高中英语 unit2 wish you were here reading教学设计1 牛津译林版必修2
湖南师范大学附属中学高中英语必修2 Unit 2 Wish you were here Reading 课件
mountain climbing
Morocco
Morocco
Morocco, mountainous country of western North Africa that lies directly across the Strait of Gibraltar from Spain.
Morocco
Mount Kilimanjaro
It is the highest mountain in Africa. Its top is covered by snow and ice all year round.
Morocco
the Sahara
Himalayas [ himə'leiəz]
The mountains, located in Asia, are one of the highest mountain ranges(山脉) in the world.
Detail Reading
A (p.22) 1. They will ride camels through the desert. 2. He thinks white-water rafting is dangerous. 3. They will stay in Africa about four weeks.
Morocco
the Sahara
Kenya
Kenya has a warm and humid climate and is one of the most important habitat(栖息地) for the wildlife.
Morocco
the SahLeabharlann raTanzaniaTanzania is located on the eastern coast of Africa. Approximately 38% of its land area is set aside in protected areas for conservation.
牛津译林版高中英语必修二Unit 2《Wish you were here》(Reading)
I don’t think I’ll need any money but I will B bring some_____. A. at last B. in case C. once ag many cases ______ D students obviously knew a lot of English words and expressions but couldn’t write a good essay. A. why B. which C. as D. where
9. … try to get as close as possible to …(L34) e.g. The firefighters couldn’t get close to the burning building on time. 1) be (get) close to (adj.) 2) follow sb. close behind (adv.) 3) up close 4) with one’s eyes closed (vt.) 5) close / closely (区别) close: (adj./adv.) 常与to连用:近的／地 closely : (adv.) 严密地，仔细地，密切地
2. Retell the three adventurous activities the writer will do during his coming travel in Africa according to the following clues:
1) to travel on camels:
Two important drills
1. in case+clause e.g. In case anything important happens, please contact me in time. TIP: 1) In case of fire, please call 119. 2) You’d better take an umbrella in case. 3) in this/that/no/any/many case(s)
高中英语(人教版)必修二Unit 2 Wish you were here-Reading教案 (1)
Lesson plan Module2 Unite 2 Reading An adventure in Africa Teaching aims:1、Ss will be able to describe Toby’s travel plan in Africa, especiallythose adventurous activities he will do.2、Ss will be able to talk about their own travel plan by means ofimitating the travel plan of the textbook.3、Ss will be able to get further familiar with Africa, and get interestedin traveling and adventures.Teaching difficulties: Ss will probably have difficulties in pronouncing those place names which they are not familiar with.I.Lead-in1、Show Ss some pictures about beautiful scenery, and start a talk about “traveling”. Q1: What can travel experiences bring us?2、In response to Q1, Ss give out their answers, listing their ideas about what travel experiences can bring us.3、Assist Ss in answering this question, providing them with some possible answers.4、Lead the talk to a discussion concerning Q2: If you were offered a chance to go traveling around the world, which place would you like to visit most and why is that place your favorite?(Pair work).5、Eliciting students from traveling in Africa, giving Ss a general impression about Africa.II.Presentation1、Ask Ss to skim the passage and have a general idea about thewhole passage:Q1: What’s the main idea of the article?It is an informal letter about Toby’s ___________with his brother in ___________.Q2: Suppose we were going to travel with Toby and Colin, can you find out Toby’s travel route?2、Help Ss analyze the passage for detailed reading, talking about Toby’s travel plan, including his travel route, the adventurous