(共22张PPT)
TRAVEL AROUND
UNIT 2
Heracles
Goals come first!
You are requested to understand the contents and the genres(体裁).
You are requested to distinguish(辨别) the two genres and their linguistic characteristics(语言特点).
你需要理解文本内容和文本类型
你需要区分两种文体和它们的语言特点
Pre-reading. Activity 1. Watch a video.(3min)
In summer holidays, Robby is very bored. When he lies on his bed, checks his cellphone and browse videos(刷视频), he is attracted by a video……
Pre-reading.
He also wants to go Peru. so he opens a thick book and makes some plans……
So he opens a thick book and makes some plans……
Where is Peru
How is the weather like there
What should he take
What kind of language should he speak
Pre-reading.
Listen carefully and repeat after me. Page 114
Peru
the Andes Mountains
the Amazon rainforest
the Inca
Machu Picchu
Cusco
Lake Titicaca
The Uros
While-reading. Activity 2. Game time.(12min)
Dictogloss (合作听写)
PERU is a country on the Pacific coast of South America with three main areas: narrow, dry, flat land running along the coast, the Andes Mountains, and the Amazon rainforest.
In the 1400s and 1500s, Peru was the centre of the powerful ancient Inca Empire. The Inca emperor lived in the now-famous site Machu Picchu. Spain took control of Peru in the 16th century and ruled until 1821. It is for this reason that Spanish is the main official language of Peru.
While-reading.
Flat
n.公寓 apartment
Adj. People used to think that the earth was flat.
a flat tyre(轮胎)
平坦的
无气的
While-reading.
It is for this reason that Spanish is the main official language of Peru.
It is/was +强调部分+ that/who(人) +剩下部分.
Science and technology promote social development.
科技促进社会进步
It is science and technology that promote social development.
It is social development that science and technology promote.
2. 正是我的妈妈在我遇到困难时给予我鼓励
It is my mother that/who gives me encouragement when I meet with difficulties.
While-reading. Activity 3. Complete the table.(6min)
Location
Geographic characteristics (three main areas)地理特征
History In the 1400s and 1500s
From the 1500s to 1821
Language
While-reading. Activity 3. Complete the table.(6min)
Location On the Pacific coast of South America
Geographic characteristics (three main areas)地理特征 1. narrow, dry, flat land
2. The Andes Mountains
3. The Amazon rainforest
History In the 1400s and 1500s the centre of the powerful ancient Inca Empire
From the 1500s to 1821 was ruled by Spain
Language Spanish
book tickets and hotels
weather
clothes
equipment装备
interesting
meaningful
talk
translation soft-wares
翻译软件
After a long flight, Robby arrives the airport. And then, he finds a booklet(小册子) and decides to plan his travel further……
While-reading. Activity 4. Complete the table. (12min)
AMAZON RAINFOREST MACHU PICCHU CUSCO LAKE TITICACA
Number of days 4 days
Transport
Accommodation local home
Activity boating, hiking, exploring nature
While-reading. Activity 2.
Spend 时间/金钱 on sth
Spend 时间/金钱 (in) doing sth
Flight
Flight is natural to birds.
book a flight
miss a flight
a long/short flight
飞翔是鸟的天性。
预定航班
无机
长途/短途飞行
Accommodation n. the place you live in
While-reading. Activity 4. Complete the table.
AMAZON RAINFOREST MACHU PICCHU CUSCO LAKE TITICACA
Number of days 4 days 4 days 4 days 4 days
Transport plane and boat walking car, boat
Accommodation in the middle of the forest Local hotel local home
Activity boating, hiking, exploring nature Walking in the Mountains, exploring the ancient city Visiting… Admiring… Enjoying… Going shopping Enjoying the beautiful countryside, staying with local family
After-reading. Activity 5. Guess. (9min)
Let’s review the two texts and distinguish(区分) the types of them.
An encyclopedia 百科全书 / n sa kl pi di /
Informative(信息充足的) in nature, it usually presents all basic facts of a subject, good or bad.
Features: simple language, brief contents(内容简洁), objective description(描述客观)
A travel brochure 旅游小册子 / br (r) /
It presents only a selection(选段) of good points about a place, which can help travelers with their planning.
Features: vivid(生动的) pictures, beautiful design, subjective description(描述主观)
After-reading. Activity 5. Guess. (9min)
Evidence
An encyclopedia / n sa kl pi di /
places & time
Objective, neutral & convincing 客观的，中立的,让人信服的
After-reading. Activity 5. Guess. (9min)
Evidence
Positive words
Subjective & persuasive 主观的，有说服力的
A travel brochure/ br (r) /
After-reading. Activity 5. Guess. (9min)
Evidence
Sub-titles(小标题)
Vivid pictures
Beautiful design
Appeal(呼吁) and contact(联系方式)
After-reading. Activity 6. See some interesting materials. (8min)
Some materials from Singapore……
Please only focus on the contents(内容), and tell what kind of types they are.
Homework for different levels.
Level 1: rewrite(重写) one text under the help of the relative table.
Level 2: write a recommendation for one place from the brochure to invite your friends to visit.
Level 3: design an encyclopedia or a travel brochure for Wuhan. Pay attention to the relative characteristics(相关特点).
