(共41张PPT)
Unit2 Traveling around
Reading and thinking
（高中新人教版）必修一
Unit1
Learning objectives
1
Lead in
Pre-reading
3
While-reading
Post-reading
5
7
Assessment
2
4
6
8
Homework
Summary
1
Learning objectives
1. To learn about the four tourist attractions in Peru.
2. To tell the differences between an encyclopedia and a travelling brochure.
3.To identify the structures and language features of the text.
4. To learn useful language points.
Meilin is talking about her travelling with Paul.
Hey, Meilin! How is your trip to Europe
It is really interesting! And I am looking forward to exploring more countries in different areas.
I have been to Peru last year. It would be a good place for you to experience different sights.
Peru
Lead in
2
Where the country is
Peru 秘鲁
PERU is a country on the Pacific coast of South America.
Lead in
2
Watch the video Welcome to Peru and answer the questions.
What did you see in the video
What impresses you most in the video
3
Pre-reading
Cusco
Amazon Rainforest
Machu Picchu
Lake Titicaca
What other sources of information can you find about Peru
n. 来源;出处
3
Pre-reading
What did you see in the video
information sources
encyclopedia
book
travel agency
website
magazines /
newspapers
brochure
video /article
friends and family
(百科全书)
(宣传册)
Brain-storm
3
Pre-reading
encyclopedia
brochure
Which one should be more attractive to people
What might a brochure be
vivid pictures, beautiful design...
3
Pre-Reading
Look through the two texts about Peru.
What types are they:
encyclopedia or brochure
Recognise text type
Before you read, look through the text quickly for titles, headers, pictures, charts and any other information that might tell you what type of text it is.
While-reading
4
Text 1:
An encyclopedia.
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 1400 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.
simple language:
brief content and
objective(客观) description
Language
Simple or
powerful, impressive & expressive
While-reading
4
Travel Peru
So come and experience what Peru has to offer: everything from the ancient Inca culture and centuries-old Spanish villages to deep rainforests, high mountains, and a beautiful coastline.
For more brochures about other package tours around Peru, contact us at tourinfo@travelperu.org.
Text 2:
While-reading
4
Machu Picchu Tour
This four-day walking tour will take you on amazing paths through the Andes Mountains on the way to the city of Machu Picchu. After reaching your destination, you will have a day to explore and
be amazed by this ancient city.
Language
powerful and expressive
While-reading
4
Travel Peru
So come and experience what Peru has to offer: everything from the ancient Inca culture and centuries-old Spanish villages to deep rainforests, high mountains, and a beautiful coastline.
For more brochures about other package tours around Peru, contact us at tourinfo@travelperu.org.
features(特征) of a travel brochure:
* eye-catching /vivid pictures;
* beautiful design;
* powerful and expressive language
* imperative sentences (祈使句)
Text 2:
A travel brochure.
While-reading
4
Location on the Pacific ________ of South America
Geographic characteristic (Three areas) land ________ along the coast; the Andes Mountains; the Amazon _________
History center of the ________ Inca Empire; ________ took control of Peru in the16th century.
Language _______ is the main official language.
coast
running
rainforest
ancient
Spain
Spanish
Read the text 1 and fill in the table.
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 1400 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.
What information about Peru is covered in this text
Text1
While-reading
4
content: 1. transport 2. accommodation 3. number of days 4. activities
Amazon Rainforest Tour
Work out the content (What are included ) of a brochure
A short flight from Cusco takes you from the Andes into the Amazon rainforest. From there, you’ll spend one day travelling by boat to your accommodation in the middle of the forest. You can then spend three days exploring the rainforest with a local guide and enjoying the plants and animals unique to the rainforest.
number of days
Transport
accommodation
(where you stay)
activities
While-reading
4
Amazon rainforest Machu Picchu Cusco Lake Titicaca
Number of days
transport
accommodation local home
activity boating, hiking, exploring nature
4 days
4 days
4 days
3 days
in the middle
of the forest
by car and boat
by boat
on foot
the local hotel
exploring the ancient city
visiting the museum,
admiring the
building
enjoying the
beautiful
countryside
Read the text and fill in the table.
