Unit4 Culture and Cultural Diversity-Section 3 Using English in Context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 3 Using English in Context 教学目标和重难点 教学目标 Language Ability: Students can master key words and sentence patterns related to cultural diversity, use English to describe cultural phenomena, express their views on cultural differences and integration, and improve their ability to communicate in English in cultural contexts. Cultural Awareness: Students can understand the connotation of cultural diversity, respect different cultures, recognize the value of their own culture, enhance cultural confidence, and cultivate the awareness of cross-cultural communication and cultural inheritance. Thinking Quality: Students can analyze and compare different cultural phenomena, explore the reasons behind cultural differences, form critical thinking and logical reasoning ability, and develop the ability to think deeply about cultural issues. Learning Ability: Students can master effective learning strategies such as cooperative learning, autonomous exploration and context-based application, actively participate in various teaching activities, and improve their ability to learn and use English independently. 教学重难点 Key Points: Mastering key vocabulary (such as diversity, respect, integrate, inherit, cultural identity) and sentence patterns (such as It is important to respect different cultures; Cultural diversity enriches our world); Being able to use the learned language knowledge to describe cultural customs, express views on cultural integration and communicate in relevant contexts. Difficult Points: Understanding the deep connotation of cultural diversity and avoiding cultural stereotypes; Using appropriate English expressions to accurately convey the characteristics of different cultures and put forward reasonable suggestions on cross-cultural communication; Cultivating the ability to think critically about cultural differences. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class with a multi-modal presentation: show students pictures and short video clips of different cultural scenes, including Chinese Spring Festival couplets, Mid-Autumn Festival mooncakes, Western Christmas trees, Thanksgiving turkeys, African tribal dances and Japanese tea ceremonies. After playing the video, the teacher asks two guiding questions in English: “What cultural phenomena do you see in the pictures and videos?” “Do you think these different cultures are important? Why?” Then, invite 3-4 students to share their answers in English. The teacher gives positive comments and guidance, and naturally leads to the topic of this lesson: Using English in Context to talk about cultural diversity. After that, the teacher writes the key topic “Cultural Diversity and Cross-Cultural Communication” on the blackboard and briefly introduces the main content of this lesson: in this class, we will learn to use English to describe cultural phenomena, discuss cultural differences and integration, and improve our ability to use English in cultural contexts. Design Intention: The multi-modal lead-in (pictures + videos) can quickly attract students' attention, stimulate their learning interest and enthusiasm, and help students intuitively perceive the richness of cultural diversity. The guiding questions can guide students to think actively, activate their existing knowledge reserve about different cultures, and lay a foundation for the subsequent teaching activities. At the same time, the lead-in activity is closely combined with the theme of the unit and the section, which can naturally connect the previous knowledge with the new lesson, helping students form a coherent learning context. In addition, asking students to express their views in English at the beginning can effectively mobilize their English expression ability and lay a good foundation for the subsequent oral communication and language application activities. Step 2: Presentation (New Knowledge Teaching) Vocabulary Presentation The teacher presents the key vocabulary of this lesson in combination with cultural contexts. For each word, the teacher first shows a picture or a short sentence related to cultural diversity, then explains the meaning and usage of the word, and gives example sentences closely related to the theme. For example, when teaching the word “diversity”, the teacher shows a picture of people from different countries, ethnic groups and regions living in harmony, and explains: “Diversity means the state of being different. Cultural diversity refers to the variety of different cultures in the world.” Then, the teacher gives an example sentence: “Cultural diversity makes our world more colorful and wonderful.” When teaching the word “integrate”, the teacher takes the integration of Chinese and Western food culture as an example, saying: “Integrate means to combine two or more things into one. For example, many Western restaurants in China integrate Chinese food elements, which is very popular among people.” Then, the teacher invites students to try to make sentences with the new words, and corrects their mistakes in pronunciation and usage in time. For difficult words such as “cultural identity” and “stereotype”, the teacher uses simple and easy-to-understand language to explain, and combines specific examples to help students understand. For example, “Cultural identity is the sense of belonging to one's own culture. For example, we are proud of Chinese culture, which is our cultural identity.” “Stereotype is a fixed and wrong view of a group of people. For example, it is a stereotype that all Westerners are very open.” Design Intention: Teaching vocabulary in cultural