人教版高中英语必修一unit1Readind教学设计

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Unit1 reading and thinking教学设计人教版高中英语选择性必修第一册

人教版高中英语（2019）选择性必修一Unit 1 People of Achievement reading and thinking 教学设计Teaching Objectives：1. To read for specific information and understand words in text.2. To know about Tu Youyou and her achievement.3. To learn from the virtues of scientific spirits from the example of Tu Youyou and her team.Teaching Important Points:To get students know about the features of news report , master the method to describe figures’ experience in the order of time and explore the reasons of Tu Youyou’s success . Teaching Difficulties：To figure out the real meaning of a man of success, to direct students to acknowledge themselves, reflect themselves and make their career schedules of life.Teaching Aids: Multi-media computer; PPT.Teaching Procedure:I. Warming-up: Look and DiscussQuestion1: Who is she in the picture?Key: She is Tu Youyou.Question 2: What is happening in this photo?Key: She is being awarded Nobel Prize.Question 3: Why did she award Nobel Prize for Physiology or Medicine ?Key: Because she and her team discovered artimisinin, a crucial new treatment formalaria.II. Leading-in: the Spread Process of Malaria Form: a picture and a video.III. Reading:1. Pre-reading QuestionQuestion: Which is more important for making a great discovery，talent or effort? The answer may vary.The possible version:Genius is 1% inspiration and 99% perspiration. But the 1%inspiration is the most important one !2. While-reading(1) Read for Main Ideas Before read for main ideas, we need to figure out how many paragraphs are there in the whole passage.Key: There are four paragraphs. Match the main ideas with each paragraph.Para 1: Tu Youyou has been awarded the Nobel Prize.Para 2:Tu Youyou’s personal information.Para 3: The discovery of the artemisinin.Para 4: The discovery of artemisinin was a team effort.(2) Read for DetailsFind out what happened to Tu in the following years.①Born in Ningbo, China in 1930.②Graduated from Peking University Medical School in 1955.③Chosen to be the first researchers to discover a new treatment for malaria in 1967.④Became the head of the project in Beijing and decided to find traditional botanicaltreatments for the disease in 1969.⑤They found a substance that worked. The team finally succeeded after failing more than 190 times in 1971.⑥Awarded the Nobel Prize for Physiology or Medicine in 2015.(3) Flow Chart How was artemisinin discovered?①Tu's team examined ________and evaluated ________.②They found a medical text suggesting _________.③They tested ___________________.④They tried ___________but________________.⑤They used a __________________ the extract.⑥They tested the medicine________ to see if safe.⑦They tested the medicine on___________.⑧The medicine became ________________.Key: ①over 2000 old medical texts; 280,000 plants for properties②using the extract from sweet wormwood to treat a fever③dried wormwood leaves but found no effect④boiling fresh wormwood and using the liquid; this did not work either⑤a low temperature to draw out⑥on themselves⑦malaria patients⑧a standard treatment for malaria(4) Post-Reading: SummaryTu Youyou was awarded the Nobel Prize in2015 for her research, _____ led to the discovery of artemisinin. Artemisinin ______(save) a large number of lives since it was discovered. After _______(graduate) from university, Tu Youyou worked at the China Academy of Traditional Chinese Medicine. In 1967, Tu Youyou _______(choose) as a researcher of a team of scientists with ________ purpose of discovering a new treatment for malaria.They________(evaluate) 280.000 plants and tested 380 distinct ancient Chinese medical______(treat). One medical text suggested using the extract from sweet wormwood to treat a fever. Tu Youyou analyzed the medical texts again, and __ chance, she found one sentence suggesting a different way. Soon she found a substance that worked by_____(boil) the sweet wormwood at a lower temperature. The team's hard work _______(event) paid off in 1971.Tu Youyou thought the discovery of artemisinin was a team effort and the Nobel Prize was an honor for China's scientific research andChinese medicine to be spread around the world.Key: which; has saved; graduating; was chosen; the; evaluated; treatments; by; boiling; eventually.IV. Discussion What virtues have you learnt from Tu Youyou?Brainstorming: perseverant; dare to challenge; able to endure hardship; selfless; devoted; committed; brave; determined; ......V. Class ActivityFirst, we need to find out the real meaning of a man of achievement: a man of success or a man of value. That is a choice of value viewpoint and also a challenge for students. Can you cite examples of a man of success but not a man of value? And give yourreasons. (group-work) The answer may vary. Each group will cite a typical example and show their character in the front of the class.VII. Value EducationNow let’s come to a conclusion:Teacher: What kind of person is Tu Youyou?Students: a selfless contributor; a committed lifesaver; an ambassador of Chinese traditional medical cultureTeacher: Chairman Xi once said: We should spare no effort to spread traditional Chinese culture to the world to improve China's cultural influence throughout the world.(together): That is to be a man of value and read for the rise of China.VI. Homework1. Memorize new words and phrases.2. Preview language points.。

