高中英语_Unit2 Travelling around教学设计学情分析教材分析课后反思.doc

Unit2 Travelling Around Reading and Thinking Explore Peru教学设计 一、教学目标 After this class, students are able to: 1.acquire the basic usage of the new words and expressions concerning the topic of traveling and learn to use them flexibly. 2.sum up some details related to Peru. 3.develop their different learning skills to solve different reading comprehensive problems, such as skimming, scanning and inferring. 二、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 and about travelling. 三、教学过程 1.读前活动 1）展示教学目标，让学生对本节课教学目的明确。 (1). Recognise the text type: encyclopedia and brochure (2). Improve reading skills: skimming, scanning (3). Make a brochure to recommend one place for others 2). Word Bank for Reading 扫除学生的阅读障碍词汇 3).展示秘鲁地图，让学生从宏观上多秘鲁国家的位置有个清晰的认识，然后播放welcome to Peru的视频，同时给学生两个问题，导入新课。 2.读中活动 (1)Figure out the main features about encyclopedia and brochure then check out the following two text types. An encyclopedia Features: simple language, brief content, objective description Travel brochures Features: vivid pictures, beautiful design, clear structure, powerful and expressive language, more subjective description 根据百科全书的特点和旅游宣传册的特征，让学生判断教材上的两个文本是什么体裁的文本。 (2)让学生对照地图阅读第一个文本，教师提问：what information about Peru is covered in this text ? To understand the text, we can divide the whole text four parts from location, geographic features, history and official language. 最后再次回归到百科全书关于秘鲁的objective description 。 (3)Ask students to make a mindmap for your favourite country or city according to what we have learnt about the feature of encyclopedia . (4)Show a map of Peru ,let the students see four areas :Amazon Rainforest ,Machu Picchu, Cusco and Lake titicaca .让学生去阅读第二个文本，先完成表格填写，了解各个旅游路线的特点。 3.读后活动 (1)Post-reading (高考阅读题型对接) After dealing with the four brochure about Peru, Think and choose the best answers. (2)Design a travel brochure mindmap to help students understand the features of b