人教版（2019） 必修 第一册 Unit 2 Travelling around Reading and Thinking教学设计
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| 名称 | 人教版（2019） 必修 第一册 Unit 2 Travelling around Reading and Thinking教学设计 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-10-25 19:02:42 | ||
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Unit2 Travelling Around
Period 2 Reading and Thinking
Explore Peru
主讲人： 授课班级:高一（3）班
Analysis of the contents：The topic of this unit is about travelling at home and abroad, which belongs to the theme context of “humans and nature”. Students are expected to talk about tours to Peru, listen to people discuss their travel plans, talk about preparing for travel and finally be able to write a travel plan.
The passage in this unit is mainly about some general introductions of Peru, including its location, capital and official language and some beautiful scenic spots of Peru, such as Amazon Rainforest Tour, Machu Picchu Tour, Cusco Tour, and Lake Titicaca Tour. The writer vividly describes the characteristics of the four fabulous sights to the readers, who are deeply impressed by the description. The teacher is supposed to guide students to explore the four scenic spots and sum up its features. More importantly, the teacher should motivate students to talk more and discuss the related topics.
Analysis of the students: Our class is an ordinary class, as students of Grade 1 in senior high school, they lack the abilities of getting key information, analyzing problems and dealing with them. Though they have mastered the basic learning strategies, they are short of word bank. Therefore, they couldn’t have a good demand of the speech output. Based on this class, I hope they can benefit from the reading skills a lot. Besides, they can talk about a travel brochure, then write and polish the travel brochure.
Teaching objectives:
By the end of this period, students will be able to:
1.To learn about the four tourist attractions in Peru and learn something about its geography, history and culture.
2.To tell the differences between an encyclopedia and a travel brochure.
3.To identify the structures and language features of the text.
4.Grasp and use some words and phrases describing a tourist attraction.
Teaching difficult and important points：
Guide students to better understand the four tourist attractions in Peru.
Help students identify the text type and its language features.
Help students grasp and use the words and phrases describing a tourist attraction.
Teaching tools: Textbook, PPT, Guided learning plan, Blackboard and Chalk.
Teaching procedures:
Step 1 Warming up
T：Have a free talk with students. Ask them the following question:
How much do you know about Peru Let’s have a small quiz. Show the quiz on the screen.
Ss: Answer the questions.
Purpose: Arouse their interest and curiosity of study.
Guided questions:
Which continent is Peru in
Which is the national flag of Peru
Which city is the capital of Peru
Suggested answers: A, D, A
Time:3 minutes.
Step2 Lead in
T: Get students to enjoy the short video Welcome to Peru and answer the questions.
Ss: Try to get the basic information about Peru.
Purpose: guide the students to know the topic of reading part by watching the radio and motivate their interest of reading.
Guided questions:
What did you see in the video
Where can you find more information about Peru
Suggested answers:
the Andes Mountains, the Amazon rainforest, Cusco city, ruins of Machu Picchu, Lake Titicaca, the local houses, festival celebrations, local food, ...
The Internet, library, travel brochures, TV, friends, newspaper, magazine, Tik-tok，books,...
Time:5 minutes.
Step3 Fast reading
T: Guide the students to scan the two texts about Peru and give them some tips to help them find out the types of them.
Ss: Go through the two texts quickly and answer the questions.
Purpose: identify the text type and tell the differences between an encyclopedia and a travel brochure.
Suggested answers:
Text 1: An encyclopedia entry or introductory passage. Text 2: A travel brochure.
Time:4 minutes.
Step4 Careful reading
Activity 1
T: Let students read the text 1 and fill in the blanks.
Ss: Scan the text 1 carefully and finish the tables.
Purpose: Enable Ss to scan the text and find out the key words that they need.
Guided questions:
Location on the Pacific ______ of South America
Three areas land ________ along the coast; the Andes Mountains; the Amazon _______
History center of the ________ Inca Empire; ________ took control of Peru
Language _______ is the main official language.
Suggested answers: coast, running, rainforest, ancient, Spain, Spanish
Activity 2
T: Let students read the text 1 again and guide them to know more features about encyclopedia about Peru.
Ss: Read the text 1 carefully and then match the features with the correct sentence(s).