高中英语人教版(2019)必修第一册Unit1 Period 2 Readingand ThinkingThe Freshman Challenge优秀教学设计

Unit1 Teenage LifePeriod 2 Reading and ThinkingThe Freshman Challenge教学设计教材分析The topic of this unit is about teenage life, which belongs to the theme context of “humans and oneself”.As teenagers who shoulder the responsibility of “Chinese great dream”, they must fully know themselves, including their strengths, weaknesses and challenges etc. They are supposed to improve themselves continuously and readily study their subjects, and thus foster their strategies and confidence in lifelong studies.This period is entitled the freshmen challenges, which mainly concerns some big challenges for new students in Senior high school. In this period, a teacher should lead students to find out what their challenges are and guide them to figure out how to crack the challenges and better themselves. More importantly, a teacher should instruct students to absorb new language points and appreciate the language. Besides, a teacher must instruct students to acquire some skills concerning reading efficiently and inspire them to talk more about their new school life, especially their new problems and solutions both at school and in life.教学目标与核心素养1. Enable students to acquire the basic usage of the new words andexpressions concerning the freshmen challenges and learn to use them flexibly.2. Enable students to have a good understanding of the freshmen challenges in the new senior high school which is quite different from junior middle school.3. Develop students’ sense of cooperative learning and individual thinking capability.4. Develop students’ different learning skills to solve different reading comprehensive problems教学重难点1. Develop students’ reading ability such as skimming, scanning and summarizing.2. Let students talk about their new school challenges in senior high school and encourage them to find the possible solutions to conquer them.教学过程1. Warming upStep 1 Leading-inHave a free talk with students. Ask them the following questions:How do you feel about your senior high school? Have you come across some challenges that make you upset?Step2 Pre-readingLet students guess what the text will be mainly about before reading bylooking at the picture and the title.Step3: Reading1. Fast readingAsk students to skim the reading passage to sum up the main idea of each paragraph and then discuss it with their partners.Paragraph1._________________________________________________2. ________________________________________________3. ________________________________________________4. ________________________________________________Tips: you can find main ideas by first taking at quick look at the title, picture, key words and phrases and topic sentences.2. Intensive readingAllow students to read carefully this time to understand the main details of each paragraph and then finish the following.1. 1. Adam felt __________at the beginning of his senior highA. excitedB. interested C confused D worried2. Who gave Adam advice on courses?A. Parents.B. Adviser. C .Coach. D. Classmates.3. What subject is Adam's favorite?A. Chinese.B. World history.C.Math.D. English.4. Hearing he was poor in playing football well, AdamA. felt disappointed but went on with itB. left the football and joined a clubC. didn't give up and tried to improveD. felt unhappy but signed up for a new team5. What kind of person is Adam?A. brave and well preparedB. negative and sillyC. active and shyD. gentle and patient2. Let students look through the chart first and then read the text silently. Three minutes later, check the answers with the whole class. Show the suggested answers on the screen.Step 4: Further Reading and discussionRead the text the third time and work in pairs to do the following.1.What does “ make the team” in paragraph 3 mean?2.Do you face the same challenges as Adam? What other challenges areyou facing?3.What are some differences between Adam’s school life and yourschool life?Step 5: Passage ConsolidationComplete the passage with the suitable words from the passage.I'm Adam,1._______freshman in senior high school. The first week was a little 2. _____ (confuse).There are some 3. _____ (challenge) I have to face in my new school life. First, I had to think carefully about my courses. Chinese is hard to learn, but I hope I can speak it _____ (fluent) when I graduate. My adviser 5. _____ (recommend) me to sign up for advanced literature because I'm good 6. _____ it. Second, I had to choose my extra-curricular activities. I tried 7. _____ (join) the school football team though I couldn't do well in 8. _____at first. Besides that, I joined a volunteer club.In order to be well 9. _____ (prepare) for university or whatever else10. _____ (come) in the future, I make up my mind to study harder and get used to new situation.Step 6: Homework1.Write a passage to introduce you first senior school challenges and how to solve them.(about 120words)2.Learn the useful new words and expressions in this part by heart.。

