【教案】Unit4Reading+and+Thinking教学设计人教版(2019)选择性必修第一册
【教案】Unit 4 Reading and thinking 教学设计(人教版选择性必修第二册)
Unit 4 Period 1 Reading and thinking 教学设计The theme of the activity section is to learn about the journey across Canada by train. This travel journal intoduces the two sisters' long journey from Vancouver to the Atlantic coast from west to East is narrated. They have learned about the natural and human geography of Canada through their journey. The article records what they have seen, heard, thought and so on. Canada is a vast country, and they take a long journey Car travel can deeply experience the natural scenery and cultural customs of different parts of Canada. Tourism is an important form of cultural experience. The form of travel is convenient to combine the natural scenery and cultural customs. Tourism is an important cultural experience. The form of travel journal is easy to introduce the natural scenery and human customs, and integrate them into personal travel experience and emotional experience.1.Guide the students to study the text, sort out and integrate the information, and analyze the structure of the text2.To guide students to understand the role of discourse markers in texts3.Guide students to understand the general situation of nature and Humanities in Canada, and perceive and think about the convenience and unique experience of long-distance travel by train.1.Enable Ss to understand Canada's natural, human geography, history and culture, and improve cultural understanding and communication skills.2. Guide students to read the text, comb and integrate information, analyze the structure of the text.Step1: Before reading:1.How do you like rail journeys?2.What do you know of Canada?3.What do you think you will see if you go on a rail journey in the country?4.What is the style of the passage?keys: travel journalStep2: 1. Understand the main idea and structureRead the text and sum up the main idea of each paragraph1.Para.1 The _________________of crossing Canada by rail.2.Para.2 Their stay in ______________before the journey.3.Para.3 Their visit to ____________________4.Para.4 Introduction of_______________.5.Para.5 Journey across the great__________________.6.Para.6 On the way to_____________________keys: exciting thought; Vancouver ; Lake Louise and Jasper; Edmonton; Canadian Prairie 2.Divide the passage into three parts and sum up the main idea of each part.Part 1 para(s) 1 Brief______________ to their trip along the way.Part 2 para(s) 3 Before starting out, the __________they saw in VancouverPart 3 para(s) 3—6 What they really saw and felt ____________ the train or at some stops. keys: introduction; sights; aboardStep 3: Write down the route of the girls’ tripVancouver---lake Louise—Jasper---Edmonton---Winnipeg--ToronoStep 4: detailed readingRead paragraph1 and find out: who ; why; how; wherePara2--3: Read them carefully and find out:1.Find out the main scenery they saw while going eastward in paragraph 3.The beautiful mountains;Forest;Blue water;creatures2.What