Unit 2 Travelling Around Reading and Thinking 教案-2026-2027学年高一上学期英语人教版必修第一册

人教版必修1单元2 Reading教案 Grade & Subject:Senior High English, Compulsory Book Lesson Duration:45 minutes Type of Lesson Reading & Thinking (Genre Comparison & Travel Brochure Writing) I. Teaching Objectives 1. Knowledge Objectives (1) Master core travel vocabulary and lexical chunks covering transportation, scenic spots, activities and evaluation words (2) Distinguish two text genres: encyclopedia entry and travel brochure; master their structural and linguistic differences (3) Master G-P general-particular discourse pattern and imperative sentences used in brochures (4) Grasp basic information about Peru including geography, history, official language and four classic travel routes 2. Ability Objectives (1) Predict text content based on travel-themed videos and questions (2) Skim to divide text structure; scan to extract detailed information of Peru and four itineraries (3) Analyze writing purposes, target readers and text sources through pragmatic analysis (4) Apply target expressions to recommend travel routes for different tourists and draft simple travel brochures 3. Emotional & Cultural Objectives (1) Gain knowledge of Peru’s unique Inca culture, Andes scenery and Amazon rainforest landscape (2) Cultivate cross-cultural awareness and interest in world geography and global tourism (3) Learn to design travel plans with consideration of personal preferences and appreciate diverse natural and cultural landscapes II. Key & Difficult Points Key Points 1.Sort out Peru’s geography, history and details of four travel routes 2.Identify the structural and linguistic differences between encyclopedia text and travel brochure 3.Accumulate travel-related lexical chunks for oral and written output Difficult Points 1.Analyze the pragmatic functions and language features of travel brochures 2.Independently design a targeted travel brochure for visitors with different hobbies III. Teaching Methods & Learning Strategies Teaching Methods Task-based Language Teaching, Cooperative Group Discussion, Table Information Sorting, Visual Video Input Learning Strategies Prediction, Skimming & Scanning, Comparative Analysis, Information Classification, Critical Thinking IV. Teaching Aids Textbook, Peru landscape video, PPT with four scenic spot pictures, information sorting table handouts V. Teaching Procedures (45 mins total) Step 1 Lead-in & Pre-reading Activation (7 mins) Activity 1 Video Appreciation & Free Talk Play a short video about Peru, then raise interactive questions for students to share answers 1.What can you see in the video? 2.What impresses you most in the video? 3.If you want to know more about Peru, where can you find relevant information? Teacher summary: We can gain information from encyclopedias, travel brochures, the Internet or libraries. Activity 2 Topic Warm-up Pair Work Discuss two questions in pairs 1.If you want to take a trip to Peru, what information do you need to learn in advance? 2.What ways can we use to collect travel information? Transition Today we will read two passages about Peru, one from an encyclopedia and one a travel brochure, to learn about this amazing country and master how to read and write travel brochures. Step 2 While-reading: Genre & Detailed Information Analysis (20 mins) Task 1 Distinguish Two Text Types (5 mins) Ask students to scan Text 1 and Text 2 and figure out which one is the travel brochure and reasons Conclusion: Text 2 Travel Peru is the brochure. It has attractive pictures, persuasive inviting language and specific tour arrangements, while Text 1 is an objective encyclopedia entry. Task 2 Skim to Sum up Discourse Pattern Question: What is the shared discourse pattern of the two texts? Answer: General-Particular (G-P) pattern, starting with general introduction then specific details. Task 3 Scan for Detailed Information Sorting (10 mins) Subtask A: Extract Peru basic facts from the encyclopedia text Fill in the information table together Location: on the Pacific coast of South America Three major geographic zones: narrow dry coastal flat land, the Andes Mountains, the Amazon rainforest History: 1400s–1500s: centre of ancient Inca Empire 1500s–1821: ruled by Spain Official language: Spanish Subtask B: Sort out four travel routes in the brochure Items Amazon Rainforest Machu Picchu Cusco Lake Titicaca Trip length 4 days 4 days 4 days 4 days Transport flight, boat walking car car, boat Accommodation rainforest lodges mountain hotels local hotels local family homes Core activities boating, hiking, rainforest exploration Andes hiking, ancient ruins exploration museum visits, architecture appreciation, local food & market shopping