人教版（2023） 必修第一冊 Unit 2 Travelling Around Reading and Thinking教案（表格式）

第第頁人教版（2023）必修第一冊Unit2TravellingAroundReadingandThinking教案（表格式）InstructionalDesign

Book1Unit2TravelAround

ReadingforWriting

TeachingcontentTimeduration

ExplorePerufromNEWSENIORENGLISHFORCHINASTUDENT’SBOOK1Unit2第3課時：讀寫綜合課40mins

TeachingContexts

教學(xué)內(nèi)容分析：本課是人教版新教材第二單元TravelingAround的閱讀教學(xué)部分。該板塊的活動主題為“探索秘魯”（ExplorePeru），介紹了秘魯?shù)牡乩怼v史、文化以及景觀等內(nèi)容。除文字外，該部分還提供了視頻、地圖、圖片等多模態(tài)形式的語篇，培養(yǎng)學(xué)生看的能力。該板塊文本包括兩部分。第一部分是介紹性文本，介紹了秘魯?shù)牡乩砦恢?、地貌特征及歷史文化。第二部分是旅游宣傳冊，介紹了秘魯四條不同特色的旅行路線。該板塊文本特征明顯，識別文本題材是這個板塊的主要閱讀策略，本課落腳點在文本結(jié)構(gòu)分析、文本特征和語言特點上，加深對語篇意義的理解，同時進行有效的遷移表達。學(xué)生情況分析：學(xué)生升入高中，雖然英語學(xué)習(xí)較初中更有挑戰(zhàn)性，但是學(xué)生們普遍有較高的學(xué)習(xí)熱情，本單元的旅游話題學(xué)生更是很感興趣。教授的高一4班學(xué)生英語基礎(chǔ)中等，他們對新鮮事物充滿好奇，很期待一起探索未知且美麗的秘魯。重慶彭水縣由于地理位置較偏僻，且大多數(shù)學(xué)生家境一般，幾乎沒有旅游的經(jīng)歷，對于旅游宣傳冊子的文體比較陌生。另外，學(xué)生雖然對自己家鄉(xiāng)比較熟悉，但是對彭水縣苗族土家族的文化、旅游景點等表達會較陌生且感到困難，因此，我會提前寫前給學(xué)生搭建句式和語言表達的支架，并且給出首尾段，以降低任務(wù)難度，以達到教學(xué)目標。

TeachingObjectives

本節(jié)課結(jié)束后，學(xué)生能夠達成以下目標：語言能力目標：借助語境理解以下詞匯和短語在文本中的意義：narrow,flat,emperor,site,official,flight,accommodation,unique,path,destination,civilization,admire；掌握生活中常見百科全書的介紹性文本和旅游宣傳冊的語篇結(jié)構(gòu)、文本特征和語言特點，并且能夠用所學(xué)到的這些語言知識和技能為家鄉(xiāng)重慶彭水的旅游景區(qū)寫一篇得體的宣傳語。文化意識目標：初步了解秘魯?shù)牡乩?、歷史、文化、景觀等；培養(yǎng)學(xué)生用英語把家鄉(xiāng)重慶彭水的地理、少數(shù)民族文化、景觀等方面的情況介紹給世界的意識和能力。思維品質(zhì)目標：通過比較兩種不同的文體，分析并總結(jié)其語篇結(jié)構(gòu)、文體特征和語言特點的不同之處。為不同性格和喜好的人做恰當(dāng)?shù)穆糜瓮扑]，培養(yǎng)學(xué)生的推理和批判的邏輯思維品質(zhì)。學(xué)習(xí)能力目標：根據(jù)插圖和標題對文章體裁進行合理預(yù)測；在了解的介紹性文體和旅游宣傳冊文本特點的基礎(chǔ)上，能夠掌握其閱讀策略，同時學(xué)會模仿語言和運用能力。

TeachingFocusandDifficultPoints

教學(xué)重點:引導(dǎo)學(xué)生分析介紹性文本和旅游宣傳冊的文本結(jié)構(gòu)和語言特點；為學(xué)生順利進行彭水旅游宣傳介紹在語言輸入上搭建支架。教學(xué)難點:引導(dǎo)學(xué)生模仿和運用文本結(jié)構(gòu)和語言特點撰寫旅游宣傳手冊。

