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教材: People’s Education Press
Book 1 Senior School English（2019）
课型: Reading and thinking
授课内容: Unit2 Travelling Around
Travel Peru
2
CATALOGUE
Teaching and learning methods
2
Analysis of the teaching material
3
Analysis of the students
4
Teaching and learning objectives
5
Teaching principles
1
6
7
8
Teaching procedures
Blackboard design
Teaching reflection
01
Teaching principles
3
1. Teaching principles
Core competencies
Six components of the curriculum
Activity-based approach to English learning
An effective class
learning and understanding
applying and practicing
transferring and creating
Language ability
Cultural awareness
Thinking ability
Learning ability
Theme
Text
02
Teaching and learning methods
5
2. Teaching and learning methods
Bloom’s taxonomy of objectives
Constructivist view of learning
◆construction of new knowledge cannot be achieved without making a meaningful connection with the existing one
◆ learners: principal part of learning
◆ teachers: facilitators
Teaching methods
Learning methods
Activity-based approach to English learning
Learning through activities
Cooperative learning method
Inquiry-based learning method
Teaching and learning philosophy
03
Analysis of the teaching material
7
1. Analysis of teaching material
What
02
Why
01
How
03
The text is specifically divided into two parts. The first part belongs to the thematic context of "Man and Nature", introducing the geographical features, historical culture and official language of Peru. The second part is also a thematic context of "Man and Nature", introducing four different scenic spots in Peru, including travel time, transportation methods, accommodation and activities.
1. Analysis of teaching material
What
01
Why
02
How
03
This article is a typical introductory text combined with a tourism brochure. First, the overall general background information was introduced, and then the specific contents of different scenic spots were introduced in detail. The second part was divided into four sections, with a clear structure and well-organized structure.
1. Analysis of teaching material
What
01
Why
03
How
02
The purpose of the text is that Text One introduces the basic information of Peru, allowing students to understand the country's geographical location, historical background and cultural aspects. Text Two depicts different tourist routes, enabling students to experience the richness of Peru's tourism resources. Students use the text "Open their Eyes to the World" to enhance their understanding of South American countries that are difficult to learn about in daily life, and gradually form a complete international perspective.
04
Analysis of students
11
◆The lesson is taught to first-year high school students, who are very interested in the topic. The students have enriched the vocabulary and expressions of the unit theme, and have the ability to read and express the theme topic.
What they have known
◆identify an encyclopedia and a travel brochure.
◆ make clear the basic structure of a travel brochure.
◆ create their own travel brochure.
What they want to know
2. Analysis of students
05
Teaching objectives
13
2. Teaching objectives
1. In terms of language ability, acquire vocabulary and expressions related to topics such as country overview, scenic spot introduction, itinerary arrangement, etc., such as official, unique, hike. Able to read texts and comb them into travel brochures, and learn to recommend suitable itineraries to others.
2. In terms of thinking quality, sort out the development context of the article, summarize the Peruvian travel manual, list the travel itinerary and the elements of the travel manual, and consciously recommend the itinerary according to the specific needs.
3. In terms of cultural awareness, understand the national profile of Peru and the characteristics of major tourist attractions, appreciate the magnificence of natural and cultural landscapes, and understand and accept the historical and cultural differences of different regions and countries.
4. In terms of learning ability, master the skills of recognizing text types, flexibly combine intensive reading strategies, and integrate text information to present keyword information.
Text here
Focal points
Text here
Difficult points
1. Guide students to better understand the four tourist attractions in Peru.
2. Help students identify the text type and its language features.
3. Help students grasp and use some words and phrases describing a tourist attraction.
06
Teaching procedures
15
Step I
Leading-in
Step II
Pre-reading
Step III
While-reading
Step IV
Post-reading
Step V
Conclusion
Step VI
Homework
Share ideas and learn about Peru.
Predict the content.
Read for the main idea and structure.
Read for detailed information.
Read for thinking.
Recommend a tour.
Complete the passage.
Draw a conclusion on today’s topic.
Self-evaluate.
Learning and understanding
Applying and practicing
Transferring and creating
Assign group projects.
6. Teaching procedures
Today, we are travelling to Peru!
