Unit2 Learning about Trade and Economy-Reading B-Further Exploration 讲义-2025-2026学年高中英语沪外版选择性必修第三册

Unit 2 Learning about Trade and Economy-Reading B-Further Exploration 教学目标和重难点 教学目标 It focuses on improving students’ language ability to use trade-related words and sentences, cultivating cultural awareness of global trade diversity, developing critical thinking to analyze trade issues, and fostering learning ability for independent and cooperative exploration in trade and economy fields. 教学重难点 Key points: Master core trade terms, understand the logical structure of the text, and express views on trade issues. Difficult points: Analyze the impact of trade policies and cultural differences on international trade and apply knowledge to practical exploration. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a short video clip about international trade scenarios, including scenes of port cargo handling, cross-border e-commerce live broadcasts, and international trade negotiations. After playing the video, the teacher asks two guiding questions: “What trade activities have you seen in the video? What do you think are the key factors affecting international trade?” Then, the teacher invites 3-4 students to share their answers in English. After the sharing, the teacher briefly comments, summarizes the key points mentioned by the students (such as goods, price, policy, culture), and naturally leads to the theme of this lesson—Further Exploration of Trade and Economy based on Reading B. Finally, the teacher presents the learning objectives of the lesson clearly: to further understand the connotation of international trade, master the usage of key trade terms and sentence patterns, and be able to conduct in-depth exploration and discussion on trade-related issues. Design Intention: The video clip can intuitively present the specific forms of international trade, which is helpful for students to connect their existing life experience with the teaching content, reducing the difficulty of understanding abstract trade concepts. The guiding questions can activate students’ prior knowledge about trade, stimulate their thinking enthusiasm, and lay a good foundation for the subsequent text exploration and in-depth discussion. Presenting learning objectives at the beginning helps students clarify the learning focus and direction, enhancing the pertinence and effectiveness of learning. Text Review: Consolidate Basic Knowledge and Clarify Logical Structure First, the teacher arranges a group cooperation activity: students are divided into groups of 4, and they work together to review the main content of Reading B. Each group needs to complete two tasks: 1. List 5-8 core trade terms in the text (such as export, import, trade balance, tariff, free trade) and explain their meanings in simple English; 2. Sort out the logical structure of the text and fill in the mind map provided by the teacher (the mind map includes the theme of the text, the development of trade, the factors affecting trade, and the prospects of international trade). After 5 minutes of group discussion, each group sends a representative to present their results on the blackboard or the projection screen. The teacher corrects and supplements the students’ answers, focuses on explaining the key terms that students are not familiar with or have wrong understandings, and sorts out the logical structure of the text again to ensure that every student can clearly grasp the main content and context of the text. Then, the teacher designs a short fill-in-the-blank exercise to consolidate the key sentence patterns in the text. The exercise includes 5 sentences, all extracted from Reading B, with key words or phrases omitted (such as “play an important role in”, “be affected by”, “contribute to”, “in view of”). Students complete the exercise independently, and then the teacher checks the answers, explains the usage of the key sentence patterns, and asks students to make 1-2 sentences with each key sentence pattern to deepen their understanding and application. Design Intention: Group cooperation review can not only help students consolidate the basic knowledge of the text (core terms and logical structure) but also cultivate their cooperative learning ability and communication ability. The mind map can help students sort out the text content systematically, form a complete knowledge framework, and avoid fragmented memory. The fill-in-the-blank exercise and sentence-making practice focus on the application of key sentence patterns, which is in line with the requirements of language ability cultivation, helping students convert the knowledge in the text into their own language skills. Further Exploration: Deepen Understanding and Cultivate Critical Thinking This part is the core of the lesson, which is divided into three layers of exploration activities, gradually deepening students’ understanding of trade and economy and cultivating their critical thinking and practical application ability. Activity 1: Discussion on Factors Affecting International Trade The teacher first asks a guiding question: “According to Reading B, we know that there are many factors affecting international trade. Besides the factors mentioned in the text, what other factors do you think can affect international trade?” Then, the teacher provides some prompts (such as technology, environment, politics, culture, transportation) and asks students to discuss in groups of 4. Each group chooses 2-3 factors to discuss in depth, analyzes how these factors affect international trade, and gives specific examples to illustrate. For example, for the factor of technology, students can discuss how the development of e-commerce technology has promoted the development of cross-border trade; for the factor of culture, students can discuss how cultural differences affect the trade of goods (such as the preference for different colors and styles in different countries). After 8 minutes of discussion, each group sends a representative to share their discussion results. The teacher listens carefully, comments on the students’ views, guides students to think comprehensively, and summarizes the common factors affecting international trade, helping students form a more systematic understanding of this issue. Design Intention: This activity is based on the content of Reading B and expands outward, which can help students break through the limitations of the text and think about trade issues from a broader perspective. The discussion and example illustration can not only deepen students’ understanding of the factors affecting international trade but also cultivate their ability to analyze problems and express views in English. The teacher’s guidance and summary can help students sort out their ideas and form a more comprehensive and in-depth understanding of the issue. Activity 2: Case Analysis of International Trade Practices The teacher presents a specific international trade case: “In recent years, China has actively promoted the Belt and Road Initiative, strengthening trade cooperation with many countries along the route. Taking China’s export of high-speed rail technology to Southeast Asian countries as an example, analyze the positive impacts of this trade cooperation on both China and the importing countries, and put forward some possible challenges and solutions.” Then, the teacher divides the students into two large groups: Group A is responsible for analyzing the positive impacts, and Group B is responsible for putting forward challenges and solutions. Each large group is divided into several small groups of 3-4 students to conduct in-depth discussion. During the discussion, the teacher walks around the classroom, provides guidance to students who have difficulties in thinking, and reminds students to use the trade terms and sentence patterns learned in the text and this