Unit 1 Beware and take care Reading (1) 教案-2025-2026学年高中英语译林版选修第二册

该教案聚焦Covid-19主题的阅读理解，通过课前问题激活学生对传染病成因、传播途径的已有认知，引导阅读梳理文章结构（传播、演变、全球合作等段落），搭建从已知到未知的学习支架。 亮点在于融合思维品质与语言能力培养，通过分析“隐藏的敌人”比喻及拟人手法提升学生文本解读能力，小组讨论预防措施锻炼合作与表达（学习能力），100字概括写作强化语言输出。结构清晰易操作，助力学生提升综合素养，便于教师高效开展阅读教学。

课 时 教 案 课题：Reading (1) U1选修二 第　　课时 总序第 个教案 课型： New lesson 编写时间: 2025年 月 日 执教时间：2025年 月 日 教学目标： 批　注 1. acquire some basic information about Covid-19; 2. share the measures that they can take to prevent infectious diseases; 教学重点： share the measures that they can take to prevent infectious diseases; 教学难点：share the measures that they can take to prevent infectious diseases; 教学用具：Multi-media 教学方法：Group work, discussion 教学实施过程： 1. Have students answer the two questions on page 2 before reading the feature article. 1)I know that infectious diseases are caused by microorganisms such as bacteria and viruses. Once inside the body, they can cause a range of symptoms from mild to severe. Some infectious diseases can be passed from person to person.Some are transmitted by insects or other animals. One may get others by consuming contaminated food or water or being exposed to organisms in the environment. I also know that Covid-19 and malaria are both infectious diseases that can have significant impacts on human life. 2)I can learn more about various types of infectious diseases and their preventive measures, and keep people around me informed too. I can also ensure that I practise good hygiene, such as washing my hands regularly, avoiding close contact with people who are infected, and wearing a face mask in public places. 2. Have students read the feature article and finish A1 on page 4. Para. 3: How it spreads Para. 4: How it evolved Para. 5: How the world pulled together Para. 6: How we protect ourselves against infectious diseases Para. 7: A call to build a better and more secure future 批　注 3. Have students read the feature article again and finish A2 on page 4. 1)The virus multiplies inside the cell quickly and infects neighbouring cells. 2)This typically happens when people take in respiratory droplets and particles from an infected person. 3) They stepped forward to deliver food and medicines to residents. 4)We should wear a face mask to protect ourselves from viruses. 4. Have students introduce Covid-19 within 100 words. Covid-19 is a highly infectious disease which poses widespread health risks around the world. The virus can cause symptoms like fever, tiredness, a dry cough, a headache and loss of taste or smell, or even damage the body’s organs and tissues.The virus can be transmitted easily and quickly to a person through his or her mouth, nose or eyes, especially in cool, dry environments and crowded, poorly-ventilated indoor spaces. The disease came to be fully recognized in early 2020 and later more variants began to emerge. 5. Have students answer the first question in A3 on page 4. By comparing Covid-19 to “the hidden enemy”, the author is emphasizing the severity of the disease. The comparison also informs us that the enemy we are battling is invisible, which means it requires great effort to fight it. 6. Have students read paragraph 1 and answer the following questions. (1) How does the author introduce the topic of Covid-19? At the beginning of the feature article, the author describes a scene, in which an enemy attacked unsuspecting victims. (2) What effect does this writing technique have on readers? The vivid description of the enemy and its actions grabs readers’ attention and arouses their imagination. The details, such as “without warning”, “with efficiency”, “silent and invisible”, “swiftly” and “secretly”, reveal the swiftness of the enemy’s actions and the huge damage the enemy causes. Also, the author uses a rhetorical device called personification, in which Covid-19, a non-human object, is described as a silent and invisible enemy. As a result, readers can understand the nature and impact of Covid-19 more easily and clearly. 教学反思： 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$