【省级公开课】必修二Unit2 Reading and thinking 展示版
《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。
Unit2+Reading+and+thinking+课文要点精析课件高中英语人教版必修第二册
Part II
课文要点精析
1.On the plain in front of us,we can just make out a herd of graceful animals. 放眼平原，我们隐约看到一群形体优美的动物。 ★ make out 看清；听清；分清
①Kate heard a man's voice in the background, but she couldn't make out
him. ②Tom was observed __t_o_e_n_te_r___(enter) the bank and withdraw some
money. ③The speed limit must __b_e_o_b_s_e_r_v_e_d___(observe) strictly.8She seemed so
My guide is Zhaxi, _a___villager from Changtang. He works at the Changtang Nationa Nature Reserve. The reserve is a shelter for the animals and plants of northwestern Tibet. To Zhaxi, the land is __sc_a_r_e_d_(sacre) and protecting the wildlife is a way of life. “We're not trying to save the animals," he says. "Actually, we're trying to save _o_u_r_s_e_lv_e_s_(us)."
《Unit 2 Reading and Thinking》教学课件【高中英语人教版】
Para. 2
Main idea: What a habit is
How can a choice lead to a habit?
A choice can lead to a habit if we make the same choice over and over again.
The main idea is sometimes stated in either the opening or closing sentence. If not, look for another “standout” sentence, or summarise the paragraph in your mind by asking yourself, “What is it mainly about?”
The greatest wealth is health. —Virgil
Warming-up
Appreciate other quotes.
To be healthy as a whole, mental wellness plays a role.
A healthy person must be well in mind, body and spirit.
Warming-up
Read the quote and discuss.
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?
Unit 2 Healthy Lifestyle
Unit 2 Reading and Thinking 课件高中英语人教版(2019)必修第二册
B.
Zhaxi and other volunteers …
Bridges and gates were added to …
Careful Reading
• Find the answers on the text and mark them.
4.What does “national protection” mean? Can you list some examples? ➢Step 1 Find the phrase in the text
__I__Human activities are threatening animals and plants. (“the threats … have not yet disappeared”)
__L__The Tibetan antelope is not an endangered species now. (“…was removed …”)
achieve ___h_a_r_m_o_n_y_____ between humans and animals, the world must protect these beautiful creatures.
Summary
• Underline the sentences on the text, and complete the following questions in groups.
B.
Careful Reading
• Find the answers on the text and mark them.
2. What happened to the Tibetan antelope in the 1980s and 1990s?
Unit 2 Reading and Thinking示范课教学课件【英语选择性必修第二册人教版】
Read the text again and find out:1. What will you do if you want to change your routine in your smart home?2. What does the word “monitoring” (Para.3) most probably mean?3. What do we know about this smart technology from the last paragraph?4. What’s the author’s attitude toward the new technology?
itself
that
longer
making
daily
for
to change
After-reading
The smart home could also monitor itself to make sure that everything is working as it should, and send you a 8._______ (warn) if there is a problem. Such smart homes could even be programmed to detect your health problems, and then give you relevant advice as to the food you should eat 9. if you should see a doctor. Smarts home can also prevent us from disasters. So,in a sense, smart homes will lead us to 10.________ (live) smarter lives.
Unit+2+Reading+and+Thinking+课件高中英语人教版(2019)必修第二册
由于空气稀薄，在离开营地使的n用-p这a短s种t p构途art词ic徒i法pl的e步=例形旅子容如词行：中，我们不得不多次休息。
在我们的左边，白雪皑皑的山脉 消失 在 似乎触手可及的 云层中。
snow-covered 被雪覆盖的
n(名词）-past participle（过去分词）=形容词
habitats: became
smaller
Part 3&4: Read Para4-6.
Bad Times (1980s-1990s)
What happened to the Tibetan antelope?
The population dropped by more than
50 percent.
hike from camp. To our left, snow-covered mountains
〔 〕 状语
主语
disappear into clouds that seem almost close enough to touch.
