最新人教版高中英语必修二Unit 1 Period 2 Reading and Thinking
【即学即练】 (1)I think teaching shouldn’t be limited to the classroom. (2)Pollution prevents people from seeing things clearly. (3)The amount of money we have is limited (limit),so we have to borrow some. (4)Accidents like this can be prevented (prevent).
失去平衡
keep one’s balance
保持平衡
recover/regain one’s balance 恢复平衡
keep a balance between A and B 在A和B之间保持平衡
【即学即练】翻译句子。
(1) She cycled too fast round the corner, lost her balance and fell off. 她__拐__弯__时__骑__车__太__快__，__失__去__平__衡__摔__倒__了__。___
She balanced the cup on her knees.
她把杯子平稳地放在膝盖上。 Try to balance your diet by eating more fruit and less meat. 多吃水果，少吃肉，以平衡你的饮食。
【知识归纳】
lose one’s balance
5. contribution n. 捐款；贡献；捐赠 The group asked for contributions from different departments and raised funds within the international community.该委员会请求各个部门予以支持， 并在国际范围内筹集资金。
Three Gorges Dam
• The Aswan High Dam was completed in 1970 and is one of the largest earthen embankment (堤岸) dams in the world. It is 111 m tall, 3,830 m long
5. How were the temples and other cultural sites saved? Temples and other cultural sites were taken down piece by piece, and then moved and put back together again in a place where they were safe from the water. 6. How long did it take to complete the project? It took 20 years to complete the project.
Period 2 Reading and Thinking
To read the text on Page 4. To learn language points.
You must have heard of Three Gorges Dam (三 峡大坝) of China. However, have you heard about the Aswan Dam of Egypt?
water to more farmers in the area. In other words, it built the dam for the purpose of progress.
3. Why did protesters protest the proposal? Water from the dam would likely damage a number of temples and destroy cultural relics. They protest for the reason of the protection of cultural sites. 4. What were the solutions to the problem of building the Aswan Dam? The Egyptian government asked the United Nations for help, and a proposal was worked out with the help from other countries.
and nearly 1,000 m wide. When it was built, the new reservoir required relocation (迁移) of nearly 100, 000 residents and some archaeological sites.
Fast reading
2. protest n. 抗议，反对 A lot of people protested about the new working hours. 许多人反对新的工作时间。
【知识归纳】 without protest under protest
乖乖地，毫不反对地 无奈地，不服气地
We cannot pass this matter by without protest. 我们不能没提出抗议就通过这件事。
It takes time and energy to solve the problem.
Careful reading
Read the text again and answer the questions.
1. What was the problem the Egyptian government facing with?
4.prevent vt. 阻止；阻碍；阻挠 Your quick action prevented a serious accident. 你的迅速行动避免了一场严重的事故。 My back injury may prevent me (from) playing in tomorrow’s game. 我的背伤可能使我不能参加明天的比赛。
_她__一__声__未__吭__地__接__受__了__指__控__。______________
3.limit n.界限，范围；限度，限制（常与介词to连用） v.限制 No fishing is allowed within a twenty-mile limit. 在二十英里的范围内不允许钓鱼。 There is a limit to the amount of pain we can bear. 我们可以承受的痛苦量是有限的。 The amount of money you have to spend will limit your choice. 你要消费的金额限制着你的选择。
2. Scan the text for numbers. Circle the numbers and guess what they mean.
years
Numbers
1950s 1959 1960 1961 20 years 22 temples ＄80 1980
number money
3.What can you learn from these numbers?
【知识归纳】 prevent … from … 阻止；不准 stop ... from ... 阻止……做…… keep ... from ... 阻止……做…… prevent和stop后的from 都可以省略，但在被动语态中不能省略 from。而keep ... from doing sth.中的from则不能省略，如果省 略了，其意义将发生改变。
1.Read the passage and figure out the structure of the passage.
