Unit 1 Achieving Effective Communication-Reading A-Digging in 教案-2025-2026学年高中英语沪外版选择性必修第四册

Unit 1 Achieving Effective Communication-Reading A-Digging in 教学目标和重难点 教学目标 It cultivates students’ language ability via reading and expression, develops cultural awareness by understanding cross-cultural communication differences, fosters thinking quality through critical analysis, and improves learning ability by guiding independent and cooperative learning. 教学重难点 Key points: Master core vocabularies and sentence patterns about effective communication; grasp the text’s structure and main ideas. Difficult points: Understand cross-cultural communication barriers and apply communication skills flexibly in real scenarios. 教学过程 Step 1: Lead-in The teacher starts the class with a question-and-answer activity: “What is effective communication in your opinion? Can you list some examples of successful or unsuccessful communication in your daily life?” After inviting 2-3 students to share their ideas, the teacher shows some pictures of different communication scenarios, including a student talking with a foreign teacher, a group discussion among classmates, and a misunderstanding caused by improper expression. Then the teacher says, “Today, we will learn Reading A Digging in, which will tell us how to achieve effective communication and avoid misunderstandings, especially in cross-cultural communication.” Design Intention: The question-and-answer activity and scenario pictures arouse students’ prior knowledge and life experience about communication, making them quickly enter the unit topic. By connecting the text content with their daily life, students’ learning interest is stimulated, and a good foundation is laid for the subsequent reading and learning. Step 2: Pre-reading First, the teacher presents the new vocabularies and phrases in the text, including “dig in”, “misinterpret”, “convey”, “nonverbal communication”, “cross-cultural barrier”, “feedback” and so on. For each vocabulary, the teacher explains its meaning, pronunciation and usage with simple English, and combines with simple sentences related to communication to help students understand. For example, when explaining “nonverbal communication”, the teacher says, “Nonverbal communication refers to communication without words, such as body language, facial expressions and eye contact. When you smile at someone, that’s a kind of nonverbal communication.” Then, the teacher guides students to predict the content of the text. The teacher asks: “Look at the title ‘Digging in’ and the picture of the text. What do you think the text will talk about? Will it introduce the importance of effective communication, or the skills of effective communication? Or will it talk about the problems in communication and how to solve them?” Students are encouraged to express their predictions freely, and the teacher writes down the key points of their predictions on the blackboard without correcting them temporarily. Design Intention: Pre-reading vocabulary teaching helps students remove language obstacles in reading, ensuring that they can understand the text smoothly. Predicting the text content can stimulate students’ curiosity and initiative in reading, and enable them to read with clear goals, improving reading efficiency. Step 3: While-reading Task 1: Skimming Students are asked to read the text quickly and finish two tasks: ① Find out the main idea of the text; ② Check whether their predictions before reading are correct. After students finish reading, the teacher invites several students to share their answers. The teacher summarizes: “The text mainly introduces the importance of effective communication, analyzes the common problems in communication (such as misinterpretation of nonverbal signals and cross-cultural barriers), and puts forward practical skills to achieve effective communication.” Then the teacher comments on students’ predictions, affirming the correct parts and supplementing the insufficient parts. Design Intention: Skimming training helps students master the skill of quickly grasping the main idea of the text, which is an important part of senior high school English reading ability. Checking the predictions can enhance students’ sense of achievement and further stimulate their reading enthusiasm. Task 2: Scanning Students are asked to read the text again carefully and complete the following table, which lists the key points of the text: the importance of effective communication, common communication problems, and effective communication skills. The teacher provides a simple table framework on the blackboard or PPT, and students fill in the details according to the text. During the process, the teacher walks around the classroom, guides students who have difficulties in reading, and answers their questions in time. After students finish filling in the table, the teacher invites a student to present his/her answers, and other students correct and supplement them together. Finally, the teacher sorts out the key points of the text and writes them on the blackboard to help students form a clear knowledge framework. Design Intention: Scanning training enables students to accurately find specific information in the text, improving their ability to extract key information. The form-filling activity makes the text structure more clear and intuitive, helping students deepen their understanding of the text content. The teacher’s guidance and students’ mutual correction can solve the problems in reading in time and ensure the effect of reading. Task 3: Close Reading The teacher selects several key paragraphs and sentences in the text for in-depth analysis, guiding students to understand the meaning of the text in detail and master the usage of key words and sentences. First, the teacher takes the first paragraph as an example: “Effective communication is the cornerstone of all successful relationships, whether personal or professional. Without it, misunderstandings arise, feelings get hurt, and goals fail to be achieved.” The teacher asks students to analyze the function of this paragraph: “What is the role of the first paragraph in the whole text?” Students discuss and conclude that it is the topic sentence, which introduces the importance of effective communication and lays the foundation for the following content. Then the teacher explains the key phrase “cornerstone of”, and asks students to make sentences with this phrase to consolidate their understanding. Then, the teacher selects a sentence about nonverbal communication: “Nonverbal signals, such as eye contact, facial expressions and body