activities he will do in each place, and the things he will take as well.1)、Ask Ss to read the first paragraph together.Q: What information can you learn from this paragraph?Who:When:How long:Where:What to do:How to go:2)、Ss listen to the second paragraph and do a blank-filling exercise. The first character of each word has been given.Toby and Colin leave London for Morocco. They are going to travelon c_____ through the Sahara Desert, which is very hot, dry and dusty. And they will be c_____ in tents, s____ in their big and thick sleeping bags. They will s___ beautiful stars on clear nights. They’ll also bring a t____ with them so that they can see in the dark. And they think it is u___________ to sit on a camel, because they will travel on camels for six days.3)、Ss find out the adventurous activities Toby will try and the things they will take.Q1: what adventurous activities will Toby and Colin try in the Saraha Desert?Q2: What other activities will they do?Q3: Since they will do such kind of activities, what should be taken with them? (show Ss some pictures about the things they take)4)、Ask one student to read paragraph 3. And Ss do some true or false Qs. Q1: They can go white-water rafting, because the water is very rough.Q2: white-water rafting is quite dangerous, so they decide to give it up.Q3: Toby and Colin care about their safety very much.Q4:How can they keep their life safe when rafting? Which special clothing should they wear? (give Ss some pictures to choose)5)、Ss read paragraph 4-5 by themselves and try to find answers to the following Qs.Q1: What activities are they going to do in Kenya?Q2: In order to take some really good pictures, they should get as close as possible to the animals，which is very dangerous. But do we need to worry about them?6)、Girls read paragraph 6 together and do a multiple choice.Q1: what’s the last thing Toby and Colin will do in Africa? (Give them pictures to choose)A. go to beachB. climb mountainC. go to the HimalayasD. see sunsetQ2: what’s the common problem to many people when climbing mountains?7)、Ss summarize Toby’s whole travel plan.III.DiscussionStudents work in group of four to describe their own travel plan after they graduate from our school. Give them some tips and some materials to talk about with each other.IV.HomeworkSuppose you were Toby, please write a postcard to Aihua, introducing one of the places they have visited in Africa.。
高中高一英语教案Unit2Wishyouwerehere
高中高一英语教案Unit 2 Wish you werehere一、教学目标本单元的教学目标主要包括以下方面：1.学生能够使用基础英语交流表达自己的情感和愿望；2.学生能够较为流利地运用目标语言进行听读说写；3.学生能够模仿并了解英美文化背景，促进跨文化交流和了解。
二、教学内容本单元的教学内容主要包括以下部分：1.基础英语交流，例如问候、介绍自己、提出愿望和计划等；2.目标语言的听力训练和口语练习；3.名胜古迹和名人名言的介绍和讨论。
三、教学重点和难点1.教学重点：基础英语交流的训练和目标语言的听说训练；2.教学难点：名人名言的介绍和讨论，需要学生能够理解其中隐含的文化背景和语境。
四、教学策略1.让学生积极参与，并且注重情感和情绪的体验；2.容纳不同学生的认知水平，为学生提供充足的练习机会；3.集中训练学生的听力和口语，以实现自然而然的语言输出。
1. Warm-up首先，通过进行小组内的问候和介绍，激发学生的兴趣和情感共鸣。
老师可以引导学生谈论课上愉快或不愉快的事情、计划或期望等。
2. Presentation接着，老师可以用简单的场景，如介绍城市名胜，来展示目标语言并说明相关的语法和表达方式，并向学生提供一些基本的单词和短语，以便于他们更好的理解和使用。
3. Practice有了基本的语言基础，学生可以进行相应的口语训练，以巩固所学知识。
为了更好的体现实用性，这部分可以通过学生模拟进行小场景对话和表演。
老师可以通过分组小游戏、角色扮演等方式来营造轻松愉快的氛围，让学生更多地参与到其中。
4. Production在学生逐渐熟悉基础英语交流后，老师可以引导学生讨论和分析名人名言，学习其中的文化内涵和思想精髓。
同时，再通过模拟抒发心声来模拟真实场景，促进学生的交际能力和跨文化交流能力。
5. Conclusion最后，老师可以进行小结和回顾，并邀请学生分享他们学习过程中的愉快或有趣的事情。
同时，老师也可以对学生的表现作出评价并鼓励他们继续努力。
牛津译林版必修二 Unit 2 Wish you were here reading课件(共24张PPT)
a nomadic people 游牧民族
Activity in Tanzania climbing Mount Kilimanjaro
Consolidation
Retell the passage in your own words
An adventure in Africa
Skimming
Go through the passage and answer the questions below.