Unit1TeenageLifeReadingforWriting教学设计-高中英语人教版

I would be grateful if you could consider my advice.
I would appreciate it if you could take my advice into consideration.
Looking forward to your early reply.
Brainstorm, studentstry to solve theseproblems in oralbysaying some words and phrases.
利用学生感兴趣的问题和相关图片创设情境，激发兴趣和求知
文化意识：联系现实生活
语言能力：口头表达能力
Step2
Readingfor structure and expressions
5.Besides suggestions, what else does Susan Luo say in her letter?
6.What expressions does Susan Luo use to make suggestions? Circle them in the letter.(Irecommend that... I think you should... Why not... ?)
（6mins）
Show some questions:
1.Read andfind out the organization of theletter.(Date, greeting, body, close, and signature.)
2.Mark the body parts of the letter that match the following points.A.I know what the problem is

新人教版高中英语必修一Unit 1 Period 2 Reading and Thinking教案

新人教版（2019）英语必修一Unit 1 Period 2 Reading and Thinking教学设计3.Adam will have to study harder in thefuture and get used to beingresponsible for a lot more.Read the text again and answer the questions.What courses did Adam choose? Which one do you think would be his favorite? Why?What does "make the team" in Paragraph 3 mean?What is Adam worried about?Is Adam confident that he will get used to senior high school life? How do you know?1.Adam chose math, English, chemistry,world history, and Chinese. Advancedliterature would be his favoritesubject because he likes English andhe is good at it.2.“Make the team” means to try outand then be allowed to join a sportsteam.3.He is worried about keeping up withthe other students in his advancedcourse and getting used to all thehomework.Complete the outline.DiscussionIn pairs, discuss the following questions.make a good decision.We can try a course for two weeks after we___________ up for it. After that, we cannot change it.The main purpose of the course is to help __________ each student's reading ability. Some of the students want to become writers or editors after they __________, so the teacher advised them to start a writing club.The school is __________ for the safety of all the students.Whenever I'm facing a difficulty, I always tell myself, "Don't let anything stop you. Don't ever __________.”keys:1.recommended2.challenge3.confusing4.sign5.improve6.graduate7.responsible8.quitStep 8 SkimYou can find main ideas by first taking aquick Look at the title, picture(s), key wordsand phrases, and topic sentences.Which paragraph is the main part?Which paragraphs are the supportingparts?SkimmingSkimming is the process of quickly viewinga section of text to get a general impression Discuss with theirpatterner and thenshare their ideas.-Voice their opinions.-Practice their teamspirit.-Practice theirthinking skill andimagination.-Practice theirspeaking andlistening.。

人教版高中英语必修一unit1 reading 教案

人教版高中英语必修一unit1 reading 教案人教版高中英语必修一unit1 reading 教案Teaching: The la passage about Anne's Best Friend Teaching Objectives:wledge Objectives:(1) Students are abld out the main idea and the detailassage.(2) Students can leabackground about Would War llAbility Objective:(1) By reading the passage, students' reading abilg and scanning can be improvedal Objective:(1) Alass, students caaTeaching Key andDifficult Points:(1) Teaching: Students can find the main about the passage and ldetails.(1) Teaching difficult point: Students can traading skill and they can udaily l: Pre-reading (1) The teacher will give a VCR abouagic lws during Would War ll(Justification: VCR can give Students auitive feeling. Though watching VCRan know what they willlealass anduwill be stimulated.)2: While-reading (1)gThe teacher will ask Studad the whole passage quickly to gain idea, then aare it wwholecla(Justification: To help Students understand this passagaan improvg skill.)(2) ScanningThe teacher will ask Studad the passage agablank:Aa diary becau2lt very lonely becauThey had to hide becauAnne named her diabecauAfter that, adiscullowing qu:question1: About how long had Anne and her family bding place wwadiary?question2: How did Anne feel about nature band her family hid away?question3: Why do youlings changed towards nature?question4: Why did Anne no longer just like looking at nature ouwindow?(Justification: Fillingblank can help Students understand the passage better. The discussion can not cultivaabut also stimulaagination.):Post-reading(1) RetellingIacher will invite twarraassagwn words standingla(Justification: Standinglatform can givudxpressing them. Narratingwn words can traluding ability and dlass. )(2) Group WTeacher give Studquestions: Imagine you have to gding like Anne and her family. What would you? Why? Add students cadicugroups, givwanda membwhole cla(Justification: Twill pratice student's abilaking anf develating w): Summary and Homewummary: The teacher summarizes whaave lealaHomework: Read the passage fluently and oay aant words.(Justification: Students can review and consolidate whaave lealass. )。

