人教版高一英语必修二Unit4 Reading 课程教学设计

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人教版高一英语必修二Unit4 Using Language Reading 课程教学设计

Unit4 Usi ng language Reading 名师教学设计（一）Teaching Plan for Unit 4 Book2Using language Animal Extinction1. Knowledge goalsa. The Ss can use some useful words and expressions in talking about why dinosaurs became extinct and why some animals are endangered.b. The Ss can write a passage to analyze why some endangered animal are endangered or dead out. Thus help students to learn about endangered animals.2. Ability goalsa. The Ss can read the passage Animal extinction to develop their reading ability.b. The Ss can write a related passage using what they learned today.3. Moral and attitudinal goalsa. The Ss can be aware of the relationship between man and animals and the importance of protecting the endangered animals.b. The Ss’ sense of cooperative learning can be developed.c. Arouse students’ great interests in endangered animals.4. Teaching key points and difficult pointsa. How to help the Ss grasp some basic reading skills and use what they leant in real situations.b. Find out the details of the passage.5. Teaching methodsTask-based method, Discussion,Cooperative learning, Reading-based writing.6. Teaching aidsMulti-media, blackboard7. Teaching proceduresStep Ⅰ: GreetingsWelcome students and ask them if they are nervous. Enjoy the video and answer the questions.Step Ⅱ: Lead inShow the video about the dinosaur.Step Ⅲ: Answer the questions. (Round 1)1. When did dinosaurs live?2. When did dinosaurs die out?3. How did dinosaurs die out?StepⅣ: Read for general idea and detailed facts. (Round 2)True or False1. There are many different species of dinosaur and all of them have been found in China.2. Not long ago, a rare new species of bird-like dinosaur was discovered in Henan Province.3. Some scientists are sure dinosaurs died out because the earth got too hot for the dinosaurs to live on any more.4. Dinosaurs died out quickly about 65 million years ago and many animals have diedout in the same way.Step Ⅴ: Consolidate the text. (Round 3)SummarizeDinosaurs lived on the earth____________ human ____ _____ ______and their future seemed ______ at that time. There were many different kind of dinosaurs and a number of them _________ live in China. Not long ago, scientists __________the bones of a rare new species in Liaoning, and they were ________ to find that the species can both run and climb trees.Dinosaurs ________ suddenly about 65 millions years ago. ____________some scientists, it came after an __________________, while others think the earth got _____ hot for them to live on any more, but nobody _______knows why and how they disappeared.StepⅥ:Show a video about the extinct animals and some pictures about endangered animals. StepⅦ: DiscussionAsk students to discuss why the animals dead out and become endangered. And then write a brief letter to human beings as an endangered animal.Then the teacher clicks the mouse to choose the student randomly and then he or she presents.StepⅧ: Conclusiona. Students pass all rounds and award the present to them.b. Summarize the class.Step Ⅸ: HomeworkWrite a letter to WWF and analyze the reason why some animals are dying out Reflection: Students can grasp some basic reading skills, but we should give more time to ask students discuss and present.。

高中人教版英语必修2unit 4 教案

Unit 4 Wildlife protectionWarming up, pre-reading and readingTeaching aims1.Get students to read the passage and learn the different reading skills.2.Enable students to learn about the importance the knowledge of wildlifeprotection and learn to talk about it.3.Develop students’ sense of cooperative learning.Teaching importance1.Let students read the passage and learn something about wildlife protection.2.Get students to learn different reading skills.Teaching difficulties1.Develop students’ reading ability.2.Enable students to learn to talk about wildlife protection.Teaching methods1.Task-based teaching and learning2.cooperative learning3.DiscussionTeaching proceduresStep1 W arming up1．A guessing gameGuess what animals they are.1) I live in China. I’m black and white. I eat bamboo and move by walking. ( )2) I have an orange beak(鸟嘴、喙). I wobble（摇晃，摆动） back and forth.I have a white stomach. I am black. I slide on the ice. ( )3) I live in lakes and rivers. I eat fish and birds. I have four legs and a long tail. I have lots of pretty teeth. ( ) 4) I live in the ocean. I am white and black. I can go in the water 68 miles away. I have a hole on top of my head. ( ).2. Discussion1) Is it easy to see the animals mentioned above now?2) What problems are they facing?3) Why are they in danger of disappearing?Step 2 Pre-reading1.What other endangered animals do you know of?2.Look at the pictures and the title of the reading passage and predict what it isabout.Step 3 ReadingTask 1 Listen to the tape and find out the main idea of this passage using about 30 words.This passage is mainly about Daisy’s dream. In her ______, she met an _______, an _______, and a _______. Through this dream, she had learned how to help _______. Task 2 Read the passage quickly and choose the best answers.1. Why did elephants use to be an endangered species in Zimbabwe?A. Tourists hunted too many elephants.B. Farmers hunted them without mercy.C. The government encouraged farmers to hunt them.D. Their living environment was seriously polluted.2. What can be inferred from the elephant’s words, “Have you come to take my photo”?A. It thinks itself a beautiful animal.B. Elephants are friendly to human beings.C. Money from tourists went to the large tour companies.D. Now many more tourists come to take its photos rather than hunt it.3. The sentence “No rain forest, no animals and no drugs” means _________A. There was no drug in the rain forestB. Animals i n the rain forest didn’t need drugsC. Rain forest, animals and drugs were resulted in and from each otherD. Drugs were important for animals and the rain forest4. What did Daisy learn from her experience?A. Some animals were becoming endangered as a re sult of humans’ hunting.B. Wildlife should be helped and protected by us humans.C. Humans and wildlife can benefit each other in many ways.D. All of the above.Task 3 Read the passage carefully paragraph by paragraph and fill in the blanks.What can we do to help the endangered animals?Step 4 Homework1.Try to retell the story2.Preview the useful words and expressions in this passage.。