1. What's the letter about? 2. Who will travel to Africa?
3. How long will they stay in Africa?
Thank you for your attention
↓
In Kenya living with the local people； seeing wild animals up close
←
Discussion
Why are people all over the world crazy about going travelling outside?
the Sahara Desert
Activity on River Nile
going white-water rafting
the River Nile
Lake Victoria
Activities in Kenya living with the local people seeing wild animals up close
Writing Write a travelling plan of your own.
2018-2019学年度人教版必修二Unit 2 Wish you were here-Reading教案
（Advance with English Senior 1 Module2）Unit 2 Wish you were herePeriod 2 ReadingAn adventure in Africa Teaching aims:1.T rain the students’ reading ability.2.G et the students to know the main idea of the letter.3.D evelop the students’creative, comprehensive and consolidating abilities. Teaching important points:1.D evelop the students’ reading ability.2.H elp the students find out the traveling route.3.E ncourage the students to express their own opinions by radiant thinking. Teaching difficult points:1.How to help the students find out the traveling route.2.How to make the students understand the title “an adventure” well.3.How to encourage the students to express their own opinions by radiant thinking. Teaching methods:1.S canning to look for the places they will go to.2.F ast reading to find out the traveling route.3.C areful reading (from one place to another) to get the detailed information.4.S houting out answers together to encourage the students to think quickly5.R adiant thinking and discussion to develop the students’creative, comprehensive and consolidating abilities. Teaching procedures:Step 1: Scanning and fast readingT: Open your books. Do scanning and find out the places they will go to. If you find one, shout it out.S:…T: So many places! Where will they go first? And then, from where to where? Let’s readthe letter quickly to find out the traveling route.(wirte this word on the blackboard) I will show you an example --- first, they will leave London for Morocco. And then…?(to give a simple route map on the blackboard) S:…T: Now we can see their traveling route very clearly.Step 2: Careful readingT: Look at the map again. Which place catches your eye most?S: Sahara!T: Yes. Sahara --- the largest desert in the world --- catches our friends’ eye too. They will first travel there.Sahara (Para 2)T: Let’s do careful reading and find out the detailed information (Show them the following table). Is one minute OK?S: OK!(draw the table on the blackboard) …T: Let’s do it together (complete the table) …T: How long will it take?S: Six days.T: Six days! And now, just imagine how it feels to sit on camels for six days!S: Uncomfortable!T: Yes, the camel must be very uncomfortable because it will be very tired!Lake Victoria (Para 3)T: After traveling on camels, they will travel down the River Nile and then arrive at LakeVictoria. What will they do there? Read Para 3 to answer the three questions:1. What adventure activity will the writer try?2. Why does he want to do this adventure activity? (Very exciting!)3. What equipment is needed for this activity?T: What do they prepared for this activity? S:....T: Have you noticed the words dry and wet? Here both a dry bag and a wet suit are waterproof. And do you know this word (the rescue on the rope bag)? It just means saving. You know, this is only an activity in the trip, but why do they need so many kinds of equipment?S: Because it is very dangerous.Kenya (Para 4~5)T: Is white-water rafting exciting?S: Very exciting!T: Well, that’s the exciting activity in water.Ok,but then they want to do some else activity on land .let’s go to Kenya to experience such exciting activities! What should they take this time? You have only a few seconds to find them out…. Come on! Shout out!S: A backpack, supplies of food and water, a camera and a gun.T: Anything else? --- A guide! Anyhow, next time you go to Africa, don’t forget to take a guide, especially a local one.(if the students mentioned it,say this sentece after that) With so many things taken, they will start. What will they do there?