lesson. After 10 minutes of discussion, each large group sends 2-3 representatives to share their views. The teacher makes comments and supplements, guides students to think about the case from multiple angles (economic, technological, cultural, etc.), and helps students understand the practical significance of international trade cooperation. Design Intention: Case analysis is a practical and effective teaching method, which can connect theoretical knowledge with real life, making abstract trade concepts more specific and understandable. By analyzing the Belt and Road trade case, students can not only apply the knowledge they have learned to practical problems but also enhance their sense of national pride and cultural confidence. The division of labor between groups can make the discussion more focused and efficient, and the teacher’s on-site guidance can ensure the depth and direction of the discussion, helping students cultivate critical thinking and problem-solving ability. Activity 3: Simulation of International Trade Negotiation The teacher designs a simulation activity of international trade negotiation: suppose that a Chinese electronic product company intends to export mobile phones to a European country, and the two parties need to negotiate on the price, quantity, delivery time, and after-sales service of the products. Students are divided into groups of 6, with 3 students acting as the representatives of the Chinese company and 3 students acting as the representatives of the European company. The teacher provides a negotiation outline (including the key points of both parties’ demands and possible differences) and asks students to prepare for 5 minutes first, then conduct a 10-minute negotiation simulation. During the simulation, students need to use the trade terms and sentence patterns learned, express their own demands clearly, and try to reach a consensus through communication and negotiation. After the simulation, the teacher invites 2 groups to present their negotiation process to the whole class, then comments on the advantages and disadvantages of each group’s performance, focusing on evaluating students’ language expression ability, communication ability, and problem-solving ability. Finally, the teacher summarizes the key points of international trade negotiation, helping students master the basic skills of trade negotiation. Design Intention: The simulation activity of trade negotiation can create a real and vivid trade context for students, allowing students to apply the knowledge and skills they have learned in practice, which is conducive to improving their language application ability and communication ability. In the process of negotiation, students need to think quickly, express their views clearly, and solve differences through communication, which can effectively cultivate their critical thinking,应变 ability, and cooperative spirit. The teacher’s evaluation and summary can help students find their own shortcomings and improve their comprehensive quality in trade communication. Knowledge Consolidation: Summarize and Expand First, the teacher guides students to summarize the key content of this lesson. The teacher asks students to think about two questions: “What have you learned in this lesson? What improvements have you made in language ability, thinking ability, etc.?” Then, the teacher invites several students to share their summaries, and then the teacher makes a comprehensive summary, sorting out the core knowledge (key terms, sentence patterns), the key points of exploration activities, and the improvement of core literacy, helping students form a complete knowledge system. Then, the teacher carries out knowledge expansion: introduces some hot topics in current international trade (such as the impact of digital economy on international trade, the development trend of green trade), and provides some relevant English materials (short passages, news excerpts) for students to read briefly. After reading, the teacher asks students to share their understanding and views, guiding students to pay attention to the latest developments in international trade and broaden their horizons. Finally, the teacher assigns a hierarchical after-class task: 1. Basic task: Review the key terms and sentence patterns of this lesson, and write a short passage (80-100 words) about the factors affecting international trade; 2. Improvement task: Collect a recent international trade news, and write a 150-word English comment on it; 3. Challenge task: Work with partners to design a simple international trade plan (including product selection, target market, and negotiation key points), and prepare for the presentation in the next class. Design Intention: Summarizing the lesson can help students sort out the knowledge they have learned, deepen their memory and understanding, and cultivate their ability to summarize and sort out knowledge. Knowledge expansion can connect the classroom with the real world, stimulate students’ interest in learning trade and economy, and broaden their international vision. Hierarchical after-class tasks can meet the learning needs of students at different levels, ensure that every student can gain something, and lay a foundation for the subsequent learning and exploration. Evaluation and Reflection: Promote the Improvement of Core Literacy The teacher carries out formative evaluation throughout the whole teaching process, mainly evaluating students’ performance in group discussions, case analysis, simulation activities, and class sharing. The evaluation focuses on four aspects: language ability (accuracy and fluency of English expression), cultural awareness (understanding and respect for different trade cultures), thinking quality (depth and comprehensiveness of analyzing trade issues), and learning ability (initiative and cooperation in learning). The teacher gives timely positive comments and guiding suggestions to students, affirming their advantages and pointing out the areas that need improvement. After the class, the teacher guides students to carry out self-evaluation and mutual evaluation. Students first conduct self-evaluation, reflecting on their own performance in this lesson, including the mastery of knowledge, the participation in activities, and the improvement of ability. Then, students conduct mutual evaluation in groups, putting forward constructive suggestions to each other. Finally, the teacher collects students’ self-evaluation and mutual evaluation results, summarizes the problems existing in students’ learning, and adjusts the subsequent teaching plan according to the actual situation to better promote the improvement of students’ core literacy. Design Intention: Formative evaluation runs through the whole teaching process, which can timely understand students’ learning status and progress, and help teachers adjust teaching strategies in time. Self-evaluation and mutual evaluation can help students better understand their own advantages and disadvantages, cultivate their ability to reflect and evaluate, and promote their autonomous learning and continuous improvement. The combination of teacher evaluation, self-evaluation, and mutual evaluation can make the evaluation more comprehensive and objective, better serving the cultivation of students’ core literacy. In the whole teaching process, all activities are designed around the four-dimensional core literacy, closely combined with the content of Reading B, focusing on the connection between theory and practice, and highlighting the dominant position of students. Through various forms of activities such as discussion, case analysis, and simulation, students’ language ability, cultural awareness, thinking quality, and learning ability are comprehensively improved, which achieves the teaching goal of this lesson. 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 $