高中英语 必修2 Reading and listening 优质教案
高中英语选择性必修二Unit 1 Reading and Thinking教学设计
高中英语选择性必修二Unit 1 Reading and Thinking教学设计一、教学目标（一）语言技能目标1.学生能够理解课文内容，掌握重要词汇和短语。
2.提高学生的阅读理解能力，包括细节理解、推理判断和主旨归纳等。
3.学生能够运用所学词汇和句型进行口头和书面表达，讨论科学发现相关话题。
（二）学习策略目标1.培养学生的阅读策略，如预测、略读、扫读等。
2.鼓励学生合作学习，共同探讨问题，分享观点。
（三）情感态度目标1.激发学生对科学的兴趣和好奇心，培养科学精神。
2.增强学生的跨文化意识，了解不同国家的科学成就。
二、教学重难点（一）教学重点1.理解课文内容，掌握重要词汇和短语。
2.培养学生的阅读理解能力和表达能力。
（二）教学难点1.引导学生分析课文结构，理解作者的写作意图。
2.帮助学生运用所学知识进行创造性表达。
三、教学方法（一）任务型教学法：通过设计各种任务，让学生在完成任务的过程中学习语言知识和技能。
（二）合作学习法：组织学生进行小组讨论和合作活动，培养学生的合作意识和团队精神。
（三）情景教学法：创设真实的语言情景，让学生在情景中运用语言，提高语言运用能力。
四、教学过程（一）导入（Lead-in）播放一段关于科学发现的视频或展示一些科学成就的图片，引起学生的兴趣。
提问学生对科学发现的看法，引导学生思考科学发现的重要性和意义。
（二）预习检测（Pre-reading check）检查学生的预习情况，让学生回答一些与课文相关的问题，如：What do you know about scientific discoveries? Have you heard of any famous scientific discoveries?教授一些新单词和短语，为学生的阅读做好准备。
（三）阅读（Reading）1.快速阅读（Skimming）：让学生快速浏览课文，回答问题：What is the main idea of the passage?2.仔细阅读（Scanning）：学生仔细阅读课文，完成以下任务：回答细节问题，如：Who made the scientific discovery mentioned in the passage? What did they discover? How did they make the discovery?3.找出课文中的重要词汇和短语，并理解其含义。
《Unit 2 Reading and Thinking》示范课教案【高中英语人教版】
Unit 2 Bridging CulturesReading and Thinking 教学设计教材分析内容分析：本单元的主题是“文化沟通与交流”。
本节课分为两个部分：1.通过讨论主题图（国外大学课堂的场景），引出留学生在沟通中外文化，架起中国与世界的桥梁的话题。
阅读板块主题是“阅读交换学生Xie Lei的留学经历”。
阅读语篇是一篇刊登在伦敦一所大学校报上的文章，讲述中国商科留学生Xie Lei初到国外时遇到种种困难和挑战（具体表现为语言障碍、想家、学术要求以及中外教学方式的差异带来的挑战）并逐渐适应新环境的经历（参与文化沟通与交流，包括体验、适应当地文化，和向身边人介绍中国文化）。
Xie Lei的学习和生活经历反映了大多数留学生初到国外时的真实体验，和如何应对并适应文化冲击(culture shock)。
学生在阅读过程中感受不同文化碰撞产生的新奇感和危机感，理解留学生发挥着向世界讲述中国故事，传播中国文化，提升我国国际影响力的重要作用。
同时理解青年人在帮助“世界看中国”，让世界感受中华文化之美的过程中获得文化自信。
教学目标在本课学习结束时，学生能够：1. 理解跨文化交流在当今时代的特殊意义；2. 通过校报文章了解商科学生Xie Lei的英国留学经历，遇到的问题和应对策略；3. 理解中国文化的魅力，坚定文化自信；4.谈论留学生在跨文化沟通和文化传播中的特殊身份和作用；教学重难点【教学重点】1.正确理解主题图，理解文化沟通和交流对个人的深远意义；2.引导学生读懂校报文章，了解交换学生的留学经历和适应过程；3.引导学生思考留学生在文化传播中的角色及中外文化环境和教学模式的差异；【教学难点】把握报刊文章的结构和写作特点，梳理文章的明线（参与文化沟通与交流的经历）和暗线（情感体验的变化）。
教学过程Step 1 Warming-up1. Look at the theme picture and discuss the following questions.(1) What does Bridging Cultures mean?(2) What do you think this unit is about?(3) What are the young people doing in the picture?(4) How is the girl on the left different from others？(5) How do you think her life differs from that in her home country?2. Appreciate and understand the quote on the theme picture.3. Try to answer the following questions.(1) Why do you think people are not the same after seeing the moon shining on the other side of the world?(2) Do you have such an experience? If not, what kind of people may feel this way？(3) Have you ever dreamed of going abroad for further education? If so, can you list some of your dream universities?4. Look at some pictures of highly reputable universities.设计意图：通过讨论主题图，引出单元话题，同时激发学生思考文化沟通与交流对个人及社会的意义。
高一英语Unit2 Reading and thinking教案
1)What does "national protection mean? Can you list more examples? 2)How do you understand Zhaxi's words in paragraph 3?
