Unit 2 Travelling Around Reading and Thinking 教学设计-2024-2025学年高中英语人教版（2019）必修第一册

Instructional Design Unit 2 Travelling Around Teaching objectives After the class, students will be able to: · Know more about the characteristics of an encyclopedia and a travel brochure as well as distinguish brochure from encyclopedia; · analyze the components of a tour brochure by skimming and scanning the text; · infer information by generalizing the major types of unique elements; · Apply the language characteristics into making their own tour brochure and make a report by using them in a real situation; · develop cultural confidence towards their own tour. Teaching key points & Difficulties Key points: ※Synthesizing to get the components of a tour brochure and the two major types of unique elements. Difficulty: ※Making their own tour brochures. Teaching procedures ( 45 mins in total) Ⅰ.Lead in (3 mins) Activity 1: Viewing and Talking Learning and comprehending(3 mins) The teacher presents Peru’s map to students and then the teacher asks students to talk about the information about Peru according to map. T: What is this country? = What country is it? S: Peru T: Look at the map and tell me basic information about Peru, e.g. geographical location, etc. S：It’s a country with coasts, highlands, and jungles. … T: In addition to the information gained from the map, what are some other sources from which we can find more about this country? S: To find more about Peru, we can check online, use an encyclopedia, go to the library or get some travel brochures. (T’s words): Good morning boys and girls. Now let’s look at this map. What’s this country? Yes, Peru. So, can you tell me basic information about Peru, e.g. geographical location, etc. 1 学科网（北京）股份有限公司 Let’s invite someone to answer this question. Any volunteers? In addition to the information gained from the map, what are some other sources from which we can find more about this country? To find more about Peru, we can check online, use an encyclopedia, go to the library or get some travel brochures. 【引入 activity 2： distinguishing】 Ⅱ. Pre-reading (5 mins) Activity 2: Distinguishing Learning and comprehending(5 mins) The teacher leads students to read the two texts about Peru quickly. Focus more on titles, headers, pictures and charts and then decide what types of text are they: encyclopedia or brochure? T: What’s the language feature of text 1/2? Text 1 Encyclopedia Features: Simple language Brief content Objective description Text 2: brochure Features: Vivid pictures Beautiful/colorful design Clear structure Expressive language Subjective description transport number of days accommodation activity Main Components of brochure Ⅲ. While-reading (25 mins) Activity 3: Fast reading Learning and comprehending(5 mins) The teacher asks students to skim text 1 and 2 quickly and find out the information covered in these two texts about Peru.【Individual work】 T: What aspects about Peru are mentioned in Text 1/2? 【Text 1 Encyclopedia】Location Geographic features History and Culture language Components of Encyclopedia 【Text 2: brochure】 4 (T’s words): Now please open your book, turn to page 26, let’s read the text 1 quickly, while you’re reading, you need to find out the information covered about Peru. 2 minutes for you. Reading strategy called skimming can help us get the gist of the text, so you can see components of Encyclopedia include location, geographic characteristics, history and culture, as well as language. Just like text 1, let’s read text 2 quickly ad find out the components of brochure. Using skimming, you can see components of brochure include transport, number of days, accommodation and activity. Activity 4: Detailed reading Learning and comprehending(15 mins) 【Text 1 Encyclopedia】 The teacher guides students to read text 1 again and locate the detailed information about Peru by filling in the table below with their partner. 【Pair work】 Location On the pacific coast of South America Geographic characteristics (3 main areas) 1.narrow, dry flat land 2.the Andes Mountains 3.the Amazon forest History and Culture In the 1400s and 1500s the centre of the powerful ancient Inca Empire From the 1500s to 1821 was ruled by Spain Language Spanish 【Text 2: brochure】 The teacher guides students to read text 2 again and locate the detailed information about Peru by filling in the table below with their partner. 【Pair work】 Amazon Rainforest Machu Picchu Cusco Lake Titicaca Numbers of days 4 days 4 days 4 days 4 days Transport Plane and boat Walking/ on foot Car and boat Accommodation In the middle of the forest Local hotel Local home Activity Boating, hiking, exploring nat ure Walking in the mountains, exploring the ancient city Visiting museums, admiring the architecture， enjoying the local food ， and shopping at the local markets Enjoying the beautiful countryside, staying with local family natural historical cultural natural 学科网（北京）股份有限公司 (T’s words): Let’s read text 1 and 2 again and locate the detailed information about Peru by filling in the table below with your partner. Activity 5: Deep reading Applying and practicing T asks: Which tour would you recommend to tourists? Or What unique elements make you recommend the tour?【Pair work】 Ss discuss with their desk-mate and then share with the whole class. T asks Ss to generalize these unique elements into two more general types. T makes some comments and summarizes their answers in the following two major types: nature and culture. Ⅳ. Post-reading (10mins) Activity 6: Setting a situation Applying and practicing(5 mins) Suppose you are a travel agent, four tourists are consulting you about a trip to Peru. Based on what you have learnt in the detailed reading, recommend a suitable travel route and give the reasons. Name Tendency Travel route Mike ※Active holiday ※ shoot pictures of wild animals ※interest in exploration Amazon Rainforest Tour Bill ※like climbing mountains ※ exploring the ancient city Machu Picchu Mary ※Fond of architecture ※Food lover ※going shopping Cusco Tour Jane ※Love the countryside ※ Fond of talking with local family Lake Titicaca Tour Activity 7: Making Recommendation Transferring and creating (5 mins) T presents the sentence "Guilin's scenery is peerless in the world" and recommend Guilin to students as an example. Them, T asks students to choose one place they want to recommend to others. Ss work in groups and make a table of the four components and its unique elements. Then some of them make a presentation of their brochures. 5 学科网（北京）股份有限公司 Ⅴ. Summary (1 min) T clarifies the components of a tour brochure again. Also, T promotes the value of nature protection as well as cultural confidence according to the previous activities. Ⅵ. Assignments (1 min) Compulsory: Ss complete and polish up their tour brochure they discussed at the post-reading stage by surfing the Internet for more information. And write one passage according to the tour brochure (80 words) Optional: Read the text TRAVEL PERU and write a 60-word summary based on its content. For example:In the Amazon Rainforest Tour，you can explore the rain forest with a guide， enjoying unique plants and animals.（要 点 1）In the Machu Picchu Tour，you can explore an ancient city，which is famous for its dry stone method of building.（ 要点 2）In the Cusco Tour，you can enjoy the Spanish and local Indian culture.（要点 3）In the Lake Titicaca Tour，you can enjoy beautiful countryside and live on the lake （要点 4） Blackboard design $$