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沪教版（2020）高中英语选择性必修三 Unit 1 Across the globe E Cultural focus 教学评一体化设计（全套教案+学案+测评案｜全程学法渗透｜分层教学｜对标高考）
（文化聚焦课｜文化现象阅读与思辨讨论｜跨文化理解与本土文化认同｜核心素养培育与价值引领）
第一部分 教案
一、基本信息
（一）课题：Unit 1 Across the globe（E: Cultural focus——Preserving cultural identity in a globalized world）
（二）课时：1课时（45分钟）
（三）授课年级：高二
（四）学科：高中英语
（五）教材内容：本课为沪教版（2020）高中英语选择性必修三 Unit 1 Across the globe 的文化聚焦板块（E: Cultural focus），隶属于新课标 "人与社会" 与 "人与自我" 两大核心主题语境——具体涉及"文化多样性与文化传承"和"跨文化沟通与合作"主题群。本板块是单元的收束板块，承接A板块阅读（Yupik部落青年人教育选择）、B板块语法（动词-ing形式作状语）、C板块听说（校园社团决策）、D板块写作（地点描写），聚焦文化意识与思辨能力的培养。
本板块以"全球化背景下文化身份的保持"为核心议题，通过阅读材料呈现不同文化背景下人们保持文化身份的方式与挑战，引导学生理解文化多样性的价值，思考全球化与本土文化的辩证关系。文化聚焦板块的核心任务是从"看懂"走向"思辨"——不仅要理解文化现象的表层信息，更要对文化议题进行深度思考和价值判断。
文化聚焦任务特点：
1.真实议题：围绕"全球化与本土文化"这一真实社会议题展开，贴近时代脉搏，具有现实意义和思辨空间。
2.跨文化视野：文本呈现多个文化背景下的案例，引导学生从跨文化视角理解文化多样性与文化传承问题。
3.思辨导向：从信息提取走向价值判断，通过问题链引导学生分析文化现象背后的深层原因，形成自己的文化立场。
4.核心育人价值：引导学生深刻理解文化多样性的意义，在全球化背景下增强文化自信，同时以开放包容的态度理解其他文化，成长为"在多元世界中有担当、会对话、懂包容的人"。
（六）学情分析：学生为高二年级，经过本单元前序板块的学习，已对"Across the globe"这一主题有了较为全面的理解——通过A板块阅读了解了阿拉斯加Yupik部落青年人的文化认同困境，通过B板块语法学习了动词-ing形式作状语，通过C板块听说讨论了校园活动与意义感，通过D板块写作练习了地点描写与文化感受。在文化意识方面，学生已初步接触了文化多样性的概念，但尚未对"全球化背景下如何保持文化身份"这一深层议题进行系统性思考。学生需要在文化聚焦板块中实现从"看懂"文化现象到"思辨"文化议题的跨越。
学生需要在本课中突破以下方面：
1.文化信息的深度理解：能够从阅读材料中提取不同文化背景下人们保持文化身份的方式与策略。
2.文化现象的思辨分析：能够分析文化身份保持面临的挑战，理解全球化与本土文化的辩证关系。
3.跨文化比较与价值判断：能够比较不同文化背景下的文化保持策略，形成自己的文化立场和价值判断。
4.文化表达的自信表达：能够用英语自信地表达对文化身份和文化传承的理解与看法。
（七）学科核心素养目标：
1.语言能力：掌握与文化交流、身份认同相关的核心词汇与表达（如identity, preserve, heritage, multicultural, globalization, tradition, cultural diversity, sense of belonging, maintain, adapt等）；能够阅读并理解关于文化身份保持的论述性文本；能够运用所学表达参与文化议题讨论，表达个人观点。
2.文化意识：通过阅读和讨论，深刻理解文化多样性的价值和意义；认识全球化背景下本土文化面临的挑战与机遇；在跨文化比较中增强文化自信，同时培养尊重和理解不同文化的开放态度。
3.思维品质：在信息提取、比较分析、价值判断的过程中，培养逻辑思维、批判性思维和跨文化思辨能力；能够从多角度审视文化议题，形成独立思考。
4.学习能力：掌握"阅读提取→比较分析→深度思辨→价值表达"的文化学习路径；培养合作探究和自主反思的学习习惯。
（八）教学重难点：
1.教学重点：文化身份保持的核心概念理解；不同文化背景下文化保持策略的比较分析；跨文化思辨与价值判断的表达。
2.教学难点：从文化现象的表层理解走向深层思辨和价值判断；在讨论中用英语清晰、有逻辑地表达文化立场；将文本阅读与自身文化身份认同相联系。
（九）教学准备：教材Unit 1 E Cultural focus板块阅读文本、文化议题讨论任务单、跨文化比较分析表、文化思辨讨论问题链、课堂表现评价量表、多媒体课件（含相关文化背景图片和视频资料）。
（十）教学方法：PWP阅读教学法、任务型教学法、问题链教学法、跨文化比较法、合作探究法、分层教学法、教学评一体化闭环教学法。
（十一）学法指导：课前预习——阅读教材文化聚焦文本，了解基本文化现象，激活背景知识；课中学习——按照"阅读提取→比较分析→深度思辨→价值表达"的路径完成文化探究任务；课后巩固——完成分层文化反思任务，拓展相关主题的阅读。
二、教学过程（45分钟适配闭环流程）
（一）情境导入·激活文化认知（6分钟）
1.文化图片导入·创设情境（3分钟）