Part 1 Para. 1 Part 2 Para. 2
introduction problems
Part 3 Paras. 3~4 solutions
Part 4 Paras. 5~6 values
She wrote a letter of apology but only under protest. 她无奈之下写了一封致歉信。
【即学即练】翻译句子。 (1) The tourists protested about the bad service at the restaurant.
_旅__客__们__抗__议__那__家__饭__店__糟__糕__的__服__务__。________ (2) She accepted the charge without protest.
Discuss the following questions in groups.
Why do you think so many countries contributed funds and offered help to the Egyptian project?
Language points
The Egyptian government wanted to build a new dam across the Nile but the proposal led to protests.
2. Why did the Egyptian government want to attempt the building of the dam? It wanted to build the dam to control floods, produce electricity, and supply
【知识归纳】
make a contribution to sth. 对……作出贡献
人教版高中英语必修二 《Wildlife Protection》Period One
plants of southwestern Tibet.( )
3.During the 1970s and 1990sF，a large number of antelopes were hunted and
causing their number to drop sharply.
Step 2 Careful-reading
Ⅰ.Judge whether the following statements are true(T) or false(F).
1.Antelopes mainly live on snow-covered mountains.( ) F
[第三组]
A.威胁 B.生物；动物 C.存在；生存 D.去除；移开 E.和谐；融洽
PART 2
语篇理解
精读精练 萃取文本精华
Step 1 Fast-reading
1.What’s the main idea of the passage? A.Antelopes are being killed for their valuable fur and their number is decreasing rapidly. B.It’s important for us human beings to protect antelopes and learn to exist
their habitats became smaller for heavy pollution.( )
4.Many parks and gates were added to let the antelopes move easily and keep
人教版高中英语必修二Unit 1 Reading and Thinking教案
人教版必修二Unit 1 Reading and ThinkingFrom Problems to Solutions教学设计I. Textbook AnalysisThe lesson focuses on the reading and thinking passage titled "From Problems to Solutions," which is an expository text discussing how to address challenges through innovative solutions. The text takes the construction of the Aswan Dam in Egypt as an example, illustrating the process of identifying problems, seeking solutions, and achieving success.II. Learning ObjectivesLanguage Skills:Students will be able to read and understand the passage independently.They will be able to summarize the main ideas and details of the text.Grammatical Knowledge:Students will review and practice using past participles as attributives and object complements.They will learn and apply new vocabulary related to the topic, such as "proposal," "protest," "investigate," etc.Thinking Skills:Students will develop critical thinking skills by analyzing the problem-solving process in the text.They will learn to apply the problem-solving model to real-life situations.Cultural Awareness:Students will gain insights into the cultural and historical context of the Aswan Dam project.They will appreciate the importance of international cooperation in addressing global challenges.III. Teaching ProceduresStep 1: Lead-in (5 minutes)Ask students what they know about Egypt and its famous landmarks. Introduce the Aswan Dam and its significance, setting the stage for the reading passage.Step 2: Pre-reading Activities (10 minutes)Activity 1:Provide students with a list of new vocabulary related to the text and have them predict their meanings based on context clues.Activity 2:Have students read the title and the first paragraph of the text, and ask them to predict what the rest of the text will be about.Step 3: While-reading Activities (20 minutes)Activity 1: Have students read the text silently and underline key information related to the problem (construction of the Aswan Dam and potential damage to cultural relics) and the solution (establishment of a committee, international cooperation, and successful relocation of temples).Activity 2: After reading, ask students to answer comprehension questions such as:1.Why did the Egyptian government want to build the dam?2.What was the main concern of the protesters?3.How was the problem eventually solved?Activity 3: Have students work in pairs to create a mind map summarizing the problem-solving process in the text.Step 4: Post-reading Activities (15 minutes)Activity 1:Discuss the importance of finding a balance between economic development and cultural preservation. Ask students to give examples of similar challenges faced by other countries.Activity 2:Have students read paragraphs 1, 2, and 6 again and discuss the main idea of the text. Guide them to understand that big challenges can sometimes lead to great solutions.Activity 3:Write a short paragraph (60-80 words) summarizing the text based on the mind map they created. Encourage students to use the new vocabulary and grammatical structures learned in the lesson.Step 5: Language Focus (10 minutes)Review and practice using past participles as attributives and object complements with examples from the text. Have students create their own sentences using this structure.Step 6: AssignmentHave students research another example of a problem-solving project and write a short report on it, emphasizing the problem, the solution, and the importance of cooperation.IV. AssessmentFormative Assessment:Observe students during class discussions and activities to assess their understanding and engagement.Summative Assessment:Evaluate students' written summaries and homework assignments for accuracy, coherence, and use of new vocabulary and grammatical structures.。
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)
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.
