Unit 1 Achieving Effective Communication-Reading B-Writing 讲义-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-Writing 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use communication-related words and sentences, cultural awareness to understand cross-cultural communication differences, thinking quality to analyze communication strategies logically, and learning ability to summarize and apply reading and writing skills independently. 教学重难点 Key points: Master core vocabulary and sentence patterns about effective communication, understand the structure and strategies in Reading B. Difficult points: Apply reading strategies to extract key information and write a coherent passage about communication experiences with proper logic. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class with an open question: “Have you ever met a situation where misunderstanding happened because of poor communication? How did you solve it?” Then, invite 2-3 students to share their real-life experiences briefly. After that, the teacher presents 3 pictures showing different communication scenarios: a student talking with a teacher, a group discussion among classmates, and a cross-cultural conversation between a Chinese student and a foreign student. The teacher asks: “What communication skills do people need in these scenarios? What makes communication effective?” Design Intention: This lead-in links the teaching content with students’ real life, which can quickly activate their prior knowledge about communication. Sharing personal experiences helps students feel the practical significance of effective communication, while the pictures provide visual support to arouse their interest in the topic. It lays a solid emotional and cognitive foundation for the subsequent reading and writing activities, and also reflects the cultivation of students’ learning ability by guiding them to connect new knowledge with their existing experience. Pre-reading: Preview Vocabulary and Predict the Text Vocabulary Preview: The teacher presents the core vocabulary of Reading B, including negotiate, conflict, resolve, empathy, nonverbal, gesture, maintain, appropriate, etc. For each word, the teacher provides simple English definitions and example sentences related to communication, such as “Negotiate means to discuss something with someone in order to reach an agreement” and “Empathy is the ability to understand and share the feelings of others.” Then, organize students to work in pairs to make 1-2 sentences with each word, and invite several pairs to present their sentences to check their mastery. Text Prediction: The teacher shows the title of Reading B “How to Achieve Effective Communication in Daily Life” and the first paragraph. Ask students to predict: “What aspects will the passage talk about? What effective communication strategies may be mentioned?” Students can discuss in groups of 4, and then share their predictions. The teacher writes down the key predictions on the blackboard, such as “listening skills”, “clear expression”, “body language”, etc. Design Intention: Previewing vocabulary helps students remove language barriers in reading, ensuring they can focus on understanding the text content instead of struggling with new words. Using English definitions and example sentences is in line with the requirements of cultivating students’ language ability, helping them master the usage of words in context. Text prediction can stimulate students’ thinking, train their ability to infer and predict based on limited information, which is an important part of developing their thinking quality. Group discussion also promotes students’ cooperative learning ability. While-reading: Analyze the Text and Master Core Content Skimming: Ask students to read the passage quickly and check their predictions. Then, ask them to answer two questions: (1) What is the main idea of the passage? (2) How many effective communication strategies are mentioned in the passage? After students finish reading, invite them to answer the questions. The teacher summarizes: The passage mainly introduces several practical strategies to achieve effective communication in daily life, including active listening, clear and concise expression, using appropriate nonverbal communication, showing empathy and respect, and resolving conflicts properly. Scanning: Ask students to read the passage again carefully and complete a table about the communication strategies, their specific requirements and examples. The table is as follows: Communication Strategies Specific Requirements Examples Active Listening Focus on the speaker, maintain eye contact, nod and respond appropriately When your friend talks about his troubles, listen carefully and say “I understand” Clear and Concise Expression Express your ideas clearly, avoid ambiguity, use simple and direct language When asking for help, say “Could you please help me with my homework?” instead of vague words Appropriate Nonverbal Communication Use gestures, facial expressions and body language correctly Smile when greeting others, avoid crossing arms when talking with others Empathy and Respect Put yourself in others’ shoes, respect others’ opinions and feelings If your classmate fails an exam, comfort him instead of laughing at him Resolving Conflicts Properly Stay calm, listen to others’ opinions, find a solution together When having a dispute with your friend, talk calmly and find a way to compromise After students complete the table, the teacher checks the answers with the whole class, and explains the key points in the text. For example, explain the sentence “Active listening is not just hearing; it is understanding the meaning behind the words” to help students understand the essence of active listening. At the same time, emphasize the key sentence patterns, such as “To achieve effective communication, we should...”, “It