教师播放或展示反映不同文化背景的图片（如不同国家传统服饰、节日庆典、建筑风格等），引导学生观察和思考：T: "What do you see in these pictures What cultures do they represent How do people in different cultures express their identity " T: "What does it mean to preserve one's cultural identity Why is it important " 学生自由分享，教师板书关键词（如culture, identity, tradition, heritage, globalization, preserve），建立文化聚焦话题与单元主题的联系。
2.文化焦点呈现·明确任务（3分钟）
教师呈现本课的文化聚焦议题：T: "Today we are going to explore a very important question: How do people preserve their cultural identity in a globalized world We will read about different cultures, compare their experiences, and most importantly, we will think deeply about these cultural issues and form our own views. This is what 'cultural focus' is about——moving from understanding cultural facts to thinking critically about cultural issues."
设计意图：通过文化图片激活学生的跨文化认知，建立话题与单元主题的联系；通过明确文化聚焦任务，帮助学生了解本课的学习目标和思辨方向。
（二）文化阅读·信息提取与理解（12分钟）
1.第一遍阅读·获取主旨大意（3分钟）
学生快速阅读文化聚焦文本，获取文本的主旨大意。T: "Read the passage quickly and find out: What is the main idea of the passage What cultural groups are mentioned " 学生回答，教师引导学生概括主旨：The passage discusses how different cultural groups around the world preserve their cultural identity while adapting to the forces of globalization.
2.第二遍阅读·提取关键信息（5分钟）
学生精读文本，完成学案中的信息提取任务。T: "Read the passage again more carefully. Identify the different cultural groups mentioned and the ways they preserve their cultural identity." 学生填写信息表，记录不同文化群体的文化保持策略。
3.文化现象梳理·结构理解（4分钟）
教师引导学生梳理文本结构：文本第一部分（引言）提出文化身份保持的问题与背景；第二部分（展开）呈现不同文化群体的案例与策略；第三部分（分析）讨论全球化对文化身份的影响；第四部分（结论）思考文化多样性的价值和展望。
设计意图：通过分层阅读任务，帮助学生从主旨到细节逐步理解文本内容；通过结构梳理，帮助学生把握文化聚焦文本的组织方式，为后续的思辨讨论奠定基础。
（三）文化思辨·比较分析与深度讨论（14分钟）
1.跨文化比较·分析文化策略（5分钟）
教师引导学生对文本中不同文化群体的文化保持策略进行比较分析。T: "Now let's compare the different approaches to cultural preservation. What do these groups have in common How are they different What factors influence their choices "
学生完成学案中的跨文化比较分析，从以下维度进行对比：
（1）文化群体与背景
（2）面临的主要挑战
（3）文化保持的核心策略
（4）全球化背景下的适应方式
2.深度思辨·问题链讨论（5分钟）
教师通过问题链引导学生从信息提取走向深度思辨和价值判断：
问题一（理解层面）：What are the main challenges that cultural groups face in preserving their identity in a globalized world
问题二（分析层面）：Why do some cultural groups choose to adapt while others choose to preserve tradition more strictly What factors shape these different choices
问题三（评价层面）：Is it possible to fully preserve a cultural identity while participating in a globalized society Why or why not
问题四（创造层面）：In your opinion, what is the most effective way to preserve cultural identity in the 21st century Provide reasons.
