Unit 2 Period 1 Reading and thinking(课件)-【新教材】高中英语(人教版选择性必修第二册)
人教版高中英语选择性必修一 Unit 2 Period Ⅰ Reading and Thinking
• Part Ⅰ Vocabulary & Grammar
• 刷单句填空
7．He is sure to come; I have persuaded him __t_o_j_o_i_n_____ (join) our reading club.
解析 句意为：他一定会来的；我已说服他加入我们的读书俱乐部。persuade sb to do sth意为“ 说服某人做某事”，为固定搭配。故填to join。
答案及解析
[河北石家庄一中 2020高一期中]The next 【语篇导读】这是一篇说明文。未来十年，科技将发生一些重 decade will see some big s in technology. 大变化。文章介绍了我们最期待的一项发明——GENNY。
Time magazine listed its top __1__ (invention) of 2019. Some of them will __2__ (certain) become a big part of our everyday lives in the next 10 years. GENNY is the one we're most looking forward to.
• 刷语法填空
GENNY is a machine __6__ makes “safe, clean drinking water” by collecting water vapour from the air, __7__ (report) Israel Hayom. It can produce up to 27 litres in a day! It's designed to look like a home water cooler. Like its design, its process is simple.
选择性必修一《Unit-2-Looking-into-the-Future》单元课件
3.What do we know about this smart technology from the last paragraph? • It is being used in some homes. 4.What’s the author’s attitude toward the new technology? • Confident.
Further reading • Read text again and fill in the table below.
In the future , what will smart homes do about…?
doors
dinners
TV, computers
beds
Water pipes, electric wires
Nursery, schools , university
Longer than now possibly until 25 years of age so that students can learn all the new technologies.
Flats, houses, concrete, wood Post office, internet
Air: could be improved in cities
One global language---perhaps Chinese or still English
Very poor, need to recycle all the waste, control on the use of cars, no airplanes, methods to improve poor air qualities; climate of the earth being very hot is making problems of water resources.
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 ThinkingThe teacher presents skills of note-taking and organizes the notes with students. Then, students read the rest of the blogs and organize their notes.Students reread the blog entries and fill in the blanks to experience the iconic features of Australia (Example of travel routes and perspectives).Justification: to practice reading a passage for details and keywords. Help students to fully understand the text to support Step 4.Step 3. Post-readingActivity 4. Group DiscussionAfter reading the whole passage and summarizing it, the teacher asks the students to discuss the following questions with their partners.Q1.Why was Australian cuisine influenced by different cultures?Q2. How does multiculturalism reflect in Australia?Q3. How do you understand the sentence “There is nothing like Australia” ?Q4. What’s the author’s feeling after experiencing Australia?Justifica tion: to foster students’ critical thinking and their ability to identify the facts & opinions.Ⅵ. HomeworkThe students discuss what iconic Chinese attractions you would like to introduce to a foreigner and explain why. Then, write what you discuss within 100 words..Justification: To inspire students to think and express themselves.。
高二英语人教版 选择性必修二 Unit 2 Reading and Thinking
1.组织学生分组讨论活动5中的问题，进一步挖掘文章的深层信息，理解文章的主题意义。在此基础上可以补充问题，让学生围绕留学生在文化交流中的角色展开讨论。例如：
What may Xie Lei have talked about in her presentation about Chinese Culture?
教学
主题
本板块的教学主题是“阅读交换生谢蕾的留学经历”（Read about Xie Lei’s experience on an exchange programme）。Xie Lei谢蕾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，他们身处陌生的环境，难免遇到各种各样的困难；由于语言和文化背景等方面的差异，他们在跨文化交际过程中会有沟通不畅的情况，有时甚至会造成误解。留学生遇到问题后经常会陷入茫然和不知所措中，甚至产生焦虑和恐慌。这种在进入一个完全陌生的文化环境后表现出的一系列不适应的反应叫作文化冲击（culture shock）。当然，整个文化适应过程中的心理状态是一条U形曲线，正如文章中叙述的那样，留学生经历文化冲击的不适达到最低点后往往会迎来微妙的拐点，随之产生应激反应，开始接纳新的环境，尝试调整自己的行为，最终成为新环境中如鱼得水的一员。留学生在此过程中感受不同文化碰撞产生的新奇感和危机感，对自己、对生活有了新的认识，在不断适应的过程中获得成长。
8
The________’s wishes for Xie Lei.
