Unit 2 Roads to education-A Reading and interaction 教案-2025-2026学年高中英语沪教版必修第二册

Unit 2 Roads to education-A Reading and interaction 教学目标和重难点 教学目标 Language Competence: Master key words and sentence patterns about education roads, improve reading comprehension and interactive communication skills. Cultural Awareness: Understand diverse educational modes globally, respect cultural differences in education. Thinking Quality: Develop critical thinking by analyzing educational barriers and solutions. Learning Ability: Cultivate autonomous and cooperative learning habits through reading and interaction activities. 教学重难点 Key Points: Comprehend the main idea and details of the reading passages about different educational roads, master key vocabulary (e.g., accessibility, equity, barrier) and sentence structures. Difficult Points: Analyze the causes and solutions of educational inequality, express personal views on education roads fluently in interactive activities. 教学过程 Lead-in The teacher starts the class by showing a set of pictures and short video clips. The materials include scenes of African rural girls walking for hours to go to school, Indian students learning through digital devices, and Nordic children having classes in the forest. After playing the video, the teacher asks two guiding questions: “What do you see in the video? What do you think these scenes have in common?” Then, invites 3-4 students to share their answers freely. After the sharing, the teacher summarizes: “These scenes show different ways of getting education in different parts of the world. Today, we will explore various roads to education through reading and interaction, and discuss the challenges and hopes behind them.” Design Intention: The visual materials (pictures and videos) can quickly attract students’ attention and arouse their interest in the theme of “roads to education”. The guiding questions help students connect their existing knowledge and life experience with the new lesson, laying a foundation for the subsequent reading and interaction. Meanwhile, the materials cover the core cases in the reading passages, enabling students to have a preliminary perception of the text content and reduce the difficulty of reading comprehension. Pre-reading Vocabulary Preview: The teacher presents the key vocabulary of the reading passages on the screen, including accessibility, equity, barrier, remote, digital, ecological, expel, convert, etc. For each word, the teacher provides the phonetic symbol, Chinese meaning and a simple example sentence related to education, such as “Accessibility to education is a basic right for every child.” Then, organizes students to read the words aloud in groups of 4, and ask them to make one simple sentence with each word in pairs. After 5 minutes, invites several pairs to present their sentences to the whole class, and the teacher corrects mistakes and gives positive comments. Background Introduction: The teacher briefly introduces the background of the three reading passages. “The first passage is a documentary report about African rural girls’ struggle to get education, showing the geographical barriers they face. The second passage introduces a digital education project in India, which uses technology to help children in remote areas get educational resources. The third passage is about the ‘forest school’ in Nordic countries, which combines education with nature.” The teacher also supplements simple information about the current situation of global education inequality, such as “There are still 260 million children in the world who cannot go to school due to traffic, poverty and other reasons”, to help students understand the social significance of the theme. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing key words helps students avoid being blocked by new words during reading, improving reading efficiency. Making sentences by themselves enables students to master the usage of words in context, rather than just memorizing the meaning. The background introduction helps students understand the cultural and social background of the text, narrow the cultural gap, and better understand the emotional connotation and core ideas of the passages. While-reading This part is divided into three steps: fast reading, careful reading and deep reading, guiding students to understand the text from shallow to deep. Fast Reading: Ask students to read the three passages quickly and finish the following tasks: (1) Match each passage with its main idea (provide 4 options, one more than the number of passages). (2) Underline the key sentence of each passage (usually the topic sentence at the beginning or end of the paragraph). After students finish, organizes them to check the answers in groups. The teacher explains the difficult points in the matching task and emphasizes the method of finding the main idea: pay attention to the topic sentence and key words, and ignore irrelevant details. Design Intention: Fast reading aims to train students’ ability to obtain key information quickly, help them grasp the overall framework of the text, and form a preliminary understanding of each passage. The group check link can promote students’ mutual learning and improve their participation in class. Careful Reading: Ask students to read each passage carefully and answer the detailed questions designed by the teacher, which are divided into three parts corresponding to the three passages. For Passage 1 (African Rural Girls): (1) How long do the girls walk to school every day? (2) What difficulties do they face on the way to school? (3) Why do they insist on going to school despite the difficulties? For Passage 2 (Indian Digital Education Project): (1) What is the purpose of the digital education project in India? (2) How does the project help children in remote areas? (3) What problems does the project still face? For Passage 3 (Nordic Forest School): (1) What is the characteristic of the Nordic forest school? (2) What can children learn in the forest school? (3) What is the significance of this kind of education mode? Students answer the questions independently first, then discuss with their group members to check and supplement their answers. The teacher walks around the classroom to guide students who have difficulties, and then invites students from different groups to answer the questions one by one. For the wrong answers, the teacher guides students to find the correct information in the text and correct them; for the key points, the teacher emphasizes and explains, such as the description of the girls’ difficulties in Passage 1, which reflects the harsh educational environment, and the problems of the digital project in Passage 2, which shows the complexity of solving educational inequality. Design Intention: Careful reading helps students understand the details of the text, deepen their understanding of the main idea, and master the key information in each passage. Independent thinking combined with group discussion not only cultivates students’ autonomous learning ability, but also improves their cooperative communication ability. The teacher’s guidance ensures that students can grasp the key points and solve the difficulties in reading. Deep Reading: Ask students to read the three passages again and think about