Unit3 Progress A Reading and interaction 教学设计-2025-2026学年高中英语沪教版必修第二册

Unit 3 Progress-A Reading and interaction 教学目标和重难点 教学目标 Language Competence: Master key words, phrases and sentence structures in the passage to understand and express views on progress. Cultural Awareness: Understand the dual effects of globalization and technological progress, respect cultural diversity. Thinking Quality: Develop critical thinking to analyze the pros and cons of progress. Learning Ability: Improve reading and cooperative learning skills to form autonomous learning habits. 教学重难点 Key Points: Grasp the main idea and structure of the passage, master key vocabulary (e.g., decorate, impression, occasion) and sentence patterns. Difficult Points: Analyze the author’s attitude towards progress and use critical thinking to discuss its impacts. 教学过程 Pre-reading: Lead-in and Preparation Activity 1: Warm-up Discussion The teacher starts the class with an open question: “What does ‘progress’ mean to you? Can you list some examples of progress in our daily life, such as in technology, culture or society?” Then, invite 3-4 students to share their ideas freely. After that, the teacher shows some pictures on the screen, including the development of transportation (from caravans to high-speed trains), the popularization of the Internet, and the spread of different cultures. The teacher guides students to discuss: “Are all these changes considered progress? Do they bring only benefits to us?” Design Intention: This activity aims to activate students’ prior knowledge and life experience related to “progress”. By asking open questions and showing visual materials, it can arouse students’ interest in the topic, stimulate their thinking about the connotation of progress, and lay a good foundation for the subsequent reading and understanding of the passage. Meanwhile, it helps students practice their oral expression skills in English, which is in line with the requirements of language competence. Activity 2: Vocabulary Preview The teacher presents the key vocabulary of the passage on the screen, including verbs (decorate, impress), nouns (impression, occasion, decoration), adjectives (impressive, occasional) and key phrases (decorate...with..., leave a deep impression on sb., on occasion). For each word and phrase, the teacher provides simple English definitions and example sentences related to the topic of progress and globalization, such as “decorate: to make something look more attractive by putting things on it; e.g., People decorate the city with lights to celebrate the progress of their country.” Then, organize students to read the words and phrases aloud in pairs, and ask them to try to make simple sentences with 2-3 of them. Design Intention: Previewing key vocabulary in advance can help students remove language barriers in reading, so that they can focus more on understanding the content and logical structure of the passage. By providing example sentences related to the unit topic, it helps students connect vocabulary with the context of the passage, laying a solid foundation for their reading comprehension. Pair work also encourages students to cooperate and communicate, improving their learning ability. Activity 3: Predict the Passage The teacher shows the title of the reading passage “Going global” and the first sentence of the passage. Then, ask students to work in groups of 4 to predict the main content of the passage: “What do you think the passage will talk about? Will it focus on the advantages of going global, or the challenges it brings? What examples may be mentioned in the passage?” After 5 minutes of group discussion, each group sends a representative to share their predictions. The teacher writes down the key points of students’ predictions on the blackboard and gives positive comments. Design Intention: Predicting the passage content before reading can cultivate students’ ability of logical reasoning and prediction, which is an important part of reading skills. Group discussion enables students to exchange ideas, learn from each other, and improve their cooperative learning ability. At the same time, it can arouse students’ curiosity to read the passage and verify their predictions, improving their reading initiative. While-reading: Comprehension and Analysis Activity 1: Skimming for Main Idea Ask students to read the passage quickly (skimming) and answer the following questions: 1. What is the main topic of the passage? 2. What is the author’s general attitude towards going global (positive, negative, or neutral)? After students finish reading, invite them to answer the questions individually. The teacher summarizes the main idea of the passage: The passage mainly talks about the phenomenon of globalization, including the connections between goods, people, ideas and cultures, as well as the different attitudes towards globalization. The author holds a neutral attitude, objectively introducing its advantages and challenges. Design Intention: Skimming is a basic reading skill that helps students quickly grasp the core content of the passage. By asking targeted questions, it guides students to focus on the key information, avoiding blind reading. This activity can improve students’ reading speed and ability to generalize the main idea, which is an important part of language competence. Activity 2: Scanning for