Book7  Unit5  Travelling

Abroad

Ⅰ. Teaching contents 教学内容

Unit5 Travelling Abroad ( NEFC Book7 ) Using Language: Speaking,

Reading and Writing

(普通高中新课程标准实验教科书(选修七)人教版第五单元《国外旅行》的语言运用“说、读和写两部分”)

授课年级：高二(13)班

Ⅱ. Design of Teaching Objectives

1．Knowledge objectives语言知识目标：

Through this period of class, enable students grasp the

following words, phrases and sentence patterns.

a．Important words重点词汇

parallel，abundant，govern，destination

Important phrases 重点短语

Out of the question, settle in

c．Sentence patterns 功能句式

1) Likes and dislikes 爱好与厌恶

I like / don’t like doing / to do…

I prefer to…

I enjoy / love / hate doing…

2) Probability and improbability 可能与不可能

We could / might...

It would be possible to do…/ that…

It is (im)possible to do…/ that…

2．Ability objectives 语言能力目标

1) Through reading，make students to acquire detailed information

about Peru, and use the information and the words they have learnt

to describe an experience of travelling.

通过两篇阅读活动使学生能获取更多关于秘鲁的详细信息，并通过所掌握的词汇和信息描述旅游经历。

2) Enable the students to describe tourist

attractions of a place with the target language。

使学生能够运用目标语言描述一个地方的旅游景点。

3．Affective objectives 情感态度目标

Help the students learn more about travelling abroad and create

the affection to love the world. Furthermore, help the students

love and cherish the beautiful and peaceful life.

Ⅲ. Teaching important points 教学重点

Describe tourist attractions of a place with the

target language.

Ⅳ. Teaching difficult points 教学难点

Talk about tours in and around Cuzco with functional items

given.

Ⅴ. Teaching methods 教学方法

Task-based reading; Discussing; Brainstorming ; Speaking and

Writing

Ⅵ. Teaching Aids 教学辅助

1. a blackboard 黑板

2. a tape recorder 录音机

3. a computer for multimedia 多媒体

Ⅶ. Teaching procedures 教学过程

Step1 Lead in (2minutes) (引入3分钟)

【设计说明】考虑到时间因素，我提前把这课的听力材料放到上节课处理了，所以这节课我可以使用学生在听力部分中所摄取的信息作为引入材料。同时，这也能使其它部分的重要性在整个设计中突出。

老师呈现一幅上节课做听力时用过的秘鲁地图，让学生描述地图上秘鲁的几个名城，山脉和江河的地理位置。

【设计意图】通过引入部分，学生能巩固秘鲁的几个重要的地理名词以及山脉和江河名词。为后面的课堂教学做铺垫。

Step2 Speaking (6minutes) (说6分钟)

【设计说明】老师放Using

Language的听力录音让学生再进一步捕捉听力材料中的信息。放完听力录音后，老师让学生思考Lia和旅行社职员之间的对话细节。并在此过程中老师板书功能句式

Sentence patterns 功能句式

1) Likes and dislikes 爱好与厌恶

I like / don’t like doing / to do…

I prefer to…

I enjoy / love / hate doing…

2) Probability and improbability 可能与不可能

We could / might...

It would be possible to do…/ that…

It is (im)possible to do…/ that…

老师和学生展开如下对话

T: Do you like travelling?

S1: Yes, I like travelling…

T: Which country do you prefer to go?

S2:…

T: Do you like to travel alone?

