Unit2 Travelling Around Reading and thinking说课课件 2024-2025学年高中英语人教版必修第一册

www.officeplus.cn 教材: People’s Education Press Book 1 Senior School English（2019） 课型: Reading and thinking 授课内容: Unit2 Travelling Around Travel Peru 2 CATALOGUE Teaching and learning methods 2 Analysis of the teaching material 3 Analysis of the students 4 Teaching and learning objectives 5 Teaching principles 1 6 7 8 Teaching procedures Blackboard design Teaching reflection 01 Teaching principles 3 1. Teaching principles Core competencies Six components of the curriculum Activity-based approach to English learning An effective class learning and understanding applying and practicing transferring and creating Language ability Cultural awareness Thinking ability Learning ability Theme Text 02 Teaching and learning methods 5 2. Teaching and learning methods Bloom’s taxonomy of objectives Constructivist view of learning ◆construction of new knowledge cannot be achieved without making a meaningful connection with the existing one ◆ learners: principal part of learning ◆ teachers: facilitators Teaching methods Learning methods Activity-based approach to English learning Learning through activities Cooperative learning method Inquiry-based learning method Teaching and learning philosophy 03 Analysis of the teaching material 7 1. Analysis of teaching material What 02 Why 01 How 03 The text is specifically divided into two parts. The first part belongs to the thematic context of "Man and Nature", introducing the geographical features, historical culture and official language of Peru. The second part is also a thematic context of "Man and Nature", introducing four different scenic spots in Peru, including travel time, transportation methods, accommodation and activities. 1. Analysis of teaching material What 01 Why 02 How 03 This article is a typical introductory text combined with a tourism brochure. First, the overall general background information was introduced, and then the specific contents of different scenic spots were introduced in detail. The second part was divided into four sections, with a clear structure and well-organized structure. 1. Analysis of teaching material What 01 Why 03 How 02 The purpose of the text is that Text One introduces the basic information of Peru, allowing students to understand the country's geographical location, historical background and cultural aspects. Text Two depicts different tourist routes, enabling students to experience the richness of Peru's tourism resources. Students use the text "Open their Eyes to the World" to enhance their understanding of South American countries that are difficult to learn about in daily life, and gradually form a complete international perspective. 04 Analysis of students 11 ◆The lesson is taught to first-year high school students, who are very interested in the topic. The students have enriched the vocabulary and expressions of the unit theme, and have the ability to read and express the theme topic. What they have known ◆identify an encyclopedia and a travel brochure. ◆ make clear the basic structure of a travel brochure. ◆ create their own travel brochure. What they want to know 2. Analysis of students d400c969-6b1d-4484-a3b8-4051b77226bd.source.default.zh-Hans 12 05 Teaching objectives 13 2. Teaching objectives 1. In terms of language ability, acquire vocabulary and expressions related to topics such as country overview, scenic spot introduction, itinerary arrangement, etc., such as official, unique, hike. Able to read texts and comb them into travel brochures, and learn to recommend suitable itineraries to others. 2. In terms of thinking quality, sort out the development context of the article, summarize the Peruvian travel manual, list the travel itinerary and the elements of the travel manual, and consciously recommend the itinerary according to the specific needs. 3. In terms of cultural awareness, understand the national profile of Peru and the characteristics of major tourist attractions, appreciate the magnificence of natural and cultural landscapes, and understand and accept the historical and cultural differences of different regions and countries. 4. In terms of learning ability, master the skills of recognizing text types, flexibly combine intensive reading strategies, and integrate text information to present keyword information. Text here Focal points Text here Difficult points 1. Guide students to better understand the four tourist attractions in Peru. 2. Help students identify the text type and its language features. 