Unit 2 Period 1 Reading and interaction（课件）英语沪教版必修第三册

该高中英语课件围绕“身边事物”主题，以T-shirt的旅程为核心线索，通过导入环节的pair work（讨论T恤数量、购买习惯及产地）连接学生生活，读前预测文本类型与目的，读中用表格梳理其从乌兹别克斯坦棉田到尼日利亚市场的全旅程，构建从生活观察到文本深度分析的学习支架。 其亮点在于融合语言能力（通过复合名词、短语动词练习提升表达与理解）、文化意识（展示不同国家生产环境与劳工问题，培养社会责任感）和思维品质（T-shirt旅程表格分析、mini-project调查产品影响，锻炼分析能力）。采用任务型教学（pair/group work、深度阅读、项目调查），评估表自评目标达成，作业结合口语记录与写作描述。学生能提升语言运用与跨文化理解，教师可依托清晰结构落实核心素养，提高教学效率。

高中英语沪教版必修第三册 Unit 2 The things around us Period 1 Reading and interaction Learning objectives 1. Learn expressions describing daily objects and phenomena. 2. Understand the text’s structure and logical connections. 3. Extract key information through targeted reading strategies. 4. Share personal observations of surrounding things in English. 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 Work in pairs. Answer the questions. How many T-shirts have you got? Do you buy new T-shirts frequently? Why or why not? Lead-in Lead in Work in pairs. Answer the questions. Do you know where they were made? I think most of them were made in Southeast Asian countries like Vietnam or China, because these places have a large clothing manufacturing industry. 02. Pre-reading Lead-in Pre-reading Look at the title and the picture. Guess the answers to the questions below. Then read the passage to check your answers. (1) What type of passage may it be? a A magazine article. b A report. c A leaflet. (2) Who is it written for? a Children. b Teenagers. c Shop owners. (3) What may its main purpose be? a To explain why people buy second-hand clothes. b To give information about environmental problems. c To encourage readers to change their habits. 03. While-reading Lead-in Comprehension work Read the passage and answer the questions. (1) Why do Africans like Western clothes? (2) Who made T-shirts in the Indian factory? Because these cheap Western clothes make people’s dreams come true, and when wearing them, people can’t tell the difference between the rich and the poor. The adults made the T-shirts and the children checked them in the Indian factory. Lead-in Comprehension work Read the passage and answer the questions. (3) Why do people still go to discount shops? (4) Why doesn’t the young man buy the T-shirt from Yaba market? Because they don’t want to spend a lot of money but still want to look good. Because he only has $1.50, which is less than the $3 price tag, and Abeke refuses his offer. Lead-in Comprehension work Read the passage and answer the questions. (5) From the charity shop to Yaba market, who may profit from the T-shirt according to the writer? (6) What impacts might the making of a T-shirt have? The export company may profit from the T-shirt. It uses a huge amount of water and resources; it involves child labor; and the production process may use harmful chemicals that hurt workers. Lead-in Comprehension work Read the summary below and fill in each blank with a suitable word based on the language of the passage. You may change the form if necessary. life chemicals flown discount deals threw sold/exported worn choice cost Lead-in Deep reading Read the passage again. Work in pairs. Study the T-shirt’s journey and pay attention to the stories that have happened in each place and describe people’s lives there. Complete the table below. You may ask and respond like this: A: A T-shirt starts its journey in a cotton field in Uzbekistan. What do people do there? B: They water and pick the cotton in cotton fields. And they use harmful chemicals to kill insects. A: What are their lives like? B: They have to work long hours every day in cotton fields to earn a living in spite of the high temperatures and harmful chemicals. Lead-in Deep reading The T-shirt’s journey What happens to the T-shirt? Who are the people involved in this journey? What are their lives like? the cotton field in Uzbekistan Cotton for the T-shirt is grown, watered and picked here; harmful chemicals are used. Farmers like Feruza. They work 10-12 hours a day in over 30°C temperatures, get very little pay, and their eyes may be hurt by harmful chemicals. a tiny factory in Mumbai, India The cotton is made into the T-shirt here. 20 adults and 5 children. They work in a factory without air conditioning; adults make the T-shirts while children check them, facing poor working conditions. a huge discount shop in the UK The finished T-shirt is sold here at a low price. Shoppers like 15-year-old Ryan. They don’t care where the clothes come from, just want to look good without spending much money. Yaba market in Nigeria The second-hand T-shirt is put on sale here for $3. Shop owner Abeke and local young men. Abeke sells cheap second-hand clothes from America and Europe; the young man can only afford $1.50 for the T-shirt. Lead-in Deep reading Work in pairs and discuss the questions. (1) Is it important to know where your clothes come from? Why or why not? (2) If you buy one fewer T-shirt, will it make any difference? Why or why not? Yes, it is. Because knowing where clothes come from can make us aware of the working conditions of the workers and the environmental impact of production, which helps us make more responsible shopping choices. Yes, it will. If everyone buys one fewer T-shirt, it will reduce the demand for clothing production, which in turn saves a large amount of water and resources, and reduces the exploitation of workers and child labor. 