Unit 4 Protecting Our Heritage Sites Reading 教学设计-2025-2026学年高中英语译林版选择性必修第三册

2026年道县优质教学资源评选活动 ---高二年级上册选必二第二单元Reading教学设计 课程基本信息 主备人 孙莉娜 课型 新授课 学科 英语 年级 高二 学段 高中 版本章节 译林版选择性必修二Unit2 教学目标 By the end of this section, students will be able to: 1. obtain basic information about the Olympic Games; 2. summarize different paragraphs with subheadings; 3. achieve a deep understanding of the Olympic spirit. 教学重难点 1. learn the reading strategies of summarizing the main idea for each paragraph.; 2. appreciate the Olympic spirit and keep a positive attitude towards study and life. 学情分析 1. Language Foundation: Senior two students lack proficiency in summarizing paragraphs with subheadings, often focusing too much on details rather than core ideas.. 2. Reading Skills: Some students may struggle with specialized vocabulary and complex sentences in the passage. 3. Topic Awareness: Their understanding of the Olympic spirit remains superficial and needs to be connected with real-life experience. 教学准备 1. Text&Language: Analyze the passage, pre-teach key terms and complex sentences. 2. Materials&Tools: Prepare PPT, and acupuncture-related images/videos. 3. Classroom Design: Set up sentence frames, discussion prompts, and a clear blackboard layout. 教学过程 步骤 教师活动 学生活动 设计意图与时长 Step1 Lead-in 1. Play a short video about the Olympic Games. 2. Ask students: Which Olympics is shown in the video? 3. Organize an Olympic quiz. 1. Watch the video and answer the teacher’s question. 2. Take part in the quiz and share answers. 视频导入，激活学生已有知识并激发其兴趣。 3 分钟 Step2 Pre-reading Guide 3 students to explore Olympic knowledge by using “scratch card” activities on the interactive whiteboard. Students take turns to choose and learn Olympic knowledge in a fun way. 做好阅读准备，并激发参与积极性。 2 分钟 Step3 While-reading 1. Ask students to read Para. 1 and finish the gapfilling task. 2. Guide students to read Paras. 2–3, compare ancient and modern Olympics, and conclude the first subheading. 3. Lead students to read Paras. 4–5, learn about athletes’ stories, and conclude the second subheading. 4. Ask students to read Para. 6, finish the table of China’s Olympic achievements, and conclude the third subheading. 1. Read paragraph 1 and complete the blanks. 2. Read Paras. 2–3, compare information and summarize the subheading. 3. Read Paras. 4–5, learn about athletes and Olympic spirit. 4. Read Para. 6, finish the table and summarize the subheading. 帮助学生掌握核心观点，获取详细信息，并练习使用小标题进行总结。 20 mins Step4 Post-reading 1. Play a video of China’s memorable Olympic moments. 2. Provide a writing frame and ask students to describe their favorite Olympic hero. 3. Lead students to understand the deeper meaning of the Olympic spirit. 1. 1. Watch the video and share feelings. 2. Use the given pattern to write about their Olympic hero. 3. Discuss and understand the Olympic spirit. 加深理解，提高表达能力。 14 分钟 Step5 Homework Assign the task: Make a handcopied paper about their favorite Olympic athlete. Assign the task: Make a handcopied paper about their favorite Olympic athlete. 延伸课堂所学，锻炼实践操作能力。 1 分钟 板书设计/课堂小结 Lead students to review the whole text structure and key content with a mind map. 教学反思 Highlights亮点: · 目标达成度较好：本节课的教学目标与重难点贯穿始终，大部分学生能够通过阅读获取奥运会基础信息，也基本掌握了用小标题概括段落大意的阅读策略，对奥运精神的理解也从表层走向了深层。 · 课堂互动与学生参与度高：通过奥运短视频导入、知识问答、小组讨论等活动，有效激活了学生的背景知识，调动了学习兴趣。学生在小组合作概括小标题、分享对奥运精神的理解环节，参与积极，敢于表达。 · 语言与文化融合自然：教学中不仅关注了阅读技能的训练，也通过奥运故事、中国奥运成就的环节，引导学生感受并内化奥运精神，实现了语言学习与价值引领的结合。 Improvements改进: · 阅读策略训练不够充分：部分学生在概括小标题时，仍停留在找原句、照搬细节的层面，缺乏提炼核心信息的能力。课堂上对 “如何提炼核心词、如何让小标题简洁且概括性强” 的示范和分层指导不足，导致学困生跟不上节奏。 · 个体差异关注不足：对于文本中的专业词汇和复杂长句，基础薄弱的学生理解仍有障碍，课堂上没有留出足够的时间让他们消化，也未设置分层任务，导致这部分学生在阅读环节参与度较低。 — - 1 - — 学科网（北京）股份有限公司 $