高中英语人教版(9)必修第二册Unit 3 Reading and thinking 教案
Unit2ReadingandThinking高中英语人教版(2019)必修第二册
The mountain is extremely high.
What’s the main idea of this paragraph?
Tibetan antelopes are in danger.
Tibetan antelopes live on the plains of Tibet, Xinjiang, and Qinghai. Watching them move slowly across the green grass. I'm struck by their beauty. I'm also reminded of the danger they are in. They are being hunted, illegally, for their valuable fur.
2.What's the purpose of this article?
The author intends to tell us that although the Tibetan antelope has been removed from the endangered species list, the threats to them have not yet disappeared. We must change our way of life and learn to exist in harmony with nature.
The air is thin and we have to rest several times on the short hike from camp. To our left, snowcovered mountains disappear into clouds that seem almost close enough to touch. On the plain in front of us, we can just make out a herd of graceful animals. This is why we're here—to observe Tibetan antelopes.
Unit2+Reading+and+thinking+课文要点精析课件高中英语人教版必修第二册
Part II
课文要点精析
1.On the plain in front of us,we can just make out a herd of graceful animals. 放眼平原，我们隐约看到一群形体优美的动物。 ★ make out 看清；听清；分清
①Kate heard a man's voice in the background, but she couldn't make out
him. ②Tom was observed __t_o_e_n_te_r___(enter) the bank and withdraw some
money. ③The speed limit must __b_e_o_b_s_e_r_v_e_d___(observe) strictly.8She seemed so
My guide is Zhaxi, _a___villager from Changtang. He works at the Changtang Nationa Nature Reserve. The reserve is a shelter for the animals and plants of northwestern Tibet. To Zhaxi, the land is __sc_a_r_e_d_(sacre) and protecting the wildlife is a way of life. “We're not trying to save the animals," he says. "Actually, we're trying to save _o_u_r_s_e_lv_e_s_(us)."
高一英语人教版新教材高中英语必修第二册Unit3 Reading and Thinking课件
Learning objectives
1. Students can get the basic information about Lang Ping and Michael Jordan
2. Students can master some key phrases
Para. 2 B.The spirit of struggling hard and teamwork.
Getting ቤተ መጻሕፍቲ ባይዱetailed information about Lang
Ping
“T”or“F”
(1) Lang Ping has brought honour to
the country both as a volleyball player
3. Students can learn some good sportsmanship（体育精神）
What do you know about the sports stars in the following pictures?
1.Find out the main idea of each paragraph. Para. 1 A.The spirit of winning at all costs.
Funny exercise
at home and abroad
become known as
mefnatlall asptraerntgth
lose heart the secret to...
Thank You
17
Key phrases
lose heart become known as the secret to fall apart mental strength at home and abroad
Unit+3+Reading+and+Thinking+选择性必修第二册 (1)
C.Be irrelevant. D.Get on well with.
Read for structure
Which of the following shows the structure of the text?ຫໍສະໝຸດ A.B.C.
D.
Read for structure
Para5: Chinese food in X__in_j_i_a_n_g__
Para6: Chinese Supporting
food in
details
G_u__a_n_g_d_o_n_g_a_n_d__H__enan
Para7: _C_u__lt_u_r_e_a_n_d__c_u_is_i_n_e_g_o__h_a_n_d__in__h_a_n_d_.
Para1:__Y_o_u__a_re__w_h__a_t _y_o_u__ea_t_.___ General statement
Para2: Chinese food in _A__m_e_r_i_ca__
Para3: Chinese food in __B_e_i_ji_n_g__
Para4: Chinese food in _S_h_a_n_d_o_n__g
B.Chinese foods are delicious. C.Americans are bold to try new foods. D.What you eat reflects your health state.
Ⅱ.Careful-reading for details Activity 1 细节把握 1.Why does the author cite “You are what you eat.” in Paragraph 1?
Unit2ReadingandThinking高中英语人教版(2019)必修第二册(1)
animals and plants.
4. _L__ The Tibetan antelope is not an
endangered species now.
I agree that we must try and live in harmony with nature in order to save our planet. I think what we must do is to realise that we are part of nature and not separate from it. We can't survive without it and so when we damage it, we literally damage ourselves. Therefore, I think education is very important to change how we relate to nature.
1. alarming adj.引起恐慌的；令人担忧的
【知识归纳】 ※alarm vt.使警觉；使惊恐；惊动 n.警报；惊恐
sound the alarm发警报 in alarm惊恐地 ※alarmed adj.担心的；害怕的 be alarmed at/by担心，害怕 be alarmed to do sth. 因做某事感到害怕
(This is implied by “The air is thin”.)
