Unit 2 Understanding each other：Welcome to the unit (I) 教学设计 -2024-2025学年高中《英语》 选择性必修 第四册（译林版）
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| 名称 | Unit 2 Understanding each other：Welcome to the unit (I) 教学设计 -2024-2025学年高中《英语》 选择性必修 第四册（译林版） |  | |
| 格式 | docx | ||
| 文件大小 | 52.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-01-01 07:15:36 | ||
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Unit 2 Understanding each other
Welcome to the unit & Reading (I)（教学设计）
I. Learning objectives
By the end of the lesson, students will be able to:
summarize the the main idea of each paragraph and understand the structure of the passage;
2. learn about some effective ways of communication;
3. reflect on and adjust their own ways of communication to be a better communicator.
II. Key competence focus
Summarize the main idea of each paragraph.
III. Predicted area of difficulty
Reflect on and adjust their own ways of communication to be a better communicator.
IV. Teaching procedures
Step 1 Warming up
T asks students to watch a video and summarize David’s and Jack’s problems.
David’s problem：He never really listens to what Jack is saying and only thinks of himself.
Jack’s problem：He can’t get David to listen to what he is saying and gets angry with David for not listening to him.
T asks Ss to answer the following questions.
① What would you do if you were David or Jack
② What kinds of communication problems have you encountered
T asks Ss to appreciate the sentence from the unit and share their understandings.
We have two ears and one mouth so that we can listen twice as much as we speak.----- Epictetus
【设计意图：利用视频创设情境，快速导入话题，通过问题引导学生探讨视频中两个人在沟通方面存在的问题并探索可能的解决方法，再联系自身实际，反思自己在沟通方面遇到过的问题，这些活动能够快速激活学生头脑中与沟通相关的知识和经验，并引导学生对有效沟通进行积极思考。教师在于学生互动中适时的引入单元美句，让学生赏析并分享对美句的理解，引导学生意识到倾听在沟通中的重要作用。】
Step 2 Predicting
T asks Ss to predict what the lecturer will talk about according to the title.
【设计意图：从文本的主题语境入手，让学生根据讲座的题目来预测文本内容，培养学生预测性思维能力。】
Step 3 Reading for main idea
T asks Ss to read the lecture transcript and complete the chart below with the main idea of each paragraph.
Keys:
Para. 2: Messages are encoded by the sender and decoded by the receiver and the
cycle is repeated until the communication ends.
Para. 3: You need to know with whom you are communicating and determine what
communication style is appropriate to use.
Para. 4: Your body language should support your message, and you should take note
of the other person’s body language so that you know how the conversation
is going.
Para. 5: Put yourself in the other person’s shoes and adjust your communication to
show you understand their points of view.
【设计意图：指导学生快速获取概括段落主旨，了解语篇的宏观结构，验证之前的预测。培养学生概括段落大意的能力。】
Step 4 Reading for specific information
T asks Ss to read the lecture transcript again carefully and answer the following questions.
What is communication
(Communication is the process of exchanging information between a sender and a receiver.)
What information can help you determine how best to communicate with others
(We need to know with whom we are communicating: their age or position, their relationship with you, their expectations and cultural background.)
Why should you pay attention to the other person’s body language
(It will give us clues as to whether the conversation is going well or not.)
How can you seek to understand the other person’s emotions
(We can seek to understand the other person’s emotions by putting ourselves in their shoes and looking at the situation from their perspective.)
【设计意图：扫读回答问题，获取重要细节，更好的理解文本。】
T asks Ss to focus on Paragraph 4 and finish the following exercises.
Complete the following chart.
Body language Possible meanings
A smile
Looking away with your arms folded
A confused expression
Add more information to the chart above about body language and its possible meanings.
【设计意图：细读第四段，让学生关注肢体语言传达的意义，探讨更多的肢体语言及其可能的意义，引导学生意识到同一肢体语言不同文化中可能有不同意义，从而提高跨文化交际意识和能力。】
Step 5 Discussing for better understanding
T asks Ss to discuss the following questions in groups.
How can we apply the ideas mentioned in the lecture transcript to cross-cultural communication Give some examples.
What other suggestions can you give on how to become an effective communicator
【设计意图：教师引导学生迁移讨论，探究文本的主题意义。通过讨论，思维碰撞，学生能够学以致用，将课堂知识内化为交际能力，从而实现更有效的沟通。】
Step 6 Summarizing
T guides Ss to summarize what they have learned in this period.
