Unit2 Reading A-Listening, Viewing and Speaking 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-Listening, Viewing and Speaking 教学目标和重难点 教学目标 Language Ability: Students can master core vocabulary and sentence patterns related to trade and economy, understand the main idea and details of Reading A, and express views on trade issues fluently through listening, speaking and viewing activities. Cultural Awareness: Students can understand the characteristics of trade in different countries, recognize the significance of global economic integration, and cultivate respect for cultural diversity in international trade. Thinking Quality: Students can analyze the role of trade in economic development, conduct logical reasoning and critical thinking on trade phenomena, and form their own views. Learning Ability: Students can use reading, listening and speaking strategies flexibly, actively participate in cooperative learning, and improve their ability of independent learning and knowledge transfer. 教学重难点 Key Points: Mastering core vocabulary (such as trade barrier, economic growth, globalization) and sentence patterns in Reading A; understanding the structure of the article and the author’s main arguments; improving listening comprehension ability of trade-related materials and being able to express personal views on trade and economy clearly. Difficult Points: Understanding abstract economic concepts (such as comparative advantage, trade balance) in the text; analyzing long and difficult sentences in Reading A accurately; applying listening and reading knowledge to practical speaking activities and achieving effective cross-cultural communication. 教学过程 Lead-in (Warm-up and Preview) The teacher starts the class with a question-and-answer activity: “What products around you are imported from other countries? And what Chinese products do you think are popular in foreign countries?” Then, the teacher shows some pictures of typical trade products (such as Chinese tea, electronic products from Japan, clothing from Italy) on the screen, and invites students to share their views on these products and their understanding of trade. After that, the teacher briefly introduces the topic of this unit—Learning about Trade and Economy, and leads students to review the previewed new words and phrases of Reading A, such as “trade barrier”, “economic growth”, “globalization”, “comparative advantage” and “trade balance”. For difficult words, the teacher explains them in combination with simple examples, such as “Comparative advantage means that a country can produce a certain product at a lower opportunity cost than other countries.” Design Intention: The question-and-answer activity and picture display are closely connected with students’ daily life, which can quickly arouse students’ interest in the topic of trade and activate their existing knowledge reserve. Reviewing new words and phrases in advance helps students remove language obstacles in subsequent reading and listening activities, lays a solid foundation for the smooth development of the class, and also cultivates students’ preview habits, which is in line with the requirements of learning ability cultivation. Reading A: Comprehension andamp; Analysis Skimming (Global Understanding) The teacher asks students to read Reading A quickly and answer two questions: What is the main topic of the article? What are the two main aspects discussed in the article about the power of trade? After students finish reading, the teacher invites several students to share their answers, and then summarizes: The main topic of the article is “The Power of Trade”; the article mainly discusses how trade promotes national economic development and people’s living standards, and the impact of trade on globalization and international cooperation. During the process, the teacher guides students to pay attention to the title and the first and last paragraphs of the article, which helps them grasp the main idea quickly. Design Intention: Skimming is an important reading strategy. Through this activity, students can quickly obtain the core information of the article, improve their reading efficiency, and cultivate their ability to grasp the overall structure of the text. At the same time, it helps students form a preliminary understanding of the content of the article, laying the foundation for in-depth reading. Scanning (Detailed Understanding) The teacher divides students into 4 groups, and assigns each group a specific paragraph of Reading A to read carefully. The task of each group is to find out the key points and supporting details of the assigned paragraph. For example, Group 1 is responsible for Paragraph 1 and 2, and needs to find out the definition of trade and its basic functions; Group 2 is responsible for Paragraph 3 and 4, and needs to find out how trade promotes economic growth; Group 3 is responsible for Paragraph 5 and 6, and needs to analyze the impact of trade on globalization; Group 4 is responsible for Paragraph 7 and 8, and needs to summarize the importance of trade policies. After the group discussion, each group sends a representative to present their findings to the whole class, and the teacher makes comments and supplements, emphasizing the key information and correcting the wrong understanding of students. Design Intention: Scanning helps students extract specific information from the text accurately, and improves their ability to find details. Group cooperation learning not only can stimulate students’ learning enthusiasm, but also can let students learn from each other, complement each other’s advantages, and improve their cooperative learning ability. The teacher’s comments and supplements can help students deepen their understanding of the text and grasp the key points of each paragraph, which is conducive to the cultivation of students’ language