2/2Unit2Readingandthinking教學(xué)設(shè)計(jì)編輯導(dǎo)語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(dòng)主題為“探索秘魯”（ExplorePeru），介紹了秘魯?shù)牡乩?、歷史、文化以及景觀等內(nèi)容。通過文字以外，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(cè)，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，本課將教學(xué)重點(diǎn)放在文本結(jié)構(gòu)分析和文本語言特征分析上，落腳點(diǎn)為旅游冊(cè)子文本語言的學(xué)習(xí)和運(yùn)用。采用典型的PWP教學(xué)模式。Pre-reading環(huán)節(jié):視頻導(dǎo)入，呈現(xiàn)秘魯著名景點(diǎn)以及風(fēng)土文化人情，讓學(xué)生對(duì)秘魯有一個(gè)直觀感性的認(rèn)識(shí)，激發(fā)學(xué)生深入了解秘魯?shù)呐d趣，引入主題。While-reading環(huán)節(jié)：1.學(xué)生通過文本比較，區(qū)分encyclopedia和brochure，并歸納encyclopedia和travelbrochure的基本文本特征。2.學(xué)生通過閱讀秘魯旅游小冊(cè)子，獲取信息，判斷四條路線分別能滿足游客怎樣的需求。3.學(xué)生通過比較筆者給出的語言和旅游小冊(cè)子原文中的語言，加深理解旅游小冊(cè)子語言特色。Post-reading環(huán)節(jié)：通過一個(gè)寫的任務(wù)--“修改烏鎮(zhèn)戲劇節(jié)宣傳文字，使其更加具有感染力”，促使學(xué)生將本節(jié)課學(xué)到的旅游小冊(cè)子的語言特色運(yùn)用到寫作中。教學(xué)設(shè)計(jì)具體步驟LessonPlanComponentsLeveloflearnersFirstTerm,SeniorOneMainaim(s)StudentsknowaboutthegeographyandcultureofPeru.Studentsknowaboutthecharacteristicsofanencyclopediaandatravelbrochure.Studentsareabletoapplythelanguagecharacteristicsintowritingatravelbrochure.TimingProcedureStageaimsAidsandmaterialsInteractionpattern5’Studentsappreciatethevideo“WelcometoPeru”withthefollowingquestioninmind:WhatdoyouseeaboutPeruinthevideo?Teacherposesthefollowingquestionstoelicitstudents’answersonmoresourcesofinformationaboutPeru.DoyouwanttoexploremoreaboutPeru?WhatothersourcesofinformationcanyoufindaboutPeru?lead-intogetstudentsinterestedinthetopic:travelinPerutogivestudentsageneralideaaboutPeru.toengagestudentstoexploremoresourcesofinformationaboutPeru.videoclipaboutPeruPPTteacher→individualteacher→wholeclass5’Studentsscanthetwotextswiththefollowingquestioninmind:Whattypesoftextarethey:encyclopediaorbrochure?Teachergivestipsonidentifyingthetexttype.Studentsdiscussthequestioningroupsoffour.Teachergivesfeedbackontheirdiscussionworkandhelpsummarizethestructurefeaturesofanencyclopediaandabrochure.toleadstudentstofocusonthetexttypeofthetwotextstointroducethetipsonidentifyingthetexttype:lookthroughthetitles,headers,pictures,chartsandanyotherinformationthatmighttellyouwhattypeoftextitistextbookPPTgroupworkteacher→wholeclass5’Studentsreadtext2andthinkaboutthefollowingquestion:IfyouaretravelingtoPeru,whichtour(s)willyouchoose?Why?Studentsfinishthetaskgivenbyteacher:tohelpdifferenttouristsfindthesuitabletour(s)accordingtotheirtravelpurposes.toengagestudentssortouttheinformationaboutthefourtoursandthinkaboutthepurposeofacertaintourtextbookPPTteacher→individual10’Studentsaredividedintofourbiggroupsanddealwiththespecificinformationaboutthefourtoursrespectively.Eachbiggroupisdividedintosmallgroupsoffourstudents.Eachbiggrouppoolsuptheirgroupworkandchoosesonerepresentativetopresenttheirgroupworkonthewhiteboard.Fourrepresentativesareinvitedtoshowtheirgroupworkonthewhiteboard.Studentsdiscussthequestionfollowingquestioningroupsoffour:Whichtour(s)wouldyourecommendforpeoplewhoenjoyhistoryandculture?(Studentscanrefertothetableonexercise4.)tosortoutthespecificinformationaboutthefourtoursinPeru:numberofdays;transport;accommodation;activitytohelpstudentsthinkdeeperaboutwhateachtourcanoffertextbookwhiteboardPPTgroupwork5’Studentsreviewtext1andthinkaboutthequestion:What'sthelanguagecharacteristicofText1?Isitsubjectiveorobjective?Why?Teachergivesatask:Pleasefindthesentencesintext2withthesamemeaning.Compareandthinkaboutthelanguagecharacteristicoftext2.(PPT)Studentsworkinagroupoffourandsummarizethelanguagecharacteristicsofthetwotexts.toengagestudentstofocusonthelanguagecharacteristicsofthetwotextstohelpstudentslearnmoreaboutthelanguageofatravelbrochuregroupwork10’Teachergivesatask:TomakeabriefintroductiontotheWuzhenTheatreFestival