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Unit 6 Crossing Cultures第7课时 Reading plus阅读课教学设计
教材分析
【What】本课时语篇主题为“中国文化中的象征符号”，属于“人与社会”主题语境下的“文化习俗与文化符号”子话题。语篇围绕龙、红色、幸运数字三个核心文化符号展开，对比了中西方文化中这些符号的不同含义与表现形式：龙：西方文化中是恐怖怪兽，而中国文化中是权力与好运的象征，广泛出现在器物、建筑、语言中，中国人自称“龙的传人”，“望子成龙”等成语也体现了其文化内涵。红色：在中国象征好运与财富，是节日、婚礼等喜庆场合的主色调；但在部分西方国家，红色常与危险关联。幸运数字：中国的数字寓意多来自谐音，如“6（顺）、8（发）、9（久）”为吉数，“4（死）”为忌数；同时提及美国的幸运数字7与不吉数字13，体现不同文化的数字偏好差异。 【Why】本课时语篇旨在通过介绍中国传统符号的文化内涵，引导学生理解中华文化的独特魅力与深厚底蕴，增强民族文化认同感与自豪感;通过对比中西方文化符号的差异，帮助学生认识到文化多样性，培养尊重不同文化、理性看待文化差异的意识;让学生体会语言（如成语、谐音）与文化的相互影响，理解语言是文化的载体，文化赋予语言丰富内涵。 【How】本课时语篇是说明文，采用“总—分”结构：开头总述中国文化中符号的普遍性与特殊意义，随后分三个板块（龙、红色、幸运数字）分别介绍，每个板块内部采用“中西方对比+中国文化细节说明”的逻辑，层次清晰，逻辑严谨。语篇在语言上， 用词正式且准确，使用大量与文化相关的词汇（如symbol, fortune, descendant, decoration等），符合说明文的客观严谨性；运用对比手法（however, on the other hand, however等衔接词），清晰呈现中西方文化差异；语言通俗易懂，适合初中学生阅读，同时包含丰富的文化信息，兼具知识性与趣味性。语篇以说明介绍为主，传递文化信息，同时通过对比引发学生思考，兼具信息传递与跨文化教育的功能。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生已具备一定的英语阅读基础，能识别说明文的基本结构，理解常见的对比类衔接词（如however, while）；学生对“龙、红色、幸运数字”等中国文化符号有生活层面的感性认知（如知道过年穿红衣服、结婚用红色装饰），但缺乏用英语表达这些文化内涵的能力；部分学生对中西方文化差异有初步了解，但尚未系统梳理过文化符号的对比逻辑。 无法用准确的英语词汇和句式表达中国文化符号的深层含义（如“龙的传人”“望子成龙”的英文表达、数字谐音寓意的英文解释）；对语篇中体现的“文化符号与语言、社会习俗的关联”缺乏深层理解，难以从语言现象背后挖掘文化逻辑；尚未形成跨文化对比的思维方式，无法客观分析中西方文化符号差异背后的原因。 通过阅读和讲解，能掌握语篇中的核心词汇与句型，读懂说明文的主要内容；能梳理出龙、红色、幸运数字的中西方文化含义对比，完成思维导图的信息梳理；能初步用英语介绍1-2个中国文化符号的基本内涵，尝试对比中西方差异；能理解文化符号与语言、习俗的关联，增强对中华文化的认同感。
核心素养教学目标
通过本课学习，学生能够： 语言能力：能听懂、认读并运用与文化符号相关的词汇（如symbol, fortune, descendant, decoration, pronunciation等）和句型（如“...is a symbol of...”, “In China/ Western culture, ... means...”）；能读懂说明文的结构，获取龙、红色、幸运数字的文化含义及中西方差异的关键信息，完成思维导图的信息梳理；能运用所学词汇和句型，口头或书面介绍1-2个中国文化符号的内涵与寓意； 2.学习能力：学会通过“略读—扫读”策略获取说明文的主旨与细节信息，梳理语篇逻辑；能运用思维导图整理信息，形成结构化的知识框架；能通过对比分析，自主探究中西方文化符号的差异，培养自主学习与合作探究能力； 4.文化意识：能通过对比中西方文化符号的含义，发展比较与分析的逻辑思维能力；能从“文化现象”（如红色装饰、数字偏好）背后挖掘文化内涵，提升深度思考能力；能理性看待文化差异，避免文化刻板印象，培养批判性思维与包容的文化态度。 完成课时目标所需的核心语言如下： 【核心词汇】 traditions and beliefs, symbols with special meanings, frightening monsters, a symbol of, good fortune, decoration, positive meaning, in pairs, symbolize, unlucky number 【核心句型】 Chinese culture is one of the oldest in the world, and it is rich in traditions and beliefs. Instead, they think dragons are a symbol of power and good fortune. Many people think red brings good luck and wealth, so you will see red decorations such as paper cuttings, couplets, and lanterns during festivals like the Chinese New Year. Certain numbers are lucky in China because they sound like Chinese words with positive meanings.
