Unit2 Travelling Around Reading and thinking 說課稿-2024-2025學(xué)年高中英語人教版（2019）必修第一冊

Unit2TravellingAroundReadingandthinking說課稿-2024-2025學(xué)年高中英語人教版（2019）必修第一冊一、教材分析

本節(jié)課的教學(xué)內(nèi)容為“Unit2TravellingAroundReadingandthinking”，選自2024-2025學(xué)年高中英語人教版（2019）必修第一冊。本單元圍繞“旅行”這一主題展開，旨在幫助學(xué)生了解不同國家的旅游景點和文化特色。本節(jié)課通過閱讀一篇關(guān)于旅行的文章，培養(yǎng)學(xué)生的閱讀理解能力，提高他們的思維品質(zhì)和跨文化交際能力。教學(xué)內(nèi)容與學(xué)生的生活實際緊密相連，有助于激發(fā)學(xué)生的學(xué)習(xí)興趣，提高他們的英語實際應(yīng)用能力。二、核心素養(yǎng)目標

1.語言能力：通過閱讀課文，學(xué)生能夠理解并運用與旅行相關(guān)的詞匯和句型，提高閱讀理解能力和語言表達能力。

2.思維品質(zhì)：培養(yǎng)學(xué)生分析、整合和評價旅行信息的能力，發(fā)展批判性思維和創(chuàng)新思維。

3.文化意識：通過學(xué)習(xí)課文內(nèi)容，增強學(xué)生對不同文化背景下的旅行習(xí)俗和風(fēng)土人情的認識，提升跨文化交際意識。

4.學(xué)習(xí)能力：鼓勵學(xué)生自主探索和學(xué)習(xí)旅行相關(guān)的知識，培養(yǎng)學(xué)生主動學(xué)習(xí)和解決問題的能力。三、學(xué)習(xí)者分析

1.學(xué)生已經(jīng)掌握了與旅行相關(guān)的詞匯和基本句型，能夠進行簡單的日常英語交流，對英語閱讀有一定的理解能力。

2.學(xué)習(xí)興趣：學(xué)生對旅行話題普遍感興趣，易于激發(fā)學(xué)習(xí)動力。學(xué)習(xí)能力：學(xué)生具備基本的英語閱讀技能，能夠理解簡單文本。學(xué)習(xí)風(fēng)格：學(xué)生偏好互動式學(xué)習(xí)，喜歡通過討論和合作來學(xué)習(xí)新知識。

3.學(xué)生可能遇到的困難和挑戰(zhàn)包括：對長篇閱讀材料的不適應(yīng)，對復(fù)雜句型和生僻詞匯的理解困難，以及在深入討論和批判性思維方面的不足。此外，學(xué)生可能在跨文化理解上存在障礙，需要引導(dǎo)他們正確理解和尊重不同文化。四、教學(xué)方法與策略

1.結(jié)合教學(xué)目標和學(xué)習(xí)者特點，本節(jié)課將采用講授與討論相結(jié)合的教學(xué)方法，同時穿插案例研究和項目導(dǎo)向?qū)W習(xí)，以增強學(xué)生的參與度和實踐能力。

2.教學(xué)活動包括：分組討論旅行計劃，角色扮演模擬旅行咨詢場景，以及小組項目設(shè)計一個旅行攻略。這些活動旨在促進學(xué)生之間的互動和合作學(xué)習(xí)。

3.教學(xué)媒體使用方面，將利用多媒體課件展示旅行圖片和視頻，以及在線資源如旅行博客和地圖服務(wù)，以直觀呈現(xiàn)教學(xué)內(nèi)容，增強學(xué)習(xí)體驗。五、教學(xué)過程

Goodmorning,everyone.Today,wearegoingtocontinuewithUnit2,"TravellingAround,"andwewillfocusonthe"ReadingandThinking"section.Beforewebegin,let'squicklyreviewwhatwehavelearnedsofarabouttraveldestinationsandexperiences.Whocantellmeaboutaplacetheywouldlovetovisitandwhy?

(Studentssharetheirthoughts)

Great!It'swonderfultohearaboutyourtraveldreams.Now,let'sdiveintoourlessonfortoday.

**1.IntroductiontotheLesson(5minutes)**

Iwillstartbyintroducingthemainthemeofthereadingpassage.Thetextistitled"AJourneytoRemember,"andittellsthestoryofafamily'striptoabeautifulanduniqueplace.I'llshowyousomepicturesoftheplacementionedinthetexttogiveyouavisualideaofwhatwewillbereadingabout.

