Unit 2 Understanding each other-Welcome to the unit 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-Welcome to the unit 教学目标和重难点 1. 教学目标 It cultivates students’ language competence in communication, develops their thinking quality through discussion, strengthens cultural awareness of cross-cultural respect, and fosters learning ability via independent and cooperative exploration. 2. 教学重难点 Key: Mastering expressions for communication problems and solutions. Difficulty: Applying language to analyze communication barriers and understanding cross-cultural communication differences. 教学过程 Lead-in: Activate Background and Arouse Interest The teacher starts the class by showing a 2-minute short video. The video presents two senior high school students who are good friends but have a misunderstanding during a conversation—one talks about his favorite hobby but the other keeps interrupting and not listening carefully, which leads to awkwardness. After playing the video, the teacher asks two simple questions: “What happened in the video?” and “Why did the misunderstanding occur?” Design Intention: The short video is closely related to students’ daily life, which can quickly attract students’ attention and activate their existing life experience. By watching the video and answering questions, students can naturally enter the topic of “communication and understanding” without feeling abrupt. Meanwhile, it lays a foundation for the subsequent discussion on communication problems and solutions, and implicitly guides students to realize the importance of effective communication. After students answer the questions, the teacher summarizes: “In our daily life, we often have such small misunderstandings with friends, classmates or family members because of improper communication. Today, we will start our new unit—Unit 2 Understanding each other, and explore how to communicate effectively and understand each other better in Welcome to the unit.” Then the teacher writes the unit title and the theme of this lesson on the blackboard, and leads students to read it twice to strengthen their memory. Presentation: Learn Key Expressions and Perceive the Theme Learn Key Vocabulary and Phrases Combined with the scenes in the lead-in video, the teacher presents the key vocabulary and phrases needed for this lesson, including “misunderstanding”, “communication”, “interrupt”, “listen carefully”, “express clearly”, “avoid misunderstanding”, “communicate effectively”, “put oneself in others’ shoes” and so on. For each word and phrase, the teacher first pronounces it clearly and asks students to follow, then explains its meaning with simple English and connects it with the video scene. For example, when teaching “interrupt”, the teacher says: “In the video, one student kept interrupting the other when he was talking. It means to stop someone from speaking before they finish.” Then the teacher makes a simple sentence: “It’s impolite to interrupt others when they are talking.” After teaching all the key words and phrases, the teacher organizes a quick response activity: the teacher says the Chinese meaning, and students say the corresponding English words or phrases; then the teacher says the English words or phrases, and students make simple sentences orally. This activity is carried out in pairs first, then the teacher randomly invites several pairs to show their performance in class, and gives positive comments and guidance. Design Intention: Combining the video scene to teach vocabulary and phrases can help students understand the meaning and usage of words in a specific context, avoiding mechanical memorization. The quick response activity can not only help students consolidate the newly learned words and phrases in time, but also improve their oral response ability and classroom participation. Pair work can make every student have the opportunity to practice, which is conducive to improving the overall oral level of the class. Analyze the Quote and Deepen the Understanding of the Theme The teacher presents the quote in the textbook on the screen: “The greatest gift you can give someone is your attention.” Then the teacher asks students to read it silently twice, and then discusses the following questions in groups of 4: “What does this quote mean? Do you agree with it? Why or why not? Can you give an example in your daily life to support your opinion?” During the group discussion, the teacher walks around the classroom, listens to the students’ discussions, and gives appropriate guidance when students have difficulties. For example, if some students can’t think of examples, the teacher can prompt: “Have you ever felt ignored when talking to others? How did you feel? What would you do if you were the listener?” After the discussion, each group sends a representative to share their opinions. The teacher listens carefully, takes notes, and summarizes and comments after all groups finish sharing. The teacher emphasizes: “Attention is the foundation of effective communication. Only when we pay full attention to others, listen carefully to what they say, and try to understand their feelings and thoughts, can we avoid misunderstandings and achieve real mutual understanding.” Design Intention: The quote is closely related to the theme of “understanding each other”, which can help students deepen their understanding of the importance of effective communication. Group discussion can cultivate students’ cooperative learning ability and critical thinking ability, and let students express their own opinions freely. The teacher’s guidance and summary can help students sort out their ideas and form a correct understanding of the theme. Practice: Apply Knowledge and Improve Ability Role-Play: Simulate Communication Scenarios The teacher divides the students into groups of 3-4, and assigns three communication scenarios to each group (the scenarios are closely related to students’ daily life): Scenario 1: Two classmates are discussing a group project. One classmate insists on his own idea and refuses to listen to the other’s suggestions, leading to a quarrel. Scenario 2: A student tells his friend about his troubles, but the friend is always playing with his mobile phone and not listening carefully, making the student feel sad. Scenario 3: A new student joins the class. He is not familiar with the environment and is too shy to talk. Other classmates want to make friends with him but don’t know how to start a conversation. The teacher asks each group to choose one scenario, discuss and design a short dialogue (about 3-5 minutes), and require the dialogue to include the key words and phrases learned in this lesson. At the same time, the group needs to think about: “What are the communication problems in the scenario? How can we solve these problems to achieve mutual understanding?” During the preparation, the teacher provides necessary help for each group. For example, if some groups don’t know how to design the dialogue, the teacher can give simple prompts; if some groups can’t use the key words and phrases correctly, the teacher can correct and guide them in time. After the preparation, each group performs their role-play