Unit2 Learning about Trade and Economy 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 2 Learning about Trade and Economy-Reading B-Writing 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use trade-related words and write argumentative essays, cultural awareness of global trade diversity, thinking quality to analyze trade issues logically, and learning ability to summarize and apply reading and writing strategies independently. 教学重难点 Key points: Master core trade vocabulary and sentence patterns, understand Reading B’s structure and views, and grasp the basic framework of trade-themed argumentative writing. Difficult points: Using logical connections to write coherently and integrating trade knowledge into practical writing. 教学过程 Step 1: Lead-in (Warm-up and Preview Review) The teacher starts the class with a question-and-answer activity: “What trade activities have you seen in daily life? For example, buying foreign goods or seeing Chinese products sold abroad.” After inviting 2-3 students to share their answers, the teacher presents pictures of international trade scenes (such as ports with goods, cross-border e-commerce platforms, and international trade fairs) and matches them with core vocabulary from Reading B, such as “trade barrier”, “economic cooperation”, “import and export”, “globalization” and “comparative advantage”. The teacher reads each word twice, and asks students to repeat and briefly explain their meanings based on their preview. Then, the teacher asks: “What do you think Reading B will talk about? Can you predict its main content according to the unit theme and the vocabulary we just reviewed?” Design Intention: The question-and-answer activity connects students’ daily life with the unit theme of trade and economy, reducing the distance between students and professional knowledge, and stimulating their learning interest. Presenting trade-related pictures and core vocabulary helps students review the preview content, consolidate the basic language knowledge, and lay a foundation for the smooth development of subsequent reading and writing activities. The prediction link cultivates students’ predictive ability, which is an important reading strategy emphasized in the new curriculum standard, and guides students to enter the reading link with purpose and initiative. Step 2: Reading B Teaching (Comprehension and Analysis) Fast Reading (Skimming) The teacher asks students to read Reading B quickly and complete two tasks: first, find out the main idea of the passage; second, divide the passage into 3-4 parts and summarize the main content of each part. After students finish reading, the teacher organizes a class discussion, invites students to share their answers, and then sorts out and confirms the main idea and structure of the passage: The passage mainly discusses the development of international trade, the importance of breaking trade barriers, the role of economic cooperation in promoting global economic growth, and takes several countries as examples to illustrate the positive impact of trade on national development. The passage is divided into four parts: the introduction of international trade development, the problems of trade barriers, the significance of economic cooperation, and practical cases of trade promotion. Design Intention: Fast reading focuses on training students’ ability to grasp the main idea and overall structure of the passage, which is an important part of language ability training. By dividing the passage and summarizing the main content of each part, students can form a clear framework of the passage, understand the logical connection between paragraphs, and lay a foundation for in-depth reading and subsequent writing (such as learning the structure of argumentative essays). The class discussion link encourages students to express their views, improves their oral expression ability, and also helps the teacher grasp students’ reading situation in time. Intensive Reading (Scanning and Analysis) The teacher guides students to read the passage intensively paragraph by paragraph, focusing on solving key and difficult points, and combining the training of core literacy. For the first part (introduction of international trade development), the teacher asks: “What are the characteristics of the current international trade development? What factors have promoted its development?” Students are asked to find relevant sentences in the passage and underline key words and phrases. The teacher explains difficult sentences, such as “With the acceleration of globalization, international trade has become an important driving force for global economic growth, connecting countries and regions around the world more closely.” The teacher analyzes the sentence structure, guides students to understand the function of participle phrases as adverbials, and helps students master the expression of complex sentences. For the second part (problems of trade barriers), the teacher organizes students to discuss in groups: “What are trade barriers? What negative impacts do they bring to international trade?” After the group discussion, each group sends a representative to share their views. The teacher supplements and summarizes, and guides students to think: “Why do some countries set up trade barriers? Is there a better way to solve this problem?” This link guides students to think critically and cultivate their thinking quality. For the third part (significance of economic cooperation), the teacher asks students to find the topic sentence of the paragraph and analyze the supporting details. The teacher emphasizes the use of logical connection words in the paragraph, such as “firstly”, “secondly”, “in addition”, and guides students to master the method of organizing content with logical connection words, which lays a foundation for writing. At the same time, the teacher combines the content of the passage to guide students to understand the importance of economic cooperation between countries, enhance their awareness of global cooperation, and cultivate their cultural awareness. For the fourth part (practical cases), the teacher