Unit 4 Journey Across A Vast Land Period 1 Opening Page + Reading and Thinking 教学设计-2025-2026学年高中英语人教版选择性必修第二册

该高中英语教学设计聚焦加拿大长途火车旅行游记阅读，围绕旅行路线、见闻及语篇结构展开。通过封面图片分析、背景信息介绍和旅行经历问题链导入，构建主题认知支架，衔接单元“长途旅行”主题与学生已有经验，为语篇理解奠定基础。 特色在于融合思维品质与文化意识培养，通过时间、地点、交通方式表格梳理旅行信息，结合地图构建空间认知，运用“Before starting out”等语篇标记词理解逻辑衔接。任务型阅读与情境化导入结合，提升学生信息梳理与跨文化理解能力，为教师提供清晰的核心素养培养路径。

Teaching and Learning Design 选择性必修Book2 Unit4 Journey Across A Vast Land 教学设计 单元教学核心素养目标与要求： 核心素养 教学目标与要求 语言 能力 主题：长途旅行 词汇：能正确使用下列单词和词块。 单词：airline, bay, antique, pleasant, arise, massive, literally, breath, bound, awesome, peak, highlight, goat, drill, freeze, anticipate, bunch, thunder, frost, curtain, border, duration, idiom, contrary, anyhow, alongside, proceed, shore, astonish, mist, steel, advertisement, accent, photographer, owe, toast 词块：take sb.’s breath away, grizzly bear, freezing cold, a bunch of, contrary to, proceed to sth., owe sth. to sb. 语法：能够比较过去分词与动词-ing 形式的用法和功能(作表语、定语、状语等)并在语境中正确理解与使用两种非谓语形式。 语篇： 1. 阅读横跨加拿大的长途火车旅行游记，把握文本的时间、空间线索，利用地图等非连续性文本梳理主人公的旅行见闻。 2. 听懂一段长途火车旅行中与当地人的对话，把握双方交谈的关键信息，并在上下文中理解几个常用英语习语。 表达： 1. 能够基于听力语篇提供的信息，结合自身相关经历，并利用教材给出的语言提示续编对话。 2. 能够利用地图梳理旅行路线，并以作者身份写一封家信，记录此次旅行的经历和见闻，充分理解交际场景、目的、角色和对象，得体表达。 学习能力 1. 能够充分关注语篇标记词，理解和掌握文中的语义连接手段和过渡衔接技巧。 2. 能够结合上下文和背景知识等理解习语，并掌握自然结束交谈的交际策略。 3. 能够运用合成、派生、转化等构词法学习、归纳、复习词汇。 文化意识 1. 通过阅读加拿大长途火车旅行游记深入了解加拿大自然、人文地理概况和历史文化。 2. 通过文化对比，深入理解本国和他国文化，提高跨文化理解和沟通能力。 3. 通过长途旅行话题的讨论，深入思考“读万卷书，行万里路”对人生的意义。 思维品质 1. 能够利用连续性和非连续性文本概括、梳理相关信息，包括旅行线路、见闻、感受等。 2. 能够利用文本信息，并结合自身经历，分析与评判长途旅行中不同交通方式的特点与利弊。 单元教学课时规划： 课时安排 教学内容 课时1 Opening Page (看读说语篇1) + Reading and Thinking—Reading comprehension (阅读语篇2) 课时2 Reading and Thinking—Language focus (阅读语篇2) [实际需要2课时完成] 课时3 Learning About Language—Building up your vocabulary (综合运用语篇3) 课时4 Learning About Language—Discovering Useful Structures 课时5 Using language (Listening and Speaking ) (听说语篇4) 课时6 Using language—Reading comprehension and language focus (阅读语篇5) [实际需要2课时] 课时7 Using language—Writing (写作语篇6) 课时8 Assessing Your Progress(综合运用语篇7) + Project (综合运用语篇8) 课时9 Video Time (视听说语篇9) + Unit Revision Period 1 Teaching and learning contents: Opening Page + Reading and thinking—Reading comprehension Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Talk about the picture and the saying on the Opening Page related to the theme of this unit; 2) Read and comprehend the text about a rail journey across Canada to know about some geography features and information about Canada; 3) Be aware of the use of discourse markers to show relationships in the passage; 4) Improve thinking quality by thinking and talking about the journey across Canada. Teaching and learning important points: 1) Reading comprehension of the text to know about some geography features and information about Canada; 2) Being aware of the use of discourse markers to show relationships in the passage; 3) Improving the students’ thinking quality by thinking and talking about the journey across Canada. Teaching and learning difficult points: 1) Reading comprehension of the text to know about some geography features and information about Canada; 2) Being aware of the use of discourse markers to show relationships in the passage; 3) Improving the students’ thinking quality by thinking and talking about the journey across Canada. Teaching and learning procedure: Step 1 Leading in (Opening Page) and introduction Activity 1 Leading-in 1. Lead in the topic of this unit by looking at the title of this unit, and think about these questions. What do you think “vast land” means? Where does the phrase “vast land” remind you of? “Vast land” means an extremely large area of ground. The phrase “vast land” remind me of Xinjiang, Xizang, North China Plain, Inner Mongolia, Siberia, and so on. 2. Look at the picture and discuss the following questions. And then introduce the background information. 1) When and where was the photo on Page 37 taken? How would you like to describe the picture? How do you feel about the picture? I think it was taken in the winter somewhere in the Rocky Mountains or the Alps. 2) If you took a rail journey like this, what do you think you would see and experience? If I took a journey like this, I think I would see a lot of beautiful scenery and make some new friends. 