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Unit2

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Explore Peru教学设计

【Teaching Objectives】

I. Knowledge objective:

★ To learn some words for travelling , such as destination, accommodation , cyclopedia, brochure, etc;

enjoy the language of a travel brochure.

★ To get information about the famous sites and its culture

II. Ability objectives:

★ To recognize the text type; to learn how to describe tourists sites.

★ To design a travel brochure.

III. Emotional objective:.

★ To learn to cooperate with each other.

★ To arouse the love for Chinese culture

【Key Points】

★ To guide students to learn the differences between an encyclopedia and a brochure..

★ To help students design a brochure and present it.

【Difficult Points】

★ To help students design a brochure and present it.

【Teaching and learning methods】

In order to put students in the center of learning and encourage them to develop critical thinking,

I intend to use Communicative Approach and Task-based Teaching Method in teaching. Students will

do self-dependent work, group work and interactive work.

【Teaching aids】

A multi-media computer, projector, blackboard are all necessary.

【Teaching Procedure】

Step 1 Warming up

1.To introduce the topic by talking about travelling.

2.To talk about the importance of travelling.

（设计意图：首先通过讨论旅游的话题，让学生意识到旅游是重要的，调动学生的参与意识。然然后引导学生进入本课的话题，充分调动学生的积极性，激发学习的兴趣。

Step 2: Pre-reading 1) A video

The video is used to introduce the topic,input some basic information about Peru and arouse the

students’ interest.

（设计意图：这个视频通过展示关于秘鲁的风景和文化特色的图片，输入关于秘鲁的相关信息，让学生对秘鲁有个初步的印象，进一步激发学生的好奇心。）

2) New ways to find information about Peru.

Today, we will find more information about Peru with the help of an encyclopedia and a travel

brochure.

(设计意图：通过这个步骤引入本课中的两种文本类型，让学生了解an encyclopedia and a travel

brochure的特点，为后面的学习做好铺垫。）

Step 3: While-reading

Text 1：

Task 1: An encyclopedia or a travel brochure?

An cyclopedia is a book about many different subjects;brief content;objective description.

A travel brochure is a thin book with vivid pictures,powerful and impressive language and clear

structure.

（设计意图：在学习上个环节的基础上，让学生辨认两种文本类型，进一步了解两种文本。）

Task 2: Based on the map,read the first text.

What information is covered in the text?

(设计意图：通过阅读文本，让学生了解简介包括哪些内容）

Task 3: Mind map

Explore Peru

（设计意图：通过完成这个mind map，让学生对本文本内容有进一步了解，有利于学生记忆。）

Text 2 Read the travel brochure

Task1: Read information about 4 tours and fill in the blanks .

language location

history Geographic characteristics Basic information

encyclopedia A) Amazon Rainforest Tour

How to enter the Amazon Rainforest Tour: ________________

How to get to the destination in the middle of the forest : _______

What to do: ______________________________________

Accommodation:_________________

B) Machu Picchu Tour

How long: ____________

How to get Machu Picchu: _________

What to do: _____________________

C) Cusco Tour

How long:_______________________

What to do:

1._______________________________

2. _____________________________

3._______________________________

4._______________________________

5._______________________________

D) Lake Titicaca Tour

How to get to Lake Titicaca: ___________________________

With whom to stay: __________________

Where to stay: ______________________

（设计意图：进行文本精读，了解旅游路线的相关信息。让学生了解秘鲁景点和文化，体会travel

brochure的语言特点，为接下来的输出做铺垫）

Task 2: Fill in the blanks

The Amazon rainforest

Tour Machu Picchu

Tour Cusco Tour Lake Titicaca

Tour

number of days 4 days 4days 4days 3days

transport by boat on foot by car and by

boat accommodation In

the middle of the

forest the local hotel local home

activity boating;hiking;exploring

nature; exploring the

ancient city; visiting the

museum;admiring

the buildings enjoying

the

beautiful

countryside

(设计意图：学生通过阅读第二个文本，完成表格内容，梳理各条旅游线路的特色，让学生总结出旅游手册通常包括的4个方面，对旅游手册的特点有更全面的了解。）

Step 4.Post Reading :

Task1: Further thinking

（设计意图：思考是阅读的延伸，是反思与收获阅读带来的种种结果。（1）通过阅读学习后，对旅游手册有个更全面的了解， 能够为今后的使用打好基础。（2）学生通过发表自己的意见，让学会欣赏、批判和总结。）

Task2: Summary:

Develop the mind map of the text.

activity number of days accommodation transport

vivid pictures

A travel brochure clear structure

impressive language

Some useful expressions in a brochure:

If you like...,... is the best choice.

