【教案】Unit2Travellingaroundperiod2Readingandthinking教案-高中英語人教版（2019）必修第一冊

1、Module 1 Unit 2 Travelling AroundReading and Thinking Explore Peru. The analysis of the teaching materialsThe topic of this part is “Explore Peru”. The reading passage consists of two texts with different text typesencyclopedia and brochure. The first text is an encyclopedia, aiming to give a brief

2、introduction about Peru from the perspective of location, geographic characteristics, history and language. The second text is a brochure which recommends four travel routes with more details about Peru. The activities of this part simulate a real situation, in which students can learn something abo

3、ut a travel destination by reading a brochure or an encyclopedia, enabling students to search information from different sources to make preparations for travel plans. At the same time, this passage is also intended for students to broaden their international horizons by learning something like the

4、geography, history, culture and tourist attractions of Peru. Besides, students can think about the amazing scenery and tourist attractions at home and cultivate their cultural confidence and patriotic feeling to China. The analysis of the learnersThe students are in the first year of high school. Th

5、ey have already learned related topics, but still lack related reading strategies, such as skimming, scanning, prediction and so on. The texts are related to travelling to a country in South AmericaPeru, which students are not quite familiar with. But they are interested in the topic and eager to le

6、arn something about nonEnglish speaking countries, enabling them to broaden their international horizons further. Teaching objectives1. Linguistic Competence1) Students can grasp the related vocabulary and phases like: destination, transport, accommodation, admire, physical geography, human geograph

7、y, stay with.2) Students can read the introductory text and travel brochure and get useful information effectively.3) Students can do practical things in Englishto introduce and recommend travel routes of both Peru and China.2. Learning Ability1) Students can recognize the two different text types b

8、y going through the titles, headers, charts, pictures and other information.2) Students can use different reading strategies according to what they have read.3) Students can find more useful information about Peru in their own way after class.3. Thinking Quality1） Students can compare and analyze th

9、e information they get and make a proper judgement and cultivate the critical thinking ability.2） Students can give their opinions in a reasonable way.3） Students can cultivate their dialectical thinking ability by searching more information about Peru after class, such as the benefits and problems

10、brought by tourism.4. Cultural Awareness1) Students can learn something about the famous tourist attractions and cultural features of Peru and broaden the international horizons. At the same time, students can raise the awareness of protecting the world heritage.2） Students can cultivate the cultura

11、l confidence, their patriotic feeling to China and tell Chinese stories to the world in English by recommending and designing Chinese travel routes of history and culture to foreign friends. Teaching important and difficult points1. Students can get familiar with the topic and two text types.2. Stud

12、ents can improve their reading skills by getting and processing the information effectively.3. Students can get the hidden information and make an evaluation. The teaching methods1. Three-stage model: pre-reading, while-reading, post-reading2. Activity-based approach to English learning. The teachin

13、g aids1. Blackboard2. Multimedia: PPT document, pictures, etc. Procedures教學(xué)目標(biāo)教學(xué)活動與步驟評價要點時間與互動模式Have a general understanding of Peru and broaden the international horizons.Step 1. Warm-up1. Talk about the nice weather in recent days with the teacher and then the topictravelling. Students share theiri

14、deas on travelling at home and abroad.1. Look at the pictures and guess which country it is.2. View a short video about Peru.Students can express their opinions according to what they have learnt.CW/PW3min.6設(shè)計意圖：The teacher creates situation, lead in the topic so that it can activate students backgr

15、ound information and stimulate students interest in learning.Basically recognize the two different text types- encyclopedia and brochure;raise the awareness of text types.Step 2. Pre-reading2. Brainstorm the possible sources of information and introduce what brochure and encyclopedia are.3. Go throu

16、gh the two texts quickly and identify what types of text they are:encyclopedia or brochure?Students can develop their divergent thinking and recognize the two text types quickly and correctly.CW/PW3min.設(shè)計意圖: The part can enable students to brainstorm the sources of information about travelling based

17、 on their common sense and cultivate their abilities to search information from various ways. Meanwhile, the teacher can put forward the two important conceptsencyclopedia and brochure.Get and analyze the factual information about Peru in text 1, and make reasonable inferences and understand the hid

18、den information behind;get and analyze the travel information about Peru in text 2 and make reasonable inferences; improve English competence and cultivate the critical thinking ability by introducing and recommending the proper travel routes about Peru in English.Step 3. Reading1. Read text 1 and a

19、nswer the question. Which of the following information about Peru is covered in each paragraph?2. Read text 2 and answer the questions.(1) Make a prediction:What do you want to know from the brochure?(2) Read the first tourThe AmazonForest Tour for example. Find out and summarize the travel informat

20、ion it has mentioned.(3) Read text 2 again for the rest three tours and fill in the table.Students can get, analyze, select and evaluate the text messages and can improve the oral competence of expression.CW/PW20min.(4) Summarize the features and highlights of the 4 tours by asking the question: Whi

21、ch tour is your favorite and why?設(shè)計意圖: The part can help deepen students understanding of texts and form the evaluation by self- reading and evaluating.The part can also improve the efficiency of class and strengthen the vitality and involvementof students thought.Have a general understanding of the

22、 difference of the two text types;raise the awareness of protecting the world heritage; cultivate the cultural confidence and patriotic feeling to China.Step 4: Summary.1. Summarize the purposes of the two texts.Encyclopedia: to introduce a place with basic information in an official way. (physical

23、and human geography) Brochure: to advertise and attract readers. (wherewhathow)2. Summarize what we have learnt about Peru and raise students awareness of protecting the world heritage.3. Introduce another beautiful country in the worldChina, our motherland.Present some pictures to show Chinese nume

24、rous and amazing scenery, long and profound history, 56 nationalities and splendid culture.Students can generally have a better understanding of the two text types. Based on the texts, they can not only admire but also need to protect the beauty of Peru. They can also admire and introduce our mother

25、land to the world.CW/PW2min.設(shè) 計 意 圖 ：By comparing the different purposes of the two texts, students can have a deeper understanding of the different text types. By comparing Peru with China, students can cultivate their cultural confidence and the patriotic feeling to motherland as well as protectin

26、g the world heritage.Do practical things in English and tell Chinese stories to the world.Step 5. ActivityRecommend and design a suitable tour of China to Peter, a foreign student studying in China and interested in Chinese history and culture, according to what we have learnt.Students can apply wha

27、t they have learnt to practice and cultivate their knowledge transfer ability.CW/PW11min.設(shè)計意圖： By introducing proper Chinese travel routes, students can cultivate the cultural confidence and learn to tell Chinese stories well to the world in English.Further broaden the international horizons and cul

28、tivate the dialectical thinking ability;have a deeper comparison and understanding of the twotext types.Step 6. Assignment1. Search more information about Peru.2. Read the two texts again and try to think about the differences between them.Students can deepen their understanding of what they have learnt.CW/PW1min.設(shè)計意圖：By searching more information about travelling in Peru，students can get something beyond the texts, such as the benefits a