Unit 2 Travelling Around-Reading and Thinking教学设计-2025-2026学年高中英语人教版必修第一册

西安市第二届基础教育青年教师基本功大赛 教学设计（中小学） 学段：高中 学科：英语 姓名： 课题名称：Unit 2 Travelling Around-Reading and Thinking 年级：高一 课时：第二课时 教学理念 Student-centered, task-based, and integrated skills approach to develop students’ comprehensive language abilities and cross-cultural awareness through real-world contexts. 教材解析 What This teaching material focuses on the theme of exploring Peru. It contains two main text types: an encyclopedia entry about Peru and a travel brochure. The encyclopedia part introduces Peru's geographical location, main geographical areas, historical background (including the Inca Empire and Spanish rule), and official language. The travel brochure part details four travel tours in Peru: Amazon Rainforest Tour, Machu Picchu Tour, Cusco Tour, and Lake Titicaca Tour, covering aspects like travel duration, transportation, accommodation, and activities. Why The topic of traveling to Peru is engaging and can spark students' interest in exploring a foreign country. By learning about Peru's unique geography, rich history (especially the Inca civilization), and diverse travel resources, students can broaden their international perspective. The combination of encyclopedia knowledge and travel brochure content helps students understand how to obtain information about a country from different sources. It also provides practical language input for students who might be interested in travel or cultural exchange, enhancing their ability to communicate about travel and culture. How The material uses a variety of methods to present information and practice language. The encyclopedia text uses a formal, objective style with third - person narration to convey factual information about Peru. The travel brochure uses a more persuasive and inviting style, often addressing the reader directly (implied second-person) to promote travel tours. Visual aids like a map of Peru and pictures of travel destinations help students better visualize the content. 学情分析 Students are familiar with basic reading strategies but may lack experience in analyzing different text types. They are interested in travel and foreign cultures but may know little about Peru. The topic is engaging and suitable for developing integrated skills. 教学目标 By the end of the lesson, students will be able to: 1. Extract information about Peru’s geography, history, and tourism from different texts. 2. Identify and compare text types (encyclopedia vs. brochure). 3. Recommend tours based on different preferences (e.g., history, nature). 4. Reflect on their own travel experiences and evaluate the significance of travel. 教学重点 1. Understanding the structure and language features of explanatory and promotional texts; 2. grasping key information about Peru. 教学难点 1. Recommending suitable tours to different types of tourists and justifying their choices; 2. evaluating the value of travel. 教学方法与策略 Task-based Language Teaching (TBLT) Communicative Language Teaching (CLT) Cooperative Learning (group/pair work) Scaffolding (pre-reading, while-reading, post-reading activities) 教学资源与工具 Multimedia PPT, Textbook pages, Whiteboard/Blackboard video Welcome to Peru, Maps, worksheets 教学流程 教师活动 学生活动 设计意图 Lead-in(5 mins) 1. Ask Ss to take a guess 2. Show video Welcome to Peru. 3. Ask questions: Q1. What did you see in the video? Present a quiz about Peru Q2.What are other sources of information can you find about Peru? Think, watch and answer questions. To arouse students’ interest and activate prior knowledge about Peru. To introduce the topic in an engaging, multi-sensory way. To elicit initial vocabulary related to the theme. Pre-reading(7 mins) 1. Introduce text types (encyclopedia/ brochure). 2. Ask students to predict and skim. Quickly skim the two texts to identify their type based on titles, structure, and language. Share their predictions (e.g., “Text 1 is an encyclopedia entry because it states facts.”). To develop text awareness by recognizing that different texts have different purposes and styles. To train skimming as a key reading strategy. To set a clear purpose for reading. While-reading(14 mins) 1. Guide students to read text 1 and fill in a table (with headings like: Location, Areas, History, Language). 2. Pair the students and ask them to retell the passage with the help of the map and the table. 3. Guide students to read text 2 and fill in the table in Q4 (Place, Number of days, Transport, Accommodation, Activity). 1. Read Text 1 (encyclopedia) carefully and extract key information to complete the table. 2. Work in pairs. Use the completed table and the map to verbally retell the key information about Peru's geography and history to their partner. 3. Read Text 2 (brochure) and scan for specific details to complete the tour information table in Q4. To train reading for specific detail and gist. To help students organize information systematically. To scaffold learning; using a table and map as support for oral production (retelling) helps consolidate understanding and builds confidence. To practice scanning for specific data in a promotional text. Post-reading(15mins) Organize group discussion: 1. What's the purpose of the text Travel Peru? 2. Which tour(s) would you recommend for people who enjoy history and culture? 3. Compare the two text types and fill in the blanks. 1. Work in small groups to discuss the questions. 2. Analyze the purpose of the brochure (e.g., "To persuade people to visit Peru/to sell tours"). 3. Negotiate and decide on tour recommendations, justifying their choices with evidence from the texts (e.g., "We recommend Cusco for history lovers because it was the Inca capital."). 4. Collaboratively complete the comparison of the two text types. To move from comprehension to analysis and evaluation. To encourage critical thinking and justification of opinions using textual evidence. To explicitly consolidate understanding of text type features and their different purposes. Language in use&Lesson summary(4 mins) Guide students to complete the passage in Q3 with the correct forms of the new words. Individually or in pairs, complete the cloze exercise (Q3) using context clues and their understanding of the new vocabulary from the texts. To consolidate vocabulary acquisition by using new words (e.g., destination, unique, emperor) in a meaningful context. To check understanding of key lexical items. 拓展延伸 作业 作业内容 设计思路 1. In order to promote our hometown, please write a short travel brochure for our hometown. 2. Prepare a 2-minute talk: “Why is travel important?” Enhance writing and speaking skills; connect learning to real life. 评价手段 observation of class participation completion of reading tasks group discussion performance 教学板书 1 学科网（北京）股份有限公司 $