【新教材】5.2readingandthinking教学设计(2)-人教版高中英语必修第一册

Teaching designB2U2 Wildlife ProtectionLesson type: Reading and ThinkingLesson duration: 40minsStudents: Senior Grade 1Part I. Analysis of the teaching material1.Theme eventThe theme of this section is "Learn about protecting endangered animals'1 (Learn about protecting endangered animals), mainly about the measures and achievements of our country to protect the rare wild animal Tibetan antelope. After the hard work of all parties, the number of Tibetan antelope population has been increasing year by year, and it was downgraded from an endangered species to vulnerable in 2015.2.Text analysisThis article is a journal, which records what happened during the day. The title of the text is A DAY I THE CLOUDS tells the story of protecting the rare species of Tibetan antelope in the first person. The article has seven paragraphs, complete structure and beautiful text. The first paragraph is an introduction, explaining the author's activity location and purpose of the day-the author came to observe Tibetan antelopes (to observe Tibetan antelopes) on a plateau with thin air. Second stage exhibition, the elegance and beauty of the present Tibetan antelopes, meanwhile pointed out that they are suffering from the disaster of illegal poaching, and expressed their pity for Tibetan antelopes and hatred for criminals. The third paragraph is Tashi's concept and understanding of wild species protection. Zhaxi works in the Qiangtang National Nature Reserve and serves as a guide. The fourth paragraph introduces the reasons for the protection of Tibetan antelopes. The number of herds and habitats has decreased, and the population of Tibetan antelopes is on the verge of extinction. The fifth paragraph describes the powerful measures taken by the Chinese government and non-governmental organizations to protect the Tibetan antelope. The sixth paragraph describes the effectiveness of protective measures. The last paragraph is the author's thoughts and the purpose of the article. Only by changing the way of life (including consumption) can humans live in harmony with nature.3.Tcaching objectives:Language abilityLearn and master language features of a travel journal.Critical thinkingTo cultivate students' critical thinking about wildlife protection.Learning abilityDeveloping the students ability of reading travel journal.4Teaching key points:1.Help students to learn the reading skills such as skimming and scanning.2.Arouse students, awareness of wildlife protection.3.Develop students5 sense of cooperative learning, individual thinking and critical thinking capability.5Teaching difficulties:Prompt students to learn how to live in harmony with animals.Part II Analysis of StudentsClasses are taught to first-year high school freshmen. Students are in a stage of strong curiosity and desire to learn, and have strong interest and curiosity for different kinds of animals. At the same time, high school freshmen lack vocabulary, have weak reading skills and need guidance.Part III Teaching methods & Learning strategies Teaching methods：(1)Task-based teaching methodPWP Model1Learning strategiesCooperative learning method(1)Individual learning methodPart IV Teaching proceduresTeaching procedures:Stepl Lead-in(3mins)Look at the pictures and ask students to brainstorm a question “Do you know any wild animals” and then invite two students to do a words game of wild animals. Then play a recording about Tibetan antelope and let students guess.Purpose: Arouse students' interest in today's topic. Let students be familiar with the theme.Step 2: Pre-reading (Imin)Show the title of passage and ask students to think about What happened on a day? Why is it in the clouds?2. Fill in the main idea of each paragraphActivity 2 Reading for structurer Part 1 (para.) What he sees.A day in the cloudsJ Part 2 (para.) What he hears.LPart 3 (para.) What he thinks.1.What's the writing style of the text? A . Narration (记叙文)B. Travel Journal C. Argument (议论文)Purpose: learn about the structure of a travel journal.Step 4 Summary (30 seconds)Summarize the structure of the passage. Purpose: Enhance the knowledge of the text structure.Step 5 Post-reading (16 mins)Activity 4 Discovering language These sentences implv what information. I. The air is thin ... snow-covered mountains disappear into clouds. (Para.l line 1-2)2.0n the plain in front of us, we can just make out a herd of graceful animals. (Para.2 line 3) 3.They are being hunted, illegally, for their valuable fur and hunters were shooting antelopes to make profits. (Para.2 line 3 and Para.4 line 2)4.The threats to the Tibetan antelope have not yet disappeared. (Para.6 line 4) Activity 5 Discussion1. How do you understand the title? 2. Nowadays, an increasing number of people join in wildlife protection. What can we do to protect wild animals? Some measures of the following should be taken:Purpose: Develop students 1 critical thinking about wildlife protection and therelationship between animals and human beings.Step 5 Homework(lmin)Write a short passageabout the what can we do toprotect wildlife. Purpose: Review what they have learnt in today's lesson.Part V BlackboarddesignU2 A day in thecloudsantelopesWhat hesees What hehearsprotecting TibetanWhat he thinks。