What do you know about Peru
Peru is the third largest country in South America, and borders with Ecuador, Columbia, Brazil, Bolivia and Chile. Its capital is Lima.
Watch the video Welcome to Peru and answer the questions.
1. What did you see in the video
2.What’s your feeling about Peru
3. What other sourses of information can you find about Peru
I saw the Andes Mountains, the Amazon rainforest , Cusco city, Machu Picchu, and Lake Titicaca in the video. I wish I could learn more about the people of Peru.
To find out more about Peru, I could check online, use an encyclopedia, go to the library, or get some travel brochures.
It is amazing/almost unbelievable. It’ hard to believe it.
I’m amazed by the sight. I can’t believe it. It’s an unbelievable story.
Before Reading
1.Look through the two texts quickly on P26 and tell what types of text they are, encyclopedia or brochure
Text 1
titles
pictures
charts
encyclopedia
brochure
While Reading
Difference Between an Encyclopedia Entry and a Travel Brochure
Type of Text Encyclopedia Travel Brochure
Content
Tone
Function/ Purpose
Present only a selection of attractive points about a place.
objective, neutral
To persuade readers to book a holiday.
Difference Between an Encyclopedia Entry and a Travel Brochure
Type of Text Encyclopedia Travel Brochure
Content
Tone
Function/ Purpose
Present only a selection of attractive points about a place.
objective, neutral
To persuade readers to book a holiday.
Present all the basic facts about a subject.
subjective, persuasive
To provide knowledge about a subject.
2.Read the first text on page 26 and finish the form.
Location
Geographic characteristic(3 main areas) 1.
2.
3.
History In the 1400s and 1500s
From the 1500s to 1821
Language
Location on the Pacific ________ of South America
Three areas narrow，dry，flat land ________ along the coast;
the Andes Mountains;
the Amazon _________
History center of the ________ Inca Empire; ________ took control of Peru
Language _______ is the main official language.
coast
running
rainforest
ancient
Spain
Spanish
2.Read the first text on page 26 and finish the form.
Amazon Rainforest Machu Picchu Cusco Lake Titicaca
Number of days
Transport
Accommodation
Activity
3.Read the second text on page 26 to page 27 and then write the key details down in the chart.
Amazon Rainforest Machu Picchu Cusco Lake Titicaca
Number of days
Transport
Accommodation
4 days
flight, boat
4 days
walking
4 days
local hotel
4 days
car, boat
local home
in the middle
of the forest
Amazon Rainforest Machu Picchu Cusco Lake Titicaca
Activity
boating;
hiking;
exploring
nature
visiting the _________;
walking
in the mountains;
enjoying the beautiful countryside;
________ the ancient city
________ the architecture;
enjoying the local food;
shopping at the ________
___________
staying with ____________________
exploring
museums
admiring
local
a local family
markets
Which tour(s) would you recommend for people who enjoy history and culture
Post Reading
(2)Choose the proper words from the following words to complete the passage on page 27 using the correct forms.
Cusco is a popular ____________ for tourists, because of its _________ place in the history of South America. Cusco was the capital city of the Inca __________ which was the most powerful in South America until the 1500s. There are two especially interesting things to _____________ about the Inca civilisation. The first is the roads and __________ they built to connect their important cities. These Inca roads were made up of two north-south highways and many their _____________. Second, the Incas built wonderful cities full of amazing architecture — but there were no markets in these cities. One of the interesting questions of history is how the Incas lived without shopping!
official accommodation package emperor path
empire unique unearth admire destination
destination
unique
Empire
paths
admire
officials
Thank you.
07
Blackboard design
32
7. Blackboard design
08
Teaching reflection
34
8. Teaching reflection
Based on the requirements of the course standards, this lesson embodies the principle of consistency of "teaching evaluation", and the design of learning activities follows the guidance of the concept of English learning activities.
01
03
02
评价
Assessments
活动
Activities
目标
Outcomes
以终为始
教、学、评一体化
反思不足
There is not enough time in class for students to have more opportunities to show their works, and it’s better to use the after-class time to make face-to-face corrections on students' assignments, give specific revision suggestions, and improve students' language skills.
设计思路特色
Thank you for
listening.
ank

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