is the weather usually like in Vancouver?It is rainy.3.What did Li Daiyu and Liu Qian like most about the trip?Witnessing many different kinds of wildlife.Para4--6: Read them carefully and find out:1.What is Edmonton most famous for?Its shopping malls.2.What made Li Daiyu and Liu Qian surprised on the train across the great Canadian Prairie? The size of Canada.3.What did they learn about Ontario?A land of forests, lakes and rolling hills; four great lakes on its southern border, capital is Toronto Step5: Read it again and finish the chart below:keys:Step 6: retell the journalBefore starting out, . . .During the first day, . . .The next day, . . .Later, . . .The next morning, . . .When the train arrived at the station, . . .After a night, . . . In addition to seeing. . . From Jasper, they. . . One of the first stops was. . . From Edmonton, the train. . . Daiyu and Liu Qian did not anticipate. . . Later they saw. . .After another day, eventually. . . Then, they spent the night. . . Night came again, the train. . . When they woke up the next morning, . . . At 9: 30,they finally. . . All in all, . . .Step 7: Read and understand the following language details1.Rather than travel by commercial airline all the way,they decided to fly to Vancouver and then take the train.他们决定乘飞机去温哥华, 然后坐火车,而不是坐商业航空公司的飞机。
《Unit 4 Reading and Thinking》示范课教案【高中英语选修一人教版】
Unit 4 Body LanguageReading and Thinking教学设计教材分析本单元围绕“肢体语言”（Body Language）这一主题，介绍了不同国家、不同文化、不同场合、不同语境中的肢体语言所表达的意义。
开篇页主题图由四张反映不同场景中的典型肢体语言的照片拼接而成。
而图中的引言“我的身体会说出我用言语掩饰的话”出自法国作家、社会评论家和文学评论家罗兰·巴特。
引言与主题图相呼应，旨在引出本单元“肢体语言”的主题。
同时也为本单元Reading and Thinking有关肢体语言的内容作铺垫。
阅读板块围绕“理解（读懂）肢体语言”（Understand body language）为第一个重要活动主题，该部分主要从地域文化的角度解读肢体语言。
学生需要理解肢体语言与语言表达在实际交流中是共存的，并在一定程度上承担着传情达意的功能；同时，学生还应理解，因为地域文化的不同，肢体语言也可能有相应的变化，同一个动作可能传递不同的意义和情绪。
教学目标1. 能正确理解使用下列词汇：interaction，vary，approve，cheek，bow，anger等。
2. 能读懂并理解说明文，了解用以说明现象和阐明事理。
3. 通过阅读开篇页信息，熟悉单元主题语境，预测单元内容，明确学习内容。
4. 能够在阅读语篇中根据上下文线索正确理解文本没有直接表达的意义。
5. 能够梳理和比较不同文化背景中的肢体语言的共性和差异。
教学重难点【教学重点】引导学生了解肢体语言的地域文化属性，形成有深度的文化对比，进而培养基于文化理解的尊重与自觉意识。
【教学难点】在阅读策略中，培养学生读出语篇言外之意的能力。
教学过程Step 1 Warming-up1.Look at the opening page and discuss the following question.What comes to your mind when you see the unit title and the theme picture?2. Appreciate quote and think of the questions.➢How do you understand the quote?➢What does Barthes mean by “my body utters”?设计意图：引导学生讨论开篇页所呈现的信息，引出本单元话题，激活学生关于肢体语言的背景知识。
【教案】Unit 4 Reading and Thinking(教案)人教版选择性必修第三册
Unit 4 Adversity and CourageSection A Reading and thinking教学设计科目：英语课题：Section A Reading and thinking课时：1课时教学目标与核心素养：知识目标：Read quickly to get the detailed information; read carefully to do the deductive information能力目标：Study the structure features and language features情感目标：Let students be interested in English.教学重难点教学重点：Study the structure features and language features教学难点：Let students be interested in English.课前准备：多媒体，黑板，粉笔教学过程：一、Pre-class1. Greeting2. Leading-in学生活动：（1）阅读人员招募广告。
教师提醒学生关注该板块的活动标题Explore the spirit of adventure, 然后引导学生阅读活动1的人员招募广告并思考相关问题。
