Unit 2 Understanding each other-Project 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-Project 教学目标和重难点 1. 教学目标 It focuses on developing students’ language competence in using English to communicate and express views, cultural awareness to respect cross-cultural differences, thinking quality to analyze communication problems critically, and learning ability to cooperate and apply knowledge independently. 2. 教学重难点 Key points: Master communication skills (expressing views, listening and feedback) and related vocabulary; understand cross-cultural communication habits. Difficult points: Flexibly apply skills in real scenarios and overcome cross-cultural communication barriers. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a short video clip (3-5 minutes) that presents two scenarios: one is a smooth communication between two students from different cultural backgrounds, and the other is a misunderstanding caused by cultural differences in communication. After playing the video, the teacher asks two guiding questions: “What makes the first communication successful?” and “What leads to the misunderstanding in the second scenario?” Then, the teacher invites 3-4 students to share their opinions freely in English. During the sharing, the teacher neither corrects minor grammatical mistakes nor interrupts students’ expressions, but only gives positive feedback such as “That’s a good point” or “I agree with you” to encourage students to speak actively. After the sharing, the teacher makes a brief summary: “As we can see from the video, understanding each other is crucial in communication, especially when there are cultural differences. Today, we will finish the Project of Unit 2, which will help us master more communication skills and learn to understand others better.” Design Intention: The video clip is intuitive and vivid, which can quickly attract students’ attention and activate their prior knowledge about communication and cultural differences. The guiding questions guide students to think actively and express their views in English, laying a foundation for the subsequent teaching. The positive feedback from the teacher helps build students’ confidence in speaking English and creates a relaxed and active classroom atmosphere, which is in line with the requirements of cultivating students’ learning ability and language competence. Pre-Project: Preview Review and Knowledge Preparation First, the teacher arranges a group discussion activity. Students are divided into groups of 4-5, and each group is required to review the key vocabulary and sentence patterns related to communication and cultural differences learned in the previous lessons of this unit, such as “embarrassed”, “intention”, “correspond”, “fluent”, “tolerate”, “express one’s opinion”, “listen carefully”, “put oneself in others’ shoes” and so on. Each group selects a recorder to write down the reviewed contents, and then each group sends a representative to present the results to the whole class. The teacher supplements and sorts out the key points on the blackboard or PPT, emphasizing the correct usage of difficult vocabulary and sentence patterns. For example, the teacher explains the difference between “embarrassed” and “embarrassing”, and gives example sentences: “I felt embarrassed when I made a mistake in class.” and “It was an embarrassing moment for me.” Then, the teacher introduces the theme of the Project: “Designing and performing a short play about communication challenges and solutions”. The teacher explains the requirements of the short play briefly: the short play should be based on real-life communication scenarios, involve at least two characters, reflect communication challenges (such as misunderstandings caused by cultural differences, improper expression, etc.) and corresponding solutions, and the dialogue should be fluent and in line with the characters’ identities. After that, the teacher shows a sample short play script (simplified version) on the PPT, which is about a misunderstanding between a Chinese student and a foreign exchange student due to different dining habits, and how they solve the misunderstanding through communication. The teacher guides students to analyze the structure of the script, including characters, scenes, dialogue, and the development of the plot (challenge - conflict - solution). Design Intention: Reviewing the key vocabulary and sentence patterns helps students consolidate the knowledge learned before and lay a solid language foundation for the subsequent short play design and performance, which is an important part of cultivating students’ language competence. Group discussion enables students to learn from each other and improve their cooperative learning ability. The sample script helps students understand the requirements and structure of the short play intuitively, reduces their confusion about the Project, and guides them to think about how to combine the learned knowledge with practical scenarios, which is conducive to cultivating students’ thinking quality and practical application ability. In-Project: Group Cooperation, Design and Creation This part is the core of the teaching process. On the basis of the previous preparation, students carry out group cooperation to design and create their own short plays. The teacher divides the class into 6-8 groups (4-5 students in each group) and assigns different roles to each student in the group: director (responsible for overall planning and arranging the plot), scriptwriter (responsible for writing the dialogue and plot), actor/actress (responsible for performing the short play), and evaluator (responsible for putting forward suggestions for the improvement of the script and performance). The teacher emphasizes that each student should participate actively and cooperate closely to complete the task together. During the group creation process, the teacher walks around the classroom to observe the progress of each group, answers students’ questions in time, and provides appropriate guidance. For example, if a group is confused about choosing a scenario, the teacher gives suggestions: “You can choose scenarios such as misunderstanding between classmates, communication between teachers and students, or cross-cultural communication between Chinese and foreign students.” If a group has problems in writing dialogue, the teacher guides them to use the key vocabulary and sentence patterns reviewed earlier, and reminds them that the dialogue should be natural and in line with the characters’ identities. For groups that progress slowly, the teacher encourages them to brainstorm and cooperate with each other to solve problems. At the same time, the teacher reminds students to pay attention to reflecting the theme of “understanding each other” in the short play, that is, how the characters resolve conflicts and misunderstandings through communication and mutual understanding. In the process of creation, each group needs to discuss and determine the following contents: first, the scenario of the short play (such as family communication, school communication, cross-cultural communication, etc.); second, the characters and their identities (such as students, teachers, parents, foreign friends, etc.); third, the communication challenge (such as misunderstanding caused by different opinions, cultural differences, improper expression, etc.); fourth, the process of solving the challenge (how the characters communicate, understand each other and resolve the conflict); fifth, the dialogue and actions of the characters. The scriptwriter writes the initial script according to the group’s discussion results, and the other members put forward revision suggestions. The director arranges the performance details, such as the expressions, movements and intonation of the actors/actresses. Design Intention: Group cooperation is an important way to cultivate students’ learning ability and cooperative spirit. Assigning different roles to each student ensures that every student can participate in the activity and give full play to their strengths. The teacher’s guidance and help can solve the difficulties