Unit 1 Achieving Effective Communication-Reading B-Critical Thinking 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 B-Critical Thinking 教学目标和重难点 教学目标 It focuses on improving students’ language ability to analyze and express communication-related contents, cultivating cultural awareness of cross-cultural communication differences, developing critical thinking to judge communication effectiveness, and fostering learning ability to summarize and apply communication skills independently. 教学重难点 Key: Master the core vocabulary and sentence patterns about effective communication, and grasp the logical structure of the text. Difficulty: Use critical thinking to analyze communication cases and put forward reasonable suggestions for improving communication effectiveness. 教学过程 Pre-Reading: Lead-in and Preparation Activity 1: Warm-up Discussion The teacher starts the class with an open question: “Have you ever met a situation where your words were misunderstood by others? How did you feel and solve it?” Then, invite 3-4 students to share their personal experiences in English. After each sharing, the teacher gives simple comments, focusing on affirming students’ courage to express and guiding them to realize the importance of effective communication. Then, the teacher presents the topic of this lesson: “Today, we will learn Reading B and use critical thinking to explore how to achieve effective communication, so as to avoid misunderstandings in daily communication.” Design Intention: Starting from students’ real life experiences, it can quickly arouse their interest in the topic, activate their prior knowledge about communication, and create a relaxed and interactive classroom atmosphere. At the same time, it can naturally lead to the core content of the lesson, laying a foundation for the subsequent reading and critical thinking activities. In addition, it can exercise students’ oral expression ability and help the teacher understand students’ current cognitive level of effective communication. Activity 2: Vocabulary and Background Preview The teacher presents the core vocabulary and phrases related to the text on the screen, including “misunderstand”, “convey”, “tone”, “body language”, “feedback”, “critical thinking” and so on. For each word and phrase, the teacher explains its meaning briefly with simple English, and gives example sentences closely related to daily communication, such as “Your tone of voice will affect how others understand your words.” Then, the teacher briefly introduces the background of the text: the text mainly discusses the importance of effective communication in different scenarios, analyzes the factors that affect communication effectiveness, and puts forward practical suggestions, which is closely related to students’ study and life. Finally, the teacher asks students to predict the main content of the text according to the title and vocabulary, and write down 1-2 predicted questions, such as “What factors will affect effective communication?” Design Intention: Previewing core vocabulary in advance can help students remove language obstacles in reading, improve reading speed and comprehension. The background introduction enables students to have a preliminary understanding of the text, which is conducive to their in-depth grasp of the text content. Predicting the text content can stimulate students’ reading motivation, cultivate their ability of logical speculation, and make their reading more targeted. While-Reading: Text Analysis and Critical Thinking Enlightenment Activity 1: Skimming for Main Idea Ask students to read the text quickly, and then complete two tasks: first, summarize the main idea of the text in one sentence; second, divide the text into several parts and briefly describe the main content of each part. After students finish, organize them to exchange their answers in groups of 4. Each group selects a representative to report, and the teacher comments and sorts out the key points: the text is divided into three parts. The first part (Paragraph 1) points out that effective communication is crucial in daily life and work; the second part (Paragraphs 2-4) analyzes the three key factors affecting effective communication: clear expression, appropriate body language and timely feedback; the third part (Paragraph 5) puts forward suggestions on how to improve communication skills through critical thinking. Design Intention: Skimming training can help students quickly grasp the core content of the text, cultivate their ability of information induction and generalization. Group exchange enables students to learn from each other, complement each other’s deficiencies, and improve their ability of cooperative learning. The teacher’s comments can help students correct their misunderstandings and establish a clear logical framework of the text, laying a foundation for in-depth reading and critical thinking. Activity 2: Scanning for Key Details Ask students to read the text again carefully, and find out the specific content corresponding to the following questions: 1. What is the definition of effective communication mentioned in the text? 2. What are the specific manifestations of appropriate body language? 3. Why is timely feedback important for effective communication? 4. What suggestions does the text put forward to improve communication skills? Students can mark the key sentences in the text while reading, and then answer the questions independently. After that, the teacher checks the answers one by one, explains the difficult sentences in the text, such as complex sentences and long sentences, and guides students to understand the accurate meaning of the text. For example, when explaining the sentence “Effective communication is not just about speaking clearly, but also about listening carefully and responding appropriately”, the teacher emphasizes the collocation of “not just...but also...” and guides students to understand the comprehensiveness of effective communication. Design Intention: Scanning training can help students accurately find specific information in the text, improve their ability of information extraction. Answering questions independently can cultivate students’ independent learning ability. Explaining difficult sentences can help students break through language difficulties, deepen their understanding of the text content, and lay a solid foundation for the subsequent critical thinking activities. Activity 3: Critical Thinking Guidance - Question Exploration On the basis of understanding the text content, the teacher puts forward a series of critical thinking questions to guide students to think in depth: 1. Do you agree with the three factors affecting effective communication mentioned in the text? Are there any other factors that you think can affect communication effectiveness? 2. The text says that timely feedback is important. Can you give an example in your life to illustrate the impact of timely feedback and delayed feedback on communication? 3. The text puts forward suggestions for improving communication skills. Do you think these suggestions are practical? Can you add other reasonable suggestions? 