Unit 4 Journey Across a Vast Land 单元教学设计-2025-2026学年高二英语人教版(2019)选择性必修第二册

该高中英语教学设计围绕Unit4“横跨广袤土地的旅程”，整合听、说、读、写及语法技能。通过名言导入、视频展示、图片预测等方式衔接前后知识，借助思维导图梳理旅行路线、表格分析文本结构、角色扮演等学习支架，引导学生逐步掌握主题内容。 资料以任务型教学为特色，如听后角色扮演国际友人游览中国城市，提升语言表达与跨文化意识；读中用流程图分析文本结构，培养思维品质。结合视频、思维导图等多媒体手段，强化语言能力，助力学生综合运用英语，也为教师提供清晰教学流程，提升课堂效率。

课题 Unit4 journey across a vast land Listening and speaking 主备课人 田文娴 辅备教师 课型 Listening and speaking 课时安排 2 备课日期 学情分析 The students of Jiayu Senior High School do badly in English generally, so we have to adopt different methods to adjust to this situation. 教学目标 At the end of this section, students will be able to: predict the main idea of the conversation according to the pictures; obtain more information about Canada from the conversation; express surprise and curiosity and end a conversation naturally; develop a better awareness of introducing geography and culture of China. 教学重点 To catch the information needed to answer the questions; To learn how to express surprise and curiosity and end a conversation naturally. 教学难点 Students can talk about scenery and culture of one random city appropriately. 板书设计 课 后 反 思 备课组长审阅 年 月 日 年级工作处 查阅 年 月 日 教学流程设计 个性化设计 Step Pre-listening Activity 1: Predict what Li Daiyu, Liu Qian and Anna will be talking about according to the following picture. Suggested answers: The answers may vary. StepII While-listening Activity 2　Listen to the conversation and tick the key words that they mention. Furthermore, think about the words and then describe the main idea of the conversation. Suggested answers: Lake Louise Go skating Continental climate Edmonton Winnipeg Beijing to Moscow Activity 3 Listen for details. Listen again and answer the questions. 1. What do people do when Lake Louise freezes over in winter? 2. what does Anna say about Canadian summers? 3. How far is it from Edmonton to Winnipeg? 4. What kinds of things do people do in Winnipeg? 5. What other long rail journey have Li Daiyu and Liu Qian taken? Suggested answers： People like to go skating on the ice. Many areas of south Canada have very hot summers. More than 1,300 kilometers. Skiing, hiking, camping, and city things like movies or restaurants on the weekends. They travelled from Beijing to Moscow on the Trans-Siberian Railway through Mongolia. Step III Post-listening Activity 4 Ask students to take out the listening texts from the envelope that is on the desk. A mission is given to the students: to find out the phrases or sentences that express surprise and curiosity. Students will finish the task while playing the tape. Activity 5 Summarize what students found in the listening texts. To help students accomplish the activity 6, then, present some expressions that end a conversation naturally to students. Activity 6 Ask students to role-play taking international friends to visit XXX city. During the conversation, students have to use the expressions on the screen to introduce one certain scenery or culture of the city. Three characters are needed in the role-play: a guide and two international visitors. Step IV Summary At the end of the lesson, the students have learned: 1. a conversation about the scenery of Canada; 2. to review a skill for listening: predict by using pictures; 3. express surprise and curiosity and end a conversation naturally. The most important lesson: To introduce Chinese scenery and culture to the World!!! Step V Homework Ask students to read the listening text again and circle the idioms in it; Try to understand the idioms in the text and match their meanings in Part 3; Make some sentences by using the idioms and share them with classmates in the next class. 集体备课会议备课组长签署意见： 课题 Unit4 journey across a vast land Reading for writing 主备课人 田文娴 辅备教师 课型 Reading for writing 课时安排 4 备课日期 2023.12.25 学情分析 The students of Jiayu Senior High School do badly in English generally, so we have to adopt different methods to adjust to this situation. 