学生以4人小组为单位讨论，教师巡视各小组，提供语言支持和思维引导。
3.文化立场表达·观点展示（4分钟）
邀请2至3个小组代表分享讨论成果，其他小组补充或质疑。教师引导学生聚焦核心问题，鼓励不同文化立场的碰撞和对话。T: "We are not here to find a single 'right' answer——we are here to understand different perspectives and form our own thoughtful opinions. Listen to others, respect differences, and think critically."
设计意图：通过跨文化比较培养学生系统比较和分析的能力；通过问题链引导学生从表层理解走向深层思辨；通过观点展示培养学生的批判性思维和跨文化表达能力。
（四）文化反思·联系自我与行动设想（8分钟）
1.自我文化身份反思（4分钟）
教师引导学生将文化议题与自身经历相联系：T: "Now let's bring this closer to home. Think about your own cultural identity. What traditions, values, or practices do you think are most important to preserve How do you balance your cultural identity with the influences of globalization in your daily life "
学生在学案上写下自己的反思要点（3-5个要点），然后与同伴分享交流。
2.文化行动设想（4分钟）
T: "Based on what we have read and discussed, what actions can we take to preserve and promote our cultural heritage Think of concrete, practical ideas——as individuals, as a school community, and as a society."
学生提出具体行动设想，如学习传统技艺、参加文化活动、用英文介绍中国文化等。教师鼓励学生将文化意识转化为实际行动。
设计意图：通过自我文化身份反思，帮助学生将文本阅读与自身经验相联系，实现从"看懂"到"思辨"再到"内化"的升华；通过文化行动设想，引导学生将文化意识转化为具体行动，体现文化育人的实践性。
（五）课堂小结·素养升华（5分钟）
1.内容与能力小结（3分钟）
（1）内容小结：本课探讨了全球化背景下不同文化群体保持文化身份的挑战与策略，理解了文化多样性的价值和意义。
（2）思辨能力小结：巩固了"阅读提取→比较分析→深度思辨→价值表达"的文化探究路径；强调了从文化信息走向文化判断的思维跃迁。
（3）文化意识小结：在理解多元文化的同时，增强了文化自信；认识到文化身份不是静态的，而是在传承与创新中不断发展的。
2.素养升华（2分钟）
T: "Today we have traveled across the globe, not through maps, but through understanding. We have learned that culture is not something fixed in museums——it is alive, constantly evolving, and deeply personal. As we learn about other cultures, we also discover more about our own. This is the true meaning of 'Across the globe'——not just seeing differences, but understanding connections. As the philosopher said, 'Culture is the widening of the mind and of the spirit.' May you all be cultural explorers——curious, respectful, and thoughtful——in our interconnected world."
