"该教案聚焦跨文化交际核心词汇、句型及沟通策略，通过播放跨文化交际情景短视频导入，激活学生单元旧知，明确评估目标，搭建“旧知-新知”学习支架，衔接知识复习与技能应用环节。\n以核心素养为导向，融合语言能力与文化意识培养，通过词汇竞赛、情景对话夯实语言基础，听、说、读、写综合评估（如节日邮件写作）提升运用能力，小组讨论解决冲突情境培养思维品质，助力学生提升跨文化交际能力，为教师提供可操作的单元评估教学方案。"

Unit 2 Understanding each other-Assessment 教学目标和重难点 1. 教学目标 It focuses on cultivating students’ language competence to use English to express cultural differences and communication strategies. It develops cultural awareness to respect diversity and establish cross-cultural communication awareness. It promotes thinking quality to analyze and solve communication problems logically. It fosters learning ability to reflect on and optimize learning methods independently. 2. 教学重难点 Key points: Mastering core vocabulary and sentence patterns related to cross-cultural communication; understanding the connotation of cultural differences and basic communication principles. Difficult points: Applying appropriate language and strategies to resolve cross-cultural communication conflicts and expressing personal views accurately in English. 教学过程 Lead-in: Activate Prior Knowledge and Introduce Assessment Objectives The teacher starts the class by showing a short video about cross-cultural communication scenarios, such as a foreigner being confused by Chinese table manners and a Chinese student struggling to greet people in Western countries. After playing the video, the teacher asks students two questions: “What problems did the people in the video encounter?” and “Why do such misunderstandings happen?” Then, the teacher guides students to review the key contents of Unit 2, including vocabulary like “cultural difference, communication barrier, respect, adapt”, and sentence patterns such as “It is important to understand cultural differences when communicating with people from different backgrounds.” Finally, the teacher clearly introduces the assessment objectives: through this assessment teaching, we will check the mastery of language knowledge, test the ability to use cross-cultural communication skills, and further improve the four-dimensional core literacy. Design Intention: The short video can quickly attract students’ attention and arouse their interest in cross-cultural communication topics. By asking questions, it helps students activate the knowledge they have learned in the unit, establish a connection between prior knowledge and the assessment content, and make them clear about the purpose and requirements of this assessment teaching, laying a solid foundation for the subsequent teaching links. Knowledge Review: Consolidate Key Points and Break Through Difficulties Vocabulary Consolidation The teacher organizes a “vocabulary competition” activity. Students are divided into 4 groups. The teacher shows the Chinese meaning of core vocabulary (such as cultural diversity, etiquette, misunderstanding, compromise, adapt to, be sensitive to, avoid doing sth.), and the groups take turns to answer the English words and make sentences. For example, when the teacher says “文化多样性”, students need to answer “cultural diversity” and make a sentence like “Cultural diversity enriches our world.” For words that students often make mistakes, such as “adapt” and “adopt”, the teacher explains the differences in meaning and usage in detail, and gives example sentences to help students distinguish and master them. In addition, the teacher sorts out the collocations of key words, such as “communicate with sb., pay attention to cultural differences, resolve conflicts”, and asks students to write down these collocations and use them to make short paragraphs independently. Design Intention: The vocabulary competition activity can mobilize students’ enthusiasm and initiative, making the boring vocabulary review more interesting. By making sentences and writing short paragraphs, it tests students’ ability to use vocabulary flexibly, helps them consolidate the key vocabulary and collocations, and lays a solid language foundation for the subsequent listening, speaking, reading and writing assessments. For confusing words, targeted explanation can help students break through the difficulties in vocabulary learning. Sentence Pattern Review The teacher writes the key sentence patterns on the blackboard, including conditional clauses (“If we want to communicate effectively with people from different cultures, we should learn about their customs.”), attributive clauses (“People who are sensitive to cultural differences are more likely to avoid misunderstandings.”), and it is + adj. + to do sth. structure (“It is necessary to respect the cultural habits of others.”). Then, the teacher asks students to rewrite the given simple sentences into complex sentences using the key sentence patterns. For example, rewrite “We should learn about different cultures. We can communicate better.” into “If we learn about different cultures, we can communicate better.” After that, the teacher invites several students to show their rewritten sentences, comments on them, points out the advantages and deficiencies, and guides students to correct and improve them. Finally, the teacher assigns a small task: let students write 5 sentences about cross-cultural communication using the key sentence patterns, and exchange them with their deskmates for mutual correction. Design Intention: Sentence pattern is the basis of language expression. Through rewriting and mutual correction activities, students can master the usage of key sentence patterns and improve their ability to organize language. Mutual correction between deskmates can not only help students find their own mistakes, but also learn from each other’s advantages, which is conducive to cultivating their cooperative learning ability and learning ability. Key and Difficult Points Review The teacher summarizes the key and difficult