Unit 2 Understanding each other-Reading 教案-2025-2026学年高中英语译林版选择性必修第四册

Unit 2 Understanding each other-Reading 教学目标和重难点 1. 教学目标 It focuses on language competence, cultural awareness, thinking quality and learning ability, helping students master communication-related words and structures, understand cross-cultural differences, develop critical thinking and form effective independent and cooperative learning strategies. 2. 教学重难点 Key points: Grasp the text structure and core ideas, master key words and expressions about communication and cultural understanding. Difficult points: Understand the deep meaning of cross-cultural communication and apply reading strategies flexibly. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class with a question-and-answer activity: “Have you ever met a situation where you failed to understand others or were not understood by others? How did you feel and deal with it?” Ask 3-4 students to share their real experiences in simple English. After that, show two short pictures on the screen: one is a scene where two people communicate smoothly with smiles and eye contact, and the other is a scene where two people look confused and silent because of misunderstanding. Then ask students: “What leads to the different results of these two communications?” Guide students to think about the importance of effective communication and mutual understanding. Finally, introduce the topic of this lesson: “Today we will read a lecture transcript about effective communication, which will tell us how to understand each other better in communication.” Design Intention: This lead-in activity is closely connected with students’ daily life, which can arouse their emotional resonance and stimulate their learning interest quickly. By sharing personal experiences and observing pictures, students can have a preliminary understanding of the theme of “mutual understanding” and “effective communication”, laying a good emotional and cognitive foundation for the subsequent reading link. At the same time, it can also exercise students’ oral expression ability and cultivate their awareness of connecting learning with real life. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the key vocabulary and phrases in the reading text on the screen, including core words such as “clarify”, “negotiate”, “react”, “perspective”, “put oneself in sb.’s shoes” and “refer to”, as well as difficult phrases such as “in response to”, “be concerned about” and “contribute to”. For each word and phrase, the teacher explains its meaning with simple English, combines it with the context of the text to give example sentences, and guides students to read aloud twice to help them master the pronunciation and basic usage. For example, when explaining “put oneself in sb.’s shoes”, the teacher says: “It means to imagine being in someone else’s situation and understand their feelings. For example, if your friend is sad, you should put yourself in his shoes and comfort him.” Then, the teacher briefly introduces the background of the text: “The reading text is a lecture transcript about effective communication. Lectures usually have a clear structure, including the opening, main body and conclusion. The speaker will put forward viewpoints and support them with specific reasons and examples. In this lecture, the speaker will talk about the process of communication and the skills to achieve effective communication, helping us better understand each other.” Finally, the teacher asks students to predict the content of the text according to the title “Effective Communication” and the previewed vocabulary: “What do you think the speaker will talk about in this lecture? Please write down 2-3 predictions in your notebook.” After students finish writing, invite 2-3 students to share their predictions, and the teacher makes simple comments without correcting right or wrong, which aims to stimulate students’ reading motivation and make them have a clear purpose in the subsequent reading. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing key vocabulary before reading can help students reduce reading obstacles and improve reading efficiency. By explaining vocabulary in English and combining with example sentences, students can not only master the meaning and usage of words, but also gradually cultivate their ability of English thinking. The brief introduction of the text background helps students understand the genre characteristics of the lecture transcript, which is conducive to them grasping the text structure quickly. Predicting the text content can stimulate students’ curiosity and make their reading more targeted, laying a foundation for the subsequent intensive reading and deep understanding. Step 3: While-reading (Skimming, Scanning and Intensive Reading) Skimming Ask students to read the text quickly within a certain time (without limiting the specific time) and complete two tasks: ① Find out the main idea of the text; ② Divide the text into three parts (opening, main body and conclusion) and summarize the main content of each part. After students finish reading, organize them to discuss in pairs for 2 minutes, then invite several groups to share their answers. The teacher summarizes and sorts out: The main idea of the text is to introduce the process of effective communication and the key skills to achieve mutual understanding. The text is divided into three parts: the opening part (Paragraph 1) introduces the importance of effective communication; the main body (Paragraphs 2-5) explains the process of communication and the specific skills of effective communication; the conclusion (Paragraph 6) summarizes the significance of effective communication and calls on everyone to practice effective communication. Design Intention: Skimming is a basic reading strategy that