三、板书设计
Unit 1 Across the globe
E: Cultural focus——Preserving cultural identity in a globalized world
（一）Key Cultures & Preservation Strategies:
Culture A → challenge → strategy
Culture B → challenge → strategy
Culture C → challenge → strategy
（二）Think about:
1.What challenges do cultures face in globalization
2.Why do different groups choose different strategies
3.How do we balance tradition and change
（三）Our Cultural Identity:
1.What traditions do we value
2.How do we preserve them
四、教学反思
本课为Unit 1 Across the globe（E: Cultural focus）的文化聚焦课，严格遵循教学评一体化闭环模式，以文化身份保持为核心议题，以跨文化阅读与思辨为主线，以文化意识与批判性思维培养为核心目标。
教学亮点：文化图片导入有效激活了学生的跨文化认知；分层阅读任务帮助学生从信息提取走向深度理解；跨文化比较分析培养了学生的系统比较能力；问题链设计有效引导学生从"看懂"走向"思辨"；自我文化身份反思环节实现了文本阅读与个人经验的有机结合。
现存短板：部分学生对抽象的文化议题理解不够深入；少数学生在讨论中语言表达不够准确；思辨环节部分学生的观点论证不够充分。
后续优化策略：课前提供更多背景阅读材料，降低认知负荷；在讨论中提供更多语言支架和思考框架；增加多轮次的讨论和观点碰撞。
五、教学达成目标（分层对应）
（一）A层达标（全员达标）：能通过阅读获取文本的主旨大意和关键信息；能识别不同文化群体的文化保持策略；能参与基本的文化议题讨论。
（二）B层达标（大部分达标）：能独立完成跨文化比较分析；能运用所学表达参与深度思辨讨论；能对文化议题形成自己的观点并说明理由。
（三）C层达标（能力进阶）：学生具备较强的跨文化思辨能力和文化表达能力；能深入分析文化现象背后的深层原因；能将文化议题与自身经验相融合，形成有深度、有个性的文化立场。
第二部分 导学案
一、课前预习导学
（一）话题准备
思考并回答以下问题：
问题一：What do you think is "cultural identity" Why is it important
问题二：Can you think of examples of cultural traditions that are still alive in China today What are they
问题三：What challenges do traditional cultures face in a globalized world
问题四：Do you think it is important to preserve traditional culture Why or why not
（二）文本预习
快速浏览课文标题和首尾段落，回答以下问题：
问题一：What is the passage mainly about
问题二：What cultural groups or cultures do you expect to read about
问题三：What do you already know about cultural preservation
（三）词汇准备
阅读课文，尝试从上下文中猜测以下词汇的含义，并写出中文释义：
（1）identity __________
（2）preserve __________
（3）heritage __________
（4）multicultural __________
（5）globalization __________
（6）tradition __________
（7）cultural diversity __________
（8）sense of belonging __________
（9）maintain __________
（10）adapt __________
二、课中合作探究
（一）第一遍阅读·主旨大意
阅读全文，回答以下问题：
问题一：What is the main idea of the passage
问题二：What cultural groups are mentioned in the passage
（二）第二遍阅读·信息提取
精读全文，完成以下信息提取表。
文化群体一：
（1）文化群体名称：________________
（2）地理/文化背景：________________________________
（3）面临的主要挑战：________________________________
（4）文化保持策略：________________________________
文化群体二：
（1）文化群体名称：________________
（2）地理/文化背景：________________________________
（3）面临的主要挑战：________________________________
（4）文化保持策略：________________________________
文化群体三：
（1）文化群体名称：________________
（2）地理/文化背景：________________________________
（3）面临的主要挑战：________________________________
（4）文化保持策略：________________________________
（三）跨文化比较分析
根据文本信息，完成以下跨文化比较分析表。
比较维度一：文化群体面临的核心挑战
群体一：________________________________
群体二：________________________________
群体三：________________________________
共同点：________________________________
比较维度二：文化保持的核心策略
群体一：________________________________
群体二：________________________________
群体三：________________________________
共同点：________________________________
比较维度三：应对全球化的方式
群体一：________________________________
群体二：________________________________
群体三：________________________________
共同点：________________________________
（四）深度思辨·问题链讨论
小组讨论以下问题，记录讨论要点：
问题一（理解层面）：What are the main challenges that cultural groups face in preserving their identity in a globalized world
讨论要点：________________________________
问题二（分析层面）：Why do some cultural groups choose to adapt while others choose to preserve tradition more strictly What factors shape these different choices
讨论要点：________________________________
问题三（评价层面）：Is it possible to fully preserve a cultural identity while participating in a globalized society Why or why not
讨论要点：________________________________
问题四（创造层面）：In your opinion, what is the most effective way to preserve cultural identity in the 21st century Provide reasons.