While-reading
4
Spend four days enjoying the unique Spanish and local Indian culture high in the Andes at Cusco, the capital of the Inca Empire from the 13th until the 16th century. Stay in a local hotel, visit the museums, admire the architecture, enjoy the excellent local food, and go shopping at the local markets.
parallelism (平行结构/排比): verb phrases
Cusco Tour
Spend…days doing …
Stay in…, visit…, admire…, enjoy…and …
imperative sentences (祈使句)
What language is used in a travel brochure
While-reading
4
This four-day walking tour will take you on amazing paths through the Andes Mountains on the way to the city of Machu Picchu. After reaching your destination, you will have a day to explore and be amazed by this ancient city. Especially amazing is the Incas’ dry stone method of building. Inca builders cut stones to exact sizes so that nothing was needed to hold walls together other than the perfect fit of the stones.
Use powerful and expressive language,like adj.
Amazon Rainforest Tour
inverted sentence
（倒装句）
amazing+sth
be amazed by sth.
倒装句：Especially amazing is the…
While-reading
4
At the end of the brochure
So come and experience what Peru has to offer: everything from the ancient Inca culture and centuries-old Spanish villages to deep rainforests, high mountains, and a beautiful coastline.
For more brochures about other package tours around Peru, contact us at tourinfo@travelperu.org.
If you like…, … is the best choice .
Remember, if you want to…, … is a place for you.
other useful expressions
While-reading
4
Presentation
The features of the travel brochure
Post-reading
5
Design one tour to Hangzhou and work with your
partners to create an English brochure for travelers worldwide.
Write a travel brochure
Hangzhou
the West Lake
Lei Feng Tower
Post-reading
5
Design one tour to Hangzhou and work with your
partners to create an English brochure for travelers worldwide.
Ⅱ、Use imperative sentences (祈使句)：Spend…days doing(exploring the city) …
Stay in…, visit…, admire…, enjoy…and … （平行结构/排比）
Ⅲ、使用形容词：如： amazing+sth
be amazed by sth.
倒装句：Especially amazing is the …
Ⅳ、结尾：
If you like…, … is the best choice.
Remember, if you want to…, … is a place for you.
So come and experience…
Write a brochure
Ⅰ、内容: 1. transport 2. accommodation 3.time 4. activities
Post-reading
5
One possible example: Travel to Hangzhou
A flight takes you from your country to Hangzhou, a wonderful place in Zhejiang Province, China. Spend 3 days exploring the beautiful city, where you can visit theLeifeng Tower and Lingyin Temple. You will be amazed by the architecture and experience the unique culture. Stay in a nice hotel , visit the nature and science museum where we can learn about the develpment of living creatures. You'll come to an amusement park. You can eat some local food and see some amazing craftsmen to make some art. Specially amazing is that you can walk around the West Lake and admire the fantastics scenery. You don’t want to miss it.
If you like delicious food and special cultures, Hangzhou is the place for you!
Post-reading
5
Presentation
The features of the travel brochure
Summary
5
1. recognise vt. 辨别出；承认；认可
体会recognise的用法和意义
(1) The moment I answered the phone, I recognised his voice.
(2) People recognise Luxun as a great writer.
(3) It is recognised that the environment pollution has become more and more serious.
拓展
recognition n. 认出；承认
beyond recognition 无法辨认
辨别出某人的声音
承认某人是……
人们公认……
language points
Recognize text type.
Practice
1.约翰被公认为是全校最好的足球运动员。(recognise)
John is recognised as the best football player in the school.
2.人们公认英语在我们的日常生活中发挥着越来越重要的作用。(recognise)
It is recognised that English is playing a more and more important role in our daily life.
language points
Spain took control of Peru in the 16th century and ruled until 1821.
2. take control of 控制；接管
体会control词组的用法和意义
The driver lost control of his car and it knocked into a big tree.
He sometimes has difficulty keeping his temper under control.
Everyone was very nervous because the fire was out of control.
小结：take control of 控制；接管
lose control of 对……失去控制
under control 受控制
out of control 失去控制
对……失去控制
受控制
失去控制
language points
I ________________________________________.
spent three hours (in) doing my homework
3. sb spend time/ money (in) doing sth
= sb spend time/money on sth
在......上花费时间/金钱
翻译：我花了3个小时做作业。
=I_________________________________.
spent three hours on my homework
From there, you’ll spend one day travelling by boat to your accommodation in the middle of the forest.
language points
｝
amazing adj.
amazed adj.