contexts can help students understand the meaning and usage of words more deeply, avoid mechanical memorization, and enable students to know how to use these words in actual communication. The combination of pictures, examples and sentences makes the vocabulary teaching more vivid and intuitive, which is conducive to students' memory and mastery. Inviting students to make sentences by themselves can enhance their sense of participation and consolidate the newly learned vocabulary in time. For difficult words, the teacher uses simple language and specific examples to reduce students' learning difficulty and ensure that most students can understand and master them. At the same time, the vocabulary teaching is closely combined with the theme of cultural diversity, which lays a solid language foundation for the subsequent reading, speaking and writing activities. Sentence Pattern Presentation On the basis of vocabulary teaching, the teacher presents the key sentence patterns of this lesson, focusing on the sentence patterns used to express views on cultural diversity, describe cultural phenomena and put forward suggestions. The key sentence patterns include: 1. It is important/necessary/essential to do sth. (e.g., It is important to respect different cultures and avoid stereotypes.) 2. There are many differences between... and... (e.g., There are many differences between Chinese Spring Festival and Western Christmas.) 3. We should... in order to... (e.g., We should learn about different cultures in order to communicate better with people from different countries.) 4. Cultural diversity enriches... and helps... (e.g., Cultural diversity enriches our life and helps us broaden our horizons.) The teacher first explains the structure and usage of each sentence pattern, then gives example sentences closely related to cultural diversity, and reads the example sentences aloud, asking students to follow along to practice pronunciation and intonation. Then, the teacher guides students to replace the key parts of the example sentences with the newly learned vocabulary and their own ideas, and practice the sentence patterns in pairs. For example, the teacher asks students to practice the sentence pattern “It is important to do sth.” by talking about what we should do to respect cultural diversity. After the pair practice, invite several groups to show their practice results, and the teacher gives comments and guidance, focusing on correcting the mistakes in sentence structure and expression. Design Intention: Sentence patterns are the basis of English expression. Focusing on the sentence patterns related to the theme can help students master the language tools needed to express views on cultural diversity. The combination of explanation, example sentences and imitation practice can help students quickly master the structure and usage of sentence patterns. Pair practice can provide students with more opportunities to practice, enhance their sense of participation and confidence in speaking English. Inviting groups to show their results can not only check the students' mastery of sentence patterns, but also set an example for other students, promoting the common progress of the whole class. At the same time, the practice of sentence patterns is closely combined with the theme of cultural diversity, which lays a foundation for the subsequent comprehensive language application activities. Step 3: Practice (Consolidation and Application) Reading Practice The teacher distributes a reading passage related to cultural diversity. The passage mainly introduces the importance of cultural diversity, the differences between several typical cultures (such as Chinese, Western and African cultures) and the ways to achieve cross-cultural understanding. Before reading, the teacher puts forward two pre-reading questions: “What is the main idea of the passage?” “What ways does the passage mention to achieve cross-cultural understanding?” Then, ask students to read the passage silently, and find the answers to the pre-reading questions. After silent reading, invite students to share their answers, and the teacher sorts out and summarizes the main idea of the passage. Then, the teacher designs intensive reading tasks: ask students to find the key words and sentence patterns in the passage, underline them, and explain their meanings and usages in combination with the context. For example, ask students to find the sentence “It is essential to keep an open mind when communicating with people from different cultures.” and explain the usage of the sentence pattern “It is essential to do sth.”. In addition, the teacher designs some comprehension questions to help students deepen their understanding of the passage: 1. Why is cultural diversity important? 2. What are the differences between Chinese and Western greeting customs mentioned in the passage? 