Unit 4 History and traditions 教案

Unit4 History and traditions Reading and Thinking教学设计
课题名称：人教版（2019）英语必修二Unit4 Reading and Thinking
授课教师
授课年级
高一
一、教学内容分析
本板块的主题是“通过历史了解一个国家的概况”(Learn about a country through history )。学生迪过阅读英国历史的简要发展进程，了解英国地理、社会及文化概况，并深入思考历史与社会文化之间的关系。英国是最主要的英语国家之一，有着悠久的历史和文化，而英语语言也正是在这种历史和文化中产生的，所以英语语言富有鲜明的英国文化特征。因此，学习英语必然要了解英国文化，了解英国文化也会对学习英语起到促进作用。
二、学情分析
本课授课对象为高一平行班学生，高一的学生已经有了一定的词汇基础，掌握了一定高中英语学习的方法。但是大部分学生还缺少自主学习能力，和举一反三的能力。学生对于英国历史不太熟悉，对文本理解会略显困难。学生可能掌握不了看英文地图的要领。在讨论开放性问题时，学生可能无法用英语准确地表述出自己的想法。因此教师需要降低教学环节的难度设置，并且需要多引导学生。
According to a timeline, teacher asks students to find out the keys words and finish the timeline.
Activity 3: Read paragraph 3 and fill in the blanks.
Activity 5: Show students the complete timeline and review it by watching a video.

高中《英语》(人教)必修二Unit 4 Reading学习方案

高中《英语》（人教）必修二Unit 4 Reading学习方案设计与执教：华中师范大学鲁子问学生：甘肃天水一中高一X班学生课前学习活动与资源一、请从以下学习目标中确定至少2项作为你本课时的学习目标：1、学习阅读理解本篇短文的结构，尤其是发现其与同类汉语文章的结构差异（请参考阅读资源三）。

2、学习理解现在进行时的被动语态。

3、从本单元课文中确定3-5个语词或短语，作为自己学习运用的语词，并学习运用自选的这些运用语词。

4、学习分析本文的作者写作意图。

5、学习写作介绍过程的文章（以麦积山发展为例，请阅读资源一、二）。

6、学习如何展开幻想。

7、了解野生动物保护的意义。

8、了解新老师的教学特点，为以后学习做准备。

9、学习如何运用学案进行学习。

10、把自己感兴趣的事情告诉新老师，以使新老师了解自己的想法。

二、选择一个任务，作为你在本课时计划完成的任务。

1、就喜欢的话题展开幻想，设计出文章结构。

2、向西方读者介绍麦积山的发展过程How Mount Maiji became Maiji Grottoes3、为西方小学生编写伏羲、女娲的故事（均为与天水有关的神话故事）。

4、制作保护濒危动物的英文墙报。

5、自己选定的其他任务：___________________________________三、请写出本单元预习过程中存在的主要语言困难。

_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 资源一：麦积山简介麦积山，又名麦积崖，始创于十六国后秦（公元三八四年至四一七年）时期。