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.
高中英语Unit2Period2ReadingandThinking课件新人教版必修第一册
( )4.Which of the following is NOT true about Cusco Tour according to the text?
A．It will take you four days to travel there. B．You can pay a visit to the museums there. C．At Cusco you will enjoy the unique American and local Indian culture. D．Cusco was the capital of the Inca Empire from the 13th until the 16th century.
¤课文预读
Ⅰ.阅读课文，匹配段落大意
( )Amazon rainforest A．Be amazed by the Incas' dry stone method of
tour
building.
( )Machu Picchu tour B．Stay with a local Uros family on an island.
A．to have enough space for people or things B．a very strong emotion that you cannot control C ． a short period of time when someone stops being conscious D．the way that something is suitable for a particular person, space etc.
Ⅲ.阅读课文，选择正确选项
( )1.What is the author's purpose of writing the text? A．To help people learn more about Peru. B．To tell people to travel as often as possible. C．To encourage people to do outdoor activities. D．To recommend four tourist attractions of Peru.
高中英语人教版新教材选择性必修一Unit 2 Period Two Reading and Thinking—Language Points
Period Two Reading and Thinking—Language PointsⅠ.重点单词1．phrase n．短语；词组2．switch v t.转换；交换v i.&v t.(使)改变；转变n．开关；转换器；改变3．remote adj.远程的；偏远的4．automatic adj.自动的5．sensor n．传感器；敏感元件6．mode n．模式；方式；风格7．routine n．常规；正常顺序adj.常规的；日常的8．command n．指令；命令；控制v t.命令；控制9．obey v i.&v t.服从；遵守10．cancer n．癌；癌症；毒瘤11．leak v i.&v t.漏；渗漏；透露n．漏洞；裂缝；透露12．detect v t.发现；查明13．fantasy n．幻想；想象14．innovation n．创新；创造15．available adj.可获得的；可购得的；(人)有空的16．nevertheless ad v.尽管如此；不过；然而17．persuade v t.劝说；说服→persuasion n．说服；说服力18．distant adj.遥远的；远处的；疏远的；心不在焉的→distance n．遥远；远处19．preference n．偏爱；爱好→prefer v t.更喜欢20．secure adj.安全的；可靠的；安心的；牢固的v t.获得；拴牢；保护→security n．保护措施；安全工作21．efficient adj.效率高的；有功效的→efficiently ad v.效率高地→efficiency n．效率；效能22．critical adj.严重的；关键的；批判性的→critically ad v.批判性地→criticism n．批评23．potentially ad v.潜在地；可能地→potential adj.可能的；潜在的n．潜力；可能性24．constant adj.不断的；重复的；不变的n．常数；常量→constantly ad v.不断地25．electrical adj.电的；用电的→electric n．电；电气→electricity n．电力；电流26．relevant adj.有关的；有意义的→relevantly ad v.贴切地；得要领地→relevance n．关联；适当Ⅱ.核心短语1．in the future将来2．go into进入；加入3．come on 快点儿；开始工作4．switch off/on关/开(电灯、机器等)5．early on 在初期；早先6．catch fire 着火7．in this sense(in...sense) 从这种(某种)意义上来讲8．along with 沿着；随同；与……一起9．respond to 回应；响应10．keep track of 记录；与……保持联系Ⅲ.经典句式1．will be doing将来进行时However，in the not-too-distant future，we will be living in smart homes that will lock the door for us when we are away and remember to switch off the TV when we forget.然而，在不久的将来，我们将生活在智能家居中，当我们不在时，它们会为我们锁门，当我们忘记时，它们会记得给我们关上电视。
Unit2 教学设计-【新教材】人教版高中英语必修第一册
教学目标与核心素养
Knowledge objectives:
Enable students to read an encyclopedia entry and travel brochure and understand the characteristics of this text type and get some effective information.
