高中《英语》必修二Unit4Reading学习方案

Unit 4 Earthquakes: Reading——A night the earth didn’t sleep 教案课时：一课时课型：讲授课一、教材分析与学生分析：本课是高一必修1第4单元的阅读课型，本单元话题为“地震”，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震展开。

Pre-reading 部分设置了两个开放性问题，目的是增加学生的生活常识，提高他们的应变能力。

这部分为接下来的阅读作了很好的铺垫，学生可通过参阅有关地震的书籍并运用一些生活常识来回答这两个问题。

Reading 部分是一篇新闻报道，介绍了唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及地震后的救援情况。

通过本单元学习，掌握如何表达过去的事情，让学生对地震有更多认识，加强自我保护。

二、教学目标：(一) 知识目标：1.使学生了解自然灾害的相关词汇，并掌握复杂数字的表达法。

2.学习掌握与地震相关的词汇，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent等，以及 right away, at an end, dig out, give out, thousands of以及一些优美句子的赏析。

3.熟练运用that, which, who, whose引导的定语从句(二) 技能目标：1.阅读技能的训练：让学生学会克服生词障碍，通过略读，归纳出文章的大意；通过细读，理清文章的总体框架与脉络，归纳出各部分的中心词；通过查读，捕捉文章的重要细节，培养学生获取、处理信息的能力。

2.让学生复述课文，分析、感悟作者的写作意图。

新教材适用高中英语学案新人教版必修第二册：UNIT 4 HISTORY AND TRADITIONS主题语境单元语法单元写作人与社会——历史过去分词作定语过去分词作宾补介绍一个地方语言知识语音知识连读发音规律(辅音＋元音r/re＋元音元音＋元音)单词巧记kingdom, defence, legal, surrounding, evidence,achievement, location, fascinating, announce, ensure,courtyard高频单词chief, add, defence, surround, location, achievement,charge, announce, approach, roll重点短语lead to, be similar to, join...to..., break away from,result in, refer to...as..., belong to, as well as, takeover, date back to, attend to, have an influence, make up 常用句式what引导宾语从句动名词形式作主语现在分词形式作状语it作形式主语[导语]你了解爱尔兰吗？文章从地理状况、人口发展、经济情况以及社会生活等方面介绍了爱尔兰，让我们对这个美丽的国家有了更进一步的了解。

Ireland has had a very difficult history. The problems started in the 16th century when English rulers tried to conquer (征服) Ireland. For hundreds of years, the Irish people fought against the English. Finally, in 1921, the British government was forced to give independence to the south of Ireland. The result is that today there are two“Irelands”. Northern Ireland, in t he north, is part of the United Kingdom. The Republic of Ireland, in the south, is an independent country.In the 1840s the main crop，potatoes, was affected by disease and about 750,000 people died of hunger. This, and a shortage (短缺) of work, forced many people to leave Ireland and live in the USA, the UK, Australia and Canada. As a result of these problems, the population fell from 8.2 million in 1841 to 6.6 million in 1851.For many years, the majority of Irish people earned their living as farmers. Today, many people still work on the land but more and more people are moving to the cities to work in factories and offices. Life in the cities is very different from life in the countryside, where things move at a quieter and slower pace.The Irish are famous for being warm-hearted and friendly. Oscar Wilde, a famous Irish writer, once said that the Irish were “the greatest talkers since the Greeks”. Since independence, Ireland has revived (复兴) its own culture of music, language, literature and singing. Different areas have different styles of old Irish songs which are sung without instruments. Other kinds of Irish music use many different instruments such as the violin, whistles, etc.1．What does the author tell us in Paragraph 1？ DA．How the Irish fought against the English.B．How Ireland gained independence.C．How English rulers tried to conquer Ireland.D．How two “Irelands” came into being.解析：主旨大意题。

人教版高中英语必修二unit4学习教案一、教学内容二、教学目标1. 学生能够理解并掌握阅读材料中的生词和短语，如：oxygen, generate, climax等。