【设计意图：总结一节课的内容，起到巩固强化的作用。】
V. Homework
1. Read the passage carefully and accumulate some useful expressions.
2. Write a summary for the passage according to the chart in A1.
Welcome to the unit & Reading (I)（教学设计）
I. Learning objectives
By the end of the lesson, students will be able to:
summarize the the main idea of each paragraph and understand the structure of the passage;
2. learn about some effective ways of communication;
3. reflect on and adjust their own ways of communication to be a better communicator.
II. Key competence focus
Summarize the main idea of each paragraph.
III. Predicted area of difficulty
Reflect on and adjust their own ways of communication to be a better communicator.
IV. Teaching procedures
Step 1 Warming up
T asks students to watch a video and summarize David’s and Jack’s problems.
David’s problem：He never really listens to what Jack is saying and only thinks of himself.
Jack’s problem：He can’t get David to listen to what he is saying and gets angry with David for not listening to him.
T asks Ss to answer the following questions.
① What would you do if you were David or Jack
② What kinds of communication problems have you encountered
T asks Ss to appreciate the sentence from the unit and share their understandings.
We have two ears and one mouth so that we can listen twice as much as we speak.----- Epictetus
【设计意图：利用视频创设情境，快速导入话题，通过问题引导学生探讨视频中两个人在沟通方面存在的问题并探索可能的解决方法，再联系自身实际，反思自己在沟通方面遇到过的问题，这些活动能够快速激活学生头脑中与沟通相关的知识和经验，并引导学生对有效沟通进行积极思考。教师在于学生互动中适时的引入单元美句，让学生赏析并分享对美句的理解，引导学生意识到倾听在沟通中的重要作用。】
Step 2 Predicting
T asks Ss to predict what the lecturer will talk about according to the title.
【设计意图：从文本的主题语境入手，让学生根据讲座的题目来预测文本内容，培养学生预测性思维能力。】
Step 3 Reading for main idea
T asks Ss to read the lecture transcript and complete the chart below with the main idea of each paragraph.
Keys:
Para. 2: Messages are encoded by the sender and decoded by the receiver and the
cycle is repeated until the communication ends.
Para. 3: You need to know with whom you are communicating and determine what
communication style is appropriate to use.
Para. 4: Your body language should support your message, and you should take note
of the other person’s body language so that you know how the conversation
is going.
Para. 5: Put yourself in the other person’s shoes and adjust your communication to
show you understand their points of view.
【设计意图：指导学生快速获取概括段落主旨，了解语篇的宏观结构，验证之前的预测。培养学生概括段落大意的能力。】
Step 4 Reading for specific information
T asks Ss to read the lecture transcript again carefully and answer the following questions.
What is communication
(Communication is the process of exchanging information between a sender and a receiver.)
What information can help you determine how best to communicate with others
(We need to know with whom we are communicating: their age or position, their relationship with you, their expectations and cultural background.)
Why should you pay attention to the other person’s body language
(It will give us clues as to whether the conversation is going well or not.)
How can you seek to understand the other person’s emotions
(We can seek to understand the other person’s emotions by putting ourselves in their shoes and looking at the situation from their perspective.)
【设计意图：扫读回答问题，获取重要细节，更好的理解文本。】
T asks Ss to focus on Paragraph 4 and finish the following exercises.
Complete the following chart.
Body language Possible meanings
A smile
Looking away with your arms folded
A confused expression
Add more information to the chart above about body language and its possible meanings.
【设计意图：细读第四段，让学生关注肢体语言传达的意义，探讨更多的肢体语言及其可能的意义，引导学生意识到同一肢体语言不同文化中可能有不同意义，从而提高跨文化交际意识和能力。】
Step 5 Discussing for better understanding
T asks Ss to discuss the following questions in groups.
How can we apply the ideas mentioned in the lecture transcript to cross-cultural communication Give some examples.
What other suggestions can you give on how to become an effective communicator
【设计意图：教师引导学生迁移讨论，探究文本的主题意义。通过讨论，思维碰撞，学生能够学以致用，将课堂知识内化为交际能力，从而实现更有效的沟通。】
Step 6 Summarizing
T guides Ss to summarize what they have learned in this period.
【设计意图：总结一节课的内容，起到巩固强化的作用。】
V. Homework
1. Read the passage carefully and accumulate some useful expressions.
2. Write a summary for the passage according to the chart in A1.
同课章节目录