必修第一册Unit 5 Languages around the World教学设计Period 2 Reading and ThinkingTeaching material: Explore the Chinese writing systemTeaching objectives: In this lesson, the students will1. master the words and phrases related to Chinese writing system2. read an introduction to the development of Chinese writing system3. develop the reading skill of scanning4. understand the connection between the Chinese character and the inheritance of Chinese culture and the role of Chinese character throughout the worldDifficult and focal point: Guide the students to understand the connection between the Chinese character and the inheritance of Chinese culture and the role of Chinese character throughout the worldTeaching aids: PowerPoint, blackboardTeaching approaches: PWP Teaching methodTeaching procedures:Step 1 Lead in: A video of Chinese CharacterWhat is the oldest continuous writing system in the world?Step 2 Prereading PredictionLook at the title and picture below. Predict what the text will be about.Step 3 WhilereadingActivity 1 Read for main ideas and structureRead the text quickly, circle or underline the key words or phrases or the topic sentences of each paragraph. Pay special attention to transition words like “but”.Activity 2 Read for detailsScan the text to find the words and phrases that describe a time. Then write down or underline what happened at each of those important times.Activity 3 Reading for reflectionScan the text again to find sentences explaining how the Chinese writing system is related to Chinese culture.Step 4 PostreadingStep 5 Homework1. Underline the important phrases from page 62 to 63.2. Underline the plex sentences in the text and analyze their structures.。

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。

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."。

Ⅰ. Teaching contentThis is a reading class. It talks about wildlife Protection. Ⅱ. Teaching objectives1.Knowledge Objectives(1)Students are expected to understand the text both linguistically and semantically by which I mean they need to grasp the words, phrases, some useful expressions and other language points.(2)Students need to find the main idea of this passage.(3)Students need to know the facts and causes of the endangered antelope, as well as the measures and achievements of the government to protect the antelope.2.Ability Objectives(1)Students can talk about Tibetan antelope in proper language.(2)Students can talk about their own opinions about the relationship between the men and animals.3.Emotional ObjectivesTo develop student’s cognitive ability and critical thinking. Ⅲ. Key and Difficult points.1.Key pointHelp students find the main topic of the article and expandtheir knowledge of wildlife conservation.2.Difficult pointHelp students use their words to explain their own opinions. Ⅳ. Major Steps:Step 1 Lead-inI will play a video for my students and ask them some questions:1.What did you see in this video?2.Do you think these animals are in danger?Then, asking some students to answer these questions and let them to predict what we will learn today.Step 2 Pro-readingAsk students: What other wild animals are in danger? After that, showing them a picture about Tibetan antelopes and the title of the passage, let them predict.Step 3 While-reading1.Fast readingAsk students to read the passage for the first time and find the main idea of this article.Read the passage for the second time to answer: Why do you think the author wrote this text?2.Careful readingAsk students read the text on page 16 carefully and answer the following questions:(1)W hy did the writer visit Tibet?To observe Tibetan antelope.(2)W hat’s the paragraph2 talking about?Where do antelopes live and why they are in danger. (complement: the story of Tibetan antelope. The story is about the habit of Tibetan antelope, their characters and why the species has been threatened).(3)W hat happened to the Tibetan antelope in the 1980s and 1990s?The population dropped by more than 50 percent. Hunters were shooting antelopes to make profits. Their habitats were becoming smaller as new roads and railways were built.(4)W hat did people do to help protect the Tibetan antelope?I will ask student discuss this question, and write their answers on the whiteboard.(In order to enrich students' knowledge and increase their interest,when we finish this question, I will tell them a story about Sonam Dhargey).(5)W hat did Zhaxi and other volunteers do in Changtang National Nature Reserve?(I will play a video about Changtang National Nature Reserve)(6)Did these measures work?Yes.Step 4 Post-reading1.Thinking:(1)W hy the government does not intend to stop the protection programmes?(2)W hy did Zhaxi say:"We're not trying to save the animals, Actually, we're trying to save ourselves"?(3)W hy should we protect animals?(In this process, after students’ discussion, I will give them a tip: there are a lot of animals feed on the Tibetan antelope, so if the Tibetan antelope goes extinct, other animals will starve to death, then starving animals can also produce new disease that eventually harm humans. And therefore concluded that:To protect animals is to protect ourselves.)2.DiscussDo you agree the author’s idea: Only when we learn to exist in harmony with nature can we stop being a threat to wildlife and to our planet? What do you think we should do or change? Step 5 Summary and homework1.SummaryAsk some volunteers to summary what we learned today.2.HomeworkFinish the task on page 17 in Part 4.。

