Unit2 Learning about Trade and Economy-Reading A-Digging in 讲义-2025-2026学年高中英语沪外版选择性必修第四册

Unit 2 Learning about Trade and Economy-Reading A-Digging in 教学目标和重难点 教学目标 It focuses on developing students’ language ability to master trade-related vocabulary and sentences, cultivates thinking quality through analyzing trade logic, fosters learning ability via autonomous and cooperative learning, and strengthens cultural awareness to understand global trade and China’s position. 教学重难点 Key points: Master core vocabulary and complex sentences about trade and economy; grasp the text’s structure and main ideas. Difficult points: Analyze the causes and impacts of trade phenomena and apply the learned knowledge to practical discussions. 教学过程 Lead-in The teacher starts the class by showing students a set of multimodal materials, including pictures of daily commodities with different origins (such as clothes made in China, chocolates from Switzerland, and electronic products from Japan), short video clips of international trade fairs, and simple infographics of China’s import and export data in recent years. Then, the teacher raises guiding questions in English: “Look at these things around us. Where do they come from? How do they get to our hands? What connects different countries in terms of goods exchange?” After asking the questions, the teacher gives students 3 minutes to discuss in pairs freely. During the discussion, the teacher walks around the classroom, listens to students’ conversations, and offers appropriate guidance to those who have difficulty expressing their ideas. For example, if a student cannot find the right words to describe “international trade”, the teacher can prompt with words like “trade between different countries” or “exchange of goods and services across borders”. After the pair discussion, invite 2-3 groups to share their opinions. Finally, the teacher summarizes: “These phenomena we just discussed are all part of international trade, which is the core topic of our Unit 2. Today, we will learn Reading A Digging in to explore more details about trade and economy.” Design Intention: The lead-in links students’ daily life with the unit topic, using multimodal resources to activate students’ prior knowledge and arouse their interest in learning. Pair discussion provides students with opportunities to practice oral expression, reduces their anxiety in speaking English, and naturally leads to the main content of the reading text, laying a solid foundation for the subsequent reading teaching. Pre-reading Vocabulary Preview The teacher presents the core vocabulary of the text on the screen, including nouns (trade, economy, barrier, tariff, free trade area, WTO), verbs (exchange, import, export, restrict, promote), adjectives (international, global, economic, competitive), and key phrases (dig into, in terms of, take measures to, be beneficial to). For each word or phrase, the teacher provides accurate English definitions, simple example sentences related to trade, and corresponding pictures or gestures to help students understand. For example, when explaining “trade barrier”, the teacher shows a picture of a customs inspection and says: “A trade barrier is a measure taken by a country to restrict imports, such as tariffs or quotas. For example, some countries set high tariffs on imported goods to protect their own industries.” After explaining the vocabulary, the teacher organizes a quick memory game: show the Chinese meaning of the words randomly, and ask students to stand up and say the corresponding English words quickly; or show the English words and ask students to make simple sentences orally. This activity lasts for 5 minutes, aiming to help students master the core vocabulary quickly and lay a foundation for understanding the text. Background Introduction The teacher briefly introduces the background of the text in English: “The text Digging in mainly talks about the development of international trade, the common trade barriers, and the role of international organizations such as WTO in promoting global trade. With the development of globalization, international trade has become an important part of the world economy, connecting countries closely. However, there are also some challenges in international trade, such as trade barriers, which we will learn about in the text.” At the same time, the teacher shows a simple map of global trade on the screen, marking the main trade regions and important trade routes, helping students form a preliminary understanding of the global trade pattern. Then, the teacher asks: “Do you know what WTO is? What is its function?” Invite students to share their existing knowledge, and the teacher supplements and corrects it briefly to help students understand the background knowledge related to the text. Design Intention: Vocabulary is the basis for understanding the text. Previewing core vocabulary helps students avoid obstacles in reading and improve reading efficiency. The background introduction helps students build a connection between the text and the real world, understand the practical significance of the text content, and stimulate their motivation to explore the text in depth. The interactive memory game makes vocabulary learning more interesting, avoiding the tediousness of mechanical memory. While-reading Skimming: Get the Main Idea The teacher asks students to read the text quickly (skimming) and complete two tasks: (1) Find out the main topic of the text; (2) Divide the text into several parts and summarize the main idea of each part. During the reading, the teacher reminds students not to pay too much attention to new words or difficult sentences, but to focus on the key information such as the beginning and end of each paragraph, and topic sentences. After students finish reading, the teacher invites several students to share their answers. Then, the teacher summarizes the structure of the text and the main idea: The text is divided into three parts. The first part (Paragraph 1) introduces the definition and importance of international trade; the second part (Paragraphs 2-4) discusses the common trade barriers and their impacts; the third part (Paragraph 5) introduces the role of international organizations such as WTO in promoting free trade and resolving trade disputes. The main idea of the text is to explore the development of international trade, the existing