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 reading and thinking 本课为新人教版高中英语选修第二册第四单元unit4第一课时reading and thinking，这是一篇有关加拿大的游记（a rail journey），以时间和空间的顺序记述了Li Daiyu和Liu Qian两姐妹乘坐火车自西向东横跨加拿大的旅程经历，包括她们沿途所看到的自然美景、野生动物等，以及她们对加拿大美丽的自然风光和丰富的自然资源发出的赞叹。加拿大是一个幅员辽阔的国家，乘坐长途火车旅行能够深度体验加拿大不同地区的自然风光和人文风情。旅游是一种重要的文化体验形式，游记的形式便于将自然风光和人文风情的介绍融入个人的旅行经历和情感体验之中。学生学习并了解加拿大一些主要城市的地理环境、自然资源及当地特色文化，与此同时，学生需要学习并掌握英语语言中非常重要的一些话语标记语（discourse markers），其有助于提高学生阅读、表达及写作的水平及效率。基于此，笔者作了以下设计。 Learning objectives1.Read about a rail journey across Canada;2.Find out information about Canada’s geography, climate and culture;3.Recognize and understand the meaning and usage of discourse markers.4.Express their (students’) opinions about long rail trips. Teaching key points: 1.Select necessary reading skills to get a better understanding of the content, style and structure of the text.2.Sum up the key information about the rail journey and finish the mind map. Teaching difficult points：Recognize and understand the meaning and usage of discourse markers. Teaching methods: Task-based teaching approach, Activity-originated teaching approach Teaching procedure Procedures   Teaching activities         purpose Step 1 Activation: What do you think of the quote?(appreciate the quote)Travel far enough, you will meet yourself.--- David Mitchell Look at the picture and answer the Questions:1. When and where may this photo be taken?2. What do you know about rail journeys?(high-speed rail)3. What do you think you will see if you go on a rail journey across Canada?(geography knowledge) 1. Arouse students’ awareness and thoughts of travel.2.improve the linguistic ability of viewing. Step 2 Prediction:Look at the picture and title.What do you expect to read?Rail journey? Scenery? Geography? Climate? Canada? Enable the students make full preparation of the topic and content for the text. Step 3 Reading:Reading for main ideas1. Who are the main characters?2. Where did they want to go?3. How long did they take?Reading for details1. Go through the passage and find out all the places they visited and the means of transportation they took. Day place transportation    1    2    3    4   5-7  2. Get specific information about the places they visited?Place & informationMind mapping about the whole journey (elements: purpose, mood, spent, time, weather, activities, features of the cities)China---Vancouver---Lake Louise---Jasper---Edmonton---The great Canadian Prairie---Winnipeg---Ontario---Toronto3. Find out the writing style and structure.  Travel journal4. How does the writer develop the article?  In the order of the time  1.Enable the students select necessary reading skills  by themselves  to get a better understanding of the text.2.Students learn to grasp the target specific information  and know how to make a mind map to organize the important information of the text.3. enable the students analyze the writing style and structure of the text to strengthen their deeper understanding of the text.  Step 4 Learning about discourse markers to show relationships:Connectors expressing opinion: Point of view: in my opinion; as far as I know; As far as I am concerned; personally speaking Summary: in short; to sum up; all in all Restating: in other words; that is to say Connectors expressing reasons or evidence Listing: to begin with; what is more Besides;moreover; in addition Cause & effect: because;as; so; thu; as a result; therefore Giving examples:  for examples; for;instance;Such as; 1. Read the article and underline the discourse markers.(p38-39)  rather than; then;…2. Read the article again. Match each of these discourse markers with the correct purpose.(p39. 4)Adding, contrast, reason, result, emphasis, comparing, concluding. Students get to recognize the discourse markers and know the meaning and significance of them in the text. Step 5 Further thinking1. How is rail journey different from other forms of travel, such as by plane or car?2. If you are given a chance to travel by rain in China, where do you want to go and why? Cultivate students’ Critical thinking ability and improve the comparison ability   Step 6 Homework:Collect more information about the cities mentioned in the answer of the last question and make a three-minute presentation about your travel. Try your best to use some discourse markers you have learnt. encourage them to create the new content about the travel journal by using the discourse markers they have learnt. 学科网（北京）股份有限公司 $$