谓语
宾语
定语从句， 先行词为clouds，关系词为that, 在定语从句中作主语， 不可以 省略，定语从句的谓语动词单复数由先行词的单复数来决定，故为seem
across the green grass, I’m struck by their beauty.
strike-struck-struck 击打；罢工 be struck by… 被…打动/触动
藏羚羊生活在西藏、新疆和青海的平原上。
看着它们缓缓穿过绿色的草地，我被其美丽震撼。
现在分词（短语）作状语表示时间、原因、条件、伴随、方式或结果。 从时间上看，现在分词的一般式表示的动作与谓语动词表示的动作同 时发生或几乎同时发生；从语态上看，现在分词往往表示主动的动作， 它的逻辑主语是句子的主语。
【课件】Unit+2+Reading+and+Thinking+课件-人教版(2019)必修第二册
Tibetan antelope
Learning Objectives
1 Learn the difficult situations the Tibetan antelope once faced and the current siruation of Tibetan antelopes.
EXAMPLE
_I__ The Tibetan antelope lives high above sea level.
(This is implied by”The air is thin”.)
__I_ When they first saw the antelopes, they were very far away.
Changtang National Nature Reserve is a shelter for Tibetan antelopes and other wildlife.
step2 Pre-reading
在云间度过的一天
1.Look at the pictures and
title on the textbook.
National Nature Reserve. C. Measures were taken to save this
species from extinction. D. We should learn to live in harmony
with nature. E. Tibetan antelopes are in danger. F. The reason why we observe Tibetan
to the Tibetan antelope have not yet disappeared”.)
2019新人教高中英语选择性必修二Unit 2 Reading and Thinking公开课教案
2019新人教高中英语选择性必修二Unit 2 Bridging CulturesReading and Thinking 公开课教案Teaching aims:1.Enable students to summarize the main idea of the passage.2.Guide students to figure out Xie Lie’s experience of living abroad and describe it in their own words.3.Enable students to analyse the challenges and solutions that students might be faced with while studying abroad, and share their opinions on the significance of acting as a cultural messenger.Teaching key points:1.Lead students to explore the reasons behind the events and sort out the emotional and logical lines.2.Encourage students to analyse the structures of the passage.Teaching difficult points:Enlighten students to think deeply about the role that foreign students play in cultural communication and voice their opinions on the significance of acting as cultural messengers.Teaching procedures:Step ⅠWarming upTalk about the picture and title of the article and then answer the following questions.1.Is the girl in the photo in China or abroad?2.How do you think she is building bridges?3.What challenges do you think she might come across in a foreign country?4.Where is the article from and what is it about?Suggested answers:1.The girl is probably studying abroad.2.She might be trying to build bridges through exchanging cultures.3.Challenges that she might come across may include adaptation to a wholenew life,loneliness,and academic requirements.4.It’s probably a feature in newspapers talking about a Chinese student’s experience of studying abroad.StepⅠ Read for the main ideaGo through the passage,find out the following elements and the main idea of each paragraph and summarize the main idea of the whole passage.Five key elements:who:_____________what:_____________where:____________when:_____________why:______________The main idea of each paragraph:Paragraph 1:____________________________Paragraph 2:____________________________Paragraph 3:____________________________Paragraph 4:____________________________Paragraph 5:____________________________Paragraph 6:____________________________Paragraph 7:____________________________Paragraph 8:____________________________The main idea of the whole passage:____________________________Suggested answers:Five key elements:who:a Chinese student named Xie Leiwhat:her experience of studying abroad,mainly including challenges in daily life and academic requirementswhere:the UKwhen:six months after she arrived in Londonwhy:to complete her exchange programmeThe main idea of each paragraph:Paragraph 1:Xie Lei boarded a plane for London to study abroad.Paragraph 2:The reason why she chose the exchange programme.Paragraph 3:The challenge she met in daily life.Paragraph 4:The life with her host family.Paragraph 5:The challenge in writing an essay.Paragraph6:The challenge in participating in generating ideas,offering examples,applying concepts and giving presentations.Paragraph 7:Her acting as a cultural messenger building a bridge between China and the UK.Paragraph 8:Best wishes to Xie Lei.The main idea of the whole passage:The article is about how a Chinese girl,Xie Lei,managed 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.Activity2 Read for details.Read the text and take notes,and then describe Xie Lei’s experience in your own words.