区内松竹丛生，山峦迭翠，周围群峰环抱，麦积一秀崛起，古称“秦地林朱之冠”，是我国秦岭山脉西端小陇山中的一座奇峰，海拔1742米，距天水火车站三十公里。

人教版英语必修二Unit 4(Warming up and Reading)教案

Unit 4 Wildlife protectionPeriod 1 Warming up andReadingTeaching Aims（教学目标）：1. Train the students’ reading ability.2. Learn some useful words and expressions.3. Learn more about the endangered animals and wildlife protection.Teaching Important Points（教学重点）：1.Help the students to understand the passage better.2.Learn and master some important words and phrases in this period.Teaching Difficult Points（教学难点）：1.How to help the students improve their reading ability and understand the passage better.2.How to master the important language points in this passage. Teaching Methods（教学方法）：1.Fast reading to get the general idea of the text.2.Careful reading to understand the passage better.3.Explanation to help the students master some language points.4.Discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.Teaching Aids：（教学工具）1.A multimedia.Teaching Procedures（教学步骤）：Step 1 Lead-in(导入)1.Greet the students as usual.2.Introduce the topic of wildlife protection.Show the pictures of some endangered animals and let the students name them in English.Step 2 Skimming(略读)T：OK，you have got the general knowledge of endangered animals. Now today we are going to learn a story about the experience of a little girl called Daisy. She has been to three places，and met three different kinds of animals. Which three places has she been to? What endangered animals are they? Now，I will give you a few minutes to skim the text to find out the three kinds of endangered animals in three different places and put them in the right blank of the form.Step 3 Scanning(查读)T：OK，class，you now have a general idea about the text. This text is mainly about Daisy’s experience. She has been to Tibet，Zimbabwe and the rain forest. She has talked with antelopes，elephants and monkeys separately. Now let’s go in detail and findmore information about these three places and animals.T：I’ll give you 5 minutes to scan the text and fill in the blank.Step 4 Intensive Reading(细读)Ask the students to look through the questions on Page 27 and read the text silently. Students are expected to sum up the main ideas by themselves.Para1Daisy flew in a flying carpet to ____ and found that ________ were in danger. They were _____ for the fur to make ________.Para2Daisy flew to _________ and found that the wild animals were well ________ by paying farmers to visit animalsPara3-41.Place: _________2.Animal:_________3.What is it doing?____________________________________________________________________4.Fine out one sentence which tells the importance of rainforest._____________________________________________________ _______________Step 5 Discussion(讨论)After the explanation of the language points，students have got the total understanding of the reading text. Then teacher draws students’ attention back to the text and to think about the topic “What should we do to protect wildlife?”.The possible advice：1.We should treat the wildlife plants and animals the same as our friends and relatives.2.We shouldn’t cut or kill them freely.3.We should protect the environment around us to let them have enough food and good living conditions.4.We should not buy the luxury such as fur，etc to support the protection campaign.5.We should collect money to protect the endangered animals.6.We can join the WWF to protect the endangered animals with the other protectors all over the world.Step 6 Summary and Homework(作业)。

人教版必修2 Unit 4 Reading教学设计 (1)

人教版必修2 Unit 4 ReadingHow Daisy Learned to Help WildlifeAnalysis of the Teaching MaterialThe topic of Book 2 Unit 4 is about wildlife protection. In this period, the teaching material is the passage How Daisy Learned to Help Wildlife on Page 26. After learning the passage, students are supposed to not only gain some background knowledge about wildlife protection and master relevant new words and expressions, but also train such reading abilities as predicting, skimming, scanning, reading memory and summarizing. What’s more, students should know the importance of wildlife protection and have the spirit of cooperation and sharing.Before reading, the teacher will have a free talk about keeping a cat with students and share pictures with them. After arousi ng students’ interest, the teacher will lead them to think about the present situations of wildlife and list the reasons why some wild animals are becoming endangered. While reading, students will learn to gain important messages from the title and pictures, grasp the main idea and outline of the passage and understand some specific details. After reading, there will be a reading memory activity to review the passage and consolidate new words and expressions. Then the teacher will lead students to summarize the passage. To arouse students’ awareness of wildlife protection, the teacher will ask students to discuss how to help wildlife and share a video and some slogans with them.Analysis of StudentsStudents are quite familiar with pets, but they cannot often see wildlife, hardly are they aware of the situations of wildlife. Therefore, the teacher will lead students to think about it. In order to arouse students’ interest and awareness, the teacher will share vivid pictures and a video about wildlife protection. It may be easy for students to understand the contents and the structures of the passage, but it is necessary to highlight the reading tips. Some new words and expressions are difficult, so students are encouraged to preview the new words and expressions. They should work out the meanings of new words through the context. Students are encouraged to discuss questions, cooperate with group members and share ideas.Basis of the DesignThis reading class focuses on teaching details, which are included in the teaching activities designed. How teaching details are dealt with influences the effect of teaching. The teacher will adopt the task-based teaching method and design several reading activities to help students understand the passage, improve reading abilities and realize the importance of wildlife protection. The teacher will also get students to combine English study with life experiences, encourage them to think, talk and share ideas, and improve their abilities of self-reading and English expression.Teaching AimsKnowledge Aims1. Get students to grasp the useful new words and expressions in this part: wildlife, in danger of, endangered species, carpet, respond, distant, fur, antelope, in relief, burst into laughter, mercy, certain, increase, importance, WWF, rub, protect...from, mosquito, insect, contain, affect, pay attention to, appreciate2. Let students accumulate some knowledge about wildlife protection.Ability Aims1. Develop students’ reading abilities of predicting, skimming, scanning, reading memory and summarizing.2. Enable students to talk about animals and wildlife protection.Emotional Aims1. Let students have the awareness of wildlife protection and think out some measures to protect wildlife.2. Let students have the spirit of sharing and cooperation.Teaching Important Points1. Develop students’ reading abilities of predicting, skimming, scanning, reading memory and summarizing.2. Let students have the awareness of wildlife protectionTeaching Difficult Points1. Let students use reading strategies to understand the passage.2. Enable students to talk about animals and wildlife protection.Teaching Methods1. Task-based teaching2. Cooperative learning3. Group discussionTeaching ToolsThe multimedia and other common teaching toolsDesign of the Teaching ProceduresStep 1 Leading in (Individual work, 5 mins)[设计意图]导入由两个部分构成。

人教版高中英语必修二unit4学习教案

人教版高中英语必修二unit4学习教案教案内容：一、教学内容本课教材为人教版高中英语必修二Unit 4，主要内容包括三个部分：A部分为阅读理解，介绍了一位美国学生在中国过春节的经历；B 部分为听力练习，围绕春节习俗和文化展开；C部分为写作任务，要求学生以春节为话题写一篇短文。