Step 5 Summarizing
Group students to read the text carefully again and draw the mind map of this journal. Remind them to include the key factors of a journa and the observation form. Invite students to draw their mind map on the blackboard.
（体现分层设 Do some research on at least one endangered animal, including its suffering, the
计）
measures to protect it and the effects of the protective measures.
Step 4 Close-reading
1. Reading for specific information Group students to read the text carefully and discuss questions 1-3 in Activity 2 on page 17, and Collect answers from the groups. Make comments on the open questions. .Ask students to scan the text again in groups to finish the observation form.
Unit 2 Reading and Thinking 教案 高中英语人教版(2019)选择性必修
Unit 2 Bridging CulturesReading and Thinking教学设计科目：英语课题：Reading and Thinking 课时：1课时教学目标与核心素养：知识目标：通过阅读，了解谢蕾在交流生项目中的经历体会。
能力目标：培养学生略读能力，以及按照时间顺序对文章进行梳理总结的能力。
情感目标：通过谢蕾的学习和生活经历了解留学生在国外遇到的问题，他们通过调整自己的行为适应新的环境，在不断适应的过程中成长。
教学重难点教学重点：引导学生理解文章的内容和主旨，把握文章的结构和写作特点。
教学难点：指导学生掌握长句的分析策略，克服阅读中的长句障碍；引导学生深入思考留学生在文化传播中的角色以及中外文化环境和教学模式的差异。
课前准备：多媒体，黑板，粉笔教学过程：一、Pre-reading1. Greeting2. Leading-in教师活动：让学生看文章标题和插图，并结合该板块的活动标题预测文章的出处和大意，完成活动1。
二、While- reading1.教师活动：让学生快速阅读文章，判断读前预测是否正确，并说出文章谈到了Xie Lei出国留学的哪些方面（包括生活、学习、语言、文化交流等）。
2.教师活动：让学生快速默读文章，概括文章大意，梳理语篇结构和信息。
3.学生活动：尝试用一两句话概括文章内容。
例如：The article is about how a Chinese girl, Xie Lei, manages to adapt to a new life in the UK and meet the academic requirements as an exchange student. Apart from that, the article also talks about how Xie Lei acts as a cultural messenger building a bridge between China and the UK.4. 梳理文章的感情线。
2.2 Reading and thinking 教学设计(2)-人教版高中英语必修第一册
【新教材】必修第一册Unit 2 Travelling around 教学设计（人教版）Period 2 Reading and Thinking本板块包括阅读部分Explore Peru和在阅读基础上完成相关的词汇和收集信息练习。
Reading部分介绍的是南美洲国家秘鲁的基本情况。
Reading部分共分两部分，一是关于秘鲁的地理和历史；二是关于介绍秘鲁旅行小册子。
通过学习两个text，学生可以简单了解秘鲁的历史和地理位置，并且掌握主要的旅游信息。
通过回答和课文有关的问题和相关的拓展问题，帮助学生培养捕捉关键信息的阅读能力。
为了顺利完成Reading and Thinking 的任务，学生还要提前做好相关词汇准备。
1. Let students master useful words and phrases related to the text;2. Let students understand the basic information about Peru in geography, history and famous travel destinations;3. Get students to know how to choose travelling destinations according to one’s interest and need.Importance:1.Help the students to master key words and phrases in the text.2.Guide students to grasp important details in the texts.3. Guide the students to grasp methods of reading a travel brochures and an encyclopedic.Difficulty:Guide the students collect useful information form a text.1.Ask the students to prepare new words and phrases related to the contents of the text.2.Mark the new words in the textbook, understand the meaning in context, or consult the dictionary to understand the meaning.Step 1 Preparation1.the Pacific coast ___________2. South America__________3. the Andes mountains___________4. the Amazon rain forest___________5.the Inca Empire__________6. the famous site_________7. an official language___________8. accommodation___________ 9. destination __________ 10. local Indian culture___________ 11. the architecture___________ 12.local markets___________ Step 2 Warming upGive the students some information about a country and encourage them to guess which country it is. Choose which of the countries is being discussed according to the following information.1)There used to be a famous empire here.2)The country has long coast and famous for its unique scenery3)Part of the country is covered with rainforests.4) It is one of the South American Countries.A. ChinaB. CanadaC. PeruD. Russia ( C)Step 3 Explore PeruBefore carrying out the task, remind the students to pay attention to the tip.Before you read look through