asks students to read the cases carefully, analyze the specific measures taken by the countries in the cases to promote trade, and summarize the experience that can be learned. The teacher guides students to connect the cases with real life, such as “What measures has China taken to promote international trade? How have these measures affected our lives?” This link helps students combine theoretical knowledge with practical life, improves their ability to apply knowledge, and also enhances their sense of national pride and cultural confidence. During the intensive reading process, the teacher also focuses on checking students’ mastery of core vocabulary and sentence patterns, such as asking students to use “trade barrier”, “economic cooperation” and other words to make sentences, and guiding students to imitate the complex sentences in the passage to improve their language application ability. Design Intention: Intensive reading is the key link to deepen students’ understanding of the passage. By analyzing paragraphs one by one, solving difficult sentences and key vocabulary, students’ language ability is effectively improved. Group discussion and critical thinking questions cultivate students’ thinking quality, guide them to think deeply about trade issues, and not just passively accept knowledge. Combining the passage content with real life and national conditions helps students establish a global perspective, enhance cultural awareness and national identity, and realize the integration of core literacy training. The training of logical connection words and sentence imitation lays a solid foundation for the subsequent writing link. Post-reading Summary and Reflection The teacher asks students to summarize the main content of Reading B in their own words, and invites 2-3 students to share their summaries in class. The teacher makes comments and supplements, guiding students to sort out the logical context of the passage again. Then, the teacher asks students to reflect: “What have you learned from Reading B? What new understanding do you have of international trade and economic cooperation?” Students can write down their reflections in their notebooks, and then exchange them with their deskmates. Design Intention: The summary link helps students consolidate the content of the passage, improve their ability to generalize and express in English. The reflection link guides students to think deeply about the significance of the passage, combine their own learning experience, and realize the improvement of learning ability. Exchanging reflections with deskmates promotes mutual learning and communication between students, and cultivates their cooperative learning ability. Step 3: Writing Guidance (Connection with Reading and Skill Training) Analysis of Writing Requirements and Theme The teacher presents the writing task: “Write an argumentative essay about the importance of international trade for global economic development. You should use the knowledge and examples learned from Reading B, and your essay should have a clear structure, coherent logic and accurate language.” The teacher then analyzes the writing requirements: first, the genre is argumentative essay, which needs to have a clear thesis, sufficient arguments and reasonable reasoning; second, it is necessary to combine the content of Reading B, such as trade barriers, economic cooperation, practical cases, etc.; third, the language should be accurate and fluent, and logical connection words should be used properly. Then, the teacher guides students to analyze the theme of the writing: “What is the core of the writing task? How to determine the thesis? What arguments can we use to support the thesis?” The teacher invites students to share their views, and then sorts out: the core of the writing is to discuss the importance of international trade for global economic development; the thesis can be “International trade plays an irreplaceable role in promoting global economic growth and enhancing cooperation between countries”; the arguments can be from three aspects: promoting economic growth of various countries, strengthening cultural and technological exchanges between countries, and solving global economic problems through cooperation. These arguments can be supported by the cases and viewpoints in Reading B. Design Intention: Clarifying the writing requirements and theme helps students grasp the direction of writing and avoid deviating from the topic. Guiding students to analyze the thesis and arguments cultivates their logical thinking ability, which is the key to writing argumentative essays. Combining the content of Reading B ensures the connection between reading and writing, and helps students apply the knowledge learned in reading to writing, realizing the integration of reading and writing. Structure Guidance and Model Analysis The teacher first reviews the structure of the argumentative essay: introduction (putting forward the thesis), body (supporting the thesis with arguments and examples), and conclusion (summarizing the thesis and looking forward to the future). Then, the teacher combines the structure of Reading B to guide students to learn how to organize the writing content: the introduction can briefly introduce the development of international trade and put forward the thesis; the body can use 2-3 paragraphs to elaborate on the importance of international trade from different angles, each paragraph has a topic sentence, and uses examples from Reading B or real life to support it; the conclusion can summarize the main points and emphasize the significance of international trade. Then, the teacher presents a model essay (excerpt) related to the theme, and guides students to analyze its structure, thesis, arguments and logical connection words. For example, the teacher asks: “Where is the thesis of the model essay? What arguments are used to support the thesis? What logical connection words are used in the essay? How do these connection words help improve the coherence of the essay?” Students are asked to discuss in groups and share their findings. The teacher summarizes and