二、教学目标1. 学生能够掌握本课的生词和短语，提高阅读理解能力。

2. 学生能够通过听力练习，了解并区分不同的春节习俗，提高听力技能。

3. 学生能够运用所学知识，以春节为话题写一篇短文，提高写作能力。

三、教学难点与重点重点：1. 掌握本课的生词和短语。

2. 提高阅读理解能力。

3. 提高听力技能。

4. 提高写作能力。

难点：1. 理解和运用本课的语法知识点。

2. 准确表达自己的观点和感受。

四、教具与学具准备教具：多媒体教学设备、录音机、听力材料。

学具：课本、练习册、笔记本、录音笔。

五、教学过程1. 引入：教师通过向学生介绍春节的来历和习俗，激发学生的学习兴趣。

2. 阅读理解：学生阅读A部分的文章，回答相关问题。

教师通过提问，检查学生的阅读理解能力。

3. 听力练习：学生听B部分的录音，回答相关问题。

教师通过提问，检查学生的听力技能。

4. 课堂讨论：教师组织学生就春节习俗和文化进行讨论，引导学生运用所学知识。

5. 写作任务：学生根据C部分的要求，以春节为话题写一篇短文。

教师通过批改，检查学生的写作能力。

六、板书设计板书内容：1. 生词和短语。

2. 语法知识点。

3. 春节习俗和文化。

七、作业设计1. 作业题目：请根据本课所学内容，写一篇关于春节的短文。

答案：略答案：略八、课后反思及拓展延伸重点和难点解析一、教学内容的选择与安排教学内容的选择应紧密结合学生的实际需求和兴趣，以及课程标准的要求。

在本教案中，选择了人教版高中英语必修二Unit 4，内容涉及春节的阅读材料、听力练习和写作任务。

这样的内容选择不仅与学生的日常生活紧密相关，而且能够激发他们的学习兴趣。

人教版高中英语必修二Unit 4教学设计

人教版高中英语必修二Unit 4教学设计人教版高中英语必修二UadingHow Daisy learned to help wildlife教学设计一、教学课型及概况：阅读课（45分钟）本节阅读课紧紧围绕单元中心话题 Wildl，以飞毯带Daisy去的三个不同地方所遇见的濒危动物的不同境遇为线索展开，从最开始去到西藏遇到快要濒危的藏羚羊开始，让Daisy意识到为什么需要野生动植物的保护，然后飞毯将她带到津巴布韦看到大象良好的生活状况，最后他们去往雨林，在那里让Daisy知道从野生动植物保护中我们可以得到什么，通过这一个个的小场景故事，引导学生通过阅读，提取文章信息，了解野生动植物保护的重要性。

二、教材，学情分析：教材分析：根据 Wildl的单元标题，本单元涉及野生动植物保护的相关知识，让学生了解其重要性的同时，也让学生学会爱护我们生活的环境，为我们自己所生活的环境做出自己应有的贡献。

学情分析：学生高一刚过半学期，学习了必修一的知识后，他们已经知道如何总体把握文章，熟悉略读，寻读等阅读技巧，能在老师的指导下总结文章的主旨大意，但如何在阅读中使用这些方法以及针对不同文体如何选择恰当的阅读方法对很多学生老说仍然比较困难，除此，我们这属于农村普通高中，学生整体英语水平偏低，口语表达能力相对薄弱，所以课堂需要中英结合，帮助他们能更快的融入学习氛围。

他们也不能用丰富而准确的语言表达出相关信息。

但是他们仍然充满激情，勇于尝试新的教学活动，因此，授课者根据文章内容和特点，整合信息，帮助学生发展其自主，探究合作的学习能力。

然而，学生水平参差不齐，在教学过程中，设置的阅读任务需兼顾各个层次的学生，使他们都有所收获。

三、教学目标：（1）语言知识：认识并理解文章中相关野生动植物保护的词汇。

（2）文化知识：在语言学习活动中理解野生动植物保护的重要性，获取、梳理和概括Daisy和飞毯所到的三个地方的所见所闻及所思，通过对文章各段大意的概括及细节内容的把握，引导学生思考作为学生他们可以做哪些事情来保护野生动植物。

高中英语人教版(9)必修第二册Unit4Reading and Thinking教设计

新人教必修2 Unit 4 HISTORY AND TRADITIONSReading and Thinking: What’s in a Name?文本简析本单元阅读文本的话题是英国历史，旨在帮助读者了解研究英国历史的两大好处，认识了解一个国家历史的重要性。

文本采用了说明性文体，首先通过简述英国历史，解释英国不同国名的由来(第一、二、三段)；接着通过介绍英国在历史上所经历的四次外族入侵以及它们对英国社会文化所产生的积极影响，告诉读者了解英国历史，可以让我们更好地理解这个国家以及它的传统(第四段)；最后指出了解英国历史可以让我们在英国的旅行更加愉快有趣，同时也表明了本文的目标阅读群体——游客(第五段)。

文本前四段介绍了了解英国历史的第一个好处，即通过研究英国历史可以帮助我们很好地了解英国和它的传统；文本第五段主要介绍了了解英国历史的第二个好处，即了解英国历史可以让我们在英国的旅行更加愉快有趣。