points of the unit again: the key points are mastering core vocabulary and sentence patterns related to cross-cultural communication, and understanding the connotation of cultural differences and basic communication principles; the difficult points are applying appropriate language and strategies to resolve cross-cultural communication conflicts. To help students break through the difficult points, the teacher sets up a scenario discussion: “Suppose you are studying abroad, and your foreign roommate always invites friends to the dormitory to party late at night, which affects your rest. How would you communicate with him/her to resolve this conflict?” Students are asked to discuss in groups of 4, and design a communication dialogue. Each group sends a representative to present their dialogue to the whole class. After the presentation, the teacher comments on each group’s dialogue, focuses on whether the communication strategies are appropriate and whether the language expression is accurate, and guides students to summarize effective cross-cultural communication strategies, such as being polite, expressing their needs clearly, and respecting each other’s habits. Design Intention: The scenario discussion is closely combined with real life, which can make students feel that the difficult points are not abstract, but can be applied in practical communication. Through group discussion and dialogue presentation, students can practice using cross-cultural communication strategies, improve their oral expression ability, and effectively break through the difficult points of the unit. At the same time, it can also cultivate students’ logical thinking ability and cooperative learning ability. Assessment Practice: Integrate Skills and Improve Literacy Listening Assessment Practice The teacher plays a listening material about cross-cultural communication. The material is divided into two parts: the first part is a conversation between a Chinese student and a foreign teacher, talking about the differences in greeting etiquette between China and Western countries; the second part is a short passage introducing the cultural differences in gift-giving customs around the world. Before playing the listening material, the teacher guides students to predict the content according to the title and the options, and reminds them to pay attention to key information such as time, place, characters and opinions. After playing the material twice, students finish the listening exercises, including multiple-choice questions and short-answer questions. Then, the teacher checks the answers, explains the key listening points, such as how to catch key words and understand the implied meaning of the speaker, and analyzes the common mistakes made by students. For students who have difficulty in listening, the teacher plays the relevant parts again and guides them to listen carefully and summarize the listening skills. Design Intention: Listening is an important part of language ability. Through listening practice, it can test students’ ability to understand oral English in cross-cultural communication scenarios, and help them master listening skills. Predicting before listening can improve students’ listening efficiency. Analyzing common mistakes can help students find their own deficiencies and improve their listening level. At the same time, the listening material is closely related to the unit theme, which can further consolidate students’ understanding of cultural differences. Speaking Assessment Practice The speaking assessment practice is carried out in the form of pair work. The teacher gives two topics for students to choose: Topic 1: Talk about the cultural differences between China and Western countries in daily life (such as eating habits, greeting ways, festival customs); Topic 2: Share a story about cross-cultural communication misunderstandings and put forward solutions. Students are required to prepare for 5 minutes with their partners, then each pair takes turns to present their dialogue or speech in front of the class. The assessment standards are: accurate vocabulary and sentence patterns, fluent expression, clear logic, and appropriate use of cross-cultural communication strategies. After each pair’s presentation, the teacher and other students make comments, pointing out the advantages and areas for improvement. For example, if a student uses inappropriate vocabulary when talking about Western festival customs, the teacher corrects it in time and gives the correct expression. Finally, the teacher summarizes the common problems in students’ speaking, such as unclear expression, incorrect use of tense, and lack of communication strategies, and gives targeted guidance. Design Intention: Speaking practice can directly test students’ oral expression ability and cross-cultural communication ability. Pair work can reduce students’ nervousness and improve their participation. By choosing topics closely related to the unit theme, it can help students apply the knowledge and skills they have learned to practical oral communication. Comments from teachers and peers can help students clearly understand their own advantages and deficiencies, and improve their speaking level and cross-cultural communication awareness. Reading Assessment Practice The teacher provides a reading passage about cross-cultural communication. The passage mainly introduces the importance of understanding cultural differences in international business communication, and gives examples of successful and failed communication cases. Students are required to read the passage carefully and finish the following exercises: (1) Multiple-choice questions: test the understanding of the main idea, details and implied meaning of the passage; (2) Short-answer questions: require