is important to...”, “When communicating with others, we need to...”, which will be used in the subsequent writing. Deep Reading: Ask students to read the passage again and discuss the following questions in groups: (1) Why is active listening the foundation of effective communication? (2) What will happen if we use inappropriate nonverbal communication? (3) How can we show empathy in communication? (4) What is the importance of resolving conflicts properly in daily communication? Each group chooses one question to discuss, and then sends a representative to share their opinions. The teacher makes appropriate comments and supplements, guiding students to think deeply about the significance of each communication strategy. Design Intention: Skimming helps students grasp the main idea of the text quickly, training their ability to extract key information. Scanning and completing the table enables students to understand the details of each communication strategy, master the structure of the text, and lay a foundation for the subsequent writing. Deep reading and group discussion guide students to think critically and logically, analyzing the reasons and significance of each strategy, which is conducive to the cultivation of their thinking quality. At the same time, explaining key words and sentences helps students improve their language ability, and group discussion enhances their cooperative learning ability. Post-reading: Summarize and Extend Text Summary: Ask students to summarize the passage in their own words, using the key vocabulary and sentence patterns they have learned. Invite 2-3 students to present their summaries, and the teacher makes comments and corrections, helping students improve their ability to organize language and summarize. Then, the teacher leads students to review the structure of the passage: introduction (the importance of effective communication) → body (several communication strategies with specific requirements and examples) → conclusion (the significance of mastering effective communication skills). Extension Activity: The teacher presents a cross-cultural communication scenario: “A Chinese student meets a foreign teacher and wants to invite him to a Chinese traditional festival party. How should he communicate with the foreign teacher? What communication strategies should he use?” Ask students to discuss in groups and design a short dialogue. Then, invite several groups to perform their dialogues in front of the class. After the performance, the teacher comments on their dialogues, focusing on whether they use the communication strategies learned in the text and whether the communication is appropriate. Design Intention: Text summary helps students consolidate the core content of the passage, improve their ability to summarize and organize language, which is an important part of cultivating their learning ability. The extension activity of cross-cultural communication scenario connects the text content with cross-cultural communication, helping students understand the differences in communication styles between different cultures, thus cultivating their cultural awareness. Designing and performing dialogues enables students to apply the communication strategies they have learned to practical scenarios, improving their language application ability and cooperative learning ability. Pre-writing: Guide to Writing and Lay the Foundation Writing Task Introduction: The teacher presents the writing task: “Write a short passage about your own experience of using effective communication strategies to solve a problem. Your passage should include the following parts: the background of the problem, the communication strategies you used, and the result of the communication. You should use the key vocabulary and sentence patterns learned in Reading B.” Brainstorming: Ask students to think about their own communication experiences, such as resolving conflicts with friends, communicating with teachers, or helping others solve communication problems. Guide students to list the key information of their experiences: when and where the event happened, who was involved, what the problem was, what communication strategies they used, and what the result was. Students can write down their ideas on the paper, and then discuss with their deskmates to supplement and improve their ideas. Outline Guidance: The teacher guides students to make a writing outline based on their brainstorming results. The outline is as follows: Introduction: Briefly introduce the background of the communication problem (e.g., I once had a conflict with my best friend because of a misunderstanding). Body: Detail the communication strategies you used to solve the problem (e.g., first, I listened to my friend’s feelings actively; then, I expressed my own ideas clearly and showed empathy; finally, we resolved the conflict through negotiation). Conclusion: Summarize the experience and the significance of effective communication (e.g., This experience made me realize that effective communication can help us resolve conflicts and maintain good relationships). Language Support: The teacher reviews the key vocabulary and sentence patterns learned in Reading B, and adds some useful expressions for writing, such as “At first... Then... Finally...”, “As a result...”, “From this experience, I learned that...”, “It is necessary to... in communication”. The teacher gives an example of a topic sentence for each part, such as “Last month, I had a big argument with my roommate because he often kept me awake at night” (introduction), “To solve this problem, I decided to use the communication strategies I learned” (body), “This experience taught me that effective communication is the key to a harmonious relationship” (conclusion). Design Intention: Clear writing task helps students clarify the requirements of the writing, avoiding