1. _I__ When they first saw the antelopes, they
were very far away.
2. _I__ We should not buy goods made from
Unit 3 Reading and Thinking 高中英语人教版(2019) 选择性必修第二册
Summary
The human relationship with food is truly unique - from our ancestors first cooking food to today when we are literally changing food.
Food is Love Food is Memory Food is Identity Food is Connection Food is Understanding Food is Joy
Are you ready to order, sir/ madam? What would you suggest/ recommend? You could order ... How about ordering…? You’ll like it because… Right now, … is in season. I’d like … / I’ll have … Enjoy your meal!
Pre-listening
Preview Listening is often combined with some sort of picture or text. If you preview the picture or text before you listen, it will help you better understand what you hear.
What other expressions will the waiter and guest use when they order food in the restaurant?
Can I help you? What should I order? Why not order…? Do you have …? You should have/ try… This restaurant has the best … It will cool you down/ warm you up. Anything else, please?
【课件】Unit+2+Reading+and+Thinking+课件-人教版(2019)必修第二册
Tibetan antelope
Learning Objectives
1 Learn the difficult situations the Tibetan antelope once faced and the current siruation of Tibetan antelopes.
EXAMPLE
_I__ The Tibetan antelope lives high above sea level.
(This is implied by”The air is thin”.)
__I_ When they first saw the antelopes, they were very far away.
Changtang National Nature Reserve is a shelter for Tibetan antelopes and other wildlife.
step2 Pre-reading
在云间度过的一天
1.Look at the pictures and
title on the textbook.
National Nature Reserve. C. Measures were taken to save this
species from extinction. D. We should learn to live in harmony
with nature. E. Tibetan antelopes are in danger. F. The reason why we observe Tibetan
to the Tibetan antelope have not yet disappeared”.)
人教版2019高中英语必修第二册 unit2 Reading and thinking
Paragraph 7
We must change our way of (6) _li_f_e. Only when we learn to (7) _ex__is_tin harmony with nature can we stop being a (8) t_h_r_e_a_t_to
wildlife and to our planet.
protection? How do you know?
Why did the writer visit Tibet? To observe the Tibetan antelopes.
Why did the antelopes population decline in the 1980s and 1990s?
People watched over the antelopes to keep them safe from attacks, and added bridges and gates to make them move easily and safely.
What is the writer’s attitude to wildlife protection? How do you know?
Hale Waihona Puke Title: A DAY IN THE CLOUDS
Paragraphs 5 and 6
The government placed it under national
(5) p__ro__te_c_t_io_n_and its population recovered.
The protection programmes will continue.
____ The Tibetan antelope is not an endangered species now.
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新人教必修2 Unit 3 THE INTERNETReading and Thinking: Stronger Together: How We Have BeenChanged by the Internet文本简析本单元阅读文本的话题是互联网对人们的积极影响：互联网不但给人们的生活带来便利，而且能促进人与人之间的相互帮助，使人们变得更加强大。
该文本是叙事性文本，讲述了英国一位名叫简的英语教师辞职后，借助互联网得到了帮助，并主动帮助他人的事例。
从表层意义讲，文本讲述了互联网是如何改变人们的生活方式的；从深层意义来看，本文进一步表达互联网带给人与人之间的“连锁反应”：互联网作为媒介，连接着人与人之间的互助，激发着人们积极向上的正能量，传递着人们之间的互相关爱。
全文共五段，文本结构清晰。
第一段阐明了互联网带给人们的积极影响；第二、三、四段讲述了简失业在家及接触互联网后心理和行为上的变化；第五段通过简自己的话语，解释了她愿意帮助别人的原因，体现了相互帮助带来的积极效应。
本文可以围绕标题中的关键词“change, stronger, together”展开教学，主要通过静默阅读提取文本信息、提问处理相关语言、人物鉴赏学习优秀品质、写作迁移训练语言能力等几个教学策略达到本文的阅读课教学目标。
第1课时一、教学内容提取标题中“stronger, together, change”和“Internet”四个关键词。
梳理关于互联网、人物和描述变化的语言。
抓住“变化”主线，梳理文本，系统化地处理信息。
二、课时目标1. 通过分析标题关键词，理清标题与文本的内在联系，掌握文本主要内容。
2. 理解表示变化、互联网等的话题语言，能够在关键词的帮助下，复述主人公简的故事。
3. 通过记者与简之间角色扮演，进一步梳理简的故事，训练语言的综合运用能力。
三、教学过程Activity 1 Finding out the key words of the title本活动为实现课时目标1而设计。
