Unit 4 Period 1 Reading and interaction（课件）英语沪教版必修第三册

"该高中英语课件围绕“旅行故事”主题，通过Lead in环节让学生选择假期典型活动并讨论，Pre-reading引入责任旅游定义，搭建从生活经验到主题认知的学习支架，引导学生逐步掌握旅游词汇、识别叙事结构及总结旅行经历。\n其亮点在于深度融合语言能力与文化意识培养，While-reading环节通过分析隐喻、文化负载表达等写作策略提升思维品质，Post-reading的“责任旅游套餐规划”迷你项目（如崇明岛、湿地公园计划）让学生在实践中理解责任旅游，强化跨文化沟通与社会责任感。教师可借助结构化活动与评估工具高效教学，学生则在任务中提升语言运用与问题解决能力。"

高中英语沪教版必修第三册 Unit 4 Travellers’ tales Period 1 Reading and interaction Learning objectives 1. Grasp travel-related vocabulary and phrase collocations. 2. Identify narrative structures and key plot points of travel stories. 3. Improve ability to summarize travel experiences from the text. 4. Discuss travel preferences and experience. Contents 1. Lead in 2. Pre-reading 3. While-reading 4. Post-reading 5. Summary 6. Assessment 7. Homework 01. Lead in Lead-in Lead in Before you read, think about the question. What do most people do on holidays? Choose three most typical activities from the list below and discuss them in pairs. • find out about local communities • learn a new language • make new friends • eat local food • use public transport • buy local handicrafts¹ • help with environment projects • relax by the pool • get a suntan² • read safety guidelines 02. Pre-reading Lead-in Pre-reading Read the definition of responsible tourism below. What things in exercise 1 would a responsible tourist do? responsible tourism Travel that is not harmful to the cultural or natural environment. It can improve the life of local people and help protect the environment. 03. While-reading Lead-in Comprehension work Read the passage and answer the questions. (1) What gave Amy the idea to help people through tourism? (2) Why did Amy and Neal decide to go to Mozambique? Her eight-month volunteering experience in a poor countryside school in Kenya gave her the idea. Because Mozambique was a great travel destination and its local people badly needed help. Lead-in Comprehension work Read the passage and answer the questions. (3) What helped Amy and Neal to achieve their dream? (4) In what ways did the new beach lodge help local people? Common sense, enthusiasm, determination, the positive response and help from the villagers helped them achieve their dream. The lodge provided employment for local people; 5% of its earnings went to the NEMA foundation, which improved clean water supply, health care, education and conservation in the village. Lead-in Comprehension work Read the passage and answer the questions. (5) How can tourists get to the lodge? (6) What can tourists see and do there? Tourists can first travel to the nearest city (about 260 kilometres away), then take a boat or a three-hour car ride along badly maintained roads. Tourists can enjoy the beach and sea views, explore the nearby island with a guide, go scuba-diving, observe African wildlife, get to know local villagers, take part in festivals and learn about NEMA’s work. Lead-in Comprehension work Read the summary below and fill in each blank with a suitable word based on the language of the passage. You may change the form if necessary. vehicle volunteer inspired track charitable materials conservation improve escape soak Lead-in Deep reading Read the passage again. The writer uses strategies a–f to enhance the communicative effect. Work in pairs. Match the strategies to the sentences below and explain your reasons. You may use the example below to help you. a Using a culture-loaded expression to express a cultural message b Using someone’s words to create a link c Using a metaphor to compare two ideas d Continuing a metaphor, based on the previous one e Putting two opposite ideas together in order to make a point f Using certain words or expressions to soften the negative meaning It all started when Amy took a gap year in Africa after she finished university. Lead-in Deep reading Read the passage again. The writer uses strategies a–f to enhance the communicative effect. Work in pairs. Match the strategies to the sentences below and explain your reasons. You may use the example below to help you. You may ask and respond like this: A: What strategy does the writer use in this sentence? B: I believe it’s strategy a. The writer uses a culture-loaded expression—“gap year”. A: What is the cultural message expressed, then? B: The cultural message is that in Britain, young people might take some time off after graduation. Lead-in Deep reading Read the passage again. The writer uses strategies a–f to enhance the communicative effect. Work in pairs. Match the strategies to the sentences below and explain your reasons. You may use the example below to help you. Sentences in the passage Strategies My explanations (1) On her return to England, 22-year-old Amy and her boyfriend Neal decided to take “the road less travelled”. a Using a culture-loaded expression to express a cultural message “the road less travelled” is a culture-loaded expression, meaning they chose an unusual, non-mainstream way of tourism to help local communities. Lead-in Deep reading Read the passage again. The writer uses strategies a–f to enhance the communicative effect. Work in pairs. Match the strategies to the sentences below and explain your reasons. You may use the example below to help you. Sentences in the passage Strategies My explanations (2) Mozambique had two qualities which appealed to them: great attraction as a travel destination and local people who badly needed help. e Putting two opposite ideas together in order to make a point The writer puts two opposite ideas (a great travel spot vs. people in need) together to explain why Amy and Neal chose this place. Lead-in Deep reading Read the passage again. The writer uses strategies a–f to enhance the communicative effect. Work in pairs. Match the strategies to the sentences below and explain your reasons. You may use the example below to help you. Sentences in the passage Strategies My explanations (3) Once there, the couple got off the beaten track and headed for Quirimbas National Park, where they found a tiny stretch of white sand close to a village. d Continuing a metaphor, based on the previous one It continues the metaphor of “the road less travelled” from sentence (1); “get off the beaten track” means to leave the usual tourist routes. Lead-in Deep reading Read the passage again. The writer uses strategies a–f to enhance the communicative