(Showpicturesofthetraveldestination)

Now,Iwantyoutothinkaboutwhatmakesajourneymemorable.Canyouthinkofanyexperiencesthathavestayedwithyoulongafterthetripwasover?

(Studentssharetheirexperiences)

**2.Pre-readingActivities(10minutes)**

Beforewereadthetext,let'sdoafewactivitiestoactivateyourbackgroundknowledge.I'llgiveyoualistofvocabularywordsthatarerelatedtotravel.Let'sgothroughthemtogether,andI'llaskyoutousetheminsentencestopractice.

(Vocabularylistprovided)

Next,I'llaskyoutomakepredictionsaboutthetextbasedonthetitleandthepicturesyou'veseen.Whatdoyouthinkthefamily'sjourneywillbelike?Writedownyourpredictions.

(Studentswritedowntheirpredictions)

**3.ReadingtheText(20minutes)**

Now,let'sreadthetext"AJourneytoRemember."I'llreadthefirstparagraphaloud,andthenI'llaskyoutoreadtherestofthetextsilently.Asyouread,payattentiontothedetailsofthefamily'stripandhowtheauthordescribestheirexperiences.

(Ireadthefirstparagraphaloud)

(Studentsreadtherestofthetextsilently)

Afteryou'vefinishedreading,I'llaskyousomecomprehensionquestionstocheckyourunderstanding.

(Askcomprehensionquestions)

**4.TextAnalysisandDiscussion(25minutes)**

Inthispart,wewillanalyzethetextinmoredetail.I'lldivideyouintosmallgroups,andeachgroupwillfocusonadifferentaspectofthetext.Herearethetopicsforeachgroup:

-Group1:Theauthor'suseofdescriptivelanguage

-Group2:Theemotionalexperiencesofthefamilyduringthetrip

-Group3:Theculturalaspectsofthedestination

-Group4:Thestructureandorganizationofthetext

Eachgroupwilldiscusstheirtopicandthenpresenttheirfindingstotheclass.Whileyouarediscussing,thinkabouthowtheseaspectscontributetomakingthejourneymemorable.

(Groupsdiscussandpresenttheirfindings)

**5.Post-readingActivities(20minutes)**

Nowthatwehavediscussedthetext,let'sdosomepost-readingactivities.First,I'llgiveyouaworksheetwithsomequestionsthatwillhelpyoureflectonthetext.Answerthesequestionsinyourownwords.

(Provideworksheetwithquestions)

Afteryou'vefinishedtheworksheet,I'llaskyoutowriteashortparagraphaboutamemorablejourneyyou'veexperiencedorwouldliketoexperience.Usethestructureandlanguagefromthetextasamodelforyourwriting.

(Studentswriteashortparagraph)

**6.ConclusionandHomework(10minutes)**

Towrapupourlessontoday,let'squicklyreviewwhatwe'velearned.We'vereadaboutafamily'sjourneyanddiscussedtheelementsthatmakeatripmemorable.We'vealsopracticedusingtravel-relatedvocabularyandanalyzedthetextfordescriptivelanguageandstructure.

Forhomework,Iwantyoutofindatravelblogorarticleonlineandreadit.Tomorrow,wewillsharewhatwe'velearnedfromourreadingsanddiscusshowwecanapplythisknowledgetoourownwriting.

(Studentstakenotesonthehomework)

Welldonetoday,everyone!Remembertopreparefortomorrow'sclass,andIlookforwardtohearingaboutyourtravelreadings.Haveagreatday!

(Endoflesson)六、教學(xué)資源拓展

拓展資源：

1.文學(xué)作品：推薦學(xué)生閱讀一些經(jīng)典的旅行文學(xué)作品，如《小王子》、《在路上》等，這些作品不僅能夠提供豐富的文化背景，還能夠激發(fā)學(xué)生對旅行的想象和思考。

2.旅行紀錄片：介紹一些與旅行相關(guān)的紀錄片，如《國家地理頻道》的系列紀錄片，這些紀錄片能夠讓學(xué)生更直觀地了解世界各地的風(fēng)土人情和自然景觀。