教学重难点
教学重点： 掌握语篇核心词汇、句型，读懂说明文的主要内容，梳理龙、红色、幸运数字的文化含义及中西方差异；完成思维导图的信息梳理，构建清晰的知识框架；能运用所学语言介绍中国文化符号的基本内涵。 教学难点：理解文化符号与语言、社会习俗的关联，如“数字谐音寓意”“成语中的文化内涵”；用准确、得体的英语表达中国文化符号的深层含义，克服中英文化表达差异的障碍；形成跨文化对比的思维方式，客观分析中西方文化符号差异背后的文化逻辑，避免文化刻板印象。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 导入 Peter:Hello, everyone. I’m Peter, an exchange student from America. I’m coming to China next week. I heard that dragons,the color red and lucky numbers are very special Chinese culture. In our country, dragons are scary monsters and red means danger.Is that the same in China. I look forward your answer. T:Could you please answer his questions and introduce more Chinese cultural symbols to him Watch a video about the tornado and answer the questions. Ss:... 创设美国交换生 Peter 来信真实跨文化情境，贴合本单元Crossing Cultures跨文化主题，快速聚焦本节课核心话题：龙、红色、幸运数字中西方文化符号差异，自然引出本课阅读文本主题，激发学生阅读探究兴趣。 以真实交际问题设问，激活学生已有生活认知，唤醒学生对中国龙、红色、数字寓意的已有生活经验。
Presentation 学习理解 Pre-reading:Provide the students a tip and ask the students to have a prediction about the main idea of the passage by the title and the picture. T: What is the passage mainly about 2.While-reading:(1)Fast reading. Lead the students to grasp the structure by reading the title and topic sentences. (2)Careful reading. Provide the students with a reading tip. Let them read Paragraph1and have a think to answer the questions. T:What are two key features of Chinese culture What kind of things in China may have special symbolic meanings(象征意义)according to the passage Provide a reading tip and let the students read Paragraph 2 and complete the chart to find the information about the cultural symbol--dragon. Then ask several students to check the answers. Guide the students to have a deep thinking about the two questions. Then ask several of them to share their work. T:Why do Chinese people call themselves the descendants of the dragon Can you think of more idioms about dragons and explain their meanings Provide a reading tip and let the students read paragraph3 and guide them to use the key words to complete the chart. Let the students think about the two questions and then try to express their opinions. T:Why is red a symbol of happiness in China, but has negative meanings in Western countries What other colors have different meanings in Chinese and Western cultures Ask the students to read paragraph 4 carefully to circle the words and get the meaning of their meanings. Then check the answers. Let the students think about the two questions and then try to express their opinions. T:What do Chinese and Western lucky numbers have in common in nature(本质) What influences (影响) do lucky numbers have on Chinese and Western cultures 1.Have a prediction about the main idea of the passage by the title and the picture. Ss: It is mainly about three special cultural symbols in Chinese culture: dragons, the color red and lucky numbers. 2.(1)Grasp the structure by reading the title and topic sentences. Ss: 总分总 (2)Read paragraph 1 to skim the passage to find key words and locate specific details quickly. Then answer the question. Sa：It is one of the oldest cultures in the world and it is rich in traditions and beliefs. Sb:Many of the things people see, hear, or even taste in China may have special symbolic meanings. Read paragraphs 2 to complete the chart to find the information about the cultural symbol--dragon. Have a deep thinking about the two questions and share the work. Read paragraph 3 and try to use the key words to finish the chart. Think about the two questions and then try to express their opinions. Sa：Because different countries have different histories, cultures and traditions. Sb:White means sadness in China but purity(纯洁) in the West. Green represents(代表) life in China, but it may mean envy(妒忌) in the West. ... Read the paragraph 4 together to circle the numbers and get the meaning of their meanings. Sa:They all show people's wishes for good luck, happiness and long life. And they only differ (差异) in expression because of different languages and cultures. /... Sb:Lucky numbers affect people's daily choices, such as phone numbers,house floors and wedding dates. 