人教版（2019）必修 第一册Unit 2Travelling around Reading and Thinking（Explore Peru）说课稿
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| 名称 | 人教版（2019）必修 第一册Unit 2Travelling around Reading and Thinking（Explore Peru）说课稿 |
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| 格式 | docx | ||
| 文件大小 | 23.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-12-05 14:57:42 | ||
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文档简介
高中英语人教版新教材B1U2 Reading and Thinking：Explore Peru
主题语境：人与社会— 旅游与文化 语篇类型：介绍性文本与旅游宣传册
授课时长：1课时（40分钟）
教学内容分析
本单元中心话题是Travelling Around，在学习了第一阶段Listening and Speaking部分后，学生已对旅游话题有了初步了解。本节课属于第二阶段Reading and Thinking部分，语篇主要由两部分构成，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；第二部分为旅游宣传册，介绍了秘鲁四条不同特色的旅行线路，分别在亚马孙雨林、马丘比丘、库斯科和的的喀喀湖。通过一系列阅读活动，引导学生掌握介绍性文本和旅游宣传册的语言特征，能清楚地区分两种文体。文本结构清晰，理解难度不大，并且旅游小册子还配有丰富的图片和精美的设计，极富感染力，能激发学生的共鸣。
学情分析
本节课面向的是高一学生，他们学习英语的兴趣较浓，乐于参与课堂活动。经过前面两课时对本单元的学习，学生对旅游这一话题有基本的了解，但很少有学生了解秘鲁这个国家的旅游文化。在学习策略方面，大多数学生已了解基本的阅读策略，但是还没有完全掌握。
过程分析
本节课采用“读前-读中-读后”三段式阅读的教学模式。 读前：教师播放一段介绍秘鲁风土人情的视频，自然引出本课的话题。同时，在视频中呈现秘鲁的旅游景点名称，为后续文本阅读做好语言准备。引导学生思考其他可以获取秘鲁信息的渠道，以头脑风暴方式列举出来，并发现百科类文本和旅游宣传册的区别。 读中：首先，学生迅速浏览课文，关注文章的标题和配图，了解整个语篇的结构，判断文本类型。其次，教师引导学生阅读第一部分文本，结合视频，分析其结构要点，完成思维导图。再次，学生细读第二部分文本，结合影像，梳理各条旅行路线的特色，完成表格内容填写，自主发现旅行安排通常包含四个方面，即旅行时长、交通方式、住宿安排和活动安排。 读后：教师创设情境，假设学生是秘鲁当地的导游，有着不同兴趣的游客前来咨询，学生能根据其爱好给予建议，并为他们制定最合适的旅行路线。其二，以角色扮演的形式，创设对话，完成后在课上展示分享。这不仅能够帮助学生加深和拓展对文本信息的理解，还能提高学生的思维品质和文化品格。其次,师生共同探讨旅行的意义,最后,检测环节，学生在理解文意的基础上用所学词汇完成课本27页exerise3,Cusco的填空练习，这是对学生词汇掌握和阅读理解的一种检测。课后任务是设计一份家乡旅游宣传册，结合所学知识，以图文结合的方式展示本地旅游文化。
教学目标
After the class, the students will be able to: 1. Tell the difference between an encyclopedia and a travel brochure; 2. Have a better understanding of Peru; 3. Solve the problems in reading by using scanning; 4. Consolidate and internalize acquired knowledge with role -play
教学重难点
1. Enable students to identify the text type and its language features.
2. Guide students to put the language features into use.
教学过程
Step1：Lead in
Watch the video Welcome to Peru, take notes and answer two questions:
Q. What did you see in the video
What other sources of information can you find about Peru
While-reading
Activity 1 Recognize text type Ss look through the two texts quickly and answer the questions: Q1.What types of text are they: encyclopedia or brochure -An encyclopedia entry, A travel brochure Q2.How did you recognize text types Ss learn the features of them. T总结 Type of TextEncyclopedia BrochurePurposedescription provide knowledgeget the readers interestedContentpresent basic factsattractive points vivid pictures beautiful design clear structure contact(email)Toneobjective, neutralsubjectiveLanguagesimple languagepowerful and expressive language
Activity 2 Text 1 Task 1. Ss scan Text 1 and answer the question: Q What information about Peru is covered in this text Can you find key words -Location, Geographic characteristic/Main areas, History, Official language Task 2.Ss read Text 1 again and complete the mind map. Location On the Pacific coast of South AmericaGeographic characteristic (3 main areas) 1. narrow, dry, flat land running along the coast 2. the Andes Mountains 3. the Amazon rainforestHistory 1400s and 1500s： centre of Inca Empire From the 1500s to 1821： Spain took control of PeruOfficial language Spanish
Activity 3 Text 2 Task 1. Ss read Text 2 again and know about the four contents included in it（Group Work） - Number of days, Transport, Accommodation, Activity Task 2. Ss fill in the table.可选学生上台填写 PlaceAmazon Rainforest Machu PicchuCuscoLake TiticacaNumber of days (length of visit)4 daysTransport (how to go)/Accommodation (where to stay or live)/in local homeActivity (what to do and see)-boating -exploring the rainforest -enjoying the wildlife _____in the mountains; ______the ancient city_______; _______; _______; ________.enjoying____; staying with_____.