challenges, and the solutions. Design Intention: Skimming is an important reading strategy. Through this activity, students can quickly grasp the main idea and structure of the text, form an overall understanding of the text, and lay a foundation for detailed reading. At the same time, it helps students cultivate the ability to extract key information quickly, which is an important part of improving reading ability. Scanning: Find Detailed Information The teacher asks students to read the text again carefully (scanning) and complete the following detailed tasks in groups of 4. Each group is responsible for one part of the text, and then shares the results with the whole class. Task 1 (Responsible for Paragraph 1): (1) What is the definition of international trade? (2) What are the benefits of international trade for countries? (3) Find the key sentence of this paragraph. Task 2 (Responsible for Paragraphs 2-4): (1) What are the common trade barriers mentioned in the text? (2) What are the characteristics of each trade barrier? (3) What impacts do trade barriers have on international trade? Task 3 (Responsible for Paragraph 5): (1) What is the function of WTO? (2) How does WTO help promote international trade? (3) What other international organizations related to trade are mentioned in the text (if any)? During the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides guidance when necessary. For example, if a group cannot find the definition of international trade, the teacher can prompt them to look for the sentence starting with “International trade refers to...” in Paragraph 1. If a group has difficulty distinguishing different trade barriers, the teacher can help them sort out the characteristics of each barrier by listing simple examples. After the group discussion, each group sends a representative to share their answers with the whole class. The teacher comments on the answers, corrects mistakes, and supplements key points. For example, when introducing trade barriers, the teacher emphasizes: “The text mentions three main trade barriers: tariffs, quotas, and non-tariff barriers. Tariffs are taxes on imported goods; quotas limit the quantity of imported goods; non-tariff barriers include technical standards and inspection requirements.” Design Intention: Scanning helps students extract detailed information from the text, deepen their understanding of the text content. Group cooperation enables students to learn from each other, improve their cooperative learning ability and communication ability. Assigning different tasks to each group makes the discussion more targeted and efficient, and also cultivates students’ sense of responsibility. The teacher’s guidance and comments help students correct their misunderstandings and grasp the key details of the text. Close Reading: Analyze Sentences and Logical Relationships The teacher selects several key and difficult sentences from the text, guides students to analyze them in detail, and helps students understand the complex sentence structures and logical relationships in the text. Sentence 1: “International trade is the exchange of goods and services between different countries or regions, which plays an important role in promoting global economic development and cultural exchange.” The teacher guides students to analyze: (1) What is the main clause of this sentence? (International trade is the exchange of goods and services between different countries or regions.) (2) What is the attributive clause? (which plays an important role in promoting global economic development and cultural exchange.) (3) What is the function of the attributive clause? (It modifies the antecedent “international trade” and explains the role of international trade.) Then, the teacher asks students to make similar sentences with “which” to practice the attributive clause. Sentence 2: “Although trade barriers can protect domestic industries to a certain extent, they will also restrict the free flow of goods and services, which is not conducive to the long-term development of the global economy.” The teacher guides students to analyze: (1) What is the conjunction used in this sentence? (Although) (2) What is the logical relationship between the two clauses? (Contrast) (3) What is the meaning of this sentence? (Trade barriers have both advantages and disadvantages, but the disadvantages outweigh the advantages in the long run.) Then, the teacher asks students to discuss: “Do you agree with this view? Why or why not?” to cultivate students’ critical thinking. In addition, the teacher guides students to analyze the logical relationships between paragraphs. For example, the relationship between Paragraph 1 and Paragraphs 2-4 is “general to specific”: Paragraph 1 introduces the importance of international trade, and Paragraphs 2-4 discuss the challenges (trade barriers) in international trade. The relationship between Paragraphs 2-4 and Paragraph 5 is “problem-solution”: Paragraphs 2-4 put forward the problem of trade barriers, and Paragraph 5 introduces the solution (international organizations such as WTO). Design Intention: Close reading helps students break through the difficult points of the text, master complex sentence structures, and understand the logical relationships between sentences and paragraphs. Analyzing sentences and logical relationships not only improves students’ language ability but also cultivates their logical thinking ability. Asking students to make similar sentences and discuss views helps them apply the learned knowledge and develop critical thinking, which is in line with the requirements of core literacy. Post-reading Text Retelling The teacher asks students to retell the text in their own words, with the help of the text structure and key vocabulary summarized earlier. The teacher can first give a retelling outline: (1) The definition and importance of international trade; (2) Common trade barriers and their impacts; (3) The role of WTO in international trade. Students can retell the text individually, in pairs, or in groups. First, students practice retelling in pairs for 3 minutes. Then, invite 2-3 students to retell the text in front of the whole class. The teacher comments on their retelling, affirming their strengths (such as accurate use of key vocabulary, clear logic) and putting forward suggestions for improvement (such as adding more details, using more complex