the following questions: (1) What are the common points and differences between the three educational roads? (2) What factors affect the choice of educational roads in different regions? (3) What can we learn from these different educational modes? Organize students to have a group discussion. Each group chooses a recorder to record the key points of the discussion, and a speaker to present the group’s views to the whole class after the discussion. The teacher summarizes the views of each group, and guides students to realize that different regions have different educational roads due to differences in geography, economy, culture and other factors, but the core purpose of all educational roads is to help students obtain knowledge and grow up, and we should respect the diversity of educational modes. Design Intention: Deep reading guides students to think beyond the text, analyze and compare the content of the text, and cultivate their critical thinking and comprehensive analysis ability. Group discussion provides a platform for students to exchange views, enabling them to learn from each other and expand their thinking. The teacher’s summary helps students sort out their ideas and form a correct understanding of the theme of “roads to education”. IV. Post-reading This part includes language consolidation, interactive communication and theme expansion, aiming to help students apply the knowledge they have learned and deepen their understanding of the theme. Language Consolidation: (1) Ask students to find out the difficult sentence structures in the text, such as complex sentences with attributive clauses, adverbial clauses, and inverted sentences. The teacher selects 3-4 typical difficult sentences, such as “Although the attempt was unsuccessful, Scott never gave up, and that’s an amazing achievement.” (from the related background materials) and “The farm has been converted into a school for one class of difficult students.”, explains the structure and meaning of the sentences, and asks students to make similar sentences. (2) Organize a vocabulary competition: divide students into 4 groups, the teacher says the Chinese meaning of the key words, and the groups compete to answer the English words and make sentences. The group with the highest score gets a small reward. This activity not only consolidates the vocabulary and sentence patterns learned in this lesson, but also increases the fun of the class. Design Intention: Language consolidation is an important link to realize the internalization of knowledge. Analyzing difficult sentences helps students master complex sentence structures and improve their ability to understand and use complex sentences. The vocabulary competition stimulates students’ learning enthusiasm, makes them consolidate the key vocabulary in a relaxed and pleasant atmosphere, and improves their language application ability. Interactive Communication: Organize a group discussion with the topic “What kind of education road is suitable for our country’s students?”. Before the discussion, the teacher puts forward some guiding questions: (1) What are the advantages and disadvantages of our current education mode? (2) Can we learn from the educational modes in the text? (3) What suggestions do you have for improving our education mode? Each group discusses for 10 minutes, and then each group sends a speaker to present their views. The teacher listens carefully to the views of each group, gives positive comments and guidance, and encourages students to express their own views boldly. For example, some students may suggest learning from the Nordic forest school to increase outdoor practice activities, and the teacher can affirm this view and guide students to think about the feasibility of this suggestion in our country’s educational environment. Design Intention: Interactive communication is the key link of this lesson (Reading and interaction). The discussion topic is closely related to students’ own life experience, which can stimulate their enthusiasm for participation and enable them to apply the language knowledge and theme understanding learned in this lesson to practical communication. It not only improves students’ oral expression ability, but also cultivates their ability to think about practical problems and put forward their own views. Theme Expansion: The teacher introduces some other educational modes in the world, such as the Montessori education mode and the Steiner education mode, and plays a short video about these educational modes. Then, ask students to write a short passage (80-100 words) about “My Ideal Education Road”, which requires them to use the key words and sentence patterns learned in this lesson, and express their own views on the ideal education road. After students finish writing, invite several students to read their passages to the whole class, and the teacher gives comments on the content and language expression, pointing out the advantages and areas for improvement. Design Intention: Theme expansion enriches students’ knowledge of educational modes, broadens their horizons, and enables them to have a more comprehensive understanding of the theme of “roads to education”. Writing a short passage not only consolidates the language knowledge learned, but also trains students’ writing ability and ability to express their own views. The teacher’s comments help students improve their writing level and enhance their confidence in language application. Summary and Homework Summary: The teacher summarizes the content of this lesson with the help of a mind map. The mind map includes the theme of the lesson (Roads to education), the three reading passages (African rural girls, Indian digital education, Nordic forest school), key vocabulary and sentence patterns, and the core views of the discussion. The teacher emphasizes that education is a basic right for everyone, and there are various roads to education in different regions. We should respect the diversity of educational modes and cherish our own educational opportunities. Design Intention: The mind map can help students sort out the knowledge system of this lesson, form a clear cognitive framework, and deepen their memory of the key content. The summary of the theme helps students establish a correct outlook on education and realize the social significance of the lesson. Homework: (1) Review the key vocabulary and sentence patterns of this lesson, and recite the key sentences in the reading passages. (2) Finish the short passage “My Ideal Education Road” and revise it according to the teacher’s comments. (3) Surf the Internet to find more information about global educational modes, and share it in the next class. (4) Discuss with your parents about their views on education roads, and take notes of the key points. Design Intention: Homework is an extension of classroom teaching. Reviewing and reciting helps students consolidate the knowledge learned in class. Revising the short passage helps students improve their writing ability. Looking for information and discussing with parents helps students connect classroom learning with real life, expand their knowledge, and cultivate their autonomous learning ability and communication ability with others. 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 $