Specific Information Ask students to read the passage again carefully (scanning) and complete the following table. The table includes three columns: “Aspects of Globalization”, “Specific Performances” and “Impacts”. Students need to find relevant information from the passage and fill in the table. For example, in the “Aspects of Globalization” column, there are “Goods Move”, “People Move”, “Ideas Move” and “Cultures Change”; students need to find the specific performances and impacts of each aspect from the passage. After students finish filling in the table, the teacher invites several students to share their answers, corrects mistakes and supplements key information. Then, the teacher guides students to check their answers in pairs to ensure that all students have grasped the specific information of the passage. Design Intention: Scanning helps students find specific information quickly and accurately, improving their ability to locate key details in the passage. The table form makes the information more organized, which is conducive to students’ understanding of the logical structure of the passage. Pair checking not only helps students find their own mistakes, but also promotes mutual learning and communication, enhancing their cooperative learning ability. Activity 3: Close Reading for Language Points The teacher selects several key sentences and language points from the passage to analyze in detail, combining with the context of the passage. 1. Key sentence 1: “I could see a group of around 20 Brazilian dancers and a band in fancy costumes standing in the street.” The teacher explains the structure “see+object+object complement” (standing in the street is the present participle as the object complement, indicating the action is in progress). Then, ask students to find similar sentences in the passage and practice making sentences with this structure. 2. Key sentence 2: “Iceboxes of soft drinks and beer lined the narrow streets, and the smell of roasted meat filled the air as we passed wave after wave of street stands.” The teacher explains the usage of “as” as a conjunction to guide a time adverbial clause, meaning “when”. Then, introduce other usages of “as” (guiding reason, manner, concession clauses) with simple examples. 3. Key vocabulary: The teacher reviews the previewed vocabulary and explains their usage in the passage in detail, such as “impression” and its collocations “leave a deep impression on sb.”, “have a good impression of sth.”. The teacher also asks students to find the derivatives of the words in the passage, such as “decorate” (verb) → “decoration” (noun), “impress” (verb) → “impression” (noun) → “impressive” (adjective). Design Intention: Close reading focuses on the analysis of language points, which helps students master the key vocabulary, phrases and sentence structures in the passage, improving their language competence. Combining the context to explain language points makes students understand the usage of language more deeply, avoiding mechanical memory. Asking students to find similar sentences and make sentences can help them consolidate the knowledge they have learned and improve their ability to use language flexibly. Activity 4: Analyze the Author’s Attitude and Logical Structure The teacher guides students to read the passage again and discuss the following questions in groups: 1. What examples does the author use to illustrate the phenomenon of globalization? 2. What are the different attitudes towards globalization mentioned in the passage? 3. How does the author organize the passage? What is the logical structure? After group discussion, each group shares their views. The teacher summarizes: The author uses examples such as the spread of goods, the flow of people and the exchange of cultures to illustrate globalization; the passage mentions both positive attitudes (recognizing the convenience and connections brought by globalization) and negative attitudes (worrying about cultural cloning); the logical structure of the passage is “introduction of globalization → specific performances → different attitudes → conclusion”. Design Intention: This activity aims to cultivate students’ critical thinking and logical analysis ability. By analyzing the author’s attitude and the logical structure of the passage, students can have a deeper understanding of the content of the passage, not just stay on the surface of the text. Group discussion encourages students to think independently and exchange ideas, which is conducive to the development of their thinking quality. Post-reading: Consolidation and Application Activity 1: Retell the Passage Ask students to retell the passage with the help of the key points and the table they completed in the scanning activity. The teacher provides some key words and phrases as hints, such as “globalization”, “goods move”, “people move”, “cultural change”, “advantages”, “challenges”. Students can retell the passage individually or in pairs. After that, invite 2-3 students to retell the passage in front of the class, and the teacher gives comments and guidance, focusing on whether the retelling is complete, logical and fluent. Design Intention: Retelling the passage is an effective way to consolidate students’ reading comprehension and oral expression ability. It requires students to grasp the main idea and key details of the passage, and organize language to express them clearly and fluently, which is conducive to improving their language competence. The hints provided by the teacher can help students overcome the difficulty of retelling and enhance their confidence. Activity 2: Group Discussion Organize students to work in groups of 4 to discuss the following topic: “Is globalization a kind of progress? What are the advantages and disadvantages of globalization in our life? How should we treat globalization correctly?” The teacher gives some guiding questions to help students think: 1. What benefits has globalization brought to us (e.g., more choices of goods, cultural exchange, convenient communication)? 