3) Have you ever taken a long rail journey? What was it like? How might the rail journey in the photo be different or similar? I have travelled from Beijing to Urumqi by train. The trip was quite pleasant and relaxing, as I had a bed to sleep on, and I could get up and walk around the train. I think this trip was different from the trip in the picture because the train did not pass through any high, snowy mountains during the trip. On my trip I mostly saw hills and desert. Introduce the background information: The photo is of a Canadian Pacific Railway Train going through Banff National Park, Canada in the winter. The Canadian Pacific Railway is a private railway company which has routes connecting western Canada with eastern Canada, and with the Midwest of the United States. The railway across Canada was completed in 1885 and the most difficult part of the construction was the route through the Canadian Rockies. This section of the Rockies was made into Banff National Park, Canada’s oldest national park. Banff is located about 100 kilometres west of Calgary, Canada, and is one of the most beautiful and pristine alpine (原始高山) areas in the world. 3. Talk about the quote: Travel far enough, you meet yourself.—David Mitchell English meaning: This quote means that we do not know who we are until we have travelled some distance from where we come from. One way to look at it is that so often our existence is defined by the people, the culture, and the world around us. By leaving our surroundings and experiencing other cultures and ways of life, we thus discover just as much about ourselves as we do of other cultures and people. Chinese meaning: 在一段足够远的旅行中，你会遇到(内心的)自己。——大卫·米切尔 Activity 2 Introduction 1. Introduce the learning objectives of this unit at the bottom of the opening page and make the students have a general idea of what they are going to learn in this unit. (Get the students to read the comprehensive learning objectives at the bottom of the page.) 2. Introduce the learning objectives of this period. Step 2 Pre-reading Activity 3 Pre-reading 1. Warm up. Discuss the following questions and share your answers. 1) What do you know about rail journeys? Rail journeys used to take a long time — people often took them because they were cheaper than flying. However, now with high speed rail, they are much shorter, but also more expensive. 2) What do you think you will see if you go on a rail journey across Canada? I would expect to see beautiful mountains and lots of pretty scenery. 2. Predict the main content of the text. A journey—the travelling process and what the visitor does (see, hear, feel, think…). Step 3 While-reading Activity 4 Reading comprehension of the main content 1. Read for the general idea and key information. Read the text to summarize the main idea of the passage and get some key information such as who, what, how, why to complete the form. Main idea: The text is mainly about what the cousins have seen and done during the trip from Vancouver to Toronto. Key information: Brief introduction about the trip who Li Daiyu and her cousin Liu Qian why To visit their cousins where Canada (Fly from China to Vancouver and ten take the train to cross the Canada to Halifax.) what They took a trip across Canada by rail and saw breathtaking scenery. how First flew, and then took the train. feeling Exciting. 2. Read for the detailed information. Read the text again to find more detailed information to complete the form. And then draw a mind map about the journey according to the passage (including the time, travelling route, transportation and attractions). Time Place Transportation Information Day 1-3 Before starting out→China-Vancouver Vancouver (bay) Vancouver (forest) by air by boat on foot often rains; a harbour; beautiful mountains looking out over the city; a forest just a short distance away Day 4 The next morning (From Vancouver-Lake Louise-Jasper)→the Canadian Rockies by train, by taxi. by coach blue water of Lake Louise; spectacular mountain peaks and forests; different creatures such as deer, mountain goats, grizzly bears, and eagles Day 5-7 Edmonton- Canadian Prairie- Winnipeg- Ontario- Lake Huron- Toronto After they left Jasper →Edmonton by train 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 After they left Edmonton →the Canadian Prairie by train an open country; two wheat-growing provinces; a bunch of farms that covered