S3 It is impossible for me to do alone…

…

【设计说明】把Speaking做一调整可使导入内容，听力材料和说的话题有机结合，也能更好地运用功能句式语言。同时，这样调整后阅读和写就能很好的衔接了。

【设计意图】1)通过小组互动的方式，达到知识输出和培养学生英语表达能力的目的。2)为下一步的阅读的任务做铺垫。

Step3 Reading One (6minutes) (阅读一6分钟)

Read the

passage on page 43 and answer the following questions about the

detailed information of Peru.(Play the tape of the first

part播放第一部分的录音) ，老师通过多媒体展示秘鲁地图，学生可结合地理课堂上学到的相关知识了解有关秘鲁的更多信息。

1. Why is Cuzco popular with tourists?

2. What is special about Lake Titicaca?

3. What do you think the two official languages of Peru are?

Answers to the questions

1. Cuzco is popular because it is close to Machu Picchu and is a

good place to see both Spanish .and Indian culture and art.

2. Lake Titicaca is the highest lake in the world, on which

boats can travel.

3. Spanish and Indian.

【设计说明】Step3是关于秘鲁的detailed

information。这部分的介绍为Step4做铺垫。(以学生活动为主体活动)

【设计意图】1)培养学生快速浏览课文并寻找细节信息的能力。

2)把相关学科知识引入到英语课堂，跨学科教学能激发学生英语学习兴趣。

Step 4 Reading Two (20minutes) (阅读二20分钟)

Read the brochure of the tours in Peru and finish the following

tasks.(Play the tape according to each tour)

老师活动：放录音时，学生听每一个Tour的录音并就老师给出的问题讨论回答。老师要控制好每一个Tour的阅读速度，并通过多媒体展示下列问题。

Task One (10minutes) (任务一10分钟)

Read the

four tours and finish the following exercises. (Use multimedia)

Tour1

1. What can people see?

(Key: Jungle, wildlife, mountain scenery, ancient ruins, sunrise

over the Andes)

2. In what way will people travel?

(Key: On hike, by train.)

Tour2

3. What places will people get to?

(Key: Cuzco, Puno, Lake Titicaca, floating islands of the Uros

people, Lima)

4. In what way will people get to the floating islands of the

Uros people?

A. by

road B. by

plane

C. by

train D. by

boat (D)

Tour3

5. What can people do on this tour?

1). ____________________ (Key: learn about the history)

2). visit the museums

3). ____________________ (Key: admire the Spanish architecture)

4). enjoy excellent Spanish cuisine

5). buy souvenirs

6). ____________________ (Key: view the ancient ruins and the royal tomb)

Tour4

T or F

6. In the forest reserve in the Andes, you can see most birds in

one area. (F)

7. You can travel the jungle with a local

guide. (T)

【设计意图】1)问题设计形式多样，能加强学生阅读兴趣也能增强学生的兴奋度。2)问题设计难易分明，这样老师在时间上可主动进行控制。并做适当引导。3)答案简洁扼要使英语基础较差的学生敢读敢想敢张口用英语去表达。

Task Two Translating (8minutes) (任务二翻译8分钟)

Please translate the following sentences into Chinese. And

remember the phrases and structures relevant to travelling.

老师组织，通过多媒体展示下面六个英语句子，要求学生把它们译成汉语，重点是注意划线部分。

1. The capital of Peru is Lima, which is in the

north on the coast.

位于北部临海地区

2. It is a popular tourist destination as it is close

to the famous Inca ruins of the city of Machu Picchu.

它是旅游的热点，因为它离马丘比丘城著名的印加遗址很近。

3. Peru offers a variety of experiences from

ancient ruins and centuries-old Spanish villages to

thick forests, high mountains and desert coastline.

秘鲁提供了各种各样的体验，从古代遗址、数百年历史的西班牙式的村庄，到茂密的森林、耸立的高山和临海的沙漠。

4. Admire the Spanish architecture, enjoy some

excellent Spanish cuisine and with a local guide take some

time to bargain for some souvenirs at the

colorful markets .

欣赏…，品尝…，花些时间讨价还价买点纪念品…。

5. During this four-day walking tour, you will be amazed by

mountain scenery we pass on our hike. It is the

perfect place for you. (最后一句出自本课听力材料)

途经的山区风景将让你叹为观止。

6. Peru has abundant plants from desert grasses to vast

areas of jungle.

