Unit 2 Understanding each other-Extended 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-Extended reading 教学目标和重难点 1. 教学目标 It focuses on developing students’ language ability to understand and analyze the text about borrowed words, cultivating cultural awareness of cross-cultural language communication, fostering logical thinking through text structure analysis, and shaping positive learning attitudes towards cultural diversity. 2. 教学重难点 Key points: Grasp the main idea and structure of the text about borrowed words, and master core vocabulary and difficult sentences. Difficult points: Understand the causes and evolution of borrowed words and interpret their cultural connotations. 教学过程 Lead-in: Activate Prior Knowledge and Guide into the Topic The teacher starts the class by showing students two sentences on the screen: “The sushi restaurant’s menu was confusing.” and “The restaurant’s fried tofu is delicious.” Then the teacher asks the students to observe the sentences carefully and think about a question: “Is there anything special about these two sentences? Please find out the special points and share your ideas with your deskmate.” After 2 minutes of pair discussion, the teacher invites 2-3 students to share their findings. Most students will find that many words in the sentences are not native English words, such as “sushi”, “tofu”. Then the teacher summarizes: “These words are called borrowed words, which are words borrowed from other languages. Today, we will learn the Extended Reading text Borrowed Words to explore the secrets of borrowed words and understand the connection between language borrowing and cultural communication.” Design Intention: The lead-in links the text content with students’ existing language knowledge. By using simple and familiar sentences, it lowers the threshold for students to understand the topic of borrowed words, stimulates their curiosity and learning interest. Pair discussion encourages students to actively participate in classroom interaction, activates their prior knowledge of borrowed words in daily life, and lays a solid foundation for the subsequent text reading and analysis. Pre-reading: Preview Vocabulary and Clarify Reading Goals First, the teacher presents the core vocabulary and phrases in the text on the screen, including “borrowed words, interact, integrate, bilingual, pronunciation, phenomenon, globalization, technological, source language”. For each word, the teacher explains the pronunciation, part of speech and basic meaning, and gives simple example sentences combined with the text context, such as “Word borrowing comes about when two cultures with different languages interact.” Then the teacher asks students to read the words and example sentences aloud twice to familiarize themselves with the pronunciation and usage. Next, the teacher introduces the reading goals to the students: “After reading the text, you should be able to: 1. Grasp the main idea of the text and understand the causes, evolution process and development trend of borrowed words. 2. Analyze the structure of the text and master the logical relationship between paragraphs. 3. Understand the cultural significance of borrowed words and realize the importance of cross-cultural communication.” Design Intention: Vocabulary is the foundation of text reading. Previewing core vocabulary helps students avoid obstacles in understanding the text due to unfamiliar words, improves reading efficiency. Clarifying reading goals enables students to have a clear direction in the reading process, focus on key information, and cultivate their ability to read with goals, which is in line with the requirements of cultivating students’ language ability in core literacy. While-reading: Layered Reading and In-depth Text Analysis Skimming: Get the Main Idea and Text Structure The teacher asks students to read the text quickly within a certain time, and complete two tasks: 1. Summarize the main idea of the text in one sentence. 2. Divide the text into several parts and briefly describe the main content of each part. After students finish reading, the teacher organizes the whole class to exchange and discuss. The main idea of the text is: The text introduces the phenomenon of borrowed words in various languages, explains the causes and evolution process of borrowed words, and mentions different attitudes towards borrowed words. The text can be divided into 4 parts: Part 1 (Paragraph 1): Introduce the phenomenon of borrowed words through examples. Part 2 (Paragraph 2): Explain the causes of borrowed words. Part 3 (Paragraph 3): Describe the evolution process of borrowed words. Part 4 (Paragraph 4): Present different attitudes towards borrowed words. Design Intention: Skimming training helps students quickly grasp the main idea and text structure, cultivate their ability to extract key information from the whole text. Dividing the text into parts and describing the main content of each part enables students to clarify the logical context of the text, lays a foundation for in-depth analysis of the text, and fosters students’ logical thinking ability. Scanning: Extract Key Information On the basis of skimming, the teacher asks students to read the text again carefully, and complete a table