helps students grasp the main idea of the text quickly and establish the overall framework of the text. By dividing the text into parts and summarizing the main content of each part, students can better understand the logical structure of the lecture transcript, cultivate their ability of induction and generalization, and lay a foundation for the subsequent intensive reading. Scanning Ask students to read the text again, scan for specific information and complete the following table: Parts of Communication Specific Content The sender Expresses thoughts and feelings clearly and chooses appropriate ways to convey information The receiver Listens carefully, pays attention to body language and tries to understand the sender’s meaning Feedback Responds positively to the sender’s information to ensure mutual understanding After students finish filling in the table, the teacher checks the answers with the whole class, corrects mistakes and explains key points. For example, when talking about the receiver’s role, the teacher emphasizes: “Listening carefully is not just hearing the words, but also paying attention to the speaker’s tone, facial expressions and body language, which can help us better understand the speaker’s true feelings.” Design Intention: Scanning is a reading strategy to find specific information quickly. By completing the table, students can further understand the details of the text, especially the process of communication, and consolidate the key information in the text. At the same time, it can also train students’ ability to find and sort out information, which is conducive to improving their reading efficiency and accuracy. Intensive Reading Guide students to read the text paragraph by paragraph carefully, analyze the key sentences, grasp the details and deep meaning of the text, and solve the difficult points in reading. Paragraph 1: Ask students to read the paragraph carefully and answer the question: “Why is effective communication important in our daily life?” Guide students to find the key sentence: “Effective communication is essential for building good relationships, resolving conflicts and achieving mutual understanding.” Then ask students to discuss: “What will happen if we lack effective communication in our daily life?” Through discussion, students can deeply understand the importance of effective communication. Paragraphs 2-3: These two paragraphs introduce the process of communication. Ask students to find the key words to describe the process: “sender → convey information → receiver → understand information → feedback”. Then explain the difficult sentence: “The process of communication is not just a simple exchange of words; it also involves body language, tone of voice and facial expressions, which all play an important role in conveying meaning.” Guide students to understand that communication is a comprehensive process, not just the exchange of words, and body language and other non-verbal signals are also very important. Paragraph 4: This paragraph talks about the importance of body language in communication. Ask students to read the paragraph and list the types of body language mentioned in the text: eye contact, facial expressions, gestures and posture. Then ask students to simulate the body language mentioned in the text in pairs and discuss: “What does each kind of body language usually convey?” For example, eye contact can convey attention and respect, and a smile can convey kindness and friendliness. Through simulation and discussion, students can better understand the role of body language in communication. Paragraph 5: This paragraph introduces the key skill of effective communication: “putting oneself in sb.’s shoes”. Ask students to read the paragraph carefully and answer the question: “What does ‘putting oneself in sb.’s shoes’ mean and why is it important?” Guide students to find the answer in the text: “It means trying to understand others’ feelings and perspectives from their point of view. It is important because it helps us avoid misunderstandings and build mutual trust.” Then ask students to share their own experiences: “Have you ever put yourself in others’ shoes? How did it help you understand others better?” Paragraph 6: This is the conclusion of the text. Ask students to read the paragraph and summarize the main idea: “Effective communication is a skill that can be learned and improved through practice. We should pay attention to our communication methods and try our best to understand others, so as to build better relationships.” During the intensive reading process, the teacher timely solves the difficult points encountered by students, such as difficult words, complex sentences and unclear logical relationships. For example, when explaining the complex sentence “When we communicate with others, we should not only express our own thoughts and feelings clearly, but also listen to others’ opinions patiently”, the teacher decomposes the sentence into two parts: “we should not only express... but also listen...”, and explains the usage of “not only... but also...”, helping students understand the structure and meaning of the sentence. Design Intention: Intensive reading is the key link to deepen students’ understanding of the text. By reading paragraph by paragraph, analyzing key sentences and solving difficult points, students can grasp the details and deep meaning of the text, and master the key language points and sentence structures. Through discussion, simulation and sharing experiences, students can combine the text content with their own life, deepen their understanding of the theme, and at the same time cultivate their critical thinking and cooperative learning ability. Step 4: Post-reading (Consolidation and Application) Group Discussion Divide students into groups of 