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人教版（2019）必修第一册：Unit 2 Travelling Around Explore Peru Reading and Thinking 说课稿
Hello, everyone. It’s my honor to be here to share my teaching view. Today I will talk about it from the following aspects: the analysis of teaching material and students, teaching objectives, teaching important and difficult points, teaching procedures and so on.
Well, first of all,I’ll analyze the Teaching Material
This unit is about travel, which is a familiar topic for students. The title of the text is “Explore Peru”. Peru is a beautiful South African country, which can broaden students’ international horizon.
The type of the class is Reading and Thinking. After reading the text, students can learn sth about Peru and how to make plans for travel. What’s more, students can express their own opinions about travelling.
2.The Analysis of the Students
Students in Grade One has learned English for many years, and they have mastered some basic language points and language skills, so they can get some detailed information in the text. But most of them lack reading strategies and know little about how to make a travelling plan.
3.Teaching goal is the guiding light of a class. Based on the teaching content, the teaching objectives are as follows:
Knowledge objectives:
Sts will know the key words and phases,like unique, admire, be amazed by, etc.
Skill objectives:
Sts will improve reading skills, such as skimming, and scanning.
Let students learn to make a travelling plan.
Cultural Awareness objectives:
To cultivate students’ patriotism, love our hometown and broaden students’ international horizon.
Thinking quality objectives:
Improve students’ ability to compare and analyze , and they can make a reasonable judgment.
IV. Teaching Important and Difficult points
To enable students to learn about the features of travel brochure
Teaching difficult points
let students compare the four different places and give specific suggestions.
V. Teaching and Learning Methods
Teaching Methods:
I’ll adopt Task-based teaching method
Communicative teaching method
Learning Methods:
Include independent and cooperative learning method
Let’s move to VI. Teaching Procedures
Step 1 Lead-in
I’ll show sts some pictures of Peru, and let Students guess the country. If they have difficulties, I’ll provide more information. This can activate students’ knowledge about Peru.
Then I’ll ask students to watch a video, and think two questions
What did you see in the video
What impressed you most in the video
This can arouse students’ interest and let students have a vivid impression of Peru.
Read for information
Students will observe the title and pictures, and predict the types of writing.
I’ll ask students to read Part 1 and the map to answer some questions. What information is covered in the text, including its location, history ,culture and language. And by reading part 2 and filling the blanks, students can get detailed information about the text.
Then I’ll encourage students to discover the aspects of travel arrangements, number of days, transport, accommodation, activity. Then I’ll ask students to think about the question: What attract them most If they had a chance to visit, which one would them to choose I ‘ll encourage them to express different and individual opinions.
Read for language
Next, Ss will have a discussion and find out characteristic words and phrases.The goal of a travel brochure is to get people interested in their tours. Students will notice and appreciate the language, which are very powerful, expressive and impressive.This step prepares students for the following activities.
Read for thinking
To cultivate students' critical thinking and creative thinking, I’ll ask students to further think: Do you like the travel brochure about Peru If you were the designer, could you make a better one How
Read for creating
We’ve learned sth about Pera and the language features of a brochure. Then I’ll ask students to create their own travel brochure. First, I’ll ask students to think some tourist attractions in Taian. And show them the beautiful pictures of Mount Tai, Dai temple,Color-stone River, Site of the Dawenkou Culture. Then divide the class into four parts and ask them to create one of the travel brochure in order to promote the tourism in our city. Then students will share their brochure in the class. This can help students use what they’ve learned to solve practical problems.
By different tasks, students can acquire sth, admire sth and be inspired.
Homework: Write a short passage about the tourism in Taian.
VIII. Blackboard Design

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