（2019）新人教版高中英语必修第一册ppt课件+教学设计（全册10份打包）.rar

新人教（2019）英语必修一Unit 1 Period 2 Reading and Thinking 教学设计课题Period 2 Reading and thinking单元Unit 1 Teenage Life学科English教 材分析The theme of this unit is the daily life of teenagers, while the theme of the passage is “The Freshman Challenge”. This part aims to broaden students horizons beyond the classroom, cultivate students optimistic and positive attitude to life to meet the challenge in high school by comparing school life in different places. The author tells a profile that he faced three challenges after entering high school- how to choose courses, how to join his favourite football team and how to adapt to high school life. The text is relevant to the real life of high school students, so it is suitable for high school students cognition and students can relate to the text. Therefore, students will naturally compare themselves withAdam and think about how to adapt to the high school life as soon as possible.学 情分析Students in Grade One has learned English for years, and they have mastered some basic language points and language skills, and they can get some detailed information in the text. But most of them lack reading strategies like skimming, scanning and prediction. This text is related to the challenges faced by teenagers so they can relate to it. Meanwhile they can develop the ability of prediction, analysis and come up with solutions to someproblems in high school life with an optimistic attitude.教 学目 标与 核心 素养Knowledge objectives:Enable students to read a profile and understand the characteristics of this text type and get some effective information.Skill objectives:Develop students reading ability and learn to use some reading strategies, such as skimming, scanning and prediction.Emotional objectives:Learn about the differences and similarities of high school life in different places;To cultivate students positive attitude and the courage to get over the difficulties in high school life.To develop their spirit to help others in need.Thinking quality objectives:To cultivate students ability to compare different school lives in different places and objectively analyze the problems for teenage life;To develop students optimistic and optimistic attitude to solve the problems forteenagers in high school.重点To cultivate students reading strategy-skimming-to get the main idea of the textand each paragraph through title, pictures, key words and topic sentences.难点1.To develop students reading strategies of skimming;2.To help students analyze the structure of the text and compare the differences and similarities of high school life at home and abroad.教 学资源Multimedia教 学准备Background information about senior high schools in the USA教 学方法Task-based method to make students interested in what they will learn Fast reading to get the general idea of the passageCareful reading to get some detailed information in the passage教学过程教学环节教师活动学生活动设计意图Pre-readingStep 1Teacher presents questions:Brainstorming:ActivateLead-ina. Talk about your high school life now.Studentsanswerstudentsownb. How much do you know about schoolthequestionsknowledge aboutlife in other countries?according to theireducationinownexperienceChinaandand feelingsabroad, and serveasawarm-upactivity for thereading text.Step 2 PredictionPrediction:Look at the picture and read the title of the passage on Page 14 and predict what the passage is probably about.Present the meaning of two words: freshman and challengeFreshman: Some senior high schools in the USA begin from the 9th grade and end in he 12th grade. In this case, 9th graders are also called freshmen.Challenge means something new anddifficult. It takes time and hard work to deal with a challenge.Every student states their own ideas.To cultivate their reading ability of predictionWhile readingStep 3 SkimmingSkimming-fast readingTeacher states how to skim the text to get the main idea of each paragraph and the text.Skim: You ca find main ideas by first taking a quick look at the title, picture(s), key words and phrases, and topic sentences.Main idea of the text:The passage mainly talks about the big Adam met in senior high school: how to chooseand .Hell have to study harder and be forthe future.Students read each paragraph quickly to find the topic sentences and key words and phrases to conclude the main idea of the text and each paragraphTo practise the skillofskimmingMain idea o each paragraph:Mind map:Step 4 ScanningScanning-careful reading:Teacherstatequestionsforeach paragraph:Para 1: Answer questions:What did Adam think of the high school life?Para 2.: Answer questionsWho helped Adam choose the courses? What courses did he choose?Which course would be his favorite? Why?Para 3.: True or False1.He played football well, so he joined the school football team.2.He handed out food to people in the community every Wednesday.Para. 4:Students read the text carefully and have a discussion aboutthequestions.To