4-5, and give them the discussion topic: “What are the common misunderstandings in cross-cultural communication? How can we avoid these misunderstandings and achieve effective communication according to the skills mentioned in the text?” Ask each group to discuss for 5 minutes, and assign a recorder to record the key points of the discussion and a speaker to share the group’s views. After the discussion, each group’s speaker takes turns to share, and the teacher makes comments and supplements. For example, some groups may mention that cultural differences in greeting ways may lead to misunderstandings; the teacher can guide students to combine the skill of “putting oneself in sb.’s shoes” and suggest that we should understand and respect the cultural customs of other countries, and adjust our communication methods accordingly. Design Intention: Group discussion can fully mobilize students’ enthusiasm and initiative, and let them apply the knowledge and skills learned in the text to practical problems. By discussing cross-cultural communication misunderstandings, students can further understand the importance of mutual understanding and effective communication, cultivate their cross-cultural awareness and cooperative learning ability, and at the same time exercise their oral expression ability and logical thinking ability. Language Practice Design two language practice tasks for students to consolidate the key vocabulary and sentence structures learned in the text: Rewrite the following sentences using the sentence structures learned in the text (such as “not only... but also...”, “it is important that...”). For example: ① Effective communication can help us build good relationships. Effective communication can help us resolve conflicts. → Effective communication can not only help us build good relationships, but also help us resolve conflicts. ② We should listen to others’ opinions. It is important. → It is important that we should listen to others’ opinions. After students finish the tasks, the teacher checks the answers with the whole class, corrects mistakes and explains the key points, helping students consolidate the key language points and sentence structures and improve their language application ability. Design Intention: Language practice is an important link to consolidate the knowledge learned. Through filling in the blanks and rewriting sentences, students can flexibly use the key vocabulary and sentence structures learned in the text, improve their language application ability, and lay a foundation for the subsequent writing and speaking links. Reading Reflection Ask students to write a short reading reflection (3-5 sentences) in their notebooks, answering the following questions: ① What have you learned from this reading text? ② How will you apply the communication skills learned in the text to your daily life? After students finish writing, invite 3-4 students to share their reflections, and the teacher makes positive comments, encouraging students to practice effective communication in daily life and truly achieve the goal of “understanding each other”. Design Intention: Reading reflection can help students sort out the knowledge and skills learned in the class, deepen their understanding of the theme, and at the same time cultivate their ability of self-reflection and expression. By connecting the text content with their own daily life, students can realize the practical significance of the course, and promote the internalization of knowledge and skills. Step 5: Summary and Homework Summary The teacher summarizes the whole class: “Today we read a lecture transcript about effective communication. We learned the process of communication, the importance of body language, and the key skill of ‘putting oneself in sb.’s shoes’. We also discussed the misunderstandings in cross-cultural communication and how to avoid them. Effective communication is essential for mutual understanding and building good relationships. I hope you can apply the skills learned today to your daily life and become good communicators.” Design Intention: Summarizing the class can help students sort out the key points of the whole class, consolidate the knowledge and skills learned, and form a complete knowledge system. At the same time, it can also strengthen the theme of the lesson and arouse students’ awareness of practicing effective communication. Homework Assign two levels of homework to meet the needs of different students: Basic Homework: ① Read the text aloud for 10 minutes every day, and recite the key sentences in each paragraph. ② Finish the exercise sheet about the key vocabulary and sentence structures of the text. ③ Write a short passage (80-100 words) about a time when you used effective communication to resolve a misunderstanding with others. Improvement Homework: ① Find a passage about cross-cultural communication on the Internet or in English magazines, read it and write a short summary (100-120 words). ② Work with a partner to design a short dialogue about effective communication, and practice it. They will perform the dialogue in the next class. Design Intention: The homework is designed in two levels, which can meet the learning needs of different students, realize the principle of teaching students in accordance with their aptitude. Basic homework focuses on consolidating the knowledge and skills learned in the class, while improvement homework focuses on expanding students’ horizons and improving their comprehensive language application ability. At the same time, the homework is closely connected with the theme of the lesson, which can promote students to further understand and apply the knowledge and skills learned, and achieve the teaching goal of “understanding each other”. 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 $