资源简介

一、教学基本信息
项目 内容
课题 人教版（2019）高中英语必修第一册 Unit 2 Travelling Around Reading and Thinking
课时 1 课时（45 分钟）
授课年级 高一年级
课型 新授课
授课教师
授课时间
二、Teaching objectives
1. Language Competence
Master key travel-related words and expressions like view, request, apply and master descriptive sentence patterns to introduce tourist attractions.
Identify factual information about Peru's geography, famous sites and travel routes from the passage accurately through skimming and scanning.
Use target vocabulary and sentence structures to briefly describe a scenic spot and write a short travel introduction independently.
2. Thinking Quality
Compare two travel routes in Peru, analyze their different features and learn to select proper travel plans based on personal demands.
Distinguish objective scenic descriptions from subjective travel feelings and develop the ability to judge classified reading information.
Think critically about the value of travelling and understand how geography shapes local natural and cultural landscapes.
3. Learning Ability
Take notes of key details about locations and attractions while reading and form the habit of sorting out reading information.
Cooperate with partners to discuss travel routes, exchange ideas and solve reading comprehension problems through group work.
Use online resources to collect extra information about Peru and expand background knowledge after class actively.
4. Cultural Awareness
Know Peru's unique natural scenery including the Andes and Amazon rainforest and appreciate the beauty of diverse global landscapes.
Learn about the Inca civilization represented by Machu Picchu and respect the precious historical heritage of foreign countries.
Develop a proper attitude towards cross-cultural travel and build awareness of protecting natural and cultural relics abroad.
三、Teaching points
（一）Teaching key points
Grasp core vocabulary, phrases and formal booking expressions in this unit and understand the main idea of the passage Explore Peru.
Master skimming and scanning skills to quickly locate details about Peru's geography, attractions and two featured travel routes.
Learn to organize language to introduce a tourist destination logically based on the structure of the given text.
（二）Teaching difficult points
Distinguish and use formal written words such as request, apply and view correctly in travel introduction contexts.
Analyze the author's writing intention and compare the advantages of different travel routes with logical thinking.
Combine acquired reading knowledge to introduce a scenic spot completely and fluently in accurate and organized English.
四、教学准备
1. 多媒体课件：整合教案相关的图片、视频、词汇等（参考提供的课件素材）。
2. 学习任务单：完成课堂练习，讨论课后探究问题、课后作业等。
3. 分组准备：将学生分为4—6人小组，明确小组讨论任务和分工。
五、教学过程
1. Warming up. (Activity 1)
The teacher shows the video Welcome to Peru and asks the students to answer the questions.
①What did you see in the video
②What other sources of information can you find about Peru
Suggested answer:
①I 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.
②To find out more about Peru, I could check online, use an encyclopedia, go to the library, or get some travel brochures.
2. Pre-reading.
①Knowledge Expansion.
The teacher provides the relevant information in encyclopedia and brochure to enhance students' cultural literacy.
Suggested answer:
Encyclopedia (百科全书)
An encyclopedia entry is usually informative in nature. While it may present all the basic facts about a subject, good and bad, its tone will be neutral, impersonal and objective. Through an encyclopedia entry, you may learn all the basic facts you need to know about a country, but nothing about what it is like to experience going to a country.
Brochure (手册)
A travel brochure is by nature highly subjective. It will present only a selection of good points about a place, making an effort to help the reader imagine what it is like to visit the country, and in an effort to persuade the reader to book a holiday.
②Genre determination. (Activity 2)
The textbook contains two texts about Peru. Ask the students to look through them quickly. What types of text are they: encyclopedia or brochure
Suggested answer:
The first text is an encyclopedia entry or introductory passage. The second text is a travel brochure.
3. While-reading.
①Read and Complete.
Ask the students to read the encyclopedia entry carefully and complete the table.
Location
Geographic characteristics (3 main areas)
History in the 1400s and 1500s
from the 1500s to 1821
Language
Suggested answer:
on the Pacific coast of South America; narrow, dry, flat land running along the coast; the Andes Mountains; the Amazon rainforest; centre of the Inca Empire; Spain conquered it; Spanish—the main official language
②Watch a video.