(While the Students are looking for the answers, tell them: try to focus on verbs while reading. Then check their answers.) T: Will you drink cow’s blood?S: No!T: Yes, neither will I.Tanzania – Kilimanjaro(Para 6)T: Having done so many things, their travelwill finally come to an end in Tanzania. What will they do there?S: They will climb Mount Kilimanjaro.T:Yes. Read Paragraph 6 and find out the answer to this question: What is the common problem to mountain climbers? (After the Students answer it, tell them “Mountain Sickness”)T: Why will they feel sick?S: Because they are tired.T: Yes, mountain climbing is very tiring. So since now, if you want to climb mountains, first be sure to have a good rest. OK?Step 3: ConsolidationT: So far, we’ve known about Toby’s traveling plan. Let’s go over their plan again. First they will leave London for Morocco, and then where and how will they go? After that …(Let the Students go over the traveling route together again)T: Very obviously, this letter is about their traveling plan. But pay attention to the title---Why not use “A Trip in Africa”or “Our Travel in Africa”but use “An Adventure in Africa”? ---What is an adventure? ---Can you find out some adjectives in the letter to describe the travel? (dangerous, exciting, tiring, astonishing, uncomfortable, scary)T: Yes, it is dangerous, exciting… so we call it “an adventure”.Step 4: Radiant thinking1. QuestionsWill you take part in an adventure?What kind of adventure do you like? (mountain climbing, cycling, X-sports, searching for treasures, struggling for survival, walk through a forest…)2. DiscussionWhat hardships will you meet with in your adventure?What will you do in such situations?After discussion, about the second topic give the students some answers to do “True” or “False”.I will cry.I will do nothing but wait for help.I will try to send a message of SOS.I will work to find ways to solve the problems facing me.I will check and use what I have with me.I will despair and blame myself.I will manage to survive first.…T: Boys and girls, anyway, remember this: Whatever happens, never give up! (write this sentence on the Blackboard and ask the students to read it twice)after that,tell them,anyway,the life is most importante.3.A brain teaserA new situation--Suppose you are lost in a forest on a cold. Luckily you see a cabin in the distance. Inside, you find a candle, an oil lamp, paper and logs in a fireplace. You only have one match. What should you light first?•You have to light the match first.•Step 5: HomeworkWrite a postcard to your friends, introducing one of the places you have visited today in Africa.The design of the writing on theBlackboard:Unit 2 Wish you were herePeriod 2 ReadingAn adventure in AfricaDraw the traveling routeThe table to introduce the adventureWhatever happens, never give up!Some new words。
牛津译林版高中英语模块2 Unit 2 Wish you were here Reading Wis
Unit 2 Wish you were here Reading Wish you were here导学案Teaching aims:1. Get the students to know the main idea of the text.2. Develop the students’ creative, comprehensive and consolidating abilities.Teaching procedures:Step 1 Free talk and Lead-in1. Can you tell me where the pyramids are located?_____________________________________________2. Apart from the grasslands, what else do you know about Africa?_____________________________________________3. Do you think it is a land full of mystery, charm and attraction?_____________________________________________4. Is it worthwhile going to Africa for your holiday?_____________________________________________Step2 Reading Strategy1. Look through the Reading Strategy of this unit and then answer some questions①Are dates included? ( )②Is the readers surname addressed? ( )③Are friendly greetings usually used at the beginning of the letter? ( )④Are past events mentioned? ( )⑤Are jokes made in the letter? ( )Conclusion: It is an ___________ letter.2. Read each paragraph quickly and found out the main idea.Para1.________________________________________________________________________ Para2.________________________________________________________________________Para3________________________________________________________________________ Para4______________________________________________________________________ __Para5________________________________________________________________________ Para6________________________________________________________________________ Para7________________________________________________________________________ Step 3 ScanningRead each paragraph more carefully to get detailed information, and then finish the following exercises:Para1: True or false:1. Toby would spend a few weeks traveling before he goes to university. ( )2. After the trip to Africa, Colin will go to university. ( )Para2: Answer the questions:Where to start: _____________Time: ___________Where to go: ____________How to go there: _________________________________________What to take: ______________________________How long: _______________Para3: Answer questions1. What adventure activity will the writer try? _______________________2. What is white-water rafting like? _________________________3. How to protect himself? ___________________________Para4-5: Fill in the missing words:In ________, they’ll live with the ______ people in their villages, and eat and drink。