讨论要点：________________________________
（五）文化反思·自我身份与行动设想
1.自我文化身份反思
思考并记录：
（1）What traditions, values, or practices do you think are most important to preserve in your culture
（2）How do you balance your cultural identity with the influences of globalization in your daily life
（3）What aspects of Chinese culture are you most proud of Why
2.文化行动设想
（1）As an individual: ________________________________
（2）As a school community: ________________________________
（3）As a society: ________________________________
导学案参考答案
一、课前预习导学
（一）话题准备
（观点准备答案因人而异，以下为参考答案）
问题一：Cultural identity is a sense of belonging to a particular cultural group, based on shared traditions, values, language, customs, and history. It is important because it gives people a sense of belonging, meaning, and continuity.
问题二：Examples include traditional festivals like Spring Festival and Mid-Autumn Festival, traditional arts like Peking Opera and calligraphy, traditional crafts like paper-cutting and embroidery, and traditional values like filial piety and respect for elders.
问题三：Challenges include the influence of Western media and culture, the loss of traditional languages, the pressure to adapt to global lifestyles, the migration of young people to cities, and the decline of traditional crafts and practices.
问题四：Yes, I think it is very important because traditional culture carries the wisdom of our ancestors, gives us a sense of identity, and enriches our lives with meaning and diversity.
（二）文本预习
问题一：The passage is mainly about how different cultural groups preserve their cultural identity in the face of globalization.
问题二：I expect to read about indigenous cultures, minority cultures, and perhaps examples from different regions of the world.
问题三：I know that cultural preservation involves passing on traditions, languages, and practices to future generations, but it requires effort and awareness.
（三）词汇准备
（1）identity——身份认同
（2）preserve——保护、保存
（3）heritage——遗产
（4）multicultural——多元文化的
（5）globalization——全球化
（6）tradition——传统
（7）cultural diversity——文化多样性
（8）sense of belonging——归属感
（9）maintain——维持、保持
（10）adapt——适应
二、课中合作探究
（一）第一遍阅读·主旨大意
问题一：The passage is mainly about the challenges and strategies of preserving cultural identity in a globalized world, featuring examples from different cultural groups.
问题二：（答案以实际课文为准）The cultural groups mentioned include the Yupik people of Alaska, indigenous peoples of Australia, and minority groups in China.
（二）第二遍阅读·信息提取
（以下为参考答案，具体内容以实际课文为准）
文化群体一：
（1）Yupik people
（2）St. Lawrence Island, Alaska
（3）Loss of traditional language and customs under the influence of modern education and Western culture
（4）Integrating traditional knowledge into school education, teaching Yupik language and customs to young people
文化群体二：
（1）Australian Aboriginal peoples
（2）Australia
（3）Loss of land, language, and traditional practices due to colonization and modernization
（4）Reviving traditional languages and cultural practices through community programs and education
文化群体三：
（1）Miao ethnic group
（2）Southwest China
（3）Young people leaving villages for cities, loss of traditional crafts and language
（4）Promoting traditional crafts as intangible cultural heritage, combining tradition with modern design
（三）跨文化比较分析
比较维度一：文化群体面临的核心挑战
群体一：Modern education and Western culture threaten traditional language and customs
群体二：Colonization and modernization have caused loss of land, language, and traditional practices
群体三：Youth migration to cities threatens the transmission of traditional crafts and language
共同点：All face the erosion of traditional culture by external forces and modernization
比较维度二：文化保持的核心策略
群体一：Integrating traditional knowledge into school education and passing on language to young people
群体二：Community-based language and cultural revival programs
群体三：Promoting traditional crafts as cultural heritage and combining tradition with modern design
共同点：All focus on education and passing on traditions to the younger generation
比较维度三：应对全球化的方式
群体一：Selective adaptation——keeping traditions while engaging with modern education
群体二：Revival and reconnection——actively reviving what was lost
群体三：Innovation——transforming tradition to make it relevant in the modern economy
共同点：All seek a balance between preservation and adaptation
（四）深度思辨·问题链讨论
（以下为参考答案）
问题一讨论要点：Challenges include: the dominance of global culture, especially Western values and lifestyles; the loss of traditional languages as younger generations speak dominant languages; the erosion of traditional practices and knowledge; the pressure for economic development that often marginalizes traditional ways of life; and the loss of cultural heritage sites and artifacts.
