Reading and Thinking 教案-高中英语人教版(2019)选择性必修第四册
阅读课：丛林里的志愿活动（人教版选择性必修四第四单元）教学设计
文本来源：M4U4 Reading and thinking （教材板块）
主题语境：人与社会——帮助有需要的人
语篇类型：博客文章——丛林支教
教材分析：
本单元的主题是 Sharing, 围绕“志愿服务”这一单元主题展开，通过博客文章、演讲、视频、广告等多模态语篇展示志愿者个人层面和国家层面为共建人类命运共同体所作的努力及是样做的意义。
本课的活动主题是 “Help the needy” , 讲述了志愿者教师Jo 通过在巴布亚新几内亚支教的方式帮助那些有困难的人。该文本有两篇博客文章组成：第一篇讲述的是Jo支教一个月左右的经历和困难，以及产生的困惑与动摇；第二篇讲述的是Jo 和另一名教师到当地村庄的家访经历以及在那里的所见所闻所感。
教学目标设计：
通过本课的学习，学生能够：
语言能力：学会欣赏和掌握描写人物性格和品质的语言；进一步发展运用相关主题语言表达人物情感态度的能力。
文化意识：进一步了解并理解异国支教的困难和意义，树立人类命运共同体意识
思维品质：进一步发展学生的：
1.系统思维（通过文体特征及空间转换顺序来解读文章“篇章结构”、“主题语言”及“写作手法”，并形成思维导图。）
2.逻辑思维（通过主题句和支撑信息的分析和理解，深度理解文章。在此过程中把握博客文章的推进方式、语义衔接与连贯的模式。）
3.批判思维（通过基于文本关键信息的拓展性思考，深入思考支教的现实意义，树立正确的价值观。）
4.创新思维（通过对文章的学习，将主题结构、主题语言等创造性的迁移和运用在描述自己的志愿经历中。
学习能力：学习通过思维导图的形式理解文本。
设计理念：
1.主线活动设计的理念
文章有两条线索贯穿始终：明线是在讲述Jo在支教的经历和困难而暗线则体现的是Jo作为一名志愿者所具有的积极、乐观、坚毅的品质。有效的主线教学设计能使课堂始终紧紧围绕教学目标展开，学生在找寻文本的明线和暗线有利于通过双线理清文章脉络、关注文章重点，更好地理解文章。
2.英语学科核心素养及英语阅读教学的综合视野 教师应用综合视野理论指导教学，将内容、语言、思维各方面进行有机结合（葛炳芳，2013：1），关注文本信息，在明确文本解读核心的基础上，有侧重地进行阅读教学，培养其思维品质。
教学过程设计：
Step 1 Pre-reading
活动1.Lead in:了解国际青年志愿者组织，并通过问题、视频等探讨志愿者工作的意义。
活动2. Read for prediction: 通过标题和图片预测文章的体裁、内容、及主题。
Step 2 While-reading
活动3.Read for check: 通过快速阅读验证文章体裁——博客文章
活动4.Read for main idea: 通过快速阅读了解文章的主要内容和结构
活动5. Read for details: 通过仔细阅读博文1查找学校的条件、Jo教学过程中碰到的挑战、困难和产生的疑惑；通过仔细阅读博文2找出Jo在家访过程中的所见所闻所感；活动6.Read for thinking: 通过思考问题：Is it rewarding to volunteer in Jo’s opinion?探讨Jo前后态度情感变化深入理解文本；
Step3 After-reading
活动7. Read for further thinking :进一步思考Jo作为一名跨国志愿者教师所具备的品质
活动8. Read for conclusion: 思考并通过给文章加副标题的同时探讨主题。
Step4 Homework
活动9.Read for sharing: 分享自己的志愿工作经历及情感变化。
本堂课亮点：
1.通过问题链培养学生由低阶思维向高阶思维的提升；
2.通过双线串联梳理语篇信息，提升主题探究；
3.通过思维导图理清博文脉络，掌握文章主旨。
学生具体收获：
1.通过阅读了解文章大意，对志愿者工作有了更好地了解；
2.通过回答问题进行了一系列认知、理解、预测、获取、分析、概括、创新等思维培养活动。
3.通过分享自己经历完成话题知识（描述环境、人物、人物经历人物情感变化的语言）的迁移和内化。
Reading and Thinking 教案-高中英语人教版(2019)选择性必修第四册
阅读课：丛林里的志愿活动（人教版选择性必修四第四单元）教学设计
文本来源：M4U4 Reading and thinking （教材板块）
主题语境：人与社会——帮助有需要的人
语篇类型：博客文章——丛林支教
教材分析：
本单元的主题是 Sharing, 围绕“志愿服务”这一单元主题展开，通过博客文章、演讲、视频、广告等多模态语篇展示志愿者个人层面和国家层面为共建人类命运共同体所作的努力及是样做的意义。
本课的活动主题是 “Help the needy” , 讲述了志愿者教师Jo 通过在巴布亚新几内亚支教的方式帮助那些有困难的人。该文本有两篇博客文章组成：第一篇讲述的是Jo支教一个月左右的经历和困难，以及产生的困惑与动摇；第二篇讲述的是Jo 和另一名教师到当地村庄的家访经历以及在那里的所见所闻所感。
教学目标设计：
通过本课的学习，学生能够：
语言能力：学会欣赏和掌握描写人物性格和品质的语言；进一步发展运用相关主题语言表达人物情感态度的能力。
文化意识：进一步了解并理解异国支教的困难和意义，树立人类命运共同体意识
思维品质：进一步发展学生的：
1.系统思维（通过文体特征及空间转换顺序来解读文章“篇章结构”、“主题语言”及“写作手法”，并形成思维导图。）
2.逻辑思维（通过主题句和支撑信息的分析和理解，深度理解文章。在此过程中把握博客文章的推进方式、语义衔接与连贯的模式。）
3.批判思维（通过基于文本关键信息的拓展性思考，深入思考支教的现实意义，树立正确的价值观。）
4.创新思维（通过对文章的学习，将主题结构、主题语言等创造性的迁移和运用在描述自己的志愿经历中。
学习能力：学习通过思维导图的形式理解文本。
设计理念：
1.主线活动设计的理念
文章有两条线索贯穿始终：明线是在讲述Jo在支教的经历和困难而暗线则体现的是Jo作为一名志愿者所具有的积极、乐观、坚毅的品质。有效的主线教学设计能使课堂始终紧紧围绕教学目标展开，学生在找寻文本的明线和暗线有利于通过双线理清文章脉络、关注文章重点，更好地理解文章。
人教版(2019)英语第一册：Unit 3 Sports and Fitness-Reading and Thinking 教案
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Unit 3 Sports and Fitness-Listening and Speaking &
Listening and Talking
【教材分析】