3. What suggestions does the passage give on cross-cultural communication? Students answer the questions in groups of 4, and then the teacher invites each group to send a representative to answer the questions, and gives comments and supplements. Finally, ask students to read the passage aloud in groups, paying attention to the pronunciation, intonation and emotional expression, so as to further understand the connotation of the passage. Design Intention: Reading practice is an important way to consolidate new knowledge and improve students' reading ability. The reading passage is closely related to the theme of the lesson, which can help students apply the newly learned vocabulary and sentence patterns in the reading process, and deepen their understanding of cultural diversity. Pre-reading questions can guide students to read with goals, improve reading efficiency. Intensive reading tasks can help students focus on the key points of the passage, consolidate the newly learned vocabulary and sentence patterns, and improve their ability to understand the context. Group discussion can stimulate students' thinking, promote mutual learning and communication among students, and help students deepen their understanding of the passage. Reading aloud can help students improve their pronunciation and intonation, and enhance their sense of language. At the same time, the reading passage involves the differences between different cultures and cross-cultural communication methods, which is conducive to cultivating students' cultural awareness and cross-cultural communication ability. Speaking Practice On the basis of reading practice, the teacher carries out speaking practice with the theme “My Views on Cultural Diversity”. First, the teacher divides the students into groups of 5, and assigns a specific task to each group: each group chooses one of the following topics to discuss: 1. How to respect cultural differences in daily life? 2. What are the advantages of cultural integration? 3. How can we spread Chinese culture to the world while learning from foreign cultures? Before the discussion, the teacher gives students 5 minutes to prepare, asking them to use the newly learned vocabulary and sentence patterns to organize their ideas, and write down key words and sentences. During the discussion, the teacher walks around the classroom, observes the discussion situation of each group, and gives guidance and help to students who have difficulties in expression. For example, if a student does not know how to express “cultural integration” in English, the teacher can remind them of the word “integrate” and the related sentence patterns. After the discussion, each group sends a representative to make a 2-3 minute speech in English, introducing the group's views on the topic. After each speech, the teacher gives positive comments, affirming the advantages of the speech, and putting forward suggestions for improvement, such as correcting pronunciation mistakes, improving the fluency of expression, and enriching the content of the speech. In addition, the teacher invites other students to ask questions to the speaker, and the speaker answers them in English, so as to further expand the scope of the discussion and improve students' oral communication ability. Design Intention: Speaking practice is an important link to improve students' oral communication ability and apply the newly learned knowledge. Group discussion can provide students with a relaxed and free communication environment, encourage students to actively express their views, and enhance their confidence in speaking English. Assigning specific topics can make the discussion more targeted, and guide students to use the newly learned vocabulary and sentence patterns to express their views, so as to achieve the purpose of consolidating new knowledge. The teacher's on-site guidance can help students solve the difficulties encountered in the discussion in time, ensure the smooth progress of the speaking activity. The speech and question-and-answer links can not only check the students' mastery of the new knowledge and their oral expression ability, but also promote the interaction between students, improve the activity of the class. At the same time, the topics of the discussion are closely related to cultural awareness and cross-cultural communication, which is conducive to cultivating students' correct cultural outlook and cross-cultural communication ability. Writing Practice After the speaking practice, the teacher carries out writing practice. The writing task is: Write a short passage (about 100-120 words) titled “The Importance of Cultural Diversity”. The teacher puts forward specific requirements for the writing: 1. Use at least 5 key words learned in this lesson (such as diversity, respect, integrate, enrich, cultural identity); 2. Use at least 2 key sentence patterns learned in this lesson; 3. Clearly express your views on the importance of cultural diversity, and put forward 1-2 suggestions on how to respect cultural diversity. Before writing, the teacher guides students to sort out their ideas: first, put forward the topic (the importance of cultural diversity); then, explain the reasons why cultural diversity is important; finally, put forward suggestions on how to respect cultural diversity. The teacher also gives a sample passage to help students understand the writing requirements and ideas. For example, the sample passage: “Cultural diversity is an important part of our world. It enriches our life and helps us broaden our horizons. It is important to respect different cultures and avoid stereotypes. We should learn about different cultures and integrate the advantages of different cultures into our own culture. In this way, we can promote cross-cultural communication and build a more harmonious world.” After that, students start to write independently. During the writing process, the teacher walks around the classroom, provides help to students who have difficulties in writing, such as guiding them to organize their ideas, correcting mistakes in vocabulary and sentence structure. After writing, students exchange their passages in pairs, and help each other correct mistakes in grammar, spelling and expression. Then, the teacher collects some typical passages (including excellent passages and passages with common mistakes), and comments on them in class. For excellent passages, the teacher affirms their advantages and invites the students to read them aloud; for passages with