the text quickly for titles, headers, pictures, charts and any other information that might tell you what type type of text it is.Task 1 : Encyclopedia or Brochure?Get the students to look through the two passages about Pero while listening carefully.Encourage the students to judge what types of texts they are: encyclopedia or brochure.The first text:It is an encyclopedia because it focuses on basic geographic and historical information.The second text:It is a travel brochure because it mainly introduces local travel information. Besides, there is contacting information at the end of the text.Task 2 : Reading and observingGet the students to read the first text in detail and pay attention to details in its history and then observe the map of Peru to know about its location and geography features.Information from the first text:on the Pacific coast of south Americathree main areasIn the 1400s and 1500s, the center of the powerful ancient Incan empire.Spain took control in the seventeen sixteen century.the official language—SpanishInformation from the second text:Amazon Rainforest Tour:rain foresttraveling by boatexploring the rain forest with a local guideenjoying the plants and animalsMachu Picchu Tour：a four- day walking tour on amazing paths.enjoy the unique Spanish and local Indian cultureCusco Tour:the unique square and local Indian culturethe capital of the Inca Empirestay in local hotelvisit the museumsadmire the architectureenjoy excellent local foodgo shopping at the Local markets.Lake Titicaca Tour:the beautiful countrysidethe new highwaystay with a local Uros familyAn island and the Uros homes made of water plantsTask 4 Complete the passage with the correct forms of the new words from the texts.Get the students to read the passage and fill in the blacks. Remind the students pay attention to the first letters of each words.Cusco is a popular _destination __ for tourists. Because of its ___ unique __place in the history of South America. Cusco was the capital city of the Inca__Empire__ which was the most powerful in South America until the 1500s. There are two especially interesting things to__ admire __ about the Inca civilization. The first is the roads and __paths__, they built to connect their important cities. These Inca roads were made up of two north- south highways and many small roads crossing the mountains east to west. The roads were for Inca soldiers and their ___officials__. Second, the Inca built wonderful cities full of amazingarchitecture, but there were no markets in these cities. One of the interesting questions of history is how the Incas lived without shopping!Task 5 Information collectionGet the students to read the text and fill in the table.Encourage the students to discuss the question below with a partner.Guide the students to use the information in the text to give reasons.Which tour(s) would you recommend for people who enjoy history and culture. Why ?1、通过本节的阅读和思考活动，希望逐渐能够培养学生阅读实用文体，如旅游手册的时候，关注关键信息的能力。
Listening+and+Talking+教学设计 高中英语人教版(2019)必修第二册
Unit3口语课教案Choose the Best App1. Teaching ObjectivesThe main objective of this lesson is to help students understand the importance of choosing the best app for their needs and how to evaluate different apps based on their features and user reviews. The students will also be able to express their opinions in English about the app they prefer, using appropriate vocabulary and grammar structures.Learning Outcomes:- Students will be able to explain what makes a good app and why it's important to choose carefully.- Students will be able to use English language skills to discuss and evaluate different apps.