Unit 1-Reading A-Listening, Viewing and Speaking 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-Listening, Viewing and Speaking 教学目标和重难点 教学目标 Language Competence: Master communication-related vocabulary and expressions, and improve abilities in listening, speaking, reading and understanding. Cultural Awareness: Understand cross-cultural communication differences and foster respect for diverse cultures. Thinking Quality: Develop critical thinking to analyze communication strategies. Learning Ability: Cultivate autonomous and cooperative learning skills in language practice. 教学重难点 Key Points: Grasp the main idea and details of Reading A, master core vocabulary and expressions about effective communication, and use listening skills to obtain key information. Difficult Points: Apply communication skills flexibly in speaking activities and understand cross-cultural communication barriers. 教学过程 Lead-in The teacher starts the class with a question-and-answer activity: “What is effective communication in your opinion? Can you give an example of successful or unsuccessful communication in your daily life?” Ask 3-4 students to share their ideas freely. Then, show some pictures on the screen, including scenes of people communicating face-to-face, making phone calls, and chatting online, and guide students to discuss: “What factors affect the effect of communication in these pictures?” After a 5-minute free discussion, the teacher briefly summarizes the students’ opinions, points out that effective communication involves both verbal and non-verbal skills, and naturally leads to the theme of this lesson—Achieving Effective Communication, and introduces the learning objectives of this class: to understand the skills of effective communication through Reading A, improve listening ability by listening to relevant materials, and practice speaking skills in practical activities. Design Intention: The question-and-answer and picture discussion activities are closely connected with students’ daily life, which can quickly arouse students’ interest in the theme, activate their existing knowledge and experience about communication, and lay a good foundation for the subsequent reading, listening and speaking activities. By guiding students to think about the factors affecting communication, it helps them initially establish the awareness of effective communication and clarify the learning direction of this lesson. Reading A: How I Conquered Stage Fright Pre-reading First, the teacher presents the new words and expressions in Reading A on the screen, including “stage fright, tremble, awkward, adjust, confident, engage”, etc. For each word and expression, the teacher explains its meaning and usage with simple English, and combines with simple sentences related to communication scenes, such as “Many people will feel stage fright when speaking in public.” “He adjusted his tone to make himself more friendly.” Then, ask students to read the new words and expressions aloud twice to familiarize themselves with their pronunciation and meaning. After that, the teacher asks a guiding question: “Have you ever experienced stage fright? How did you feel at that time? What did you do to deal with it?” Invite 2-3 students to share their experiences, which can not only help students connect the new words with their own experiences, but also lay an emotional foundation for understanding the text content. Design Intention: Pre-reading new words and expressions helps students remove language obstacles in reading, improve reading efficiency. Combining new words with daily communication scenes makes it easier for students to understand and remember them. The guiding question about stage fright is closely related to the main content of the text, which can arouse students’ emotional resonance, stimulate their desire to read the text, and help them better understand the author’s experience and feelings in the text. While-reading Step 1: Skimming. Ask students to read the text quickly and answer two questions: What is the main topic of the text? How did the author conquer stage fright? After students finish reading, invite them to answer the questions. The teacher corrects and summarizes: The text is a speech about the author’s experience of conquering stage fright, and the author conquered stage fright by preparing carefully, adjusting his attitude and engaging with the audience. Step 2: Scanning. Ask students to read the text again carefully and complete the following task: Fill in the blanks according to the text, which includes the author’s feelings at different stages (before the speech, at the beginning of the speech, during the speech) and the specific measures he took. The blanks are designed to cover the key details of the text, such as “Before the speech, the author felt ______ and his knees were ______.” “At the beginning of the speech, he ______ his tone and tried to ______ the audience.” After students finish the task, the teacher checks the answers with the whole class, and explains the key sentences and details in the text, such as the sentence “By a direct process of memory I go back forty years, less one month — for I’m older than I look.”, and guides students to understand the author’s humor and the purpose of using this sentence to attract the audience’s attention. Step 3: Deep reading. Divide students into groups of 4, and ask each group to discuss the following questions: What are the key factors that helped the author conquer stage fright? What can we learn from the author’s experience about effective communication in public speaking? Do you think the author’s methods are suitable for everyone? Why or why not? During the group discussion, the teacher walks around the classroom, listens to the students’ discussions, and gives appropriate guidance when necessary, such as reminding students to find supporting details from the text to support their views. After the discussion, each group sends a representative to share their group’s views, and the teacher makes comments and summaries, emphasizing that effective public speaking requires careful preparation, positive attitude, and timely interaction with the audience, which are also important skills for effective communication. Design Intention: Skimming helps students grasp the main idea of the text quickly, training their ability to obtain key information in a short time. Scanning focuses on the key details of the text, helping students deepen their understanding of the text content and master the important information in the text. Deep reading through group discussion not only cultivates students’ cooperative learning ability, but also guides them to think deeply about the theme of effective communication, combines the text content with practical life, and improves their critical thinking ability. The teacher’s guidance and comments can help students correct their misunderstandings and deepen their understanding of the text. Post-reading First, ask students to retell the text briefly with their own words, using the new words and expressions they have learned. Invite 2-3 students to retell in front of the class, and the teacher comments on their retelling, affirming their strengths and pointing out the places that need improvement, such as the use of words and the fluency of expression. Then, organize