Unit2TravellingaroundPeriod2ReadingandThinking讀思課課時(shí)2The"ExplorePeru"sectionconsistsoftwoparts.ThefirstisanintroductorytextthatpresentsPeru’sgeographicallocation,landforms,aswellashistoricalandculturalbackground.Thistypeoftextismonlyfoundinencyclopedias,mainlyintheformofentryexplanations(sometimeswithillustrations),featuringconciseandauthoritativecontent,plain,succinctandrigorouslanguage,andobjectivefactualstatementswithoutemotionalovertones.ThesecondpartisatravelbrochureintroducingfourdistincttravelroutesinPeru.Withaclearstructure,themainbodyisguidedbysubheadingsforthefourroutes,plementedbyrichimagesandexquisitedesignsthatcreateastrongvisualimpact.Asamondailymaterial,travelbrochuresservethreeprimaryfunctions:first,an

informativefunction—providingreaderswithbasicinformationaboutthedestinationanddescribingitskeyfeatures;second,an

expressivefunction—usingvividandengaginglanguagetoconveytheauthor’sattitudesandviewpoints.Forexample,phraseslike"admirethearchitecture","enjoytheexcellentlocalfood",and"especiallyamazing"inthetextleaveadeepimpressiononstudents;third,an

appellativefunction—theultimategoalofatravelbrochure,whichistoconnectwithreadersemotionally,arousetheirresonance,andencouragethemtotakethetrip.Additionally,thetextemploysimperativesentencesandsentenceswiththesecondperson"you"asthesubject,makingreadersfeelpersonallyimmersed.Thefocusofthissectionistoguidestudentstomasterthestructural,textual,andlinguisticfeaturesofintroductorytextsandtravelbrochures,understandPeru’stourismresourcesandculturalcharacteristics,andformtheirowninsights.1.Enablestudentstoacquirethebasicusageofthenewwordsandexpressionsconcerningthetopicoftravelingandlearntousethemflexibly.2.EnablestudentstosumupsomedetailsrelatedtoPeru.3.Developstudents’senseofcooperativelearningandindividualthinkingcapability.4.Developstudents’differentlearningskillstosolvedifferentreadingprehensiveproblems,suchasskimming,scanningandinferring.TeachingKeyPointsDevelopstudents’readingabilitysuchasskimming,scanningandsummarizing.TeachingDifficultyPoints:Letstudentstalkabouttheirtravelplansandtopicsabouttravelling.1.LeadinCoreAdjustmentAimsFixissuesfromfirstteaching:tighttime,lowstudentengagement,weaktexttyperecognition.Focuson:MakingtextanalysisclearerSpeedingupreadingskilluseBoostingparticipationindiscussionsClassTipsSavetime:Don’tspendover7minonLeadin/Prereading.Backup:BringprintedPerupicsifthevideodoesn’twork.e.g.weakstudents:Givesimplesentencestarters(e.g.,“Peruisfamousfor____”).Displayaseriesofvividpicturesoffamoustouristattractionsaroundtheworld,suchastheEiffelTower,theGreatWallofChina,andthePyramidsofEgypt.Askstudents:Haveyoueverbeentotheseplaces?Whatdoyouknowaboutthem?Doyouwanttogothere?Whyorwhynot?Guidestudentstothinkabouttheelementsthatneedtobeconsideredbeforetravelling,suchasdestination,

transportation,acmodation,andactivities.2.Step2PrereadingPrediction:1.Whattypesoftextisthepassage?Tip:Beforeyouread,lookthroughthetextquicklyfortitles,headers,pictures,charts,andanyotherinformationthatmighttellyouthetypeofthetext.2.WhatothersourcesofinformationcanyoufindaboutPeru?Discussthebenefitsoftravelingandencouragestudentstothinkabouttheirowntraveldreamsandplans.3.WhilereadingStudentsreadthetextsilentlyataproperpace.Presentasetofprehensionquestions:Whatisthemainideaofthetext?WhatarethereasonsmentionedinthetextforremendingPeruasatraveldestination?WhataretheuniquefeaturesandattractionsofPeru?Studentsworkinpairsorsmallgroupstodiscussandanswerthequestions.Inviteseveralgroupstosharetheiranswersandexplanations.Highlightandexplainsomekeyexpressionsandphrasesinthetext,forexample:"awidevarietyof","befamousfor","offerauniqueexperience",etc.Havestudentsidentifyandanalyzethedifferenttensesusedinthetextanddiscussthereasonsfortheirusage.3.PostreadingDividestudentsintogroupstodiscussthefollowingtopics:Whataretheadvantagesanddisadvantagesoftravellingtoaforeigncountry?Whatpreparationsshouldbemadebeforetravelling?Shareyourideas.Eachgroupappointsarepresentativetopresenttheirgroup'sdiscussionsandconclusions.Encourageotherstudentstoaskquestionsandmakements.4.LanguageFocusExplainandpracticesomedifficultlanguagepointsinthetext:Theusageanddifferencesofsimilarwordsorphrases.Theconstructionandmeaningofcertainsentencepatterns.Providesomeexercisesorexamplesforstudentstopracticeandreinforcetheirunderstanding.5.ExtensionAskstudentstoimaginetheyaregoingtotraveltoaplacetheylikeandmakeasimpletravelplan,includingthefollowingdetails:Thedestinationandwhytheychoose

it.Theactivitiestheywanttodothere.Thethingstheyneedtobring.Studentscanpresenttheirtravelplanstotheclassandreceivefeedbackfromtheirclassmatesandtheteacher.6.Homework(1minute)1.Leadin展示世界著名景點(diǎn)圖（埃菲爾鐵塔、長(zhǎng)城、金字塔等）提問(wèn)：是否去過(guò)/了解/想去？為何？思考旅行前需考慮要素（目的地、交通、住宿、活動(dòng)）2.Prereading預(yù)測(cè)：①文本類型（提示：看標(biāo)題、圖片等）②秘魯相關(guān)信息來(lái)源討論旅行益處+暢想旅行夢(mèng)想/計(jì)劃3.Whilereading默讀文本小組討論答題：主旨、推薦秘魯?shù)脑颉⒚佤敧?dú)特魅力分享答案+講解核心短語(yǔ)（awidevarietyof等）分析文本時(shí)態(tài)及用法4.Postreading小組討論：①出國(guó)旅行利弊②旅行前準(zhǔn)備代表展示+互動(dòng)提問(wèn)點(diǎn)評(píng)5.LanguageFocus易混詞/短語(yǔ)用法區(qū)別重點(diǎn)句型結(jié)構(gòu)與含義練習(xí)鞏固6.Extension制定簡(jiǎn)易旅行計(jì)劃（目的地及選擇原因、活動(dòng)、必備物品）展示計(jì)劃+反饋7.Homework（按課堂要求完成）Writeashortparagraphabouttheirdreamtraveldestination,usingthelanguageandstructurelearnedinclass.Overall,theteachingobjectiveswerebasicallyachievedthroughouttheclass.However,the