progress. Formative evaluation can timely find students’ problems and advantages in the learning process, give targeted guidance, and stimulate students’ learning motivation; summative evaluation can comprehensively understand students’ learning results and test the effectiveness of teaching. Students’ feedback helps teachers optimize teaching design, make teaching more in line with students’ actual needs, and promote the improvement of teaching quality. 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 $