The teacher provides videos corresponding to the text, which vividly broadened the students' horizons.
③Complete the passage. (Activity 3)
Ask the students to complete the passage with the correct forms of the new words from the two texts.
④Fill in the table. (Activity 4)
Ask the students to read the text and fill in the table. Then discuss the question below with a partner.
4. Post-reading.
①Ask the students to select the correct answer.
How do tourists first get to the Amazon rainforest from Cusco
A. By boat. B. By short flight. C. By driving on the highway. D. On foot.
What is special about Machu Picchu's buildings
A. They are made of water plants.
B. Builders used glue to fix stones.
C. Stones fit perfectly without extra materials.
D. They were built in the 13th century.
How many days do visitors stay with Uros families on the island of Lake Titicaca
A. One day. B. Three days. C. Four days . D. Five days.
Which tour lets you visit museums, old buildings and local markets
A. Amazon Rainforest Tour. B. Machu Picchu Tour.
C. Cusco Tour. D. Lake Titicaca Tour.
Which of the following is TRUE about the Lake Titicaca Tour
A. Travellers walk through mountains to get there.
B. The floating island is built with lake water plants.
C. Visitors will live in a modern hotel all the time.
D. It is a four-day walking trip.
How long does the whole Machu Picchu walking tour last
A. 3 days. B. 4 days. C. 1 day. D. 5 days.
Suggested answer: BCBCBB
②Think and Share.
Ask the students to discuss the following question in groups and then share their opinions.
If you only have four days in Peru and you love ancient history and city culture, which tour will you choose
Suggested answer:
I will choose the Cusco Tour.
First, Cusco was the capital of the Inca Empire from the 13th to 16th century, full of ancient history. Second, during the four-day tour, I can visit museums, admire special Spanish and Indian-style architecture, taste local food and shop at traditional markets to experience the rich city culture.
③Summary.
The teacher provides the summary structure of the article and asks the students to recall the content of the article based on this structure.
5. Vocabulary
The teacher presents the key words and phrases of this lesson and asks the students to learn and master them.
①source n. 来源；源头；原始资料；v. （从某地）获取；采购
a source of... …… 的来源
例句：Reading is a source of knowledge. 阅读是获取知识的源泉。
source sth from sp 从某地采购 / 获取某物
例句：We source local goods from Peru. 我们从秘鲁采购本地商品。
易混辨析：source /resource/origin
source：侧重信息、水源、收入的源头；引用材料出处
例句：This book lists all its sources at the end. 这本书末尾列出全部参考出处。
resource：指可供使用的资源、物资（自然资源、人力、学习资源）
例句：We should protect natural resources while travelling. 旅行途中我们要保护自然资源。
origin：侧重事物、人种、文明的起源，出身（时间 / 历史根源）
例句：We learn about the origin of the Inca culture. 我们了解印加文化的起源。
②take control of 掌控；控制；取得对…… 的管理权 / 主导权
结构：take control of + 名词 / 代词（人、事物、局面、交通工具等）
时态变形：took control of（过去式）；taking control of（进行时）
侧重主动行动后获得控制权，强调 “接手、拿下主导权”
例句：You need to take control of your travel plan. 你要掌控好自己的旅行计划。
例句：The pilot took control of the plane immediately. 飞行员立刻接管了飞机。
易混辨析：take control of vs in control of
take control of：动作，去取得控制（动态）