a very large area After another day →Ontario by train a land of forests, lakes, and rolling hills; four Great Lakes on its southern border; capital is Toronto 3. Complete the reading comprehension exercises in the reference book to understand the text better. Activity 5 Reading comprehension of the use of discourse makers 1. Introduce the use of discourse makers. Discourse markers are also known as “linking words”. They are used to show relationships between ideas. Relationships can range from adding something (e.g., also, besides, additionally), to showing contrast (e.g., however, on the other hand), to explaining a reason (e.g., because, since), or to showing a result (e.g., therefore, as a result). Without them, the connections between sentences and paragraphs would be less obvious. Between the paragraphs, discourse makers are also used in the passage to indicate the sequences of time and places to make the passage more logically. For example, at the beginning of some paragraphs, there are discourse makers, such as “Before starting out”, “The next morning”, “After they left Jasper”, “After they left Edmonton” and “After another day”. Here are more examples of discourse markers: Adding: also, beside, additionally, moreover, too Contrast: however, on the other hand, while, by contrast Reason: since, as, because Result: therefore, as a result, consequently, accordingly Emphasis: indeed, above all Order of events: first, second, next Time: as soon as, meanwhile Giving examples: for example, such as Comparing: similarly, likewise Concluding: to conclude, in summary, all in all 2. Match each of these discourse markers with the correct purpose. 1) however—B. to show contrast 2) since—C. to explain a reason 3) when—E. to show time 4) in addition—A. to add something 5) in fact—F. to emphasise 6) later—G. to describe the order of events 7) eventually—D. to show an end point in time to 3. Reconstruct the passage according to the mind map and following words: Before starting out,… During the first day,… The next day,…Later,… The next morning,… When the train arrived at the station, …After a night, …In addition to seeing… From Jasper, they…One of the first stops was… From Edmonton, the train… Daiyu and Liu Qian did not anticipate…Later they saw… After another day, eventually … Then, they spent the night… Night came again, the train… When they woke up the next morning,… At 9:30, the finally…All in all,… Step 4 Post-reading Activity 6 Thinking, discussion and text reconstruction 1. Discuss the following questions in groups and share answers. 1) What are some advantages of a rail journey? What are some gains you would have from travelling by rail? Make a comparison about different means of transportation. 2) Would you be interested in taking the same trip as Li Daiyu and Liu Qian? Why or why not? I would love to take such a journey. It seems so wonderful and relaxing, and I would get to see so many beautiful sites. 3) How is a rail journey different from other forms of travel, such as by plane or car? A rail journey is different from a car journey in that with a car journey, if you see something interesting, you can stop and take a look. A journey by plane will get you to your destination much faster than a trip by train or car. However, usually you cannot see much interesting from a plane window, and a plane gives much less space and fewer opportunities to get up and walk around than on a train. 2. Reconstruct the text by retelling the two cousins’ journey. Step 5 Evaluation and summary Activity 7 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your reading comprehension of the text content? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your understanding of the discourse makers of the text? (Good/Fairly good/Moderate/Just so so/Poor) 3. How is your learning effect? (Good/Fairly good/Moderate/Just so so/Poor) 4. What have you learned about the geography features of Canada? Activity 8 Summary Summarize what has been learned in this period, especially the content, the structure and writing style. At the same time encourage the students to explore more about Canada. Homework: 1. Complete the reading comprehension exercises in the reference book. 2. Preview the new language items in the text by reading the explanations in the reference book. 学科网（北京）股份有限公司 $