4. 表语esecially amazing前置倒装
amaze v. 使吃惊，震惊
Especially amazing is the Incas' dry stone method of building.
令人吃惊的；惊讶的
感到吃惊的
amazement n. 惊奇 to one’s amazement 让某人惊讶的是
language points
Practice
(1) When he heard someone calling his name, he looked back in _____________ (amaze)．
(2) To his ____________, we were not ________ at his ____________ achievements.(amaze)
(3) It was ___________(amaze) that the boy was able to solve the problem so quickly.
小结
令某人吃惊的是…… to one’s amazement
对……大为吃惊 be amazed at
令人惊奇的是 It is amazing that…
amazement
amazing
amazement
amazed
amazing
language points
[链接写作]——一句多译
令我惊讶的是，这个小女孩居然精通6门外语。
(1) I am amazed that the little girl has a good command of six foreign languages.
(2) It is amazing for me that the little girl has a good command of six foreign languages.
(3) To my amazement, the little girl has a good command of six foreign languages.
language points
Inca builders cut stones to exact sizes so that nothing was needed to hold walls together other than the perfect fit of the stones.
5. other than 除了
翻译：I don’t know any foreigners other than you.
除了你，我不认识任何的外国人。
拓展：
more than: 超过；非常；不仅仅
rather than： 不愿；而不是
eg. We are more than friends.
It is you rather than me that should clean up the floor.
language points
2. 我佩服他的勇气。
I admire him for his courage.
人们在中秋节赏月，品尝月饼。
People admire the moon and enjoy mooncakes at Mid -autumn Festival.
6. admire v.欣赏，仰慕
因某事钦佩某人
admiration n. 钦佩；羡慕
Stay in a local hotel, visit the museums, admire the architecture, enjoy the excellent local food, and go shopping at the local markets.
admire sb for sth
language points
For more brochures about other package tours around Peru, contact us at tourinfo@travelperu.org.
7. contact: vt. 联系；联络
n. 联系；联络
The Internet helps me to keep/stay in contact with my friends.
He lost contact with many friends after graduation.
Practice
1.如果你感兴趣，请发邮件与我们联系。
_________________________ by e-mail if you are interested.
2.我与那位作家保持着联系
I keep/stay in contact with the writer.
keep/stay in contact with:与…..保持联系
lose contact with:与…..失去联系
Please contact us
language points
These Inca roads were made up of two north-south highways and…
8. be made up of: 由……组成
体会make up词组的用法和意义
(1) North Africans make up the largest and poorest immigrant group in the country.
(2) I think it’s very unkind of you to make up stories about him.
(3) They have quarreled seriously three times but each time they have made up and become best friends again.
(4) She spent an hour making up before the party to look more attractive.
(5) He will study hard to make up for the lost time.
组成，占
编造
和好
化妆
弥补……
language points
小结
make up构成；编造；弥补；和解；化妆
be made up of... 由……构成/组成
翻译：我们班由63位学生组成。
Our class is made up of 63 students.
我们编了一个故事。这个故事由三个部分组成。其中之一是关于一个人如何弥补他的过失的。
We make up a story. The story is made up of three parts. One of it is about how a man makes up for his mistakes.
language points
Assessment
Items Great (5 pt.) Not bad (3 pt.) Try harder
(2 pt.)
I can understand the four tourist attractions in Peru.
I can tell the differences between an encyclopedia and a travelling brochure.
I can identify the structures and language features of the text.
I can design a travel brochure with the partners.
Points(pt.) _______________in total. Assessment
Assessment
7
提升作业
1.Finish exercise grammar filling and reading comprehension in your exercise book.
2. Retell the whole passage.
基础作业
1. Recite new words and phrases and make sentences.
2. Listen to the tape and read the text after the tape
拓展作业
Design a travel brochure with your classmates.