在进行文本教学设计时，可以通过梳理了解英国历史的两大好处的主题任务，学习相关语言表达，引导学生学习按照时间顺序来阐述历史事件，通过主题句加支撑性内容的方式展开文本，训练学生的逻辑思维能力。

此外，本文关于英国历史的话题，为学生提供了丰富的目的语文化知识。

学生在梳理信息、学习语言的同时也要关注目的语文化知识，开拓视野，在了解英国历史的同时也加深对本国文化的理解，提升民族自豪感。

第1课时一、教学内容了解全文大意，重点研读文本第1-3段。

二、课时目标1. 快速浏览文本，了解全文大意。

2. 细读文本，了解英国不同国名的由来以及各组成国的异同，理解相关主题词汇，熟悉段落的行文逻辑和写作手法。

3. 学会运用目标语言按时间顺序描述英国历史及其不同国名的由来。

三、教学过程Activity 1: Activating background information about names本活动旨在为落实课时目标1作铺垫。

Talk about what's in a name.Q1: What’s your understanding of the sentence from Shakespeare’s Romeo and Juliet: What’s in a name？That which we call a rose, by any other name, would smell as sweet？Do you agree？Give your reasons.Q2: What do you think is in your name？Why did your parents give you this name？[设计意图] 从莎士比亚对名字的看法入手，引导学生思考自己的名字，探讨名字所蕴含的意义，为后续阅读的进行做好准备。

人教版高中英语必修2 Unit4 Reading 优秀教学设计(二)

Unit4 Reading 教学设计（二）教学重点1. Let students read the passage How Daisy Learned to Help Wildlife and learn something about wildlife protection.2. Get students to learn different reading skills.教学难点1. Develop students’ reading ability.2. Enable students to learn to talk about wildlife protection.教学过程Step l: Leading in the topicShow the following pictures of some endangered species and let students name them and talk about them in English.For reference:1. The Giant Panda is a mammal now usually classified in the bear family. The Giant Panda lives in mountainous regions, like Sichuan and Tibet. The Giant Panda is the symbol of the World Wildlife Fund (WWF), a conservation organization. Toward the latter half of the 20th century, the panda also became somewhat of a national emblem for China, and is now used in Chinese gold coins.Giant Pandas are an endangered species, threatened by continued loss of habitats and by a very low birthrate, both in the wild and in captivity. About 1600 are believed to survive in the wild.2. The Milu deer is a Chinese deer. It has a long tail, wide hooves, and branched antlers. Another Chinese name for it is “sibuxiang” because the animals were seen as having the horns of a stag, the neck of a camel, the foot of a cow, and the tail of an ass.These animals were first made known to Western science in the 19th century, by Father Armand David, a French missionary working in China. At the time, the only surviving herd was in a preserve belonging to the Chinese emperor. The last herd of the Milu deer that remained in China were eaten by Western and Japanese troops thatwere present at the time of the Boxer Rebellion (义和团起义)，These deer are now found in zoos around the world, and a herd of the Milu deer was reintroduced to Dafeng Reserve, China in the late 1980s. They are classified as “critically endangered” in the wild, but do not appear to have suffered from a genetic bottleneck because of small population size.3. A tiger is a large cat famous for its beautiful fur of orange striped with black. Tigers live in Asia are becoming very rare. This is due to people hunting them for their fur and destroying the forests they live in.Step 2 Warming UpAsk students to turn to page 25 and read the passage. Then discuss the following questions in pairs:1. What is wildlife protection about?2. What endangered species do you know of?3. Why are they in danger of disappearing?4. Do you know of any wildlife that has disappeared?5. Why does this happen?Step 3 Pre-readingRead the two questions to students and let them think them over. Then talk about them with students.Sample dialogue:T: What are your ideas?S1: I don’t think we need to be interested in wildlife problems that are happening far from a city like ours. They do not affect us.T: But what about the weather? That affects everybody. The weather is affected by the number of trees in the world. The more trees, the more water vapor that goes into the atmosphere and the more rain we get. Deserts appear where too many trees have been cut down in the past. Deserts lower the amount of rain in the air and so affect crops there and in other parts of the world.S2: That’s quite true. We must not only protect trees but also plant more trees.T: Animals need trees and plants to live on and we need both plants and animals.。

人教版高中英语必修二Unit4Reading教学设计

人教版高中英语必修二Unit4Reading教学设计人教版高中英语必修二Unit4 Reading 教学设计一、教材依据本节课是针对人教版高中英语必修二Unit4 Wildlife protection 中的Reading 部分而设计。

二、设计思路新课程要求教师根据自己所处的教学环境，借鉴国内外有关外语教学自主学习的研究成果，充分体现以“学生为中心”的思想，把自主学习引入英语阅读教学，大力培养学生浓厚的阅读兴趣，正确引导学生自主选择阅读材料，扩大阅读范围，养成良好的阅读习惯，逐步掌握阅读技能，从而把学到的知识灵活运用到对语言、文章的理解中，不断提高分析判断能力、逻辑思维能力和语言运用能力。

正是基于这一指导思想，笔者把打造“学生自主阅读，实现有效教学”作为自己的理念，设计了这堂阅读课。

本课围绕“野生动物保护”这一主题, 通过描述Daisy 在梦中经历一次奇妙的飞毯旅行，与藏羚羊、非洲象、猴子的对话，旨在让学生进一步意识到野生动物的生存环境日益恶化以及保护野生动物的行动刻不容缓。