Unit1 Reading and Thinking(教案)-高中英语人教版(2019)必修第一册

必修一unit1阅读课教案The Freshman Challenge一、Teaching Objectives1. Enhance students' reading comprehension ability, enabling them to understand and apply the vocabulary and sentence structures learned.2. Foster students' autonomous learning ability, enabling them to think independently and solve problems.3. Cultivate students' collaborative consciousness and team spirit, enabling them to actively participate and cooperate in group activities.4. Train students' critical thinking ability, enabling them to analyze and evaluate the viewpoints and information presented in texts.二、Teaching key and difficult points1)Teaching key pointsUnderstanding and applying the vocabulary and sentence structures found in the article.2)Teaching difficult pointsAnalyzing and evaluating the viewpoints and information presented in the text.三、Student Analysis:Students already possess a certain level of English proficiency, but may find it challenging when dealing with high school-level reading materials. They require more guidance and practice to improve their reading comprehension abilities.四、Textbook Analysis:The reading material for this lesson is an introduction essay written by a high school student. The essay describes his experiences during his first week of high school and the courses he has chosen, showcasing his attitudes and efforts towards learning and participating in extracurricular activities. The essay utilizes advanced vocabulary and sentence structures, making it suitable for training students' reading comprehension and writing abilities.五、Teaching process:Step 1: Warm-up (5minutes)●Greet the students and ask them to introduce themselves briefly.●Ask them to share their own high school experiences or expectations.Step 2: Reading Comprehension (15minutes)●Ask the students to read the article carefully and underline any new vocabulary orphrases they encounter.●After reading, ask the students to summarize the main idea of the article in theirown words.●Discuss the questions below to enhance comprehension:a)What are Adam's first impressions of senior high school?b)What courses does Adam choose? Why did he choose these courses?c)What extracurricular activities does Adam join? How does he feel about notbeing able to join the football team?d)What challenges does Adam face as a senior high school student? How will heovercome them?e)What does Adam hope to achieve in his studies and future career? Why?Step 3: Writing Practice (15minutes)●Ask the students to write a short paragraph about their own high schoolexperiences or expectations. They should include some personal stories or goals that they want to achieve.●Encourage them to use the new vocabulary and phrases from the article in theirwriting.●Review each student's paragraph and provide feedback on their language use andcontent.Step 4: Group Work (10minutes)●Divide the students into small groups of three or four.●Instruct each group to discuss the following question: "What advice would yougive to someone who is starting high school?" They should share their own experiences and offer suggestions based on what they learned from Adam's story.●Allow each group to present their ideas to the class and encourage others to askquestions or add their own thoughts.Step 5: Homework (5minutes)Write a short paragraph about your own high school experiences or expectations, using some of the new vocabulary and phrases from the article.。

新人教版高中英语必修一 Unit 1 Reading教学课件

Anne Frank 10. Oct. 1942 Sunday
1929 born in Germany
1933 Moved to Amsterdam
From 1940 Hidden in a building for two years, writing diary
1944 discovered and killed the next year
2. What is an ordinary diary like according to Anne? What about her diary? According to Anne, an ordinary diary is where most people like to set down a series of facts. But Anne wrote down her deepest feelings and thoughts in her diary. She told everything to her best friend - her diary.
Skimming
Skim the passage fast to get the main idea of the diary. her feelings about nature • Anne expressed ______________________ after hiding for a long time. about nature kept Anne • Everything _____________________ spellbound. spellbound--means to concentrate with delight for some time.