Purpose: Help Ss to practice their abilities of summary and know more features about encyclopedia.
Guided questions:
Match the features with the correct sentence(s).
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.
Suggested answers:
General statement, Location, Geographic feature, History, Language
Time:4 minutes.
Activity 3
T: Let students read the text 2 and find out more details about the travel brochure, then fill in the blanks.
Ss: Read the text2 carefully and fill in the blanks.
Purpose: Train their ability of skimming the text and grasping the useful information, then Enable Ss to taste the features of the travel brochure.
Guided questions:
Amazon Rainforest Machu Picchu Cusco Lake Titicaca
Number of days 4 days
Transport /
Accommodation / local home
Activity boating, hiking, exploring nature
Suggested answers:
Amazon Rainforest Machu Picchu Cusco Lake Titicaca
Number of days 4 days 4 days 4 days 4 days
Transport Flight, boat walking / car, boat
Accommodation in the middle of the forest / local hotel local home
Activity boating, hiking, exploring nature walking in the Andes Mountains, exploring the ancient city visiting the museums, admiring the architecture, enjoying the local food and going shopping at the local markets enjoying the beautiful countryside, staying with a local family
Activity 4
T: Based on the details they have got, let students read the brochure again and try to find out more details about it.
Ss: Read the second text carefully and find out the words or phrases about transport, activities and emotions.
Purpose: Help them master more words or phrases and enrich their vocabularies about brochure, then pave the way for the group work.
Guided questions:
Read the second text again and try to find out the details of the following topic:
1.Words and phrases about transportation:
2.Words and phrases about activities:
3.Words and phrases about emotions or feelings:
Suggested answers:
1.flight, by boat, walking, driving 2. explore, enjoy, visit, admire
3.enjoy, unique, amazed, amazing, perfect, admire, excellent, beautiful
Time:8 minutes.
Step5 Consolidation
T: Let Ss complete the passage with the correct forms of the new words from the two texts.
Ss: Finish the blanks with the tips of the texts.
Purpose: Consolidate the key words of this part.
Guided questions:
Cusco is a popular d__________ for tourists, because of its u______ place in the history of South America. Cusco was the capital city of the Inca E______ which was the most powerful in South America until the 1500s. There are two especially interesting things to a_______ about the Inca civilization. The first is the roads and p____ they built to connect their important cities. These Inca roads were made up of two north-south highways and many small roads crossing the mountains east to west. The roads were for Inca soldiers and their o________. Second, the Incas built wonderful cities full of amazing architecture—but there were no markets in these cities. One of the interesting questions of history is how the Incas lived without shopping!
Suggested answers: destination, unique, Empire, admire, paths, officials
Time:3 minutes.
Step 6 Group work
T: Please recommend a travel route for one of my friends and introduce the destination for him/her using a brochure, then offer them more useful expressions.
Ss: Draw a draft of a brochure by themselves or do it with their partners.
Purpose: Enable student to get familiar with and expand more language about the text, then put what they have learnt into the real language situation. Besides, speaking and make preparations for the writing in the future.
Guided questions:
I have four friends planning to travel to Peru. Please recommend a travel route for one of them and introduce the destination using a brochure.
Peter active, crazy about wild animals
Jane fond of architecture and history
Tom love the countryside and the unique local culture
Amy an explorer, food lover
Useful expressions that you can use
1.In my opinion, you could/might choose…, because you prefer to…
2. …could be a perfect choice for you, for…
3. As far as I am concerned, you would enjoy…, for…
4. …. would probably suit you, because you enjoy/love/hate doing…
5.If you like…, …is the best choice.
6.If you want to…, …is a place for you.
7.It will bring you to a magical… world.
Suggested answers:
Jane likes studying architecture and history, so I recommend Jane to travel to Cusco and Machu Picchu. She can spend 4 days enjoying the unique Spanish and local Indian culture high in the Andes at Cusco. The museums and architecture here will bring you to a magical world. And because she is also attracted to history, the 4-day tour to Machu Picchu is a best choice for her. The ancient city will amaze her by its building way, which is quite different and perfect.
Time:10 minutes.
Step 7 Homework
1.Review the words and expressions.