- Students will be able to express their preferences for an app in English.2. Key Points & DifficultiesKey Points:1. Understanding the concept of "choosing the best app."2. Identifying key features of an app that are important for users.3. Evaluating apps based on user reviews and ratings.4. Expressing opinions in English about the app they prefer.Difficulties:- Students may have difficulty understanding the concept of "choosing the best app." - Students may struggle with expressing their opinions in English.3. Teaching ProcessStep 1: Warm-up (5 minutes)Start the class by asking students if they use any apps on a daily basis. Ask them to share their favorite apps and why they like them. This will help set the context for the lesson and get students thinking about the importance of choosing the right app.Step 2: Presentation (15 minutes)Introduce the concept of "choosing the best app" by explaining that apps can be very useful but not all apps are created equal. Show examples of different types of apps (e.g. social media, productivity, games) and talk about some of the key features that users look for when choosing an app. Use images or videos to illustrate these points.Step 3: Practice (20 minutes)Divide students into small groups and give each group a list of different apps with similar features. Ask them to evaluate each app based on certain criteria (e.g. user interface, compatibility, security). Afterwards, ask each group to present their findings to the class and explain why they chose their preferred app over others. Encourage students to use English as much as possible during this part of the lesson.Step 4: Production (15 minutes)Ask students to imagine they are reviewing an app they haven't used before. They should write a short paragraph (around 2-3 sentences) explaining why they would recommend this app to their friends and what sets it apart from other similar apps. Encourage them to use a range of vocabulary and sentence structures to make their writing more interesting. Have each student share their paragraph with the class and then discuss as a class which ones were most convincing and why.4. Homework: Continued practice with different appsAfter class, assign homework where students continue practicing evaluating apps based on different criteria, using English as much as possible. This could include researching new apps, comparing them with existing ones, and writing reviews or recommendations for those apps. Encourage students to use their own experiences and preferences as a basis for their evaluations and recommendations.。
【教案】人教选择性必修二Unit 2 reading and thinking教案
课题：A Teaching Plan :人教选择性必修第二册Unit2 Reading and thinking 一，教材内容分析本单元阅读文本详实报导了中国商科学生谢蕾作为英国伦敦某大学交换生在半年学习期间的所遇所学所为，尤其是她在适应英国文化的同时积极传播中国文化的行为，旨在引导学生了解英国文化，尊重不同文化的价值，理解文化传播的重要性，感受多元文化交融对个体成长所起的促进作用，从而帮助学生树立国际视野。
该文本为新闻报道故事。
全文共八段，篇章结构为“背景介绍—生活适应—学习适应—当下现状—表达祝愿”：第一、二段介绍了谢蕾的背景信息，第三、四段描述了谢蕾因生活差异所做的适应调整，第五、六段描述了谢蕾因学习方式差异所做的适应调整，第七段描述了谢蕾的现状，第八段为作者对谢蕾表达的美好祝愿。
也可以在此基础上将全文分为三部分：第一部分包括第一、二段，介绍谢蕾背景信息；第二部分从第三段到第七段，描述谢蕾遇到的各种调整及其适应；第三部分为第八段。
二，学情分析授课对象是高二年级物理班学生，对文本的准确解读和文章内容拓展和表达技巧上均有不足，所以需要教师对其进行不断地引导和阅读技能的教授，让学生意识到阅读其实是有“技”可循的，以此来增强学生信心，提高其阅读水平。
三，设计思路文本的教学设计务必做到主线清晰、内容重点突出，并创设基于文本内容的话题讨论，适度加入开放性问题以拓展学生思维，给予学生充足的阅读、思考与表达时间，培养不同层次的阅读策略，使学生真正意义上感悟文化差异的价值以及成为“文化传递者”的意义所在。
四，教学目标I.Teaching goalsBy the end of the class, the students will be able to1.Get to know Xie Lei’s experience in the UK.2. Trace the changes of Xie Lei’s feelings.3. Introduce the life that Xie Lei’s experienced.II.Teaching important and difficult points教学重点：引导学生理解文章的内容和主旨，把握文章的结构和写作特点。
高中英语人教版必修第二册教案：Unit 2 Reading and Thinking Word版含答案
1.Finish the Activity 4 and teacher gives right answers.
2. Discussion:
What is our current way of life？
How does this way of life affect nature?
