Unit 2 Travelling Around Reading and thinking教案高一英语人教版必修第一册.docx

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1、Unit 2 Travelling AroundPeriod II Reading and Thinking课时内容Explore Peru主题语境:人与自我主题群:生活与学习语篇类型：多模态语篇：视频、旅行手册、百科全书节选子主题: 旅游-国外旅行文本分析:Wha本节课采用多模态语篇，首先一段视频简单介绍秘鲁的一些基本情况，然后提供一段百科全书节选文本，介绍秘鲁的基本概况，最后是秘鲁旅游手册的节选，分别介绍了亚孙丛林之旅、马丘比丘之旅、库斯科之旅、的的喀喀湖之旅。Why向中国学生介留秘鲁的基本情况和著名旅游景点How本语篇由一则百科全书节选和一个旅游手册构成，前者介绍了秘鲁的基本情况，后者分

2、别介绍了秘鲁的四个著名旅游景点、旅游的时间、主要活动、交通方式等细节信息课时目标1. 通过观看视频和阅读百科节选，获取秘鲁相关信息，形成对秘鲁的整体认识2. 通过读标题、看配图、读景点介绍这兰个方面识别旅游手册的文本特征，获取这四个景点介绍、交通方式等信息3. 通过小组合作、同伴讨论、个人思考，分享对秘鲁的总体认知和感受，举例说明并解释为什么。重点难点重点学生通过阅读，观看视频等方式获取文本的主要信息。难点谈论对秘鲁的总体认知和感受。教学准备教师准备1.了解秘鲁的相关信息2准备好视频播放的设备学生准备预习本课的相关词汇，利用网络了解秘鲁的信总教学过程StepI学习理解活动一:感知与注意( Wa

3、tch and answer the questions)1. Before Playing the video Welcome to Peru, go through the two questions, and make sure students can understand their meaning.(1)What did you see in the video?(2)What other sources of information can you find about Peru?2. Play the video Welcome to Peru for students, an

4、d ask them to take some necessary notes.3. Let students answer the two questions and share their answers.4. Play the video again for students to catch more information【设计意图】通过观看视频，获取一些关于秘鲁的信息，形成对秘鲁的初步认识。活动二:获取和梳理( Read the encyclopedia) First go through the table with students and let them know what

5、 kind of information they will get. Then ask them to read the encyclopedia and finish the table. Finally share the answers.LocationGeographic characteristicsHistoryIn the 1400s-1500sIn the 16th century-1821Main official language【设计意图】 设计此表格的目的是让学生带着问题细的读文章，获取和梳理秘鲁的地理位置、地理特征、简要史、主要官方语言等基本概况。活动三:获取信息(

6、 Read and complete)Let the students do the following1. Read the passage on P27, Part 3 and get the main meaning of the passage.2. Read it again and try to complete the passage with the correct forms of the new words from the texts.3. Share answers.Suggested answers:destination: unique: Empire; admir

7、e; paths; officials【设计意图】通过阅读一段关于库斯科的介绍，了解更多的信息，学习和使用语言。活动四:整合信息( Read the brochure and fill the1. Read the title of the brochure2. Look at the four pictures to get some information directly.3.Read the text and fill in the table.AmazonRainforestMachuPicchuCuscoLakeTiticacaNumber of days4 daysTranspo

8、rtAccommodationLocal homeActivityBoating,Hiking,exploringnature4Share the answers【设计意图】通过设计表格，让学生对旅游手册的主要内容重新理，使得课文内容层次清晰，这样就可以达到对信息整合的目的Step II应用实践活动五:描述与阐释( Recommend a tour)After reading travel brochure, students have got some information about Perus important sites, Ask students to choose one si

9、te to recommend to people who enjoy history and culture.1. Choose one site.2. Prepare for the recommendation for a few minutes.3. Describe the recommendation to their partners.【设计意图】在阅读之后，使用课文信息和所学知识，选择使用适当的词汇形式介绍一个秘鲁景点，让人们了解秘鲁的历史和文化。学生可以对所学语言知识和文化知识内化，巩固新的知识结构，促进语言运用的自动化，助力学生将知识转化为能力。活动六:分析与判断( Rec

10、ognise text type)After reading. ask studentS to look through the text quickly for titles, henders, pictures, charts, nnd any other information and try to recognise the text type【设计意图】识别语篇特征属于深层理解活动，有助提高学生阅读文本的能力。Step ll迁移创新活动七;想象与创造( Share the feelings)After reading, students have gained some inform

11、ation and they may have some feelings abont different sites. First ask students to prepare for a few minutes and then ask them to work in groups and share their feelings.【设计意图】通过小组合作、同伴讨论、个天思考，分享对秘鲁的总体认知和感受，举例说明并解释为什么。进而使学生在新的语境中建构新的知识结构。板书设计Unit 2 Travelling AroundPeriod Reading and ThinkingStep I学习理解活动一:感知与注意( Watch and answer the questions活动二:获取和梳理( Read the encyclopedia)活动三:获取信息( Read and complete)活动四:整合信息( Read the brochure and fill the table)活动五:描述与阐释( RecommendStepII应用实践活动六:分析与判断( Recognise text typeStep迁移创新活动七:想象与创造( Share the feelings)