3. Help students grasp and use some words and phrases describing a tourist attraction. d400c969-6b1d-4484-a3b8-4051b77226bd.source.default.zh-Hans 14 06 Teaching procedures 15 Step I Leading-in Step II Pre-reading Step III While-reading Step IV Post-reading Step V Conclusion Step VI Homework Share ideas and learn about Peru. Predict the content. Read for the main idea and structure. Read for detailed information. Read for thinking. Recommend a tour. Complete the passage. Draw a conclusion on today’s topic. Self-evaluate. Learning and understanding Applying and practicing Transferring and creating Assign group projects. 6. Teaching procedures Today, we are travelling to Peru! What do you know about Peru? Peru is the third largest country in South America, and borders with Ecuador, Columbia, Brazil, Bolivia and Chile. Its capital is Lima. Watch the video Welcome to Peru and answer the questions. 1. What did you see in the video? 2.What’s your feeling about Peru ? 3. What other sourses of information can you find about Peru? I saw the Andes Mountains, the Amazon rainforest , Cusco city, Machu Picchu, and Lake Titicaca in the video. I wish I could learn more about the people of Peru. To find out more about Peru, I could check online, use an encyclopedia, go to the library, or get some travel brochures. It is amazing/almost unbelievable. It’ hard to believe it. I’m amazed by the sight. I can’t believe it. It’s an unbelievable story. Before Reading 20 1.Look through the two texts quickly on P26 and tell what types of text they are, encyclopedia or brochure? Text 1 titles pictures charts encyclopedia brochure While Reading 21 Text 2 Difference Between an Encyclopedia Entry and a Travel Brochure Type of Text Encyclopedia Travel Brochure Content Tone Function/ Purpose Present only a selection of attractive points about a place. objective, neutral To persuade readers to book a holiday. 22 Difference Between an Encyclopedia Entry and a Travel Brochure Type of Text Encyclopedia Travel Brochure Content Tone Function/ Purpose Present only a selection of attractive points about a place. objective, neutral To persuade readers to book a holiday. Present all the basic facts about a subject. subjective, persuasive To provide knowledge about a subject. 23 2.Read the first text on page 26 and finish the form. Location Geographic characteristic(3 main areas) 1. 2. 3. History In the 1400s and 1500s From the 1500s to 1821 Language 24 Location on the Pacific ________ of South America Three areas narrow，dry，flat 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. coast running rainforest ancient Spain Spanish 2.Read the first text on page 26 and finish the form. 25 Amazon Rainforest Machu Picchu Cusco Lake Titicaca Number of days Transport Accommodation Activity 3.Read the second text on page 26 to page 27 and then write the key details down in the chart. 26 Amazon Rainforest Machu Picchu Cusco Lake Titicaca Number of days Transport Accommodation 4 days flight, boat 4 days walking 4 days local hotel 4 days car, boat local home in the middle of the forest 27 Amazon Rainforest Machu Picchu Cusco Lake Titicaca Activity boating; hiking; exploring nature visiting the _________; walking in the mountains; enjoying the beautiful countryside; ________ the ancient city ________ the architecture; enjoying the local food; shopping at the ________ ___________ staying with ____________________ exploring museums admiring local a local family markets 28 Which tour(s) would you recommend for people who enjoy history and culture? Post Reading (2)Choose the proper words from the following words to complete the passage on page 27 using the correct forms. Cusco is a popular ____________ for tourists, because of its _________ place in the history of South America. Cusco was the capital city of the Inca __________ which was the most powerful in South America until the 1500s. There are two especially interesting things to _____________ about the Inca civilisation. The first is the roads and __________ they built to connect their important cities. These Inca roads were made up of two north-south highways and many their _____________. 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! official accommodation package emperor path empire unique unearth admire destination destination unique Empire paths admire officials Thank you. 07 Blackboard design 32 7. Blackboard design 08 Teaching reflection 34 8. Teaching reflection Based on the requirements of the course standards, this lesson embodies the principle of consistency of "teaching evaluation", and the design of learning activities follows the guidance of the concept of English learning activities. 01 03 02 评价 Assessments 活动 Activities 目标 Outcomes 以终为始 教、学、评一体化 反思不足 There is not enough time in class for students to have more opportunities to show their works, and it’s better to use the after-class time to make face-to-face corrections on students' assignments, give specific revision suggestions, and improve students' language skills. 设计思路特色 Thank you for listening. ank 36 Lavf57.76.100 vid:v0300f610000bi7h852t36d4teuvqd30 $$