教学目标 (1)Knowledge Objectives: a) Students can understand the passage and learn more about travel journal. b) Students will know the structure of the writing. (2) Ability Objective: Students can write a passage with the certain topic through imitation and practice. (3) Emotional Objectives: Students can foster the interest and desire of learning English and be fond of talking part in kinds of class activities. 教学重点 Help students understand the content and structure of the passage. 教学难点 Guide students to write a travel journal by themselves. 板书设计 课 后 反 思 备课组长审阅 年 月 日 年级工作处 查阅 年 月 日 教学流程设计 个性化设计 Step 1 lead in Activity1 Review the route of “seeing the true north via rail:Vancouver and the heart of Canada” Activity 2 Finish the route of the two girls’ trip across Canada Through these two activities, teachers can guide ss to predict the route of the two girls in this part, meanwhile arousing ss’ interest in exploring the next leg of the two girls’ trip. Step2 Pre-writing Activity3 skimming for the structure: How many parts can the passage be divided into? What about the main idea of each part? After this activity,teachers should help ss to jump to one conclusion that a travel journal is developed by place/time. Activity4 detailed reading (pair work) What did the girls experience in Toronto? What did the girls experience in Montreal? Teachers can instruct ss to think of these questions from the four aspects below: Where did they go? What did they see? What did they do? How did they feel? Students will work in groups of four to talk about these questions, two groups for Toronto part,another two for Montreal part. After this activity, ss are expected to get a conclusion that when writing a travel journal,we can write something about where we went,what we saw,what we did and how we felt. Activity 5 Make a short summary about what we should include when writing a travel journal.(The major contents of a travel journal should include who,where,what,how and when.) Step3 While-writing Activity 6 Give ss a theme on travel experience to write about, and ss should have a short review on how to write an e-mail first before writing. Activity 7 ss are expected to design an overall structure of how to write the body part of the e-mail,that is,a travel experience.(The body part should involve three parts,also tc have to remind ss of the appropriate tense and order to be used in their writing.) Activity 8 After the structure instruction before, tc will have to prepare ss for the writing language from the three parts of a travel experience,mainly in a form of translation,including some universal sentences and other imitative sentences written according to the original examples in writing. Activity 9 Time for ss to write their own masterpiece based on the given example. Step4 post-writing Activity 10 ss will be required to check their writing on their own and then exchange with their partners their work and check it,finally show time for some ss. 课题 Unit4 journey across a vast land Reading and thinking 主备课人 田文娴 辅备教师 课型 Reading 课时安排 4 备课日期 2023.12.25 学情分析 The students of Jiayu Senior High School do badly in English generally, so we have to adopt different methods to adjust to this situation. 教学目标 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.Realize the positive impact of journey on one’s life by discussing related topics. 教学重点 Help students to analyses understand the text by drawing a flow chart. 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. 板书设计 课 后 反 思 备课组长审阅 年 月 日 年级工作处 查阅 年 月 日 教学流程设计 个性化设计 StepⅠ Lead in Activity 1 A warming-up activity is based on the quota on opening page of unit4, “Travel far enough, you meet yourself” of David Mitchell. Then, ss will be asked where they will go and how will they travel if given an opportunity. After this, tc will introduce the topic by telling ss about the protagonists’ choice-- a rail journey across Canada,along with two questions: 1. What do you know about rail journeys? 