3.让学生尝试用一两句话概括文章内容。以下文字供参考：
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 andthe UK.
Unit-2-Reading-and-Thinking教案--人教版高中英语必修第一册
新人教版必修一Unit 2 Reading and Thinking教案课题UNIT 2 TRA VELLING AROUNDPeriod 2 Reading and Thinking学科英语班级授课教师教学目标1. Students can learn about the famous scenic spots and cultural features of Peru.2. Read an encyclopedia entry and travel brochure about Peru for more details.3. Practise the skill of identifying the types of the two texts about Peru.4. Students can learn some new words and expressions and use them in the context.教学主题该板块的教学主题是“探索秘鲁”（Explore Peru）。
学生通过观看视频、阅读有关南美洲国家——秘鲁的介绍和旅游宣传册，了解秘鲁的旅游资源，同时了解这个国家的地理、历史、文化及景观等内容，最后要完成根据游客的兴趣爱好推荐合适的旅行路线的任务。
该板块的活动模拟现实生活中人们通过阅读旅游宣传册或者其他如百科全书式的介绍性文本来了解旅行目的地的过程，让学生学会从不同渠道搜寻信息，为制订旅行计划做好准备。
教科书选择具有南美风情和特色的国家——秘鲁为目的地，增加了学生了解非英语国家的机会，使其拥有更广阔的国际视野。
该部分除了文字以外，还提供了图片、地图、视频等多模态形式的语篇，培养其看的能力。
教学重点引导学生掌握介绍性文本和旅游宣传册的结构特征、文体特征及语言特点，了解秘鲁旅游资源及文化特色，形成个人见解。
教学难点1. 让学生快速阅读语篇以获取文章关键信息，预测文本内容，概括段落大意。
高中英语Unit2 语篇研读课素养课件新人教版选择性必修第三册
Ⅱ. Draw a structure map like the one below. HABITS FOR A HEALTHY LIFESTYLE Introduction of the topic
Teens need to break their bad habits. Reasons for teenagers 1. _fo_r_m__in__g_b_a_d__h_a_b_i_ts__ea_s_i_ly_. How these bad habits 2. _i_n_fl_u_e_n_c_e_t_h_e_ir__la_t_e_r_l_if_e_.
课文浅触 Ⅰ. 阅读HABITS FOR A HEALTHY LIFESTYLE, 理解培养健康的生活习惯对于 青少年的重要意义。 Ⅱ. 结合课文导图, 理解青少年如何改掉坏习惯、培养健康的生活方式。 The typical trait of being teenagers: 1. _in_d__ep_e_n__d_e_n_t 2. easy to _fo_r_m__b_a_d__h_a_b_i_t_s 3. Possible influence: leading to _s_er_i_o_u_s_p_r_o_b_l_e_m_s_in adulthood. How to break the bad habit and develop good ones:
4. What use can we make of the psychological concept of“habit cycle” after the analysis in the passage? _I_t _c_a_n_h_e_l_p_u__s_to__u_n_d_e_r_s_t_a_n_d_h_o_w__h_a_b__it_s_w__o_rk__a_n_d__c_h_a_n_g_e_o_u_r__b_a_d_h__a_b_it_s_. _M__ea_n__w_h_i_le_,_w__e_c_a_n_a_l_s_o_u_s_e__h_a_b_it_c_y_c_l_e_t_o_c_r_e_a_t_e_g_o_o_d__h_a_b_it_s_._
2019统编人教版高中英语必修第一册unit 2《Travelling around》全单元教案教学设计
【2019统编版】人教版高中英语必修第一册Unit 2全单元备课教案教学设计Period 1 Listening Speaking＆Talking教学目标与核心素养：1. Instruct students to get main facts by listening and motivate them to talk about the topics about how to prepare for the trip and make reservations by listening and ultimately can make travel arrangements and reservations.2. Develop students’ sense of cooperativ e learning and individual thinking capability.3. Develop students’ different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “the present continuous tense (be doing) is used to express future plans.教学重难点：1. Teach students how to focus on key words, not on single words or grammar.2. Prompt Ss to talk about the related topics, such as how to prepare for the trip and make a travel plan.教学过程：Part 1: Listening and SpeakingLead inThe teacher is advised to talk with their students about the places that they want to travel most both at home and abroad: boys and girls, if you have a chance to travel around the world, where will you go? After their small talk, the teacher can move on by finishing the following listening task:Before travelling, what do we need to prepare for the trip?After finishing the task above, the teacher is expected to play conversation 1 which is about Paul and Meilin’s conversation about coming holiday and after finishing listening for the first time, the studentsneed to solve the following task.1．Circle the two places Meilin is going to for holiday.A． Germany. B. England. C. Iceland. D. France.2. How is she going to get there?A. By sea.B. By air. C .By train.3 How is she planning to get around after she arrives?A .By car. B. By train. C. On foot.Listening tip:After finishing the task above, the teacher is expected to play conversation 2 which is about where and why Paul is visiting with his family and after finishing listening, the students need to solve the following task.Listen to Conversation 2. Then answer the following questions:1.Where is Paul's family going over the holiday?2. Why are they going there?After finishing the task above, the teacher is expected to play conversation 3 which contains the whole conversation and solve the following task.Fill in the table below:Finally, after finishing the task above, the teacher is expected to instruct students to work in groups to finish the following project: Speaking ProjectWork In pairs. Choose a travel destination and discuss how to prepare for the tripPart 2: Listening and Talking:The teacher is advised to talk with their new students about the related topic: Boys and girls, do you know how to make reservations for a trip? Let’s listen and find out:Play the listening and answer the following questions:1．