about key information. The table includes four columns: “Aspects of Borrowed Words, Specific Content”. The aspects include “Examples of Borrowed Words in Different Languages, Causes of Borrowed Words, Evolution Process of Borrowed Words, Attitudes towards Borrowed Words”. Students need to find relevant information from the text and fill in the table independently. After completing, students exchange their tables in groups of 4, check and supplement each other’s answers. Then the teacher invites a representative of a group to present the group’s table on the blackboard, and corrects and supplements it, emphasizing the key points: 1. Examples: English borrows words from Latin, Greek, French and Chinese; Chinese borrows “bacon”, “tank” from English; Japanese borrows “tofu” from Chinese. 2. Causes: When two cultures with different languages interact, and there is no suitable word for an object or idea in the native tongue. 3. Evolution Process: Bilingual speakers use it first → spread to people who don’t know the original language → people change the pronunciation to fit their own speaking habits → the borrowed word becomes more and more like the native language. 4. Attitudes: Most languages have borrowed words, but some language communities oppose adopting words from other cultures. Design Intention: Scanning training focuses on cultivating students’ ability to extract specific information from the text. Using a table to sort out key information makes the information more systematic and intuitive, which is convenient for students to understand and remember. Group exchange and discussion not only can help students find their own mistakes and supplement missing information, but also can cultivate their cooperative learning ability and communication ability. Intensive Reading: Analyze Difficult Sentences and Explore Cultural Connotations The teacher selects several difficult sentences in the text, analyzes them in detail, and guides students to understand the structure and meaning of the sentences, so as to deepen their understanding of the text and explore the cultural connotations behind the sentences. The first difficult sentence: “This comes as no surprise, given that English has borrowed words from more than 300 different languages, including Latin, Greek, French and Chinese.” The teacher first asks students to find the main clause and the adverbial clause of reason in the sentence. Students can find that the main clause is “This comes as no surprise”, and the adverbial clause of reason is “given that English has borrowed words from more than 300 different languages, including Latin, Greek, French and Chinese.” Then the teacher explains the usage of “given that”, which means “considering that”, and guides students to translate the sentence into Chinese. Finally, the teacher guides students to think: “Why does the author say this comes as no surprise? What does this sentence reflect?” Through discussion, students can realize that this sentence reflects that language borrowing is a common phenomenon, and English is a language with strong inclusiveness, which lays a foundation for understanding the cultural significance of borrowed words. The second difficult sentence: “In the current age of globalization, when communication technology brings different cultures closer together, words are even more likely to be borrowed straight from the source language at a faster pace than ever before, especially those related to technological developments, such as ‘email’ and ‘Internet’.” The teacher first analyzes the sentence structure: the prepositional phrase “In the current age of globalization” is the adverbial of time; the non-restrictive attributive clause “when communication technology brings different cultures closer together” modifies “the current age of globalization”; the main clause is “words are even more likely to be borrowed straight from the source language at a faster pace than ever before”; the appositive “especially those related to technological developments, such as ‘email’ and ‘Internet’” explains the borrowed words. Then the teacher guides students to think about the influence of globalization on language borrowing, and lets students list more borrowed words related to technological developments in daily life, such as “WeChat”, “APP”, etc. This not only helps students understand the sentence, but also connects the text with real life. The third difficult sentence: “Though borrowing words has become faster, the process is still complex, and it takes time before new words are integrated into everyday speech.” The teacher explains the structure “it takes time before...” which means “it takes some time before...”, and guides students to understand the meaning of the sentence. Then the teacher asks students to think: “Why is the process of integrating borrowed words into everyday speech complex? What does this reflect?” Students can realize that language has its own development rules, and the integration of borrowed words needs to go through a long process, which reflects the uniqueness and inclusiveness of language. Design Intention: Intensive reading of difficult sentences helps students break through the difficulties in text understanding, master the key sentence structures, and