Unit 2 The things around us-A Reading and interaction 教案-2025-2026学年高中英语沪教版必修第三册

Unit 2 The things around us-A Reading and interaction 教学目标和重难点 教学目标 Language ability: Master core words and sentence patterns, and improve reading and interactive communication skills. Cultural awareness: Understand the cultural connotation of things around and respect cultural diversity. Thinking quality: Cultivate logical and critical thinking through text analysis. Learning ability: Form good reading and cooperative learning strategies. 教学重难点 Key points: Grasp the main idea and details of the two texts, master the usage of related words and sentence patterns. Difficult points: Understand the deep meaning of things as cultural carriers and use target language to express views on things around. 教学过程 Step 1: Pre-reading (Lead-in and Preview) First, the teacher shows pictures of common things around students, such as a pencil, a teacup, a museum exhibit and a recycled plastic bottle, and asks students to discuss in pairs: “What do you think of these things? Do they have any special meanings beyond their functions?” After 3 minutes of discussion, invite 2-3 groups to share their views. Then, the teacher introduces the topic of this lesson: “Today we will read two texts about the things around us. They will tell us that common things can carry profound cultural memories and global connections.” Next, the teacher presents the core vocabulary of the lesson, including “pencil, production chain, global, exhibit, cultural memory, recycle, carrier” and so on. For each word, the teacher combines the pictures shown before to explain its meaning and usage, and asks students to make simple sentences with the words, such as “A pencil is not just a tool for writing, but also a product of global cooperation.” Design Intent: The lead-in activity closely combines students’ real life, which can quickly arouse students’ interest in learning and activate their existing knowledge and experience about things around them. By discussing the special meanings of common things, it paves the way for students to understand the deep connotation of the text later. The preview of core vocabulary helps students remove language obstacles in reading, lays a solid foundation for smooth reading, and also cultivates students’ ability to combine context with vocabulary learning, which is in line with the requirements of learning ability in core literacy. Step 2: While-reading (Text Analysis and Interaction) This step is divided into two parts, focusing on the two texts in the Reading and interaction section respectively: The Story of a Pencil and When Objects Speak. First part: Reading The Story of a Pencil Skimming: Ask students to read the text quickly and answer two questions: (1) What is the main idea of the text? (2) How many countries are involved in the production of a pencil? After students finish reading, ask them to answer the questions individually. The teacher checks and summarizes: The text tells the story of a pencil in an anthropomorphic way, showing the global production chain behind a common pencil. A pencil involves many countries in its production process. Scanning: Ask students to read the text again carefully and complete the following table: The parts of the pencil and the countries/regions where they are produced. Students can complete the table in groups of 4. After completion, the teacher invites a group to present their answers on the blackboard, and corrects and supplements them. Then, the teacher asks: “What can we learn from the production process of a pencil?” Guide students to realize that a common pencil is a symbol of global cooperation, reflecting the close connection between countries in the world. Language points analysis: Combine the text to explain the key sentence patterns, such as “It takes many people in different countries to make a single pencil.” and “From the wood to the lead, every part of the pencil has a long journey.” Explain the structure of the sentences and ask students to imitate them to make sentences related to things around them. For example, “It takes many workers to make a single cup.” Second part: Reading When Objects Speak Skimming: Let students read the text quickly and find out the core idea of the text: Museum exhibits are not just inanimate objects, but carriers of cultural memories, which can tell people stories about the past. Scanning: Ask students to read the text carefully and answer the following questions: (1) What kinds of exhibits are mentioned in the text? (2) What stories do these exhibits tell? (3) Why do objects have the ability to “speak”? Students answer the questions independently first, then discuss and exchange with their deskmates. The teacher walks around the classroom to guide students who have difficulties, and then invites several students to share their answers. The teacher makes appropriate comments and supplements, helping students deeply understand that objects carry people’s emotions and cultural memories, so they can “speak” to people. Interactive discussion: The teacher asks: “Have you ever had an object that carries special memories? What story does it tell?” Invite students to share their own stories in groups. Each group selects one representative to share with the whole class. The teacher encourages students to use the vocabulary and sentence patterns learned in the text when sharing. Design Intent: Skimming and scanning training helps students master different reading strategies, improve their reading speed and efficiency, and cultivate their ability to obtain key information and main ideas from the text, which is an important part