ability and thinking quality. Text Analysis (Language and Structure) First, the teacher focuses on analyzing the long and difficult sentences in Reading A, such as “Trade not only promotes the exchange of goods and services between countries, but also promotes the flow of capital, technology and talents, which plays an important role in promoting global economic growth.” The teacher decomposes the sentence structure, explains the usage of “not only...but also...” and the attributive clause, and asks students to make sentences with similar structures to consolidate their understanding. Then, the teacher guides students to analyze the structure of the article: the article adopts the “total-subtotal” structure, which first puts forward the core view that trade has great power, then elaborates on the specific performance of trade’s power from different aspects, and finally summarizes the importance of trade policies. The teacher also asks students to mark the transition words in the article, such as “besides”, “however”, “therefore”, and explains their functions in connecting the context. Design Intention: Analyzing long and difficult sentences helps students break through the language difficulties in reading, improve their ability to understand complex sentences, and lay a foundation for their future reading and writing. Analyzing the article structure helps students master the writing characteristics of expository articles, improve their logical thinking ability, and at the same time, let students learn to use transition words to make their expressions more coherent, which is in line with the requirements of language ability and thinking quality cultivation. Critical Thinking and Discussion The teacher puts forward two discussion questions: Do you think trade is always beneficial to all countries? Why or why not? What challenges may countries face in the process of international trade? How can they solve these challenges? Students are asked to discuss these two questions in groups of 4, and each group is required to put forward at least two viewpoints and support their viewpoints with specific examples. After the discussion, each group sends a representative to express their group’s views, and the teacher guides students to conduct in-depth thinking and evaluation. For example, some students may think that trade may bring trade frictions between countries, and the teacher can guide students to think about how to solve trade frictions through negotiation and cooperation. Design Intention: This activity is designed to cultivate students’ critical thinking ability. It guides students not only to understand the positive role of trade, but also to see the potential problems in trade, so as to form a comprehensive and objective understanding of trade. Group discussion can stimulate students’ thinking, let students express their views freely, and improve their oral expression ability. At the same time, it helps students understand the complexity of international trade, cultivate their global vision, and conform to the requirements of cultural awareness and thinking quality cultivation. Listening: Comprehension and Practice Pre-listening Preparation The teacher introduces the topic of the listening material: “Today we will listen to a mini-lecture about ‘Why Do We Need to Study Economics?’, which is closely related to our unit topic—Trade and Economy.” Then, the teacher presents some key vocabulary and phrases in the listening material, such as “economics”, “resource allocation”, “supply and demand”, “market economy”, and explains their meanings and usages. The teacher also asks students to predict the content of the listening material according to the title: “What do you think the speaker will talk about in the mini-lecture? What are the reasons for studying economics?” Design Intention: Pre-listening preparation helps students familiarize themselves with the key vocabulary in the listening material, reduce listening obstacles, and improve their listening comprehension ability. Predicting the content of the listening material can stimulate students’ listening interest, make students listen with purpose, and cultivate their ability of predicting and inferring, which is in line with the requirements of learning ability cultivation. While-listening Practice The teacher plays the listening material twice. For the first time, students are asked to listen carefully and answer the main idea of the mini-lecture: “What is the main purpose of the speaker’s mini-lecture?” For the second time, students are asked to listen again and fill in the blanks in the listening task sheet. The blanks mainly involve key information such as the reasons for studying economics (helping us understand the operation of the society, making rational decisions, etc.) and the relationship between economics and trade. During the process, the teacher reminds students to take notes briefly, such as key words and phrases, to help them remember the information. Design Intention: Listening twice step by step helps students grasp the listening content from the overall to the details. The first listening focuses on the main idea, and the second listening focuses on specific information, which conforms to the law of listening comprehension. Asking students to take notes can help them improve their listening efficiency and cultivate their ability of capturing key information, which is conducive to the cultivation of language ability and learning ability. Post-listening Consolidation First, the teacher checks the answers of the listening task sheet with students, and explains the difficult points in the listening material, such as the pronunciation of difficult words and the understanding of long sentences. Then, the teacher asks students to retell the main content of the mini-lecture in their own words, and invites several students to