Unit1 Reading A-Further Exploration 讲义-2025-2026学年高中英语沪外版选择性必修第三册

Unit 1 Achieving Effective Communication-Reading A-Further Exploration 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use environmental vocabulary and complex sentences, cultural awareness of global environmental cooperation, thinking quality of critical analysis on environmental issues, and learning ability to explore and practice environmental protection independently. 教学重难点 Key points: Master core vocabulary and sentence patterns about effective communication; understand the text’s structure and main ideas. Difficult points: Apply communication skills to practical scenarios and analyze cross-cultural communication barriers critically. 教学过程 Pre-reading: Lead-in and Preparation Activity 1: Warm-up Discussion The teacher starts the class with an open question: “What do you think is the most important factor in achieving effective communication? Is it speaking clearly, listening carefully, or something else?” Then, invite 3-4 students to share their opinions freely in English. After their sharing, the teacher makes a brief comment: “All your ideas are reasonable. Today, we will explore further about effective communication through Reading A, and you will learn more practical skills and profound insights.” Design Intention: This warm-up activity is designed to activate students’ prior knowledge and life experience related to communication. By asking an open question, it stimulates students’ thinking and enthusiasm for participation, creating a relaxed and active classroom atmosphere. It also naturally leads to the theme of the lesson, helping students establish a connection between their daily life and the text content, laying a solid foundation for the subsequent reading and exploration. Activity 2: Vocabulary and Background Preview The teacher presents 8-10 core vocabulary words related to the text on the screen, including “barrier”, “negotiate”, “feedback”, “nonverbal”, “empathy”, “misinterpret”, “facilitate” and “collaborate”. For each word, the teacher provides a simple English definition and a short example sentence closely related to communication, such as “A communication barrier is something that stops people from understanding each other clearly.” Then, ask students to read the words and example sentences aloud twice, and invite 2 students to make their own sentences with 2 different words respectively to check their preliminary mastery. In addition, the teacher briefly introduces the background of the text: “The text we are going to read is a further exploration of effective communication, which mainly discusses the importance of effective communication, common barriers and practical strategies to overcome them. It also involves some cross-cultural communication situations, which will help us better understand how to communicate with people from different cultural backgrounds.” Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary in advance helps students reduce reading obstacles and improve reading efficiency. By providing English definitions and example sentences, it helps students understand the meaning and usage of words in context, rather than just memorizing the Chinese meaning. The brief background introduction enables students to have a general understanding of the text’s main content and focus, guiding them to read with clear goals. While-reading: Text Analysis and Comprehension Activity 1: Skimming for Main Ideas Ask students to read the text quickly (skimming) and answer two questions: 1. What is the main topic of the text? 2. How many parts can the text be divided into, and what is the main idea of each part? After students finish reading, organize a whole-class discussion. First, invite students to answer the first question, and then guide them to divide the text into 3 parts: Part 1 (Paragraph 1-2): The importance of effective communication in personal and professional life; Part 2 (Paragraph 3-5): Common communication barriers and their causes; Part 3 (Paragraph 6-8): Practical strategies to achieve effective communication. The teacher summarizes and writes the structure on the blackboard or screen, helping students clarify the text’s logical framework. Design Intention: Skimming is an important fast reading skill. This activity aims to train students’ ability to grasp the main idea and logical structure of the text quickly. By dividing the text into parts and summarizing the main idea of each part, students can form a clear framework of the text, which is conducive to their in-depth understanding of the details later. At the same time, it cultivates students’ ability to analyze and sort out text information. Activity 2: Scanning for Key Details Ask students to read the text again carefully (scanning) and complete a detail-filling task. The task includes the following content: Effective communication can help people build good ______, resolve conflicts and improve ______ in work and study. Common communication barriers include ______, emotional barriers, cultural barriers and ______. To overcome communication barriers, we should practice ______, pay attention to ______ signals and provide timely and constructive feedback. After students finish the task, the teacher checks the answers with the whole class, and explains the key sentences related to the answers in detail. For example, when explaining the sentence “Nonverbal signals, such as body language, facial expressions and tone of voice, play an important role in communication”, the teacher can demonstrate simple body language (such as nodding, shaking hands) and ask students to guess the meaning, helping them understand the importance of nonverbal communication. Design Intention: Scanning is a skill to find specific information quickly. This detail-filling task guides students to focus on the key information in the text, deepening their understanding of the text content. By explaining key sentences and demonstrating nonverbal signals, it helps students master the core knowledge in the text and understand the practical meaning of the content, laying a foundation for the application of knowledge later. Activity 3: In-depth Analysis of Difficult Sentences The teacher selects 3-4 difficult sentences from the text and guides students to analyze them together, helping students break through the language difficulties. “One of the biggest challenges in effective communication is that people often misinterpret each other’s words or nonverbal signals, which can lead to misunderstandings and even conflicts.” Analysis: The teacher explains that “that” guides a predicative clause, and “which” guides a non-restrictive attributive clause modifying the whole preceding sentence. Then, ask students to translate the sentence into Chinese and discuss: “Why do people often misinterpret each other’s signals? What can we do to avoid this?” “Empathy, the ability to understand and share the feelings