1、Unit 2 Reading and Thinking: Travel Peru教案主题语境人与自然语篇类型旅游宣传册课型阅读课一、教学文本分析本课为2019新人教必修一Unit 4的阅读课，是本单元“旅行”话题下，活动主题为“探索秘鲁”的一个板块。该板块聚焦对秘鲁的地理、历史、文化、景观等方面的学习和探索。该板块分为两部分：一是介绍性文本-百科全书，介绍秘鲁的地理位置、地貌特征和历史文化。二是旅游宣传册，介绍秘鲁四条不同特色的旅行路线。本课的终极教学目标是用担任英文导游介绍旅行安排，加深拓展对文本信息理解的同时提高学生的思维品质和文化品格。视听材料通过优美的画面介绍秘鲁知名景点；文本分析理解
2、百科全书与旅行宣传册的异同以及秘鲁的地理位置、地貌、历史及语言；模拟英语导游活动练习目标语言培养学生自信和文化自信。本课体现了对学生英语学科核心素养的培养，在情境中以看，听，说，读，写等方式注重语言的表达和运用能力的培养，同时蕴含了文化意识，思维品质和学习能力的提升，增强学生的家国情怀，坚定文化自信，树立人类命运共同体意识，让学生成长为文明素养和社会责任感的人。二、学情分析高一的学生学了多年的英语，已经掌握了一些基本的语言要点和语言技巧，可以在课文中得到一些详细的信息。但大多数学生缺乏略读、扫读和预测等阅读策略。这篇课文是关于南非的一个国家秘鲁，那里有美丽的风景，可以开阔学生的国际视野。视频、
3、地图及活动也会激发学生对课文的学习兴趣。三、教学目标Knowledge objectives:Enable students to read an encyclopedia entry and travel brochure and understand the characteristics of this text type and get some effective information.Skill objectives:Develop students reading ability and learn to use some reading strategies, such as
4、 skimming, scanning and prediction.Emotional objectives:To learn about some famous tourist attractions the cultural characteristics in Peru.To cultivate students patriotism and broaden studentsinternational horizon.Thinking quality objectives:To cultivate students ability to compare and analyze and
5、make a reasonable judgment and make a travel plan for certain person.To work in a group and introduce sights in Chongqing as a tour guide.四、教学策略选择1. Scaffolding instruction:enter into situation-set up scaffolding instruction-think independently-collaborate to study-effect evaluation2. Task-based tea
6、ching method is chosen. With the teaching method, students are guided to do fast reading to get the general idea of the passage and careful reading to get some detailed information in the passage.3. Guide students to learn individually and cooperatively.5、 教学重点及难点Focal Points：1.To enable students to
7、 learn about the characteristics and linguistic features of encyclopedia and travel brochure2.To make students learn about the travel resources and cultural features of Peru.Difficult points：To work in a group and introduce sights in Chongqing as a tour guide.六、教学资源Multimedia, whiteboard, slides, Gu
8、ided learning plan 七、教学过程步骤教师活动学生活动设计意图核心素养提升点Step 1Lead in1. Play the video and remind students to pay attention to the sights in the video.2. Present pictures and ask students what sights they are.1.Watch the video2.Match pictures with sights in Peru.1. Activate students knowledge about Peru.2. In
9、troduce the sights in Peru.Learning ability(The ability to record and capture critical information while watching and listening)Step 2Pre-reading1. Lead students to Brainstorm:What other sources of information can you find about Peru?(check online; go to the library; use an encyclopedia; get some tr
10、avel brochure)2. Lead students to discover the characteristics and linguistic features of an encyclopedia and brochure:There are two texts about Peru.What types of text are they:encyclopedia or brochure? (Text 1 is an encyclopedia;Text 2 is a brochure)What do an encyclopedia and a brochure consist o
11、f ?1. Students brainstorm for sources of information2. Students work in a group to discover the linguistic features and characteristics of an encyclopedia and brochure.1. Activate students interest in the text by working in a group and brainstorming.2. To enable students to learn about the character
12、istics and linguistic features of encyclopedia and travel brochureThinking ability（make reasonable prediction and analysis）Step 3While-reading1. Lead students to locate the sights:look at the title and pictures, and quickly find out the travelling places in the map.2. Lead students to read for infor
13、mation.read the text quickly again and fill in the table.3. Lead students to read for targeted language.read the text again and try to use some adjectives describe the four places.1. Students circle the sights in the map2. Students read for information.3. Students read for targeted language.1. Train
14、 students reading ability.2. Make preparations for the presentation with the targeted language.Learning ability(scan and locate detailed information)Linguistic ability(collect targeted language and put into use)Step 4Post-readingLead students to be an English tour guide:Work in a group of 6 and intr
15、oduce Chongqing as a tour guide in the following four aspects:number of days, transport, accommodation and activities with the targeted language. 1. Students work in group.2. Each student choose one aspect to prepare.3. Choose a representative to present in front of the class.use languages that we l
16、earn to make arrangements for a tour and introduce hometownCultural characterLinguistic ability(use languages that we learn to make arrangements for a tour and introduce hometown so as to enhance students cultural self-confidence and cultural consciousness)八、板书设计Unit 2 Travel PeruHow to introduce a tour plan:1. number of days2. transport3. accommodation4. activities教学反思：整节课学生积极互动参与，尤其最后的英语导游活动中气氛很活跃。学生们在活动中学习语言，最后自己运用所学目标语时学生们纷纷表现出了自信和对家长的自豪与热爱。教学后的作业反馈中学生们都能运用本课学习的语言进行旅游安排，达到了教学目标。