countryside sightseeing, homestay with local families Subtask C: Summarize the focus of each itinerary Amazon Rainforest: wild nature, rivers and rainforest ecology Machu Picchu: mountain scenery and ancient Inca history Cusco: relaxing city tour combining culture, food and history Lake Titicaca: lake views and authentic local rural life Task 4 Lexical Chunk Classification (5 mins) Students find and classify travel vocabulary from the brochure 1.Transportation words: flight, by boat, walking, driving 2.Activity verbs: explore, enjoy, visit, admire 3.Evaluation words: amazing, unique, perfect, excellent, beautiful 4.Scenic spot nouns: rainforest, ancient city, museum, architecture, countryside 5.Dual-purpose verbs: enjoy, admire Step 3 Post-reading: Pragmatic Analysis & Critical Thinking (10 mins) Activity 1 Group Pragmatic Discussion Discuss three questions in groups 1.What is the author’s writing purpose? To introduce Peru’s basic national conditions and recommend four featured travel routes, persuading readers to book trips. 2.Who are the target readers? Tourists and travel lovers planning overseas trips. 3.Does the text cover all expected travel information? No. It lacks details like travel cost, packing tips and local customs. Activity 2 Language Feature Appreciation Analyze linguistic features of travel brochures 1.Language style: inviting, descriptive, with lots of vivid adjectives and imperative sentences; uses second-person perspective to bring immersive travel experience. 2.Core components of a brochure: destination name, trip duration, transport, accommodation, featured activities, attractive pictures. Supplementary elements can include travel fees and preparation reminders. 3.Function of the closing paragraphs: Encourage readers to sign up and book travel arrangements immediately. Activity 3 Critical Thinking & Oral Recommendation Four tourists with different hobbies are given; students pick one and recommend a suitable route with given expressions Target expressions: If you like..., ...is the best choice. You don’t want to miss it. It will bring you to a magical world. Sample recommendation for Jane (history & architecture lover): I recommend Machu Picchu and Cusco tours for Jane. Cusco keeps mixed Spanish and Inca culture, with grand ancient museums and architecture. Machu Picchu’s well-preserved ancient ruins will take her back to the Inca Empire. Sample recommendation for Anthony (explorer fond of countryside & local culture): Lake Titicaca tour is perfect for Anthony. He can stay with local families and experience original rural culture beside the lake. Step 4 Class Summary & Self-check (3 mins) Teacher summary: We learned two different text genres about Peru. Encyclopedias offer objective general knowledge, while travel brochures use lively persuasive language to introduce travel products with specific activity plans. We can combine this knowledge to design our own travel brochures. Students self-check learning goals: 1.Master Peru’s geography, history and four travel itineraries 2.Tell apart encyclopedia and travel brochure in structure and language 3.Use travel vocabulary to introduce scenic spots and recommend routes 4.Understand writing purposes and readers of travel texts Step 5 Homework (5 mins) 1.Review all travel-related words and find all imperative sentences in Text 2 2.Design a travel brochure for Anthony who loves countryside and unique local culture, introducing Peru’s Lake Titicaca route 3.Search extra information about Peru online and make another independent travel brochure of your favourite route VI. Blackboard Design Explore Peru 1.Two Text Genres Encyclopedia: objective, general facts (location, history, geography) Travel Brochure: inviting, specific tours (time, transport, activities) Discourse pattern: General-Particular 2.Four Itineraries Highlights Amazon: wild rainforest nature Machu Picchu: ancient Inca history & mountains Cusco: city culture, architecture & food Lake Titicaca: rural lake & local homestay 3.Core Travel Chunks Transport: flight, boat, walking Activities: explore, admire, visit Evaluation: amazing, unique, perfect 4.Brochure Language: Imperative sentences, inviting descriptive words VII. Teaching Reflection (After-class) 1.Check students’ ability to distinguish two text genres; reinforce comparative exercises if confusion remains. 2.Observe students’ oral recommendation performance; provide more sentence pattern drills if students lack flexible lexical use. 3.Adjust follow-up writing tasks: offer template frames for weaker students to lower brochure-design difficulty. 4.Add more videos or picture materials of global scenic spots to enrich cross-cultural input. 学科网（北京）股份有限公司 $