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课堂教学设计
课题名称 必修1 Unit 2 Traveling Around Reading and Thinking Travel Peru
学科 英语 授课班级 授课时数 1
执教者 授课日期
教 材 分 析 The reading and reading class has two parts. The first part introduces the geographical location, geomorphological features, history， and culture of Peru. This style is usually found in encyclopedias. It focuses on explanation. The language is plain, objective, and not emotional. The second part is the tourism brochure, which introduces four different tourist routes in Peru. The text structure is clear, with subheadings and four tourist routes, and is equipped with rich pictures, giving people a huge visual impact.
学 情 分 析 Senior high school students who have just entered high school should have a vocabulary of 1500-1600 words and the ability to extract the details and general ideas of articles. But because our students study a little less. Therefore, the vocabulary of students in Grade One of our school is about 800-1000 words, and the text analysis ability is weak, and the information extraction ability needs to be improved. In addition, although students have a certain understanding of encyclopedias and travel brochures, the knowledge related to this area is not comprehensive.
教 学 目 标 By the end of this period, students will be able to: 1. Broaden their horizons by reading and analyzing the texts, learn more about Peru's geography, history, and tourist destinations, and form a broad international perspective. 2. Learn the contents of encyclopedia introductory texts and travel brochures, and master their textual and linguistic features. 3. Can learn travel-related words, phrases, and useful expressions. 4. Activate students' cultural self-confidence and increase students' patriotic feelings by comparing with other countries.
教 学 重 难 点 Key points: 1. Master key vocabulary and key phrases, such as narrow, fight, accommodation, etc. 2. Use different discourse analysis methods to deepen the understanding of text and language use. 3. Guide students to master the structural and stylistic features of encyclopedia introductory texts and travel brochures, and understand Peru's tourism resources and cultural characteristics to form personal opinions. Difficult points: 1. Guide students to predict the topic of the article according to the title of the article, and analyze the author's purpose of writing. 2. Use what they have learned in class to write a travel brochure for their hometown.
课 前 准 备 1. Textbook, 2. Teaching plan, 3. PowerPoint, 4. Blackboard， 5. Multimedia equipment
教 学 方 法 The Grammar-Translation Method The Situational Method Discourse Approach Task-based Language
教 学 过 程 Pre-reading Step 1- Guessing game T gives some descriptions of what is unique to Peru and has Ss make a guess. Attract Ss' attention and introduce the topics of the textbook. Step 2- Watching a video Ss answer questions before and after watching a video about Peru. (Before) What do you expect to see about Peru in the video (After) ① What do you see in the video ② What impresses you most in the video T gives necessary explanations on words and expressions. Ss have a preliminary understanding of Peru, which provides a background for subsequent reading. Step 3- Brainstorm T gives a question and Ss brainstorm. Where can we find more information about Peru Use questions to elicit text - encyclopedia introductory texts and travel brochures. While-reading Step 1 T leads Ss to think and answer two questions: ① What are the writing purposes of a text from an encyclopedia and a brochure ② what are the characteristics of them Ss skim the titles and pictures of the two texts and try to decide their text type. Activate students' existing knowledge and draw their attention to the textual features of encyclopedic texts and travel brochures Step 2 Ss skim text 1 and answer a question: what information about Peru is covered in this text Ss complete the table in exercise 3 on P27 according to two texts. Ss answer two questions: Can you find the author's opinion about Peru from the text What are the characteristics of a text from an encyclopedia Cultivate Ss' ability to extract information; Review, consolidate, and strengthen Ss' words, phrases, and sentence patterns; Guide Ss to discover and generalize linguistic features of encyclopedic introductory texts Step 3 Ss read text 2 and finished the table in exercise 4 on P27. Ss further discuss the following questions: What is the attitude of the writer towards traveling to Peru From which expressions can you tell Why does the writer use the second person in the article Why does the writer use a lot of imperative sentences in the article Help Ss sort out the features of each route through form-filling activities. Guide Ss from paying attention to the content of the text to paying attention to the features of the text, and summarize. After-reading Step 1- Summary T gives a summary of the information about Peru and the features of the two text types. Deepen summarize and summarize the textual characteristics of the two texts to help Ss deepen their impression. Step 2-Discussion Ss discuss the following questions: Do you feel a strong urge to visit Peru after reading it Why Which tour(s) do you recommend for people who enjoy history and culture ③ If you were a brochure designer, how could you make a better one in order to attract more visitors Homework (After class) In order to promote our hometown, please write a travel brochure for our hometown.
板 书 设 计
教 学 反 思 本课内容是人教版教材的必修一的第二单元的阅读部分，主题为Traveling Peru。第一部分的阅读文本介绍了秘鲁的地理位置、地貌特征及历史文化。第二部分的介绍了秘鲁四条不同特色的旅行路线。 通过总结与反思本节课的教学过程，我的这节课既有亮点也有不足。 本次课的亮点： 从课堂的效果来看，学生基本上能领会到老师的意图。且信息技术与课堂的相互融合激发了学生的学习兴趣，提高了教学效率。学生也能与老师积极地互动，课堂参与度非常高。 本次课的不足： 在本节课中，为提高课堂效率，每一次抛出的问题都选择了积极举手的同学来回答，从而忽视了班级中稍微内向和沉默的同学。在今后的教学中，我会多加关注与督促这部分同学积极思考以及回答问题。让所有的学生都动起来。 通过本次课的教学，我深深感受到老师不仅需要具备扎实的专业知识，还需要具备驾驭课堂的能力和使用信息技术的能力。同时，老师还必须处理好教学的各个环节，尊重学生的不同意见，鼓励学生有独特的见解和创新的精神。因此,在今后的教学中，我会不断努力，认真备好每节课，多观摩优秀教师的课堂以此来丰富和提升自己。

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