Homework
8
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Thanks!/ 让教学更有效 高效备课 | 英语学科
Unit 2 Traveling around 课时教学设计
本单元第2课时 Reading and thinking 课型 阅读课
语篇研读
What---语篇主题和主要内容 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。该文体常见于百科全书，以条目释文为主，或配以插图，内容简要并具有权威性；语言平实、简洁、严谨，客观陈述事实，不带有感彩。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。该文本结构清晰，主干部分由小标题引领四条路线，配有丰富的图片和精美的设计，在视觉上给人很强的冲击。 Why---语篇传递的主题意义 通过百科全书和旅行宣传册两个不同类型的文本阅读，使学生了解旅行目的地的各种信息，启发学生从不同渠道搜集信息，为制定旅行计划做好准备。除了文字，该部分还提供了图片、视频、地图等多模态语篇，开拓学生思维。内容上选择南美国家秘鲁，增加了学生了解非英语国家的机会，使其拥有更广阔的国际视野。 How---文体结构、语言特点及功能 旅游宣传册是日常生活中的常见材料，主要有三种功能。 第一种是信息功能（informative function)，向读者介绍目的地的基本信息， 描述其基本特点。 第二种是表现功能 (expressive function ），使用富有感染力的语言表现作者的态度、观点等，例如：文本中用admire the architecture、enjoy the excellent local food、especially amazing 等语言所描述的事物会给读者留下深刻的印象。 第三种是感染/共鸣功能 (appellative function )，这是旅游宣传册的最终目的，即通过拉近与读者的关系，激发读者的共鸣，吸引读者加入旅行。文本中“So come and experience what Peru has to offer: ...”这句话就是典型的例子。 除此之外，本文还大量运用了祈使句及第二人称you作主语的句子，使读者有身临其境的感觉。
学情分析
【已知】 学生初中升入高中，掌握了一些学习技巧比如阅读技巧Skimming；学生对于课内词汇有初步的认识。 【未知】 对于这个阶段的他们来说，他们的旅游经历还比较少，特别是对于国外的景点不是很了解，他们之中大部分人都不太了解秘鲁的地理位置、风土人情等信息；同时他们也不了解一个合理的旅游路线规划应包含哪部分的信息。对百科全书类文本、旅游手册类文本都不是非常熟悉，但能比较快地在阅读文本过后总结这个文段的主要内容，能使用他们阅读叙述类文本的策略阅读；学生对于信息的获取渠道仅限于课本和网络，不太知道怎么从多种渠道搜寻信息，没有良好的自主学习的习惯。 【能知】 通过观看视频、阅读有关南美洲国家---秘鲁的介绍旅游宣传册，了解秘鲁的旅游资源，同时了解这个国家的地理、历史、文化及景观等内容，最后要完成根据游客的兴趣爱好推荐合适的旅行路线的任务。通过模拟现实生活中人们通过阅读旅游宣传册或者其他如百科全书式的介绍性文本来了解旅行目的地的过程，让学生学会从不同渠道搜寻信息，为制订旅行计划做好准备。选择具有南美风情和特色的国家---秘鲁为目的地，增加学生了解非英语国家的机会，使其拥有更广阔的国际视野。文本中，除了文字以外，还提供了图片、地图、视频等多模态形式的语篇，培养其看的能力，从而加深对文本的理解，增强记忆。引导学生结合本课内容，运用学习策略，使用阅读技巧，提高阅读的准确性，培养学生进行主动学习。
核心素养教学目标
通过本课学习，学生能够： 语言能力：阅读介绍性文本和旅游宣传册，辨别两者的文体特征及语言特点，有效获取信息。 学习能力：能够通过快速浏览文本的标题、图片、图表等信息甄别文本类型，并采用相应的阅读策略 3.思维品质：能够对所获信息进行比较和分析，并作出合理判断。能根据文本引发对旅游业发展的思考与 反思。根据游客的兴趣爱好推荐合适的旅行路线，培养批判性思维能力和创新性思维能力。 4.文化意识：了解中国和秘鲁等国家的著名景点和文化特色，培养爱国情怀，拓宽国际视野。
教学重难点
教学重点： 引导学生掌握介绍性文本和旅游宣传册的结构特征、文体特征及语言特点，了解秘鲁旅游资源及文化特色，形成个人见解。 教学难点： 学生能够运用表格将阅读到的信息进行结构化和条理化处理，从而形成语篇的结构化知识，加深对文本的理解，增强记忆。
教学方法
英语教学活动观，情境式教学，任务型教学，语篇教学法
教学工具
PPT课件，多功能白板，教案
教-学-评一体化教学过程
教学目标 学习活动 效果评价
