【教案】Unit 2 Reading and Thinking 教学设计人教版（2019）必修第一册.docx

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1、B1U2 Explore Peru教学分析一、 教学分析1. 教学内容分析本文Explore Peru是人教版普通高中英语教材必修一第二单元的一篇阅读文本，包括两部分：介绍性文本和旅游宣传册。该单元的主题为旅行，内容涉及计划制定、行前准备、景点介绍等内容。本文的话题是探索秘鲁，了解相关内容，最后完成根据游客的兴趣爱好推荐合适的旅行路线的任务。本文包括两部分。第一部分是介绍性文本，介绍了秘鲁的地理位置、地貌特征、历史文化以及官方语言信息，内容简要且具有权威性，客观陈述事实，不带有感情色彩。第二部分是旅游宣传册，介绍了秘鲁四条不同特色的旅行路线，向读者介绍了各目的地的基本信息，描述基本特点，拉近与

2、读者等距离，激发读者的共鸣，吸引读者加入旅行。作者通过介绍秘鲁的地理位置、地貌特征、历史文化以及著名景点，带领读者感受领略秘鲁风光，拓展国际视野。同时，借探索秘鲁这一语篇主题为载体，读者有效解读文本掌握介绍性文本和旅游宣传册这两种文体的结构特征与语言特征，获取有效信息，具有一定的现实意义和教育意义。语篇将两种文体体裁相结合进行叙述。第一部分为百科全书式介绍性文本，配以简明插图，简要介绍秘鲁的地理位置、地貌特征以及历史文化，语言平实简洁、客观严谨。第二部分旅游宣传册，借手册形式生动形象地展现介绍了秘鲁四条不同的特色旅行路线，文本配以四个小标题结构清晰，设计精美，营造出具有特色的视觉效果，给读者以

3、身临其境的氛围。同时，语篇提供丰富的语料，借助多模态形式，从不同信息渠道介绍秘鲁，展现其地理位置、历史文化、旅游资源和景观特色，激发读者兴趣，培养读者“看”的能力。语篇的主体部分为秘鲁旅游宣传小册子，作者配以四个小标题，主要介绍了亚马逊雨林，马丘比丘古城，库斯科，的的喀喀湖四处著名景点，作者从游览时间，交通方式，旅行住宿和旅行活动等四方面结构清晰地进行介绍，语篇结构清晰，便于读者理解、总结、概括、形成个人见解。文中作者熟练运用不同语言结构，例如，在描述游览活动时，作者使用多样的动词词组，如explore the rainforest，enjoy the plants and animals,

4、be amazed by, admire the architecture等，以生动形象展现秘鲁特色风情。2. 学情分析本课学生来自浙江省N市某重点中学高一年级，绝大部分同学具备较好的英语基础。他们对旅行这一主题很感兴趣，但对秘鲁可能了解相对较少，这为本节课的学习设置了一定的障碍。此外，经过九年的英语学习，他们业已具备了较好的英语语言基础和表达能力，但由于本节课所涉及的部分词汇相对具有国家特异性和旅游领域特异性，学生的文体知识较为匮乏，因而在就相关话题进行输出的时候，他们可能无法独自较好地完成。因此，教师总体基于读前、读中和读后三个环节，指导学生从内容、文体和写法对文章内容进行深入探究，拓展学

5、生对于秘鲁和两种文体的知识，夯实一定的语言基础。此外，教师采取自主学习、小组合作学习和研究性学习多种方法相结合的模式，培养学生的独立思考能力、合作能力以及发现探索精神。3. 学习目标(1) 语言能力i. 掌握本节课所需的重点词汇，诸如encyclopedia、flight、accommodation、unique等；ii. 理解文章内容，自主概括主要信息并独立完成填表；iii. 依据不同的喜好和要求，分别制定不同的旅行路线并进行语言输出；(2) 思维品质i. 针对教材中的阅读文本，批判性地提出改进意见，使内容更具创新性；(3) 文化意识i. 感受秘鲁的人文地理和风土人情，提高对中外文化异同的敏

6、感度和鉴别能力；(4) 学习能力i. 获取、交流检索信息的渠道，通过师生和生生互动，监测自身的回答并及时作出调整和管理。二、 教学步骤步骤一：情景导入，开启导读（7分钟）活动一：识读地图激活知识，引入话题（3分钟）Watch the teacher draw a map on the blackboard, and then have a guess.【教学问题】Q1: Which part is it in our world map?Q2: Which country is it? Have you ever heard of it before?【课堂实录】T: Before we st