教师可以这样引入话题：From what we have learnt from the Opening Page and the activity title of this Reading and Thinking section, I think you may have already come to the conclusion that we are going to read an adventure story. And this remarkable story started with a short advertisement, which you can see in Activity 1. Now read the advertisement and think about the questions in Activity 1.（2）小组讨论广告细节。
【教案】Unit 4 Reading and Thinking人教版(2019)选择性必修第二册
人教版选修2 Unit4 Journey across a vast land 读写课教学设计一、教学分析1.教学内容分析本科教学内容选自人教版高中英语第二册Unit 4 Journey across a vast land中reading and writing部分。
本单元阅读文本的话题是两名中国学生坐火车从西到东横跨加拿大的旅途见闻，旨在向学生介绍加拿大的一些基本情况，包括地理环境、自然风光、重要省市和地方，从而开拓学生视野，加深对加拿大的了解。
本单元的写作项目是写一封关于旅程方面的电子邮件。
电子邮件属于应用文，是高考写作常见的形式之一。
基本结构为第一部分，简要介绍你所去的地方；第二部分，具体列出见闻得内容；第三部分，对旅程的总结。
这一部分的主题是写一个关于旅行的电子邮件。
老师应该让学生利用地图梳理李戴予和刘倩的旅行路线，整理总结两姐妹的旅行经历。
学生可以利用李戴予的语气给家长写一封电子邮件。
文本以时空转换为线索，用优美流畅的语言描绘了一幅富有加拿大特色的丰富多彩的画面，包括当地的自然风光、城市风貌、文化和传统艺术生活。
它为学生的写作任务提供了重要的信息和生动的语言材料。
最后，学生可以将所学知识用于崭新的文本内容中，写一封电子邮件，来描述自己最难忘的一次旅行经历。
2.学情分析教学设计的对象是普通高校的高中生，这篇文章的难度适中。
主要谈论了加拿大的自然人文风光，学生们对于这一话题非常感兴趣，这为本课的学习提供了有利条件。
此外，经过了初中阶段的英语学习，他们已经有了一定的应用文写作的基础以及应用能力。
通过前三课时的学习，学生对本单元的话题有了充分的认知，对相关话题的词汇已有一定的掌握，语言的实际运用能力也有了一定的提高，能够根据话题表达自己的观点态度。
但是很多学生很少接触加拿大地理文化方面的知识，不熟悉电子邮件的格式、句式，较难将学到的词句转换成自己的语言写进应用文写作中。
因此，教师应采取读写结合教学法，指导学生从结构、语言和内容三个视角解读该教材文本。
Unit4ReadingandThinking教案高中英语人教版选择性
人教版（2019）选择性必修第三册Unit 4 Adversity and CourageReading and ThinkingTeaching Plans教材分析：本节课的教材是人教版（2019）选择性必修第三册Unit 4 Adversity and Courage Reading and Thinking。
该课程主要以课文《南极探险家》为基础，通过讲述探险家Shackleton的故事，来让学生了解南极探险的艰辛和挑战，以及面对逆境时所需的勇气和韧性。
此外，课文中还包含了一些船员的日记，通过阅读这些日记，学生可以进一步了解叙事风格和语言特点。
教学目标：1. 学生能够了解Shackleton 南极探险的故事，梳理“坚忍号”南极探险的过程。
2. 学生能够通过阅读船员的日记，了解这一文本体裁的叙事风格和语言特点。
3. 学生能够根据文本中人物的具体言行分析其情感变化，解读其心理状态和性格品质，并能够对文本中的人物进行批判性评价。
4. 培养学生坚韧、勇敢的品质和乐观的态度，用于面对挑战、挫折和逆境。
教学重点：1. 理解Shackleton 南极探险的故事，梳理“坚忍号”南极探险的过程。
2. 分析船员的日记，了解叙事风格和语言特点。
3. 分析文本中人物的具体言行，解读其情感变化、心理状态和性格品质。
4. 培养学生的坚韧、勇敢的品质和乐观的态度。
教学难点：1. 分析文本中人物的具体言行，解读其情感变化、心理状态和性格品质。
2. 培养学生坚韧、勇敢的品质和乐观的态度。
学情分析：高二学生已经有了一定的英语基础，能够理解较难的英语文本。
然而，对于文学作品和叙事文本的理解可能比较薄弱，对文本中人物的情感变化和心理状态的分析可能较为困难。
同时，由于高中生正处于成长阶段，也面临着一定的压力和挑战，因此培养他们的坚韧、勇敢和乐观的品质具有重要意义。
教学策略：1. 创设情境：通过介绍南极探险的艰辛和挑战，引发学生的兴趣和好奇心，激发学习的积极性。
Unit-4-Reading-and-thinking-教案--高中英语人教版选择性必修第四册
Unit 4 Sharing Period 1: Reading and thinking 一、教学目标(1).To develop interest in volunteering work.(2).To develop dialectical view about the positive aspect and negative aspect in volunteering work.(3). To develop reading habits, like skimming, reading for details and how to analyze the passage structure.二、教学重难点To develop dialectical view about the positive aspect and negative aspect in volunteering work. To develop reading habits, like skimming, reading for details and how to analyze the passage structure (deep reading).