retell it in front of the whole class. The teacher makes comments on students’ retelling, emphasizing the accuracy of information and the fluency of expression. Finally, the teacher leads students to discuss the question: “How does economics help us understand trade better?” Design Intention: Checking answers and explaining difficult points helps students correct their mistakes and deepen their understanding of the listening material. Retelling the main content can improve students’ oral expression ability and memory ability, and help them consolidate the listening content. The discussion activity connects the listening material with the unit topic, helps students establish the connection between economics and trade, and expands their thinking, which is in line with the requirements of language ability and thinking quality cultivation. Viewing: Appreciation and Analysis Pre-viewing Introduction The teacher says: “Next, we will watch a short video titled ‘How the Economy Really Works’, which will help us understand the operation mechanism of the economy and the role of trade in the economy more intuitively.” Before watching the video, the teacher puts forward two guiding questions: What are the main factors affecting the economy mentioned in the video? How does trade promote the operation of the economy according to the video? Then, the teacher introduces some key terms in the video, such as “gross domestic product (GDP)”, “inflation”, “employment rate”, to help students understand the video content better. Design Intention: Pre-viewing introduction and guiding questions can help students clarify the viewing focus, watch the video with purpose, and improve their viewing efficiency. Introducing key terms can reduce the difficulty of understanding the video, help students better grasp the key information in the video, and lay a foundation for post-viewing activities. While-viewing Observation The teacher plays the video twice. For the first time, students are asked to watch the video carefully and get a general understanding of the content, and try to answer the two guiding questions put forward before viewing. For the second time, students are asked to watch the video again and take notes on the key information, such as the factors affecting the economy (consumption, investment, trade, etc.) and the specific performance of trade in promoting economic operation. The teacher reminds students to pay attention to the images, data and words in the video, which can help them better understand the content. Design Intention: Watching the video twice helps students grasp the content from the overall to the details. Taking notes can help students capture key information in the video, improve their ability of observing and recording information. The video is intuitive and vivid, which can arouse students’ interest in learning, help students understand abstract economic concepts more easily, and conform to the requirements of learning ability and thinking quality cultivation. Post-viewing Discussion and Extension First, the teacher invites students to share their answers to the guiding questions, and summarizes the main content of the video: the video introduces the operation mechanism of the economy, and points out that consumption, investment and trade are the three major factors affecting the economy, and trade can promote the exchange of goods and services, optimize the allocation of resources, and promote economic growth. Then, the teacher puts forward a discussion question: “Combined with Reading A and the video, what do you think is the relationship between trade and economic development? Please give specific examples.” Students are asked to discuss in groups, and each group is required to summarize their views and share them with the whole class. After the discussion, the teacher makes a summary, emphasizing that trade is an important driving force for economic development, and different countries can benefit from trade through mutual cooperation. Design Intention: Post-viewing discussion helps students connect the video content with the reading content, deepen their understanding of the relationship between trade and economic development, and cultivate their ability of integrating and applying knowledge. The discussion activity can stimulate students’ thinking, let students express their views freely, and improve their oral expression ability. At the same time, it helps students form a global vision and understand the importance of international cooperation, which is in line with the requirements of cultural awareness and thinking quality cultivation. Summary and Extension After the debate, the teacher makes a summary: “Both groups have put forward reasonable arguments and examples. In fact, international trade is a double-edged sword for China’s economic development. It not only brings opportunities and benefits, but also brings challenges. What we need to do is to seize the opportunities, meet the challenges, and promote the healthy development of China’s international trade.” Then, the teacher invites students to make a short speech (about 1 minute) on the topic “My View on International Trade”, and invites several students to speak in front of the whole class. The teacher makes comments on students’ speeches, affirming their advantages and putting forward suggestions for improvement. Design Intention: The summary helps students form a comprehensive and objective understanding of international trade, and guides them to establish a correct view. The short speech activity can further improve students’ oral expression ability, let students express their own views freely, and consolidate the knowledge learned today. The teacher’s comments can help students improve their speaking ability and enhance their confidence in speaking English. 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 $