教学对象是高一学生，英语基础知识和基本技能都是一般水平，对英语学习兴趣不太浓。

因此，课堂教学活动设计主要以调动学生的学习兴趣、以学生的自主学习为目标。

三、教学目标由于本节课是典型的阅读课，课文内容贴近生活并且时代感较强，所以笔者在设计课堂教学目标时，在原有的要求学生理解文章意思、掌握细节信息的基础上，对情感价值观方面进行了一定升华，对学生深层面的能力提出了要求，具体如下：知识与技能：①通过图片和标题预测文章内容；运用略读和查读策略迅速获取信息。

②强化学生自主学习的意识，培养学生组织语言、运用语言的能力。

过程与方法：①培养学生精读文章获取信息、分析信息的能力和独立阅读能力。

②通过自主和合作学习，培养学生理解信息和处理信息的能力。

情感价值观：通过本节课的学习，让学生了解野生动物的处境和保护野生动物的重要性；增强保护野生动物的意识。

人教版高一英语必修二Unit4 Reading 课程教学设计

教学目的一、课标内容英语课程目标语言技能语言知识Unit4Rea ding名师教学设计（一）设计主题：人教版高中英语必修二Unit4Wildlife protection第一课时姓名：陈婉香__________学校：漳州市长泰第二中学教学目标三维目标领域通读了解有关中国及世界濒知识与技能领域危动物的信息资料；提高保英语课程目标教学目标三维目标领域语言技能How Daisy learned t o helpwildlife?这篇课文，并进行全面整体理解，积极思考，达到强化语言意识、积累语言经验的目的，全面提升综合语言运用能力。

学习本课新单词、短语学习策略情感态度文化意识二、教学要求交际策略、资源策略理解保护野生动物的重要性了解有关中国及世界濒危动物的信息资料；提高保护野生动物的意识；思考人类该如何采取措施保护濒危的野生动物，并与之和睦相处。

过程与方法领域基本要求 1.了解保护野生动物的一些现状；对保护野生动物的重要性进行思考；理解人与自然和谐相处的重要性。

2.初步掌握本单元出现的词汇用法。

发展要求 1.思考野生动物生存现状的变化对大自然的影响；学会用英语讲述人类该如何去保护野生动物的话题。

2.通过进行语言运用能力的训练培养自己分析日常生活中保护野生动物方面出现的问题，并讨论可采取的措施。

三、学情分析（一）学生的知识水平一方面，学生进入高一英语的学习，逐渐适应高中英语的学习方式，积累了一定的词汇量，并可以用英语简单表达自己的一些思想。

另一方面，学生在生物学科中已经学了关于生态环境的一些知识，对野生动物的生存状态和产生原因有一定的了解，这都为本节课的进行奠定了良好的基础。

（二）学生的情感态度价值观学生处在好动、善良、富有同情心的青少年时期，对动物具有比较强烈的兴趣，也可能对濒危的野生动物的遭遇给予极大的同情，并会热心地想办法来解决这个问题。

但同时，学生可能也会有意无意地伤害一些动物，通过这堂课的学习，可以让学生意识到这种行为的错误。

高中英语新人教版精品教案《人教版必修2 Unit 4 Reading》

人教版必修2 Unit 4 ReadingHow Dai Learned to Heing endangered Whie reading, tudent wi earn to gain imbine Engih tud with ife emon teaching tooDeign of the Teaching in[设计意图]导入由两个局部构成。

〔1〕首先，教师联系生活实际，通过分享自己的养猫经历引入话题，让学生立刻领悟本课的主题；接着问他们两个关于养宠物的问题，与他们有初步的互动。

〔2〕学生在进入话题后，播放电影?狮子王?片段，进一步激发学生的学习热情，从养宠物的分享转到对野生动物的探讨，让学生思考为什么现在一些动物濒临灭绝，通过展示相照顾片引导学生分析原因，主要让学生了解保护动物的必要性，进入保护动植物的主题。

[学情预设]1 Show the foowing2 Concude the main idea of the in[设计意图]寻读的任务是根据四个段落的主要内容设计的。

学生首先快速查找信息，独立完成以下四个任务，然后小组组员之间交流各自的答案，有歧义的地方经过讨论确定下来。

这不仅能训练学生快速查找信息的阅读能力，还能培养学生共同探讨、相互协作的团队精神。

[学情预设]1 Get tudent to can , fi in the ban and re3 Get tudent to can and find out what Dai dicoveredone andedThing began to and two minute ater everthingShe coudn’tSteor Individua wor, 5 min[设计意图]学生通过略读和寻读，理解了Dai 的神奇经历，训练了阅读速度与技巧。