2. 学生能够运用一般现在时和一般过去时描述云的形成过程及特点。

3. 学生能够运用所学知识，进行有关天气和自然现象的讨论。

三、教学难点与重点1. 教学难点：一般现在时和一般过去时的运用，以及使用“It”作为形式主语的句子结构。

2. 教学重点：云的形成过程、特点以及与之相关的词汇和表达。

四、教具与学具准备1. 教师准备：PPT、黑板、粉笔、阅读材料。

2. 学生准备：课本、笔记本、字典。

五、教学过程1. 导入：通过展示一组有关天气和云的照片，引导学生讨论天气和云的特点。

2. 阅读与思考：学生阅读“A Day in the Clouds”一文，并完成相关练习，教师进行讲解。

3. 例题讲解：讲解一般现在时和一般过去时的运用，以及使用“It”作为形式主语的句子结构。

4. 随堂练习：学生完成Discovering Useful Structures部分的相关练习，教师进行点评。

5. 小组讨论：学生分组讨论，运用所学知识描述云的形成过程及特点。

六、板书设计1. Unit 4 A Day in the Clouds2. 词汇：oxygen, generate, climax等3. 句子结构：一般现在时、一般过去时，使用“It”作为形式主语七、作业设计1. 作业题目：根据课堂所学，写一篇关于云的形成过程及特点的短文。

2. 答案要求：使用一般现在时和一般过去时，不少于100词。

八、课后反思及拓展延伸1. 教师反思：关注学生在课堂上的参与程度，调整教学方法和节奏，以提高教学效果。

2. 拓展延伸：鼓励学生关注天气变化，观察云的形态，提高英语实际应用能力。

重点和难点解析1. 教学难点：一般现在时和一般过去时的运用，以及使用“It”作为形式主语的句子结构。

2. 例题讲解：讲解一般现在时和一般过去时的运用，以及使用“It”作为形式主语的句子结构。

课件制作说明一、本课件制作及运行1、制作工具：flash9，powerpoint20032、运行环境：Windows 95/98/me /xp/Vista二、课件制作的目的1．创造生动、有趣的学习环境，激发学生的学习兴趣，调动学生的学习积极性。

“兴趣是最好的老师。

”如果学生对一节课感兴趣，他就会自发地把自己所有的精力都投入到课堂学习中。

这样也可以达到良好的学习效果。

本课件集图像、动画于一体，充分吸引了学生的注意力，让学生在生动、有趣的环境中学习。

2．呈现传统教学无法呈现的教学过程，顺利突破教学重难点，有效达成教学目标。

本单元的中心话题是“野生动物保护“，涉及的内容是濒临灭绝的野生动物的生存现状，我们要学会如何保护野生动物以及要从已经灭绝的动物中吸取哪些经验教训从而促进我们保护野生动物的意识。

本节课是一节以听说为辅的阅读课。

通过阅读这一环节，让同学们体会到野生动物保护的重要性和紧迫性；进而引发学生思考动物灭绝的原因，使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。

整单元的听、说、读、写语言技能及语言知识学习，都围绕阅读主题Wildlife Protection展开，因此本节课在单元教学中占有重要地位。

三．课件基本操作课件内容播放以鼠标单击相应按钮完成。

共有两种播放模式：一种是顺序式播放，如单击按钮可以观看下一画面，单击按钮就可以返回前一画面。

同一画面里的动画就是可单击相应的按钮，如按钮可以播放；按钮可以重来；按钮可以暂停；按钮关闭课件。

另一种是目录式播放，单击就可以打开相应的目录树，点击其中的按钮就可以进入相应的环节进行教学。

四．课件的内容1.教材地位及教学内容分析本课选自普通高中课程标准实验教材必修二第四单元。

话题是野生生物保护。

内容涉及濒临灭绝野生动物的生存现状和我们要学会保护野生动物。

在本节课中，我将Warming up和Reading整合在一起。

Warming up中呈现的大量图片和讨论的话题能活跃课堂气氛，迅速激发学生积极参与。

牛津译林版（2020）必修第二册Unit 4 Exploring LiteratureReading教材分析：牛津译林版（2020）必修第二册Unit 4 Exploring Literature Reading是一节以阅读为主的课程。

该单元主要介绍英国文学的发展历程和一些著名的英国文学作品及其作者。

课程内容包括课文阅读、课文理解与分析、词汇学习等。

教学目标：通过本节课的学习，学生应能够：1.了解英国文学的发展历程和一些著名的英国文学作品及其作者；2.能够阅读并理解课文内容；3.能够运用所学的词汇进行表达和写作；4.培养学生阅读理解、分析和推理的能力。

