人教版（2019）必修 第一册 Unit 2 Travelling Around Reading and Thinking教学设计（表格式）.docx

附件3：洛.受蕤专段封课题名称必修1Unit2Trave1.ingAroundReadingandThinkingTrave1.Peru学科英语授课班级授课时数1执教者授课日期教材分析Thereadingandreadingc1.asshastwoparts.Thefirstpartintroducesthegeographica1.1.ocation,ge<x11orphoIogica1.features,history.andcu1.tureofPeru.Thissty1.eisusua1.1.yfoundinencyc1.opedias.Itfocusesonexp1.anation.The1.anguageisp1.ain,objective,andnotemotiona1.Thesecondpartisthetourismbrochure,whichintroducesfourdifferenttouristroutesinPeru.Thetextstructureisc1.ear,Withsubheadingsandfourtouristroutes,andisequippedwithrichpictures,givingpeop1.eahugevisua1.impact.学情分析Seniorhighschoo1.studentswhohavejustenteredhighschoo1.shou1.dhaveavocabu1.aryof1500-1600wordsandtheabi1.itytoextractthedetai1.sandgenera1.ideasofartic1.es.Butbecauseourstudentsstudya1.itt1.e1.ess.Therefore,thevocabu1.aryofstudentsinGradeOneofourschoo1.isabout800-1000words,andthetextana1.ysisabi1.ityisweak,andtheinformationextractionabi1.ityneedstobeimproved.InHddi1.ion,a1.thoughstudentshaveacertainunderstandingofencyc1.opediasandtrave1.brochures,theknow1.edgere1.atedtothisareaisnotcomprehensive.教学I1.标Bytheendofthisperiod,studentswi1.1.beab1.eto;1. Broadentheirhorizonsbyreadingandana1.yzingthetexts,1earnmoreaboutPoru'sgeography,history,andtouristdestinations,andformabrwidinternationa1.perspective.2. 1.earnthecontentsofencyc1.opediaintroductorytextsandtrave1.brochures,andmastertheirtextua1.and1inguisticfeatures.3. Can1.earntrave1.-reIatedwords,phrases,andusefu1.expressions.4. Activatestudents'cu1.tura1.se1.f-confidenceandincreasestudents'patrioticfee1.ingsbycomparingwithothercountries.教学重难点Keypoints:1. Masterkeyvocabu1.aryandkeyphrases,suchasnarrow,fight,accommodation,etc.2. Usedifferentdiscourseana1.ysismethodstodeepentheunderstandingofIeX1.and1.anguageuse.3. Guidestudentstomasterthestructura1.andsty1.isticfeaturesofencyc1.opediaintroductorytextsandtrave1.brochures,andunderstandPeru'stourismresourcesandcu1.tura1.characteristicstoformpersona1.opinions.Difficu1.tpoints:1. Guidestudentstopredictthetopicoftheartic1.eaccordingtothetit1.eoftheartic1.e,andana1.yzetheauthor'spurposeofwriting.2. Usewhattheyhave1.earnedinc1.asstowriteatrave1.brochurefortheirhometown.课前准备1. Textbook,2. Teachingp1.an,3. PowerPoint,4. B1.ackboard.5. Mu1.timediaequipment教学方法1. TheGrammar-TransIationMethod2. TheSituationa1.Method3. DiscourseApproach4. Task-based1.anguagePre-readingStep1-GuessinggameTgivessomedescriptionsofwhatisuniquetoPeruandhasSsn<keaguess.AttractSs'<1.1.en1.ionandintroducethetopicsofthetextbook.Step2-WatchingavideoSsanswerquestionsbeforeandafterwatchingavideoaboutPeru.(Before)WhatdoyouexpecttoseeaboutPeruinthevideo?