Unit2 Travelling Around Reading and thinking 说课稿-2024-2025学年高中英语人教版（2019）必修第一册

Unit2TravellingAroundReadingandthinking说课稿-2024-2025学年高中英语人教版（2019）必修第一册一、教材分析

本节课的教学内容为“Unit2TravellingAroundReadingandthinking”，选自2024-2025学年高中英语人教版（2019）必修第一册。本单元围绕“旅行”这一主题展开，旨在帮助学生了解不同国家的旅游景点和文化特色。本节课通过阅读一篇关于旅行的文章，培养学生的阅读理解能力，提高他们的思维品质和跨文化交际能力。教学内容与学生的生活实际紧密相连，有助于激发学生的学习兴趣，提高他们的英语实际应用能力。二、核心素养目标

1.语言能力：通过阅读课文，学生能够理解并运用与旅行相关的词汇和句型，提高阅读理解能力和语言表达能力。

2.思维品质：培养学生分析、整合和评价旅行信息的能力，发展批判性思维和创新思维。

3.文化意识：通过学习课文内容，增强学生对不同文化背景下的旅行习俗和风土人情的认识，提升跨文化交际意识。

4.学习能力：鼓励学生自主探索和学习旅行相关的知识，培养学生主动学习和解决问题的能力。三、学习者分析

1.学生已经掌握了与旅行相关的词汇和基本句型，能够进行简单的日常英语交流，对英语阅读有一定的理解能力。

2.学习兴趣：学生对旅行话题普遍感兴趣，易于激发学习动力。学习能力：学生具备基本的英语阅读技能，能够理解简单文本。学习风格：学生偏好互动式学习，喜欢通过讨论和合作来学习新知识。

3.学生可能遇到的困难和挑战包括：对长篇阅读材料的不适应，对复杂句型和生僻词汇的理解困难，以及在深入讨论和批判性思维方面的不足。此外，学生可能在跨文化理解上存在障碍，需要引导他们正确理解和尊重不同文化。四、教学方法与策略

1.结合教学目标和学习者特点，本节课将采用讲授与讨论相结合的教学方法，同时穿插案例研究和项目导向学习，以增强学生的参与度和实践能力。

2.教学活动包括：分组讨论旅行计划，角色扮演模拟旅行咨询场景，以及小组项目设计一个旅行攻略。这些活动旨在促进学生之间的互动和合作学习。

3.教学媒体使用方面，将利用多媒体课件展示旅行图片和视频，以及在线资源如旅行博客和地图服务，以直观呈现教学内容，增强学习体验。五、教学过程

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、教学资源拓展

拓展资源：

1.文学作品：推荐学生阅读一些经典的旅行文学作品，如《小王子》、《在路上》等，这些作品不仅能够提供丰富的文化背景，还能够激发学生对旅行的想象和思考。

2.旅行纪录片：介绍一些与旅行相关的纪录片，如《国家地理频道》的系列纪录片，这些纪录片能够让学生更直观地了解世界各地的风土人情和自然景观。

3.旅行杂志和博客：推荐学生阅读《孤独星球》等旅行杂志，以及一些知名的旅行博客，这些资源能够提供实用的旅行建议和最新的旅行趋势。

4.旅行词汇和短语：整理一份旅行英语常用词汇和短语列表，包括问路、住宿、餐饮等方面的表达，帮助学生提高旅行中的语言交流能力。

拓展建议：

1.阅读分析：鼓励学生选择一本旅行文学作品进行深入阅读，分析作品中的旅行主题和深层含义，以及作者通过旅行所传达的思想和情感。

2.观看讨论：组织学生观看旅行纪录片，之后进行小组讨论，分享他们从纪录片中获得的见识和感受，以及如何将这些见识应用到自己的旅行计划中。

3.创作实践：要求学生基于所学的旅行知识和经验，创作一篇旅行日志或攻略，既可以是对真实旅行的记录，也可以是虚构的旅行故事。

4.语言练习：让学生使用旅行英语常用词汇和短语列表，模拟旅行场景进行角色扮演练习，提高他们的口语交流能力。

5.文化探索：鼓励学生在假期或周末进行一次短途旅行，亲自体验不同的文化背景，并在课堂上分享他们的经历和收获。

6.持续学习：建议学生订阅旅行杂志或关注旅行博客，持续获取旅行信息和知识，将学习与兴趣相结合，提高学习的积极性。七、教学反思与改进

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