of others, is essential for effective communication because it helps us see things from the other person’s perspective.” Analysis: The teacher points out that “the ability to understand and share the feelings of others” is an appositive explaining “empathy”. Then, guide students to discuss: “What is empathy? How can we show empathy in daily communication?” “In cross-cultural communication, it is important to respect the cultural differences in communication styles, such as the degree of directness and the use of nonverbal signals.” Analysis: The teacher explains the structure “it is important to do sth.”, and emphasizes the importance of cultural respect in cross-cultural communication. Then, invite students to share the cultural differences in communication styles they know, such as the difference between Chinese and Western greeting styles. Design Intention: Difficult sentences are the key obstacles to students’ in-depth understanding of the text. By analyzing difficult sentences, it helps students master complex sentence structures and key vocabulary usage, improving their language analysis ability. At the same time, combining the analysis with discussion, it guides students to connect the text content with practical life, deepening their understanding of the text’s connotation and cultivating their critical thinking ability. Post-reading: Consolidation, Application and Exploration Activity 1: Group Discussion Divide students into groups of 4-5. Each group is given a discussion topic: “Suppose you are working in a team, and there is a communication barrier between two members, which leads to the delay of the team task. What communication barriers may exist? How will you use the strategies learned in the text to help them resolve the conflict and achieve effective communication?” Give students enough time to discuss, and ask each group to assign a recorder to take notes and a speaker to share the group’s opinions. During the discussion, the teacher walks around the classroom, provides guidance for groups with difficulties, and reminds students to use the vocabulary and strategies learned in the text. After the discussion, invite 2-3 groups to share their opinions. The teacher makes comments on each group’s sharing, affirming their reasonable ideas and putting forward suggestions for improvement. For example, if a group mentions “listening carefully”, the teacher can ask: “How can we show that we are listening carefully? Can you give some specific examples?” Design Intention: Group discussion is an effective way to cultivate students’ cooperative learning ability and oral expression ability. By setting a practical scenario, it guides students to apply the knowledge and strategies learned in the text to real-life situations, realizing the transformation from knowledge input to ability output. At the same time, it encourages students to think actively and express their opinions freely, cultivating their critical thinking and problem-solving ability. Activity 2: Role-play Based on the group discussion, ask each group to design a short role-play scenario according to their discussion content. The scenario should include communication barriers and the process of resolving them by using the strategies learned in the text. Each group prepares for 5 minutes, then invites 2 groups to perform their role-play in front of the class. After the performance, the teacher and other students make comments: 1. What communication barriers are reflected in the scenario? 2. Did they use the strategies learned in the text correctly? 3. What can be improved? Design Intention: Role-play makes the abstract communication strategies concrete and vivid, helping students better understand and master the application of the strategies. It also improves students’ oral expression ability and performance ability, making the classroom more interesting and interactive. Through comments, it helps students find their own shortcomings and learn from each other, further consolidating the knowledge learned. Activity 3: Further Exploration The teacher puts forward a deeper exploration question: “With the development of technology, more and more people communicate through online tools (such as WeChat, Zoom). What are the advantages and disadvantages of online communication compared with face-to-face communication? What strategies can we use to achieve effective online communication?” Invite students to share their opinions freely. The teacher guides students to think comprehensively: On the one hand, online communication is convenient and time-saving, which can connect people from different places; on the other hand, it lacks nonverbal signals, which is easy to cause misunderstandings. Then, guide students to put forward strategies for effective online communication, such as being clear and concise in expression, using appropriate emojis to convey emotions, and responding in a timely manner. In addition, the teacher introduces a short English article about online communication, and asks students to read it quickly and share the key points. This article supplements the text content, expanding students’ horizons and deepening their understanding of effective communication in the digital age. Design Intention: This activity is designed to extend the text content to the real-life situation in the digital age, guiding students to think about the impact of technology on communication and explore more practical communication strategies. It not only enriches the teaching content, but also cultivates students’ ability to think independently and solve practical problems, which is in line with the requirement of fostering students’ core literacy. Activity 4: Summary and Reflection First, ask students to summarize the key points of this lesson in their own words, including the importance of effective communication, common barriers and practical strategies. Then, the teacher makes a comprehensive summary, emphasizing that effective communication is a necessary skill in life and work, and encouraging students to apply the strategies learned in this lesson to their daily communication. Then, ask students to reflect on their own communication habits: “What are the advantages and disadvantages of your own communication style? What improvements can you make according to the strategies learned today?” Students can write down their reflections in a short paragraph (3-5 sentences) in English. Design Intention: Summary helps students sort out the knowledge learned in this lesson, forming a systematic knowledge framework. Reflection guides students to connect the text content with their own actual situation, realizing self-awareness and self-improvement. Writing reflections in English not only consolidates students’ language expression ability, but also deepens their understanding of the lesson’s content and its practical significance. 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 $