language, often convey more meaning than words themselves, and they are easily misinterpreted, especially in cross-cultural communication.” The teacher asks students: “Why are nonverbal signals easily misinterpreted in cross-cultural communication?” Combined with students’ life experience, the teacher guides them to think: “For example, nodding the head means ‘yes’ in our culture, but it may mean ‘no’ in some other cultures. That’s why nonverbal signals can cause misunderstandings.” Then the teacher explains the usage of “such as” and “especially”, and asks students to make sentences. In addition, the teacher focuses on the paragraphs about effective communication skills, such as listening carefully, expressing clearly, giving timely feedback and respecting cultural differences. For each skill, the teacher asks students to find the specific description in the text and explain what they mean, so as to help students deeply understand and master these skills. Design Intention: Close reading helps students deeply understand the connotation of the text, master the usage of key words and sentences, and improve their language ability. By analyzing key paragraphs and sentences, students can better grasp the logical structure of the text and cultivate their ability of text analysis. Combining with specific examples and students’ life experience, it makes the abstract knowledge concrete and easy for students to understand and master. Step 4: Post-reading Activity 1: Group Discussion Students are divided into groups of 4-5, and the teacher puts forward the discussion topic: “Combined with the text and your own experience, what difficulties have you encountered in cross-cultural communication? How can you solve these difficulties by using the effective communication skills mentioned in the text?” Each group elects a recorder and a reporter. During the discussion, the teacher walks around the classroom, guides each group to carry out the discussion smoothly, reminds students to use the vocabularies and sentences learned in the text, and encourages students to express their own opinions freely. After the discussion, each group sends a reporter to share the group’s discussion results. The teacher comments on each group’s performance, affirms the wonderful views, points out the existing problems, and supplements and improves the solutions put forward by the students. Design Intention: Group discussion can cultivate students’ cooperative learning ability and oral expression ability. By connecting the text knowledge with practical problems, students can apply the learned communication skills to real scenarios, realizing the combination of knowledge and practice. The teacher’s guidance and comments can help students improve their oral expression ability and deepen their understanding of the text knowledge. Activity 2: Role-play The teacher designs two communication scenarios and asks students to perform role-play in groups: Scenario 1: A Chinese student talks with a foreign teacher about his study problems, but there is a misunderstanding because of improper expression. Then they solve the misunderstanding by using the communication skills learned in the text. Scenario 2: Two classmates have a conflict because of a misunderstanding in group work. They communicate effectively and resolve the conflict. Each group chooses one scenario to perform. Before the performance, students have 5 minutes to discuss the plot and lines. During the performance, the teacher asks other students to observe carefully and record the communication skills used by the performers. After the performance, the teacher invites students to comment on the performance, analyzes the advantages and disadvantages of the communication in the performance, and guides students to use the communication skills correctly. Design Intention: Role-play makes students be in the real communication scenario, which can effectively improve their ability to apply communication skills. By observing and commenting on the performance, students can further consolidate the learned communication skills and deepen their understanding of effective communication. At the same time, role-play can also stimulate students’ learning interest and make the class atmosphere more active. Activity 3: Summary and Extension First, the teacher invites students to summarize the content of this class: “What have we learned today? What are the key points of the text? What effective communication skills have we mastered?” Students take turns to summarize, and the teacher supplements and improves to help students sort out the knowledge of this class and form a complete knowledge system. Then, the teacher extends the topic: “Effective communication is very important in our daily life. In addition to the skills mentioned in the text, what other effective communication skills do you know? You can collect relevant materials after class and share them in the next class.” At the same time, the teacher encourages students to apply the communication skills learned today to their daily life, communicate with their classmates, teachers and family members effectively, and avoid misunderstandings. Design Intention: Summarizing the class content helps students consolidate the knowledge learned, sort out the knowledge framework, and improve their ability of induction and summary. The topic extension can expand students’ knowledge and stimulate their enthusiasm for autonomous learning. Encouraging students to apply the learned skills to daily life can realize the teaching goal of “applying what they have learned” and cultivate students’ practical ability. Step 5: Homework 1. Read the text again carefully, recite the key vocabularies and sentences, and write a short passage (about 100 words) to introduce the importance of effective communication and the skills you have learned. 2. Observe the communication scenarios around you, record the communication problems you find, and put forward solutions by using the communication skills learned in this class. 3. Collect 2-3 examples of cross-cultural communication, and analyze the communication barriers and solutions in these examples. Design Intention: Homework is an extension of classroom teaching, which can help students consolidate the knowledge and skills learned in class. Writing a short passage can improve students’ writing ability; observing and recording communication problems can help students apply the learned knowledge to real life; collecting cross-cultural communication examples can expand students’ horizons and deepen their understanding 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 $