This lesson focuses on the discourse analysis of its organization and features.
Through the questions, the students are guided to sort out why Lang Ping and Jordan
are masters and what role models they set. On this basis, the students are allowed to use
the language they have learned to talk about the sports stars in their minds.
【教学目标与核心素养】
1. Read quickly to get basic information about Lang Ping and Jordan; read deeply
to understand why they can be called sports legends.
2. Understand the meaning of some languages in the context of the text through
question guidance, such as "time seems to stand still, graceful" and so on.
3. Read and clarify the context of each part of the text, learning how to talk and
write sports legends.
人教版(2019)英语第一册：Unit 2 Travelling Around-Reading and Thinking 教案
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Unit 2 Travelling Around-Reading and Thinking
【教材分析】
The topic of this unit is about travelling at home and abroad, which belongs to the
theme context of “humans and nature”. Students are expected to talk about tours to Peru,
listen to people discuss their travel plans, talk about preparing for travel and how to
make reservations for a trip and finally be able to write a travel plan.
The passage in this unit is mainly about some general introductions of Peru,
including its location, capital and official language and some beautiful scenic spots of
Peru, such as Amazon Rainforest Tour, Machu Picchu Tour, Cusco Tour, and Lake
Titicaca Tour. The writer vividly describes the characteristics of the four fabulous sights
to the readers, who are deeply impressed by the description. The teacher is supposed to
Unit 5 Reading and thinking 教案-高中英语人教版(2019)必修第一册
Unit5 Chinese Writing System
Reading and thinking
Teaching Plan
内容分析
1. 主题分析：
这一部分内容以“Explore the Chinese writing system”为主题，通过阅读，让学生了解我国汉字书写历史的发展，探究汉字的发展对中华文明传承的作用，并展望汉字对于我国文化将来发展的影响，体会其魅力，增强文化自信，培养家国情怀。
2. 文本分析：
本文是一片介绍汉字发展的说明文。从标题解读，文章展示了汉字自身的发展在中华文明历史长河中的起承转合作用。本文聚焦于汉字与中华文明的关系，通过对汉字发展的介绍，表达了坐着对中华文明走向世界的自信。
本文中有两条主要的线索：一是汉字书写体系本身的发展顺序，属于明线：遵照时间顺序，本文介绍了象形文字、甲骨文、春秋战国时期书写体系多样化的发展，最后到秦始皇统一书写等，体现了汉字对中华文明绵延至今而起到的重要作用；二是呼应标题题眼“connecting”的暗线，说明汉字书写体系对中华文明传承数千年起到的四个重要作用：连接中华文明的过去和现在，连接生活在不同地域的人们，让他们的沟通交流得以实现，连接语言与艺术，连接中国与世界。作者跳出跨越时空局限，就汉字书写体系的发展以及其对中国文化发展和传播所做的贡献，结合当今汉字书写体系的发展形势以及全世界越来越多的汉语学习者的现状，说明了汉字将继续在跨文化交流以及传播中华文化方面起到的积极作用。
Learning Objectives
After learning the passage, students will be able to:
1) Get to know some basic facts about the development of the Chinese writing system
through searching for the information according to timeline. 2) Improve the students’ ability in understanding long difficult sentences through careful
人教版(2019)必修第二册Unit2 Reading and Thinking教案
学科网（北京）股份有限公司1
时间
二次备课
课题 Unit 2 reading 1
教
学
目
标 1. 通过标题预测，自主提问并验证提问，梳理问题链，了解藏羚羊的生存现状、曾经面临的危机和原因、政府和当地人民采取的措施以及效果等。
2. 结合文本中的典型例句，准确理解字面意义（literal meaning）和隐含意义（implied meaning），深度解读文本。
3. 聚焦野生动物保护的话题语言，并将其进行分类整理。
教学
重点 1. enhance the awareness of protecting wildlife.