（红色部分为学生作答）Challenges Solutions FeelingsDaily lifeadaptation to awhole new lifelearnt to use publictransport;learnt to ask forthings she didn’t knowthe English namesfor;asked for helpexcited,nervous lonelinesslived with a hostfamilycomfortedAcademic requirements writing an essaygot help from hertutor;read a lot toconfusedprepare participating in generatingideas,offering examples,raising questions and giving presentationsgave presentationon traditional Chinese artsurprised,confident,feelat homeActivity 3 Understand long sentencesRead the article and work in groups to analyse the structures of the four underlined e the following tips for help.Sentence 1:I had to learn how to use public transport and how to ask for things I didn’t know the English names for.Sentence 2:Although some foreign students live in campus accommodation,Xie Lei chose to live with a host family,who can help with her adaptation to the new culture.Sentence 3:The first time that she had to write an essay,her tutor explained that she must acknowledge what other people had said if she cited their ideas,but that he mainly wanted to know what she thought!Sentence 4:At first,Xie Lei had no idea what she should say,but what surprised her was that she found herself speaking up in class after just a few weeks.Suggested answers:Sentence 1:A complex sentence with an attributive clause(I didn’t...for).Sentence2:A complex sentence with an adverbial clause(Although...accommodation) and an attributive clause (who...culture).Sentence 3：A complex sentence with an adverbial clause(The first time that she had to...essay) and two object clauses combined with but (that she must...ideas,that he mainly...thought).Sentence4：A compound-complex sentence with two sentences (At first...say,what surprised...weeks) combined with but.The first sentence includes an object clause (what...say),and the second sentence includes a subject clause (what surprised her) and a predicative clause (that she found...weeks).Step Ⅰ Post-readingDiscuss the following questions with your partners.1.How has Xie Lei helped to build bridges between China and the UK?2.What other challenges do you think students studying abroad might face? How can students prepare to handle these challenges before going abroad?3.What do you think of the significance of acting as a cultural messenger?Suggested answers:1.As well as studying in the UK,she acts as a cultural messenger sharing Chinese culture with people around her by giving presentation on traditional Chinese art,teaching people how to cook Chinese food,and involving herself in social activities.2.One big challenge that many students have is the language—they may think they are good at English,but they are not used to hearing English being spoken at a normal speed,they are not used to English being spoken with a strong accent,and they are not familiar with many English idioms.The best way to prepare is to try to immerse themselves in English before they go abroad.They should watch a variety of English-language films and TV programmes without using subtitles,listen to English songs,and use every opportunity to speak with native English speakers.Another challenge may be coming from terms with the differences in a culture that is different from their own.Locals,however,will generallyunderstand that the student is new to the country,and will appreciate attempts to learn and understand more about their culture.That is why it is best to be kind,respectful,and enthusiastic to try new things when in a foreign country—locals will be more willing to help new students and will be patient.It can also be scary to try to fit into the new lifestyle,since it is so different from their own.Maybe students will face times when they don’t understand the proper way to do something,such as paying utility bills.In this case,there is always someone who is willing to help—either at the university campus or even in a local shop.3.First,it helps strengthen the spread of the traditional Chinese culture;second,it helps pass on the core values of Chinese socialism;third,it helps us draw on cultural achievements of other countries;last but not least,being a cultural messenger especially helps showcase China’s soft power to the rest of the world through interactions in various forms,thus to enhance China’s global image and its worldwide influence.StepⅠ Role-playRole-play an interview with Xie Lei.1.Work in pairs.One student acts as a reporter of the school newspaper and the other acts as Xie e the information from the article and add details if necessary.2.Present your interview before the whole class.StepⅠ SummaryComplete the passage with the proper forms of the given words.Xie Lei is now living with a host family whose members always help 1.________(she),after boarding a plane for London to complete 2._________ business qualification.It was the first time that she 3.(leave) her motherland.At the beginning,she 4.(face) with difficulties of daily life such as how to use the phone,how to pay on the bus and so on.5.(study) there was quite different from 6.in China and her strict tutor recommended that she shouldn’t write down 7.other people had said without 8._______(acknowledge) their ideas and that she should carefully read lots of different texts containing different opinions.Though 9.(occupy)with work,she thinks it’s important to have a balance between study and social life.Getting used to the new way of life and fulfill academic 10.____________(require),she deserves to fit in and succeed in the end.Suggested answers:1.her2.a3.had left4.was faced5.Studying6.that7.what8.acknowledging9.occupied10.requirements。
Unit2ReadingandThinking公开课课件高中英语人教版
Warming-up
There are three main areas.
The Coast The Andes Mountains
Peru
The Amazon rainforest
Warming-up
Machu Picchu is an ancient Inca fortress (堡
activity
Post-reading
Imitation creation
Imagine you work for a travel agency , you’re requested to create an English travel brochure of TongNan to attract overseas visitors.
垒) city.
