人教版（2019）必修第一册Unit 2 Travelling Around Reading and Thinking 教学设计
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| 科目 | 英语 | ||
| 更新时间 | 2025-01-02 10:13:54 | ||
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Unit2 Travelling Around Reading and Thinking 教学设计
教材分析
一、活动主题
该板块的活动主题是“探索秘鲁”(Explore Peru)。学生通过观看视频、阅读有关南美洲国家--秘鲁的介绍和旅游宣传册，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。该板块的活动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。教科书选择具有南美风情和特色的国家--秘鲁为目的地，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。该部分除了文字以外，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。
二、文本分析
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。第二部分是旅游宜传册，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。旅游宜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)，这是旅游宜传册的最终目的，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
学生对旅行话题比较熟悉，在经过前面的听说学习后，已经能够很好地使用英语表达目的地选择及原因、行前准备，也基本能就行前需预订的项目进行得体交谈。学生具备一定的图片观察能力、阅读能力和逻辑推理能力，能够运用阅读技巧获取和分析文章表层信息。
学生想要了解更多的国内外旅游资源，通过了解不同的语篇类型，更好地感知不同语篇的语言特色，从而更好地介绍旅行景观；学生想要锻炼口头表达的准确性和逻辑性能够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，和语言特点；能够对所获信息进行比较分析，并做出合理判断；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，拓展国际视野；能够就给出话题口头输出，锻炼口语表达能力。
课时目标
1.语言能力：阅读介绍性文本和旅行宣传册，辨别两者的文体特征和语言特点，从而有效获取信息；
2.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；
3.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，拓展国际视野；
4.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。
评价任务
1.通过初步浏览分析两篇文本，了解两者的文体特征和语言特点。（指向并检测目标 1）
2.通过对两篇文本的深入解读，完成对应的两个表格，根据关键词快速获取信息。（指向并检测目标 2）
3.通过 Word Bank 活动，对信息进行整合分类，根据不同地区的特点向不同需求的人推荐合适的地方。（指向并检测目标 1 与目标检测 4）
4.通过语用分析，尝试理解作者的意图与立场，明确作者的写作手法，发表自己的见解和观点，进行评价性理解。（指向并检测目标 2）
5.通过小组创造性活动，创设情景，结合生活实际，设计宣传手册，向外国友人推荐自己的家乡。（指向目标检测 3 与目标检测 4）
教学重难点：
通过快速阅读帮助学生了解文章大意；通过精读分析，引导学生深入理解文章中的细节信息、语言特点以及作者的情感态度。引导学生学会运用阅读策略，如预测、推断、总结等，有效提升学生的阅读能力和思维能力。
Stage Teacher’s activities Students’ activities Purpose
Lead- in Greet and draw students’ attention to the unit topic. Get students to watch a video clip about Peru and answer two questions Enjoy a video clip about Peru. Write down the things you’ve seen. To lead to the topic. To Inspire students’ interest in the topic
Textual Analysis Ask students to read the map and answer two questions: 1.Do you want to get more information about Peru 2.Where can you find more information Ask students to skim two texts about Peru and judge the types and language features of the texts. Get students to read the encyclopedia to find the basic information of the table Get students to read the travel brochure and complete the table. Get students to form the word bank and recommend suitable destinations for them. Describe the map. Look through the title, headers, pictures and other information, then judge the types and language features of the texts. Read the encyclopedia to find the basic information of the table Read the travel brochure and complete the table. Form the word bank in groups of 4, each group is responsible for a tourist destination, then introduce the place To help students practice the ability of reading and describing maps. To help students recognize the text type and organization. To help students understand the content and accumulate some expressions. To sum up the information included in a brochure. To improve cooperative learning ability
Pragmatic Analysis Ask students to judge the potential readers of the text. Get students to think critically and judge the writing purpose. Lead students to find out the writing tips used in the brochure Judge the potential readers of the text Judge the writing purpose based on the textual analysis. Figure out the writing tips of a brochure To help students have a better understanding of the text. To help students integrate language with meaning and foster students’ deep learning skills.
Creative Activity Ask students to summarize the standard of a good travel brochure. Create a situation that an exchange student Kathy decides to travel to Ji Ning city. Divide students into four groups and ask each group to design a travel brochure Summarize the standard of a good travel brochure. Work in groups. Design a travel brochure together. Introduce their works. To practice summarizing ability. To Improve cooperative learning ability. To raise awareness of patriotism and expand international horizons
Reflection Sum up the lesson：Travel, in the younger sort, is a part of education; in the elder, a part of experience Ask students to use the checklist to make a self-reflection Reflect what has been learned and appreciate the culture focus behind the text Finish the Self-Reflection checklist To conclude the lesson with some uplifting sentences and give students a deep impression of what we have learned today. To train the self-reflection consciousness.