2. What do you expect to see when going on a rail journey across Canada? Given that ss in my class have limited knowlege about Canada, here a video about Canada will be posted. Step II Pre-reading Activity 2 Look at the title and predict what the text will talk about. Activity 3 According the information mentioned, predict what would be included in a travel journal. Step III While-reading Activity 4 Fast-reading Scanning for some information of the text,especially the time and place in the text,then answer how the passage is organized. Activity 5 Fast-reading Skimming for the main idea of each para. Activity 6 Careful-reading Reading for details of each para. Para 1 read for background information, including who,why,where,how and the mood. Para 2-6 work in groups to analyze the following paras according to the table below. Activity 7 Draw the mind map of the travel route. Activity 8 Discussion Based on what they saw and learnt,what do you think they have gained from the journey? Activity 9 Reading skills Read for the discourse markers Step IV Post-reading Activity 10 Deep thinking “It is better to travel ten thousand miles than to read ten thousand books” What can travel bring to us？ Based on limited horizon of ss, a video on this will be posted after a discussion. 课题 Unit1 journey across a vast land Discovering useful structures 主备课人 田文娴 辅备教师 课型 grammar 课时安排 2 备课日期 2023.12.25 学情分析 The students of Jiayu Senior High School do badly in English generally, so we have to adopt different methods to adjust to this situation. 教学目标 a. Knowledge Objectives Students can master the difference in uses and meanings of past participles and -ing forms. Students can practice using the past participles and the -ing forms to create adverbial clauses. b. Ability Objective Students can express their own ideas through using past participles and -ing forms. c. Emotional Objective Students can develop the interest and desire of leaning English grammar. 教学重点 To help students identify the usage of past participles and -ing forms. 教学难点 How to use past participles and -ing forms properly. 板书设计 课 后 反 思 备课组长审阅 年 月 日 年级工作处 查阅 年 月 日 教学流程设计 个性化设计 Step 1 Presentation 1.Seen from the train window, the mountains and forests of Canada looked massive. 2.Looking at the beautiful scenery, they both agreed that it was the most awesome journey they had ever taken. 3.She felt so touched that she couldn’t utter a single word. 4.The thought of crossing the whole country by rail was exciting. Questions: What’s the functions of past participles and -ing forms in these sentences? Step 2 Activity 1 Ⅰ. 过去分词作表语 1、 系动词be/ get /feel/ remain/seem/ look/ become + 过去分词（表语 - 主语状态） 2、 过去分词作表语时与被动语态的区别 *被动语态的基本结构是：be done（有时用get）,在句中作谓语；过去分词单独使用不和be动词连用，不作谓语 *系表结构中的表语是形容词或名词，v-ed作表语时，相当于一个形容词，此时要结合语境判断有无被动含义。 *被动语态多与by连用，v-ed 作表语则不用 The window is closed. The window is closed by my mom. She is surprised. 3、 情感类动词过去分词作表语与现在分词作表语的区别 现在分词：主动，令人.... ( 饰物); 过去分词：被动（人被引起感觉）人感觉...的 ( 饰人、声音或 表情等); II. 过去分词作状语：相当于一个状语从句，可以表示时间、让步、条件、原因、方式和结果。 一、作状语的类型 ①时间状语：可在分词前加上连词“when, while, until”, 使意义更明确 Asked whether he could help me, he agreed readily. → When he was asked whether he could help me, he agreed readily. ②原因状语：（相当于原因状语从句或并列句） Frozen in a panic, I had no idea what to do. →Because I was frozen in a panic, I had no idea what to do . →I was frozen in a panic, and I had no idea what to do. ③条件状语：（可加连词 if, unless等转换成条件状语从句） Given the right to deal with their own money, children will be delighted. →If children are given the right to deal with their own money, they will be delighted. ④让步状语：（可加 although, though, even if, even though, whether...or 等连词转换成让步状语从句） Though defeated by the champion,we all cheered with great joy. →Though we were defeated by the champion, we all cheered with great joy. ⑤作方式、伴随状语：（相当于and连接的并列句） There will be lectures on the importance of reading, followed by performance of children. →There will be lectures on the importance of reading, and they are followed by performance of children. 2、 有的过去分词源于系表结构，作状语不强调被动而重在描述主语的状态 lost :迷路 ; seated :坐; hidden :躲 lost/absorbed in :沉溺于; dressed in :穿着; tired of :厌烦 3、 独立主格：逻辑主语加过去分词（表原因、时间、条件等） “That’s pretty and it looks warm,” the lady cried excitedly, her eyes filled with tears of gratitude. 4、 过去分词作状语和现在分词作状语的区别 过去分词与句子的主语存在逻辑上的被动关系 （被动/主语状态）；·现在分词与句子的主语存在逻辑上的主动关系（主动/进行/习惯） 1 学科网（北京）股份有限公司 $