二、While- reading
1.Scan the passage and summarize the main idea of the passage.
2. Read the passage again and summarize the main idea of each paragraph.
What if we don’t change our way of life?
四、Summary
总结课上所学，对学生进行思想文化教育
学生通过观看图片并讨论分享有关藏羚羊和羌塘自然保护区的知识和经历。
学生通过略读文章了解文章大意，并通过精读归纳各段大意，掌握文章内容。
通过讨论学生锻炼思维能力，同时锻炼语言表达能力。
教学重难点
教学重点：引导学生理解文本的主要信息，领会作者的观点和态度；培养学生区分字面意义和隐含意义的阅读策略；指导学生学习掌握文本新词汇。
教学难点：培养学生信息获取、分析和处理的能力，表达自己
教
学
过
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教师活动
学生活动
设计意图
一、Pre-reading
3. Think over the question:
What does the author experience in the clouds?
4. Students read the passage again, and finish the mind mapping.
《Unit 2 Reading and Thinking》教学设计【高中英语人教版】
Unit 2 Healthy LifestyleReading and Thinking 教学设计教材分析本单元的主题是“健康生活方式”，在“人与自我”的大主题下，探讨了个体如何改变不良习惯、养成良好的生活习惯，如何面对压力、保持身心健康、提高幸福感，以及如何运用所学知识发现自己在生活方式上存在的问题，并解决这些问题，培养健康的生活方式，远离不良生活习惯等问题。
本单元的引言是“The greatest wealth is health.”（健康是最重要的财富），指出了健康的重要性，启示学生应当摒弃过度追逐物质享受的思想和不健康的生活方式。
该阅读版块的主题是“养成良好的健康习惯”。
阅读语篇是一篇问题解决型的说明文，作者按照“提出问题——分析问题——解决问题——总结”的脉络框架介绍了改变不良生活习惯、养成良好生活习惯的原理和方法。
学生通过阅读语篇，认识不良生活习惯带来的危害，了解习惯形成的原因，探究心理学的习惯循环原理，学习运用该原理改变自身存在的不良生活习惯、养成健康的生活习惯。
教学目标在本课学习结束时，学生能够：1. 掌握问题解决型说明文的结构特征；2. 掌握概括段落大意的方法，进一步提高概括文章段落大意的能力；3. 理解习惯形成的原因及运作原理，并学会运用该原理改变坏习惯，养成好习惯；4. 理解培养健康生活方式的重要性，关注自身的生活方式。
教学重难点【教学重点】1. 引导学生掌握问题解决型说明文的结构特征；2. 引导学生掌握概括段落大意的方法，进一步提高概括文章段落大意的能力；3. 引导学生理解习惯形成的原因及运作原理，并学会运用该原理改变坏习惯，养成好习惯。
【教学难点】帮助学生理解培养健康生活方式的重要性，关注自身的生活方式，能运用习惯循环原理解决自身在生活方式上存在的问题。
教学过程Step 1 Warming-up1. Look at the pictures and discuss the following questions.(1) What are these people doing?(2) How do you think the people feel in the pictures?(3) Do you think they are all leading a healthy lifestyle? Why or why not?2. Understand the quote and discuss the questions.(1) What do you think Virgil wants to emphasize by comparing health to the greatest wealth?(2) Do you agree with him? Why or why not?3. Appreciate more quotes or sayings.设计意图：通过讨论主题图中的人物活动，以及他们展现出的精神风貌，引出话题，同时引导学生思考健康生活的内涵，意识到健康的重要性。
【教案】Unit+2Reading+and+Thinking+教学设计人教版(2019)必修第二册
Unit 2 Wildlife Protection -- Reading andThinkingA Day in the Clouds教学设计一、教材分析本单元的中心话题是目前全世界都相当关注和重视的野生动物的保护。
该主题语境属于三大主题语境“人与自我、人与社会、人与自然”中的“人与自然”这一大类，并从属于该语境下“环境保护”主题群。
该主题语境为语言学习提供了有关人与自然、人与动植物的意义语境，并有机渗透情感、态度和价值观。
众所周知，自然界是一个复杂的生态系统，生存其中的动植物之间存在着微妙的平衡关系。
任何一个物种的灭绝都会对这种平衡产生影响，大规模的物种灭绝会对生态系统产生严重甚至不可逆转的影响，由此会造成巨大的损失。
本课例所涉及的板块课型是Reading and Thinking，本板块的活动主题是“学习保护濒危动物”，主要讲述了我国保护珍稀野生动物藏羚羊的措施和取得的成就。
阅读文本“A Day in the Clouds”通过介绍藏羚羊过去和现在的生存环境，倡导每个个体通过自身生活方式的改变，学会与自然、野生动植物和睦相处，学会保护、尊重野生动植物，以此来消除人类对野生动植物存在的威胁，最终达成人和自然的和谐共生。
作者首先介绍了自己观察藏羚羊的经历，然后介绍了藏羚羊及羌塘自然保护区，点出了藏羚羊曾经濒危的事实与原因，以及政府为保护藏羚羊所采取的措施与取得的成果。
在文章最后作者提出了自己的思考：人类应当改变自己的生活方式，与自然和谐共处。
文章先引发人们对动物保护的思考，再上升到人与自然相处的高度，语言简洁、优美，结构层次分明。