丰富的植物

Conclusion and consolidation: give the students two minutes to

review the exercises in Task Two and require them to bear the

phrases unlined and sentence structures, which can be useful for

the following writing task.

【设计意图】通过英翻汉操练，达到知识输出和培养学生英汉翻译和语言表达能力的目的。

【总结与巩固】给学生两分钟时间思考任务二的练习并要求他们记住句子中划线部分的短语和句型，这对完成任务三很有用。

Task Three Writing (6minutes) (任务三写6分钟)

Use the

phrases and structures in Task Two to finish the writing task.

Requirement: Use the phrases and structures in Task Two to

translate following passage into English.(幻灯展示，自主练习)

安康位于陕西的南部，是旅游的热点，靠近省会西安。它提供了各种各样的体验，从古代建筑、悠久的农家村社到茂密的森林、耸立的高山和清澈的汉江。安康有丰富的植物，稀有的野生动物和珍贵的中草药(Chinese

herbs)。在这里，你可以品尝到农家美味，在当地导游的陪同下，花点儿时间买点土特产。途经的风景将让你叹为观止。尤其在夏天，安康是最适合的旅游地。

Samlpe:

Ankang lies in the south of Shanxi, which is a popular tourist

destination as it is close to the capital city, Xi’an. Ankang

offers a variety of experiences from ancient architectures and

centuries-old rural villages to thick forests, high mountains and

clear Hanjiang River. Ankang has abundant plants, rare wild animals

and well-known Chinese herbs. Here you can enjoy some excellent

local cuisine and take some time to bargain for some souvenirs with

a local guide at the colorful markets. you will be amazed by

mountain scenery you pass on your hike. Especially in summer, it is

the perfect place for you to visit.

【设计说明及意图】Step4一共设计时间35分钟，是整个课时的重心，Task

One任务阅读锻炼学生捕捉信息的能力，所以在这一部分。耗时也较多，因为这部分又是后面两个任务练习的主要信息源Task

Two的目的是使学生熟悉Using Language里的重点短语和句型结构，同时也为Task Three的练习做铺垫。设置Task

Three一是强化并巩固所学的关于旅行关的短语和句型，同时也加强旅行方面的写的基础练习，二是通过学习和练习培养学生了解家乡、热爱家乡的情感。

① parallel

② abundant

③ govern

④ out of the question

⑤ settle in

⑥I prefer to do…

Step5 Language study (5 minutes) 语言学习5分钟

Step6 Discussion and Homework (2 minutes)

(讨论和布置作业2分钟)

1. How to describe an experience trevaliing if you have a

seven-day trip?

2. Try to know more about Peru after class.

3. Learn language points, such as lone, abundant and so on.

Ⅷ. The Design of the Writing on the Blackboard (板书设计)

Unit5 Travelling Abroad

Speaking, Reading and Writing: Peru

1. Important words

parallel: (adj) be parallel to

abundant: (adj) be abundant in

govern: (vt.) to rule or control

be governed

by government n.

2. Important phrases

out of the question: not possible or not allowed

out of question: without question or no doubt

一句话巧区别：有the 不可能，没the没问题。

settle in：1) to become used to; 2) to make yourself comfortable

and prepare to stay somewhere for a period of time

【教学设置自评】我对教材的中的教学顺序做了适当调整，这使得每个环节的衔接更加紧凑，过渡平稳，信息明了。同时，练习设计新颖，难易适中，层次分明。激发了学生的学习兴趣以达到掌握并运用的目的。尤其是任务二和任务三的设计，通过英汉互译既培养了学生翻译技巧，同时也培养了学生使用所学短语及句型结构进行写作的基础训练。其目的性更强。该教学设计充分体现了新课改标准循序渐进的要求，不但培养了学生主动学习的能力又激发了学生合作探究的精神。既注重了学生语言知识的学习、掌握和运用，又注重了学生情感教育的培养。