Unit+2+Travelling+Around+Reading+and+thinking+教學設計 高中英語人教版（2019）必修第一冊

Unit2TravellingaroundPeriod2ReadingandThinking教材分析ExplorePeru部分包括兩部分，第一部分是介紹性文本，介紹了秘魯?shù)牡乩砦恢?，地貌特征以及歷史文化。該文體常見于百科全書，以條目釋文為主，或配以插圖，內(nèi)容簡要并具有權威性，語言平實、簡潔、嚴謹，陳述客觀事實，不帶有感情色彩。第二部分是旅游宣傳冊，介紹了秘魯四條不同特色的旅行路線。該文本結構清晰，主干部分由小標題引領四條線路，配有豐富的圖片和精美的設計，在視覺上給人很強的沖擊。旅游宣傳冊是日常生活中常見材料，主要有三種功能。一是informativefunction,向讀者介紹目的地的基本信息，描述其基本特點。二是expressivefunction，使用富有感染力的語言表現(xiàn)作者的態(tài)度、觀點等。例如文本用admirethearchitecture、enjoytheexcellentlocalfood、especiallyamazing等語言描述的事物會給學生留下深刻的印象。三是appellativefunction,這是旅游宣傳冊的最終目的，通過拉近與讀者的關系，激發(fā)讀者的共鳴，吸引讀者加入旅行。同時該文本使用了祈使句以及第二人稱you作主語的句子，使讀者有身臨其境的感覺。該板塊重點在于引導學生掌握介紹性文本和旅游宣傳冊的結構特征，文本特征以及語言特點，了解秘魯旅游資源以及文化特色，形成個人見解。教學目標與核心素養(yǎng)：1.Enablestudentstoacquirethebasicusageofthenewwordsandexpressionsconcerningthetopicoftravelingandlearntousethemflexibly.2.EnablestudentstosumupsomedetailsrelatedtoPeru.3.Developstudents’senseofcooperativelearningandindividualthinkingcapability.4.Developstudents’differentlearningskillstosolvedifferentreadingcomprehensiveproblems,suchasskimming,scanningandinferring.教學重難點：1.Developstudents’readingabilitysuchasskimming,scanningandsummarizing.2.Letstudentstalkabouttheirtravelplansandtopicsabouttravelling.教學過程：Step1WarmingupReadsomewordsabouttravel.WatchthevideoWelcometoPeru.Askstudentsthefollowingquestion:HowmuchdoyouknowaboutPeru?Step2Pre-readingPrediction:1.Whattypesoftextisthepassage?Tip:Beforeyouread,lookthroughthetextquicklyfortitles,headers,pictures,charts,andanyotherinformationthatmighttellyouthetypeofthetext.2.WhatothersourcesofinformationcanyoufindaboutPeru?Step3Reading1.FastreadingAskstudentstoskimthereadingpassagetofindoutsomemaindetailsaboutPeruasquicklyaspossiblebydoingthemultiplechoicetest.Choosethebestanswer1.WhyisSpanishthemainofficiallanguageofPeru?A.BecausePeruviansdon’tlikeotherlanguages.B.BecausePeruwasruledbySpainforalongtime.C.BecauseSpanishisoneofthemostimportantlanguages.D.BecausePeruisthepoliticalcentreofSpain.2.HowmanyyearsdidSpaincontrolPeruabout?A.1400B.1500C.300D.100locationareas1400sand1500stheplacewheretheemperorlivedmainlanguage2.IntensivereadingAllowstudentstoreadthepassagemorecarefullythistimetosumupthefeaturesofeachscenicspotAmazonRainforestMachuPicchuCuscoLakeTiticacaNumberofdays4daysTransportAccommodationlocalhomeActivityboating,hiking,exploringnatureStep4:FurtherReadinganddiscussion一）Readthetextthethirdtimeandworkinpairstodothefollowingtask.Supposeyouareatravelagent,andthefollowingpeoplewantapackagetriptoPeruandaskforyouradvice.Pleaserecommendthemthedestinationaccordingtotheirinterest.Peteractive,crazyaboutwildanimalsJanefondofarchitectureandhistoryTomlovethecountrysideandtheuniquelocalcultureLucyanexplorer,foodlover1.Inmyopinion,youcould/mightchoose...,becauseyoupreferto...2.AsfarasIamconcerned,youwouldenjoy...,for...3....wouldprobablysuityou,becauseyouenjoys/love/hatedoing...二）TrueorFalse1.MachuPicchuwasthecapitalcityoftheancientIncaEmpire.()2.TheUroshomesaremadeofdrystones.()3.WecanenjoythebeautifulcountrysideintheAmazonRainforest.()4.VisitorscanexperienceastrongSpanishcultureinLakeTiticaca.()5.SpanishisthemainlanguageofPeru.()Step5PassageConsolidationPeru,acountryonthePacificcoastofSouthAmerica,1.____________(be)madeupofthreelargerareas,the2.____________(office)languageofwhichisSpain.InAmazonrainforest,youwillhavethechancetoexploretherainforestandenjoythe3.____________(plant)andanimalsunique4.____________it.Afour-daywalkingtourwilltakeyouon5.____________(amaze)pathsthroughtheAndesMountains.After6.____________(reach)yourdestination,youcanexploreitsstonebuildings.IfyouwanttoexperiencetheuniqueSpanishandlocalIndianculture,you'dbettergotoCusco,whereyoucanstayinalocalhotel,visitthemuseums,admirethearchitecture,enjoylocalfood7.____________goshopping.FromCusco,youcandrivetoLakeTiticaca8.____________(happy)byyourself.There,boatswilltakeyou9.____________(stay)withalocalfamily,whosehomesaremadeofwaterplants.Ifyouwanttogetmoredetailinformation,youcancontact10.____________(we)attourifo@travelperu.rog.Step6HomeworkSupposeyouw