保护野生动植物和人类可持续发展息息相关，正如文中志愿者扎西所言，保护野生动植物就是保护人类自己，也是保护人类赖以生存的星球。
在处理文本的过程中，笔者用人类和自然两条线贯穿全文，人类线以扎西视角代入我的意识，然后从个体上升到群体，最终上升为整个人类；自然线以藏羚羊为切入点，引出野生动植物，在进一步扩展为自然，最终落脚点为整个星球，然后将两条线索串联在一起，构成了人与自然的和谐统一。
人教版高中英语必修二精品课件设计：Reading and listening
10
V. Post-listening
Choose one of the questions to discuss in groups.
1. If you were Hippomenes, would you run against Atlanta?
2. Do you think Hippomenes deserved to win the race? Why or why not?
not run in the Olympics. ( T ) 2019/5/30
5
Reading
5. She made as many men as she could share her pain. ( T )
6. Her father did not understand her wish to compete in the Olympics. ( T )
2019/5/30
3
Reading
• What do you know about Hippomenes?
Hippomenes was a man who decided to marry Atlanta after he saw her. In order to run as __fa_s_t__ as her, he went to ask the Greek Goddess of Love for __h_e_lp__. She promised to help him and __g_a_v_e_ him three golden apples. She told him to _t_h_ro_w__ an apple in front of Atlanta when she was _ru_n_n_i_n_gfast. When she stopped to __p_i_c_k_ it up, he would be able to run __p_a_s_t _ her and win. Hippomenes took the apples, went to the King and told him that he wanted to marry Atlanta.
【教案】Unit 2 Reading and Thinking 教学设计人教版(2019)必修第二册
教学设计A Brief Teaching Plan for Reading and Thinking Unit2,Book 21.文本解读(1)主题意义和主要内容本单元的主题是人与自然，通过学习野生动物的现状，了解保护濒危物种背后的生存意义，构建对野生动物保护的认知、态度和行为选择，并思考如何参与保护动物。
本课的主题是“学习保护濒危野生动物”，主要讲述我国保护珍稀野生动物藏羚羊的措施和取得的成就。
通过讲述藏羚羊所面临的问题，旨在告诉学生要树立保护野生动物的意识，思考人类如何改变生活方式和参与保护野生动物。
(2)写作意图通过了解藏羚羊所面临的危险和保护措施，提高对野生动物保护的意识，提倡寻求动物保护的合理措施。
意识到保护野生动物就是保护我们自己，人类只有改变自己的生活方式，才能与自然和谐共生。
(3)文体结构和语言修辞本文是一篇日志体的文章，记录一天中所发生的事情。
课文的标题是A DAY IN THE CLOUDS，通过作者的所见、所闻、所感，以第一人称的口吻讲述保护珍惜物种藏羚羊的故事。
文章共有七个段落，结构完整，文字优美。
第一段是引子，交代了作者当天的活动地点和活动目的，作者来到空气稀薄的高原观察了解藏羚羊。
第二段展现藏羚羊的优雅美丽，同时指出他们正遭受着非法盗猎的灾难，表达对藏羚羊的怜惜和对不法分子的痛恨。
第三段是扎西的野生动物保护理念和认识。
扎西在羌唐国家自然保护区工作，担任作者的向导。
第四段介绍保护藏羚羊的缘由，种群数量和栖息地数量减少，藏羚羊种群濒临灭绝。
第五段讲述我国政府和民间组织为保护藏羚羊所采取的有力措施。
第六段讲述保护措施的成效。
最后一段是作者的感想，也是文章的立意所在，人类只有改变自己的生活方式，才能与自然和谐共生。
2.学情分析授课班级是高一年级学生，该班学生对英语学习兴趣较强，善于思考，积极活跃。
从和主题上看，野生动物保护容易引起学生的学习兴趣和探究欲望，是与学生息息相关的熟悉的话题：从语言知识层面上看，语言词汇量方面积累可能不足，教师需要通过教学丰富学生语言表达，激发学生主动思考和分享的欲望。
Reading+and+thinking+教案 高中英语人教版(2019)必修第二册 (2)
Unit5阅读课教案The Virtual ChoirI. Teaching Objectives1. Students will understand the concept of a virtual choir and its significance in modern times.2. Students will be able to comprehend and analyze the given content in English.3. Students will develop their reading comprehension skills and critical thinking abilities.II. Teaching Points and Difficulties1. Understanding the concept of a virtual choir.2. Analyzing the given content in English.3. Enhancing reading comprehension skills and critical thinking