mistakes, the teacher points out the mistakes and guides students to correct them together. Design Intention: Writing practice is an important way to consolidate students' language knowledge and improve their writing ability. The writing task is closely combined with the theme of the lesson and the newly learned knowledge, which can guide students to apply the key vocabulary and sentence patterns to writing, and achieve the purpose of integrating knowledge and application. The guidance of writing ideas and the provision of sample passages can help students clarify the writing requirements and ideas, reduce their writing difficulties, and improve their writing confidence. Pair mutual correction can help students find their own mistakes and learn from each other's advantages, which is conducive to improving their writing ability. The teacher's class comment can focus on the key points, help students summarize the common problems in writing, and guide students to master the writing skills, so as to improve the overall writing level of the class. At the same time, the writing topic is closely related to cultural awareness, which is conducive to cultivating students' correct cultural outlook and sense of social responsibility. Step 4: Consolidation and Extension First, the teacher leads students to review the key content of this lesson: review the key vocabulary and sentence patterns, and summarize the main points of reading, speaking and writing activities. The teacher asks students to take turns to retell the key content of the lesson in English, so as to check their mastery of the lesson content. Then, the teacher designs an extension activity: “Cultural Exchange Corner”. The teacher invites students to bring their own cultural works (such as Chinese calligraphy, paper-cutting, Western postcards, etc.), and introduce their cultural works in English to their classmates. For example, a student can introduce Chinese paper-cutting: “This is a Chinese paper-cutting. It is a traditional Chinese cultural art. People usually make paper-cutting during the Spring Festival to express their good wishes.” After the introduction, students can exchange their cultural works and discuss the cultural connotation behind them in English. In addition, the teacher assigns an after-class task: 1. Review the key vocabulary and sentence patterns learned in this lesson, and make a vocabulary card; 2. Write a short passage (about 150 words) about a cultural custom you are familiar with, and use the knowledge learned in this lesson; 3. Surf the Internet to collect information about a foreign culture, and prepare a 3-minute speech for the next class. Design Intention: Reviewing the key content can help students consolidate the knowledge learned in this lesson and form a systematic knowledge framework. Asking students to retell the key content in English can not only check their mastery of the knowledge, but also improve their oral expression ability. The “Cultural Exchange Corner” activity can provide students with a more vivid and practical cultural communication context, stimulate their interest in learning different cultures, and improve their cross-cultural communication ability. The after-class tasks are closely combined with the content of the lesson, which can help students consolidate the knowledge learned in class, expand their cultural vision, and lay a foundation for the next class. At the same time, the after-class tasks involve autonomous learning and information collection, which is conducive to cultivating students' learning ability and autonomous exploration ability. Step 5: Summary and Reflection First, the teacher summarizes the whole lesson: in this class, we have learned the key vocabulary and sentence patterns related to cultural diversity, and carried out reading, speaking and writing practices. We have not only improved our English language ability, but also deepened our understanding of cultural diversity, and cultivated the awareness of respecting different cultures and cross-cultural communication. Then, the teacher guides students to reflect on their own learning situation: ask students to think about the following questions in their hearts: 1. What have I learned in this class? 2. What are my advantages and disadvantages in this class? 3. What do I need to improve in the next class? The teacher invites a few students to share their reflection results in English, and gives positive guidance and encouragement. Finally, the teacher makes a summary and prospect: cultural diversity is a precious wealth of human beings, and learning to use English to communicate and exchange in cultural contexts is an important ability for us. I hope that students can continue to learn about different cultures after class, improve their English ability, and become messengers of cross-cultural communication. Design Intention: The summary of the lesson can help students sort out the knowledge learned in the class, form a systematic understanding, and deepen their memory of the key content. Guiding students to reflect on their own learning situation can help them understand their own advantages and disadvantages, clarify the direction of improvement, and cultivate their self-reflection ability. Inviting students to share their reflection results can promote mutual learning and communication among students, and help the teacher understand the students' learning situation, so as to adjust the teaching plan in time. The summary and prospect can inspire students, enhance their sense of responsibility and mission in cross-cultural communication, and achieve the goal of cultivating students' core literacy. 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 $