【教案】Unit 2 Travelling around Reading and Thinking 教学设计高一英语人教版（2019）必修第一册.docx

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1、Reading and Thinking: Travel Peru Instructional designTopicUnit2 Travelling AroundExplore PeruTypeReading and ThinkingClassClass 6, Grade1Duration45minTeaching Material AnalysisThis unit is about travel, while the theme of the text is “Explore Peru”. Travelling Around is part 2 of Unit 2. This text

2、consists of two parts. The first part is an introductory text (or encyclopedia), which introduces the geographical location, geomorphic features and cultural history of Peru. The second part is a travel brochure, which introduces four distinctive travel routes in Peru. After reading the text, studen

3、ts can learn how to learn about their travel destination, how to search for information and how to make plans for travel. Whats more, students can express their own opinions about travel destinations.Student AnalysisStudents in Grade One has learned English for years, and they have mastered some bas

4、ic language points and language skills, and they can get some detailed information in the text. But most of them lack reading strategies like skimming, scanning and prediction. This text is related to a South Africa country-Peru, where there is beautiful scenery, which can broaden students internati

5、onal horizon. The video, maps will also active students interest in the text.Teaching Objectives1. Knowledge objectives: Enable students to read an encyclopedia entry and travel brochure and understand the characteristics of this text type and learn some words and chunks about travel.2. Skill object

6、ives: Enable students to analyze the type of the text, master the reading skill: skimming, scanning and prediction. 3. Cultural awareness: To learn about the famous scenic spots and cultural features of China and Peru, cultivate students patriotism and expand international vision; Cultivate students

7、 awareness of civilized tourists and effectively avoid inappropriate behaviors during travel.4.Thinking quality objectives: To cultivate students ability to compare and analyze and make a reasonable judgment and make a travel plan for certain person.Key pointGuide students to master the structural f

8、eatures, text features and language features of introductory texts and tourism brochures; understand Perus tourism resources and cultural features to form students personal opinions.Difficult pointStudents can compare a familiar or similar Chinese tourist attraction with Peru and then design a trave

9、l brochure for foreign tourists.Teaching ProcedureTeaching linkTeachers ActivitiesStudents ActivitiesPurposesPre-readingStep1Lead-inThe teacher describes the features of the place to the students:Its a country with the worlds longest mountain range, largest rainforest, oldest settlements, and great

10、ancient civilization. Its a country with coasts, highlands, and jungles. You can trek through hot, humid jungles one day, and cold arid glaciers the next. Whats this country?Then the teacher plays the video: Welcome to Peru.Guess which county is described according to teachers description?Watch the

11、video of Activity 1 with the following two questions:What did you see in the video?What impresses you most in the video?To activate background knowledge about Peru and students interest.To make vocabulary preparations for students to read the text.Step2Weve just learnt about Peru by watching a video

12、. What are some other sources from which We can find more information about this country?Students discuss other sources of information.Stimulate the students interest in reading.While-readingStep3Ask students to look through the two texts quickly for titles, headers, pictures, and maps to recognize

13、the text type. Consider the following question: What types of text are they: encyclopedia or brochure?Ask students to summarize features of an encyclopedia entry and a tour brochure.Take a quick look at the titles and images of the two texts and think about the types of texts.Summarize features of a

14、n encyclopedia entry and a tour brochure.To help students differentiate the two types of texts and summarize their features.Step4Ask students to skim for the main ideas of the two texts by looking at the titles, pictures, maps, and key words.Invite some students to share their answers.Read the two t

15、exts against the map. Complete the table in pairs and repeat the text.Then some students share their answers.Use maps to help students intuitively understand the geographical location and terrain characteristics of Peru. Filling in the form can cultivate students ability to extract information, revi

16、ew, consolidate and strengthen the new words, phrases and sentence patterns, and cultivate students ability to imitate and use the language.To make students practice the strategy of skimming by looking at the titles, pictures, maps and key words.Step5Scanning the text for important information. Ask

17、students to read Text1 and fill in the table about the brief introduction of Peru. Read the Text1 and complete the table in activity 4 first. Fill in the form to sort out the characteristics of each tour route.PeruLocationMain areasOfficial language Period of Inca EmpireLiving place of the Inca empe

18、rorTo help students get a better understanding of Peru by finding more details.Step6Ask students to read the Text 2 and fill in the table by pay attention to the key information about days, transport, accommodation and activities. Then let them discuss the question below with their own desk mates.Re

19、ad the Text 2 and fill in the table. Then discuss the question below with their own desk mates.To help students get a better understanding of Perus tourism by looking through these four lines.After-readingStep7Group students to think and discuss the question in Activity 4 on page 27 with the help of

20、 the table above.What tour(s) would you recommend for people who enjoy history and culture/ natural scenery/ hiking/ countryside?Monitor the group work and be ready to help if necessary.Invite some groups to present their answers.Work in groups to think and discuss the questions with the help of the

21、 table above.Some groups present their answers.To encourage students to apply and innovate by using what has been learned in the texts.Step8Compare a familiar or similar tour destination in China (Example: Yunnan) with one in Peru in groups, and then create a tour brochure for foreign tourists. It s

22、hould include numbers of days, transport, accommodation and activities following the format of “Travel Peru”.Then invite groups to show their tour brochures.Students talk about a familiar or similar tour destination in China with one in Peru in groups, and then create a tour brochure for foreign tou

23、rists by copying the format of the text.Some groups show their tour brochures to the class.To guide students to appreciate different cultures, history and scenery and then create a tour brochure to introduce China.HomeworkListen and read the texts fluently after class.Memorize words and expressions related to Explore Peru.Polish the tour brochure about package tours.Listen and read the texts.Memorize words and expressions.Polish and revise the tour brochure.To help consolidate what they have learned.学科网（北京）股份有限公司