1、第 1页共 4页 新人教高一英语教案 教师学科English年级高一 教学课题 Book 1 Unit 2 Reading and Thinking 课时共课时第课时 时间年月日 课标要求 The main theme of this part is about exploring Peru - a beautiful country in South America. Peru is located on the Pacific coast with three main areas: narrow, dry, flat land running along the coast, the A
2、ndes Mountains and the Amazon rainforest. It was also the centre of the powerful ancient Inca Empire, so it is also a country full of history and culture. The authors purpose of writing these two texts is to introduce Peru, attract more people to travel to Peru, and most importantly broaden students
3、 horizons. 教学目标 （核心素养） At the end of this section, students will be able to: 1. Identify and remember the words and phrases, sentence patterns related to the topic of exploring Peru; 2. Analyze the features of the two types of texts and summarize the main information of the four package tours in Per
4、u to form structural knowledge; 3. Apply reading strategies of skimming and summarizing to get a better understanding of the texts. 教学重点 Learn to use reading strategies, new expressions and patterns to understand the main ideas of the texts, summarize features of the two types of texts to form struc
5、tural knowledge. 教学难点 Compare a familiar or similar tourist destination in China with one in Peru and then create a travel brochure for foreign tourists. 实 施 策 略 教学方法Activity-based approach 教学资源 （信息技术应用） Multimedia and blackboard 教学过程备 注 Step 1 Leading in Invite students to watch the video Welcome t
6、o Peru and answer the two questions in Activity 1 on page 26. Collect answers from students. Offer some new words and expressions and explain them to students. 第 2页共 4页 新人教高一英语教案 教学过程备 注 Step 2 Skimming for main ideas 1. Ask students to look through the two texts quickly for titles, headers, picture
7、s, and maps to recognize the text type. Consider the following questions: What types of text are they: encyclopedia or brochure？ Ask students to summarize features of an encyclopedia entry and a tour brochure according to the table. 2. Ask students to skim for the main ideas of the two texts by look
8、ing at the titles, pictures, maps and key words. Invite some students to share their answers. Step 3 Close-reading 1. Scanning for specific information Pair students to read Text 1 and fill in the table about the brief introduction of Peru. If there are no direct answers, they may have to summarize.
9、 Collect answers from the pairs. Ask students to read Text 2 carefully and fill in the blanks about Cusco in Activity 3 on page 27 in pairs. If there are no direct answers, they may have to infer from the given information. Collect answers and reasons from students. 2. Summarizing Divide the class i
10、nto groups to read Text 2 carefully again to fill in the table in Activity 4 on page 27 by paying attention to the key information about days, transport, accommodation and activities. Ask students to underline the main sentence patterns and adjectives to describe the tour. Invite some groups to pres
11、ent their answers and make comments. Step 4 Thinking and creating 1. Group students to think and discuss the question in Activity 4 on page 27 with the help of the table above. What tour(s) would you recommend for people who enjoy history and culture/natural scenery/hiking/countryside? Monitor the g
12、roups work and be ready to help if necessary. Invite some groups to present their answers. 2. Compare a familiar or similar tour destination in China with one in Peru in groups, and then create a tour brochure for foreign tourists. It should include number of days, transport, accommodation and activ
13、ities following the format of “Travel Peru”. Invite groups to show their tour brochures. 第 3页共 4页 新人教高一英语教案 教学过程备 注 作业 （体现分层设计） Listen and read the texts fluently after class; Memorize words and expressions related to Explore Peru Polish the tour brochure about package tours. 教 学 反 思 成 效 困 惑 第 4页共 4页