3.旅行雜志和博客：推薦學(xué)生閱讀《孤獨星球》等旅行雜志，以及一些知名的旅行博客，這些資源能夠提供實用的旅行建議和最新的旅行趨勢。

4.旅行詞匯和短語：整理一份旅行英語常用詞匯和短語列表，包括問路、住宿、餐飲等方面的表達，幫助學(xué)生提高旅行中的語言交流能力。

拓展建議：

1.閱讀分析：鼓勵學(xué)生選擇一本旅行文學(xué)作品進行深入閱讀，分析作品中的旅行主題和深層含義，以及作者通過旅行所傳達的思想和情感。

2.觀看討論：組織學(xué)生觀看旅行紀錄片，之后進行小組討論，分享他們從紀錄片中獲得的見識和感受，以及如何將這些見識應(yīng)用到自己的旅行計劃中。

3.創(chuàng)作實踐：要求學(xué)生基于所學(xué)的旅行知識和經(jīng)驗，創(chuàng)作一篇旅行日志或攻略，既可以是對真實旅行的記錄，也可以是虛構(gòu)的旅行故事。

4.語言練習(xí)：讓學(xué)生使用旅行英語常用詞匯和短語列表，模擬旅行場景進行角色扮演練習(xí)，提高他們的口語交流能力。

5.文化探索：鼓勵學(xué)生在假期或周末進行一次短途旅行，親自體驗不同的文化背景，并在課堂上分享他們的經(jīng)歷和收獲。

6.持續(xù)學(xué)習(xí)：建議學(xué)生訂閱旅行雜志或關(guān)注旅行博客，持續(xù)獲取旅行信息和知識，將學(xué)習(xí)與興趣相結(jié)合，提高學(xué)習(xí)的積極性。七、教學(xué)反思與改進

Aftercompletingthe"ReadingandThinking"sectionofUnit2,"TravellingAround,"Ihavetakensometimetoreflectontheeffectivenessofthelessonandconsiderareasforimprovement.It'simportanttoassesswhatworkedwellandwhatdidn't,sothatIcanmakeadjustmentsforfuturelessons.

Firstly,Iobservedthatthestudentswerequiteengagedduringthepre-readingactivities.Theuseofpicturesandvocabularyexerciseshelpedtoactivatetheirbackgroundknowledgeandgenerateinterestinthetopic.However,Inoticedthatsomestudentswerehesitanttoparticipateinthepredictionactivity.Toaddressthis,Icouldprovidemoreguidanceandstructureforthispartofthelesson,perhapsbygivingthemsentencestemsorpromptingquestionstohelpthemarticulatetheirpredictions.

Duringthereadingofthetext,Iwaspleasedtoseethatmoststudentswereabletofollowthestoryandanswerthecomprehensionquestions.However,Irealizedthatsomestudentsstruggledwiththemorecomplexvocabularyandsentencestructures.Inthefuture,Iplantoincorporatemoreexplicitvocabularyinstructionandprovideadditionalsupportforstudentswhomayneedit.Thiscouldincludepreviewingdifficultvocabularybeforereadingorprovidingaglossaryforreference.

Thesmallgroupdiscussionswereahighlightofthelesson,astheyallowedstudentstodelvedeeperintothetextandexploredifferentaspectsofthejourney.However,Iobservedthatsomegroupsdidnotfullyengagewiththeirassignedtopics.Toimprovethis,Icouldprovideclearerinstructionsandexamplesforeachgroup,aswellascheckinwiththemmorefrequentlytoensuretheyareontrack.

Intermsofthepost-readingactivities,thestudentsseemedtoenjoywritingabouttheirownmemorablejourneys.However,somestudentsfounditchallengingtostructuretheirwritingeffectively.Tosupporttheirwritingskills,Icouldprovideaframeworkoroutlinefortheirparagraphs,andspendmoretimereviewingtheelementsofagoodnarrativebeforetheybeginwriting.

OneaspectofthelessonthatIneedtoimproveistheassessmentofstudentlearning.WhileIaskedcomprehensionquestionsafterreadingandduringthediscussions,Ididnotformallyassesstheirunderstandingofthetext.Infuturelessons,Iplantoincludemoreformalassessmentopportunities,suchasshortquizzesorwrittenreflections,togaugetheircomprehensionandcriticalthinkingskills.

Additionally,Iwanttoensurethatthehomeworkassignmentsaremorecloselyalignedwiththelessonobjectives.Forexample,insteadofjustreadingatravelblogorarticle,Icouldaskstudentstoanalyzethetextforspecificfeatures,suchasdescriptivelanguageornarrativestructure,andthendiscusstheseinclass.

Toaddressthesearea