Unit2TravellingAroundReadingandThinking教学设计-高一英语人教版

Unit3TravelingAroundReadingandThinking读写结合活动教学设计课题Unit3TravelingAroundReadingandThinking授课人王海晴课时安排1课时课型读写课学校名称宝鸡市太白中学AnalysisofteachingmaterialandlearnersAnalysisofteachingmaterialPEP2019pulsoryBook1Unit2ReadingandthinkingTeachingContent:Thepartincludes2texts.Text1ExplorePeru

ThemainpurposeofText1istoprovideabriefintroductionandhistoricaloverviewofPeru.ItdescribesPeru'sgeographyandhighlightsitssignificanceduringtheIncaEmpire.ThistextaimstoinformreadersaboutPeru'sculturalandhistoricalbackground,providingcontextaboutitsSpanishinfluenceanditsfamousarchaeologicalsite,MachuPicchu.

Text2TravelPeru

ThemainpurposeofText2istooffertravelinformationanditinerarydetailsfortouristsinterestedinvisitingPeru.Itdescribesspecifictours,includingtheAmazonRainforestTour,MachuPicchuTour,CuscoTour,andLakeTiticacaTour.Thetextaimstoattractreaderswithdetaileddescriptionsofeachtour'sactivities,encouragingthemtoexplorePeru'suniquenaturalandculturalattractions.

ThematiccontexthumanandnatureAnalysisoflearnersSshavetheabilitytowriteashortpassageanddescribeaplace,buttheydonotknowmoreusefulsentencepatternsintroducingatouristattractionTeachingObjectivesLanguageability1.

Toteachstudentshowtodifferentiatebetweenencyclopediaandbrochuretexts.2.

Toenhancestudents'readingprehensionskillsthroughdetailedinformationextraction.LearningabilityLearntocooperatewithothersindesigningatravelbrochure.ThinkingcapacityToencouragestudentstousevividlanguageandusefulsentencestodescribeatouristattraction.CulturalawarenessExploredifferenttouristattractionsaroundtheworldandtrytointroduceyourhomeland.Important&DifficultPointUnderstandingthestructureandlanguageofencyclopediaandbrochuretexts.Extractingandsummarizingdetailedinformationfromtexts.Tofosterteamworkandcreativityindesigningatravelbrochure.Teachingmethods1.municativeapproach2.ScaffoldingteachingLearningmethodsGroupdiscussionCooperationlearningTeachingProcess教学活动设计师生活动设计意图批注Step1GreetingsTeacher(T):Goodmorning/afternoon,class!Students(Ss):Goodmorning/afternoon,sir.Step2LeadinT:Today,wewillhaveatriptoPeru.Q:IfyouwanttohaveagoodtriptoPeru,whatinformationdoyouneedtoknow?Howcanyouknowit?ShowatravelingbrochuretoSsandaskSstoanalysethestructureandexpressionsinabrochure.Suggestedanswers：thesamestructureinatravelbrochure;vividpicturesandwords;beautifuldesignStep3ReadingActivity1.Readforthetexttype1.Scanning.Lookthroughthetextquicklyandidentifywhichtextisatravelingbrochureandwhy.2.HelpSstotellthedifferencefromencyclopediaandatravellingbrochure.Activity2.Readforthebasicinformation1.Readtheencyclopediaquicklyandfillinblanks.2.Readtexttwo.Readthetextquicklyandfillinthechart(Groupwork)Checkanswers:Activity3.ReadforlanguagefeaturesReadtext2againandtrytofindoutthefollowingtopiclexis.Underlineusefulsentencepatternsinthetext.Activity4.ReadforwritingJackistravelingtoTaibaicounty,pleasewriteatravelbrochuretointroduceHuangBaiyuantouristattraction.Brainstorming:WhatcanyoudowhenvisitingHuangBaiyuan?Suggestedanswers:exploreancientforestenjoythecoolweatheradmireredleavesinautumuenjoytheplantsandanimalsgoldenmonkeyspandasStep4Writing1.Ssfinishadraftwithin5mins.2.AsksomeSstoshowtheirworks.Step5Summaryandhomework激活学生背景知识，通过在导入中出现abrochure,让学生先对此写作题材有所了解。为课文中出现的不同文体的区分做准备导入环节对travelbrochures的介绍，引导学生跨苏区分两种不同文体特征。Readforthebasicinformation引导学