improve their ability to analyze and understand complex sentences. Guiding students to explore the cultural connotations behind the sentences can help them realize the connection between language and culture, cultivate their cultural awareness, and let them understand that borrowed words are the product of cross-cultural communication, which is in line with the theme of “Understanding each other” in this unit. Post-reading: Consolidate and Extend, Improve Comprehensive Language Ability Text Retelling The teacher asks students to retell the text according to the text structure and key information they have mastered. First, students retell the text independently for 3 minutes, and then invite 2-3 students to retell the text in front of the whole class. The teacher gives comments and guidance, emphasizing that the retelling should be concise and accurate, and the logical relationship should be clear. For students who have difficulties in retelling, the teacher can give appropriate prompts, such as the key words and sentences in each part of the text. Design Intention: Text retelling is an effective way to consolidate the text content. It can help students review the main idea, key information and text structure of the text, improve their oral expression ability and logical thinking ability. At the same time, it can test students’ understanding of the text, and help the teacher find out the problems existing in students’ learning, so as to carry out targeted guidance. Group Discussion The teacher puts forward a discussion topic to the students: “Borrowed words are an outcome of language development that could hardly be avoided. What do you think of the phenomenon of borrowed words? Do you think we should encourage borrowing words from other languages or oppose it? Please give your reasons.” Students are divided into groups of 4 to discuss the topic. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and gives appropriate guidance when necessary. After 5 minutes of discussion, each group sends a representative to express the group’s views. Some students may think that we should encourage borrowing words, because it can enrich our language, promote cross-cultural communication; some students may think that we should oppose it, because it may affect the purity of our native language; others may think that we should treat it rationally, accept the beneficial borrowed words, and protect the purity of our native language at the same time. The teacher summarizes the students’ views, emphasizes that borrowed words are a natural phenomenon in language development, which reflects the inclusiveness of culture. We should treat borrowed words rationally, respect the diversity of languages and cultures, and promote cross-cultural understanding and communication. Design Intention: Group discussion encourages students to express their own views, cultivate their critical thinking ability and oral communication ability. The discussion topic is closely related to the text content and real life, which can help students deepen their understanding of the cultural significance of borrowed words, cultivate their cultural awareness and correct attitude towards cultural diversity, and further highlight the theme of “Understanding each other”. Summary and Homework Summary The teacher summarizes the whole class: “Today, we have learned the Extended Reading text Borrowed Words. We have understood the phenomenon, causes, evolution process and different attitudes of borrowed words. We have also mastered the core vocabulary and difficult sentences in the text. Through this class, we know that borrowed words are the product of cross-cultural communication, which reflects the diversity and inclusiveness of cultures. We should respect different languages and cultures, and learn to understand each other through language communication.” Design Intention: The summary helps students sort out the knowledge learned in the class, form a systematic knowledge framework, and deepen their understanding of the text theme and core content. At the same time, it sublimates the theme of the class, guides students to establish a correct attitude towards cross-cultural communication, and achieves the goal of cultivating students’ cultural awareness. Homework 1. Review the text and recite the core vocabulary and difficult sentences learned in the class. 2. Complete the short passage written in the class and polish it. 3. Collect 5-10 borrowed words in English or Chinese, and write down their origins and meanings. 4. Think about how borrowed words promote cross-cultural communication, and prepare a 2-minute oral report for the next class. Design Intention: Homework is an extension of classroom teaching. Reviewing and reciting helps students consolidate the knowledge learned in the class. Collecting borrowed words and writing oral reports can encourage students to pay attention to the phenomenon of borrowed words in daily life, expand their knowledge, and improve their oral expression ability and autonomous learning ability. At the same time, it can lay a foundation for the next class’s teaching and further deepen students’ understanding of the theme of cross-cultural communication. 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 $