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在本课教学中，教师坚持以学生为主，把学习的主动权交给学生，让学生自主地进行认知。小组活动，任务型教学，让学生在完成教学任务的同时，提高自己获取新知识的能力。尤其是通过给学生播放电影《安妮日记》的片段，引出安妮的故事，让学生了解德国法西斯残害犹太人的历史，从时代背景出发走进阅读环节，感受主人公当时的心情，这样做可以很容易抓住学生的好奇心，勾起学生的同情心，引起共鸣。
学情分析
一般特征：刚刚升上高中的学生，大家相互之间还不是很熟识，需要了解、沟通，友谊是他们生活当中必不可少的，他们每个人对友谊的认识不同，见解不一。对于友谊这一话题是特别感兴趣的，所以大部分学生有比较明确的学习目标和动力，对该课保持较高的积极性。
初始能力：高中一年级的学生已经在初中阶段的英语学习中积累了一定的词汇，并掌握了一些简单的学习策略和技巧，具有初步的英语听说读写能力。他们对老师的期望也大大提高，不仅希望老师传授科学文化知识，更期望从老师那里获得更多的学习策略与技巧，分享人生经验。
教材分析
本单元的主题是“友谊”，单元内容基本上都是围绕这一主题展开的。此次教学设计主要以阅读部分为主进行设计。因为阅读部分承载着整个单元中最重要的语言和文化信息,所以也是教师在整个教学过程中需要重点处理的部分。文章的标题是”安妮最好的朋友”,本文讲述了有个女孩安妮为躲避纳粹的迫害而藏身于小阁楼中,并把日记当作自己的朋友,通过写日记来表达自己孤独和郁闷的心情。在日记中她描述了自己对外面世界和大自然的渴望,以及由于自己的特殊身份而不能充分享受大自然赋予的一切。使学生通过阅读这篇课文,不仅要进行阅读技能的训练,学习一些新词汇和短语的表达方法,还要在阅读的过程中学习并欣赏英语语言，的美感,感受主人公乐观自信的人生态度、纯洁美丽的心灵。
3. Why was she so crazy about things to do with nature?
4. Why did she stay awake on purpose until very late one evening?
难点：根据不同的阅读目的选择不同的阅读技巧
解决措施：分析阅读文章，制定阅读目的，选择阅读技巧
教学过程和方法：
1、通过游戏、视频展示的方式导课，达到使学生感受到在生活中朋友的重要性的目标。
2、通过快速阅读、精读，达到提高学生阅读能力的目标。
3、通过讨论、师生互换角色环节，达到提高学生口语能力的目标。
教学流程示意
教学过程
教学环节
教师活动
预设学生行为
设计意图
Step 1
5 minutes
读前
思考问题：
1. Does a friend always have to be a person?
2. What else can be your friend?
思考并回答问题。介绍这篇文章的写作背景，让学生理解安妮的心境和为什么将日记视为自己的朋友，学生一定对其原因感兴趣，从而深刻地领悟安妮日记的内涵，引出文章。
引发学生对交友对象的思考，开阔学生的思维，并引入到阅读部分的主题－－安妮和日记交朋友。
Step 2
10 minutes
读中
讲授阅读技巧――
1.Sｋｉｍｍｉｎｇ
Skim:To read or glance through (a passage, for example) quickly to get the main idea .
快速跳读，完成教师出示的表格
通过填表格使学生着眼该故事的主要信息,对课文进一步理解.使文章的脉络更清晰，同时掌握另一个阅读方法――跳读。
Step4
12minutes
精读，回答问题
1.What is a true friend like in Anne’s opinion?
2. What is an ordinary diary like according to Anne?
2.通过视频资料介绍文章中故事的背景。
学习阅读技巧，观看视频，了解故事背景
第一遍阅读使学生了解
课文的大意发音障碍.
Step3
10 minutes
跳读，填表格，获取更过信息
在学生找出大意之后进行第二次阅读,填表格找出有关这个故事的主要信息。读前讲授另一个阅读方法――跳读
该部分具有如下两个特点：
1、话题熟悉、深刻、有教育意义：“朋友”这个话题是中学生所熟知的，每个人都对朋友有自己的理解，而本课时讨论的是男生和女生之间的相处问题，这也很好地结合了学生实际，给予他们一定启发。
2、本部分是一堂阅读技能课，要求能够提高学生深层次阅读的能力，通过语言输入的形式以达到最后让学生顺利进行语言输出的目的。
情感目标：1、让学生了解第二次世界大战中德国纳粹对犹太人的迫害以及犹太人的悲惨命运。2、让学生通过阅读了解二战中的犹太少女安妮的所思所想，用心感受安妮处于恶劣的生活环境之下渴望友谊、渴望朋友、渴望大自然、渴望自由的心境，从而更加热爱友谊、自由。
教学重点和难点
重点：理解文章，学习不同的阅读技能
解决措施：在读前进行引导和课前预热，呈现几种不同的阅读技巧并进行简要讲解
信息素养：阅读这样一篇英文原著还是有难度的，因此教师要估计到学生在理解上可能存在一定的困难，课堂上要采用适当的方法加以引导、帮助学生更好的理解文章。
教学目标
知识目标：1、让学生在语境中学习并掌握文章中的词汇和短语。2、让学生学习一些常用的的阅读技巧。3、学会欣赏文学作品。
能力目标：提高学生的阅读技能，使学生能够整体把握文章主旨，了解文章内容
教学基本信息
课题
New Senior English for China Book 1
Unit 1 Friendship Reading
作者及工作单位
黄冈师范学院外国语学院英语201002班宋田雨
指导思想与理论依据
课程标准:新课程标准明确规定了基础教育阶段英语课程的任务是：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效地学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和一些实用的英语阅读技能，进而为日后的有效阅读打下基础；培养学生的观察，记忆，思维和创新精神；帮助学生了解世界和中西方文化的差异，形成健康的人生观，为他们的终生学习打下良好基础。