在此根底上，要求学生合上书本，完成下面的填空练习。

设计这一任务，不仅要检测学生是否真正掌握文章内容，还要让学生掌握并运用本课的词汇和句型。

高一英语必修2第四单元阅读部分教案（人教版英语高一）

高一英语必修2第四单元阅读部分教案（人教版英语高一）Unit 4 Wildlife Protection● Teaching Aims: (教学目标)Knowledge aims: （知识目标）a. help Ss to understand and master the words and expressionsb. Let the students know some basic information about the endangered animals and wildlife situation and protection.Ability aims: （能力目标）a. Encourage Ss to think and express their attitude towards the wildlife and the wildlife protection.b. Enhance Ss’ reading ability and develop Ss’ ability and skills of guessing words and reading comprehension.Emotional aims: （情感目标）a. Help Ss understand the importance of the wildlife protection and make them be more active in the helping wildlife.b. Develop Ss’ sense of cooperative le arning.● Teaching Key Points: （教学重点）a. To train the reading comprehension to the whole passageb. To improve Ss’ ability of listening, speaking, reading and writing.● Teaching Difficult Points: （教学难点）a. Enhance the students reading skills in the passage.● Teaching Materials: （教学材料）blackboard, books, and other normal teaching tools.● Teaching methods：（教学方法）Co-operative learningActivity-based teaching (individual work; group work; class work)Students-centered approach & Task-based teaching and learning● Teaching Procedures: （教学过程）Step 1: Review the new words and expressions.(2m)Step2 Lead-in (3m)Task: Group WorkShow some familiar pictures to draw the students’ attentions to the wildlife(fox, elephant, kangaroo, tiger, panda, bear, whales, golden monkey, Asian elephant, famingo and so on), and bring the question: Do you think what wildlife are? Encourage Ss to discuss with each other and then solve the question together.Step3: Warming up & pre-reading (6m)Task 1:Show the pictures again and ask Ss to guess which animals are in danger. If the student answer is right, give the beautiful pictures as reward. And then make the Ss have a talking: Why are they endangered?Suggested answers:(1) People killed the endangered animals simply to satisfy their desire to eat.(2) People kill animals for their fur, which can be made into beautiful and expensive fur coat.(3) People didn’t protect the nature. They destroyed it willfully.Task 2:(1) Who is the most dangerous enemy of animals?suggested answer: Human beings.(2) What relationship between people and wildlife should be?suggested answer Wildlife is human friends. They can keepthe balance of nature and make the whole world colorful. T o protect wildlife is to protect ourselvesStep 4: Listening T ask (6m)Play the tape of the reading passage, and ask Ss to finish the following questions, and tick all the mentioned words out while listening:1. What places did Daisy go?A. Tibet ChinaB. rain forestC. WWFD. Zimbabwe2. How many animals did she meet? What are they?A. antelopeB. elephantC. monkeyD. mosquitoes3. What helps Daisy meet the wildlife?A. By a flying chairB. By a flying broom(扫把)C. By a flying carpetSuggested answers: 1. ABD 2. ABC 3. CStep 5 reading (26m)Task1 Fast reading :Read the passage quickly and try to fill in the table below about Daisy’s journeyAnimal she met Places she wentFirst visitSecond visitThird visitSuggested answers：antelope，Tibet ；elephant，Zimbabwe ；monkey，Rainforest 。