例句：He took control of the company last year. 他去年接手掌控了这家公司。
in control of：状态，掌控着……（静态，be 动词搭配）
例句：He is in control of the company now. 现在这家公司由他掌管。
③recognise v. 辨认出；承认；意识到
recognise sb/sth 认出某人 / 某物
例句：I recognised Machu Picchu at once. 我一眼认出了马丘比丘。
recognise that 从句 意识到 / 承认……
例句：We recognise travelling broadens our horizons. 我们明白旅行开阔眼界。
recognise sth as sth 把…… 视作；承认…… 是
例句：People recognise Peru as a land of amazing views. 人们公认秘鲁是风光绝美的国度。
be recognised as… 被公认为……
例句：This route is recognised as the best in Peru. 这条路线被公认为秘鲁最佳线路。
recognition n. 认出；承认，认可
例句：His travel writing won wide recognition. 他的旅行随笔获得广泛认可。
recognisable adj. 可辨认的；容易认出的
例句：The snow-capped peak is easily recognisable. 这座雪山很好辨认。
unrecognisable adj. 难以辨认的
例句：The town was unrecognisable after heavy rain. 大雨过后小镇面目难辨。
易混辨析 recognise /realise/know
recognise：侧重再次见到后认出（以前见过，现在认出来）
例句：I recognised my guide in the crowd. 我在人群里认出了我的导游。
realise：侧重内心醒悟、明白某个道理 / 事实
例句：I realised I forgot to book the hotel. 我意识到我忘了预订酒店。
know：侧重一直认识、熟悉（长期知晓，无 “再次辨认” 含义）
例句：I know this ancient city well. 我很熟悉这座古城。
④admire v. 钦佩，仰慕；欣赏，观赏
admire sb/sth 钦佩 / 欣赏人 / 景物
例句：We admire the amazing views in Peru. 我们欣赏秘鲁壮丽的风光。
admire sb for (doing) sth 因某事钦佩某人
例句：I admire her for planning perfect trips. 我佩服她能规划完美的旅行。
admiration n. [U] 钦佩；欣赏
例句：I have great admiration for ancient Inca buildings. 我十分欣赏古老的印加建筑。
admirable adj. 令人钦佩的；极好的
例句：His travel arrangements are admirable. 他的出行安排做得十分出色。
admiring adj. 赞赏的，羡慕的
例句：She gave the scenic spot an admiring look. 她满眼欣赏地望着这片美景。
易混辨析：admire /appreciate/envy
admire：侧重发自内心敬佩、观赏美景，无嫉妒含义
例句：Tourists admire the grand Machu Picchu. 游客们赞叹宏伟的马丘比丘。
appreciate：侧重理解、珍视事物的价值；感激他人帮助
例句：I appreciate your help with hotel booking. 感谢你帮我预订酒店。
envy：侧重羡慕，带有一丝 “想要拥有别人所拥有之物” 的情绪
例句：I envy you your trip to the Amazon rainforest. 我羡慕你能去亚马逊雨林旅行。
⑤contact v. 联系，联络；n. 联系；联系人；接触，触碰
contact sb 联系某人
例句：Please contact the travel agent. 请联系旅行社。
contact sb by email/phone 通过邮件 / 电话联系某人
例句：You can contact me by phone. 你可以打电话联系我。
keep in contact with sb 与某人保持联系
例句：I keep in contact with my tour guide. 我和导游保持联系。
lose contact with sb 与某人失去联系
例句：I lost contact with my travel partner. 我和旅伴失去了联系。
make contact with sb 和某人取得联系
例句：We made contact with the hotel reception. 我们联系上了酒店前台。
come into contact with 接触到；碰上
例句：We came into contact with local culture. 我们接触到了当地文化。
易混辨析 contact /connect/communicate
contact v./n.：单纯侧重取得联络、打通沟通渠道，不强调持续交流
例句：Contact the manager if you have special requests. 如有特殊需求，请联系经理。
connect：侧重 “接通（电话 / 网络）；建立关联”
例句：I can't connect to the hotel Wi-Fi. 我连不上酒店无线网络。
communicate：侧重双向持续交流、沟通想法
例句：We communicate with local people in simple English. 我们用简单英语和当地人交流。
6. Homework
①Based on the reading material, write a travel brochure to introduce your hometown.
②Preview the grammar knowledge of the next class.
六、板书设计
1. Warming up. (Activity 1)
2. Pre-reading.
①Knowledge Expansion.
②Genre determination. (Activity 2)
3. While-reading.
①Read and Complete.
②Watch a video.
③Complete the passage.(Activity 3)
④Fill in the table. (Activity 4)
4. Post-reading.
①Ask the students to select the correct answer.
②Think and Share.
③Summary.
5. Vocabulary
6. Homework

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