effect. Work in pairs. Match the strategies to the sentences below and explain your reasons. You may use the example below to help you. Sentences in the passage Strategies My explanations (4) We wanted to show the world the power of tourism, that it could be a vehicle for change. c Using a metaphor to compare two ideas It uses the metaphor “vehicle” to compare tourism to a tool that can carry forward the cause of improving local people’s lives. Lead-in Deep reading Read the passage again. The writer uses strategies a–f to enhance the communicative effect. Work in pairs. Match the strategies to the sentences below and explain your reasons. You may use the example below to help you. Sentences in the passage Strategies My explanations (5) There are no overpriced gift shops and other tourist traps. f Using certain words or expressions to soften the negative meaning Words like “overpriced” and “tourist traps” describe negative tourist facilities, but the tone is softened because it emphasizes the lodge’s uniqueness of avoiding these things. Work in pairs and discuss the questions. (1) How can we apply the idea of responsible tourism in our local area? Make a list of things that we can do ourselves. (2) Have you ever taken part in responsible tourism? Share your story with your classmates. We can apply responsible tourism in our local area by: buying souvenirs from local small businesses instead of big chain stores; joining local environmental protection activities like cleaning up scenic spots; respecting local customs and traditions when visiting cultural sites. Yes, I have. Last summer, I joined a responsible tourism project in a mountain village. I helped the villagers pick tea leaves and learned how to make local tea. The money I paid for the experience went directly to the villagers, and I also made friends with some local kids. Deep reading 04. Post-reading Lead-in Mini-project You are going to plan a responsible tourism package. You have to take many things into consideration. ■ Discuss the questions below in groups. Which specific place are you going to choose (e.g. an island, a beach, a forest park, a dinosaur museum, a deer park, a wetland, etc.)? Why do you want to choose this place? What can you do there? ■ Share ideas within your group. ■ Select one person to report on behalf of your group. Planning a responsible tourism package I will plan a responsible tourism package for Chongming Island in Shanghai. It is a beautiful island located on the Changjiang River. The island is a natural habitat for many rare birds. Nowadays, more and more people come to visit Chongming Island, but this has caused some problems. The environment is becoming worse, which harms the birdlife. I want to put up a sign—“Enjoy our birds. Please do not make loud noises or feed them.”—at the gate of the park. I will plan a responsible tourism package for a wetland park in my city. This wetland is home to many rare birds and plants, but it’s less known to tourists, so it hasn’t been overdeveloped. Tourists can do bird-watching with local guides (who are trained villagers), help plant wetland plants to protect the ecosystem, and eat local farm food in villagers’ homes. We will set a rule that tourists can’t litter or make loud noises, and part of the tour fee will be used for wetland protection. This package can help tourists get close to nature and also bring income to local people. Mini-project 05. Summary Lead-in Focus on language Read the passage again. Find some language points in the passage and list them in the blanks. (1) Compound nouns for travelling (e.g. travel destination) (2) Collocations for action (e.g. get off) Compound nouns for travelling: beach resort, beach lodge, beach huts, tourist traps, package holiday, travel destination Collocations for action: get off the beaten track, head for, set to work, set up, soak up the sun, blow away Lead-in Focus on language Complete the passage with the correct form of the words and phrases below. transport head for volunteer create destination set up appeal to escape highlight soak up Paris is a dream ¹_____________ for many foreign tourists. It is a city that ²__________ all kinds of people, no matter what their interests are. Some love shopping in the boutiques⁶ and admiring the latest fashions—Parisians are famous for their timeless modern style and effortless elegance. Other tourists immediately ³__________ the museums and art galleries, especially the world-famous Louvre. destination appeals to head for Lead-in Focus on language transport head for volunteer create destination set up appeal to escape highlight soak up There are also those who prefer to ⁴__________ the crowds and simply spend their time relaxing and ⁵__________ the atmosphere. But, like all big cities, Paris can be a lonely place at times! If you’d like to meet other travellers during your stay, why not attend our “Polyglot Picnic”? During the picnic, you will have a chance to meet people who speak different languages. Our group of ⁶__________ hold this free event every Sunday at 3:00 p.m. for visitors who are looking for language exchanges, food and fun. escape soaking up volunteers Lead-in Focus on language We try our best to ⁷__________ a cozy environment for everyone who attends the picnic. You can take public ⁸__________ to join in the noise and crowds in a beautiful city park near the university. The ⁹__________ of this activity is getting to know people in the area and making friends from around the world. Everyone is very welcome, so there’s no need to be shy. No one is a stranger here, and you’ll quickly feel welcome. We used to be a small group when we first ¹⁰__________ it five years ago, but now hundreds of people join us every summer. We hope you’ll join us too! Please bring board game or music to share. And of course, a smile. create transport highlight set up 06. Assessment Lead-in Assessment Learning Objectives Score(1-5) 1.Grasp travel-related vocabulary and phrase collocations. 2.Identify narrative structures and key plot points of travel stories. 3.Improve ability to summarize travel experiences from the text. 5-完全能；4-基本能；3-不确定；2不太能；1-完全不能 07. Homework Lead-in Homework 1. Review the travel-related collocations in the reading material. 2.Retell the travel story in the passage to your family in English. Thank you for your listening $