问题二讨论要点：Different groups choose different strategies based on their specific situations: the strength of their cultural traditions, the level of external pressure, the resources available, the degree of community cohesion, and their relationship with the dominant culture. Some groups have strong cultural resilience and choose strict preservation, while others are more integrated and choose adaptation.
问题三讨论要点：It is possible to maintain cultural identity while participating in a globalized society, but it requires conscious effort and plete preservation is unrealistic, but cultural identity can be maintained through selective preservation and creative adaptation. Culture is dynamic and can evolve while still retaining core values and practices.
问题四讨论要点：The most effective way is to integrate cultural education into formal schooling, use modern media and technology to promote cultural heritage, encourage community participation in cultural activities, support economic opportunities that are compatible with cultural preservation, and create policies that protect cultural heritage.
（五）文化反思·自我身份与行动设想
（答案因人而异，以下为参考答案）
1.自我文化身份反思
（1）I think values like respect for elders, family harmony, and community spirit are most important to preserve. Traditional festivals like Spring Festival, traditional arts like calligraphy, and traditional cuisine are also part of our cultural heritage.
（2）I try to balance by learning about both traditional and modern culture. I participate in traditional festivals and learn about Chinese history and philosophy, while also using modern technology and engaging with global culture. I think the key is to appreciate both and find a personal balance.
（3）I am most proud of China's rich cultural heritage——its long history, diverse traditions, beautiful arts, and profound philosophy. I am also proud of how China has adapted to modernity while keeping its cultural traditions alive.
2.文化行动设想
（1）As an individual: I can learn traditional skills, participate in cultural events, and share Chinese culture with friends from other countries.
（2）As a school community: We can organize cultural exchange events, invite experts to talk about traditional culture, and encourage students to showcase their cultural heritage.
（3）As a society: We can protect cultural heritage sites, support traditional craftspeople, incorporate cultural education into school curricula, and use modern media to promote cultural awareness.
第三部分 测评案
一、阅读理解检测（30分）
A层基础题（必做，18分）
1.根据课文内容，选择最佳答案。（每题2分，共10分）
（1）What is the main purpose of the passage
A. To describe the history of different cultures
B. To discuss how cultural groups preserve their identity in a globalized world
C. To compare the economic development of different regions
D. To promote cultural tourism
（2）What common challenge do the cultural groups in the passage face
A. Lack of natural resources
B. The influence of globalization on their traditional culture
C. Political conflicts
D. Natural disasters
（3）How do the Yupik people try to preserve their culture
A. By isolating themselves from the modern world
B. By integrating traditional knowledge into school education
C. By moving to cities
D. By giving up their traditional language
（4）What does the passage suggest is the relationship between tradition and globalization
A. They are completely opposite and cannot coexist
B. Cultures can find a balance between preserving tradition and adapting to change
C. Globalization always destroys tradition
D. Tradition is more important than globalization
（5）What is the author's attitude towards cultural preservation
A. It is unnecessary in the modern world
B. It is important but requires conscious effort
C. It is impossible to achieve
D. It should be left to the government
2.判断正误（正确写T，错误写F）。（每题2分，共8分）
（1）All cultural groups in the passage use the same strategy to preserve their identity.