in front of the class. After each performance, the teacher asks other students to comment: “What are the communication problems in their performance? Do they use the key words and phrases correctly? How can they improve the dialogue to make the communication more effective?” Then the teacher gives a comprehensive comment, affirms the advantages of the group, points out the areas that need improvement, and summarizes the communication skills reflected in the dialogue. Design Intention: Role-play is a practical and interesting teaching activity that can let students apply the newly learned knowledge to real communication scenarios. By simulating real-life communication problems, students can better understand the causes of communication barriers and master corresponding solutions. At the same time, role-play can improve students’ oral expression ability, cooperative learning ability and on-the-spot response ability. The comment link can let students learn from each other and deepen their understanding of effective communication skills. Group Discussion: Explore Cross-Cultural Communication Differences The teacher presents some pictures and short descriptions on the screen, showing the differences in communication styles between different cultures: for example, in some Western countries, people like to express their opinions directly, while in some Eastern countries, people are more euphemistic; in some cultures, eye contact is a sign of politeness and attention, while in some cultures, too much eye contact is considered impolite. Then the teacher asks students to discuss in groups: “What other cross-cultural communication differences do you know? Why do these differences exist? How should we communicate with people from different cultures to avoid misunderstandings and achieve mutual understanding?” During the discussion, the teacher guides students to think from multiple angles, such as cultural background, living habits and values. For example, the teacher can prompt: “Different cultures have different values and living habits, which leads to differences in communication styles. When communicating with people from different cultures, we should first understand their cultural customs and respect their communication habits.” After the discussion, each group shares their findings and opinions. The teacher summarizes: “With the development of globalization, cross-cultural communication is becoming more and more common. Understanding cross-cultural communication differences is very important for us to achieve mutual understanding. We should keep an open and inclusive attitude, respect the cultural differences of others, and learn to adapt to different communication styles.” Design Intention: This activity expands the theme of “understanding each other” from daily interpersonal communication to cross-cultural communication, which helps to broaden students’ horizons and enhance their cultural awareness. Group discussion can let students exchange and share their knowledge and experience, and cultivate their ability to analyze and solve problems from a cross-cultural perspective. The teacher’s guidance and summary can help students form a correct attitude towards cross-cultural communication and lay a foundation for their future cross-cultural communication. Consolidation: Summarize and Expand Class Summary The teacher invites students to summarize what they have learned in this lesson. First, ask several students to share their gains, such as the key words and phrases they have learned, the importance of effective communication, and the skills of solving communication problems. Then the teacher makes a comprehensive summary: “In this lesson, we have learned some key words and phrases about communication, analyzed the importance of attention in communication through the quote, simulated communication scenarios through role-play to master communication skills, and explored cross-cultural communication differences. We should remember that mutual understanding is the foundation of good interpersonal relationships, and effective communication is the key to mutual understanding.” Design Intention: Letting students summarize the lesson by themselves can help them sort out the knowledge they have learned, strengthen their memory and understanding, and improve their ability to summarize and sort out knowledge. The teacher’s comprehensive summary can help students form a systematic knowledge framework and deepen their understanding of the theme of the lesson. Knowledge Expansion The teacher introduces some simple communication skills to students, such as “listen actively” (listen carefully, nod and respond appropriately), “express clearly” (express your thoughts and feelings clearly and concisely), “respect others’ opinions” (don’t deny others’ opinions casually, and try to understand their perspectives), and “put oneself in others’ shoes” (think about problems from others’ perspectives). Then the teacher asks students to think about: “How can we apply these skills in our daily life to improve our communication ability and achieve better mutual understanding?” In addition, the teacher recommends a short English video about effective communication to students, and asks them to watch it after class and write a short reflection (about 50 words) on what they have learned from the video. This reflection will be checked in the next class. Design Intention: The expansion of communication skills can help students master more practical communication methods and improve their communication ability in daily life. Assigning after-class tasks can extend the teaching content from the classroom to daily life, strengthen the connection between classroom learning and practical application, and help students consolidate the knowledge and skills learned in the lesson. Writing a reflection can also cultivate students’ ability to think and summarize independently. Emotional Education: Guide Students to Practice Mutual Understanding At the end of the class, the teacher says to the students: “Mutual understanding is not only a kind of communication skill, but also a kind of quality and attitude. In our daily life, we should not only learn to communicate effectively with others, but also learn to respect others, understand others’ difficulties and feelings, and put ourselves in others’ shoes. Only in this way can we establish good interpersonal relationships, make more friends, and live a happier life.” Then the teacher leads students to read the quote again: “The greatest gift you can give someone is your attention.”, and asks students to keep this sentence in mind and practice it in their daily life. Design Intention: Emotional education is an important part of English teaching. Through this link, students can not only master the language knowledge and communication skills, but also establish a correct attitude towards interpersonal communication, cultivate their sense of respect and understanding, and realize the educational value of the lesson. Leading students to read the quote again can strengthen the theme of the lesson and leave a deep impression on students. 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 $