教学重点：1.英国文学的发展历程；2.著名的英国文学作品及其作者；3.课文阅读与理解；4.词汇学习和运用。

教学难点：1.培养学生对英国文学的兴趣和阅读习惯；2.提高学生的阅读理解和分析能力。

学情分析：高一学生对英国文学的了解相对较少，对课文中出现的一些文学术语理解较难。

另外，他们对于阅读理解和分析的能力还需要提高。

教学策略：本节课可以通过多媒体展示、小组合作学习和互动讨论等方式激发学生学习英国文学的兴趣，并培养他们的阅读理解和分析能力。

教学方法：1.导入法：通过问题导入，激活学生已有的关于英国文学的知识，引起学生的兴趣。

2.合作学习法：组织学生分成小组，共同讨论和解答问题，提升学生的合作意识和学习效果。

3.阅读理解法：结合课文内容进行阅读理解和分析训练，提高学生的阅读能力。

4.词汇学习法：通过课堂词汇学习，拓展学生词汇量，提高他们的语言运用能力。

总结：本节课以阅读为主，通过学习英国文学的发展历程和一些著名的作品，旨在培养学生的阅读理解和分析能力，并提高他们运用英语进行表达和写作的能力。

通过课堂设计合适的导入、教学策略和教学方法，能够激发学生的学习兴趣，提高他们的学习效果。

导入环节（约5分钟）教学内容：引导学生了解文学作品的重要性和阅读的乐趣。

教学活动：1. 教师向学生介绍文学作品，并给出一些经典文学作品的例子，让学生尝试猜测其作者和内容。

《英语》（必修·第二册）Unit 4 Exploring literatureReading (II)I. L earning objectivesBy the end of the lesson, students will be able to:1. understand the usage of the following words and expressions: appeal (to), determine, significant, description, reflect, capable (be capable of), contain, element,(in) summary;2. use the above words and expressions in new situations;3. understand synonyms and antonyms;4. give examples to support ideas.II. Key competence focus1. Understand some new words and expressions.2. Use the new words and expressions in new situations.III. Predicted area of difficultyUse the new words and expressions correctly.IV. Teaching proceduresStep 1 Lead-inReview the main points of the article.T: Hello, everyone! We’ve learned an article which describes the wonder of literature. We need to understand the significant qualities of literature if we want to enjoy and understand it. What are the qualities of literature? Would you fill in the blanks according to what you have learned?【设计意图：回归课本，回忆文章，为下一步的词汇学习进行铺垫。

《英语》（必修·第二册）Unit 4 Exploring literatureWelcome to the unit & Reading (I)I. Learning objectivesBy the end of the lesson, students will be able to:1. know about the structure, the figure of speech and writing skills used in the text;2. express their opinions on what qualities a great work of literature should have;3. talk about their favourite work of literature by the three qualities.II. Key competence focus1. Analyse the writing skills used in the text.2. Talk about their favourite work of literature by the three qualities.III. Predicted area of difficultyTalk about their favourite work of literature by the three qualities.IV. Teaching proceduresStep 1 Lead-in1.T asks Ss to read the excerpts from two famous works of literature and discuss the following questions.Which of the excerpts makes you feel like reading the whole book? Why?【设计意图：通过阅读文学名著的摘录，引出本节课话题，启发学生思考，从而激发学生的阅读兴趣。

2019新人教高中英语必修二Unit 4 History and Traditions---Reading for writing公开课学案学习目标：1.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.学习重难点：1.Develop the writing skills by describing the beauty from sight, smell, taste, hearing and touch.2.Learn to organize an essay with “Introduction---Body---Ending”学习过程：Part Ⅰ Lead-in1. Try to retell the history of Britain.2. Look at the picture in Activity 1, and answer the questions.What do you think of Ireland before you reading the text?____________________________________________________What kind of word will you use to describe it first?____________________________________________________PartⅡReading for detailsActivity1:Reading for the main ideaRead the passage to find out the main idea and try to analyse the structure by drawing a mind map.Activity2:Read 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?______________________________________________________________Part ⅠReading for organization and language featuresActivity 1Analyse 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.Activity 2Find out the words that the writer use to describe sensory details.SightSmellTasteHearingTouchPartⅠ Use what you have learnt in this unit to describe an interesting,exciting,or surprising place.Activity 1Preparations for writingActivity 2Use your answers to draft a passage about the place.Introduction Make the reader eager to read yourwritingA striking imageSomething surprisingA quote or questionIn my village,every day starts with a“fire”! The houses turn red as the sunrises above the mountains.Body TransitionsHelp the reader follow your ideasIn 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?Ending Let the reader know that thepassage endsHelp the reader remember yourwritingAt 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!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.Homework:假设你是导游，根据以下内容，用80词左右向游客简单介绍英国的情况。