Unit 2 Understanding each other：Reading (II) 教学设计 -2024-2025学年高中《英语》 选择性必修 第四册（译林版）

Unit 2 Understanding each other
Reading (II)（教学设计）
I. Learning objectives
By the end of the lesson, students will be able to:
learn some key words and useful expressions, use them properly and correctly ;
understand and analyse some complicated sentences in the lecture transcript ;
have a better understanding of the lecture transcript and improve Ss’ communication skills. .
II. Key competence focus
Improve their language ability by learning the useful expressions in different situations.
III. Predicted area of difficulty
Use useful expressions properly and correctly in new situations.
IV. Teaching procedures
Step 1 Revision
1.T asks Ss the following questions
1) What advice have we got about effective communications from the lecture transcript which we read in the last class
1.You need to know with whom you are communicating.their age or position Such as:What is their relationship with you What expectations and cultural backgrounds do they have
2.You will need to determine the appropriate style to use and how complex your choice of words should be.
3.Your body language is equally important, for example, smile. You should not ignore the other person’s body language, which will give you clues as to whether the conversation is going well or not.
4.You should understand the other person’s emotions, by putting yourself in their shoes and looking at the situation from their perspective.
5....
What technique is used in the lecture transcript Give us two or three examples
By giving a lot of examples.
Example from the text:
If you heard someone shout, “Hey you!” from across the room, how would you react Just these two words can carry a lot of information. They could be interpreted as a welcoming greeting from a close friend, especially if accompanied by a gentle smile. When spoken by a stranger, they can function as a means of attracting your attention.
3）What is the function of the examples
It attracts the attention of the audience and allows them to think more actively.
【设计意图：复习上节课的文本的主要内容。检查学生对文本结构及主要内容的掌握情况。】
Step 2 Group work
1.T gets the students to pick out the useful expressions from the lecture transcript in groups, discuss how to use them
Useful expressions:
1.function ...as be or work as something 起什么作用 作...用
2.in response reaction to something that has been said or done 对...的反应
3.refer to ...as mention/have.. as 被认为
4.negotiate with discuss something to reach an agreement 谈判 协商
5.seek to do try to do sth. 设法做
6.engage sb in sth. make sb. take part in or become involved in sth. 参与，参加
7.approve of think something or somebody is right or doing the right thing同意，赞成
8. account for explain or give a reason for something 解释 说明
Analyse the long and complete sentences
They could be interpreted as a welcoming greeting from a close friend, especially if accompanied by a gentle smile.
When spoken by a stranger, they can function as a means of attracting your attention.
划线部分为过去分词做状语，与主句的主语是被动关系。完整的句子是if they are accompanied by a gentle smile. / When they are spoken by a stranger.
Depending on whether you are communicating with a stranger, friend, family member or co-worker, you will need to decide which communication channel best suits the situation.
相当于 when you depend on Whether you are communicating with a stranger, friend, family member or co-worker
You should do it face to face, using formal language in a straightforward manner.
划线部分为现在分词做状语，与主句的主语是主动关系。
In response, the receiver sends an encoded message back, which is referred to as feedback. 非限制性定语从句。
Eg:Additionally, you should not ignore the other person’s body language, which will give you clues as to whether the conversation is going well or not.
You may not approve of their ideas but at least you will see where they are coming from, which means you can make adjustments to your own tone and choice of words accordingly
【设计意图：通过复习文本来梳理重要语言知识，包括词汇、长难句等，鼓励学生借助词典等工具书解决疑惑,拓展新知，通过开展自主学习和小组合作学习，分析长难句，在语言实践中体验语法知识在语境中的运用，鼓励学生相互学习，取长补短，关注学生学习能力的培养。】
Step 3 Building language
T asks Ss to finish B1 on page 5 individually.
Tone feedback obtain approve of clarify react gentle account for
Active listening is an important skill for good communication. To master it, you can make efforts in two aspects: observing and (1) _____________. In communication, a message is sent out not only through the speaker’s words and (2) _____________, but also through his or her facial expressions and gestures. Keep in mind that body language plays a huge role in communication because it (3) _____________ over 50% of communication. Looking at the speaker and recognizing his or her facial expressions and gestures allow you to (4) _____________ a more accurate understanding of what the speaker is trying to say.
To understand what the speaker communicates, you should do some reflecting or provide (5) _____________. The physical signs that you have observed in the speaker should be reflected in your own body. Positive body language can help give the speaker a good impression, for example, a (6) _____________ smile, a slight nod and eye contact. You can also repeat what has been said. This lets the speaker know that you understand precisely what he or she has said and it allows the speaker to (7) _____________ a point if there is any confusion. More importantly, whether you (8) _____________ the speaker’s words or not, you need to be honest in your response.
When you listen actively, you develop a connection between yourself and the speaker. It thus makes your communication more effective.
The key to the exercises:
1 reacting 2 tones 3 accounts for 4 obtain 5 feedback 6 gentle 7 clarify 8 approve of
2.B2 “Communicate” and “communication” appear in the lecture transcript as part of different collocations. Read the examples below and add more collocations.
communicate + adv.: communicate clearly; communicate directly; communicate verbally; communicate openly
communicate + n.: communicate an idea; communicate a message; communicate an emotion; communicate information
adj. + communication: effective communication; regular communication; poor communication; written communication
communication + n.: communication skills; communication problems; communication styles; communication breakdown
v. + communication: influence communication; establish communication; maintain communication; enhance communication
【设计意图：在语言知识拓展环节中，将文本中的词汇运用到新的情境中，鼓励学生从不同的情境中获得新知，达到对文本重点语言知识的理解和运用，提高学生的语言能力。】
Step 4 Language application
Write a small lecturer transcript of effective communication.
Find examples and try to introduce the topic about communication by giving examples.
(Sample answer)
Body language plays a huge role in good communication. If you saw a person standing still in the street and shouting,“Fire!”repeatedly without any body gestures or facial expressions, how would you react Compare this person to another person pointing in a certain direction, waving his or her arms wildly, looking very distressed and shouting,“Fire!”repeatedly. Which person would you take more seriously in this urgent situation
【设计意图：拓展主题语境，学以致用，迁移创新，让学生在新的语言中中巩固和使用词汇及相关的语言技巧。】
V. Homework
1.Review vocabulary and sentence structures in the lecture transcript .
2.Polish your writing.