资源简介

U2 Travelling around
Reading and Thinking教案
教材分析：
本课时通过一段百科全书文本与一篇旅游手册文本，介绍了秘鲁的基本情况与主要旅游行程。重点表达主要涉及国家地理信息描述、旅游景点特色、旅行行程安排等话题，如narrow, accommodation, admire等。重点句式主要涉及国家介绍、景点介绍、行程介绍等话题。本文的价值取向在于学生通过学习，了解秘鲁历史与文化，梳理秘鲁旅游景点特色，整理旅行行程要素。
教学策略与设计说明：
1. 采用情境教学法(Situational teaching method), 借助多媒体设备，设置主题情境，引导学生进入情境并完成相关任务，达成教学步骤设计目的。
1. 采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，习得涉及国家概况、景区介绍、行程安排等话题的词汇与表达，如official, unique, hike。能读懂文本，并梳理成旅行手册，并学会向他人推荐合适的行程。
思维品质上，梳理文章发展脉络，归纳秘鲁旅行手册，列举旅行行程与旅行手册要素，并有意识的根据具体需要进行行程推荐。
文化意识上，了解秘鲁国家概况与主要旅游景点特色，感悟自然人文景观的壮美，理解并接受不同地区与国家的历史文化差异。
学习能力上，掌握识别文本类型的技巧，灵活结合精读策略，整合文本信息呈表格关键词信息。
教学重点：
学生通过学习百科全书与手册的异同，识别文体类型。
教学难点：
学生通过精读练习，形成旅行行程要素表格。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: Ss are asked to watch a video about Peru and guess the name of the country. 利用多媒体视频，创设旅游情境，引出秘鲁主题。 4’ CW
Step 2 Lead-in: Ss are asked to recall the things they saw in the video. Suggested answers: Peruvians costume/Alpacas. 学生回忆内容，创设情境。 2’ CW/IW
Step 3 Lead-in: Ss are asked to find more information about Peru. Suggested answers: Travel magazines/Internet/ Friends/ Travel agents 创设语境，激活学生已有知识与经验，激发学生阅读兴趣。 4’ CW/IW
Step 4 Features of different types of text: Ss look at the pictures of an encyclopedia and a travel brochure to find their main characteristics. Suggested answers: For encyclopedias, they are: organized with indexes(索引). a large amount of information. ... For brochures, they are: making an introduction. informal. ... 进行多模态阅读，介绍百科全书和手册特点，引导学生发现总结体裁特色，帮助学生掌握体裁识别能力。 4’ GW/CW
Step 5 Fast reading: Ss are asked to recognize the text type. Then T would lead them to summarize the tips for text type recognition. Suggested answers: We may judge from titles/headers/pictures/ charts. 根据所学体裁特点,运用总结阅读策略，提升学生学习能力。 2’ CW
Step 6 Detailed reading: text one: Ss are asked to read through the questions first and read text one to answer them. Ss learn some key words while checking the answers. Key words: narrow: wide flat: smooth; apartment emperor: empire-empress official: authoritative 根据阅读文本，提取细节信息，感受景点历史文化特点，提升学生文化意识。 5’ CW/IW
Step 7 Detailed reading: text two: Ss are asked to read the first two parts of text two and match the things they can see or events they can do with the tour. Ss learn some key words while checking the answers. Key words: path: lane-street-road-avenue destination: end-terminal-from to accommodation: accommodate-lodge unique: uncommon-extraordinary-rare; Uniqlo (unique+clothes) admire: admiration; adore-appreciate 根据阅读原文，提取匹配细节信息，并补充生词说明，提升学生语言能力。 8’ CW/IW
Step 8 Quiz: complete the passage: Ss are asked to review the key words by completing the passage. 复习所学生词，巩固学生语言能力。 4’ CW/IW
Step 9 Summary: Ss are divided into four groups to fill in the blanks and summarize the reading materials. 回顾所读文本内容，总结归纳成表格式信息，提升学生思维品质。 5’ GW
Step 10 Discuss with a partner: Ss are asked to discuss what they would do if they recommend a tour. T could give some help in telling them that what these people would like and what the tours would offer. 根据所读问题进行行程介绍，进行相关话题输出，锻炼口语技能，提高课堂整合性。 7’ GW
Step 11 Homework: Watch a documentary Explorer- Discovering Peru by Studio3 TV to feel the natural beauty and mysterious culture in Peru. 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本节课的学习，能否意识到体裁的多样性，能否通过各类文本的特点，准确判断辨别语篇体裁。
学生通过本节课的学习，能否基本理解阅读文本的主要大意，能否清晰的梳理阅读文本主要逻辑思路，并相应的整理为表格式信息。
学生通过本节课的学习，能否熟悉旅行手册的主要要素，能否根据具体情况向他人介绍或推荐旅游行程。

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