Unit2-Reading-and-thinking-名師教學設計--馮燕娜

2/2Unit2Readingandthinking教學設計編輯導語本課是人教版新教材第二單元“TravelingAround”的閱讀教學部分。該板塊的活動主題為“探索秘魯”（ExplorePeru），介紹了秘魯?shù)牡乩?、歷史、文化以及景觀等內(nèi)容。通過文字以外，該部分還提供了視頻、地圖、圖片等多模態(tài)形式的語篇，培養(yǎng)學生看的能力。該板塊文本包括兩部分。第一部分是介紹性文本，介紹了秘魯?shù)牡乩砦恢?、地貌特征及歷史文化。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。該板塊文本特征明顯，本課將教學重點放在文本結(jié)構(gòu)分析和文本語言特征分析上，落腳點為旅游冊子文本語言的學習和運用。采用典型的PWP教學模式。Pre-reading環(huán)節(jié):視頻導入，呈現(xiàn)秘魯著名景點以及風土文化人情，讓學生對秘魯有一個直觀感性的認識，激發(fā)學生深入了解秘魯?shù)呐d趣，引入主題。While-reading環(huán)節(jié)：1.學生通過文本比較，區(qū)分encyclopedia和brochure，并歸納encyclopedia和travelbrochure的基本文本特征。2.學生通過閱讀秘魯旅游小冊子，獲取信息，判斷四條路線分別能滿足游客怎樣的需求。3.學生通過比較筆者給出的語言和旅游小冊子原文中的語言，加深理解旅游小冊子語言特色。Post-reading環(huán)節(jié)：通過一個寫的任務--“修改烏鎮(zhèn)戲劇節(jié)宣傳文字，使其更加具有感染力”，促使學生將本節(jié)課學到的旅游小冊子的語言特色運用到寫作中。教學設計具體步驟LessonPlanComponentsLeveloflearnersFirstTerm,SeniorOneMainaim(s)StudentsknowaboutthegeographyandcultureofPeru.Studentsknowaboutthecharacteristicsofanencyclopediaandatravelbrochure.Studentsareabletoapplythelanguagecharacteristicsintowritingatravelbrochure.TimingProcedureStageaimsAidsandmaterialsInteractionpattern5’Studentsappreciatethevideo“WelcometoPeru”withthefollowingquestioninmind:WhatdoyouseeaboutPeruinthevideo?Teacherposesthefollowingquestionstoelicitstudents’answersonmoresourcesofinformationaboutPeru.DoyouwanttoexploremoreaboutPeru?WhatothersourcesofinformationcanyoufindaboutPeru?lead-intogetstudentsinterestedinthetopic:travelinPerutogivestudentsageneralideaaboutPeru.toengagestudentstoexploremoresourcesofinformationaboutPeru.videoclipaboutPeruPPTteacher→individualteacher→wholeclass5’Studentsscanthetwotextswiththefollowingquestioninmind:Whattypesoftextarethey:encyclopediaorbrochure?Teachergivestipsonidentifyingthetexttype.Studentsdiscussthequestioningroupsoffour.Teachergivesfeedbackontheirdiscussionworkandhelpsummarizethestructurefeaturesofanencyclopediaandabrochure.toleadstudentstofocusonthetexttypeofthetwotextstointroducethetipsonidentifyingthetexttype:lookthroughthetitles,headers,pictures,chartsandanyotherinformationthatmighttellyouwhattypeoftextitistextbookPPTgroupworkteacher→wholeclass5’Studentsreadtext2andthinkaboutthefollowingquestion:IfyouaretravelingtoPeru,whichtour(s)willyouchoose?Why?Studentsfinishthetaskgivenbyteacher:tohelpdifferenttouristsfindthesuitabletour(s)accordingtotheirtravelpurposes.toengagestudentssortouttheinformationaboutthefourtoursandthinkaboutthepurposeofacertaintourtextbookPPTteacher→individual10’Studentsaredividedintofourbiggroupsanddealwiththespecificinformationaboutthefourtoursrespectively.Eachbiggroupisdividedintosmallgroupsoffourstudents.Eachbiggrouppoolsuptheirgroupworkandchoosesonerepresentativetopresenttheirgroupworkonthewhiteboard.Fourrepresentativesareinvitedtoshowtheirgroupworkonthewhiteboard.Studentsdiscussthequestionfollowingquestioningroupsoffour:Whichtour(s)wouldyourecommendforpeoplewhoenjoyhistoryandculture?(Studentscanrefertothetableonexercise4.)tosortoutthespecificinformationaboutthefourtoursinPeru:numberofdays;transport;accommodation;activitytohelpstudentsthinkdeeperaboutwhateachtourcanoffertextbookwhiteboardPPTgroupwork5’Studentsreviewtext1andthinkaboutthequestion:What'sthelanguagecharacteristicofText1?Isitsubjectiveorobjective?Why?Teachergivesatask:Pleasefindthesentencesintext2withthesamemeaning.Compareandthinkaboutthelanguagecharacteristicoftext2.(PPT)Studentsworkinagroupoffourandsummarizethelanguagecharacteristicsofthetwotexts.toengagestudentstofocusonthelanguagecharacteristicsofthetwotextstohelpstudentslearnmoreaboutthelanguageofatravelbrochuregroupwork10’Teachergivesatask:TomakeabriefintroductiontotheWuzhenTheatreFestival