unit 2 wish you were here reading部分说课稿
Unit 2 wish you were here 说课稿Reading first periodGood afternoon,instructors!My name is Ling Jiajia. It is my great pleasure to share my teaching ideas with you.I would be very appreciated if you could give me your precious advice. Today my teaching topic is the first reading text in unit 2 wish you were here,from Advance With English Book2.Now let's begin.一、the analysis of the textThe text describes Toby's an adventure in Africa.It plays an important role not only in this unit but also in the whole book.As the things it shows is what students are not familiar with,so it can easily trigger their interests in English study.Furthermore,the content of the Book 2 is about amazing things or amazing people,so this period is a good beginning for the whole book. If students learn well,they will have an appetite for the further english study.Therefore the unit 1 actually acts as an activator to lead students to learn the following unit better.1、the teaching goalsThe knowledge goal:To get a understanding of Toby's adventures in Africa and to master important language points.The ability goal:Learn how to write informal english letters.The emotion goal:Improve students' appetite for outside world2、The teaching focus and difficulties(1) To get the ability of writing letters and understand the whole meaning of the text.(2) To master key phrases and sentence structures.The key words and phrases and sentence structures in the text:Words:Spend,extraordinary,shade,track,defence,afterwards,widespread, Phrases:Take a flight to,in case,in advance, walk across,up closeSentence structures:Toby will be climbing in the Himalayas all next week.将来进行时用法二、the analysis of the teaching methodsHigh school is a time of discovery,learning and hard work. So when teaching senior students,we should make every effort to encourage their initiative and creativity.Therefore,in the class the teacher is to act as a guide and the students as an actor to do the activities.So we can adopt the following theories:Teaching theories:T ask-based Language Teaching;Communicative Teaching;3P Teaching: presentation, practice ,production.(1)Before dealing with this lesson, I'll do my best to carry out the following theories:A、Make the Students to be the real master in class while the teacher himself acts as a director；B、Let the student receive some moral education while he is learning the English language.Teaching methods:Question-and-answer activity teaching methodFree discussion methodPair work method三、the analysis of the studying methodsThrough the five-year-time english study,Senior students in grade 1 master a certain amount of words and phrases and also have a general understanding of english culture.So students in the class are expected to be the main body,namely, most of the time in the class should be spent on the students.Thence senior students must develop a positive attitude towards English study.Teachers should do as follows:(1)Teach students how to be successful language learners.(2)Teach students how to develop the reading skills :skimming&scanning; how to communicate with others ;how to learn new words; how to learn English independently.(3)Get the students to form good learning habits.In a word,teachers must connect the teaching methods with studying methods in order to make students have an effective learning.For example,3P teaching methods:In the phase of presentation,teachers should do their best to let students get a vivid understanding of the content the unit talks about and encourage them to have a discuss about the content so as to trigger their further learning interests;In the phase of practice,students are expected to devote themselves to the relative practice,such as discuss,pair work,program and so on.Through this stage,students know how to use the knowledge they learned and consequently they will master the knowledge better.In the phase of the production,teachers will arrange some tasks or homeworks to assess the students' learning effects.Students should review all the knowledge learned in the class and finish the homeworks independently.四、arrangement of the teaching procedureI will take four steps to explain the text.