7、art, I would like to draw something on the blackboard, and then you can have a guess. Shall we have a look?T draws a map of South America.T: Apparently it comes from our world map, right? Which part is it?S1: (America.)T: Thats right! To be more specific, it is South America.T adds the outline of a

8、country in the map.T: And there is a country here, what is it? Ss: (in silence/murmuring)T: That may be too hard for you. Never mind. I will give you a hint. The largest rainforest in the world in located in this country. You all know the largest rainforest, right?Ss: (Yes. Amazon rainforest.)T: As

9、thus the answer to the former question is.?Ss: (Peru.)【设计说明】通过对于教师在黑板上呈现的地图简画的识别，学生激活已有的地理相关知识，激活并分享本节课所需要的已知。在这一过程中，学生通过教师提供的提示（世界上最大的热带雨林）逐渐得出答案秘鲁，不断思考目的国家，形成对本节课阅读文本的期待，为后续读思学习的开展创造良好的前提。活动二：讨论资源检索方式，引入文体（4分钟）Share their prior knowledge about Peru, and then express their expectations about todays

10、 passage.【教学问题】Q1: What do you know about Peru?Q2: What do you want to know about Peru?【课堂实录】T: Have you heard of this country before? What do you know about it?S2: (Ive heard of this country already, but I do know little about Peru.)T: What about you? (hands extended to another student)S3: (Me eith

11、er.)T: Alright. I see that many of you are not so familiar with Peru. It does not matter. I have another question for you: Seeing such an unfamiliar country, what can we do to increase out awareness of it?S4: (We can search on the Internet.)T: Yes. It is really common for us to do nowadays. Thank yo

12、u. What else?S5: (Maybe read a book.)T: What kind of book?S5: (A book includes.almost everything.)T: Yes, a book includes almost everything, for instance, location, territory, climate, history, and culture, right? I do agree with you. And for this book, we call it encyclopedia. Another question for

13、you, what do you want to know about Peru?S6: (What language do the people in Peru speak?)T: Official language, what a brand new idea. Thank you.S7: (Are there any famous scenic spots in Peru?)T: Scenic spots, great. Today we are going to learn some texts and explore Peru, shall we start? Please open

14、 the book and turn to P.【设计意图】通过简短的头脑风暴活动，学生不断就资源检索的方式进行思考，紧接着进行语言输出，在教师的追问中得出今天将会学习的文体百科全书。同时，基于活动一中学生所提到的已有知识，他们对阅读文本产生诸多期待，为后续阅读的有效性和趣味性奠定基础。步骤二：百科全书文本阅读（4分钟）活动一：快速阅读，找大意定文体（4分钟）Read through Text 1 and find out the answer to the following question.【教学问题】Q1: What aspects about Peru are mentioned i

15、n Text 1?【课堂实录】T: How many aspects about Peru are mentioned in Text 1?S8: (There are three aspects mentioned.)T: What are they?S8: (Location, history, and language.)T: Thank you. I think you do have sharp eyes. Any different ideas?S9: (I believe there are four aspects in this text. Location, geograp

16、hic features, history, and language.)T: Brilliant! To be more specific, we can summarize the content beginning from narrow, dry to the Amazon rainforest to geographic features. Through reading, what type of this text is it?Ss: (Encyclopedia.)【设计意图】该活动旨在帮助学生快速掌握第一则文本的主要内容，分析所涵盖的具体方面，同时点明该文本的类型为百科全书，为

17、后续对两种文本的对比讨论奠定基础。学生在互动中对自己的答案进行自纠、补充和完善，虽是自主学习活动，却在问答中产生合作学习的效果。步骤三：小册子文本阅读（18分钟）活动一：师生互动，猜测要点（3分钟）Share with each other about the essential questions before setting out to travel.【教学问题】Q1: What else do we need to know if we are planning to travel there?【课堂实录】T: Yes. After getting so much objective

18、information about Peru, what else do we need to know if we are planning to travel there?S10: (How can we get there?)T: So you want to know the transportation, right? What else?S11: (What can we do in Peru?)T: Maybe we can summarize into activities.S12: (I would like to know where to sleep.)T: Accomm

19、odation is really important in our travel, I believe. So is time.【设计意图】教师延续先前的KWL方法，鼓励学生就“在我们出发去秘鲁之前，你有什么想了解的内容？”该问题进行思考与表达，引导学生预测第二则文本所可能涉及到的内容，增强后续阅读活动的有效性。活动二：循点阅读，填写表格（3分钟）Skim the Text 2 and try to fill in the blanks in the form after reading.【教学问题】Q1: How do you complete the form?【课堂实录】In fact