practise the skill of scanning and concluding.ParagraphMain idea1Senior high school is a challenge.2341.What was he worried about?2.What did Adam think he should do in the future for the high school life?Step 5 Further-thi nkingFurther-thinkingWhat kind of person do you think Adam is? Why?Do you face the same challenges as Adam? What other challenges are you facing?What are some differences between Adams school life and our school life?Students conclude the characteristics of Adam and comparehis school life with theirs and think of some solutions to some challenges they face in high school.To cultivate students ability to conclude, compare andanalyzethe differences and similarities.To develop their positiveand optimistic attitude to schoollife and dailyPost-readingStep 6 DiscussionRole Play:If a student come to you for help when he/she meets some challenge in high school? What advice will you give?Students play the role play game.To cultivate students spirit of helping each other and the ability to solveproblems.HomeworkWrite an advice letter:你的朋友李华来信说自己进入高中后对高考选科感到为难，请求你给出一些建议。字数要求 80 词左右。Blackboar d DesignUnit 1 Teenage Life Period 2 The Freshman Challenge教学评价教学评价:课程内容课程内容反思内容反思内容自我评价自我评价主题主题作者重点突出了什么内容？作者重点突出了什么内容？语篇语篇语篇是什么体裁？结构特征是什语篇是什么体裁？结构特征是什么？么？语言知识语言知识能否概述能否概述 Adam 在高中遇到的困难在高中遇到的困难和他的解决方法？和他的解决方法？语言技能语言技能能能否否通通过过图图片片，标标题题，主主旨旨句句及及关关键键词来概括段落及文章大意？词来概括段落及文章大意？文化知识文化知识中国和美国的高中课程有何异同？中国和美国的高中课程有何异同？面对挑战时我们应该如何面对？面对挑战时我们应该如何面对？学习策略学习策略哪些学习方法对自己的学习帮助最哪些学习方法对自己的学习帮助最大？大？教后反思：教后反思：1. 高一新生在表达自己观点时有词汇上的困难，在教学中应该给予一些相关的提示词。2. 在对比美国和中国的高中生活时不知从何角度去描述，应给与一些参考范围。3. 对于文中体现的文化品格的思考应该再深入些。Unit 2 Travelling aroundPeriod 2 Reading and Thinking Guessing:It is a country with the worlds longest mountain range, largest rainforest, oldest settlements, and great ancient civilization. It is a country with coasts, highland, and jungles. You can trek through hot, humid jungles one day, and cold arid glaciers the next. Whats this country?Reading and ThinkingExplore Peru Reading and ThinkingBefore readingBasic Information About Peru Reading and Thinking1. Which continent is Peru in?A.North AmericaB. South AmericaC.OceaniaD.AfricaSouth AmericaB Reading and Thinking2. Which country once ruled Peru ?ABCDB Reading and Thinking3. Which mountains are Peru in?A.Rocky mountainsB. Andes MountainsC.Himalayas MountainsD.Alps MountainsAndes MountainsB Reading and Thinking4. Which is the main official language of Peru?PortugueseItalianSpainishFrenchSpanish Reading and Thinking5. Which city is the capital of Peru?Lima Reading and ThinkingRead the text below. Look through it quickly. What type of text is it: encyclopeia or brorochure?PERU is a country on the Pacific coast of South America with three main areas: narrow, dry, flat land running along the coast, the Andes Mountains, and the Amazon rainforest.In the 1400s and 1500s, Peru was the centre of the powerful ancient Inca Empire. The Inca emperor lived in the now-famous site Machu Picchu.Spain took control of Peru in the 16th century and ruled until 1821. It is for this reason that Spanish is the main official language of Peru.Recognise text typeBefore you read, look through the text quickly for titles, headers, pictures, charts, and any other information that might tell you what type of text it is. Reading and ThinkingRead the text below. Look through it quickly. What type of text is it: encyclopeia or brorochure?秘鲁是南美洲太平洋沿岸的一个国家，有三个主要地区:沿着海岸延伸的狭窄、干燥、平坦地带、安第斯山脉和亚马逊雨林。在14世纪和15世纪，秘鲁是强大的古代印加帝国的中心。印加皇帝住在现在著名的马丘比丘遗址。西班牙在16世纪控制了秘鲁，统治到1821年。正因为如此，西班牙语是秘鲁的主要官方语言。Three main areasthe coastal areathe Andes MountainsAmazon Rainforest Reading and ThinkingThis text is from an encyclopedia, telling the basic information of Peru, such as its location, terrains, history. An encyclopedia is a book or set of books in which facts about many different subjects or about one particular subject are arranged for reference, usually in alphabetical order. Reading and Thinking此类文本的阅读训练我们扫读的阅读技巧(scanning）,根据阅读的文本，按照要求找出答案。Reading skills: scanning 扫读 扫读又叫扫描式阅读，目的在于寻找某一特定的信息或资料，通常用于查找某个单词、短语、数字或文章片断。我们的眼睛从上到下很快地扫过页面，直到发现所需要的信息，再停下来仔细阅读这部分。 Reading and ThinkingRead the second text. Look through it quickly. What type of text is it: encyclopeia or brochure?Travel PeruSome travel description on famous attractions in PeruPeru Reading and ThinkingAmazon Rainforest Tour1. if you are travelling in Amazon Rainforest, where will you stay for nights?A. A tent established in the rainforestB. A tourist accomodation in the middle of the forestC. A hotel in LimaD. A local residents house2. What can you enjoy EXCEPT the following one in the tour?A. unipque plants and animalsB. exploring the forestC. experiencing local peoples lifeD. travelling by boat BC Reading and ThinkingMachu Pichu Tour3.From this passage we can know that _.A.The four-day tour is through the Andes Mountains to Lima.B. Mac Pichu was built of clay bricks. C. Inca builders cut stones so exactly that the