Unit 2 Travelling around Period 2 Reading and Thinking阅读课教案-2025-2026学年高中英语人教版必修第一册

该高中英语教案聚焦“Explore Peru”主题，涵盖秘鲁地理、历史文化背景及旅行路线，文本类型为介绍性文本与旅行手册。导入通过展示世界著名景点图片，提问学生旅行经历与计划，搭建从已知旅行经验到未知秘鲁主题的学习支架。 资料亮点在于融合文本类型分析与核心素养培养，通过预测文本类型、小组讨论秘鲁旅游资源（思维品质），训练skimming、scanning等阅读技能（语言能力），渗透秘鲁文化理解（文化意识）。调整策略如7分钟限时导入、分层句子支架，助力教师高效教学，学生提升语言运用与跨文化沟通能力。

Unit 2 Travelling around Period 2 Reading and Thinking 读思课 课时 2 The "Explore Peru" section consists of two parts. The first is an introductory text that presents Peru’s geographical location, landforms, as well as historical and cultural background. This type of text is commonly found in encyclopedias, mainly in the form of entry explanations (sometimes with illustrations), featuring concise and authoritative content, plain, succinct and rigorous language, and objective factual statements without emotional overtones. The second part is a travel brochure introducing four distinct travel routes in Peru. With a clear structure, the main body is guided by subheadings for the four routes, complemented by rich images and exquisite designs that create a strong visual impact. As a common daily material, travel brochures serve three primary functions: first, an informative function—providing readers with basic information about the destination and describing its key features; second, an expressive function—using vivid and engaging language to convey the author’s attitudes and viewpoints. For example, phrases like "admire the architecture", "enjoy the excellent local food", and "especially amazing" in the text leave a deep impression on students; third, an appellative function—the ultimate goal of a travel brochure, which is to connect with readers emotionally, arouse their resonance, and encourage them to take the trip. Additionally, the text employs imperative sentences and sentences with the second-person "you" as the subject, making readers feel personally immersed. The focus of this section is to guide students to master the structural, textual, and linguistic features of introductory texts and travel brochures, understand Peru’s tourism resources and cultural characteristics, and form their own insights. 1. Enable students to acquire the basic usage of the new words and expressions concerning the topic of traveling and learn to use them flexibly. 2. Enable students to sum up some details related to Peru. 3. Develop students’ sense of cooperative learning and individual thinking capability. 4. Develop students’ different learning skills to solve different reading comprehensive problems, such as skimming, scanning and inferring. Teaching Key Points Develop students’ reading ability such as skimming, scanning and summarizing. Teaching Difficulty Points: Let students talk about their travel plans and topics about travelling. 1.Lead-in Core Adjustment Aims Fix issues from first teaching: tight time, low student engagement, weak text type recognition. Focus on: Making text analysis clearer Speeding up reading skill use Boosting participation in discussions Class Tips Save time: Don’t spend over 7min on Lead-in/Pre-reading. Backup: Bring printed Peru pics if the video doesn’t work. Help weak students: Give simple sentence starters (e.g., “Peru is famous for ____”). Display a series of vivid pictures of famous tourist attractions around the world, such as the Eiffel Tower, the Great Wall of China, and the Pyramids of Egypt. Ask students: Have you ever been to these places? What do you know about them? Do you want to go there? Why or why not? Guide students to think about the elements that need to be considered before travelling, such as destination, transportation, accommodation, and activities. 2. Step2 Pre-reading Prediction: 1. What types of text is the passage? Tip: Before you read, look through the text quickly for titles, headers, pictures, charts, and any other information that might tell you the type of the text. 2. What other sources of information can you find about Peru? Discuss the benefits of traveling and encourage students to think about their own travel dreams and plans. 3. While-reading Students read the text silently at a proper pace. Present a set of comprehension questions: What is the main idea of the text? What are the reasons mentioned in the text for recommending Peru as a travel destination? What are the unique features and attractions of Peru? Students work in pairs or small groups to discuss and answer the questions. Invite several groups to share their answers and explanations. Highlight and explain some key expressions and phrases in the text, for example: "a wide variety of", "be famous for", "offer a unique experience", etc. Have students identify and analyze the different tenses used in the text and discuss the reasons for their usage. 3.Post-reading Divide students into groups to discuss the following topics: What are the advantages and disadvantages of travelling to a foreign country? What preparations should be made before travelling? Share your ideas. Each group appoints a representative to present their group's discussions and conclusions. Encourage other students to ask questions and make comments. 4.Language Focus Explain and practice some difficult language points in the text: The usage and differences of similar words or phrases. The construction and meaning of certain sentence patterns. Provide some exercises or examples for students to practice and reinforce their understanding. 5.Extension Ask students to imagine they are going to travel to a place they like and make a simple travel plan, including the following details: The destination and why they choose it. The activities they want to do there. The things they need to bring. Students can present their travel plans to the class and receive feedback from their classmates and the teacher. 6. Homework(1 minute) 1. Lead-in 展示世界著名景点图（埃菲尔铁塔、长城、金字塔等） 提问：是否去过 / 了解 / 想去？为何？ 思考旅行前需考虑要素（目的地、交通、住宿、活动） 2. Pre-reading 预测：① 文本类型（提示：看标题、图片等）② 秘鲁相关信息来源 讨论旅行益处 + 畅想旅行梦想 / 计划 3. While-reading 默读文本 小组讨论答题：主旨、推荐秘鲁的原因、秘鲁独特魅力 分享答案 + 讲解核心短语（a wide variety of 等） 分析文本时态及用法 4. Post-reading 小组讨论：① 出国旅行利弊 ② 旅行前准备 代表展示 + 互动提问点评 5. Language Focus 易混词 / 短语用法区别 重点句型结构与含义 练习巩固 6. Extension 制定简易旅行计划（目的地及选择原因、活动、必备物品） 展示计划 + 反馈 7. Homework （按课堂要求完成） Write a short paragraph about their dream travel destination, using the language and structure learned in class. Overall, the teaching objectives were basically achieved throughout the class. However, there were still some regrets. Regarding the time arrangement, initially, out of concern that students might not understand the text content—especially considering some students have a weaker foundation—too much time was spent on the early part, leading to a rushed pace later. The transitions between some teaching links were not very smooth, and students' enthusiasm was not fully mobilized or showcased, with insufficient time allocated for their final presentations. In addition, there was a malfunction in the recording classroom equipment, preventing the playback of the video "Approaching Peru," so students were unable to appreciate Peru’s customs and traditions. 学科网（北京）股份有限公司 $