Unit5阅读课教案The Virtual ChoirI. Teaching Objectives and Key PointsThe primary objective of this lesson is to introduce the concept of "the virtual choir" to high school students in a way that engages them in English reading practice. This lesson will also help students develop their critical thinking skills by analyzing the text, identifying key points, and making connections between the text and their own experiences.Key Points:1. Students will learn the definition of "the virtual choir".2. Students will understand how the concept applies to real-world situations.3. Students will analyze the text, identify key points, and make connections with their own lives.II. Teaching ProcessSection 1: Introduction (5 minutes)Begin the class by asking students what they think of when they hear the term "virtual choir". Encourage them to share their ideas and thoughts in pairs or small groups. Write down their responses on the board for reference later.Section 2: Text Explanation (10 minutes)Read the text aloud to the class and highlight key points as you go along. After reading, ask students to turn and talk to a partner about what they learned from the text. Then, write these key points on the board for reference.Section 3: Analysis and Connections (10 minutes)Ask students to analyze the text in more detail. Ask them to consider how the concept of "the virtual choir" applies to real-world situations. Encourage them to share their thoughts with the class. Write down their responses on the board for reference later.Section 4: Group Discussion (5 minutes)Divide the class into groups of four and assign each group one of the key points we identified earlier. Have each group discuss how that point applies to their own lives and present their findings to the class.III. HomeworkAssign a short essay on "the virtual choir" for homework. Ask students to explain how the concept applies to their own lives and provide examples from their personal experiences. Also, ask them to reflect on what they learned during the class discussion and how it might impact their understanding of the text.IV. Assessment and ReflectionAfter completing the assignment, have students write a reflection on what they learned during the class discussion and how it might impact their understanding of the text. Also, review their essays for completeness, coherence, and accuracy. Finally, hold a class discussion on what they learned and how they can apply it in their daily lives.。

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。

Unit 5 PoemsReading and Thinking 教学设计教材分析本课是阅读课，主题是“欣赏不同形式的英文诗歌”（Appreciate different forms of English poems）。

该阅读语篇是一篇说明文，语篇结构是“总—分—总”的模式。

文章第一段简要概括了诗歌这种文学体裁的价值、意义及特点，点明该语篇的核心内容是介绍几种简单的诗歌形式。

文章第二至第五段则分别描述了童谣、清单诗、五行诗、俳句的特点，同时还列举了相关的诗作供学生学习。

第六段提及了唐诗英译，列举了我国唐代诗人王建的《望夫石》。

最后的段落则鼓励学生模仿创作英文诗歌。

教学目标在本课学习结束时，学生能够：1.总结出阅读语篇的文本结构;2.抓住英文诗歌的特点，掌握赏析英文诗的方法；3.了解几种简单的诗歌形式，掌握诗歌的基本特征和语言特点。

教学重难点【教学重点】1. 引导学生通过理解文章内容，总结出阅读语篇的结构特点；2. 指导学生学会识别几种简单的英文诗歌形式，概括和梳理不同诗歌的特点；3. 指导学生学会利用表格梳理文本信息，对几种诗歌形式的名称、特点和相关诗作等信息进行整理和归纳。

【教学难点】能梳理和概括不同诗歌的特点，学会辨别英文诗歌中的意象、韵律、节奏及修辞手法，启发学生赏析诗歌作品，表达对诗歌的感受。

教学过程Step 1 Warming-up1. Look at the picture and discuss the following questions.(1) What can you see in the picture?(2) If you were walking in a forest and came to a crossroad like this, what would you do? Why?设计意图：引导学生观察并讨论主题图，并将学生代入场景思考自己的决策。

2. Understand the quote.(1) Do you understand the poem lines in the photo? Can you use your own words to explain them?(2) Why does the writer take the road less travelled by?(3) What difference do you think it has made to the writer?(4) What emotion or feeling do you think the poet wanted to convey?设计意图：赏析引言中的诗歌，让学生谈论对这几句诗的理解，挖掘诗歌的深层含义。

【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。

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）。