a small discussion: “What other skills can help us achieve effective communication in public speaking?” Guide students to think and expand, and summarize the skills they put forward, such as maintaining eye contact, using body language properly, and speaking clearly and loudly. Design Intention: Retelling the text helps students consolidate the text content and the new words and expressions they have learned, and improve their oral expression ability. The small discussion after retelling helps students expand their thinking, connect the text content with practical communication skills, and lay a foundation for the subsequent speaking activities. Listening Pre-listening The teacher introduces the topic of the listening material: “Today we will listen to a podcast about barriers to effective communication. Before listening, let’s think about: What are the common barriers to effective communication in our daily life?” Ask students to discuss freely, and the teacher lists the barriers they mention on the screen, such as noise, lack of attention, cultural differences, etc. Then, the teacher presents some key words and expressions in the listening material, such as “barrier, distraction, misinterpretation, cultural difference, active listening”, and explains their meanings briefly, helping students preview the listening content and remove language obstacles. Design Intention: Pre-listening discussion helps students activate their existing knowledge about communication barriers, make full psychological preparation for listening, and improve their ability to predict the listening content. Previewing key words and expressions helps students better understand the listening material and grasp the key information in the listening process. While-listening Step 1: Play the listening material for the first time, and ask students to listen carefully and answer the following question: What are the main barriers to effective communication mentioned in the podcast? After listening, invite students to answer the question, and the teacher corrects and summarizes the main barriers: distraction, misinterpretation, cultural differences and lack of active listening. Step 2: Play the listening material for the second time, and ask students to listen carefully again and complete a table. The table includes two columns: “Barriers to Effective Communication” and “Specific Performances”. Students need to fill in the specific performances of each barrier according to the listening material. After students finish filling in the table, the teacher checks the answers with the whole class, and plays the key parts of the listening material again if necessary, helping students confirm the information and correct their mistakes. Step 3: Play the listening material for the third time, and ask students to listen and take notes about the suggestions mentioned in the podcast to overcome these communication barriers. After listening, ask students to share their notes, and the teacher summarizes the suggestions: focus on the speaker, ask questions to confirm understanding, respect cultural differences, and practice active listening. Design Intention: Playing the listening material for many times, with progressive tasks, conforms to the law of listening teaching. The first listening focuses on the main idea, the second listening focuses on key details, and the third listening focuses on practical suggestions. This step-by-step training helps students gradually improve their listening ability, master the skills of obtaining different types of information in listening, and lay a foundation for the subsequent application of communication skills. Post-listening Organize students to discuss in groups: “Which of these communication barriers have you encountered in your daily life? How did you overcome them? Do you think the suggestions in the podcast are useful for you?” Each group discusses for a few minutes, and then each group sends a representative to share their discussion results. The teacher makes comments and summaries, emphasizing the importance of overcoming communication barriers in achieving effective communication, and encouraging students to apply the suggestions in the podcast to their daily communication. Design Intention: Post-listening discussion connects the listening content with students’ daily life, helps students deepen their understanding of communication barriers and solutions, and improves their ability to apply the knowledge they have learned to practical situations. At the same time, it also provides a transition for the subsequent viewing and speaking activities. Viewing Pre-viewing The teacher introduces the viewing material: “We will watch a news report about how smartphone technology assists Stephen Hawking with communication. Before watching, let’s think about: How do you think technology can help people with communication difficulties?” Ask students to share their ideas, and the teacher briefly comments, then presents some key words and expressions related to the viewing material, such as “smartphone technology, assist, communication difficulty, gesture, voice synthesis”, and explains their meanings, helping students preview the viewing content. Design Intention: Pre-viewing guidance helps students understand the theme of the viewing material in advance, activate their existing knowledge about technology and communication, and make it easier for them to understand the content of the news report. Previewing key words and expressions helps students remove language obstacles in viewing and improve their ability to obtain information from the video. While-viewing Step 1: Play the video for the first time, and ask students to watch carefully and answer the following questions: What communication difficulty did Stephen Hawking have? How did smartphone technology assist him with communication? After watching, invite students to answer the questions, and the teacher corrects and summarizes: Stephen Hawking had difficulty in speaking and moving, and smartphone technology helped him communicate by recognizing his gestures and converting them into voice through voice synthesis. Step 2: Play the video for the second time, and ask students to watch carefully again and take notes about the specific functions of the smartphone technology mentioned in the video. After watching, ask students to share their notes, and the teacher supplements and summarizes the specific functions: recognizing hand gestures, converting gestures into text, synthesizing text into voice, and adjusting the speed and tone of the voice. Step 3: Play the video for the third time, and ask students to watch and pay attention to the importance of communication for Stephen Hawking and the role of technology in helping people with communication difficulties. After watching, ask students to express their feelings briefly, such as “I think technology is very powerful, which can help people with communication difficulties realize their desire to communicate.” Design Intention: Playing the video for many times, with different viewing tasks each time, helps students gradually deepen their understanding of the video content. The first viewing focuses on the main information, the second viewing focuses on specific details, and the third viewing focuses on emotional experience and theme understanding. This