04. Post-reading Lead-in Mini-project You are going to do a survey about a product to follow its journey before it reaches consumers. Choose one of the products listed below. ■ shoes ■ tables ■ sofas ■ paper ■ floorboards ■ wine ■ others: ____________ ■ Discuss the questions below in groups. How and where are they produced? How do they affect people’s lives? ■ Share ideas within your group. ■ Select one person to report on behalf of your group. Conducting a survey on the journey of a product Lead-in Mini-project Jeans Making jeans is a major economic industry in some developing countries. It involves designing, washing, cutting and packaging. This is a source of income for local people. On the other hand, the washing process produces wastewater. If it goes directly into rivers without proper treatment, they may later turn blue, smell strange and become poisonous. This will have a harmful effect on people’s drinking water as well as their farmland. Shoes Shoes are usually designed in developed countries and produced in developing countries. Workers in shoe factories often work long hours for low pay, and the production process may produce a lot of wastewater that pollutes the environment. For consumers, cheap shoes are affordable, but many people throw away old shoes quickly, leading to waste. When reporting, we can share these points and call on everyone to buy fewer shoes and recycle old ones. 05. Summary Lead-in Focus on language Find some language points in the passage and list them in the blanks. (1) Compound nouns suggesting things related to the T-shirt in Abeke’s store (e.g. charity shop) (2) A phrasal verb related to buying and selling clothes (e.g. put on) Compound nouns: second-hand shops, cotton T-shirt, export company, charity shop Phrasal verbs related to buying and selling clothes: pick through, sell out, try on, throw away, hang up Lead-in Focus on language Complete the sentences with the correct form of the phrases below. ■ flood into ■ for export ■ discount shop ■ at a profit ■ hang up ■ iron out ■ in cash ■ hesitate about ■ fit into ■ break sweat (1) Every summer, students from all over the country ____________ the Shanghai Science and Technology Museum. (2) The competition is getting easier and easier as it goes on. He will hardly need to ____________ to reach the final. (3) Factories in South China produce large quantities of clothes ____________ to meet the needs of the international market. flood into break sweat for export Lead-in Focus on language Complete the sentences with the correct form of the phrases below. ■ flood into ■ for export ■ discount shop ■ at a profit ■ hang up ■ iron out ■ in cash ■ hesitate about ■ fit into ■ break sweat (4) The couple sold their house ____________ and were finally able to travel around the world. (5) The two companies are attempting to ____________ the final details of the agreement. (6) Payment has become more convenient nowadays. Customers don’t need to pay ______; instead, they use smartphone apps to pay for their shopping. at a profit iron out in cash Lead-in Focus on language Complete the sentences with the correct form of the phrases below. ■ flood into ■ for export ■ discount shop ■ at a profit ■ hang up ■ iron out ■ in cash ■ hesitate about ■ fit into ■ break sweat (7) He didn’t _______________ taking the job with lower pay, because he thought that personal interest was the most important thing in a job. (8) _______________ are getting popular among young people, who like to hunt for bargains. hesitate about Discount shops Lead-in Focus on language Complete the sentences with the correct form of the phrases below. ■ flood into ■ for export ■ discount shop ■ at a profit ■ hang up ■ iron out ■ in cash ■ hesitate about ■ fit into ■ break sweat (9) It is rather difficult to ____________ a group where people speak a language different from yours. (10) Hebe has decided it’s time to ____________ her dancing shoes as she’s over 40. fit into hang up 06. Assessment Lead-in Assessment Learning Objectives Score(1-5) 1.Understand the text’s structure and logical connections. 2.Extract key information through targeted reading strategies. 3.Share personal observations of surrounding things in English. 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. Describe one object around your home using 3 sentences. 2. Read the text aloud and record your reading for 1 minute. Thank you for your listening $