Unit 4 Journey Across a Vast Land Reading and Thinking 教学设计-2024-2025学年高中英语人教版（2019）选择性必修第二册

Unit 4 JOURNEY ACROSS A VAST LAND Period 1 Reading and Thinking Learn about a rail journey across Canada 教学设计 教学分析 教学目标 By the end of this period,students will be able to: 1.learn about the geography,history and culture of Canada by reading the passage; 2.focus on discourse markers to show relationships and understand their functions; 3.identify the useful patterns and expressions about how to describe Canada; 4.realise the positive impact of the journey on one's life by discussing related topics. 教学重点 1. Help students to analyse and understand the text by drawing a flow chart. 2. Instruct students to talk about the positive impact of the journey on one's life. 教学难点 Enable students to judge the structure of the passage and catch the key information by drawing a flow chart. 教学资源 教材、多媒体课件、学案、黑板和粉笔。 教学过程 Step I Before-reading Have a quiz to test how much the students know about Canada. 1.What is the capital of Canada? 2.What is the population of Canada? 3. What is the national animal of Canada? 4. What is the leader of Canada called? 5.What are the official languages of Canada? 6. What are the four Great Lakes in Canada? （设计意图：激活学生已有的关于加拿大的背景知识，进一步熟悉本节课话题，为接下来的阅读任务做好铺垫。） Suggested answers: 1.Ottawa. 2. Over slightly thirty-seven million. 3.The beaver. 4. The Prime Minister. 5.English and French. 6. Lake Superior, Lake Huron, Lake Erie and Lake Ontario. Step II While-reading Activity 1 Prediction. Ask students to read the title of the text SEEING THE TRUE NORTH VIA RAIL:VANCOUVER AND THE HEART OF CANADA. Try to answer the following questions. (1)What are the destinations of the journey? (2)How does the journey begin? Read headlines Headlines usually include not only key ideas or information fromn the text. They often do not follow strict grammar rules,because writers use as few words as possible to catch the attention of the readers. （设计意图：引导学生关注标题的语言特点，训练学生根据标题预测课文内容的能力。） Suggested answers: (1)Vancouver and other places of Canada. (2)By rail/train. Activity 2 Read for the main idea. Read the text quickly and get the main idea by answering some questions. (1)Who are the main characters? (2)Where did they go? How did they go there? What did they see/do? (3)How was the journey like? (4)What is the passage mainly about? （设计意图：引导学生掌握略读这一基本的阅读技能，通过浏览关键词、主题句等，快速判断与定位段落关键信息和主题句，概括主旨大意。） Suggested answers: (1)Li Daiyu and Liu Qian. (2)They went to Canada. By train. They visited many cities of Canada and enjoyed the beautiful scenery of Canada. (3)It was a most awesome journey and they enjoyed it very much. (4)It is mainly about what Li Daiyu and Liu Qian have seen and done during the trip from Vancouver to Toronto. Activity 3 Read for details. Ask students to read the text again and try to complete the table below with the information from the text. Place Information often rains; a harbour; beautiful mountains looking out over the city;a forest just a short distance away the Canadian Rockies centre of Canada's huge oil and gas industry;cold in winter, with daily temperatures averaging -10℃;home to one of the largest shopping malls in North America the Canadian Prairie a land of forests,lakes and rolling hills; four Great Lakes on its southern border;capital is Toronto （设计意图：引导学生深入分析和挖掘文章，找出加拿大各个地方的关键信息，在语境中理解并掌握生词，加深对文章的理解。） Suggested answers: Place Information Vancouver often rains; a harbour; beautiful mountains looking out over the city;a forest just a short distance away the Canadian Rockies massive mountains and forests;the exceptional beauty of Lake Louise; spectacular mountain peaks and forests; many different creatures, inclding deer,mountain goats,and even a grizzly bear and an eagle Edmonton centre of Canada's huge oil and gas industry;cold in winter, with daily temperatures averaging -10℃; home to one of the largest shopping malls in North America the Canadian Prairie an open country; two wheat-growing provinces; a bunch of farms that covered a very large area Ontario a land of forests,lakes and rolling hills; four Great Lakes on its southern border;capital is Toronto Activity 4 Read for discourse markers. (1)Brainstorm and classify some discourse markers.Adding something: Showing contrast: Explaining a reason: Emphasis: Time: Concluding: (2)Read the text and underline the discourse markers.Suggested answers: (1)Adding something:in addition to,including Showing contrast:however,despite Explaining a reason:since Emphasis:in fact Time: before, during,later, when,eventually,not...until... Concluding:all in all Activity 5 Read for thinking. After reading,work in pairs to discuss the question. Would you be interested in taking the same trip as Li Daiyu and Liu Qian? Why or why not? （设计意图：引导学生结合自己的生活经验，将文本信息与真实生活联系在一起，培养学生的思维能力。） Suggested answers: I would love to take such a journey. It seems so wonderful and relaxing, and I would get to see many beautiful sites. Step III Post-reading Ask students to discuss the questions combining their own experiences. Work in pairs. Have you ever taken a rail journey? What have you learnt from it? （设计意图：引导学生结合实际谈一下自己的火车旅行经历，旨在培养学生的创造性思维以及对主题词汇的运用能力，升华对主题意义的认识。） Suggested answer: I took a journey with my parents byrail last summer.We visited some cities in the south of China, such as Nanjing, Suzhou and Shanghai. We enjoyed beautiful scenery and experienced the local customs. I think it was a good chance to broaden my horizons and it was the most awesome journey I had ever taken. Step IV 核心素养专练 Look up more information about the major cities of Canada. Choose one of the cities and write a travel plan. Suggested answer: The answer may vary. 教学反思 本节是一节读思课，主题是“了解乘坐火车横跨加拿大的旅行（Learn about a rail journey across Canada）”。通过游记的方式，以时间和空间的顺序讲述了Li Daiyu和Liu Qian两姐妹乘坐火车自西向东横跨加拿大的旅行经历。阅读过程注重对语篇结构和细节的把握，问题设置层层递进，引导学生通过比较和归纳，梳理文章主旨大意和重要细节。突出了对通过阅读获取信息的能力的培养，贯彻了读思一体的课堂教学思路，将语言学习、文化渗透和思维发展有机地融为一体，充分体现了新教材的编写理念和英语教学改革的方向。 本节课的不足之处：由于词汇量储备不够，部分学生的口语表达不够流畅，讨论环节占用时间较多。 改进措施：平时注重话题词汇的积累，鼓励学生积极表达，并留出足够的课堂时间让学生展示。 学科网（北京）股份有限公司 $$