人教版（2019）必修 第一册 Unit 2 Travelling Around Reading and Thinking教学设计（表格式）

附件3：课堂教学设计课题名称必修1Unit2TravelingAroundReadingandThinkingTravelPeru学科英语授课班级授课时数1执教者授课日期教材分析Thereadingandreadingclasshastwoparts.Thefirstpartintroducesthegeographicallocation,geomorphologicalfeatures,history，andcultureofPeru.Thisstyleisusuallyfoundinencyclopedias.Itfocusesonexplanation.Thelanguageisplain,objective,andnotemotional.Thesecondpartisthetourismbrochure,whichintroducesfourdifferenttouristroutesinPeru.Thetextstructureisclear,withsubheadingsandfourtouristroutes,andisequippedwithrichpictures,givingpeopleahugevisualimpact.学情分析Seniorhighschoolstudentswhohavejustenteredhighschoolshouldhaveavocabularyof1500-1600wordsandtheabilitytoextractthedetailsandgeneralideasofarticles.Butbecauseourstudentsstudyalittleless.Therefore,thevocabularyofstudentsinGradeOneofourschoolisabout800-1000words,andthetextanalysisabilityisweak,andtheinformationextractionabilityneedstobeimproved.Inaddition,althoughstudentshaveacertainunderstandingofencyclopediasandtravelbrochures,theknowledgerelatedtothisareaisnotcomprehensive.教学目标Bytheendofthisperiod,studentswillbeableto:1.Broadentheirhorizonsbyreadingandanalyzingthetexts,learnmoreaboutPeru'sgeography,history,andtouristdestinations,andformabroadinternationalperspective.2.Learnthecontentsofencyclopediaintroductorytextsandtravelbrochures,andmastertheirtextualandlinguisticfeatures.3.Canlearntravel-relatedwords,phrases,andusefulexpressions.4.Activatestudents'culturalself-confidenceandincreasestudents'patrioticfeelingsbycomparingwithothercountries.教学重难点Keypoints:1.Masterkeyvocabularyandkeyphrases,suchasnarrow,fight,accommodation,etc.2.Usedifferentdiscourseanalysismethodstodeepentheunderstandingoftextandlanguageuse.3.Guidestudentstomasterthestructuralandstylisticfeaturesofencyclopediaintroductorytextsandtravelbrochures,andunderstandPeru'stourismresourcesandculturalcharacteristicstoformpersonalopinions.Difficultpoints:1.Guidestudentstopredictthetopicofthearticleaccordingtothetitleofthearticle,andanalyzetheauthor'spurposeofwriting.2.Usewhattheyhavelearnedinclasstowriteatravelbrochurefortheirhometown.课前准备1.Textbook,2.Teachingplan,3.PowerPoint,4.Blackboard，5.Multimediaequipment教学方法TheGrammar-TranslationMethodTheSituationalMethodDiscourseApproachTask-basedLanguage教学过程Pre-readingStep1-GuessinggameTgivessomedescriptionsofwhatisuniquetoPeruandhasSsmakeaguess.AttractSs'attentionandintroducethetopicsofthetextbook.Step2-WatchingavideoSsanswerquestionsbeforeandafterwatchingavideoaboutPeru.(Before)WhatdoyouexpecttoseeaboutPeruinthevideo?(After)①Whatdoyouseeinthevideo?②Whatimpressesyoumostinthevideo?Tgivesnecessaryexplanationsonwordsandexpressions.SshaveapreliminaryunderstandingofPeru,whichprovidesabackgroundforsubsequentreading.Step3-BrainstormTgivesaquestionandSsbrainstorm.WherecanwefindmoreinformationaboutPeru?Usequestionstoelicittext-encyclopediaintroductorytextsandtravelbrochures.While-readingStep1TleadsSstothinkandanswertwoquestions:①Whatarethewritingpurposesofatextfromanencyclopediaandabrochure?②whatarethecharacteristicsofthem?Ssskimthetitlesandpicturesofthetwotextsandtrytodecidetheirtexttype.Activatestudents'existingknowledgeanddrawtheirattentiontothetextualfeaturesofencyclopedictextsandtravelbrochuresStep2Ssskimtext1andansweraquestion:whatinformationaboutPeruiscoveredinthistext?Sscompletethetableinexercise3onP27accordingtotwotexts.Ssanswertwoquestions:Canyoufindtheauthor'sopinionaboutPerufromthetext?Whatarethecharacteristicsofatextfromanencyclopedia?CultivateSs'abilitytoextractinformation;Review,consolidate,andstrengthenSs'words,phrases,andsentencepatterns;GuideSstodiscoverandgeneralizelinguisticfeaturesofencyclopedicintroductorytextsStep3Ssreadtext2andfinishedthetableinexercise4onP27.Ssfurtherdiscussthefollowingquestions:WhatistheattitudeofthewritertowardstravelingtoPeru?Fromwhichexpressionscanyoutell?Whydoesthewriterusethesecondpersoninthearticle?Whydoesthewriterusealotofimperativesentencesinthearticle?HelpSssortoutthefeaturesofeachroutethroughform-fillingactivities.GuideSsfrompayingattentiontothecontentofthetexttopayingattentiontothefeaturesofthetext,andsummarize.After-readingStep1-SummaryTgivesasummaryoftheinformationaboutPeruandthefeaturesofthetwotexttypes.DeepensummarizeandsummarizethetextualcharacteristicsofthetwotextstohelpSsdeepentheirimpression.Step2-DiscussionSsdiscussthefollowingquestions:DoyoufeelastrongurgetovisitPeruafterreadingit?Why?Whichtour(s)doyourecommendforpeoplewhoenjoyhistoryandculture?③Ifyouwereabrochuredesigner,howcouldyoumakeabetteroneinordertoattractmorevisitors?Homework(Afterclass)Inordertopromoteourhometown,pleasewriteatravelbrochureforourhometown.板书设计教学反思本课内容是人教版教材的必修一的第二单元的阅读部分，主题为TravelingPeru。第一部分的阅读文本介绍了秘鲁的地理位置、地貌特征及历史文化。第二部分的介绍了秘鲁四条不同特色的旅行路线。通过总结与反思本节课的教学过程，我的这节课既有亮点也有不足。本次课的亮点：从课堂的效果来看，学生基本上能领会到老师的意图。且信息技术与课堂的相互融合激发了