高中人教版 (2019)Unit 2 Travelling around教案及反思

这是一份高中人教版 (2019)Unit 2 Travelling around教案及反思，共4页。
Reading and Thinking-- Travel Peru (1)
Students: senir neType: reading and thinking
Time: 40minsDesigner: CHEN Jiankang
Analysis f the teaching material
The tpic f this unit is abut travelling at hme and abrad, which belngs t the theme cntext f “humans and nature”. Students are expected t talk abut turs t Peru, listen t peple discuss their travel plans, talk abut preparing fr travel and hw t make reservatins fr a trip and finally be able t write a travel plan.
The passage in this unit is mainly abut sme general intrductins f Peru, including its lcatin, capital and fficial language and sme beautiful scenic spts f Peru, such as Amazn Rainfrest Tur, Machu Picchu Tur, Cusc Tur, and Lake Titicaca Tur. The writer vividly describes the characteristics f the fur fabulus sights t the readers, wh are deeply impressed by the descriptin. The teacher is suppsed t guide students t explre the fur scenic spts and sum up its features. Mre imprtantly, the teacher shuld mtivate students t talk mre and discuss the related tpics.
Analysis f the students
The students in Grade I are yung, curius and have great passin fr travelling and sme f them may have gt the experience f travelling. These are all their advantages, but n the ther hand, they are teenagers wh might be shy, sensitive and reluctant t express themselves in public and they may cnsider mre abut what they will see during a trip but lack the sense f making a plan and preparatins befre a trip.
Learning bjectives
After the class, the students will be able t:
1) get a better understanding f turism resurces and cultural characteristics f Peru by reading the tw texts and watching the vide.
2) tell the structural, stylistic and linguistic features f encyclpedia and brchure as well as their differences by appreciating their cntent, language and structures.
3) write a travel brchure by imitating the structure and language learned in class.
Imprtant & difficult pints
1) Develp students’ reading ability such as skimming, scanning and summarizing.
2) Let students talk abut travelling, eventually write a travel brchure.
Teaching methds
Cmmunicative language teaching methd and activity-based teaching methd (individual wrk; pair r grup wrk).
Teaching prcedure (40')
Activities
Teacher’s activities
The students’ activities
Purpse
leading in
(3 mins)
Greeting.
Ask the students t watch a vide abut Peru.
Tell the students vide is a surce f infrmatin.
Watch the vide and the questin, “What impresses yu mst in the vide? ”
拉近与学生的距离；
学生通过观看视频了解秘鲁，激活话题，激发学习兴趣。
Read text 1
(10 mins)
Q1: What aspects abut Peru are mentined in text 1?
Q2: What’s the tne f text 1?
Q3: What type is this text?
Scan thrugh the passage t find the answer.
通过看，引导学生发现该板块文本由两部分组成：第一篇是百科全书式介绍性文本，第二篇为旅游宣传手册。
学生在问题的引导下，阅读文章，概括文本信息，了解第一篇文本所讲内容；问题2引导学生关注文本语言特点，通过内容和语言特点的分析来促进学生对encyclpedia文体语言特点的了解并做出总结。
Read text 2
(25 mins)
引导学生关注旅游手册的特定结构，帮助学生去识别文体体裁；
启发学生思考旅游手册内容组成，并通过阅读完成表格的填写，梳理本文的表层信息；
Q：Which tur attracts yu mst? Why?
通过对一些列动词的聚焦，启发学生思考排比句、祈使句在旅游宣传手册中所达到的表达效果；
旅游手册写作建议总结；
迁移运用：基于文本的写作策略、语言；
学生通过“看”了解旅行手册的特定结构；
阅读文本，完成表格信息，了解旅游手册的内容组成；
基于文本信息，结合自身的兴趣爱好进行自由的表达；
4.完成词语填空, 基于语篇思考语言、句型的表现功能；
5.总结归纳旅游宣传手册的内容、语言特点，以及作者是通过什么的策略来实现这样的表达效果的。
通过观察旅游手册的特定结构来帮助识别该文本的结构特点；
表格呈现了有关旅行安排的四个方面，即number f days, transprt, accmmdatin和activity。帮助学生将阅读到的信息进行结构化和条理化的处理，从而形成语篇的结构化知识，加深对文本的理解并给出旅游手册写作建议；
该问题基于文本，又超越文本，让学生结合自身的兴趣爱好来利用文本的信息和语言进行自由的表达，同时引导学生关注语言的表达；
4-5. 通过完成词语填空来实现对语言的理解与运用，基于语篇思考语言、句型的表现功能；
6.总结归纳旅游宣传手册的内容、语言特点，以及作者是通过什么的策略来实现这样的表达效果的。
Summing up
(3 mins)
关注家乡的旅游景点，运用本节课所学为家乡制作一份旅游宣传手册。
学生课后完成一份旅游宣传手册。
迁移运用。
Blackbard design
Explre Peru
Surces f infrmatin cntent language
Vide vivid pictures
Encyclpedia lcatin; gegraphic features bjective & general
Histry; language
Brchure number f days; transprt subjective& specific
Accmmdatin; activity