Unit 2 Period 1 A Reading and interaction（课件）英语沪教版2020必修第二册

该高中英语课件围绕“教育途径”主题，聚焦阅读技巧（如skimming）、核心词汇（access, resource等）及实验分析。课堂导入通过预测“教育实验”内容，讨论“难教学生”特征，再引出教师角色，构建从预测到探究的学习支架。 其亮点在于结合农场教育实验案例，通过问题链（实验元素where/when等）和互动讨论（课堂与农场学习对比），培养学生思维品质（逻辑分析）与语言能力（表达互动）。采用任务驱动与结构化小结，助力学生提升阅读理解与批判性思维，为教师提供清晰教学流程。

高中英语沪教版2020必修第二册 Unit 2 Roads to Education A ：Reading and interaction Learning objectives 1. Master key vocabulary (e.g., access, resource, opportunity) and core sentence structures related to education access. 2. Comprehend the main ideas and supporting details of the reading passage about diverse educational paths. 3. Develop skills in analyzing the author’s purpose and making logical inferences from the text. 4. Participate in interactive discussions to share views on educational equity and personal learning experiences. Contents 1. Lead in 2. Pre-reading 3. While Reading 4. Post Reading 5. Summary 6. Assessment 7. Homework 01. Lead in Lead-in Lead in Predict: What may be included in the text based on the given information ？ the un+teach+able Lead-in Lead in What kind of students are unteachable? ___________________ ___________________ ___________________ ... don’t behave well don’t concentrate on studies noisy, poorly disciplined disrespectful to teachers don’t follow instructions often cause trouble ... Lead-in Lead in Can unteachable students be turned into teachable students? Schoolteacher of the Year teacher’s role 02. Pre-reading Lead-in Pre-reading P1 P2 P3 P4 Lead-in Pre-reading An experiment in education An introduction of the experiment. Participants of the experiment. Activities in the experiment. The author’s comments on the experiment. P1 P2 P3 P4 Lead-in Pre-reading Elements of an experiment where place when time/duration what content who participants how process why reason Q1-Where did the author see the experiment? Q2-Where did the experiment take place? Q4-What was the experiment? Q3- How long did it last? Q5-Who were involved in this experiment? Scan paragraph 1 and find the answers to Q1-Q5. Q6-How was the experiment conducted? Q7-Why did they conduct the experiment? 03. While Reading Lead-in Skimming a series: a number of programmes the first episode: the first part of these programmes Q2: Where did the experiment take place? set: place the action of experiment in a particular place Q1:Where did the writer see the experiment? be converted: be changed Lead-in Skimming Q5-Who were involved in this experiment? Who was this great teacher? Q3- How long did the experiment last? Q4 It lasted (for) two weeks. Phillip Beadle Lead-in Skimming Participant 1: Students Participant 2: Teacher Age: _________; Number of students: ________; School performance: be______ from schools at least once; Former teachers’ comments: ____________ students. Name: _______________ Age: _________________ Work experience: _______________ eight years ago; ________________now; Award: ______________________ Scan paragraph 2 and complete the profiles below. Lead-in Skimming Scan paragraph 2 and complete the profile below. Age: _________; Number of students: ________; School performance: ____________________________________________________________________________________________________________Former teachers’ comments: ____________ students. Participant 1: Students 13 and 14 16 They are difficult students because they have been expelled from schools at least once “unteachable” Lead-in Skimming Participant 2: Teacher Name: _______________ Age: _________________ Work experience: _______________ eight years ago; ________________now; Award: ______________________ Philip Beadle 40 a rock band player a teacher “Schoolteacher of the year” Lead-in Skimming Unteachable students Teachable students ？ how process How was the experiment conducted? Lead-in Skimming Mr. Beadle’s activities With the process going on, the students finally became______________ Students’ Activities Effect on students Activity 1 Activity 2 Activity 3 He ___________. He took the students oustside to ____for _______________. He took the students to _________________ to ___________________through_________ . They _________ each other and said _______________. They ________________ to cows. They ___________, ______ their hands and__________. Everyone was _________in class. They became more ________in reading in public. Everyone got physically_______ in the game. played a game pointed at something funny teachable attentive a field an English lesson read a brief quote confident another field learn basic punctuation another game jumped around clapped shouted involved Scan paragraph 3 and complete the table below Lead-in Skimming Scan paragraph 4 and answer the multiple-choice question ( more than one answer ) What was the writer's attitude towards the experiment? The writer was amazed by the show and couldn't wait to see what would happen next. He also highly recommended it to others to watch it. A. positive B. supportive C. negative D. favorable E. neutral F. doubtful 04. Post Reading Lead-in Discussion Interaction Think about the following question and have a discussion with your classmates. “What’s the difference between learning in the classroom and on the farm? ” vs. Open space, close to nature， free to explore Limited/closed space Less movement Relaxed, creative， active in mind Boring, nervous, sleepy Lead-in Language Points 1. Core Vocabulary (重点词汇) • access (n./v.)：~ to education 受教育的机会/获取教育 例：Many children in remote areas lack access to quality education. • resource (n.)：educational resources 教育资源（常用复数） • opportunity (n.)：~ for learning 学习机会； take the opportunity to do 趁机做 • overcome (v.)：overcome difficulties/challenges 克服困难/挑战 • diverse (adj.)：diverse educational paths 多样化的教育路径 → 副词 diversely；名词 diversity Lead-in Language Points 2. Key Phrases (核心短语) • open up opportunities for 为……创造机会 • break down barriers 打破障碍（barrier 为可数名词） • in spite of / despite 尽管（后接名词/短语，不接从句） • contribute to 促成；有助于（to 为介词，接名词/动名词） • adapt to 适应（adapt 强调“调整以适应”，区别于 adjust） Lead-in Language Points 3. Important Sentence Structures (重点句型) • 介词短语作状语前置：In remote mountainous areas, access to schools remains a big problem.（地点状语前置，主谓倒装） • “It is + 形容词 + for sb. to do” 结构：It is crucial for governments to invest in educational resources. • 定语从句（修饰抽象名词）：The opportunity that education brings can change one’s life. 05. Summary Lead-in Summary 06. Assessment Lead-in Assessment Learning Objectives Score(1-5) 1.重点词汇、短语和文章内容 2.阅读技巧和方法 3.课堂上的表现 5-完全能；4-基本能；3-不确定；2不太能；1-完全不能 07. Homework Lead-in Homework 1. Finish the summary in the textbook on Page 26. 2. Listen to the audio recording of the text and read the text out loud at least twice. Thank you for your listening $