Book 2 Unit 2 Reading and Thinking

Teaching Contents Book2Unit4

Period3 Lesson Type Reading and Thinking

Teacher Ivy

Teaching Aims 1. Get the structure of the Reading passage.

2. Learn about a country through its history.

3. Improve ss’ reading skills.

Teaching

Importances Guide the ss to summarize the main idea and the structure of the reading

text.

Teaching

Difficulties Help ss to learn some basic reading skills such as prediction, summary and

so on.

Teaching Methods Task-based Teaching

Teaching Procedure Step I Warming up and prediction

Show ss a map and ask them a question: Look at the map.What is it

used for?

Then read the title amd try to guess what the text will be about .

Reading headlines is important.

Step II Skimming for general ideas.

1.What are the four countries of the United Kingdom? Which two

were the first to be joined together?

1 Student Level: senior 1

Lesson Type: reading class

Content: Unit 2 Reading and Thinking

No of sts: 54 Length: 45 mins

Teaching aims（教学目标）

Knowledge aims（知识目标）：

1. Students know the meaning of important words and phrases in this

passage.

2.Students know the information of Peru after reading this passage: some

traveling places and culture.

Ability aims（能力目标）：

1. Students know more about Peru.

2.Students can get information from traveling brochure.

Emotional aims（情感目标）：

Students want to travel some places abroad and fell in love with life.

Teaching important points（教学重点）：

1. The information of passage.

2. How to get information from brochures and introduce the places to

tourists .

Teaching difficult points（教学难点）：

1. Help students to understand the meaning of text.

2. Encourage students to talk about every tourist attractions in Peru using

1 / 4Unit 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: 2 / 4How 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-reading 1. 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 transport Amazon Rainforest•Travelling in the middle of the _____________•Exploring the rainforest with a __________•Enjoying the __________ and __________unique to the forest. •______

学科网（北京）股份有限公司1

时间

二次备课

课题 Unit 2 reading 1

教

学

目

标 1. 通过标题预测，自主提问并验证提问，梳理问题链，了解藏羚羊的生存现状、曾经面临的危机和原因、政府和当地人民采取的措施以及效果等。

2. 结合文本中的典型例句，准确理解字面意义（literal meaning）和隐含意义（implied meaning），深度解读文本。

3. 聚焦野生动物保护的话题语言，并将其进行分类整理。

教学

重点 1. enhance the awareness of protecting wildlife.

2. Guide students to try to put forward the solutions to the problems of

wildlife protection and then discuss them with partners and present the results

of discussion.

教学

难点 3. Know the whole meaning of the text

4. Master the structures

主要

教法

学科网（北京）股份有限公司2 教学

过程 Activity 1: Watching a video clip and talking about wildlife

protection

本活动为实现课时目标1做铺垫。

Watch a video clip about the Tibetan Antelope and talk about it.

Q1: What is the animal in the video？

Q2: Where do they live？

[设计意图]通过探讨阅读文本的话题，激活学生的背景知识，引入新的知识和语言，为下一个环节做铺垫。