学习理解： 创设情境，激发学生兴趣，引入话题，准备好英语学习的活动；通过观看视频，让学生初步了解秘鲁 任务一:Lead in 创设情境：Meilin is talking about her travelling with Paul. Show students where is Peru. 任务二: Pre-reading Watch the video Welcome to Peru and answer the questions. Brain-storm Which one should be more attractive to people What might a brochure be 任务一:观察学生能否在问答互动中激发学习兴趣并做好学习准备；观察学生在问答活动中对本文话题是否熟悉并有反应。 任务二:观察学生能否了解秘鲁的一些基本情况。
设计意图 Lead in创设情境导入话题，能够激起学生的学习兴趣，活跃了课堂气氛。调动学生学习积极性，自然引入本节课话题。Pre-reading引导学生通过观看视频，让学生初步了解秘鲁。
教学目标 学习活动 效果评价
应用实践：通过skimming观察encyclopedia and brochure的区别和语言特征。了解秘鲁四条不同特色的旅行路线，学习travel brochure的 内容和语言特点及所有词汇和短语。 迁移创新： 创设语言情境，让学生学以致用。 任务三:While-reading 1、Fast reading Look through the two texts about Peru. Guide students to tell the different features of encyclopedia and brochure. And then find the language features of encyclopedia and brochure. 2、Careful reading (1)Find information to fill in the form. (2)Fill in the form. (3) Find what information are included in a brochure. (4) Fill in the schedule. (5) Learn the language used in a travel brochure. 任务四:Post-reading Write a travel brochure Design one tour to Hangzhou and work with your partners to create an English brochure for travelers worldwide. 任务五:Summary 任务三:观察学生能否Skimming阅读策略；观察学生能否运用精读的阅读策略分析秘鲁四条不同特色的旅行路线；观察学生是否了解travel brochure的 内容和语言特点及所以词汇和短语 任务四: 观察学生能否理解运用本课知识点；观察学生是否深度理解了文章，完成 travel brochure；观察学生能否在小组合作中起到主体作用；观察学生能否在新的情境中运用本课知识。 任务五:根据学生回答情况，判断学生是否已经掌握新知。
设计意图 通过skimming观察encyclopedia and brochure的区别和语言特征。了解秘鲁四条不同特色的旅行路线，学习travel brochure的内容和语言特点及所有词汇和短语。创设语言情境，让学生学以致用。让学生从课本上学到的travel brochure的特征自己和同伴制作一份travel brochure. 培养学生学以致用，小组合作探究，自主学习能力。
课时教学板书设计
评价量表
课时作业设计
作业内容 作业目标 设计意图
基础题： 1. Recite new words and phrases and make sentences. 2. Listen to the tape and read the text after the tape. 掌握最基本的语言知识；语音语调基本正确；培养学生自主学习的能力，深化语言学习能力目标。 课标中要求学生语音语调基本正确，背诵文章可以练习语音语调并且深化学生对文章的理解，夯实基础。
提高题： 1.Finish exercise grammar filling and reading comprehension in your exercise book. 2. Retell the whole passage. 对学过的知识进行总结应用。 激发学生的学习兴趣，巩固学习内容。
拓展题： Design a travel brochure with your classmates. 增强与同学之间联系合作，培养学生自主探究，小组合作精神。 鼓励学生积极主动开展活动，让学生能够结合所学知识，培养学生用英语解决问题的能力。