2.Polish your travel plan and hand in.
Time:1minutes.
Blackboard design:
More information:
Number of days
Transport
Accommodation
Activity
Teaching reflection:
Period 2 Reading and Thinking
Explore Peru
主讲人： 授课班级:高一（3）班
Analysis of the contents：The topic of this unit is about travelling at home and abroad, which belongs to the theme context of “humans and nature”. Students are expected to talk about tours to Peru, listen to people discuss their travel plans, talk about preparing for travel and finally be able to write a travel plan.
The passage in this unit is mainly about some general introductions of Peru, including its location, capital and official language and some beautiful scenic spots of Peru, such as Amazon Rainforest Tour, Machu Picchu Tour, Cusco Tour, and Lake Titicaca Tour. The writer vividly describes the characteristics of the four fabulous sights to the readers, who are deeply impressed by the description. The teacher is supposed to guide students to explore the four scenic spots and sum up its features. More importantly, the teacher should motivate students to talk more and discuss the related topics.
Analysis of the students: Our class is an ordinary class, as students of Grade 1 in senior high school, they lack the abilities of getting key information, analyzing problems and dealing with them. Though they have mastered the basic learning strategies, they are short of word bank. Therefore, they couldn’t have a good demand of the speech output. Based on this class, I hope they can benefit from the reading skills a lot. Besides, they can talk about a travel brochure, then write and polish the travel brochure.
Teaching objectives:
By the end of this period, students will be able to:
1.To learn about the four tourist attractions in Peru and learn something about its geography, history and culture.
2.To tell the differences between an encyclopedia and a travel brochure.
3.To identify the structures and language features of the text.
4.Grasp and use some words and phrases describing a tourist attraction.
Teaching difficult and important points：
Guide students to better understand the four tourist attractions in Peru.
Help students identify the text type and its language features.
Help students grasp and use the words and phrases describing a tourist attraction.
Teaching tools: Textbook, PPT, Guided learning plan, Blackboard and Chalk.
Teaching procedures:
Step 1 Warming up
T：Have a free talk with students. Ask them the following question:
How much do you know about Peru Let’s have a small quiz. Show the quiz on the screen.
Ss: Answer the questions.
Purpose: Arouse their interest and curiosity of study.
Guided questions:
Which continent is Peru in
Which is the national flag of Peru
Which city is the capital of Peru
Suggested answers: A, D, A
Time:3 minutes.
Step2 Lead in
T: Get students to enjoy the short video Welcome to Peru and answer the questions.
Ss: Try to get the basic information about Peru.
Purpose: guide the students to know the topic of reading part by watching the radio and motivate their interest of reading.
Guided questions:
What did you see in the video
Where can you find more information about Peru
Suggested answers:
the Andes Mountains, the Amazon rainforest, Cusco city, ruins of Machu Picchu, Lake Titicaca, the local houses, festival celebrations, local food, ...
The Internet, library, travel brochures, TV, friends, newspaper, magazine, Tik-tok，books,...
Time:5 minutes.
Step3 Fast reading
T: Guide the students to scan the two texts about Peru and give them some tips to help them find out the types of them.
Ss: Go through the two texts quickly and answer the questions.
Purpose: identify the text type and tell the differences between an encyclopedia and a travel brochure.
Suggested answers:
Text 1: An encyclopedia entry or introductory passage. Text 2: A travel brochure.
Time:4 minutes.
Step4 Careful reading
Activity 1
T: Let students read the text 1 and fill in the blanks.
Ss: Scan the text 1 carefully and finish the tables.
Purpose: Enable Ss to scan the text and find out the key words that they need.
Guided questions:
Location on the Pacific ______ of South America
Three areas land ________ along the coast; the Andes Mountains; the Amazon _______
History center of the ________ Inca Empire; ________ took control of Peru
Language _______ is the main official language.
Suggested answers: coast, running, rainforest, ancient, Spain, Spanish
Activity 2
T: Let students read the text 1 again and guide them to know more features about encyclopedia about Peru.
Ss: Read the text 1 carefully and then match the features with the correct sentence(s).
Purpose: Help Ss to practice their abilities of summary and know more features about encyclopedia.
Guided questions:
Match the features with the correct sentence(s).
