Unit2TravellingAroundReadingandthinking教学设计-高中英语人教版

Unit2Travelaround

Duration

45mins

Typeoflesson

InterdisciplinaryEnglish

Topic

TravelPeru

Skillstobeemphasized

Readingandspeaking

Sizeoftheclass

39students

Analysisoflearningmaterial

Thisisthesecondunitofseniorbook1andtalksabouttravelinPeru,whichbelongstoonesubtopicofhumansandnature.An82wordencyclopediaispresentedbeforereadingpassagesindependentlyinPart2,introducingPeruviangeographicfeatures,ancientcivilization,andofficiallanguage.Then,a236wordreadingpassagewithfourshortparagraphsintroducesfourmainattractionsinPeru,suchastheAmazonrainforest,MachuPichu,Cuzco,andLakeTiticaca.Twoexercisesattachedafterthetextareusedtocheckstudents’prehension.

Studentprofile

Studentsareactivebutweakinmakingpletesentences.Theyareeagertoopentheirmouthsandhaveabasiclevelofabilitytoanalyzeproblems.

Teachingdesign

Basedontheinterdisciplinaryconcept,thistravelbrochureinvolvessomegeographicandhistoricknowledge.WhileknowingPeru,itshistory,attractions,geographicfeatures,andrelatedglobalissuesaresupposedtobeintroduced,enrichingthistravelplanandbuildingupaclearbigpictureintheirmindswithvividimagesandvideos.

TomakestudentsknowthatEnglishcanjustbeamediumwhilelearning,Englishclassshouldbeinclusive.Importantly,learningshouldbewide,deepandconnectedwiththeirlives.

Objectives

Bytheendoftheclass,studentswillbeableto:

acquirethebasicusageofthenewwordsandexpressionsconcerningtourstoPeruandlearntousethemflexibly;

improvereadingskillslikescanningandskimming,takingkeyinformationandretellingbasedonamindmap,anddevelopmydifferentreadingstrategiestosolvedifferentreadingprehensiveproblems;

knowfamousattractionsandculturalcharactersinPeru;throughlearning,realizethedamageintheAmazonRainforesttoarousetheirsenseofenvironmentalprotection;

retellthepassagewithamindmap.

Keypoints

Difficulties

Keypoints:

Theyaretolearntousedifferentreadingstrategiessuchasskimming,scanningandsummarizing;makeamindmapforthetravelrouteandretellit.

Difficulties:

TheyshouldarousetheirinterestinthinkingandlearningEnglishwithabiggerviewoftheworld.

Teachingmethod

PPP,SituationalTeachingMethod

TeachingAids

PPT,worksheets,andtextbooks

Steps

Teacher’sactivities

Students’activities

Designintention

Leadin

(5mins)

Greeting

Hello,howareyou?Whatdidyoudoonyourholiday?

Ss:…

Activatetheirminds

T:Doyouknowwhatthisis?

Ss:Thisisthemapoftheworld.

T:Thatisright.Whatareaishere?

Ss:(SouthAmerica)

T:Let’sdiveintoSouthAmerica.

Groupdiscussion

ListallquestionsaboutPerubeforetoday’slesson.

WhatoceanisinthewestofPeru?

WhatisinthenortheastofPeru?

WhyisAmazonRainforestcalled“TheLungsofEarth”?

Whatarethetopthreelongestriversintheworld?

HowlongaretheAndes?

HowarethestonesinMachuPicchufittedeachother?

WhatmadeIncaEmpireend?

●Discusswiththeirclassmatesbeforeclass.

●Beforereading,theyfollowtheirteachertoexpandtheirbackgroundgeneralknowledgeofPeru.

●Throughaskingandansweringquestions,studentsareencouragedtothinkactively.So,theteacherlistsallquestionsahead.Theycanprepareforthem.

Prereading

(10mins)

TheexplorationinPeru

Geographicfeatures

●Location

T:LetusadventureinPeru.

HowbigisPeru?

Whatsizeofitspopulation?

Ss:….

T:WhatOceanisinthewestofPeru?

Ss:(ThePacificOceanisinthewestofPeru.)WhatkindofareaisinthenortheastofPeru?

Ss:

●Climate

T:Yousee,threedifferentcolorsstandforthreemainareasandsothreeclimates.

Ss:(IntheAmazonarea,itishumid.IntheAndes,itisdry.Inthecoastalarea,itishumid.)

T:WhyisthecoastofPeruadesert?Mostcoastsarehumid.

(2)MainareasinPeru

●ThecapitalcityLima

T:CanyoufindthecapitalcityofPeru?

Ss:Yes.Itisthereinthecoastalarea.

●EastpartofPeru

T:AmazonRainforestisalsocalledthelungsoftheearth.

Ss:…

T:Doyouknowwhatthetopthreelongestriversintheworldare?