作业设计 Review the passage based on the word bank. Polish your work and share with your classmates. To consolidate what has been learned today. To build up their culture confidence
教材分析
一、活动主题
该板块的活动主题是“探索秘鲁”(Explore Peru)。学生通过观看视频、阅读有关南美洲国家--秘鲁的介绍和旅游宣传册，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。该板块的活动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。教科书选择具有南美风情和特色的国家--秘鲁为目的地，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。该部分除了文字以外，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。
二、文本分析
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。第二部分是旅游宜传册，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。旅游宜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)，这是旅游宜传册的最终目的，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
学生对旅行话题比较熟悉，在经过前面的听说学习后，已经能够很好地使用英语表达目的地选择及原因、行前准备，也基本能就行前需预订的项目进行得体交谈。学生具备一定的图片观察能力、阅读能力和逻辑推理能力，能够运用阅读技巧获取和分析文章表层信息。
学生想要了解更多的国内外旅游资源，通过了解不同的语篇类型，更好地感知不同语篇的语言特色，从而更好地介绍旅行景观；学生想要锻炼口头表达的准确性和逻辑性能够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，和语言特点；能够对所获信息进行比较分析，并做出合理判断；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，拓展国际视野；能够就给出话题口头输出，锻炼口语表达能力。
课时目标
1.语言能力：阅读介绍性文本和旅行宣传册，辨别两者的文体特征和语言特点，从而有效获取信息；
2.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；
3.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，拓展国际视野；
4.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。
评价任务
1.通过初步浏览分析两篇文本，了解两者的文体特征和语言特点。（指向并检测目标 1）
2.通过对两篇文本的深入解读，完成对应的两个表格，根据关键词快速获取信息。（指向并检测目标 2）
3.通过 Word Bank 活动，对信息进行整合分类，根据不同地区的特点向不同需求的人推荐合适的地方。（指向并检测目标 1 与目标检测 4）
4.通过语用分析，尝试理解作者的意图与立场，明确作者的写作手法，发表自己的见解和观点，进行评价性理解。（指向并检测目标 2）
5.通过小组创造性活动，创设情景，结合生活实际，设计宣传手册，向外国友人推荐自己的家乡。（指向目标检测 3 与目标检测 4）
教学重难点：
通过快速阅读帮助学生了解文章大意；通过精读分析，引导学生深入理解文章中的细节信息、语言特点以及作者的情感态度。引导学生学会运用阅读策略，如预测、推断、总结等，有效提升学生的阅读能力和思维能力。
Stage Teacher’s activities Students’ activities Purpose
Lead- in Greet and draw students’ attention to the unit topic. Get students to watch a video clip about Peru and answer two questions Enjoy a video clip about Peru. Write down the things you’ve seen. To lead to the topic. To Inspire students’ interest in the topic
Textual Analysis Ask students to read the map and answer two questions: 1.Do you want to get more information about Peru 2.Where can you find more information Ask students to skim two texts about Peru and judge the types and language features of the texts. Get students to read the encyclopedia to find the basic information of the table Get students to read the travel brochure and complete the table. Get students to form the word bank and recommend suitable destinations for them. Describe the map. Look through the title, headers, pictures and other information, then judge the types and language features of the texts. Read the encyclopedia to find the basic information of the table Read the travel brochure and complete the table. Form the word bank in groups of 4, each group is responsible for a tourist destination, then introduce the place To help students practice the ability of reading and describing maps. To help students recognize the text type and organization. To help students understand the content and accumulate some expressions. To sum up the information included in a brochure. To improve cooperative learning ability
Pragmatic Analysis Ask students to judge the potential readers of the text. Get students to think critically and judge the writing purpose. Lead students to find out the writing tips used in the brochure Judge the potential readers of the text Judge the writing purpose based on the textual analysis. Figure out the writing tips of a brochure To help students have a better understanding of the text. To help students integrate language with meaning and foster students’ deep learning skills.
Creative Activity Ask students to summarize the standard of a good travel brochure. Create a situation that an exchange student Kathy decides to travel to Ji Ning city. Divide students into four groups and ask each group to design a travel brochure Summarize the standard of a good travel brochure. Work in groups. Design a travel brochure together. Introduce their works. To practice summarizing ability. To Improve cooperative learning ability. To raise awareness of patriotism and expand international horizons
Reflection Sum up the lesson：Travel, in the younger sort, is a part of education; in the elder, a part of experience Ask students to use the checklist to make a self-reflection Reflect what has been learned and appreciate the culture focus behind the text Finish the Self-Reflection checklist To conclude the lesson with some uplifting sentences and give students a deep impression of what we have learned today. To train the self-reflection consciousness.
作业设计 Review the passage based on the word bank. Polish your work and share with your classmates. To consolidate what has been learned today. To build up their culture confidence