students to answer questions according to the passage, such as “What are the reasons for the failed communication case in the passage?”; (3) Translation questions: translate several sentences in the passage into Chinese, including sentences with complex structures and key vocabulary. After students finish the exercises, the teacher checks the answers one by one, explains the difficult points in reading, such as how to grasp the main idea of the passage, how to infer the implied meaning, and how to translate long and difficult sentences accurately. For the translation part, the teacher focuses on guiding students to pay attention to the accuracy of vocabulary and the fluency of sentences, and combines the cultural background to help students understand the connotation of the sentences. Design Intention: Reading practice can test students’ ability to understand written English, especially the ability to understand passages about cross-cultural communication. The exercises cover different types, which can comprehensively test students’ reading skills, such as skimming, scanning and intensive reading. Explaining difficult points can help students master reading skills and improve their reading level. The translation part can test students’ ability to convert between English and Chinese, and help them deepen their understanding of the cultural connotation of the language. Writing Assessment Practice The writing task is: Write an email to your foreign pen pal, introducing the cultural customs of a Chinese festival (such as the Spring Festival, Mid-Autumn Festival) and inviting him/her to come to China to experience it. The requirements are: (1) Clear structure: including the introduction of the festival, its customs and the invitation; (2) Accurate vocabulary and sentence patterns, fluent expression; (3) Proper use of cross-cultural communication knowledge, avoiding cultural misunderstandings; (4) Logical organization and clear layers. Before writing, the teacher guides students to sort out the writing outline, and reminds them to pay attention to the format of the email, the use of polite language, and the accurate expression of cultural customs. For example, when introducing the Spring Festival, students should avoid using inappropriate expressions that may cause cultural misunderstandings. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties, such as helping them sort out ideas, correct wrong words and sentences. After students finish writing, they exchange their compositions with their deskmates for mutual correction according to the assessment standards. Then, the teacher selects several typical compositions (including excellent ones and those with common problems) to comment on, points out the advantages and deficiencies, and guides students to revise their own compositions. Design Intention: Writing is a comprehensive reflection of students’ language ability. The email writing task is closely related to the unit theme, which can test students’ ability to use English to introduce Chinese culture and carry out cross-cultural communication. Guiding students to sort out the outline before writing can help them organize their ideas and ensure the logicality of the composition. Mutual correction and teacher’s comments can help students find their own mistakes, learn from each other’s advantages, and improve their writing level. At the same time, it can also cultivate students’ cultural awareness and the ability to spread Chinese culture. Summary and Reflection: Sort Out Knowledge and Improve Learning Ability First, the teacher summarizes the whole teaching process, reviews the key vocabulary, sentence patterns and cross-cultural communication strategies of the unit, and emphasizes the importance of understanding cultural differences and mastering appropriate communication strategies in cross-cultural communication. Then, the teacher guides students to carry out self-reflection: “What have you mastered in this assessment teaching? What are your deficiencies? What should you do to improve in the future?” Students are asked to write a short reflection in English, which includes their gains, deficiencies and improvement plans. After students finish writing, some students are invited to share their reflections with the whole class. Finally, the teacher makes a summary comment, affirms the gains of students in this class, encourages students to continue to consolidate the knowledge and skills they have learned, pay attention to accumulating cross-cultural communication knowledge in daily life, and continuously improve their four-dimensional core literacy. Design Intention: Summary can help students sort out the knowledge system of the unit and deepen their understanding and memory of the key contents. Self-reflection is an important part of cultivating students’ learning ability. By writing reflections, students can clearly understand their own learning status, find their own deficiencies, and put forward improvement plans, which is conducive to improving their learning efficiency and forming good learning habits. Sharing reflections can help students learn from each other and make common progress. Homework Arrangement: Consolidate and Extend 1. Revise the composition written in class according to the teacher’s comments and the opinions of deskmates, and submit it the next day. 2. Collect information about the cultural customs of a Western country, write a short passage (about 150 words) to introduce it, and pay attention to the accurate expression of cultural connotations. 3. Listen to an English radio program about cross-cultural communication and take notes of the key points. 4. Review the key contents of Unit 2 and finish the assessment exercises in the textbook. 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 $