What are the two speakers talking about?2．What is the relationship between the two speakers?2 Listen again and complete the table with the words you hear.Making reservationsOpening:Talking about timeTalking about what you prefer:Other informationPaymentTalking projectWork in groups.Imagine you are making plans for the holiday. Choose one of the situations below and role-play a phone call with a partner.Booking air tickets Booking a hotel room Booking a table for dinnerPeriod 2 Reading and Thinking教学目标与核心素养：1. Enable students to acquire the basic usage of the new words and expressions concerning the topic of traveling and learn to use them flexibly.2. Enable students to sum up some details related to Peru.3. Develop students’ sense of cooperative learning and individual thinking capability.4. Develop students’ different learning skills to solve different reading comprehensive problems, such as skimming, scanning and inferring.教学重难点：1. Develop students’ reading ability such as skimming, scanning and summarizing.2. Let students talk about their travel plans and topics about travelling.教学过程：1. Before readingStep 1 warming upHave a free talk with students. Ask them the following question:How much do you know about Peru? Let’s have a quiz. Show the quiz on the screen.Step2 Pre-readingPrediction:1. What types of text is the passage?2. Let students guess what the text will be mainly about before reading by looking at the picture and the title.Step3: Reading1. Fast readingAsk students to skim the reading passage to find out some main details about Peru as quickly as possible by doing the multiple choice test.1. Peru lies on the _________ coast of South America.A. PacificB. AtlanticC. ArcticD. India2. How many years did Spain control Peru about?_________A.1400.B.1500.C.300.D.100.3. How will you get the center of forest if you visit Amazon Rainforest?A. By air.B. By seaC. On foot.D. By car.4. If you want to enjoy stone buildings, which tour should you take?A. Amazon Rainforest TourB. Machu Picchu TourC. Cusco Tour D Lake Titicaca Tour5. Where is your accommodation while visiting Lake Titicaca?A. Local hotel.B. Visitor center.C. Stone building.D. Local home.2. Intensive readingAllow students to read the passage more carefully this time to sum up the features of each scenic spot.Step 4: Further Reading and discussionRead the text the third time and work in pairs to do the following task.Suppose you are a travel agent, and the following people want a package trip to Peru and ask for your advice. Please recommend them the destination according to their interest.Good expressions that students can choose to use: help the travelers choose which tour to take1. Mike, a well -paid photographer, who has great interest in adventuring and exploration. He hopes to have an active holiday and shoot some pictures of different kinds of animals. He doesn’t need first class accommodation.2. Bill is a reporter, who not only enjoys learning about the culture and lifestyle of the country, but also likes admiring beautiful scenery. He needs to make a report about the local people’s life of this country.3. Tom, a hiking lover, hopes to spend some days hiking while enjoying the beautiful natural scenery.4. Mary, a designer, is planning to make a trip to a place, where she can enjoy the different architecture of this country and some excellent food. She also likes going shopping.1.In my opinion, you could/might choose…, because you prefer to…2.Could be a perfect choice for you, for…3.As far as I am concerned, you would enjoy…, for…4.Would probably suit you, because you enjoys/ love/hate doing…Step 5: Passage ConsolidationLanguage appreciation:• 1. You can then spend three days exploring the rainforest with a local guide and enjoying the plants and animals unique to the rainforest.•[句式分析] 本句主体结构为spend some time doing sth.•exploring the rainforest 与_____________________为并列结构;____________作方式状语; unique to the rainforest为形容词短语作定语修饰____________•[尝试翻译]在接下来的三天里，您可以在当地导游的陪同下,深人雨林进行探索,欣赏雨林特有的动植物。
高中英语人教版(2019)必修二Unit 1 Reading and Thinking课件
Unit 1 Cultural Heritage
Step 3: Careful reading tasks
Read more carefully and answer the following questions. 5. Before the building of the dam, what problems did the Nile river bring to the Egyptians? ➢Floods and droughts; not enough electricity.