1. Brainstorm the use of the mobile phone.Ask the students to think about the functions of the mobile.Q：What can we do with the mobile？【设计意图】通过让学生头脑风暴手机的功能，激发学生的背景知识，激活相关语言，如：to make phone calls；to listen to music；to stream videos；to order food；to play games；to take pictures；to pay the bills；to shop online 等等。
2. Read the title and find out the key words.Ask the students to read the title and find out the key words.Q: What are the key words of the title？【设计意图】让学生反复朗读标题Stronger Together: How We Have Been Changed by the Internet，找到标题的关键词，提高学生抓取关键词的能力。
Activity 2 Reading carefully to find out the information of “change”.本活动旨在落实课时目标1和2。
1. Look at the word “change” and predict the changes mentioned in the text.Let the students answer the following questions.Q1: When yo u look at the word “change”, what questions do you have in mind？Q2: What has been changed？Read the passage and try to find out the answers.【设计意图】通过让学生预测“变化”，能够有效激活原有的图式，排除干扰，提高阅读的专注力。
通过搜寻发生的变化，让学生认真阅读文本，提高整理信息的能力。
2. Read the second paragraph and find out the detailed information about Jan.Let the students answer the following questions.Q1: Who have been changed？Q2: Who is she？Q3: Where is she？Q4: When did it happen？Q5: What happened to her？Q6: What did she do？Q7: Why did she do that？Q8: How did she feel？Q9: What did she realize？【设计意图】通过让学生查寻有关于Jan的事实性信息，训练学生快速阅读并抓取关键信息和具体信息的能力。
3. Retell Jan’s story according to the key words given on the screen.Let the students retell Jan’s story according to the words given.develop a serious illness；quit her job；find herself … and … at home；keep sb. company；explore the world；the greatest benefits；its ability to remove …【设计意图】通过关键词整合信息，训练学生口头表达的能力。
通过口头表达，进一步梳理文本的信息。
Activity 3 Reading carefully to find out the information of “stronger”.本活动旨在落实课时目标1和2。
1. Read the paragraphs and fill in the blanks.Ask the students to read the passage again and fill in the blanks.（possible answers: online；great；himself；online；no longer；successful；raise）【设计意图】训练学生快速阅读抓取关键信息和具体信息的能力。
通过运用表格的形式将信息条理化。
2. Think about the differences between “before” and “later”. Find out the change brought to them.Q1: How did the 50-year-old man find a job？Q2: What did the 61-year-old woman do？Q3: What help will children in poor countries get？【设计意图】培养学生概括的能力、发现规律的能力。
学生能够从具体事例总结到普遍现象，如从人物的个人变化推理到发生的变化为independent, successful, better-educated，进而推理到因特网使人们变得更强“stronger”。
Activity 4 Reading the passage again and thinking why the title says “together”本活动旨在落实课时目标1和2。
Find out the phrases indicating “together” from each paragraph.Q1: Can you find the words or phrases relating to “together”？Q2: What do all the phrases indicate？【设计意图】通过让学生寻找关于“互相帮助”的特定的语言与信息，进一步建立关键词与文本内容的关系，建立起文本与标题的联系。
如从“online communities and social networks；joined an online group where…；people she met online；she and her friends；many people…；together with two friends；take online classes；meet others”这些语言中可以得出，人与人之间最主要的是相互帮助。
Activity 5: Interviewing as Jan and a reporter本活动为实现课时目标3而设计。
Ask the students to role play as Jan and a reporter.T: Suppose A is a reporter from BBC and is going to interview Jan. B is Jan. Make preparations for the interview. A prepares questions to ask and B tries to remember the information about Jan.Encourage some of the pairs to present the interview in front of the class. Pay attention to the important information, such as who, what, when, how, why.【设计意图】通过两个同学之间角色的扮演，重新梳理文本内容，通过问答的形式，转换形式进行信息的输入与输出，达到训练语言表达的目的。
Activity 6: AssignmentAsk the students to write either an interview report or a diary.T: In pairs, one writes a report about Jan. The other writes a diary about her past events.At least 5 of the following words should be used.make… more convenient；updated information；download software；find oneself…；keep sb company；the greatest benefit；remove the distance；inspire；bridge the digital divide；have access to第2课时一、教学内容通过查找语篇标记定位段落主要信息，梳理文本总体框架结构；阅读文本搜寻相应内容提炼简的性格特点；使用文本语言进行写作，训练迁移输出。