Unit2TravellingaroundPeriod2ReadingandThinking阅读课教案-高中英语人教版

Unit2TravellingaroundPeriod2ReadingandThinking读思课课时2The"ExplorePeru"sectionconsistsoftwoparts.ThefirstisanintroductorytextthatpresentsPeru’sgeographicallocation,landforms,aswellashistoricalandculturalbackground.Thistypeoftextismonlyfoundinencyclopedias,mainlyintheformofentryexplanations(sometimeswithillustrations),featuringconciseandauthoritativecontent,plain,succinctandrigorouslanguage,andobjectivefactualstatementswithoutemotionalovertones.ThesecondpartisatravelbrochureintroducingfourdistincttravelroutesinPeru.Withaclearstructure,themainbodyisguidedbysubheadingsforthefourroutes,plementedbyrichimagesandexquisitedesignsthatcreateastrongvisualimpact.Asamondailymaterial,travelbrochuresservethreeprimaryfunctions:first,an

informativefunction—providingreaderswithbasicinformationaboutthedestinationanddescribingitskeyfeatures;second,an

expressivefunction—usingvividandengaginglanguagetoconveytheauthor’sattitudesandviewpoints.Forexample,phraseslike"admirethearchitecture","enjoytheexcellentlocalfood",and"especiallyamazing"inthetextleaveadeepimpressiononstudents;third,an

appellativefunction—theultimategoalofatravelbrochure,whichistoconnectwithreadersemotionally,arousetheirresonance,andencouragethemtotakethetrip.Additionally,thetextemploysimperativesentencesandsentenceswiththesecondperson"you"asthesubject,makingreadersfeelpersonallyimmersed.Thefocusofthissectionistoguidestudentstomasterthestructural,textual,andlinguisticfeaturesofintroductorytextsandtravelbrochures,understandPeru’stourismresourcesandculturalcharacteristics,andformtheirowninsights.1.Enablestudentstoacquirethebasicusageofthenewwordsandexpressionsconcerningthetopicoftravelingandlearntousethemflexibly.2.EnablestudentstosumupsomedetailsrelatedtoPeru.3.Developstudents’senseofcooperativelearningandindividualthinkingcapability.4.Developstudents’differentlearningskillstosolvedifferentreadingprehensiveproblems,suchasskimming,scanningandinferring.TeachingKeyPointsDevelopstudents’readingabilitysuchasskimming,scanningandsummarizing.TeachingDifficultyPoints:Letstudentstalkabouttheirtravelplansandtopicsabouttravelling.1.LeadinCoreAdjustmentAimsFixissuesfromfirstteaching:tighttime,lowstudentengagement,weaktexttyperecognition.Focuson:MakingtextanalysisclearerSpeedingupreadingskilluseBoostingparticipationindiscussionsClassTipsSavetime:Don’tspendover7minonLeadin/Prereading.Backup:BringprintedPerupicsifthevideodoesn’twork.e.g.weakstudents:Givesimplesentencestarters(e.g.,“Peruisfamousfor____”).Displayaseriesofvividpicturesoffamoustouristattractionsaroundtheworld,suchastheEiffelTower,theGreatWallofChina,andthePyramidsofEgypt.Askstudents:Haveyoueverbeentotheseplaces?Whatdoyouknowaboutthem?Doyouwanttogothere?Whyorwhynot?Guidestudentstothinkabouttheelementsthatneedtobeconsideredbeforetravelling,suchasdestination,

transportation,acmodation,andactivities.2.Step2PrereadingPrediction:1.Whattypesoftextisthepassage?Tip:Beforeyouread,lookthroughthetextquicklyfortitles,headers,pictures,charts,andanyotherinformationthatmighttellyouthetypeofthetext.2.WhatothersourcesofinformationcanyoufindaboutPeru?Discussthebenefitsoftravelingandencouragestudentstothinkabouttheirowntraveldreamsandplans.3.WhilereadingStudentsreadthetextsilentlyataproperpace.Presentasetofprehensionquestions:Whatisthemainideaofthetext?WhatarethereasonsmentionedinthetextforremendingPeruasatraveldestination?WhataretheuniquefeaturesandattractionsofPeru?Studentsworkinpairsorsmallgroupstodiscussandanswerthequestions.Inviteseveralgroupstosharetheiranswersandexplanations.Highlightandexplainsomekeyexpressionsandphrasesinthetext,forexample:"awidevarietyof","befamousfor","offerauniqueexperience",etc.Havestudentsidentifyandanalyzethedifferenttensesusedinthetextanddiscussthereasonsfortheirusage.3.PostreadingDividestudentsintogroupstodiscussthefollowingtopics:Whataretheadvantagesanddisadvantagesoftravellingtoaforeigncountry?Whatpreparationsshouldbemadebeforetravelling?Shareyourideas.Eachgroupappointsarepresentativetopresenttheirgroup'sdiscussionsandconclusions.Encourageotherstudentstoaskquestionsandmakements.4.LanguageFocusExplainandpracticesomedifficultlanguagepointsinthetext:Theusageanddifferencesofsimilarwordsorphrases.Theconstructionandmeaningofcertainsentencepatterns.Providesomeexercisesorexamplesforstudentstopracticeandreinforcetheirunderstanding.5.ExtensionAskstudentstoimaginetheyaregoingtotraveltoaplacetheylikeandmakeasimpletravelplan,includingthefollowingdetails:Thedestinationandwhytheychoose

it.Theactivitiestheywanttodothere.Thethingstheyneedtobring.Studentscanpresenttheirtravelplanstotheclassandreceivefeedbackfromtheirclassmatesandtheteacher.6.Homework(1minute)1.Leadin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.Prereading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.Whilereading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（awidevarietyof等）分析文本时态及用法4.Postreading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.LanguageFocus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）Writeashortparagraphabouttheirdreamtraveldestination,usingthelanguageandstructurelearnedinclass.Overall,theteachingobjectiveswerebasicallyachievedthroughouttheclass.However,the