Unit 1 Cultural Heritage
Step 2: Fast reading tasks
• Task of the second fast reading 1. Why did the Egyptian government want to build a new dam in the 1950s? 2. Why did the building of the dam lead to protests? 3. How did the government save the cultural relics? 4. Which one can describe the project? A. Successful. B. Negative. C. Useless. D. Doubtful. 5. What can be learned from the Aswan Dam project?
Unit 1 Cultural Heritage
Title: From Problems to Solutions
翻译：从问题重重到迎刃而解 • The text is about some problems about
Unit2Readingandthinking高中英语人教版选择性必修第四册
5. What does the author like most? Why?
The people themselves, their life attitude and their friendliness and warmth.
Activity 2: Make the correct choice. (1)What does the phrase“down under”mean? A. Australia is surrounded by oceans. B. Australia lies to the south of the equator. C. Australia will be swallowed by rising sea water. D. Australia has a lower ground level than other countries. (2)What does the word “this” in “He does this by continually breathing...” refer to? A.Blowing while vibrating his lips. B.Making the didgeridoo from a tree branch. C.Changing the shape of his mouth to change pitch. D.Playing for a long time without stopping to breathe.
C√.The author’s experiences in Australia.
D.The author’s impression of the attractions of Australia.
新教材高中英语人教版选择性必修一 Unit2 Period 1 教案
新人教版（2019）英语必修一Unit 2 Looking into the future Period 1 Reading and Thinking Smart homes to make life easier教学设计讲授新课Step2 While-readingPPT 3&4, skimmingWhat is the main idea of the passage?Answer: Smart homes2.What is the purpose of the text?Answer:To introduce smart homes that can makelife easier3.Who is the intended audience of the text?Answer:People who welcome smart home or newtechnology.PPT 5, “Reading of para. 1”1.switch off 关（电视、机器等）2. distant adj. 遥远的；疏远的The not-too-distant future 不远的将来3. secure adj. 安全的，安心的；可靠的v. 获得；拴牢；保护PPT 6, “Question Time”1-1.What problems do we have in our daily life?For example, you have ever forgotten to lock thedoor.1-2.How will these problems be solved in thenot-too-distant future?For example, we will be living smart homes thatwill lockthe door .1-3.What difference will smart homes make to ourlife?For example, These smart homes will keep ussecure.PPT7&8,“Reading of para. 2”4. knob n. 球形把手；旋钮5. appliance n. 电器；器具6. advanced adj. 先进的;高级的;年长的7. automatic adj. 自动的8. integrated sensor 集成的传感器9.an energy-efficient mode节能模式10. daily routine 日常生活11. preference n. 爱好；偏爱Read thetext andunderlinethe keywords andpointsImprove students’reading skills andthe ability ofunderstanding.课堂小结Step5:Summary:These are what we’ve learned in this passage.S tep6 HomeworkIf you are ready to take part in an English speech contest about “Smarter Homes, Easier Life”. Please write your content.（80-120词左右）You can use the following points:1.A simple introduction to our present life.2.The difference smart homes will make to our life.3.What we should do now for the smart life.板书Unit2 Looking into the futureSmart homes to make life easier1.switch off 关（电视、机器等）2. distant adj. 遥远的；疏远的The not-too-distant future 不远的将来3. secure adj. 安全的，安心的；可靠的v. 获得；拴牢；保护4. knob n. 球形把手；旋钮5. appliance n. 电器；器具6. advanced adj. 先进的;高级的;年长的7. automatic adj. 自动的8. integrated sensor 集成的传感器9. an energy-efficient mode节能模式10. daily routine 日常生活11. preference n. 爱好；偏爱12. respond to 对…响应。
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was a great success. • Xie Lei felt at home because her exchange year passed halfway.