2. Guide students to try to put forward the solutions to the problems of
wildlife protection and then discuss them with partners and present the results
of discussion.
教学
难点 3. Know the whole meaning of the text
4. Master the structures
主要
教法
学科网（北京）股份有限公司2 教学
过程 Activity 1: Watching a video clip and talking about wildlife
protection
本活动为实现课时目标1做铺垫。
Watch a video clip about the Tibetan Antelope and talk about it.
Q1: What is the animal in the video？
Q2: Where do they live？
[设计意图]通过探讨阅读文本的话题，激活学生的背景知识，引入新的知识和语言，为下一个环节做铺垫。
高中英语人教版必修一 Unit3 Reading and Thinking教案
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Unit 3 Sports and Fitness-Reading and Thinking
【教材分析】
This lesson focuses on the discourse analysis of its organization and features.
Through the questions, the students are guided to sort out why Lang Ping and Jordan
are masters and what role models they set. On this basis, the students are allowed to
use the language they have learned to talk about the sports stars in their minds.
【教学目标与核心素养】
1. Read quickly to get basic information about Lang Ping and Jordan; read
deeply to understand why they can be called sports legends.
2. Understand the meaning of some languages in the context of the text through
question guidance, such as "time seems to stand still, graceful" and so on.
3. Read and clarify the context of each part of the text, learning how to talk and
write sports legends.
4. Learn from the good qualities of Lang Ping and Micheal Jordan.
1.2 Reading and thinking【教案】高一英语(人教版2019必修第一册)
Unit 1 - Reading and Thinking
Teaching aims：Knowledge objectives: grasp some important words and
phrases.
Skill objectives: master some reading skills, for example, skimming, scanning.
Emotional objectives: learn to do self-assessment to make a plan for oneself.
Teaching key points：Lead students to understand Adam’s experience and
challenges as a freshman.
Teaching difficult point:The structure of difficult sentences
Teaching methods:task-based approach; group work; discussing
Teaching aids: school things;computer
Teaching plan: two lessons.
Teaching procedures:
1.Discussing—Look at the following pictures and discuss the differences of school life
between China and other countries.
The answer is open.
2.Predicting—Look at the picture and read the title of the passage on Page 14 and predict
what the passage is probably about.
Unit2IconicAttractionsReadingandThinking教学设计-高中英语人
选择性必修第四册
unit 2 Iconic Attractions
Period 1 Reading and Thinking
文本分析
本单元的主题是标志性景点，在reading and thinking环节阅读的是一则旅游博客，记载了作者前往澳大利亚旅游之前的准备、旅游期间的些许见闻以及行将离开之际的反思。本文以时间为主线展开，条目一记录了作者为旅游所做的一些准备工作；在条目二中作者记叙了其对澳州的各种来自全球不同地区美食的体验；条目三记叙了作者和朋友为了解澳洲土著居民的生活与风俗而探访北领地凯瑟琳镇的经过。其中，作者以详细的笔墨记载了所观察到的一种土著居民独特的乐器—迪吉里杜管的演奏技巧；在条目四中，作者反思了几天中的所见所闻：不同文化的复杂融合以及这种独特文化所熏陶、孕育的热情、友好的澳洲人民。他们给作者留下了深刻的印象。文本以澳大利亚推出的旅游宣传广告语“There is nothing
like Australia.”结束，感叹不虚此次澳大利亚之行。
Ⅰ. Instructional objectives:
At the end of this class, students will be able to:
1. identify essay types;
2. summarize the main idea of each blog by skimming and matching subheadings;
3. master skills of note-taking to understand and remember the writer’s impression
of Australia;
4. write a travel journal and introduce the iconic attractions of China.
Ⅱ. Key points:
高中英语人教版(2019)必修第三册教案：Unit1 Festivals and Celebrations-Reading and Thinking
Unit 1 Festivals and Celebrations
Period 2 Reading and Thinking
Why Do We Celebrate Festivals?
教材内容分析
The main content of the part is to “Discover the reason for festivals and
celebrations”, which is the extension for the content of listening and talking
mentioned above, including showing several different festival scenes, discussing why
people celebrate these festivals, finding the phenomena on people celebrating
festivals around the world by hard and thorough search, then talking about the
inheritance and development of the festivals, with the purpose of inspiring students’
further consideration, experiencing the inherent essence of the culture and
perceiving common spiritual pursuit and a good wish.
The Passage Reading is a typical argumentative prose, themed by “why do we
celebrate festivals?” The structure of the text has five paragraphs, the
人教版(2019)英语第一册：Unit 1 Teenage Life-Reading and Thinking 教案
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Unit 1 Teenage Life-Reading and Thinking
【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