See you教学设计
授课班级 高一（6）班 课型 阅读课
授课内容 Explore Peru------reading and thinking
学习内容分析 本次阅读课包含两篇阅读文本。整体阅读内容难度不大，可以通过两张表格把整体内容把握清楚；但是出现一些特有的地名较难发音，需要引导学生朗读；此次阅读课包含两篇阅读文本，重点在于区别两种文本的文体，即encyclopedia和brochure。
学习者分析 What students have known: 学生对本单元的基础词汇较为了解，但是还缺乏在具体语境学习的过程 学生对“秘鲁”这一国家有所耳闻，但不知道其具体的知识和当地的旅游热门地点 多数学生没有出国旅游的经历，对国外的阅读材料也未曾了解，但是对其充满了好奇心 What students will and want to learn: 学生在具体语境中展开词汇的学习与记忆，如accommodation等重点词汇 学生借用教材了解关于“秘鲁”的相关知识和有名景点 学生在简单了解文本内容之后对文体进行把握并了解对应的语言特点，最后让他们见识一下真正的国外阅读材料，学以致用并扩展他们的视野
教学目标 Students can understand the contents Students learn and distinguish “encyclopedia” and “brochure” and their linguistic characteristics
教学重难点 Distinguish between “encyclopedia” and “brochure”, and command their relative linguistic characteristics.
教学策略 Deductive和inductive相结合。文本类型：deductive, 先下定义，再去辨认；文本语言特点：inductive，寻找证据并对比，再总结出相关的语言特点 讲授法。以教师为主导，学生为主体，利用黑板、电子白板和PPT等媒体进行讲授 演示法。向学生们展示若干真正的国外阅读材料，让他们用真实的材料进行学习与辨认 创设情境。创造一个名叫Robby的学生想要去秘鲁旅游的情境，将阅读前中后等环节连接起来，并营造一个具体的“为旅游而做准备”的氛围
教学环节及时间 教师行为 学生行为 设计意图
Lead-in & Pre-reading 3min While-reading 8+11min Post-reading 8+9min Goals come first! Have an interaction and set a situation. Have you often traveled And have you ever travel abroad I have a friend called Robby. He feels bored during his summer holidays. One day, he checks his cellphone, browses the videos, and he is attracted by a video of Peru, so he plans to travel there. Activity 1: show a video of Peru After his fancy, he needs to turn to the Internet and prepare for his travel. Activity 2: dictogloss After arriving the airport, he gets a booklet (a travel brochure) to plan further. He lists all information to make a contrast to choose his preference. Activity 3: fill the table Review the process of his preparations for traveling. There are two important texts, which make a big difference. Encyclopedia and brochure Activity 4: guess and distinguish Give definitions and explore the linguistic characteristics of the two. Activity 5: show students real materials from Singapore and let them discuss about the genres Students make responses and watch the video. Each students get a paper labeled A or B. they are requested to do a pair dictation Comb the information and complete the table. Students distinguish the genres and show their evidence of linguistic characteristics Each group gets one or two materials and distinguish the genres based what they have learned. Motivate interests and set a concrete situation. Activate the atmosphere through dictogloss, which can practice students listening and speaking. After completing the table, students can get the main idea of the first text. Get out of the details and see the text in a holistic view. Learn how to find linguistic characteristics. Activate the atmosphere and apply what they have learned.
Homework 1min Homework for different levels: Level 1: rewrite one text under the help of the relative table. Level 2: write a recommendation for one place from the brochure to invite your friend to visit. Level 3: design an encyclopedia or a travel brochure for Wuhan. Pay attention to the relative characteristics.PERU is a country on the _____ coast of South America with _____ main areas: narrow, _____, flat land running along the coast, the Andes _____, and the Amazon rainforest.
In the _____s and 1500s, Peru was the _____ of the powerful ancient Inca Empire. The Inca _____ lived in the now-famous site Machu Picchu. Spain took _____ of Peru in the 16th century and ruled until 1821. It is for this _____ that Spanish is the main _____ language of Peru.
PERU is a country on the Pacific coast of _____ America with three main areas: _____, dry, flat land _____ along the coast, the Andes Mountains, and the _____ rainforest.
In the 1400s and _____s, Peru was the centre of the _____ ancient Inca Empire. The Inca emperor lived in the now-famous _____ Machu Picchu. Spain took control of Peru in the _____ century and ruled until 1821. It is for this reason that _____ is the main official _____ of Peru.
PERU is a country on the _____ coast of South America with _____ main areas: narrow, _____, flat land running along the coast, the Andes _____, and the Amazon rainforest.
In the _____s and 1500s, Peru was the _____ of the powerful ancient Inca Empire. The Inca _____ lived in the now-famous site Machu Picchu. Spain took _____ of Peru in the 16th century and ruled until 1821. It is for this _____ that Spanish is the main _____ language of Peru.
PERU is a country on the Pacific coast of _____ America with three main areas: _____, dry, flat land _____ along the coast, the Andes Mountains, and the _____ rainforest.
In the 1400s and _____s, Peru was the centre of the _____ ancient Inca Empire. The Inca emperor lived in the now-famous _____ Machu Picchu. Spain took control of Peru in the _____ century and ruled until 1821. It is for this reason that _____ is the main official _____ of Peru.
PERU is a country on the _____ coast of South America with _____ main areas: narrow, _____, flat land running along the coast, the Andes _____, and the Amazon rainforest.
In the _____s and 1500s, Peru was the _____ of the powerful ancient Inca Empire. The Inca _____ lived in the now-famous site Machu Picchu. Spain took _____ of Peru in the 16th century and ruled until 1821. It is for this _____ that Spanish is the main _____ language of Peru.
PERU is a country on the Pacific coast of _____ America with three main areas: _____, dry, flat land _____ along the coast, the Andes Mountains, and the _____ rainforest.
In the 1400s and _____s, Peru was the centre of the _____ ancient Inca Empire. The Inca emperor lived in the now-famous _____ Machu Picchu. Spain took control of Peru in the _____ century and ruled until 1821. It is for this reason that _____ is the main official _____ of Peru.