walls were held together totally by the perfect fit of the stones. D. Builders of Inca used modern machines to cut stones.C Reading and ThinkingCusco Tour4. What can you do on Cusco Tour EXCEPT _?A. admire the architecture B. enjoy the local foodC. go shopping at the local marketsD. visit the royal tomb of the Inca King5. What do you know about Cusco?A. Cusco was the capital of the Inca Empire from the 14th until the 16th century. B. You can only enjoy the unique local Indian culture in the city.C. Tourists cannot stay in the local hotel. D. The city is in the Andes mountains.DD Reading and ThinkingLake Titicaca Tour6. How many days will the whole Lake Titicaca tour take?A. just one B. three daysC. four daysD. two daysC Reading and ThinkingRead the text and fill in the table. Then discuss the question below with a partner.AMAZON RAINFORESTMACHU PICHUCUSCOLAKETITICACANumber of days4 days4 days4 days4 daysTransport AccomodationActivityboating, hiking, exploring natureboatin the foreston footin a local hotelexploring the ancient cityvisiting museums, enjoying local food, go shopping at local maeketscar & boatin a local Uros familyexperiencinglocal life Reading and ThinkingHomework以“How to be a good tourist”为主题写一篇80词左右的作文，内容自行脑补。Thanks！新人教（2019）英语必修一UnitPeriod 2 Reading and Thinking 教学设计课题Period 2 Reading and Thinking单元Unit2 TRAVELLINGAROUND主题语境人与自然教材分析This unit is about travel, while the theme of the text is “Explore Peru”.This text consists of two parts: an encyclopedia and travel brochure. This text mainly introduces Perus travel resources and cultural characteristics. After reading the text, students can learn how to learn about their travel destination, how to search for information and how to make plans for travel. Whats more, students can express their own opinions abouttravel destinations.学情分析Students in Grade One has learned English for years, and they have mastered some basic language points and language skills, and they can get some detailed information in the text. But most of them lack reading strategies like skimming, scanning and prediction. This text is related to a South African country-Peru, where there is beautiful scenery, which can broaden students international horizon. The video, mapswill also activate students interest in the text.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.Skill objectives:Develop students reading ability and learn to use some reading strategies, such as skimming, scanning and prediction.Emotional objectives:To learn about some famous tourist attractions the cultural characteristics in China and Peru.To cultivate students patriotism and broaden students international horizon.Thinking quality objectives:To cultivate students ability to compare and analyze and make a reasonablejudgment and make a travel plan for certain person.重点1.To enable students to learn about the characteristics and linguistic features of encyclopedia and travel brochure2.To make students learn about the travel resources and cultural features of Peru, andshare 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教学方法：Task-based teaching method;Fast reading to get the general idea of the passageCareful reading to get some detailed information in the passage教学过程教学环节教师活动学生活动设计意图Pre-readingStep 1 Lead-inIntroduction:Teacher presents some features of Peru:It is a country with the worlds longest mountain range, largest rainforest, oldest settlements, and great ancient civilization. It is a country with coasts, highland, and jungles. You can trek through hot, humid jungles one day, and cold arid glaciers the next. Whats this country?Guessing: Students guessthecountry according to the features.Activate students own knowledge about PeruStep 2AppreciatioTask 1:Show a videoTeacher presents a video about Peru, and askStudentsenjoythevideoandToactivatestudentsn timetwo questions before showing the video.What did you see in the video?What impressed you most in the video?Task 2: BrainstormWeve just learned a lot about Peru by watching a video. What are some other sources from which we can find more information about this country?brainstormfor more sources for getting informationPossible answers:book, Internet,travel brochures, friends,travel agents,TVor radioprograms, posters,blogs, newspapersand magazinesinterestin the text.While readingStep 3 Prediction and introductionPrediction:Teacher leads the students to read the titles and the pictures and then introduce the features of encyclopedia and travel brochureencyclopedia entry: simple language, brief content, objective descriptiontravelbrochure: vividpictures,beautifuldesign,clearstructure,powerfuland expressive languageStudents observe the title andpicturesand predict the types of writingPractise the skillofidentifying the types of twotexts about Peru.Step 4 ScanningTask 1: Teacher instructs students to read text 1 and the map to answer the questions:What information about Peru is covered inStud