Step 3Post-reading Activity 1Help them choose the suitable tour. Lucy: an explorer and food lover. William: crazy about wild animals. Rose: a girl who loves the countryside and unique local culture. Ann: fond of architecture and history. Group work Make conversations: In your group, one student is a tour guide, and the other three are tourists who want to travel to Peru. Please imagine and make conversations according to the text. Sample Guide: Hi, everyone! Welcome to our travel agency（旅行社）, what can I do for you Student A: We want to travel to Peru. Can you recommend some places to us Guide: Of course. If you like nature/history/culture…, … is the best choice. It will bring you to a magical(有魔力的) world. You’ll explore/ enjoy… Student B: ..... Guide: ...... Student C: ...... Guide: ...... Activity2 Learn language of the Brochure 排比句 倒装句 祈使句
Activity 3 Voice you opinion Ss think about the following questions: Q1. Why do we explore Peru –to know more about a non-English speaking country Q2. Why do we travel around -to learn more about the world exploring a different place, to get more experience Some proverbs about travelling 1. The world is a book and those who do not travel read only one page. 世界是一本书，不旅行的人只读了一页。 ———圣.奥古斯丁 2. It is better to travel ten thousand miles than to read ten thousand books. 读书万卷，不如行万里路。 3. On the road, not for travel, not for someone, only to meet the unknown in the unknown. 在路上，不为旅行，不因某人，只为在未知的途中遇见未知的自己。 4. Travel, in the younger sort, is a part of education; in the elder, a part of experience.
Step4 Assignment
Design a travel brochure of our hometown.
Workbook: P77 Exercise 3-Complete the poster
板书设计
主题语境：人与社会— 旅游与文化 语篇类型：介绍性文本与旅游宣传册
授课时长：1课时（40分钟）
教学内容分析
本单元中心话题是Travelling Around，在学习了第一阶段Listening and Speaking部分后，学生已对旅游话题有了初步了解。本节课属于第二阶段Reading and Thinking部分，语篇主要由两部分构成，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；第二部分为旅游宣传册，介绍了秘鲁四条不同特色的旅行线路，分别在亚马孙雨林、马丘比丘、库斯科和的的喀喀湖。通过一系列阅读活动，引导学生掌握介绍性文本和旅游宣传册的语言特征，能清楚地区分两种文体。文本结构清晰，理解难度不大，并且旅游小册子还配有丰富的图片和精美的设计，极富感染力，能激发学生的共鸣。
学情分析
本节课面向的是高一学生，他们学习英语的兴趣较浓，乐于参与课堂活动。经过前面两课时对本单元的学习，学生对旅游这一话题有基本的了解，但很少有学生了解秘鲁这个国家的旅游文化。在学习策略方面，大多数学生已了解基本的阅读策略，但是还没有完全掌握。
过程分析
本节课采用“读前-读中-读后”三段式阅读的教学模式。 读前：教师播放一段介绍秘鲁风土人情的视频，自然引出本课的话题。同时，在视频中呈现秘鲁的旅游景点名称，为后续文本阅读做好语言准备。引导学生思考其他可以获取秘鲁信息的渠道，以头脑风暴方式列举出来，并发现百科类文本和旅游宣传册的区别。 读中：首先，学生迅速浏览课文，关注文章的标题和配图，了解整个语篇的结构，判断文本类型。其次，教师引导学生阅读第一部分文本，结合视频，分析其结构要点，完成思维导图。再次，学生细读第二部分文本，结合影像，梳理各条旅行路线的特色，完成表格内容填写，自主发现旅行安排通常包含四个方面，即旅行时长、交通方式、住宿安排和活动安排。 读后：教师创设情境，假设学生是秘鲁当地的导游，有着不同兴趣的游客前来咨询，学生能根据其爱好给予建议，并为他们制定最合适的旅行路线。其二，以角色扮演的形式，创设对话，完成后在课上展示分享。这不仅能够帮助学生加深和拓展对文本信息的理解，还能提高学生的思维品质和文化品格。其次,师生共同探讨旅行的意义,最后,检测环节，学生在理解文意的基础上用所学词汇完成课本27页exerise3,Cusco的填空练习，这是对学生词汇掌握和阅读理解的一种检测。课后任务是设计一份家乡旅游宣传册，结合所学知识，以图文结合的方式展示本地旅游文化。
教学目标
After the class, the students will be able to: 1. Tell the difference between an encyclopedia and a travel brochure; 2. Have a better understanding of Peru; 3. Solve the problems in reading by using scanning; 4. Consolidate and internalize acquired knowledge with role -play