Amazon Rainforest
Warming-up unique architecture
Cusco is the capital city of ancient Inca empire
Lake Titicaca is the world’s highest lake
Pre-reading
explnoaritnug rnaalture
ecxitpy,lohriekiannghciiesnttorieccnuajlotluyreating,
licvuinltguornatlhe
lake
Group work
similarities?
design? picture? language?
What’s the country?
It has the world’s longest mountain range, largest rainforest and great ancient civilisation（文明）.
【公开课课件】人教选择性必修二Unit 2 reading and thinking课件
Talk about the information above using the structure “Xie lei felt… … because… … ”
What's her feelings in the UK?
surprised feel at home
comforted excited /nervous confused
Break the barriers between different cultures; Be more confident !
Summary
Excited and nervous, Xie Lei left China six months ago 1________(study)for a business qualification as 2______ exchange student.She found 3____not easy to adapt to life there For example, she had difficulty 4_______ (use) public transport,and asking for she didn’t know the English names for things.
Para: 1-2
The challenges that Xie Lei faced and how she handled them
Para: 3-7
Best wishes to Xie Lei
Para: 8
Brief introduction of Xie Lei and the reason why she went abroad to study
【公开课】人教选择性必修二Unit 2 reading and thinking课件
a great success.
Chinese art
Xie Lei feels_a_t__h_o_m_e____now. She is not only learning__a_b_o_u_t_b_u_s_i_n_e_ss,
but also acting as_a__c_u_ltural messenger building a bridge between us.
Para:8 Best wishes to Xie Lei
Summarize the main idea of the article:
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.
nervous because she left because she had
ChinRaefaosrothne:_fi_rs_t_ti_me. aReseacsoonnd:f_a_m_i_ly_
in the UK.
XccoinoefnLusefeiudfsebletedcause
skRhneeewathsoloeunsgs:h_tth_sa_hn_e _
Reporter: Nice to see you, Xie Lei!... … Xie Lei: ___________________________ Reporter: Xie Lei: ____________________________ Reporter: Xie Lei: ____________________________
【公开课】Unit+2Reading+and+Thinking+课件-人教版必修第二册
•要点七：幸运的是，我知道我的朋友们正在执行一项计划来 增加野外老虎的数量。(carry out a plan)
Fortunately, I know my friends are carrying out a plan to
increase the number of wild tigers. •要点八：禁止购买老虎皮毛及其他虎制品将对我们的家族有 很大益处。(be very beneficial to)
Reading for main idea
Key words:_t_re_e_s_a_r_e__c_u_tt_i_n_g_d_o_w__n_,_p_a_p_e_r, _h__a_b_it_a_t_, _d_e_st_r_o_y
One-sentence summary:_C__u_tt_i_n_g_d_o_w__n_trees _to__m_a_k__e_p_a_p_e_r_d__es_t_r_o_y_s_t_h_e_n_a_t_u_r_a_l_h_a_b_i_ta_t o_f_B.m__a_n_y__a_n_im__als.. Function: A poster conveys information with a short introduction.
B.
Forbidding buying skin and fur or other tiger products will be
very beneficial to all of my family.
Ⅲ.词汇、句式升级→创造极优作文的倩词靓句
•升级句式一：用非限制性定语从句合并要点四和五 •The population of my family is only 30—80, all of whom live in the reserve with the help of human beings.
【公开课】Unit2Reading+and+Thinking课件人教版(2019)必修第二册
Lead in
Look at the pictures . Can you recognize what the animals are?
antelopes
mascot（吉祥物）
·Where do they mainly live in China? Tibet. ·The antelopes are moving across__th_e_p_l_a_in_(_平__原__)_.
Unit 2 Wildlife Protection
Reading and Thinking
Learning objectives:
In this class, I hope you will ·grasp some useful words and expressions; ·develop reading skills of skimming and scanning; ·identify literal and implied meanings; ·make a mind-map; ·raise the awareness of protecting wildlife.
The _T_i_b_e_t_a_n_a_n_t_e_lo_p__e_ was an endangered animal, but because of human action to _p_r_o_te_c_t__ it, its numbers are now _r_e_co_v_e_r_i_n_gand it has been _r_e_m_o_v_e_d__ from the endangered species list.
Homework
1. Finish exercise 4 to consolidate the expressions and learn more about wildlife protection.
【课件】Unit+2Reading+and+Thinking+说课课件人教版(2019)必修第二册
教学过程
Context is class, T tells Ss that from the last lesson, they have learned that there are a number of endangered animals and we need to protect the wildlife. T tells Ss that World Wildlife Day is coming up and their school plans to organize students to conduct a field study on wildlife conservation. Before the study, Ss need to read a brochure to learn more about wildlife protection, and discuss how to protect the wildlife and live in harmony with nature.
① 判断字面意义和隐含意义 ② 分析并阐释文章深刻内涵 ③ 谈论对藏羚羊的了解
设计意图：引导学生关注文中 语言所表达的意义，通过讨论 保护野生动物的价值所在，深 刻体会到保护野生动物的重要 性，内化并运用本文语言。
① 批判与评价伤害野生动物的行为 ② 反思自身如何保护野生动物、与
自然和谐相处
设计意图：引导学生基于本课 所学，联系日常生活，思考保 护野生动物的做法，表达自己 的见解。
高中英语人教版必修二Unit 2 Wildlife Protection
阅读课
A DAY IN THE CLOUDS
目 录
CONTENTS
① 与单元大观念的联系 ② 指导思想 ③ 文本分析 ④ 学情分析 ⑤ 教学目标 ⑥ 教学重难点 ⑦ 教学过程 ⑧ 板书设计 ⑨ 教学评一体化设计
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Activity 3: Reading again for more detailed information
• Q1: What happen to the Tibetan antelope in the 1980s and 1990s？Why did it happen?
• Q2: What did people do to help protect the Tibetan antelope？
• Q3: What was the effect？
Problem
Cause
Solution
Effect
Activity 4:Getting to know literal meaning and implied meaning
• ____The Tibetan antelope lives high above sea level. • ____When they first saw the antelopes, they were very far away. • ____We should not buy goods made from endangered animals. • ____Human activities are threatening animals and plants. • ____The Tibetan antelope is not an endangered species now.
Topic Wildlife protection
Sub-topic Danger
Protection
Related expressions
Activity 4: Making a poster about wildlife protection. Work in pairs and you can refer to the 3 posters on page14 for guidance.
Organize voluntary activities. Never buy products relevant to endangered wildlife.
Activity 3: Checking the assignment and sharing the words and expressions.
必修二Unit2 Reading and thinking
教材分析：
•
本单元的话题是野生动物保护。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，倡导每个人通过改变自身的
生活方式来进一步拯救野生动物、地球和人类。
•
该文本属于叙事类文体，主题语境是人与自然，以作者观察藏羚
羊时的所见所闻所感为主线，目的是倡导人类和大自然和谐共处。文
本讲述了藏羚羊的现状、扎西对保护藏羚羊的观念、藏羚羊过去濒临
灭绝的原因、政府和志愿者保护藏羚羊所采取的措施和成效，通过对
上文的总结和反思提出：人类应当把保护野生动物当做生活的一部分
，和大自然和谐共处。
•
在进行文本教学设计时，可以通过问题的设计来加强学生的逻辑
思维能力。此外，本课首要关注的文化要素是树立学生保护野生动植
物的意识，并指导学生如何采取保护措施。
学情分析：
• 本课教授的对象是我校高一学生，这些学生基础不够扎实 ，表达能力上还是欠缺。学生对英语学习有一定的兴趣， 但缺乏主动性，因此，要让学生多说，多予以表扬，增强 自信心，鼓励他们在原有的基础上不断进步。
• Q1: Can we stop our protection of the antelope？ • Q2: According to the writer, what should we do？ • Q3: What is the purpose of this passage？
Activity 2: What can you do to protect Discussion the endangered wildlife?
Activity 2: Asking questions based on the title and answering them after reading.
What questions come to your mind when you see the title?
A day in the clouds
• 3. 聚焦野生动物保护的话题语言，并将其进行分类整理。
• 4. 创造一幅有关野生动植物保护的海报，提升综合运用语言 的能力，树立野生动物保护的意识。
Activity 1: Look at the picture below, and think about the
two questions: Q1: What is the animal in the picture？ Q2: Where do they live？
Assignment
• Complete the table with words and expressions from this class.
Topic Wildlife prote
Protection
Related expressions
Activity 1: Reviewing the last paragraph and reflecting on the purpose of the writing.
教学目标：
• 1. 通过标题预测，自主提问并验证提问，梳理问题链，了解 藏羚羊的生存现状、曾经面临的危机及其原因、政府和当地 人民采取的措施以及效果等。
• 2. 结 合 文 本 中 的 典 型 例 句 ， 准 确 理 解 字 面 意 义 （ literal meaning）和隐含意义（implied meaning），深度解读文 本，推断写作意图。