Unit+2+Travelling+around+Reading+and+thinking+单元复习课+教学设计 高中英语人教版（2019）必修第一册+

课程基本信息学科高中英语年级高一年级学期秋季课题M1U2TravellingAround（第二课时）教学目标学生能够结合社会热点新闻探讨旅游利弊。学生能够通过阅读语篇，明确作为文明游客所要具备的素质。学生能够综合单元内容，结合自身生活经验，分享一次旅行经历，并最后撰写成文发表在博客教学重难点教学重点：结合思维导图理清单元语篇之间的逻辑关系，并在主线的梳理中复习回顾关于旅行话题的主题语言。深入分析和把握旅行的益处，并能就旅游的负面效应给出判断，提出合理建议。教学难点：学生从宏观上对单元主题语言有系统掌握，并综合运用评判性思考旅游利弊，结合自身经历，讨论和分享观点。教学过程Activity1：ReflectionandthinkingTravellinggivesusbeautifulmemories.However,sometimeswealsowillbefacedwithsomeembarrassingmomentswhiletravelling.Lookatapictureandthinkaboutwhatittalksabout.Guidethesstoreadthepictureandanalyzethereasonbehindthephenom.（设计意图：学生通过对社会热点的思考，进一步深层次地认识旅游的利弊。承上启下，结合生活情境，为下一步评判性看待旅游问题引入话题）。Activity2：ReadingandthinkingGuidethesstoreadthearticletocommentontheuncivilizedbehaviorofthetouristsandthedamagethattourismitselfcausestothelocalarea.BEAGOODTOURISTTourismcanbebothgoodandbad.Yes,itbringsinmoneyforthelocaleconomyandcreateslotsofjobsforlocals,butitmayalsobringsomeproblems.Onegrowingproblemistouristswhowanttoprovethattheyhavevisitedadestination.Touristshaveusedpaint,rocks,orevenkeystowriteontheLuxorTempleinEgypt,theColosseuminRome,StonehengeintheUK,memorialstonesatthebottomofQomolangma,andmany,manyotherplaces.Thousandsoftouristsitesarebeingdestroyedbytouristswho“lovethemtodeath".Ihavethreewordsforpeoplelikethis:pleasestopit.ifyouwanttoleaveamarkontheworld,doitbychangingsomeone'slifewithkindnessandlove.Passkindnessalongtofuturegenerations,notdestruction(破坏).Anotherbigprobleminsomeplaceshasbeentouristsdisturbing(打扰)thelocalpeopleandlife.Sometouristswanderaroundandtakepicturesoflocalpeoplewithoutaskingfortheirpermission.Forexample,ChiangMaiUniversityinThailandandYonseiUniversityinSouthKoreahavegreatnumbersoftouristsvisitingtheircampusesandwalkingthroughtheirlibrariesandotherpublicareas,takingpicturesofstudents,anddisturbingtheirstudies.AnotherexampleisSanlitun,aneighbourhoodinBeijing,China.Sometouristslovetopartytherelateintothenight,makingitdifficultforlocalstosleep.Ihavethreewordsfortourists.likethis:pleasebeconsiderate.Havefuninawaythatdoesnotdisturbothers.Thenumberofproblemsfromtouristsisendless:walkinginlargegroupswithoutconsideringotherswhoneedtowalkby,crossingroadswithoutthinkingoflocaltrafficlaws,andmanymore.Theonlywaytosolvetheproblemoftheterribletourististomakesurethatyouarenotone!Bethebest,kindest,mostpolitetouristpossible.Remember,wheneveryoustepoutsideyourcountry'sborders,youarerepresenting(代表)yourcountrytotherestoftheworld.(1).Whatarethebenefitsandproblemsoftourism?(2).Whatsuggestionsdoesthewritermakeforthevisitors?(3).Whatistheonlywaytosolvetheproblemoftheterribletourismaccordingtotheauthor?(4).Doyouagreewiththewriter’ssuggestionsfortourists?Whatothersuggestionsdoyouhave?Guidesstoreflectonthegoodandbadpointsofthetourism.（设计意图：学生通过思考清北大学叫停短期游，以及阅读主题文本，评判性思考旅游的优缺点）。Activity3：DrawingamindmaptoreviewthetopicrelatedlanguageGroupwork:Encouragesstomakeasummaryofwhatthey’velearnedabouttravellingbydrawingamindmap.（设计意图：学生结合课堂中的听说读写板块，依据大概念下的三个小概念系统梳理单元主题语言，通过绘制思维导图形成结构体系）。Activity4：Sharingandwriting1.Askstudentstorecalltheirtravellingexperience,andsharetheirpastlife,andrecordwhattheyhaveexperiencedintheirtravelling.(1).Whatpreparationsdidyoumake?(2).Whatkindofplaceitis?(3).Whatgoodorbadexperienceshaveyouexperiencedduringthetraveling?(4).Whatwastheproblem?(5).Whatisyoursuggestion?(6).Whatisthemeaningoftravellingtoyou?（设计意图：学生结合教师给出的问题，回忆自己曾经有过的印象最为深刻的旅行经历，并且口头表述，为后面的博客文章做好铺垫）。2.WriteablogpassageUsingtheblogcarrier,studentsusethetopic-relatedlanguages,accordingtothe“travelplan——placedescription——travelreflection”frameworkstructuretofinishacomposition.（设计意图：学生按照要求，结合前