教学重难点
1. Enable students to identify the text type and its language features.
2. Guide students to put the language features into use.
教学过程
Step1：Lead in
Watch the video Welcome to Peru, take notes and answer two questions:
Q. What did you see in the video
What other sources of information can you find about Peru
While-reading
Activity 1 Recognize text type Ss look through the two texts quickly and answer the questions: Q1.What types of text are they: encyclopedia or brochure -An encyclopedia entry, A travel brochure Q2.How did you recognize text types Ss learn the features of them. T总结 Type of TextEncyclopedia BrochurePurposedescription provide knowledgeget the readers interestedContentpresent basic factsattractive points vivid pictures beautiful design clear structure contact(email)Toneobjective, neutralsubjectiveLanguagesimple languagepowerful and expressive language
Activity 2 Text 1 Task 1. Ss scan Text 1 and answer the question: Q What information about Peru is covered in this text Can you find key words -Location, Geographic characteristic/Main areas, History, Official language Task 2.Ss read Text 1 again and complete the mind map. Location On the Pacific coast of South AmericaGeographic characteristic (3 main areas) 1. narrow, dry, flat land running along the coast 2. the Andes Mountains 3. the Amazon rainforestHistory 1400s and 1500s： centre of Inca Empire From the 1500s to 1821： Spain took control of PeruOfficial language Spanish
Activity 3 Text 2 Task 1. Ss read Text 2 again and know about the four contents included in it（Group Work） - Number of days, Transport, Accommodation, Activity Task 2. Ss fill in the table.可选学生上台填写 PlaceAmazon Rainforest Machu PicchuCuscoLake TiticacaNumber of days (length of visit)4 daysTransport (how to go)/Accommodation (where to stay or live)/in local homeActivity (what to do and see)-boating -exploring the rainforest -enjoying the wildlife _____in the mountains; ______the ancient city_______; _______; _______; ________.enjoying____; staying with_____.
Step 3Post-reading Activity 1Help them choose the suitable tour. Lucy: an explorer and food lover. William: crazy about wild animals. Rose: a girl who loves the countryside and unique local culture. Ann: fond of architecture and history. Group work Make conversations: In your group, one student is a tour guide, and the other three are tourists who want to travel to Peru. Please imagine and make conversations according to the text. Sample Guide: Hi, everyone! Welcome to our travel agency（旅行社）, what can I do for you Student A: We want to travel to Peru. Can you recommend some places to us Guide: Of course. If you like nature/history/culture…, … is the best choice. It will bring you to a magical(有魔力的) world. You’ll explore/ enjoy… Student B: ..... Guide: ...... Student C: ...... Guide: ...... Activity2 Learn language of the Brochure 排比句 倒装句 祈使句
Activity 3 Voice you opinion Ss think about the following questions: Q1. Why do we explore Peru –to know more about a non-English speaking country Q2. Why do we travel around -to learn more about the world exploring a different place, to get more experience Some proverbs about travelling 1. The world is a book and those who do not travel read only one page. 世界是一本书，不旅行的人只读了一页。 ———圣.奥古斯丁 2. It is better to travel ten thousand miles than to read ten thousand books. 读书万卷，不如行万里路。 3. On the road, not for travel, not for someone, only to meet the unknown in the unknown. 在路上，不为旅行，不因某人，只为在未知的途中遇见未知的自己。 4. Travel, in the younger sort, is a part of education; in the elder, a part of experience.
Step4 Assignment
Design a travel brochure of our hometown.
Workbook: P77 Exercise 3-Complete the poster
板书设计