(After)Whatdoyouseeinthevideo?Whatimpressesyoumostinthevideo?Tgivesnecessaryexp1.anationsonwordsandexpressions.Sshaveapre1.iminaryunderstandingofPeru,whichprovidesabackgroundforsubsequentreading.Step3-BrainstormTgivesaquestionandSsbrainstorm.Wherecanweindmoreinform<1.ionaboutPeru?Isequestionstoe1.icittext-encyc1.opediaintroductorytextsandtrave1.brochures.教Whi1.e-reading学Step1T1.eadsSstothinkandanswertwoquestions:过Whatarethewritingpurposesofatextfromanencyc1.opediaandabrochure?程WhaIaretheChiirac1.eristicsofthem?Ssskimthetit1.esandpicturesofthetwotextsandtrytodecidetheirtexttype.Activatestudents'existingknow1.edgeanddrawtheirattentiontothetextua1.featuresofencyc1.opedictextsandtrave1.brochuresStep2Ssskimtext1andansweraquestion:whatinformationaboutPeruiscoveredinthistext?Sscomp1.etethetab1.einexercise3onP27HCCordingIotwotexts.Ssanswertwoquestions: Canyoufindtheauthor*sopinionaboutPerufromthetext? Whatarethecharacteristicsofatextfromanencyc1.opedia?Cu1.tivateSs'abi1.itytoextractinformation;Review,conso1.idate,andstrengthenSs'words,phrases,andsentencepatterns;GuideSstodiscoverandgenera1.ize1inguisticfeaturesofencyc1.opedicintroductorytextsStep3Ssreadtext2andfinishedthetab1.einexercise4onP27.Ssfurtherdiscussthefo1.1.owingquestions: Wha1.istheat1iIudeofthewritertowardstrave1.ingtoPeru? Fromwhichexpressionscanyoute1.1.? Whydoesthewriterusethesecondpersonintheartic1.e? Whydoesthewriterusea1.otofimperativesentencesintheartic1.e?He1.pSssortoutthefeaturesofeachroutethroughform-fi1.1.ingactivities.GuideSsfrompayingattentiontothecontentofthetexttopayingattentiontothefeaturesofthetext,andsummarize.After-readingStepI-SumiiuiryTgivesaSUmInaryoftheinformationaboutPeruandthefeaturesofthetwotexttypes.Deepensummarizeandsummarizethetextua1.characteristicsofthetwotextstohe1.pSsdeepentheirimpression.Step2-DiscussionSsdiscussthefo1.1.owingquestions: Doyoufee1.astrongurgetovisitPeruafterreadingit?Why? Whichtour(三)doyourecommendforpeop1.ewhoenjoyhistoryandcu1.ture? Ifyouwereabrochuredesigner,howcou1.dyoumakeabetteroneinordertoattractmorevisitors?Ikxnework(Afterc1.ass)Inordertopromoteourhometown,p1.easewriteatrave1.brochureforourhometown.板书设计(XrfVVt2IraVe1.%Ar。彳加SfM.TraveJ以C产/。产灰QCOMDdat1.Onivit,Az>«.PQriWI7!MrINPB.V3V工教学反思本课内容是人教版教材的必一的笫.单元的阅读部分，主题为TraVe1.ingPen1。第一部分的阅读文本介绍了秘鲁的地理位置,地貌特征及历史文化。第二部分的介绍了秘鲁四条不同特色的旅行路线.通过总结与反思本节课的教学过程，我的这节课既有亮点也有不足.本次课的亮点：从课堂的效果来看，学生基本上能领会到老师的意图，且信息技术与课堂的相互.融介激发了学生的学习兴趣.提高了教学效率.学生也能与老师积极地互动.课堂参与度非常高.本次课的不足：在本节课中,为提商课堂效率，年一次撤出的问题都选择了积极举手的同学来回答.从而忽视了班级中稍微内向和沉默的同学.在今后的段学中,我会多加关注与督促这部分同学积极刖考以及回答问题.让所有的学生都动起来.通过本次课的教学，我深深感受到老师不仅衢要具卷扎实的专业知识，还需要具备与驭课堂的能力和使用信息技术的能力.同时，老师还必须处理好教学的各个环节，尊屯学生的不同意见.鼓励学生有独特的见斛和创新的精神.因此.在今后的教学中我会不断努力，认双备好每节课，多观摩优秀教师的课堂以此来丰就和提升自己.