资源简介

Unit 2 Travelling around
period 2 Reading and thinking教学设计
课题 Explore Peru 单元 Unit 1 学科 English 年级 高一
教材分析 This unit focuses on the theme of "travel", including planning, preparation, introduction of scenic spots, civilized behavior of tourism and discussion of pros and cons of tourism development. The topic of this lesson is "Explore Peru". Students will learn about Peru's tourism resources by watching videos and reading the introduction and tourism brochures about Peru, a South American country. They will also learn about the geography, history, culture and landscape of this country. The final task is to recommend a suitable itinerary based on the tourist's interests. The first part is an introductory text, which can be found in encyclopedias. It describes Peru's geographical location, geomorphological features, and history and culture. The second part is the tourism brochure, which introduces four different Tours in Peru. The text is a travel brochure, which has three main functions. The first is informative function, informative function, which is informative to introduce the basic information of the destination to the reader and describe its basic characteristics. The second is to show the writer's attitudes, opinions, etc., in expressive words, such as: the things described in the text in terms of admiring the architecture, enjoying the excellent local food, and especially amazing will leave a deep impression on the reader. The third is the appellative function, which can stimulate readers' resonance and attract them to join the trip by getting closer to readers. In the text "So come and experience what Peru has to offer:..." This sentence is a typical example. In addition, this paper also uses a large number of imperative sentences and the sentence of the second person you as the subject, so that readers have the feeling of being in the scene. The activities in this section simulate the process of people learning about travel destinations by reading tourism brochures or other encyclopedic descriptions of Peru in real life, so that students learn to search for information from different sources and prepare for travel planning. The choice of Peru, a country with South American customs and characteristics, as the destination of the textbook increases the opportunity for students to learn about non-English speaking countries and to have a broader international perspective.
学情分析 The students of this course are from Senior One, most of whom have a good English foundation. They are interested in the subject of travel, but may know relatively little about Peru, which sets up a certain barrier for learning this lesson. In addition, after nine years of English learning, they have already acquired a good English language foundation and expression ability. However, because some words involved in this class are relatively country-specific and tourism-specific, students lack stylistic knowledge, so when exporting related topics, they may not be able to complete them well alone. Therefore, based on the three steps of reading before, during and after reading, teachers guide students to explore the content of the article from the aspects of content, style and writing, expand students' knowledge of Peru and the two styles, and consolidate a certain language foundation. In addition, teachers adopt the mode of combining independent learning, group cooperative learning and research learning to cultivate students' independent thinking ability, cooperation ability and discovery and exploration spirit.
学习 目标与核心素养 Language ability Master how to use the words and expressions, such as encyclopedia, flight, accommodation, unique, etc. Understand the content of the article, summarize the main information and fill in the form independently; According to different preferences and requirements, respectively make different travel routes and language output; For the reading text in the textbook, critically put forward suggestions for improvement, make the content more innovative; Feel the human geography and local customs of Peru, improve the sensitivity and ability to distinguish the similarities and differences between Chinese and foreign cultures;
Learning ability
Cultural awareness
Thinking qualities
重点 Understand the tourism resources and cultural characteristics of Peru and introduce the geographical location of Peru, history, traffic etc.
难点 Guide students to master the structure, stylistic features and language features of encyclopedias and travel brochures.
教学方法 PWP mode; The activity-based learning approach to EFL; CAI(Computer Assisted Instruction); Cooperative language learning
教学过程
教学环节 教师活动 学生活动 设计意图
读前准备及导入新课 Step I Lead in Activity 1:Look at the pictures below and guess: It's a country with the world's longest mountain range, largest rainforest, oldest settlements, and great ancient civilisation. Besides, it's a country with coasts, highlands and jungles. What's the country Activity 2:Look and say sth: Take part in the guessing game. Look at the pictures, watch the video and say sth about Peru. Arouse their interest in the topic and provide basic information for them. This section is aimed at guiding students to use background information and illustrations to aid reading.
读中环节 Activity1: Read for the text type. Activity2: Read for details Read the text 1 and fill in the table. Read the passages quickly and identify type of each text. Then analyze the structure of the text. Find the answers to the exercises and finish the charts. Guess the meaning of the word. This part aims to cultivate students' ability to pay attention to the type of each text, so as to pave the way for the following details of reading. These activities include factual detail questions, Checking answers help Ss to have a better understanding of the content in the text, which also prepares Ss for the retelling. Have a better understanding of which is literal meaning or implied.
读后环节 Work in pairs Activity1: Try to retell what you have learned about Peru according to the given words. Activity2: Discuss. Which tour(s)would you recommend for the following people who want to explore Peru with certain purposes And why Use the phrases learnt today to retell. Discuss within groups. Enable the students to think creatively based on the information learnt from the passage. Enable to express their ideas to explore Peru with certain purpose in daily life.
作业 Review the words and expressions learnt from the passage.. Make a conclusion and invite tourists. Extend the knowledge and skills learned in this class beyond the classroom.
板书设计 Help Ss understand how to discuss and give reasons in a conversation.

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