not only improves students’ viewing ability, but also helps them realize the importance of effective communication and the role of technology in communication, which enriches the connotation of the lesson theme. Post-viewing Organize a class discussion: “In addition to the smartphone technology mentioned in the video, what other technologies can help people achieve effective communication? What impact do you think these technologies have on our daily communication?” Guide students to think about the role of technology in communication, such as WeChat, video calls, translation software, etc. Invite students to share their views freely, and the teacher makes comments and summaries, emphasizing that technology can break the barriers of communication and make communication more convenient and efficient, but we should also pay attention to the rational use of technology and not rely too much on it. Design Intention: Post-viewing discussion helps students expand their thinking, connect the viewing content with the development of science and technology and their daily life, and deepen their understanding of the theme of effective communication. At the same time, it also cultivates students’ ability to think about the impact of technology on society and life, and improves their comprehensive quality. Speaking Pre-speaking The teacher summarizes the knowledge and skills learned in this lesson: through Reading A, we learned the skills of overcoming stage fright and effective public speaking; through listening, we learned the barriers to effective communication and solutions; through viewing, we learned the role of technology in helping communication. Then, the teacher introduces the speaking task: “Today we will have a speaking activity. You will work in groups to create a short scene about effective communication, and perform it in front of the class. The scene can be set in school, family or workplace, and you need to apply the communication skills and knowledge we have learned in this lesson.” Then, the teacher presents the evaluation criteria for the speaking performance: The scene is realistic and closely related to the theme of effective communication; The language is accurate and fluent, and can use the new words and expressions learned in this lesson; The communication skills are applied properly; The performance is natural and vivid. Design Intention: Pre-speaking summary helps students sort out the knowledge and skills learned in this lesson, and lay a foundation for the speaking activity. Introducing the speaking task and evaluation criteria clearly helps students understand the requirements of the activity, clarify their goals, and improve the efficiency and quality of the speaking activity. While-speaking Divide students into groups of 5-6, and give them time to discuss and create their own scenes. During the discussion, the teacher walks around the classroom, listens to the students’ ideas, and gives appropriate guidance when necessary, such as helping students design the plot of the scene, reminding them to apply the communication skills learned in this lesson, and correcting their incorrect use of language. After the discussion, each group prepares their performance. When each group performs, the other students watch carefully and take notes according to the evaluation criteria, and score the performing group after the performance. Design Intention: Group cooperation in creating and performing scenes not only cultivates students’ cooperative learning ability and creative thinking ability, but also provides students with a platform to practice their oral expression ability and apply communication skills. Letting students score each other helps them improve their ability to evaluate others and themselves, and also increases their participation in the activity. Post-speaking After all groups finish their performances, the teacher makes comments on each group’s performance, affirming their strengths, such as realistic scenes, fluent language, and proper application of communication skills, and pointing out the places that need improvement, such as the inappropriate use of some words and expressions, or the lack of natural performance. Then, the teacher selects the best performing group and awards them small prizes to encourage students. Finally, the teacher summarizes the speaking activity, emphasizing that effective communication is very important in our daily life, and we should apply the communication skills learned in this lesson to our daily communication to improve our communication ability. Design Intention: The teacher’s comments help students recognize their strengths and weaknesses, and improve their oral expression ability and communication skills. Awarding prizes can stimulate students’ enthusiasm for participation and enhance their confidence in speaking English. The final summary helps students consolidate the knowledge and skills learned in this lesson, and deepen their understanding of the importance of effective communication. Summary and Homework Summary The teacher summarizes the whole lesson: In this lesson, we learned about the author’s experience of conquering stage fright through Reading A, mastered the skills of effective public speaking; we understood the barriers to effective communication and solutions through listening; we learned the role of technology in helping communication through viewing; and we practiced our oral expression ability and communication skills through the speaking activity. We should remember that effective communication requires not only good language skills, but also positive attitude, appropriate skills and respect for others. I hope you can apply the knowledge and skills learned in this lesson to your daily life and become good communicators. Design Intention: The summary of the whole lesson helps students sort out the knowledge and skills learned in this lesson, form a systematic understanding, and deepen their memory of the lesson content. At the same time, it also guides students to apply the knowledge and skills to their daily life, realizing the teaching goal of applying what they have learned. Homework Read Reading A again and write a short passage (about 100 words) to share your experience of overcoming communication difficulties, using the new words and expressions learned in this lesson. Listen to the listening material again and retell the main content to your family or friends in English. With your partner, practice the speaking scene you created in class again, and improve it according to the teacher’s comments. Search for more information about effective communication skills and share it in the next class. Design Intention: The homework is designed to consolidate the knowledge and skills learned in this lesson, and extend the learning content to after class. Writing a short passage helps students consolidate the text content and new words and expressions, and improve their written expression ability. Retelling the listening material helps students consolidate their listening and oral expression ability. Practicing the speaking scene again helps students improve their speaking skills. Searching for relevant information helps students expand their knowledge and cultivate their autonomous learning ability. 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 $