教授标题 + 图片预测主旨的阅读策略，教会学生说明文基本阅读技巧，培养学习能力，养成良好阅读习惯。 引导学生观察标题和配图，整体感知文章围绕龙、红色、幸运数字三大中国文化符号展开，初步把握语篇大意，降低后续细读难度，搭建阅读认知支架。 Fast reading 速读 引导学生借助主旨句、段落首句梳理总 — 分说明文篇章结构，帮助学生理清文本行文逻辑，掌握说明文阅读框架，提升语篇解构能力。 训练学生略读阅读策略，快速抓取文章脉络，摒弃逐字逐句阅读习惯，提升阅读效率。 Careful reading 精读 分段设置梯度化问题与表格填空任务，由浅入深从表层细节信息到深层文化内涵逐层挖掘，符合初中生由易到难的认知规律，突破阅读重难点。 借助表格梳理龙、红色、幸运数字中西方含义对比，以结构化形式整合信息，帮助学生构建清晰知识框架，直观感知文化符号差异。 设置深度思辨问题（如龙的成语拓展、颜色文化差异、数字寓意本质探究），跳出文本字面信息，引导学生挖掘文化符号与历史、习俗、语言谐音的关联，攻克本节课教学难点。 补充中西颜色文化差异、数字文化影响等拓展内容，拓宽学生跨文化视野，引导学生理性看待文化差异，摒弃文化刻板印象，落实文化意识素养。 精读中渗透核心词汇、对比衔接词（however/while）的语境运用，让学生在语篇语境中理解词汇句型，实现阅读输入 + 语言积累同步进行。
Practice and Production 探究应用及 迁移创新 Post-reading: T:Can you be Peter's guide and tell him more about Chinese cultural symbols (1)Show some pictures of traditional things and Imagine that you are Peter’s tour guide to give him additional information on Chinese cultural symbols (2)Work in groups and choose one or two Chinese cultural symbols to discuss and collect some information. Guide the students to discuss the symbols in groups, provide some useful expressions to help the students to make a report and then share it in class. T:Hi Peter! Today I’d like to introduce an/some amazing Chinese cultural symbol(s) to you. In China, we have ... It is a (an) famous traditional art/ lovely needlework(刺绣) art/ old folk art/ lively performance. It is famous for... It is made of... People perform / make / enjoy it to bring good luck / show beauty / tell stories about... Next, let’s look at... Imagine that you are Peter’s tour guide. What additional information can you give him on Chinese cultural symbols Sa:Beijing Opera Sb:Chinese embroidery Sc:... Discuss in groups and choose one or two Chinese cultural symbols to discuss and collect some information. Discuss the symbols in groups, provide some useful expressions to help the students to make a report and then share it in class. Sa:Hi Peter! Today I’d like to introduce an/some amazing Chinese cultural symbol(s) to you. In China, we have ... 延续导入 Peter 导游的情境，实现情境闭环，让学生代入导游身份，将课堂所学知识运用到真实跨文化交际场景中，完成从语言输入到语言输出的转化。 拓展京剧、剪纸、舞狮、刺绣等课外中国文化符号，跳出课本原有三个符号局限，拓宽学生中国文化知识面，增强民族文化认同感与自豪感。 采用小组合作讨论模式，给予学生自主探究、互助交流的空间，培养合作探究学习能力；提供英文表达句式支架，降低学生口头汇报的表达难度，兼顾分层学情，让不同水平学生都能参与输出。 设置评分细则，从内容、发音、表达等维度评价，规范学生口语输出，提升语言表达的准确性和逻辑性，同时锻炼学生公众表达能力。 从课本文化符号延伸到中华传统民俗文化，深化跨文化交流主题，引导学生主动传播中国文化，树立文化自信，落实立德树人目标。
Language points 1. In many Western stories, dragons are frightening monsters. However, people in China are not frightened of them! 在许多西方故事中，龙是可怕的怪兽。然而，中国人并不惧怕它们！ frightened 意为“(人)感到害怕的”；frightening 意为“(物)令人害怕的” be frightened of 意为“害怕......”eg: She is frightened of the dark. 她怕黑。 2. In America, for example, "seven" is a lucky number while "thirteen" is an unlucky number. 例如在美国，7是幸运数字，而13是不吉利的数字。 or example 意为“例如” while的用法： (1)意为“然而；可是”，用来对比两件不同事物。 eg: He is quiet while his brother is outgoing. 他很内向，而他弟弟很外向。 (2)意为“然而；可是”,引导时间状语从句，后接延续性动作，常用进行时。 eg: I was reading while he was playing. 他玩耍的时候，我正在看书。
Summary 归纳总结 Ask the students to sum up the new words, sentences and the structure of the text Have a summary of the new words, sentences and the structure of the text with the T’s help. 引导学生自主总结本节课的新单词、句型和文本结构，充分发挥学生的主体作用，培养学生的知识归纳和梳理能力。
分层作业设计
A层： 基础巩固 复习并牢记本堂课关于中国文化符号的核心词汇。
B层： 能力运用 选课文中的一个符号制作一份《中国文化符号解说卡》，配上图片、英文解说。
C层： 拓展挑战 录制英文短视频：介绍一个中国文化符号，解释含义、对比中西方差异，呼吁大家尊重文化多样性。
板书设计
Unit6 Crossing Cultures Reading plus
教学反思
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）

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