2. What challenges has globalization brought (e.g., cultural conflicts, unfair competition, environmental problems)? 3. As senior high school students, how can we adapt to globalization and promote cultural exchange? During the discussion, the teacher walks around the classroom, listens to students’ discussions, and gives appropriate guidance and help to students who have difficulty expressing their ideas. After the discussion, each group sends a representative to make a 2-3 minute report to share their group’s views. The teacher makes a summary, emphasizing that globalization is an inevitable trend, and we should treat it dialectically, respecting cultural diversity while seizing the opportunities brought by it. Design Intention: This activity combines the content of the passage with real life, which helps students apply the knowledge they have learned to practice, improving their ability to analyze and solve practical problems. Group discussion not only improves students’ cooperative learning ability and oral expression ability, but also cultivates their critical thinking and cultural awareness, enabling them to understand the dual effects of progress and globalization and form a correct view of progress. Activity 3: Language Practice The teacher designs some language practice exercises to help students consolidate the key vocabulary and sentence structures learned in the passage. 1. Fill in the blanks with the correct form of the given words: (decorate, impression, occasion, impress) The students usually ________ their classroom with paper flowers and balloons. His speech made a strong ________ on the audience. On no ________ should we give up our dreams. The beautiful scenery in the countryside ________ all the visitors. 2. Rewrite the sentences using the given structures: I saw a girl singing in the park. When we walked along the street, we saw many interesting shops. (use “as” to guide a time adverbial clause) Students complete the exercises individually, then check the answers in pairs. The teacher explains the difficult exercises and summarizes the key points again to ensure that students have mastered the usage of key vocabulary and sentence structures. Design Intention: Language practice exercises are designed to help students consolidate the knowledge they have learned, improve their ability to use language flexibly. The exercises are closely related to the key points of the passage, which is conducive to students’ mastery of language knowledge. Pair checking helps students find their own mistakes and deepen their understanding of the knowledge. Activity 4: Summary and Reflection The teacher invites students to summarize what they have learned in this class, including the main idea of the passage, key vocabulary and sentence structures, and their understanding of globalization and progress. Then, the teacher makes a brief summary, emphasizing the importance of grasping the reading skills (skimming, scanning, close reading), mastering key language points, and developing critical thinking and cultural awareness. Finally, ask students to reflect on their own performance in this class: What did they do well? What needs to be improved? What questions do they still have? Design Intention: Summary and reflection help students sort out the knowledge they have learned in the class, form a systematic knowledge framework, and improve their learning ability. Asking students to reflect on their own performance can help them find their own shortcomings and make corresponding improvements in future learning, which is conducive to the cultivation of autonomous learning ability. Homework Read the passage aloud for 15 minutes every day, and recite the key sentences and paragraphs. Write a short passage (100-120 words) about your views on progress, using the key vocabulary and sentence structures learned in this class. Surf the Internet to find more information about globalization, and prepare to share it in the next class. Review the key vocabulary and sentence structures, and finish the extra exercises provided by the teacher. Design Intention: Homework is an extension of classroom teaching, which helps students consolidate the knowledge they have learned and improve their language ability. Reading aloud and reciting help students familiarize themselves with the language of the passage and improve their sense of language. Writing a short passage enables students to apply the key vocabulary and sentence structures flexibly, improving their writing ability. Looking for extra information about globalization can broaden students’ horizons and enhance their cultural awareness. 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 $