20、, the author also provides us with four travel routes in Peru. Perhaps we can get the information we want from them. While reading, please keep in mind the above mentioned aspects, transportation, activities, accommodation, and time, find out the corresponding information and complete the form.Stude

21、nts start reading and filling in the form.T: Whod like to share his answer with us?S13: (In Amazon rainforest, it takes four days for us, and the transport can be flight and boat. The accommodation is in the middle of forest, and the activities are boating, exploring, and enjoying the plants and ani

22、mals unique to the rainforest. In Machu Picchu, it also takes four days for us, and the transport is walking. We can walk in the mountains and explore the ancient city. In Cusco, it takes four day, and the accommodation is a local hotel. We can enjoy the unique culture, visit the museums, admire the

23、 architecture, enjoy the excellent local food, and go shopping. In Lake Titicaca, it still takes four days, and the transport can be car and boat. We will stay at a local home, enjoy the beautiful countryside, drive along the new highway.)T: Do you agree with him?Ss: (Yes.)T: I do agree with you as

24、well. Thank you very much.【设计意图】教师鼓励学生自主发现旅行安排通常会包含的四个方面：number of days (length of visit) , transport, accommodation, activity (what to do and see)。这一活动也有利于培养学生的概括能力，使学生更好地回顾文章内容，体会语言的功能，促进其理解与运用。活动三：师生互动，对比文体（4分钟）Compare the above two writing types, encyclopedia and brochure, and then have a discus

25、sion about their differences.【教学问题】Q1: Where do you think does the second text come from?Q2: What are the differences between them?【课堂实录】T: Here I would like to raise a question: Where do you think can we find these four tours introductions?Ss: (in silence)T: Are they also from an encyclopedia?Ss: (

26、No.)T: Then where do you think does the second text come from?Ss: (in silence)T: Let me give you some hints. When entering some scenic spots, we may get .Ss: (Brochures.)T: Great! It is exactly the second writing type we are going to learn today. Actually, so far, we have learned two kinds of writin

27、g types. They are .Ss: (Encyclopedia and brochure.)T: Good. Then can you tell the differences between them? We can clearly see that these two types are quite different.Students start to think by themselves.T: Do you need a discussion? Here we go. Two minutes for you.Students start to discuss in grou

28、ps of four.T: Sorry to interrupt you there. Which group goes first?S14: (We see that the language in encyclopedia is much more objective and simpler. For instance, the author says narrow, dry, flat and in the 1400s and 1500s. He/She doesnt show his/her own opinions but facts.)T: Good. What about the

29、 language in brochure?S14: (Rather, the language in brochure is much more vivid and subjective. For instance, the author says amazing paths, be amazed by, etc. )T: I really appreciate what you have done. Thank you. What about other groups?S15: (There is a big difference in presentation between these

30、 two types. Encyclopedias display only objective pictures such as maps, while brochures use eye-catching landscape photos.)T: Wonderful!【设计意图】这一活动旨在引导学生增强对该两种文体各自特征的分辨能力，拓展语篇知识，总结二者的不同点，为未来的写作活动打下基础。活动四：深入研究，再审手册（8分钟）Focus on Text 2 again, and explore typical features together with the teacher.【教学问题

31、】Q1: What are the more detailed and typical features of the brochure?【课堂实录】T: Youve noticed some differences in presenting. In fact, brochure is a greatly common and typical form of writing. Let us dig deeper into its features. First, as for the presentation, we have Travel Peru, Amazon Rainforest T

32、our, Machu Picchu Tour, Cusco Tour, and Lake Titicaca. Are these five headings on the same level of meaning?Ss: (No.)T: So whats the affiliation between them?S16: (I think Travel Peru is at the highest level, and the other four are subordinate to it.)T: Well done. Thats what I want to emphasize. In

33、brochures, we often have the main title first and then subtitles to specify the content. At the same time, during the group discussion, many of you have also mentioned that we can often see attractive pictures in the brochures. The last point, however, is easy to overlook. Please have a look at the

34、last part of this passage, we can summarize the content of these sentences as .Ss: (in silence)T: So come and experience what Peru has .S17: (Appeal.)T: Yes, call on readers to travel there, right? Then, for more brochures about other package tours, contact us .Ss: (Contact information.)T: Nice job.