share their own opinions.
难点
How to let students compare the four different places and give specific suggestions.
教学资
源：
multimedia
教学准
备：
Some background for Peru
重点
1.Toenable students to learn about the characteristics andlinguistic featuresof encyclopedia and travelbrochure
2.TomakestudentslearnaboutthetravelresourcesandculturalfeaturesofPeru,and
教ห้องสมุดไป่ตู้方法：
Task-based teaching method;
Fast reading to get the general idea of the passage
Careful reading to get some detailed information in the passage
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
英语人教版高中选择性必修二教案Unit 1 Using Language
Unit 1 Science and ScientistsUsing Language Period 2教材分析本节有两个阅读语篇，分别是关于钱学森和史蒂芬霍金的人物传记，它们从不同的角度简要叙述了两位科学家的经历、重要贡献、性格特点以及他们所具备的科学素养。
在写作策略和技巧上，两个文本都有效使用了一些衔接词语，实现了语篇的衔接和连贯。
通过要求学生阅读这两篇人物传记，分析伟大科学家所具备的素养和品质，了解人物传记语篇的结构并关注语篇的衔接和连贯，在此基础上结合自身体验和知识积累完成一篇有关科学精神的写作任务，阐述科学精神的内涵。
教学目标在本课学习结束时，学生能够：1. 梳理人物传记的语篇结构和文本逻辑；2.正确识别文章中的衔接词语；3. 了解科学家所具备的品格和素养，深入理解和体会科学精神的内涵，并阐述自己对科学精神的理解和感悟。
教学重难点【教学重点】1. 掌握人物传记类文章的文体结构、行文特点和语言特色；2. 掌握文本中出现的衔接词语，培养使用衔接词语的意识和能力；3. 分析科学家身上所体现的科学精神，正确理解他们的品格和素养。
【教学难点】能结合具体的事例阐述自己对科学精神内涵的理解，并根据所总结的语篇结构在写作中恰当使用衔接词语，做到衔接自然、行文流畅。
教学过程Step 1 Warming-upDiscuss the following questions.1) Could you name the scientists you know?2) Can you recognize them?设计意图：引出话题，引导学生将已有的知识体系与本课将要学习的内容联系起来，并为本课将要学习的语篇做好铺垫。
Step 2 Reading1.Read the texts quickly and decide if the statements are true (T) or false (F).设计意图：引导学生关注文章细节，了解两位科学家的经历和事迹。
高中英语人教版高一必修二Unit 1 Reading and Thinking课件
2
Let’s have a trip to a remote
To build a new dam to develop its economy
9
Activity 2: Q&A (para.3-5) 3.How did UN deal with this problem of building Aswan
Dam? 4.How were the temples and other cultural sites saved?
01
▪ department contributions ▪ raise funds internationally
02
▪ investigate the issue ▪ conduct several tests
03
▪ make a proposal ▪ sign a document
11
Activity 2: Q&A 4.How were the temples and other cultural sites saved?
cultural heritage protection
world cooperation
14
Activity 4: Discussion the Great Wall
15
16
How to protect the Great Wall?
Government