abilities.III. Teaching Process1. Warm-up (5 minutes)Teacher's Activity: Begin with a brief introduction to the topic of virtual choirs, highlighting their increasing popularity and relevance in today's digital age. Ask students if they have heard of virtual choirs or participated in any online performances.Students' Activity: Participate in a class discussion about virtual choirs, sharing their experiences or thoughts on this topic.2. Reading and Analysis (20 minutes)Teacher's Activity: Present the reading passage, "The Rise of Virtual Choirs," followed by a brief analysis of the content and main points. Discuss the importance of understanding the context and background information when analyzing texts.Students' Activity: Read the passage carefully, taking notes on key ideas and concepts mentioned in the text. After reading, ask students to share their thoughts on the main points and how they relate to the concept of virtual choirs.3. Language Development (15 minutes)Teacher's Activity: Introduce new vocabulary related to virtual choirs, such as "virtual reality," "online performance," and "interactive music." Discuss the importance of expanding one's vocabulary to improve reading comprehension and communication skills.Students' Activity: Practice using new vocabulary in sentences, either individually or in pairs. Encourage students to use context clues to understand unfamiliar words.4. Application and Reflection (5 minutes)Teacher's Activity: Review the key points covered in the lesson, focusing on the concept of virtual choirs and their significance in modern times. Ask students to reflect on what they learned during the lesson and how it can be applied to real-life situations.Students' Activity: Write a short reflection on what they learned during the lesson, including any new vocabulary or concepts that were introduced. Encourage them to think about how virtual choirs might impact their own lives or interests.IV. Homework1. Answer the questions below:1. What is the main idea of the passage "The Rise of Virtual Choirs"?2. How does the author use language to convey the importance of virtual choirs?3. What are some potential benefits and drawbacks of virtual choirs?2. Write a short essay discussing the impact of virtual choirs on modern entertainment and society. Use the following opening sentence: "Virtual choirs have revolutionized the way we experience music, providing us with unprecedented access to high-quality performances from around the world."。
Reading and Thinking 教案 高中英语人教版(2019)选择性必修第二册