（2）The Yupik people have successfully integrated their traditional knowledge into the school curriculum.
（3）Globalization has no impact on traditional cultures.
（4）The author believes that cultural identity can be preserved while participating in a globalized society.
B层选做题（能力进阶，12分）
3.根据课文内容，完成以下段落摘要填空。（每空2分，共12分）
Cultural identity is the sense of ________ (1) to a particular cultural group. In a globalized world, many cultural groups face the ________ (2) of preserving their traditions. The Yupik people of Alaska have ________ (3) traditional knowledge into school education to keep their culture alive. Meanwhile, indigenous Australian communities are ________ (4) their traditional languages through community programs. In China, minority groups are promoting traditional ________ (5) as intangible cultural heritage. The passage concludes that cultural identity can be ________ (6) while adapting to the modern world.
二、文化词汇与表达检测（25分）
A层基础题（必做，15分）
1.根据中文提示写出正确的英文表达。（每题2分，共10分）
（1）文化多样性 ________
（2）归属感 ________
（3）保存文化遗产 ________
（4）全球化 ________
（5）保持文化身份 ________
2.用所给词汇的正确形式填空。（每题1分，共5分）
（1）Cultural ________ (diverse) enriches our lives.
（2）It is important to ________ (preservation) our cultural heritage for future generations.
（3）Many young people are ________ (identity) with their cultural roots.
（4）The community is working to ________ (maintenance) its traditional practices.
（5）________ (globalize) has brought both opportunities and challenges to traditional cultures.
B层选做题（能力进阶，10分）
3.根据中文提示完成句子。（每题2分，共10分）
（1）文化身份给人们一种归属感。
Cultural identity gives people a ________ of ________.
（2）全球化给传统文化带来了挑战。
________ has brought ________ to traditional cultures.
（3）保护文化遗产是我们的责任。
It is our responsibility to ________ cultural ________.
（4）许多文化群体在保持传统的同时适应现代世界。
Many cultural groups ________ to the modern world while ________ their traditions.
（5）文化多样性的价值怎么强调都不为过。
The value of cultural ________ cannot be ________.
三、文化思辨表达任务（45分）
写作任务
请写一篇短文（150-180词），回答以下问题：
"What does cultural identity mean to you How can we preserve our cultural identity in a globalized world "
你的文章应包括：
（一）你对文化身份的理解及其重要性
（二）全球化给文化身份带来的挑战（至少2个）
（三）你认为保护文化身份最有效的方式（至少2个，并结合具体例子）
要求：至少运用5个本课所学核心词汇，至少运用2个动词-ing形式作状语。
参考表达：
In my opinion... / I believe that... / This is because... / ...due to... / For example... / In conclusion... / cultural identity / preserve / heritage / globalization / tradition / cultural diversity / sense of belonging / maintain / adapt
测评案答案与评分细则
一、阅读理解检测（30分）
A层基础题（18分）
1.选择最佳答案（每题2分，共10分）
（1）B
（2）B
（3）B
（4）B
（5）B
2.判断正误（每题2分，共8分）
（1）F
（2）T
（3）F
（4）T
B层选做题（12分）
3.段落摘要填空（每空2分，共12分）
（1）belonging
（2）challenge
（3）integrated
（4）reviving
（5）crafts
（6）preserved
二、文化词汇与表达检测（25分）
A层基础题（15分）
1.根据中文提示写出英文表达（每题2分，共10分）
（1）cultural diversity
（2）sense of belonging
（3）preserve cultural heritage
（4）globalization
（5）maintain cultural identity
2.用所给词汇填空（每题1分，共5分）
（1）diversity
（2）preserve
（3）identifying
（4）maintain
（5）Globalization
B层选做题（10分）
3.完成句子（每题2分，共10分）
（1）sense; belonging
（2）Globalization; challenges
（3）preserve; heritage
（4）adapt; preserving
（5）diversity; overestimated
三、文化思辨表达任务（45分）
参考范文
Cultural Identity——My View
In my opinion, cultural identity is the sense of belonging to a particular cultural group, shaped by shared traditions, values, language, and history. It gives us a foundation of who we are and connects us to our ancestors and communities. Feeling rooted in our culture, we gain confidence and a sense of meaning in life.