Ss:(Nile,Amazon,andYangtze)

T:Let’sdiveintotheAmazonRainforest.

●TheAndes

Itisthelongestmountainintheworld.

T:Doyouknowhowlongitis?

Ss:…

ItisthebirthplaceoftheIncaCivilization.TheAndescontain99%oftheworld’stropicalglaciers

71%areinPeru

●MachuPicchu

Itwasbuiltofstoneswithoutcementorotherbonding.Earthquakesmadethemstronger.

●Cusco

ThebirthplaceoftheIncaCivilization,itfailedinthewarwiththeSpanish.HowmanysoldiersdidtheSpanishsendinthewar?

●LakeTiticaca

Afloatingislandismadeofwaterplants.Thisislandisfloatingandmoving.Foreverytomorrow,wealwayssaytomorrowwillbeagreatday.Butresidentsonthisisland,alwaysask“Wherearewe?”Youknow,thisislandismadeoflocalwaterplants,eventheirhouse.Interestingly,theyevenhidetheirTV,lights,andNikesawaytowelevisitors.

●StudentswillknowthegeographicfeaturesofPeruandalsoexpandtheireyesbyknowingPeruvian’sgeographicfeaturesandmainareas.

●Beforereading,theteacherhopestoprovideamoregeneralpictureforstudents.Englishlearningismorethanitsgrammarorsentencesfromtextbooks,butisabiggerandmoreinterestingworldconnectedwiththeirlives.

●Readingpassagesinthetextbookprovidesverylimitedmaterials.Alessonabouttravelisnotonlyworddescriptionsbutimages,videosandinterestingstories.TheycanpictureavividPeruintheirminds.

Whilereading

(15mins)

Readthetexts

ReadthetextbyyourselfinPart2,andidentifywhetherthispartshouldbeanencyclopediaorabrochureandprovideevidence.

1stReading:Readthe“TRAVELPERU”whilefinishingthetableontheirworksheets.

2ndReading:Finishtheprehensivequestionsontheirworksheets.

Retell:Makeatravelroutefortouristsbasedontheclasssharewithyourgroupmembers.

●Readtheshortparagraphontheirownandidentifyitasanencyclopediaorabrochure.Then,read“TravelPeru”andfinishtheexercises.

●ForPeruvianattractions,appreciatesomeimagesandvideos.Basedontheirunderstanding,workingroupstodrawmindmapstoretellthetravelroute.

●Analyzethetypeofparagraphbyfindingevidence.

●Readingskillslikescanningandskimmingarepracticedatthisphase.

●MakingamindmapcanhelpthemprehendthePeruviantravelroutewell.

Postreading

(14mins)

Groupdiscussion

Promotionvideomaking:InternationalpaniesbuilttheirPeruisveryattractive.NowweareinchargeofmakingatouristadforPeruincluding:

slogan;

music;

actorsandtheirwords

Theentireadisnomorethan5mins.

●Discussintheirgroupsandpresentinpublic.

●Discussionsmakethemdigestandconsolidatethethingstheylearninthisclass.

Homework

(1mins)

1).Readaloudthetextandsendvoicemessagestoourqqgroup;

2).Writealettertoyourbestfriendstoaskhim/hertotraveltoPeruwithyou.

Blackboarddesign

Book1Unit2Travelaround

Period2TravelPeru

·NaturalEnvironment

Geographicfeatures:thecoastalarea,theAndes,theAmazonrainforest

History:IncaCivilizationin13th16thcentury

·Fourmainattractions:AmazonRainforestMachuPicchu

CuscoLakeTiticaca

AfterclassReflection

Advantages

Disadvantages

Suggestions

Unit2TravellingAbroad

Period2ReadingandThinkingTravelPeru导学案

Step1Prereading

Prediction:

Whatisthetextmainlyabout?

Thetextismainlyaboutfour_______________________________________________

Step2Whilereading

1.Fastreading:Bydoingthemultiplechoicetest,askstudentstoskimthereadingpassagetofindoutsomemaindetailsaboutPeruasquicklyaspossible.

1).Peruliesonthe_________coastofSouthAmerica.

A.PacificB.AtlanticC.ArcticD.India

2).HowmanyyearsdidSpaincontrolPeru?_________

A.1400.B.1500.C.300.D.100.

3).HowwillyougettothecenteroftheforestifyouvisitAmazonRainforest?__________

A.Byair.B.ByseaC.Onfoot.D.Bycar.

4).Ifyouwanttoenjoystonebuildings,whichtourshouldyoutake?________

A.AmazonRainforestTourB.MachuPicchuTourC.CuscoTourDLakeTiticacaTour

5).WhereisyouracmodationwhilevisitingLakeTiticaca?__________

A.Localhotel.B.Visitorcenter.C.Stonebuilding.D.Localhome.

2.Intensivereading

Sumupthefeaturesofeachscenicsp