三、教学过程Step 1 Lead in1.In recent years , Volunteering has been spread among Chinese people.Watch the video and talk what the volunteers are doing.2.As China is becoming more and more powerful, it has the ability to help more other countries in more aspects . Here is an example of China aid.Show the picture of open page.In order to build a shared future with mankind, It is everyone' s responsibility to help the needy.3.Here is another example to help the needy. A young Australian, Jo, worked for two years as a volunteer teacher in Papua New Guinea.Step 2 pre-reading(1)Brainstorm:What challenges will you face if you work a volunteer in Papua New Guinea?(2)Predicting: What the text is possibly about?Step3 while-reading1. Activity 1Skim and match the main idea with each paragraph.A What the author witnessed in Tombe's village.B Recieve a parcel from home.Would you like to become a volunteer teacher? Why or why not?四、教后反思（不少于100字）。
Unit 4 Reading and Thinking(教案)-高中英语人教版(2019)
选择性必修一Unit 4 Reading and Thinking课题UNIT 4 BODY LANGUAGEPeriod 1 Reading and Thinking学科英语班级授课教师教学目标By the end of this section, students will be able to:1.learn some new words, such as interaction, appropriate and approve;2.read about the function of body language and its implications in different cultures;3.grasp the feature of expository writing, like its structure and language;4.learn a reading strategy about making inferences by looking at the clues in the passage;5.think critically about body language by relating it to their own culture and personal experiences;6.respect different cultures.教学主题该板块的活动主题是“理解（读懂）肢体语言”（Understand body language）。
这部分主要从地域文化的角度解读肢体语言。
学生需要理解肢体语言与言语表达在实际交流中是共存的，并在一定程度上承担着传情达意的功能；同时，学生还应理解，因为地域文化的不同，肢体语言也可能有相应的变化，同一个动作可能传递不同的意义或情绪。
教学重点1.引导学生熟悉并掌握该部分的话题词汇；2.引导学生通过阅读理解不同国家、不同文化中的肢体语言所表达的意义；3.引导学生掌握说明文的篇章结构和语言特点。
Unit4 Reading and Thinking -高中英语人教版(2019)选择性必修第二册
Homework:
Surf the Internet for more information about travelling in Canada;
Write your travel plan during winter vacation; Try to Vlog your travle experience and share it with your
Place
Winnipeg
Ontario
Lake Huron Toronto
what they did travel through the night;
what they saw how they felt
rolling hills; red, gold, and orange bushes and maple trees; frost on the ground; wide stretch of Lake Huron
3.“表递进” 增加更多的信息
besides in addition what is more moreover furthermore additionally
4.举例子
for example take ... as an example for instance
5. 表结果
what they did
what they saw how they felt
awesome, spectaucular
dear
grizzly bear
eagle
Place what they did
what they saw how they felt
Edmonton
went to the shopping mall
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高中英语人教版新教材选择性必修一Unit4 Reading and Thinking教学设计
文本分析
本单元的话题是“肢体语言”。
阅读文本“Listening to How Bodies Talk”从地域文化视角解读肢体语言，帮助学生理解地域文化的不同会造成肢体语言的不同，同一个动作在不懂地域可能传递不同的意义或情绪，鼓励学生体验肢体语言的社会交际性、地域文化属性和得体性，进而认识到在跨文化语境中肢体语言在日常交际中的文化特征，并能正确判断和理解说话人的情感和意愿，形成恰当的跨文化交际意识与行为。
该文是一篇说明文。
作者从三个方面讲述了肢体语言的重要性，通过主题句加举例阐述的方式让学生了解肢体语言在人际交往中的特征与作用。
全文共6段。
第一段开门见山，引入主题，阐明文字和肢体语言是交流的两种方式，后者通过肢体的变化既能表达自己的思想观点，也能帮助了解他人的所思所感，以强调肢体语言在表达交流中的重要性。
第二、三、四段讲述了相同的肢体语言在不同文化中有不同的内涵。
第五段结合实例讲述了有一些肢体语言在世界各地有相同的含义。
最后一段说明了某种特定的肢体语言有很多不同的用途。
设计思路
立足发展学生自主能力为设计目标，紧扣主题意义。
整个教学环节围绕what,how,why三大问题展开，从语篇信息，写作技巧再升华到写作目的，通过自主，合作，探究等学习方式，引导学生认真研读语篇，鼓励学生积极展示自我，培养学生自主学习能力，为学生学会学习创造条件。