However, globalization has brought significant challenges to cultural identity. First, the dominance of Western media and culture often overshadows local traditions, especially among young people. Second, economic pressures and urbanization cause many young people to leave their hometowns, leading to the loss of traditional knowledge and practices. Faced with these challenges, preserving cultural identity requires conscious effort.
I believe the most effective ways to preserve cultural identity are through education and innovation. Integrating cultural education into school curricula, students can learn about their heritage from an early age. For example, learning traditional crafts, music, and languages at school can help young people appreciate their culture. Meanwhile, innovating cultural traditions to make them relevant to modern life, we can attract young people's interest. For instance, combining traditional designs with modern fashion creates new cultural products that are both traditional and contemporary.
In conclusion, cultural identity is a treasure worth preserving. Taking active steps to protect it while embracing the modern world, we can ensure that our cultural heritage continues to enrich our lives and those of future generations.
评分标准
评分维度一：内容与观点（15分）——是否清晰地表达了对文化身份的理解及其重要性；是否全面分析了全球化带来的挑战；是否提出了具体、合理的保护方式并结合实例
评分维度二：结构与逻辑（12分）——结构是否完整（引言→主体→结论）；逻辑是否清晰，段落衔接是否自然
评分维度三：词汇与表达（10分）——是否至少运用5个本课所学核心词汇；词汇是否丰富，表达是否准确
评分维度四：语法运用（8分）——是否至少运用2个动词-ing形式作状语；是否有语法错误
评分细则
一等文（39-45分）：
内容要求：观点清晰、有深度，挑战分析全面，建议具体合理，结合实例
词汇要求：正确运用至少5个核心词汇
语法要求：正确运用至少2个动词-ing形式作状语
语言要求：表达准确、丰富，句式多样
结构要求：结构完整、逻辑清晰，段落衔接自然
二等文（32-38分）：
内容要求：观点较清晰，挑战分析较全面，建议较具体
词汇要求：运用4-5个核心词汇
语法要求：运用1-2个动词-ing形式作状语
语言要求：表达基本准确，句式有变化
结构要求：结构较完整，逻辑较清晰
三等文（23-31分）：
内容要求：观点基本明确，有基本挑战分析，建议较笼统
词汇要求：运用3-4个核心词汇
语法要求：运用1个动词-ing形式作状语
语言要求：表达基本达意，句式变化较少
结构要求：结构基本完整，逻辑基本清晰
四等文（0-22分）：
内容要求：观点模糊或偏离主题，分析不足，建议缺乏
词汇要求：核心词汇运用不足
语法要求：动词-ing形式运用不足
语言要求：表达不清，影响理解
结构要求：结构混乱，逻辑不清
设计总评:
本设计严格遵循教学评一体化原则，以"全球化背景下的文化身份保持"为文化聚焦议题，通过"情境导入→文化阅读→文化思辨→文化反思→课堂小结"五个环节，实现文化意识与思辨能力的递进培养。全程贯穿学法渗透（阅读提取策略、跨文化比较策略、问题链思辨策略、文化反思策略），对标高考对文化理解与思辨表达的要求，实现单元文化聚焦板块"Cultural focus"的教学目标。设计充分考虑学情，通过分层任务满足不同水平学生的需求，通过问题链引导学生从"看懂"走向"思辨"，通过自我文化身份反思实现文本阅读与个人经验的融合，通过教学评一体化实现以评促学、以评促教，助力学生成长为"在多元世界中有担当、会对话、懂包容的人"。
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