sentences). For students who have difficulty retelling, the teacher can prompt them with key words or sentences. Design Intention: Text retelling helps students consolidate the text content, improve their oral expression ability and logical organization ability. It also tests students’ mastery of the text and key vocabulary, helping the teacher understand students’ learning effect. Pair practice provides students with a safe and relaxed environment to practice oral English, reducing their speaking anxiety. Group Discussion The teacher puts forward a practical discussion topic: “With the development of globalization, China has become an important participant in international trade. What benefits does international trade bring to China? What challenges may China face? What measures should China take to deal with these challenges?” Students discuss this topic in groups of 4-5 for 8 minutes. During the discussion, the teacher requires students to use the key vocabulary and sentence patterns learned in the text, such as “trade barrier”, “promote”, “take measures to”, “be beneficial to”, and “although...”. The teacher walks around the classroom, listens to the discussion of each group, and provides guidance when necessary. For example, if a group cannot think of the benefits of international trade for China, the teacher can prompt: “Think about China’s export products, such as electronic products, textiles, etc. How do they help China’s economic development?” After the discussion, each group sends a representative to make a 2-3 minute report to the whole class, sharing the group’s views. Other groups can ask questions or put forward different opinions after the report. The teacher summarizes the discussion, affirms the positive views of each group, and guides students to form a correct understanding: International trade brings great benefits to China, such as promoting economic growth, creating employment opportunities, and introducing advanced technology and management experience. At the same time, China also faces challenges such as trade barriers and fierce international competition. China should take measures such as strengthening technological innovation, improving product quality, and participating in international trade rules-making to deal with these challenges. Design Intention: The discussion topic combines the text content with real life, enabling students to apply the learned knowledge to practical problems, improving their ability to use language comprehensively. Group discussion cultivates students’ cooperative learning ability, communication ability, and critical thinking ability. The teacher’s guidance and summary help students form a correct understanding of China’s position in international trade, strengthen their cultural confidence and global vision, which is in line with the requirements of cultural awareness in core literacy. Language Application The teacher arranges a writing task: Ask students to write a short passage (about 100 words) titled “My Views on International Trade”, using the key vocabulary and sentence patterns learned in the text. The teacher provides a writing outline: (1) What is international trade? (2) What are the advantages and disadvantages of international trade? (3) What is your attitude towards international trade? Students complete the writing task independently. During the writing process, the teacher walks around the classroom, provides help to students who have difficulty writing, such as guiding them to organize their ideas, choose appropriate words and sentences. After students finish writing, the teacher collects some representative compositions, reads them out in class, and comments on them, pointing out the advantages and disadvantages, and putting forward suggestions for improvement. Then, students exchange their compositions with their deskmates, revise and improve their own compositions according to their deskmates’ suggestions. Design Intention: Writing is an important part of language output. This writing task helps students consolidate the key vocabulary and sentence patterns learned in the text, improve their writing ability. Peer revision enables students to learn from each other, find their own mistakes, and improve their writing level. The teacher’s comments and guidance help students grasp the key points of writing and improve their ability to use language comprehensively. Summary and Homework Summary The teacher summarizes the whole class in English: “Today, we learned Reading A Digging in. We mastered the core vocabulary and key sentences about international trade, understood the definition, importance, trade barriers, and the role of WTO in international trade. We also practiced reading strategies such as skimming, scanning, and close reading, and improved our oral expression and writing ability through group discussion, text retelling, and writing tasks. I hope you can apply the knowledge you learned today to your daily life and pay more attention to the development of international trade.” Design Intention: The summary helps students sort out the knowledge learned in the class, consolidate the key points, and form a systematic understanding of the text. It also helps students review the learning process and clarify the learning objectives, enhancing their sense of achievement in learning. Homework Task 1: Review the core vocabulary and key sentences of the text, and recite them. Task 2: Revise the short passage written in class according to the teacher’s and deskmate’s suggestions, and hand it in the next class. Task 3: Surf the Internet to find a recent news report about international trade (in English), read it carefully, and write a 50-word summary of it. Task 4: Discuss with your family members about the impact of international trade on our daily life, and take notes of the key points. Design Intention: Homework is an extension of classroom teaching. Task 1 helps students consolidate the basic knowledge; Task 2 helps students improve their writing ability; Task 3 expands students’ knowledge, improves their extracurricular reading ability, and connects classroom learning with real life; Task 4 encourages students to communicate with their family members, deepen their understanding of the practical significance of international trade, and cultivate their ability to observe and think about real life. 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 $