blindness. Brainstorming guides students to recall their own experiences, ensuring they have something to write, which reduces the difficulty of writing. Outline guidance helps students sort out their ideas, ensuring the logicality and coherence of the passage, which is conducive to the cultivation of their thinking quality. Language support provides students with sufficient vocabulary and sentence patterns, helping them apply the knowledge learned in reading to writing, realizing the integration of reading and writing, and improving their language ability. While-writing: Independent Writing and Individual Guidance Ask students to start writing independently according to the outline and language support. The teacher walks around the classroom to provide individual guidance for students who have difficulties. For example, for students who cannot think of appropriate examples, the teacher can remind them of their daily experiences; for students who have problems with sentence structure, the teacher can help them correct and improve their sentences; for students who use vocabulary improperly, the teacher can guide them to choose the right words. At the same time, the teacher reminds students to pay attention to the logical connection between paragraphs, the correct use of tenses, and the spelling and punctuation of words. Design Intention: Independent writing allows students to apply the knowledge and skills they have learned to practice, which is the key link to improve their writing ability. Individual guidance can meet the different needs of students, help them solve their own problems in writing, and enhance their confidence in writing. Reminding students of writing details helps them form good writing habits, which is an important part of cultivating their learning ability. This link also reflects the student-centered teaching concept, focusing on the individual development of students. Post-writing: Evaluation, Revision and Improvement Peer Evaluation: Organize students to exchange their writing works with their deskmates. According to the evaluation criteria provided by the teacher, they evaluate each other’s works. The evaluation criteria include: (1) Whether the content is complete (covering the background, strategies and result); (2) Whether the logic is clear and coherent; (3) Whether the key vocabulary and sentence patterns are used correctly; (4) Whether there are any grammar, spelling or punctuation mistakes. Students should put forward specific revision suggestions for their deskmates’ works, such as “You can add more details about how you listened to your friend actively” or “You used the word ‘resolve’ incorrectly; it should be ‘resolved’ here”. Teacher Evaluation: The teacher collects several representative works (including excellent works and works with common problems) and comments on them in front of the whole class. For excellent works, the teacher affirms their strengths, such as clear logic, correct use of language and vivid details, and asks students to learn from them. For works with common problems, the teacher points out the problems and gives specific revision methods, such as how to improve the logical connection between paragraphs, how to use vocabulary and sentence patterns correctly. Independent Revision: Ask students to revise their own works according to the peer evaluation and teacher evaluation. After revision, students can submit their works to the teacher for further review. The teacher checks the revised works and gives final comments and suggestions. Design Intention: Peer evaluation not only helps students find out the problems in their own works through evaluating others’ works, but also improves their ability to evaluate and modify works, which is conducive to the cultivation of their learning ability. It also promotes mutual learning and communication between students, enhancing their cooperative learning ability. Teacher evaluation helps students grasp the key points of writing and the common problems, guiding them to improve their writing level. Independent revision allows students to actively correct their mistakes and improve their works, which helps them form a good learning habit of self-reflection and self-improvement. Summary and Homework Class Summary: The teacher summarizes the key content of the class: (1) We learned several effective communication strategies through Reading B, including active listening, clear expression, appropriate nonverbal communication, empathy and respect, and resolving conflicts properly; (2) We mastered the key vocabulary and sentence patterns related to effective communication; (3) We applied the knowledge learned in reading to writing, completing a passage about communication experience. The teacher emphasizes that effective communication is very important in daily life, and encourages students to use the communication strategies learned in the class to communicate with others, improving their communication ability. Homework: (1) Polish the revised writing work and copy it neatly; (2) Read Reading B again and recite the key sentences; (3) Observe the communication scenarios around you, record the effective communication strategies used by others, and write a short comment (about 50 words). Design Intention: Class summary helps students sort out the knowledge and skills learned in the class, consolidating the learning effect. Homework is an extension of classroom teaching: polishing the writing work helps students further improve their writing ability; reciting key sentences helps them consolidate the language knowledge; observing and recording communication strategies in real life helps students apply the knowledge learned in the class to daily life, realizing the connection between teaching and life, and cultivating their learning ability and practical application 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 $