（新教材）人教版（2019）高中英语必修第一册Unit2 Reading 教学设计 .docx

1、【优质教学】【优质教学】 新教材高中英语教学设计必修一新教材高中英语教学设计必修一 Unit 2 Traveling Around - Reading 导语导语 本课是人教版新教材第二单元“Traveling Around”的阅读教学部分。该板块的活动主题为“探索秘鲁” （Explore Peru） ，介绍了秘鲁的地理、历史、文化以及景观等内容。通过文字以外，该部分还提供了视频、 地图、图片等多模态形式的语篇，培养学生看的能力。该板块文本包括两部分。第一部分是介绍性文本， 介绍了秘鲁的地理位置、地貌特征及历史文化。第二部分是旅游宣传册，介绍了秘鲁四条不同特色的旅行 路线。该板块文本特征明显，本

2、课将教学重点放在文本结构分析和文本语言特征分析上，落脚点为旅游册 子文本语言的学习和运用。采用典型的 PWP 教学模式。Pre-reading 环节: 视频导入，呈现秘鲁著名景点以 及风土文化人情，让学生对秘鲁有一个直观感性的认识，激发学生深入了解秘鲁的兴趣，引入主题。 While-reading 环节：1. 学生通过文本比较，区分 encyclopedia 和 brochure，并归纳 encyclopedia 和 travel brochure 的基本文本特征。2. 学生通过阅读秘鲁旅游小册子，获取信息，判断四条路线分别能满足游客怎 样的需求。3. 学生通过比较笔者给出的语言和旅游小册子原

3、文中的语言，加深理解旅游小册子语言特色。 Post-reading 环节：通过一个写的任务 -“修改乌镇戏剧节宣传文字，使其更加具有感染力” ，促使 学生将本节课学到的旅游小册子的语言特色运用到写作中。 教学设计具体步骤教学设计具体步骤 Lesson Plan Components Level of learnersFirst Term, Senior One Main aim(s)Students know about the geography and culture of Peru. Studentsknowaboutthecharacteristicsofan encyclopedia

4、 and a travel brochure. Students are able to apply the language characteristics into writing a travel brochure. TimingProcedureStage aimsAids and materials Interaction pattern 5Studentsappreciatethevideo “WelcometoPeru”withthe following question in mind: What do you see about Peru in the lead-in to

5、get students interested in the topic: travel in Peru to give students a general videoclip about Peru teacher individual video? Teacherposesthefollowing questions to elicit students answers onmoresourcesofinformation about Peru. Do you want to explore more about Peru? What other sources of informatio

6、n can you find about Peru? idea about Peru. toengagestudentsto explore more sources of information about Peru. PPT teacher whole class 5Students scan the two texts with the following question in mind: What types of text are they: encyclopedia or brochure? Teacher gives tips on identifying the text t

7、ype. Students discuss the question in groups of four. Teachergivesfeedbackontheir discussion work and help summarize thestructurefeaturesofan encyclopedia and a brochure. to lead students to focus on the text type of the two texts to introduce the tips on identifying the text type: look through the

8、titles, headers, pictures, charts and any other information that might tell you what type of text it is textbook PPT group work teacher whole class 5Students read text 2 and think about the following question: If you are traveling to Peru, which to engage students sort out the information about the

9、four tours and think textbookteacher individual tour(s) will you choose? Why? Students finish the task given by teacher: to help different tourists find the suitable tour(s) according to their travel purposes. about the purpose of a certain tour PPT 10Students are divided into four big groups and de

10、al with the specific information about the four tours respectively.Eachbiggroupis divided into small groups of four students. Each big group pools up their group workandchoosesone representative to present their group work on the whiteboard. Four representatives are invited to showtheirgroupworkonth

11、e whiteboard. Studentsdiscussthequestion following question in groups of four: Which tour(s) would you recommend for people who enjoy history and culture? (Students can refer to the table on exercise 4 .) to sort out the specific informationaboutthe fourtoursinPeru: numberofdays; transport; accommod

12、ation; activity tohelpstudentsthink deeper about what each tour can offer textbook whiteboard PPT group work 5Students review text 1 and think about the question: Whats the language characteristic of Text 1? Is it subjective or objective? Why? Teacher gives a task: Please find the sentences in text

13、2 with the same meaning. Compare andthinkaboutthelanguage characteristic of text2. (PPT) Students work in a group of four and summarizethelanguage characteristics of the two texts. toengagestudentsto focusonthelanguage characteristics of the two texts tohelpstudentslearn more about the language of a

14、 travel brochure group work 10 Teacher gives a task: To make a brief introduction to the WuzhenTheatreFestivalmore appealing. Students work in groups of four to polish the original version. to allow students review andusewhattheyve learned in this class: the language characteristics of a travel brochure PPTgroup work