of language ability training. Group cooperation and interactive discussion not only can stimulate students’ learning enthusiasm, but also can improve their oral expression ability and cooperative learning ability. By analyzing the language points in the text, students can master the usage of key words and sentence patterns, and lay a foundation for their subsequent language output. At the same time, guiding students to connect the text with their own life experience helps them understand the deep meaning of the text, cultivate their critical thinking and emotional experience, and implement the requirements of thinking quality and cultural awareness. Step 3: Post-reading (Consolidation and Extension) Text retelling: Ask students to retell the two texts in their own words. They can choose one of the texts to retell individually or retell the two texts in groups. When retelling, students need to include the main idea, key details and the deep meaning of the text. The teacher invites several students or groups to retell, and gives comments and guidance, focusing on evaluating whether students can use the vocabulary and sentence patterns learned, and whether the retelling is logical and complete. Vocabulary and sentence pattern consolidation: Arrange some exercises for students to consolidate the learned knowledge. For example, fill in the blanks with the given words, rewrite sentences with the required sentence patterns, etc. After students finish the exercises, the teacher checks the answers and explains the key and difficult points in the exercises. For example, fill in the blanks with “carrier, global, cultural memory”: (1) Museums are important ______ of cultural heritage. (2) The Internet has promoted ______ communication between countries. (3) This old photo carries my precious ______. Theme extension activity: Organize students to carry out a group project - “My Special Object”. Each group selects an object around them that has special meaning (such as a family heirloom, a gift from a friend, a recycled item, etc.), and prepares a short speech to introduce the object, including its appearance, function, the story behind it and its special meaning. The speech should be 2-3 minutes long, and students need to use the vocabulary and sentence patterns learned in this lesson. Each group has 10 minutes to prepare, then each group sends a representative to give a speech. After the speech, other students can ask questions and interact with the speaker. The teacher makes comments on the speeches, focusing on the accuracy of language, the clarity of expression and the depth of theme reflection. Summary and reflection: The teacher summarizes the content of this lesson, emphasizing that common things around us are not only tools with practical functions, but also carriers of culture, memory and emotion. They can reflect the connection between people, between countries and between different cultures. Then, ask students to reflect on their own learning process: “What have you learned in this lesson? What difficulties have you encountered? How can you improve your reading and expression ability in the future?” Students can write a short reflection in their exercise books, and the teacher randomly checks a few students’ reflections and gives feedback. Design Intent: Text retelling can help students deepen their understanding of the text, consolidate the learned language knowledge, and improve their oral expression ability and logical thinking ability. Vocabulary and sentence pattern exercises can strengthen students’ mastery of basic language knowledge, and lay a solid foundation for their subsequent language application. The theme extension activity combines the text content with students’ real life, which not only can stimulate students’ creativity and practical ability, but also can let students deeply understand the cultural connotation of things around them, and enhance their cultural awareness and emotional experience. Summary and reflection help students sort out the knowledge learned in the lesson, find out their own problems and deficiencies, and cultivate their self-reflection ability and learning ability, which is conducive to the sustainable development of students’ English learning. Step 4: Homework Arrangement Read the two texts again carefully, recite the key words and sentence patterns, and write them down twice in the exercise book. Complete the after-class exercises related to the text in the textbook, and check the answers by themselves after completion. Write a short passage about “A Thing That Has Special Meaning to Me”, with 80-100 words. The passage should include the appearance, function, story and special meaning of the thing, and use at least 5 key words and 2 key sentence patterns learned in this lesson. Preview the next part of the unit, and collect one more example of things that carry cultural meaning, and prepare to share it in the next class. Design Intent: Homework is an important extension of classroom teaching, which can help students consolidate the knowledge learned in class and apply it to practice. Reciting and writing key words and sentence patterns can strengthen students’ memory and mastery of basic language knowledge. Completing after-class exercises can help students check their own learning effect and find out their own deficiencies. Writing a short passage can improve students’ writing ability and apply the learned language knowledge to practical writing. Previewing and collecting materials can cultivate students’ autonomous learning ability and lay a foundation for the next class. 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 $