人教版 (2019)必修 第一册Unit 2 Travelling around教学设计

Unit 2 Travelling Around Period 2 Reading and Thinking

教案

教材分析：

The topic of this unit is about travelling at home and abroad, which belongs to the theme context of “humans and nature”. Students are expected to talk about tours to Peru, listen to people discuss their travel plans, talk about preparing for travel and how to make reservations for a trip and finally be able to write a travel plan.

The passage in this unit is mainly about some general introductions of Peru, including its location, capital and official language and some beautiful scenic spots of Peru, such as Amazon Rainforest Tour, Machu Picchu Tour, Cusco Tour, and Lake Titicaca Tour. The writer vividly describes the characteristics of the four fabulous sights to the readers, who are deeply impressed by the description. The teacher is supposed to guide students to explore the four scenic spots and sum up its features. More importantly, the teacher should motivate students to talk more and discuss the related topics.

教学目标与核心素养：

1. Enable students to acquire the basic usage of the new words and expressions concerning the topic of travelling 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.

教学重难点：

1. Develop students’ reading ability such as skimming, scanning and summarizing.

2. Let students talk about their travel plans and topics about travelling.

教学过程：

Step 1 Warming up

Have a free talk with students. Ask them the following question:

How much do you know about Peru? Let’s have a quiz. Show the quiz on the screen.

Step 2 Pre-reading

Prediction:

1. What types of text is the passage?

2. Let students guess what the text will be mainly about before reading by looking at the picture and the title.

Tip: Before you read, look through the text quickly for titles, headers, pictures, charts, and any other information that might tell you about the type of the text.

Step 3 While-reading

1. Fast reading

Ask students to skim the reading passage to find out some main details about Peru as quickly as possible by doing the multiple choice test.

2. Intensive reading

Allow students to read the passage more carefully this time to sum up the features of each scenic spot.

Step 4 Further Reading and discussion

Read the text the third time and work in pairs to do the following task.

Suppose you are a travel agent, and the following people want a package trip to Peru and ask for your advice. Please recommend them the destination according to their interest.

Good expressions that students can choose to use: help the travelers choose which tour to take

1. In my opinion, you could/might choose..., because you prefer to...

2. ...could be a perfect choice for you, for...

3. ...As far as I am concerned, you would enjoy..., for…

4. ...would probably suit you, because you enjoy/love/hate doing...

Step 5 Passage Consolidation

Language appreciation:

1. You can then spend three days exploring the rainforest with a local guide and enjoying the plants and animals unique to the rainforest.

在接下来的三天里，您可以在当地导游的陪同下，深入雨林进行探索，欣赏雨林特有的动植物。

本句主体结构为spend some time doing sth.。

2. Inca builders cut stones to exact sizes so that nothing was needed to hold walls together other than the perfect fit of the stones.

印加的建筑工人将石头切割成精确的尺寸，仅仅凭着石头间的完美契合，即可稳固墙体。

本句为so that引导的结果状语从句。nothing与the perfect fit为并列成分；other than在句中意为“除了”。

Step 6 Homework

Suppose you will travel to Peru, write a short essay about your three-day tour plan.