encountered by students in the creation process, avoid students getting stuck, and ensure the smooth progress of the Project. The process of designing and creating the short play requires students to integrate the learned language knowledge and communication skills into practical scenarios, which can effectively improve their language application ability and thinking quality. At the same time, considering the communication challenges and solutions helps students deeply understand the importance of understanding each other and enhance their cultural awareness and emotional attitude. During-Project: Short Play Performance and Peer Evaluation After the groups complete the script creation and rehearsal, the short play performance begins. Each group takes turns to perform their short play in front of the whole class. The teacher requires the audience to listen carefully and watch the performance, and record the advantages and areas for improvement of each group’s performance. During the performance, the teacher does not interrupt, but only takes notes briefly to record the performance of each group. After each group’s performance, the peer evaluation session is carried out. The teacher first invites the evaluator of the performing group to introduce the design idea of the short play and the problems encountered during the creation and rehearsal. Then, the teacher invites other students to give comments and suggestions. The teacher guides students to evaluate from the following aspects: whether the theme is clear (whether it reflects “understanding each other”), whether the plot is reasonable, whether the dialogue is fluent and accurate (whether the key vocabulary and sentence patterns are used correctly), whether the performance is natural and vivid, and whether the solution to the communication challenge is appropriate. The teacher reminds students to use polite language when giving comments, such as “I think your short play is very interesting, and the dialogue is fluent. Maybe you can add more details to the characters’ expressions to make the performance more vivid.” After the peer evaluation, the teacher makes a summary evaluation. The teacher affirms the advantages of each group, such as “All groups have put a lot of effort into the creation and performance, and the scripts are closely related to the theme. Many groups have flexibly used the key vocabulary and sentence patterns we learned, which is very good.” At the same time, the teacher points out the common problems and puts forward improvement suggestions, such as “Some groups’ dialogue is a little stiff, and you can try to make the dialogue more natural by using daily expressions; some groups’ solution to the communication challenge is too simple, and you can think about more practical and detailed solutions.” In addition, the teacher selects the best short play (considering the theme, script, performance, etc.) and awards a small certificate to encourage students. Design Intention: Short play performance provides students with a platform to show themselves and apply the learned knowledge, which can effectively improve their oral expression ability and performance ability, and enhance their confidence in using English. Peer evaluation enables students to learn from each other, find their own advantages and disadvantages, and improve their ability to evaluate and analyze problems, which is conducive to cultivating their thinking quality. The teacher’s summary evaluation not only affirms students’ achievements but also points out the direction for improvement, helping students further improve their language application ability and understanding of the theme. The reward mechanism can stimulate students’ learning enthusiasm and interest in the Project. Post-Project: Summary and Extension First, the teacher leads students to summarize the whole Project. The teacher asks students to think about: “What have we learned from this Project? What skills have we mastered?” Then, the teacher invites students to share their gains and feelings. After the sharing, the teacher makes a comprehensive summary: “Through this Project, we have not only mastered more communication skills and related vocabulary, but also learned to cooperate with others, analyze and solve communication problems. More importantly, we have realized the importance of understanding each other in communication. In our daily life, we should learn to listen to others’ opinions, respect different views and cultural differences, and communicate with others sincerely.” Then, the teacher arranges the extension task. The extension task has two options for students to choose freely: Option 1: Revise the short play script of their group according to the comments and suggestions from the teacher and peers, and record a short video of the performance to share in the next class. Option 2: Write a short passage (150-200 words) about their understanding of “understanding each other”, combining their own experience or the short play they designed. The teacher requires students to complete the extension task independently and submit it in the next class. At the same time, the teacher provides some reference materials, such as articles about cross-cultural communication and examples of successful communication, to help students complete the task. In addition, the teacher encourages students to apply the communication skills and the concept of “understanding each other” in their daily life. For example, when having conflicts with classmates or family members, try to communicate patiently and understand each other’s feelings; when communicating with people from different cultural backgrounds, respect their customs and habits. The teacher also reminds students to keep accumulating communication-related vocabulary and sentence patterns in their daily English learning, and try to use English to communicate with others as much as possible. Design Intention: The summary helps students sort out the knowledge and skills learned in the Project, deepen their understanding of the theme, and form a systematic knowledge structure. The extension task provides students with the opportunity to further consolidate and apply the learned knowledge. The two options take into account the differences in students’ interests and abilities, ensuring that each student can complete the task actively. Encouraging students to apply the learned content to daily life helps realize the connection between classroom learning and real life, and truly achieve the goal of cultivating students’ core literacy. The reference materials provided by the teacher can help students solve the difficulties encountered in completing the task and improve their learning ability. Teaching Reflection (for Teachers) After the class, the teacher should reflect on the whole teaching process, including the advantages and deficiencies of the teaching design, the participation of students, the effect of the teaching activities, and the achievement of the core literacy goals. For example, whether the lead-in link effectively aroused students’ interest; whether the group cooperation link fully played the role of students’ subjectivity; whether the short play performance and evaluation links effectively improved students’ language ability and thinking quality; whether there were students who did not participate actively, and how to improve it in the next class. Through teaching reflection, the teacher can continuously optimize the teaching design, improve the teaching effect, and better promote the development of students’ core literacy. Design Intention: Teaching reflection is an important part of teachers’ professional development. Through reflection, teachers can find their own problems in teaching, summarize experience and lessons, and continuously improve their teaching level. At the same time, teaching reflection can help teachers better understand students’ learning situation, adjust teaching strategies in time, and ensure that the teaching activities are more in line with the needs of students, so as to better cultivate students’ four-dimensional 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 $