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.
Suggested answers:
General statement, Location, Geographic feature, History, Language
Time:4 minutes.
Activity 3
T: Let students read the text 2 and find out more details about the travel brochure, then fill in the blanks.
Ss: Read the text2 carefully and fill in the blanks.
Purpose: Train their ability of skimming the text and grasping the useful information, then Enable Ss to taste the features of the travel brochure.
Guided questions:
Amazon Rainforest Machu Picchu Cusco Lake Titicaca
Number of days 4 days
Transport /
Accommodation / local home
Activity boating, hiking, exploring nature
Suggested answers:
Amazon Rainforest Machu Picchu Cusco Lake Titicaca
Number of days 4 days 4 days 4 days 4 days
Transport Flight, boat walking / car, boat
Accommodation in the middle of the forest / local hotel local home
Activity boating, hiking, exploring nature walking in the Andes Mountains, exploring the ancient city visiting the museums, admiring the architecture, enjoying the local food and going shopping at the local markets enjoying the beautiful countryside, staying with a local family
Activity 4
T: Based on the details they have got, let students read the brochure again and try to find out more details about it.
Ss: Read the second text carefully and find out the words or phrases about transport, activities and emotions.
Purpose: Help them master more words or phrases and enrich their vocabularies about brochure, then pave the way for the group work.
Guided questions:
Read the second text again and try to find out the details of the following topic:
1.Words and phrases about transportation:
2.Words and phrases about activities:
3.Words and phrases about emotions or feelings:
Suggested answers:
1.flight, by boat, walking, driving 2. explore, enjoy, visit, admire
3.enjoy, unique, amazed, amazing, perfect, admire, excellent, beautiful
Time:8 minutes.
Step5 Consolidation
T: Let Ss complete the passage with the correct forms of the new words from the two texts.
Ss: Finish the blanks with the tips of the texts.
Purpose: Consolidate the key words of this part.
Guided questions:
Cusco is a popular d__________ for tourists, because of its u______ place in the history of South America. Cusco was the capital city of the Inca E______ which was the most powerful in South America until the 1500s. There are two especially interesting things to a_______ about the Inca civilization. The first is the roads and p____ they built to connect their important cities. These Inca roads were made up of two north-south highways and many small roads crossing the mountains east to west. The roads were for Inca soldiers and their o________. Second, the Incas built wonderful cities full of amazing architecture—but there were no markets in these cities. One of the interesting questions of history is how the Incas lived without shopping!
Suggested answers: destination, unique, Empire, admire, paths, officials
Time:3 minutes.
Step 6 Group work
T: Please recommend a travel route for one of my friends and introduce the destination for him/her using a brochure, then offer them more useful expressions.
Ss: Draw a draft of a brochure by themselves or do it with their partners.
Purpose: Enable student to get familiar with and expand more language about the text, then put what they have learnt into the real language situation. Besides, speaking and make preparations for the writing in the future.
Guided questions:
I have four friends planning to travel to Peru. Please recommend a travel route for one of them and introduce the destination using a brochure.
Peter active, crazy about wild animals
Jane fond of architecture and history
Tom love the countryside and the unique local culture
Amy an explorer, food lover
Useful expressions that you can use
1.In my opinion, you could/might choose…, because you prefer to…
2. …could be a perfect choice for you, for…
3. As far as I am concerned, you would enjoy…, for…
4. …. would probably suit you, because you enjoy/love/hate doing…
5.If you like…, …is the best choice.
6.If you want to…, …is a place for you.
7.It will bring you to a magical… world.
Suggested answers:
Jane likes studying architecture and history, so I recommend Jane to travel to Cusco and Machu Picchu. She can spend 4 days enjoying the unique Spanish and local Indian culture high in the Andes at Cusco. The museums and architecture here will bring you to a magical world. And because she is also attracted to history, the 4-day tour to Machu Picchu is a best choice for her. The ancient city will amaze her by its building way, which is quite different and perfect.
Time:10 minutes.
Step 7 Homework
1.Review the words and expressions.
2.Polish your travel plan and hand in.
Time:1minutes.
Blackboard design:
More information:
Number of days
Transport
Accommodation
Activity
Teaching reflection: