必修二unit2Reading

Period Two Reading and Thinking—Language PointsⅠ.重点单词1．complex adj.复杂的；难懂的；(语法)复合的2．recall v t.& v i.记起；回想起3．tutor n．(英国大学中的)助教；导师；家庭教师4．cite v t.引用；引述5．messenger n．送信人；信使6．zone n．(有别于周围的)地区；地带；区域7．overwhelming adj.无法抗拒的；巨大的；压倒性的8．qualify v t.& v i.(使)具备资格；(使)合格→qualification n．资格；学历9．ambition n．追求的目标；夙愿；野心；抱负→ambitious adj.有野心的；有雄心的10．adaptation n．适应；改编本→adapt v．适应；改编→adapted adj.适应的；改编的→adaptable adj.能适应的11．comfort n．安逸；安慰；令人感到安慰的人或事物；舒服v t.安慰；抚慰→comfortable adj.舒服的12．participation n．参加；参与→participate v i.参加；参与13．presentation n．报告；陈述；出示；拿出→present v．把……交给；颁发；提出；提交；展现，表现14．engage v i.参加；参与(活动) v t.吸引(注意力、兴趣)→engaged adj.忙于；从事于；已订婚的；被占用的15．involve v t.包含；需要；涉及；(使)参加→involved adj.参与的；作为一部分的；有关联的16．edition n．(报纸、杂志)一份；(广播、电视节目)一期，一辑；版次→edit v．编辑→editor n．主编17．homesickness n．思乡病；乡愁→homesick adj.思乡的，想家的18．motivate v t.成为……的动机；激发；激励→motivated adj.积极的；主动的→motivation n．动力；积极性；动机19．advisor n．(also ­ser)顾问→advise v．建议→advice n．建议20．reasonable adj.有道理的；合情理的→reason n．理由；道理；情理v．推理；推论；推断；思考；理解Ⅱ.核心短语1．set up创建；建立；安排；安装2．adapt to适应3．get used to习惯于4．be/get familiar with对……熟悉5．take turns to do sth.轮流做某事6．less than比……少；少于7．in order to do sth.为了做某事8．of one’s own某人自己的9．participate in参加；参与10．as well as和；也；连同11．speak up大声点说；明确表态12．feel at home舒服自在；不拘束13．engage in(使)从事；参与14．get/be involved in参与；卷入；与……有关联Ⅲ.经典句式1．It is/was the first/second/...time that...“这是某人第一/二/……次……”It was the first time that she had left China.这是她第一次离开中国。

M2 Unit2 Bridging and CulturesReading and ThinkingTeaching content:Read about Xie Lei’s experience on an exchange programme.Teaching objectives:1.Linguistic ability:Read the articles in the school newspaper, learn about the experience of business student Xie Lei studying abroad in the UK, and explore the special identity and role of international students in cross-cultural communication and cultural communication.2.Learning ability:Be able to understand English language expression habits, and solve the problem of long sentences through structural analysis in reading.3.Cultural consciousness:Be able to understand the significance of cultural communication and exchange in modern times, and understand the common problems and countermeasures in cross-cultural communication.4.Thinking quality:It can explore the differences in value orientation, way of thinking, norms ofbehavior and other aspects under different cultural backgrounds, as well as the language rules and ways of communication under different communication situations.Analysis of teaching material:The reading text shows the experience of an exchange student, Xie Lei ,including challenges she meet in daily life and in academic requirements and her positive solution. It is a page from a newspaper, and it contains two clues: time clue and changes of feeling. It has some underlined long and difficult sentences, which is a compound or complex sentence and we will analyse them.Analysis of students:The students are from senior Two, who have learnt the characteristics of a piece of news. As to the topic about cross-cultural communication and being a cultural messenger, the students are interested in participating an exchange programme, so they will make proper predictions and understand the Xie Lei’s experience according to a clue of time and another of feelings. Meanwhile, students have been exposed to long and difficult sentences such as compound and complex sentences, which will make the reading a bit easier.Teaching key points:Help students understand the main content and make inferences.Teaching difficult points:Guide students to learn to analyze long sentences and think about the role exchange students play as culture messengers.Teaching aids:1.Blackboard2.Multimedia: PPT document, pictures, etc.Teaching method:1.Three-stage model: pre-reading, while-reading, post-reading2.Activity-based approach to English learningTeaching procedures:Pre-readingWatch a video and answer the following questions.1.What difficulties will they meet?2.What is the life like for exchange students while staying in other countries? While-readingTask 1 predict1.Where is the girl in the photo, in China or abroad?2.Who is Xie Lei?3.Where is the article from and what is it about?A. a science magazineB. a school newspaperC. a travel journalD. an advertisement brochureTask 2 ① Read for main idea of each paragraphPara Main idea1Xie Lei________________________, feeling__________________ .2In order to________________________________________, Xie Lei chose the exchange programme.3Xie Lei had to_______________________ in a different country.4Xie Lei chose to live with _____________ instead of _____________________, which helps her adaptation to the newenvironment.5Xie Lei’s tutor explained to her how to___________________ .6Xie Lei got used to participation in class. Her presentation on____________________ was a great success.7Xie Lei feels _________ now. She is not only learning_______________, but also acting as__________________________________________ .8The _______’s wishes for Xie Lei.① Match the main idea with each paragraph.Para 1-2: A. Xie Lei 's daily life challenge in the UK.Para 3-4: B. Xie Lei chose to study in London as an exchange student.Para 5-6: C. Xie Lei feels much more at home in the UK.Para 7: D. Best wishes for Xie Lei.Para 8: E. Xie Lei 's academic challenge in the UK.① Analyze time clueFind all the time.six months ago,_______________________________________________________________ __Task 3 Summarize the main idea of the whole textThe article is about how a Chinese girl, Xie Lei manages to adapt to _______________ in the UK and meet the _____________ requirements as an exchange student. Besides, the article also talks about how Xie Lei acts as a __________ messenger building a ___________between China and the UK.Task 4Get specific informationTake notes on Xie Lei’s experience.Challenges What Xie Lei didDaily life adaptation to a wholenew life Learnt to________________________ learnt to________________________ asked for_______________________loneliness lived with______________________Academic requirements writing an essay got help from ______________;__________ a lot to prepare participating in_______ and giving____________gave presentation on________________①Find the words from the article to trace the changes of Xie Lei’s feelings.excited →__________→__________→_________→__________ →__________ →____________②Make sentences using the following structure.Xie Lei felt excited because it was the first time that she had left China.Post-readingTask 1Discuss the following questions in groups.1.Why did Xie Lei choose the exchange programme?2.How has Xie Lei helped to build bridges between China and the UK? ExerciseSix months ago, Xie Lei boarded a plane for London . It was the first time that she 1.____________(leave) home. She went to a university to study for a business qualification and chose the exchange programme because she wanted to learn about 2. ___________( globe ) business. She was 3._________(ambition) to set up a business after graduation.At first, Xie Lei had to adapt to life in a different country. She chose to live with a host family，who can help with her 4. ______________( adapt) to the new culture. When she missed home, she felt 5. ____________(comfort) to have a second family. Also Xie Lei had to satisfy academic requirements. Her tutor told her to acknowledge 6. ______________other people had said if she cited their ideas, and advised her to read lots of information in order to form 7._________wise opinion of her own.Now halfway through her exchange year, Xie Lei felt much more at home in the UK. She said 8.___________(engage) in British culture had helped and that she 9._________________( involve ) in social activities. She also said while learning about business, she was acting as a cultural messenger building a bridge 10. ____________the two countries.Blackboard design:Unit2 Bridging and CulturesReading and Thinking Reflection:The teaching focuses on developing students' reading skills.。

选择性必修二Unit 2 ReadingThe Olympic GamesI. Learning objectivesBy the end of the lesson, students will be able to:1. obtain basic information about the Olympic Games;2. summarize different paragraphs with subheadings;3. achieve a deep understanding of the Olympic spirit.II. Key competence focusTo appreciate the Olympic spirit and keep a positive attitude towards study and life. III. Predicted area of difficultyTo grasp the main structure and basic knowledge of the article.IV. Teaching proceduresStep 1 Lead-in1.Appreciate two famous songs connected with the Olympic Games:2.Be ready for the exploration of the Olympics.Step 2 The Olympic journey (Provide the scene for the Olympic journey)1.Choose one student to guide us to start the “first station”.Task 1: Find out the basic information of the Olympics from five aspects.1)When was the Olympics first held?2)How often is the Olympics held?3)Who usually takes part in the Olympics?4) What is the purpose of participating in the Olympics?5) What is the spirit of the Olympics?2.Lead Ss to arrive in the “second station”.Have Ss know about the differences between the Ancient Olympics and the Modern Olympics, then conclude the first subheading. (work in pairs, class work)3.The “third station” --- Select two group leaders to organize group members to learnthe story of two foreign Olympians in cooperation.Task 2: Know about the story of two famous athletes. (group work)Besides, have Ss learn the spirit embodied in athletes and conclude the second subheading. (brainstorming)4.Travel to the “fourth station” together.Have Ss look back on five historic moments in Olympics based on time points, watch a corresponding video and conclude the last subheading. 【1984—2004—2008—2016—2022】5.Travel to the “last station” together.Have Ss understand the influence of hosting the Olympics.1)How do you understand Coubertin’s words at the end of the website article?Step 3 Sharing timeHave Ss express their words and feelings towards their country and themselves.Step 4 Summary (The teacher’s wishes)Have Ss have a better understanding of the Olympic spirit based on the information conveyed by the two songs from the lead-in part and the whole Olympic journey.【The Olympic journey has come to an end, but the journey of your life is on the way. ——Battle for hope, struggle for life!】V. HomeworkMake a hand-copied paper about your favorite Olympic athlete.VI. Teaching reflection。

《英语》（必修·第二册）Unit 2 Be sporty, be healthyExtended readingI. L earning objectivesBy the end of the lesson, students will be able to:1. learn some knowledge about tai chi and the ancient Chinese culture behind it;2. understand the author’s experience of learning tai chi and his attitude towards it;3. develop interest in sports and Chinese traditional culture.II. Key competence focus1. Analyse the changes in the author’s attitude towards tai chi.2. Improve the ability of integrating, generalizing and applying information.3. Develop critical thinking towards practising tai chi.III. Predicted area of difficulty1. Analyse the changes in the author’s attitude towards tai chi.2. Integrate, generalize and apply information.IV. Teaching proceduresStep 1 Lead-in1. T greets Ss and asks them the following questions:•Do you like sports?•What’s your favourite sport?•What was your ... experience like?2.T shows Ss a picture of tai chi and asks them a question.T: How much do you know about tai chi? Can you share something with us?【设计意图：紧扣主题，用学生熟悉的话题作为导入，创造生动活泼的课堂氛围，激活学生已有的知识和经验，使他们对即将呈现的课堂内容产生兴趣。

《英语》（必修·第二册）Unit 2 Be sporty, be healthyReading (II)I. L earning objectivesBy the end of the lesson, students will be able to:1. understand the usage of the following words: congratulation, assume, tend, range, instead;2. accumulate some useful chunks;3. use the new words and expressions in new situations;4. use cautious language to avoid overgeneralizing.II. Key competence focus1. Understand some new words and expressions.2. Be able to use the new words and expressions in new situations.III. Predicted area of difficultyUse the new words and expressions in new situations properly and correctly.IV. Teaching proceduresStep 1 Lead-inReview the main idea of the guide by completing a summary.T: Hello, everyone! In the first period of this unit, we’ve learned a guide to exercise for beginners. Today we will review the text, appreciate the language in it, and discuss how to use some of the words and phrases, and practise using them in new situations.T: Would you fill in the blanks according to what you have learned from the text?【设计意图：回归课本，以便学生回忆前一日所读文章内容；此外，以概要的形式展现原文，让学生在潜移默化中体会概要的特点，为概要写作打下基础。