資源簡介

Unit 2 Understanding each other
Welcome to the unit & Reading (I)（教學設計）
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
【設計意圖：利用視頻創設情境，快速導入話題，通過問題引導學生探討視頻中兩個人在溝通方面存在的問題并探索可能的解決方法，再聯系自身實際，反思自己在溝通方面遇到過的問題，這些活動能夠快速激活學生頭腦中與溝通相關的知識和經驗，并引導學生對有效溝通進行積極思考。教師在于學生互動中適時的引入單元美句，讓學生賞析并分享對美句的理解，引導學生意識到傾聽在溝通中的重要作用。】
Step 2 Predicting
T asks Ss to predict what the lecturer will talk about according to the title.
【設計意圖：從文本的主題語境入手，讓學生根據講座的題目來預測文本內容，培養學生預測性思維能力。】
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.
【設計意圖：指導學生快速獲取概括段落主旨，了解語篇的宏觀結構，驗證之前的預測。培養學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.)
【設計意圖：掃讀回答問題，獲取重要細節，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.
【設計意圖：細讀第四段，讓學生關注肢體語言傳達的意義，探討更多的肢體語言及其可能的意義，引導學生意識到同一肢體語言不同文化中可能有不同意義，從而提高跨文化交際意識和能力。】
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
【設計意圖：教師引導學生遷移討論，探究文本的主題意義。通過討論，思維碰撞，學生能夠學以致用，將課堂知識內化為交際能力，從而實現更有效的溝通。】
Step 6 Summarizing
T guides Ss to summarize what they have learned in this period.
【設計意圖：總結一節課的內容，起到鞏固強化的作用。】
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.

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