emphasizes the key points of writing: the thesis should be clear and concise; the arguments should be sufficient and reasonable; the examples should be specific and appropriate; the logical connection words should be used flexibly to ensure the coherence of the essay. In addition, the teacher guides students to sort out the core vocabulary and sentence patterns that can be used in writing, such as “play a crucial role in...”, “promote the development of...”, “strengthen cooperation between...”, “overcome trade barriers”, “contribute to...”, and asks students to make sentences with these words and sentences to ensure that they can be flexibly used in writing. Design Intention: The structure guidance helps students master the basic framework of argumentative essays, so that they can organize writing content in a clear and logical way. Analyzing the model essay allows students to have a more intuitive understanding of the writing requirements and skills, learn from the advantages of the model essay, and avoid common mistakes in writing. Sorting out core vocabulary and sentence patterns provides students with language support, helps them improve the accuracy and fluency of writing, and effectively connects reading and writing. Group Discussion and Outline Design The teacher divides students into groups of 4-5, and asks each group to discuss the outline of the writing according to the guidance just now. The discussion content includes: the specific expression of the thesis, the selection of arguments and examples, the arrangement of paragraphs, and the use of logical connection words. Each group appoints a recorder to record the discussion results and sort out the writing outline. During the group discussion, the teacher walks around the classroom, provides guidance for each group, such as helping students sort out their ideas, putting forward suggestions for the selection of examples, and guiding students to use logical connection words reasonably. After the group discussion, each group sends a representative to share their writing outline, and the teacher makes comments and suggestions. For example, if a group’s outline is not clear, the teacher guides them to adjust the structure; if the selection of examples is inappropriate, the teacher suggests they use the cases in Reading B to make the arguments more convincing. After the sharing and comments, students can revise and improve their own writing outlines according to the teacher’s suggestions and the advantages of other groups. Design Intention: Group discussion promotes cooperative learning between students, allows them to exchange ideas, complement each other’s advantages, and improve the rationality of the writing outline. The teacher’s on-site guidance can timely solve the problems encountered by students in the outline design, help them sort out their ideas, and ensure that each student can form a clear writing outline. The sharing and comment link helps students learn from each other, find their own deficiencies, and further improve the outline, laying a foundation for the formal writing. Step 4: Independent Writing (Practice and Application) The teacher asks students to start independent writing according to their own revised outlines. During the writing process, the teacher walks around the classroom to observe students’ writing situation, and provides targeted guidance for students who have difficulties. For example, for students who cannot express their ideas accurately, the teacher helps them find appropriate vocabulary and sentence patterns; for students who have problems with logical coherence, the teacher reminds them to use logical connection words; for students who have insufficient examples, the teacher guides them to recall the cases in Reading B or combine real life to supplement examples. At the same time, the teacher reminds students to pay attention to the following points: first, the structure is clear, and the thesis, arguments and examples are closely connected; second, the language is accurate and fluent, avoiding grammatical errors and wrong word usage; third, the content is closely related to the theme, and the examples are specific and appropriate; fourth, the handwriting is neat and standardized. Design Intention: Independent writing is the key link to test students’ writing ability and apply the knowledge and skills learned. The teacher’s on-site guidance ensures that each student can solve the problems encountered in writing in time, avoid going astray, and improve the quality of writing. Reminding students of the key points of writing helps them pay attention to the details of writing, cultivate good writing habits, and effectively improve their writing ability. Step 5:Summary and Extension The teacher summarizes the whole class: “In this class, we have learned Reading B, understood the development of international trade, the problems of trade barriers and the significance of economic cooperation, and mastered the writing skills of trade-themed argumentative essays. We have not only improved our language ability, but also enhanced our cultural awareness and thinking quality.” Then, the teacher puts forward extension tasks: 1. Read more English articles about international trade and collect relevant vocabulary and examples for future writing; 2. Discuss with your family or friends about the impact of international trade on our daily life, and write a short English reflection; 3. Revise your composition again according to the teacher’s comments and polish the language. Design Intention: The summary helps students sort out the knowledge and skills learned in the class, consolidate the learning results, and form a systematic understanding. The extension tasks guide students to extend their learning beyond the classroom, expand their knowledge, improve their autonomous learning ability, and realize the connection between classroom learning and real life. At the same time, the extension tasks also help students further consolidate the writing skills learned, and lay a foundation for their long-term English learning. 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 $