导入部分，先进行互动游行，让学生用肢体语言表演相应内容并让其他同学猜，以此激发学生的学习兴趣，提高学生的课堂参与度。
读前部分，学生根据标题和图片预测文本内容。
进入正文阅读后，学生首先通过快速阅读确定各段主题句，梳理文本的篇章结构，画出结构图。
对第一、二段文本进行指导性阅读，并为接下来学生自主阅读提供范例，让学生通过表格填写方式，系统地梳理“肢体语言”“肢体语言含义”与“国家，地区”之间的关系，并根据文本信息进行相应的推测。
最后，让学生回到
标题，了解在跨文化交流过程中应该要注意什么，最后教师概括出BODIES 的深层含义。
教学目标
1.通过找主题句来梳理全文的篇章结构，掌握文章主旨大意，了解肢体语言的功能和文化差异性。
2.通过自主阅读，小组合作，培养逻辑思维、语言表达能力以及团队合作精神。
3.通过解读文本，思考肢体语言的特点及其对现实生活的意义，体验文化差异，发展批判性思维。
教学活动
Step1.Lead-inBefore class, watch a video about body
language(1min)T: What information can you get from the
video?(We communicate with 7percent of words, 93 percent of body language.)T: What does body language include? (voice, facial expression, posture, gesture, physical distance)Activity 1: Act and guess Ask a student to act the sentences out without speaking and let students guess what it is.
T: So, in addition to spoken language, body language can also convey meanings when we interact with other people.
【设计意图】通过视频导入话题和重点词汇，扫清词汇障碍。
通过小游戏活跃气氛，感知肢体语言的重要性。
Step2. Pre-readingActivity2: Prediction Read the title together.T: Can our bodies really talk? Why does the writer use “talk” in the title? (personification) What may be talked about in this text?Go through the whole text and check predictions.
【设计意图】通过第一眼阅读标题和图片，预测文章内容，并进行快速阅读进行核对。
Step3: While-readingActivity3: Structure Underline the topic
sentence in each part, and choose the structure of the text. Then guide the students to summarize each part with a noun.
【设计意图】通过划主题句帮助学生理清文章结构。
第一段在最后一句，要通过but这个词来引导，第二段主题句是头两句，也要引导一下学生同时根据句间关系连接两个句子，第四段主题句也是两个，但是经过段2的引导学生能够完成。
Activity4: Guided reading(para1, para2)How does the writer introduce the topic?(general---specific, signal word)What body language is talked about in paragraph 2(meaning, country)?How does the writer present
paragraph1 ?(example&contrast) Why?
【设计意图】通过引导学生从what, how, why三个问题来理清段落内容、写作手法和目的，为后续学生的自主阅读提供支架。
Activity5: Self-guided reading Read the rest of the text and complete the table on the worksheet. (What-body language, meaning, country; how)Why does the writer employ so many examples?
【设计意图】通过前面的铺垫和引导，给足阅读时间，学生能够自己理出各段的what, how, why，然后再集体核对一下，同时关注一些信号词和词义猜测。
Step4: Post-readingActivity7: Critical thinking1.Can you think of other uses of smile?（pair work)
【设计意图】处理完最后一段，让学生用段落中描述微笑不同作用的句型进行发散性思维训练，说出一些微笑的不同作用。
2.How do we better understand the title after learning the passage? What should we pay attention to when employing body language in this multicultural world?(group work)
【设计意图】再次回到标题，引导学生对标题进行更好的解读，同时讨论在跨文化交际中该用何种态度来对待不同文化的肢体语言，以此体验文化差异，发展批判性思维。
最后教师总结BODIES的深层含义：Be a global citizen(公民），Observe carefully ，Do as the Romans do, Increase understanding, Embrace(accept ) differences, Seek common ground （求同) (BODIES)
Step5: Assignment Search the internet to find out the different
meanings of the thumb-up gesture, and then write a short paragraph based on the structure.The thumb-up gesture differs around the world. For example, in many countries.... In contrast/By comparison, ....However...(topic----example/contrast)
【设计意图】课堂上引导学生对段落内容、写作手法进行整理后，让学生在课后进行适当延伸，巩固课堂所学。