(1)lead-in stageIn the class beginning,I will show students some pictures through slide and let they see a segment of the film《Out of Africa》.Then I will ask students to answer some questions,such as "what are your views ofAfrica?""If you have a chance to visit Africa,where will you go?Why?".I will give students some time to discuss these questions and ask some of them to answer the questions. Through the warming-up period,then I will lead the topic to the text in the unit 2.(2)explanation stageIn this stage,the teaching focus is explain the knowledge in the text and practice students' listening and speaking and writing skills.First,listen to the tape and let students read the text following the tape to improve their listening skills.Second,explain the text sentence by sentence,picking out all key and important words and sentences and interpret them in detail.Third,give them 10 munites to review the knowledge learned in the class and find out the points they don't fully understand and then I will explain them again.(3)Consolidation stageA.Do exercises in book on Page 24 to 25, and then check out the answers.B..Oral practiceMake up a dialogue with the deskmate talking about a travel in the Africa.C.Say something about one travel experience.(4) Homework1.Recite the words and text.2.Write a composition about one travel experience.五、evaluation and reflectionEvaluate the effect of this class and improve it afterwards.Adopt the methods of self-assessment and task-assessment.六、Design of blackboardBlackboard design should be think for a thing that attracts the student’ s attention and let them to write down the important teaching points. I will divide the blackboard into two parts .The left part will be used to write the important vocabulary and grammar and their usage. It will be reserved for the whole class. The right part will be prepared for explanation, I will write some sentence of the words ,phrases and structures to explain their meaning.Generally,when teaching senior students,what teachers should do is to do everything they can to trigger students' studying interests and develop their studying initiative and creativity .If a teacher can do it,I think It will be a successful lesson.I know it exists some shortcomings in the lesson,I will try my best to improve my teaching level.That's all,thank you!。
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单元：Unit 2 Wish you were here
板块：Rea ding 1
Thoughts on the design:
这是本单元的第二课时，在第一课时“Welcome to the unit”中已经通过多媒体向学生展示了许多值得去探险旅游的世界各地及探险活动，如登山、冲浪漂流等；并就“Adventure”，同学们进行了热烈讨论，学生对探险旅行有了一定的了解,获得了一定的背景知识。
本节阅读课是关于Toby写给她的好友Aihua的一封便信，告诉Toby 暑假她和他哥哥去非洲的旅行计划。
本课时运用多媒体增加课堂容量，提高课堂效率和学生积极性。
通过设计有助于提高学生的阅读概括水平与分析问题能力的练习，指导学生提高阅读速度和把握作者写作思路；及通过练习设计提高学生运用语言解决问题的能力，变学习语言为运用语言。
Teaching aims:
After learning the content of this period, the students will know how to read and write an informal letter. Besides, their creative, comprehensive and consolidating abilities will be developed by reading the text step by step, guided by different exercises arranged from lower levels to higher levels. Teaching procedures:
Step 1 Free talk and Lead-in
People have always been seeking interesting, exciting and challenging things
to do. Now let’s look at some of the activities. (Show PPT4)
[Explanation]
在“Welcome to the unit”的基础上进一步向学生补充背景知识，激发学生的阅读兴趣，为学生在阅读中获得成就感打下基础。
Step 2 Listening and scanning
1. (Show the students PPT5)
2. Focus on the new words of places. (PPT6)
(Kilimanjaro) Himalayas
3. Provide the students with more information about the above places by linking the words to relevant slides. (PPT7-13)
[Explanation]
听课文录音快速略读环节设计是为培养学生在阅读中抓主要信息的能力，而其后教非洲名字并介绍关于这些地区的进一步信息是为下面的阅读作铺垫。
Step 3 Fast reading
1. Guide students to the Reading Strategy of this unit and then ask them some
questions (PPT14)
①Are dates included? (Yes/No) (Yes)
②Is the reader’s surname addressed? (Yes/No) (No)
③Are friendly greetings usually used at the beginning of the letter? (Yes/No) (Yes)
④Are past events mentioned? (Yes/No) (Yes)
⑤Are jokes made in the letter? (Yes/No) (Yes)
Conclusion: It is an informal letter.
2. Get the students to read each paragraph quickly and found out the main idea. (PPT15)
[Explanation]
问题设计是为帮助学生了解文章体裁——非正式信笺的有关知识，把握文章的整体教学，培养学生分析、概括水平。
Step 4 Careful reading
Ask the students to read each paragraph more carefully to get detailed information, and then show the following exercises for them to finish:
(PPT16-21)
Para1: True or false:
1. Toby would spend a few weeks traveling before he goes to university.
(F)
2. After the trip to Africa, Colin will go to university. (F)
Para2: Answer the questions:
Where to start: London
Time: 15th July
Where to go: Morocco/Sahara
How to go there: plane (from London to Morocco) camel (through Sahara)。