《Travelling Around》Reading and Thinking PPT【优秀课件】

人教版（2019）必修一Unit 2 Travelling AroundReading and ThinkingTeaching Plans本节课教材分析：本节课主要以秘鲁为例，介绍了秘鲁的四个景点以及旅行安排。

通过阅读旅游宣传册和百科全书的内容，学生可以了解不同方式搜集旅行目的地信息的方法。

此外，课文还展示了不同人物的旅行计划，以及他们选择不同景点的原因。

教学目标：1. 学生能够获取关于秘鲁的基本知识，了解秘鲁四个景点的特色以及旅行安排。

2. 学生能够了解搜集旅行目的地信息的不同方式。

3. 学生能够分析百科全书和旅游宣传册的语篇特点。

4. 学生能够运用所学知识，根据不同人物兴趣特点为其制定合适的旅行计划。

教学重点：1. 熟练掌握百科全书和旅游宣传册的语篇特点。

2. 熟练掌握关于秘鲁的基本旅游信息。

教学难点：通过对秘鲁这个国家的了解，打开学生的视野，感受不同国家的文化。

学情分析：学生是高一英语学生，具备一定的词汇量和语法基础。

他们对不同国家的文化可能了解有限，需要通过阅读和讨论来拓宽视野。

学生可以通过课文中的内容和一些图片来获取关于秘鲁的基本信息。

教学策略：1. 激发学生的学习兴趣，调动积极性。

可以在课堂上加入一些有趣的影片、图片等来介绍秘鲁的特色景点，吸引学生的注意力。

2. 运用合作学习方法，让学生进行小组合作，交流彼此的观点和了解，提高学生的思维能力和交流能力。

3. 引导学生自主学习。

在课堂上给予学生一定的自主学习时间，让他们通过自己查阅资料、查询词典等方式获取更多关于秘鲁的信息。

教学方法：1. 阅读理解。

通过阅读课文，学生能够了解秘鲁的四个景点的特色以及旅行安排，培养学生的阅读理解能力。

2. 讨论交流。

通过小组讨论、角色扮演等方式，鼓励学生积极参与课堂讨论，分享自己的观点和见解。

3. 任务型学习。

设计任务，要求学生运用所学知识，为不同人物制定合适的旅行计划，培养学生的实际运用能力。

本节课的教学过程如下：导入环节（约5分钟）教学内容：引起学生对秘鲁旅行的兴趣。

Unit 2 Travelling Around-Reading and Thinking【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 upHave 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-readingPrediction: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-reading1. Fast readingAsk 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 readingAllow students to read the passage more carefully this time to sum up the features of each scenic spot.Tour Things to do Means of transportAmazon Rainforest •Travelling in the middle ofthe _____________•Exploring the rainforestwith a __________•Enjoying the __________and __________unique tothe forest.•______Machu Picchu •Explore and be amazed bythe ____________city.•The_____________________ isespecially amazing.•______Cusco •Enjoying the unique Spanishand local Indian__________.•Stay in a _______hotel•Visit the ___________•Admire the_________________•Enjoy the____________local food•Go shopping at the_________________Step 4 Further Reading and discussionRead 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.1. Mike, a well-paid photographer, who has great interest in adventuring and exploration. He hopes to have an active holiday and shoot some pictures of different kinds of animals. He doesn’t need first class accommodation.2. Bill is a reporter, who not only enjoys learning about the culture and lifestyle of the country, but also likes admiring beautiful scenery. He needs to make a report about the local people’s life in this country.3. Tom, a hiking lover, hopes to spend some days hiking while enjoying the beautiful natural scenery.4. Mary, a designer, is planning to makea trip to a place, where she can enjoy the different architecture in that country and some excellent food. She also likes going shopping.Good expressions that students can choose to use: help the travelers choose which tour to take1.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 ConsolidationLanguage 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。