课后反思（实施后填写）
本节读思课情境导入自然，有效激发学生兴趣，本堂课程也很好地贯彻落实了情境教学法。所谓情景教学法就是在课堂上设置一些真实性和准真实性的情景来学习和使用知识，能够使学生身临其境，给学生展示鲜明具体的形象。正如布鲁纳所说，成功的外语课堂教学应该在课内创设更多的情境，让学生有机会运用到所学的语言材料。本课在阅读了秘鲁的travel brochure后，展示了四条不同的路线，每条路线都有其各自的特点，在后面的活动中让学生给他人推荐合适的路线，就体现了情境教学法，利用合理的真实的语境让学生能够学以致用。多媒体资源运用得当，增强学生体验。思维导图总结有效，帮助学生梳理知识。通过思维导图的形式总结并复述文本的主要内容，帮助学生理清思路，加深对知识点的理解和记忆。讨论环节活跃，培养学生合作能力。教学活动设计层层递进、环环相扣，适应学生的最近发展区，活动形式多样能够满足不同层次学生的需求，能让更多的学生参与课堂活动且有所收获。 由于时间的关系，对于秘鲁旅游手册中的那四个城市的介绍有点少，背景知识给得不够，但是我又担心给多了使得本课的重点不突出，所以这也是困扰我的一个地方。另外我觉得课堂任务的设置有点简单，因为本课的内容并不复杂，然后课堂任务的设置也就相对简单了些，课时内容过于丰富，且学生存在个体差异，在活动过程中，部分学生表现出较为被动的态度，缺乏积极参与和互动。 今后应更加注重激发学生的学习兴趣和主动性，鼓励他们积极参与课堂活动。
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单 元 整 体 教 学 设 计
学科 英语 年级 高一上
使用教材 新人教版必修第一册 教材页数 P23-31
单元名称 Unit 2 Traveling around
单元主题及主要内容分析
主题范畴： 人与自然 主题群： 游览 子主题： 遨游世界，热爱生活，扩充视野 单元话题： 旅游 主题意义：本单元旨在帮助学生制定旅行安排，做好旅行准备，同时要求他们把旅行当做人生历练和学习的一部分，感受并体会旅行的意义，能够通过旅行开阔自己的视野，历练精神和意志。 以下是单元语篇内容分析图和基于单元主题和语篇内容分析形成的单元结构图： 表一：单元教学内容 语篇语篇类型语篇内容语篇主题意义一 Listening and speaking口语对话/听说语篇为旅游做准备旅游文化以及旅游意义二 Reading and thinking说明文探索秘鲁旅游和旅游景点相关活动三 Listening and talking口语对话/听说语篇预定听、说——预订机票为情景的对话四 Reading for writing书信、说明书旅游假话、兵马俑介绍读、写——以电子邮为方式的旅游计划的输入和输出五 Discovering Useful Structures对话讨论将来的活动以旅游计划为主要语境，学会正确使用现在进行时结构表达将来的活动；
表二：单元大观念
学情分析
（一）自然情况 本单元的主题语境是人与自然，本单元旨在帮助学生制定旅行安排，做好旅行准备，同时要求他们把旅行当做人生历练和学习的一部分，感受并体会旅行的意义，能够通过旅行开阔自己的视野，历练精神和意志。 （二）已有基础 因为本单元话题所涉及与学生生活息息相关，所以学生对于文本的理解是比较好的。授课对象为高一级学生，学生有一定的语言基础。此外，学生也掌握了一些基本的语言点和语言技巧，能够获取文本的主要信息。 存在问题 文章中会有一些比较陌生的单词，对生词的学习，学生比较依赖教师或工具书。而且大多数学生缺乏阅读策略，对于分析和迁移能力还有待进一步地提高。同时，学生的解决问题能力也需要培养起来。 （四）解决措施 1.鼓励学生在课堂上积极踊跃发言，尊重每个学生的想法，并给予客观公正的评价，而不是期待唯一的标准答案。 2.培养学生利用现代科学技术检索信息，查阅资料的能力。 3.在教学过程中，以学生为中心。创设让学生合作交流的学习情境，一起探讨、讨论，共同完成学习任务。并鼓励学生将所学内容与家长进行分享。 4.教学方式灵活多样，根据学生随堂掌握情况，及时作出调整和改进。 5.从多角度多维度对学生进行多方位评价。
单元课标要求及学习目标
【单元课标要求】 1. 发展语言能力。能正确使用与旅行主题相关的词和词块来理解和表达；能够理解并正确运用现在进行时表示将来的计划；复习辅音字母c、g、x及辅音字母组合的发音规律并进行辨音；阅读介绍性文本和旅游宣传册，辨别两者文体特征，获取信息；能够掌握并正确使用表达情感的常用语言结构。 2. 培育文化意识。了解中国和秘鲁等国家的著名景点和文化特色，培养爱国情怀，拓宽国际视野；