共案个案Unit 5 SCIENCE AND SCIENTISTSReading and Thinking一、教学目标1. Enable the Ss to get to know some knowledge about Cholera.2. Enable the Ss to understand the passage well.3. Let the Ss learn some reading skills by scanning and skimming.4.To learn from the great scientists and develop thenoble spirits.二、教学重难点1.To figure out the structure of the text.2.To identify the purpose and the intended readers.3.Enable the students to practice some reading skills.三、教学过程Step 1 Warming-upName some famous scientists you know and tell something about them.Step 2 Reading1.Do you know how these scientists prove a new idea inscientific research? Discuss in small groups the stages insetting out a new scientific idea. What order would youput them in?2.Circle the key words to put the stages in order.3.What will be talked about from the title?1.Who was John Snow?2.How did John Snow defeat King Cholera?3.What is King Cholera?4.The structure of this passageStep 4 Exercisesplete the chart2.Write A-E in the blanks.3.Write out the questions according to the answers.教后反思（不少于100字）。
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高中英语必修2Readingandlistening 优质教案
Unit2TheOlympicGames
阅读和听力课
一、教学内容Readingandlistening(pp.14-15)
二、教学目标
在本节课结束时，学生能够
● 了解一些有关希腊神话的知识，并由神话故事引起对一些伦理问题的思考。
● 通过回答问题了解故事的主旨，并通过关键词找读故事中的主要情节。
● 预测故事情节的先后顺序，概括所听故事的主旨。
● 边听边准确记录一些有关信息。
三、教学步骤
步骤一热身
教师提问学生有关希腊神话的知识。
引导学生说出：
ThemaincharactersinGreeklegendsareusuallyGodsandGodd
esses.若学生没能说出，教师告诉学生，并向学生介绍：
GodsandGoddesseswerepartoftheGreek’sreligion.Theybelie
vedthatGods(orGoddesses)wouldhelphumansiftheyfeltsorry
forthemorifthehumansweregoodpeople.Totrytogetthesuppor
toftheGods,peoplehadtoprayforthemandofferthempresents.
由此引出阅读课文。
步骤二阅读
1. 请学生看PPT 上的几个问题，然后浏览课文并回答问题。
2. 请学生再次阅读故事之前先看学生用书p.14练习一的七个句子，划出关键词，然后浏览全文，根据关键词的同义词或词组快速在文中找到所要判断的七句陈述的位置，判断其正确与否，并陈述理由。
3. 请学生再读一遍故事，两人一组讨论PPT 中的两个问题。
设计意图：阅读课文讲述了一个与奥运有关的希腊神话故事。
简单介绍希腊神话的知识旨在引出课文，并引起学生的阅读兴趣。
故事体裁的文章往往涉及人和事，在请学生回答有关故事具体情节的问题之前，先通过提问几个涉及故事主要人物和事件的问题，让他们对故事的大致内容有所了解，符合阅读的规律。
请学生先划出句子中的关键词，再根据关键词在课文中搜寻相关信息，既可以提高阅读速度，也可以提高搜寻信息的准确率；复杂的问题采取让学生填空的形式旨在降低难度，并引导学生学会概括总结阅读内容；讨论中设计的问题旨在培养学生的预测能力，同时为下面的听力活动做好了准备。
I. Warming up Have you ever heard of any Greek legends? Who are usually the main characters in the legends?
注：课文中出现了四个生词，但是不影响理解。
教师可以让学生练习利用上下文或者构词法猜测词义。
词的用法可以请学生课后通过查字典、造句自学。
并
在词汇课上练习。
步骤三听力
1. 听前
在上面预测的基础上，请学生做学生用书p.15练
习三；预测听力故事部分情节的顺序。
2. 听中
● 请学生听一遍故事，检查情节排序是否正确，然后全班一起核对答案。
● 请学生再听一遍故事，用一句话总结出故事
的主题。
如果学生概括起来有困难，教师可
以采取让学生填空的形式，帮助学生总结、归纳主题。
● 请学生先浏览一遍学生用书p.15练习五，了解文段中所缺少的内容。
然后请学生再听一遍故事，
边听边填空。
3. 听后
将全班分成三个大组，每组再分成四人小组。
每
大组分别选择一个问题讨论。
讨论时请一人记录
大家的想法，并准备代表小组向全班汇报。
讨论
结束后，教师选几组代表陈述本组观点，其他组
学生补充或反驳。
设计意图：听前请学生猜测故事发展的顺序，给情
节排序，旨在帮助学生熟悉作者的构思过程，了解故
事的主要情节，为听力提供帮助；做完听前活动，再
让学生听一遍故事概括其主题，降低了难度；填空练
习旨在培养学生边听边记录，获取准确信息的能力；
听后结合故事对一些伦理问题进行小组讨论旨在培养学生勤于思考、善于思考的习惯。
步骤四作业
设计意图：通过听另一个希腊故事，巩固课上学习的听力
技巧。