人教版（2019）必修 第一冊 Unit 2 Travelling Around Reading and Thinking教學(xué)設(shè)計（表格式）

附件3：課堂教學(xué)設(shè)計課題名稱必修1Unit2TravelingAroundReadingandThinkingTravelPeru學(xué)科英語授課班級授課時數(shù)1執(zhí)教者授課日期教材分析Thereadingandreadingclasshastwoparts.Thefirstpartintroducesthegeographicallocation,geomorphologicalfeatures,history，andcultureofPeru.Thisstyleisusuallyfoundinencyclopedias.Itfocusesonexplanation.Thelanguageisplain,objective,andnotemotional.Thesecondpartisthetourismbrochure,whichintroducesfourdifferenttouristroutesinPeru.Thetextstructureisclear,withsubheadingsandfourtouristroutes,andisequippedwithrichpictures,givingpeopleahugevisualimpact.學(xué)情分析Seniorhighschoolstudentswhohavejustenteredhighschoolshouldhaveavocabularyof1500-1600wordsandtheabilitytoextractthedetailsandgeneralideasofarticles.Butbecauseourstudentsstudyalittleless.Therefore,thevocabularyofstudentsinGradeOneofourschoolisabout800-1000words,andthetextanalysisabilityisweak,andtheinformationextractionabilityneedstobeimproved.Inaddition,althoughstudentshaveacertainunderstandingofencyclopediasandtravelbrochures,theknowledgerelatedtothisareaisnotcomprehensive.教學(xué)目標Bytheendofthisperiod,studentswillbeableto:1.Broadentheirhorizonsbyreadingandanalyzingthetexts,learnmoreaboutPeru'sgeography,history,andtouristdestinations,andformabroadinternationalperspective.2.Learnthecontentsofencyclopediaintroductorytextsandtravelbrochures,andmastertheirtextualandlinguisticfeatures.3.Canlearntravel-relatedwords,phrases,andusefulexpressions.4.Activatestudents'culturalself-confidenceandincreasestudents'patrioticfeelingsbycomparingwithothercountries.教學(xué)重難點Keypoints:1.Masterkeyvocabularyandkeyphrases,suchasnarrow,fight,accommodation,etc.2.Usedifferentdiscourseanalysismethodstodeepentheunderstandingoftextandlanguageuse.3.Guidestudentstomasterthestructuralandstylisticfeaturesofencyclopediaintroductorytextsandtravelbrochures,andunderstandPeru'stourismresourcesandculturalcharacteristicstoformpersonalopinions.Difficultpoints:1.Guidestudentstopredictthetopicofthearticleaccordingtothetitleofthearticle,andanalyzetheauthor'spurposeofwriting.2.Usewhattheyhavelearnedinclasstowriteatravelbrochurefortheirhometown.課前準備1.Textbook,2.Teachingplan,3.PowerPoint,4.Blackboard，5.Multimediaequipment教學(xué)方法TheGrammar-TranslationMethodTheSituationalMethodDiscourseApproachTask-basedLanguage教學(xué)過程Pre-readingStep1-GuessinggameTgivessomedescriptionsofwhatisuniquetoPeruandhasSsmakeaguess.AttractSs'attentionandintroducethetopicsofthetextbook.Step2-WatchingavideoSsanswerquestionsbeforeandafterwatchingavideoaboutPeru.(Before)WhatdoyouexpecttoseeaboutPeruinthevideo?(After)①Whatdoyouseeinthevideo?②Whatimpressesyoumostinthevideo?Tgivesnecessaryexplanationsonwordsandexpressions.SshaveapreliminaryunderstandingofPeru,whichprovidesabackgroundforsubsequentreading.Step3-BrainstormTgivesaquestionandSsbrainstorm.WherecanwefindmoreinformationaboutPeru?Usequestionstoelicittext-encyclopediaintroductorytextsandtravelbrochures.While-readingStep1TleadsSstothinkandanswertwoquestions:①Whatarethewritingpurposesofatextfromanencyclopediaandabrochure?②whatarethecharacteristicsofthem?Ssskimthetitlesandpicturesofthetwotextsandtrytodecidetheirtexttype.Activatestudents'existingknowledgeanddrawtheirattentiontothetextualfeaturesofencyclopedictextsandtravelbrochuresStep2Ssskimtext1andansweraquestion:whatinformationaboutPeruiscoveredinthistext?Sscompletethetableinexercise3onP27accordingtotwotexts.Ssanswertwoquestions:Canyoufindtheauthor'sopinionaboutPerufromthetext?Whatarethecharacteristicsofatextfromanencyclopedia?CultivateSs'abilitytoextractinformation;Review,consolidate,andstrengthenSs'words,phrases,andsentencepatterns;GuideSstodiscoverandgeneralizelinguisticfeaturesofencyclopedicintroductorytextsStep3Ssreadtext2andfinishedthetableinexercise4onP27.Ssfurtherdiscussthefollowingquestions:WhatistheattitudeofthewritertowardstravelingtoPeru?Fromwhichexpressionscanyoutell?Whydoesthewriterusethesecondpersoninthearticle?Whydoesthewriterusealotofimperativesentencesinthearticle?HelpSssortoutthefeaturesofeachroutethroughform-fillingactivities.GuideSsfrompayingattentiontothecontentofthetexttopayingattentiontothefeaturesofthetext,andsummarize.After-readingStep1-SummaryTgivesasummaryoftheinformationaboutPeruandthefeaturesofthetwotexttypes.DeepensummarizeandsummarizethetextualcharacteristicsofthetwotextstohelpSsdeepentheirimpression.Step2-DiscussionSsdiscussthefollowingquestions:DoyoufeelastrongurgetovisitPeruafterreadingit?Why?Whichtour(s)doyourecommendforpeoplewhoenjoyhistoryandculture?③Ifyouwereabrochuredesigner,howcouldyoumakeabetteroneinordertoattractmorevisitors?Homework(Afterclass)Inordertopromoteourhometown,pleasewriteatravelbrochureforourhometown.板書設(shè)計教學(xué)反思本課內(nèi)容是人教版教材的必修一的第二單元的閱讀部分，主題為TravelingPeru。第一部分的閱讀文本介紹了秘魯?shù)牡乩砦恢?、地貌特征及歷史文化。第二部分的介紹了秘魯四條不同特色的旅行路線。通過總結(jié)與反思本節(jié)課的教學(xué)過程，我的這節(jié)課既有亮點也有不足。本次課的亮點：從課堂的效果來看，學(xué)生基本上能領(lǐng)會到老師的意圖。且信息技術(shù)與課堂的相互融合激發(fā)了