4. In cross-cultural communication, what special factors should we pay attention to to achieve effective communication? Invite students to think independently for 5 minutes first, then discuss in groups, and record the key points of the discussion. Each group selects a representative to express the group’s views, and other groups can supplement or put forward different opinions. The teacher guides the discussion direction, encourages students to put forward their own views boldly, and helps students sort out their thinking. Design Intention: Through critical thinking questions, students are guided to break through the limitations of the text, think independently and explore deeply. Independent thinking and group discussion can stimulate students’ thinking vitality, cultivate their ability of critical analysis and logical reasoning. Encouraging students to put forward different views can help them form a comprehensive and objective understanding of effective communication, and lay a foundation for the application of critical thinking in practical communication. Post-Reading: Consolidation, Application and Reflection Activity 1: Text Retelling with Critical Thinking Ask students to retell the main content of the text in their own words, and require them to integrate their own critical thinking views, such as adding their own understanding of the factors affecting effective communication or supplementing practical suggestions. Students can prepare for 3 minutes first, then take turns to retell in front of the class. The teacher evaluates students’ retelling from the aspects of language fluency, content completeness and critical thinking, affirms their advantages, and puts forward suggestions for improvement. For example, if a student only retells the content of the text without adding their own views, the teacher can guide them: “You retold the text very fluently. Can you add a factor that you think affects effective communication according to your own experience?” Design Intention: Text retelling can help students consolidate the text content, improve their oral expression ability and language organization ability. Integrating critical thinking views into retelling can further deepen students’ understanding of the text and cultivate their ability of combining theory with practice. The teacher’s evaluation can help students find their own deficiencies and improve their comprehensive language application ability. Activity 2: Case Analysis and Practice The teacher presents two real communication cases on the screen: Case 1: A student asks the teacher a question, but because the student speaks too fast and does not express clearly, the teacher fails to understand the question, and the student feels frustrated. Case 2: In a group discussion, a student always interrupts others’ speeches, and does not listen to others’ opinions, resulting in the failure of the group discussion to achieve the expected effect. Ask students to analyze the two cases in groups, find out the problems in communication, and put forward specific improvement suggestions based on the knowledge and critical thinking learned in this lesson. Each group writes down the analysis results and improvement suggestions on the blackboard, and the teacher comments and summarizes, emphasizing that effective communication requires clear expression, respectful listening, timely feedback and other key points, and guiding students to apply the knowledge learned to solve practical communication problems. Design Intention: Case analysis is closely combined with students’ real study and life, which can enhance the practicality of the lesson. Through analyzing cases and putting forward improvement suggestions, students can further apply the knowledge and critical thinking learned, improve their ability of solving practical problems, and realize the value of knowledge application. Group cooperation can also enhance students’ sense of teamwork and communication ability. Activity 3: Group Project - Design a Communication Plan Divide students into groups of 5, and assign the group project: Design a communication plan for a class meeting with the theme of “How to Achieve Effective Communication Between Teachers and Students”. The plan should include the purpose of the class meeting, the process of the activity, the key points of communication to be paid attention to, and the methods to solve possible communication conflicts. Each group discusses and designs the plan, and requires to integrate the critical thinking views learned in this lesson, such as considering the differences in communication styles between teachers and students, and putting forward targeted communication strategies. After the groups finish designing, each group selects a representative to present the communication plan, and other groups evaluate and put forward modification suggestions. The teacher makes a final comment, affirms the highlights of each group’s plan, and guides students to improve the plan, so that it is more practical and operable. Design Intention: The group project can comprehensively examine students’ mastery of knowledge, critical thinking ability and cooperative learning ability. Designing a communication plan for teachers and students can make students deeply understand the application of effective communication in real scenarios, and improve their ability of planning and solving practical problems. Mutual evaluation between groups can help students learn from each other, broaden their thinking, and further improve their critical thinking and innovation ability. Activity 4: Summary and Reflection First, the teacher invites students to summarize the key content of this lesson independently, including the core vocabulary, the main idea of the text, the factors affecting effective communication and the methods to improve communication skills. Then, the teacher guides students to reflect on their own performance in this lesson: What have you learned in this lesson? What aspects of your critical thinking have been improved? What problems do you still have in understanding effective communication? How will you apply the knowledge and skills learned in this lesson to your daily communication? Students can write down their reflections in their notebooks, and some students can share their reflection results with the class. Finally, the teacher makes a summary of the lesson, emphasizing that effective communication is a necessary skill in life, and critical thinking is an important guarantee for achieving effective communication. It is hoped that students can continuously practice and improve their communication ability and critical thinking ability in daily life. Design Intention: Summarizing the lesson can help students sort out the knowledge system and consolidate the learning results. Reflecting on their own performance can help students realize their own advantages and deficiencies, and enhance their awareness of autonomous learning. Writing reflections can cultivate students’ ability of self-examination and summary, and laying a foundation for their lifelong learning. The teacher’s summary can further strengthen students’ understanding of the core content of the lesson and guide them to apply the knowledge learned to practice. 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 $