give presentation on traditional Chinese art
• Learnt to adapt to the new environment. • Boost her confidence • Help her build a strong business in her future • Act as a cultural messenger building a bridge. • Make new friends with her peers • Be more self-independent and a autonomous learner.
strong-minded determined
serious perseverant
brave
diligent
Xie Lei’s character
adaptable
enterprising
• 1. confuse （v） 使…混乱/糊涂/弄错 • was confused by the noise around.我被周围的噪音弄糊涂了。 • Her unexpected arrival confused all our plans.她的突然到来打乱了我们的
Read and find out the main idea of the whole passage and the main idea of each paragraph.
The text describes Xie Lei’s foreign learning life at a university in London, including some of the differences and challenges she experienced and how she tackled the problems.
• Read the text and find out the answers to the following questions. 1. What’s the purpose of the text? To tell us the experiences of a Chinese student studying in London. 2. Why did Xie Lei choose the exchange programme? Because she wanted to get a business qualification abroad.
• Read the text and find out the answers to the following questions. 5 What other challenges do you think students studying abroad might face? Racial discrimination, language barriers about some idioms or slangs etc. Religious conflicts. 6.How can students prepare to handle these challenges before going abroad? To understand the differences and try to fit in; respect the differences
• Read the text and find out the answers to the following questions. 3 Why has Xie L ei got involved in social activities? To learn more about British cultures and introduce Chinese culture to British people. 4 How has Xie Lei helped to build bridges between China and the UK? First, she tried to adapt to the foreign cultures and fit in by engaging in British cultures. Second, she spread Chinese culture to British people.
At first it is difficult to communicate with others.
It may be tiring to live in a new country.
If a child studies alone in a new country, he/she must look after himself/herself.
Before you read, look at the title, and the picture below. Where do you think this article is from? What do you think this article is about?
• Read the text and find out the answers to the following questions. 1. What’s the purpose of the text? 2. Why did Xie Lei choose the exchange programme? 3 Why has Xie L ei got involved in social activities? 4 How has Xie Lei helped to build bridges between China and the UK? 5 What other challenges do you think students studying abroad might face? 6.How can students prepare to handle these challenges before going abroad?
the main idea of each paragraph
• Para 1 her preparation year
• Para 2 coming to study in London
• Para 3 benefits of living with a host family
• Para 4 Challenge for Xie Lei : the academic requirements
adaptation to a whole new life.
Loneliness
What she did
Learn to use public transport Learn to ask for things Asked for passers-by
live with a host family
人教版 选择性必修二
Unit 2 Bridging Cultures
Period 1 Reading and Thinking： “Welcome, Xie Lei”
1. Enable the Ss to read about Xie Lei’s experience on an exchange program in London. 2. Enable the Ss to understand the structure and the writing style of the passage well. 3. Let the Ss learn some reading strategies by scanning and skimming. 4.To learn from Xie Lei’s experiences and spirits.
attitude
Topic and 标题或主旨 main idea 归纳题
Title
Introductions main body
Structure of a news article
end
Detailed
细节理解题或 者信息查找题
information
What is Xie Lei’s character and find the Supporting details.
Business student bridging cultures
★ Difficulties
Benefits ？
(challenges)
（improvements）
Daily life… what ;how
Academic requirement what;how;
.
.
…
Daily life
• Para 5 the difficulty getting used to a new way of life
• Para 6 the reporter's best wishes
• Para 7 participation in class
• para 8
her new plan for social activities
It would be easier to learn a foreign language.
It helps to learn a lot about local customs and broaden our views.