35、 Main headings, subtitles, eye-catching pictures, appeals, and contact information are the main features that distinguish brochures from other forms of writing. In addition to the presentation, the brochure also has a greatly distinct language feature. Let us take the first piece in the brochure as

36、an example. You can then spend three days exploring the rainforest with a local guide and enjoying the plants and animals unique to the rainforest. What happens if we replace a few of these words? For example, let us try to change “exploring” and “enjoying” to “seeing”, and delete “unique”.Teacher s

37、hows the two versions of the same part.S18: (It will be less attractive and appealing.)T: Exactly. Here comes the first tip for language use in the brochure: Use descriptive and inviting words, especially for adjectives and verbs. Then, after exploring the choice of words, lets have a look at the se

38、ntence patterns in the text. Have you noticed anything special about the sentence pattern of the brochures?Ss: (in hesitation)T: No worries. I will give you some hints. Spend four days enjoying . Stay in a local hotel and visit . So come and experience . All these sentences start with verbs, right?S

39、s: (Yes.)T: This means that the author uses a lot of .S19: (Imperative sentences.)T: Brilliant! I think you do have a clever mind. Thank you. We often use imperative sentences to wish or urge someone to do something in our life. Then, how does the use of imperative sentences play a role in this broc

40、hure?S20: (Seeing so many imperative sentences, the reader will feel the intensity and greatness of the authors recommendation and then not automatically have the idea to explore Peru.)T: Very good. Here comes the second tip for sentence patterns: Use special sentence patterns to leave a deep impres

41、sion to readers. So far, we have figured out two tips, one is about language use, the other is about sentence patterns.【设计意图】在这一活动中，师生再次聚焦第二则文本，小册子，挖掘更为细致的特征：在呈现方面，包含主标题、小标题、呼吁和联系方式；在语言方面，多使用描述性的动词和形容词，多使用特殊句型，如祈使句和倒装句。通过以上挖掘，学生具备了较好的关于小册子写作的知识，获得了语言和结构两方面的支架，后续写作作业的难度在一定程度上也降低了。步骤三：读后思考，独立输出（11分钟）活

42、动一：跳出文本，寻改进方法（3分钟）Think of ways to polish this brochure.【教学问题】Q1: If you were the brochure designer, could you make a better one? How?【课堂实录】T: After a thorough and in-depth study of the two texts, I would like to arouse a discussion for you: If you were the brochure designer, could you make a better

43、 one? How?Ss: (in hesitation)T: Do you need a discussion? Three minutes for you. Students start to discuss in pairs.T: Any volunteers?S21: (I might add more vivid and attractive drawings based on the information written.)T: Adding pictures is a greatly effective way to do this. What else?S22: (I may

44、 tell the story from the point of view of the characters based on the historical stories of various scenic spots to increase the vividness.)T: Rewrite the content, which sounds really interesting. Thank you. Im sure there are many good and effective ways to improve this brochure.【设计意图】该活动旨在培养学生的创新精神

45、，将自己的可行的方法融入到未来的课后写作中，提高写作质量。活动二：结合特点，制迥异路线（8分钟）Make different travel routes according to the preferences of the four people in the table.【教学问题】Q1: What kind of itinerary would you set for each of them?【课堂实录】T: Today, we also have another four friends with different interests, and they are also plan

46、ning a trip to Peru. What kind of itinerary would you set for each of them? Five minutes for you, and I will invite some of you to share.Students start to think about the question by themselves, and then share his/her ideas individually.T: You all have done really good work of that. Thank you! 【设计意图

47、】这一活动旨在引导学生回顾本节课的所学，根据四位人士不同的喜好，首先制定计划，其次独立进行语言输出，有利于培养学生回答的逻辑性和创新性，提升分析和解决问题的能力，使他们能做出相较正确的有理有据的判断。三、 教学反思本节课“读”的步骤聚焦两则阅读文本的内容与文体特征，“思”的步骤着眼于对现有文本的提高及针对不同喜好的人群而提供不同的旅行路线，强调了阅读、思考、课后写作之间的联系。本节课教学目标清晰，教学主线清晰可循，从读前活动到读后活动，均有明确的设计意图，循序渐进。导入环节，教师主要以激活学生已有知识、引入所学问题为主旨，为后续的学习活动夯实基础。读中环节在完成基本内容的确认以后，聚焦两则文本的文体特征及两者区别，重点分析了小册子文体类型的用词和句法特征，旨在为课后写作任务的完成做准备。读后遵循课本活动，要求学生根据四个人不同的喜好制定旅行路线，并独立进行语言输出。总体而言，根据文本内容和学生特点，促进了有效的输入，引导了有效的输出。16学科网（北京）股份有限公司学科网（北京）股份有限公司附录：教学文本