能够避免旅行中的各种不恰当行为，树立文明游客意识。 3. 提升思维品质。通过对旅游业利与弊的分析，引发对旅游业发展导致的问题的思考与反思；能够对视频材料中提及的利弊进行权衡，寻求解决问题的途径，培养批判性思维能力和创新性思维能力。 4. 提高学习能力。能够通过快速浏览文本的标题、图片、图表等信息辨别文本类型，并采用相应的阅读策略;能够进一步学习复合词的特点及用法，有效巩固并记忆词汇。 【单元学习目标】 语言能力：能正确使用与旅行主题相关的词和词块来理解和表达；能够理解并正确运用现在进行时表示将来的计划；复习辅音字母c、g、x及辅音字母组合的发音规律并进行辨音；阅读介绍性文本和旅游宣传册，辨别两者文体特征，获取信息；能够掌握并正确使用表达情感的常用语言结构。 学习能力：能够通过快速浏览文本的标题、图片、图表等信息辨别文本类型，并采用相应的阅读策略;能够进一步学习复合词的特点及用法，有效巩固并记忆词汇。 3.思维品质：通过对旅游业利与弊的分析，引发对旅游业发展导致的问题的思考与反思；能够对视频材料中提及的利弊进行权衡，寻求解决问题的途径，培养批判性思维能力和创新性思维能力。 4.文化意识：能够通过快速浏览文本的标题、图片、图表等信息辨别文本类型，并采用相应的阅读策略;能够进一步学习复合词的特点及用法，有效巩固并记忆词汇。
单元课时安排
课时及教材板块 课型 课时对应的单元教学目标 评价的手段与方式
第一课时 Listening&speaking 听说课 1. 结合图片、图表预测听力内容； 2. 学会边听边做笔记； 3.抓关键词，获取信息，完成各个活动。 通过听前预测，通过案例分析、小组讨论等方式，引导学生谈论旅行计划和为旅行做准备。通过听细节信息、结合上下文猜测词义、分析听力文本等方式培养学生逻辑思维和批判思维。通过小组合作进行采访对话、设置采访问题等方式培养学生开放性思维,有效地激发学生的学习兴趣，提升他们的学习效果。
第二课时 Reading&thinking 阅读课 1.看题目和图片猜测文章主旨大意； 2.通过阅读了解秘鲁的著名旅游景点及其历史文化； 3.根据p27的练习3&4的内容，在文章中获取信息，并完成练习。 通过略读和精读回答问题，评价学生能否理解文章的大意和细节信息；通过介绍秘鲁旅行，评价学生对信息的筛选和梳理能力。
第三课时 Discovering useful structures 语法课 以旅游为话题，在语境中学习用现在进行时表达将来的计划 通过编制对话、用正确的短语填空等，评价学生能否掌握现在进行时表达将来的计划用法
第四课时 Listening and talking 听说强化课 1.通过标题预测听力内容 2.阅读两个问题，认真获取信息，并回答。 3.通过重听，将信息补充完整，并学习旅游预订的相关词汇以及套用话语和句式； 4.以去度假为主要语境，选择任意一个预订服务，两人一组，表演电话预订服务的完整对话。 通过完成听说任务，评价学生是否能掌握获取关键信息方法；通过对话评价学生是否了解如何预约。
第五课时 Reading for writing 读写结合课 1.阅读Richard 关于旅游计划的邮件，完成P31的活动2&3 2.学习和观察旅游计划的语言特点以及需要具备的要素 3.学习表达人物感受的词汇和语句； 4.以小李的名义，为Richard 回信 5.用学到的关于旅游计划的语言知识和相关要点写一篇旅游计划 通过回答问题，评价学生是否更好地掌握篇章的细节信息；通过小组分享，评价学生是否能够就已知话题提供信息，表达观点以及参与讨论；通过小组讨论和分享，检测学生用学到的关于旅游计划的语言知识和相关要点写一篇旅游计划。
单元评价设计
新人教版的教材对每个单元的模块重新进行了编排设置，主要为:listening and Speaking(听说)、reading and thinking（阅读）、Discovering useful structures(语法)、reading for writing(写作)四个部分。本单元以Get ready to travel作为话题导入，以问题讨论和图文提示展开。接着听力的训练有选择、填空形式进一步加深对该话题的了解。阅读课Travel Peru是从brochure中截取四段，内容涉及亚马孙雨林、马丘比丘、库斯科、的的喀喀湖，描述了秘鲁国比较有特色的四个地方,相关历史及作者在旅途中的所见所闻。语法模块主要研究现在进行时的用法，写作部分是write to a friend about a travel plan。围绕“travel journey and plan”进行听说读写的训练，听力、单词、阅读、写作的难度及要求相对于老版教材有所增加，需要我们老师在日常上课进行整合归纳、化繁为简。教材设置这样一个话题，比较贴近学生生活，不仅是为了提高学生的语言技能，也是为了拓宽学生的视野，激发学生对异域风情历史的学习兴趣。
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