2019新人教高中英语必修二Unit 4--Reading for writing公开课教案

2019新人教高中英语必修二Unit4 History and TraditionReading for writing公开课教案Teaching aims:By the end of this period, students will be able to1.Read the article and experience the beauty as the author .2.Develop the writing skills by describing the beauty from sight, smell, taste, hearing and touch.3.Learn to organize an essay with “Introduction---Body---Ending”.4.Learn to judge and correct other essays.Teaching key and difficult points:1.Enable students to analyse the organization and language features of the passage.2.Learn how to write an essay using the “Introduction---Body---Ending” structure.3.Enable students to write an essay from sight, smell, taste, hearing and touch.Teaching procedures:StepⅠWarming upTalk about some places that students like.T:Class,have you ever travelled around? Can you describe a place that you like?S:Yes, of course.I have been to many places like London. It is a traditional place with many places of interest.T:Can you give us more details about London?S:The capital city London is a great place, as it is an ancient port city that has a history dating all the way back to Roman times.There are countless historic sites to explore, and lots of museums with ancient relics from all over the UK.StepⅠReading for the main ideaRead the passage to find out the main idea and try to analyse the structure by drawing a mind map.Suggested answers:Main idea:This passage mainly introduces the beautiful scenery and thetraditions of Ireland.Structure:StepⅠ Reading for detailsRead the text and answer the questions.1.What makes the Irish countryside exciting and inspiring?2.What are the best ways to experience some Irish traditions and culture?3.What is the meaning of “breathe in the sweet scent of fresh flowers while birds greet the new day with their morning song”?4.What are the best ways to experience Chinese traditions and customs?Suggested answers:1.Its beauty and how it offers something for all the senses.2.By stopping by a village pub and relaxing with a drink and traditional meal while listening to music and watching dancing./By exploring all different parts of the country and experiencing what the country gives to all the senses.3.It means to not just smell but also breathe in the smell of fresh flowers early in the morning as the birds sing their first song of the new day.4.By travelling to different places and using all your senses to experience everything and by interacting with local people.StepⅠReading for organization and language featuresActivity 1 Analyse the descriptive paragraph.1.Identify and underline the paragraph’s introductory sentence(s) and the ending sentence(s).2.The paragraph talks about different senses in different places.Write the senses and places in the order that they appear.Senses:1.____________Places:1.2.2.3.3.4.4.Suggested answers:1.Introductory sentence:Ireland’s beautiful countryside has always had a great influence on its people and traditions.Ending sentence:And if you introduce yourself to a friendly face,you are more than likely to experience local culture and customs first-hand.2.Senses:1.sight Places: 1.in the green counties and hills2.hearing 2.by the sea3.touch 3.in the mountains4.smell 4.in the mountainsActivity 2 Find out the words that the writer use to describe sensory details.(红色为学生填写部分）Sight a feast for the eyesSmell sweet scentTaste deliciousHearing roar,cries,music of the coast,morning songTouch feel the sun on your skinStepⅠUse what you have learnt in this unit to describe an interesting,exciting,or surprising place.Activity 1Preparations for writingSuggested answers:Topic:My villageBody:1.The sunrise,red,the mountains,children,adults,gold haze,stars.2.Beautiful,quiet,peaceful.3.Delicious daily food.4.The sound of roosters,loud cries,laughter,the sound of birds.5.The smell of hot oil and fragrant spices.6.Everything is good and nice.Activity 2Use your answers to draft a passage about the place.Introduction Make the reader eager toread your writingA striking imageSomething surprisingA quote or questionIn my village,every day starts with a“fire”! The houses turn red as the sun risesabove the mountains.Body TransitionsHelp the reader follow yourideasIn the morning/afternoon/eveningFirst,second,etc.In the north...In the east... Details and examplesUse sensory detailsDo not use general wordsGive examplesWhat can you see,hear,smell,etc.?I learnt a lot.→What did you learn?There were many things...→What?Some people...→Who?EndingLet the reader know that thepassage endsHelp the reader rememberyour writingAt night,the stars come out to tell usthat all is well and my village growsquiet.For now we’ll sleep,and tomorrowthe sun will set us on fire again for a newday!Suggested answers:In my village,every day starts with a “fire”!The houses turn red as the sun risesabove the mountains.Seeing the flames,the roosters sound the alarm.They wake everyone in the village with their loud cries,chasing the children to school and rushing the adults to work.In the evening,a gold haze settles over everything.This is my favourite time of the day,when all work for the day has been completed.When the smell of hot oil and fragrant spices float through the air,I know that it will soon be time for dinner.My neighbours begin to call their children to come home.The birds begin their nightly quarrel over their favourite places to rest.At night,the stars come out to tell us that all is well and my village grows quiet.For now we’ll sleep,and tomorrow the sun will set us on fire again for a new day!Activity 3Evaluate and polish the drafts.1.Exchange e the checklist to give feedback on each other’s draft.2.Polish your drafts and share with your partners.。

人教版高中英语必修2 Unit4 Reading 优秀教学设计(一)

Unit1 Reading 教学设计（一）设计意图This is the second teaching period of this unit, aiming to help students get a thorough understanding of the reading material in this unit. The emphasis of this period is mainly placed on the main idea, some key details and the structure of the passage. While teaching teachers should also focus on some difficult expressions and sentences in order that students can really understand the passage thoroughly. At the same time, teachers should help students get acquaintance with some reading skills about narrative writing.教学重点1. Enable students to master the reading skills such as skimming, scanning and how to get the main idea of a paragraph or passage.2. Enable students to read and understand wildlife protection.3. Enable students to further understand the new words and expressions in this passage.教学难点1. Let students master the reading skills such as skimming, scanning and how to get the main idea of a paragraph or passage.2. Get students to understand the structures and meanings of some difficult sentences.(1) Please take me to a distant land where I can find the animal that gave fur to make this sweater.(2) Our fur is being used to make sweaters for people like you.(3) It shows the importance of wildlife protection, but I’d like to help as the WWF suggests.教学过程Step l Lead-inT: Hello, everybody! As you know, we can usually get some information from pictures. Look at the first picture. What is the animal?Ss: A giant panda.T: What do you think of giant pandas?Ss: They are lovely but their number is getting smaller because of not enough food, loss of bam-boo.T: Exactly! So nowadays we are taking a variety of measures to protect them. Let’s look at the next picture.T: Have you heard of this news?Ss: Yes, s we know, the Minister of Belgium arrived at the airport to meet the pandas from China. I think this event is not only an exchange about culture, but also action about protecting animal.T: Yes, very good. Let’s look at the next picture.Ss: A South China tiger. And because of too much hunting, the number of this kind of animal is also decreasing.T: Yes, you are right. What about this picture?Ss: A great number of antelopes were killed and the number of animals being killed was large.T: Yes. As we know, many kinds of animals are in danger of disappearing, and we call them endangered wildlife. Let’s come to the topic of this unit “Wildlife protection”, and understand more about wildlife protection.Step 2 Reading1. SkimmingT: I will give you 5 minutes to read the text and get the answers to the questions.(l) What is the main idea of the story?(2) Which places did she travel to?(3) What animals did she visit?T: Have you finished? If you find the answers, please put up your hand. Now let’s check up the answers.S1: (l) Daisy took a flying carpet to travel and talked with some animals, which made her know the importance of wildlife protection.S2: (2) Tibet, Zimbabwe and a thick rainforest.S3: (3) An antelope, an elephant and a monkey.。