You don’t want to miss it.

If you want to ..., ... is a place for you.

It will bring you to a magical world.

It’s a great place for....

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unit 2

unit 2

1. What do cultural differences mean?

文化差异

不同国家的人语言不同，价值观念不同， 看问题的角度也不同。这些不同之处通常被称作为文化差异。文化差异很细微，常常不被人们所察觉或会被忽视。看到别人言谈举止与我们不同会让我们不安。起初，我们也许会认为他们出了什么问题。

Cultural differences

People from different countries speak different languages, keep different value systems, and

have different ways of looking at things. These differences are generally called cultural

differences. Cultural differences are subtle and are often unrecognized or overlooked. It is

upsetting to find people who behave differently from us. We may, at first, assume that

something is wrong with them.

2. How do cultural backgrounds influence people’s way of thinking?

文化背景影响人们的思维方式

文化背景会影响人们的思维方式。首先，文化背景会影响人们对行为举止好与坏的判断。其次，它会影响人们对礼貌与粗鲁的认定。另外，它还会影响人们对准时与迟到的看法。例如，不同文化对赞扬的反应是不同的；有些文化认为当别人第一次给你东西时不要接受是比较礼貌的；在东方文化中目光的交流可以表示真诚和专注，而在西方文化中过多的目光交流会使人尴尬。

unit 2知识点

unit 2知识点

1．clarify vt.澄清；阐明；净化vi.澄清；清楚；明白；易懂

[教材原句] You can clarify this question if you study British history.如果你学习英国历史，就能弄清楚这个问题。

(1)clarify one's position/stand阐明某人的立场clarify matters 澄清真相(2)clarification n. 澄清；阐明

②Our government on the issue of the South China Sea.我国政府已阐明了在南海问题上的立场。

2．conflict n．[U，C]矛盾；冲突vt.冲突；抵触

[教材原句] Happily this was accomplished without conflict when King James of Scotland

became King of England and Wales as well.令人庆幸的是，当苏格兰的詹姆斯国王也成为英格兰和威尔士的国王时并未经过战争。

conflict over sth.在某事上的矛盾/冲突conflict between A and B A与B之间的矛盾/冲突

in conflict (with ...) (与„„)处于矛盾之中 come into conflict (with ...) (与„„)发生争执

⑤She often her parents over her clothes.她经常与父母关于她的衣着发生争执。

3．credit n．信任；学分；赞扬；信贷；赊购；贷款v.相信

[教材原句] To their credit the four countries do work together in some areas (eg, the currency

Unit_2

Unit_2

Unit 2

PART Ⅱ FOCUS

Style

Formal and general

Suggested answer to the question

The second sentence sounds more natural because of the use of general words such as

finish and agreement.

Colloquial and slang

Suggested answers to the questions

The grotesqueness of this sentence lies in the incongruity of style. The word bomb is a

slang expression that is too casual to go with the subject, and the sentence can be

revised into:

The violin virtuoso’s performance on the cello was a big failure.

Now, ask students to revise the short paragraph, using what they have learned.

The author has made a lifetime’s study of film history, and the knowledge she

has accumulated is tempered by a fine sense of judgment. She devotes a whole

chapter to an analysis of horror films. These films, according to her, do much

more than just frighten us; they enable us to forget our worries.

unit2

unit2

Unit2

1.The republication of the poet’s most recent works will certainly ____ his national reputation.

A) magnify B) enlarge C) strengthen D) enhance

2. Humidity (湿度) is so intense in some parts of the tropics that Europeans find they are unable to ____ it.

A) maintain B) persist C) endure D) sustain

3. The suspect’s fingerprints on the gun were the main ____ against him.

A) crime B) information C) conviction D) evidence

4. Most people who travel in the course of their work are given travelling ____.

A) income B) allowances C) pay D) wages

5. Be careful with those fireworks; they are ____ to go off unexpectedly.

A) easy B) probable C) available D) liable

6. He ran so fast that he was out of ____.

A) air B) oxygen C) breath D) wind