TeachingApproaches

Task-BasedLanguageTeachingThislessonfollowsa3Preadingmodel:pre-reading,while-whileandpost-post.Inthepre-readingphase,thetopicandtaskareintroduced,theteacherhelpsstudentstotellthedifferencebetweenanencyclopediaandatravelbrochure.Theteachertriestoarousethestudents’interest,thusinvolvingtheiremotions.Duringthewhile-readingphase,studentsfinishseveralreadingtasks(accordingtoNunan(1989),heretasksincludetwotypesoftasks:oneisreal-worldtasks,whicharedesignedtopracticeorrehearsethosetasksthatthelearnersmightneedtoachieveinreallife;theotherispedagogicaltasks,whichhaveapsycholinguisticbasisinSecondLanguageAcquisition(SLA)theoryandresearchbutdonotnecessarilyreflectreal-worldtasks).Inthislesson,theteacherdesignsbothreal-worldtasks(Mini-writing:writeatravelbrochure)andpedagogicaltasks(likelookthroughthetext,readtofindthespecificinformation,skimmingforglobalideasanslanguage-focustasks,etc.).Inaddition,theteachergivestudentsscaffoldingbysummarizethesentencesstructureandlanguagefeaturesofatravelbrochure.Inthepost-readingphase,teacherhelpsthestudentstoformulatewhattheywanttosay,butwillnotintervenetocorrecterrorsofforms.Theteacheralsogivesstudentsfeedbackandfocusesontheformoflanguageinexplicitway.

TeachingAids

PPTslides,videoclip,pictures,blackboard,textbook.

FlowChartoftheLessonPlan

Teachingprocedures

StageStep(s)InteractionPurposeTime

Pre-readingSsappreciatethevideoaboutthePeruwiththefollowingquestioninmind:WhatdidyouseeaboutPeruinthevideoWhatimpressesyoumost？TposesthefollowingquestionstoelicitSs’answerstomoresourcesofinformationaboutPeru.DoyouwanttoexploremoreaboutPeruT→individual，T→wholeclassTogetSsinterestedinthetopic:travelinPeruandhelpSshaveageneralideaaboutPeru.3’

While-readingSTEP1ReadforthetexttypeSsscanthetwotextswiththefollowingquestioninmind:Whattypesoftextarethey:encyclopediaorbrochureTgivestipsonidentifyingthetexttype:lookthroughthetitles,headers,pictures,chartsandanyotherinformationthatmighttellyouwhattypeoftextitis.ThelpstheSssummarizethestructurefeaturesofanencyclopediaandabrochure.T→individual，T→wholeclassSsfocusonthetexttype.Ssdiscussthequestioningroupsoffour.ToleadSstofocusonthetexttypeofthetwotexts.Tointroducethetipsonidentifyingthetexttype.3’

STEP2ReadfortheinformationReadthetext2carefullyandfillintheblanks.Answerthequestion:IfyouaretravellingtoPeru,whichcountrywillyouchoose,andwhySsanswerquestionsindividually:IfIamtravelingtoPeru,Iwilltravelto...,because...T→individual10’

STEP3LanguagefocusReadthetext1againandtheThelpsSsfocusonlanguagefeatureswiththefollowingquestions:What'sthelanguagefeature(特點)ofText1IsitsubjectiveorobjectiveWhyFocusontext2andtheThelpstheSssummarizethewritingstructuresandwords,expressionsandsentencesthatwillbeusefulinwritingatravelbrochure.GroupworkTosortoutthespecificinformationaboutthefourtoursinPeru:numberofdays;transport;accommodation;ToengageSstofocusonthelanguagefeaturesofthetravelbrochure.7’

III.Post-readingSTEP4ReadforwritingWritingtask:SteveistravelingtoPengshui,pleasewriteatravelbrochuretointroducePengshuiAyiRivertouristattraction.Showtime:Presenters:Introduceyourgrouptravelbrochure.Audiences:Judgewhetherhis/hertravelbrochureisattractiveornotandgivethereasons.GroupworkToallowSstoreviewandusewhatthey’velearnedinthisclass:thelanguagefeaturesofatravelbrochure.16’

V.Summary&HomeworkPolis