Unit 4 Journey Across a Vast Land Reading and Thinking 课件（含教学设计） -2025-2026学年高中英语人教版选择性必修第二册

Unit 4 JOURNEY ACROSS A VAST LAND Reading and Thinking Warming up Let’s enjoy a video. Through the video, answer the following questions: 1. What is showed in the video? 2. What country is it? Warming up Let’s discuss. Focus on the topic of this unit and answer the following questions. 1. What do you think “a vast land” means? 2.Can you replace “journey” with another word? 3. What does the phrase “a vast land” remind you of? Let’s enjoy a rail journey across Canada! Pre-reading Read for the title and the gist What can we know from the title and the picture? 1.What does the true north mean? 2.What is the genre of this passage? 3.What will be talked about in the text? Read for the main idea of each paragraph While-reading In time order In space order How is the passage organized? While-reading In time order In space order How is the passage organized? While-reading discourse markers What are the places that they visited? While-reading their route: from west to east 小伦英语 Day(s) Place Transportation 1 2 3 4 5-7 China—Vancouver by air Vancouver(bay) by boat Jasper—Edmonton—Canadian Prairie—Winnipeg—Ontario—Lake Huron—Toronto Vancouver(forest) on foot Vancouver—Lake Louise by train, by taxi Lake Louise—Jasper by coach by train While-reading What were the transportations they adopted? The mind map of the travel route Vancouver China Lake Louise Jasper Ontario Winnipeg Canadian Prairie Edmonton Toronto While-reading Read and circle the discourse markers. If you are to find “places”, what kind of words should you pay attention to? Capitalized words. Post-reading Discussion: 1. What do you think of their journey? 2.Why do you think so? 3.Would you be interested in taking the same trip asLi Daiyu and Liu Qian did？Why or why not？ Summary Try to retell Li Daiyu and Liu Qian’s journey through the mind map and under the guidance of teacher Evaluation Homework Compulsory homework: Writing: Imagine that you are Li Daiyu, use the map and your notes, write an email to your parents telling them about your trip. Optional homework: Please design a four-day travel schedule by yourself, your schedule should include: 1.A detailed travel route 2.Time schedule Transportation PPT模板下载：/moban/ 行业PPT模板：/hangye/ 节日PPT模板：/jieri/ PPT素材下载：/sucai/ PPT背景图片：/beijing/ PPT图表下载：/tubiao/ 优秀PPT下载：/xiazai/ PPT教程： /powerpoint/ Word教程： /word/ Excel教程：/excel/ 资料下载：/ziliao/ PPT课件下载：/kejian/ 范文下载：/fanwen/ 试卷下载：/shiti/ 教案下载：/jiaoan/ 字体下载：/ziti/ Jasper THANK YOU! Travel far enough, you meet yourself.l ---David Mitchell 19 Lavf57.83.100 $ 教学设计 执教时间：2026年3月 教材版本：2019人教版选择性必修二 单元：第_4_单元 课题：Seeing The True North Via Vancouver and the heart of Canada 课型：Reading and Thinking 课时：第2课时(40分钟) 一、课标要求及解读 《普通高中英语课程标准中》指出，阅读教学的目标是以主题意义探究为目的，以语篇为载体，在理解和表达的语言实践活动中，融合知识学习和技能发展，通过感知、预测、获取、分析、概括、比较、创新等思维活动，构建结构化知识，在分析问题和解决问题的过程中发展思维品质形成文化理解，塑造学生正确的人生观和价值观，促进英语学科核心素养的形成和发展。 核心素养是课程育人价值的集中体现，是学生通过课程学习逐步形成的适应个人终身发展和社会发展需要的正确价值观、必备品格和关键能力。英语课程要培养的学生核心要素包括语言能力、文化意识、思维品质和学习能力等方面。英语课程围绕核心素养确立课程目标，因为核心素养是义务教育英语课程育人价值的集中体现，从语言能力到核心素养，可以清楚地看到课程目标从原来的语言能力单一维度拓展到四个维度，不仅是目标内容丰富了，而且目标站位更高，视野更宽。 《普通高中英语课程标准（2017年版）》创造性地提出了英语学习活动观，英语学习活动观提出学习理解，实践应用与迁移创新三个层级的活动。英语项目式学习是践行英语学习活动观的有效途径。本节课的设计紧紧围绕英语学习活动观理念来设计。根据《新课标》提出的六要素整合的英语学习活动观理念，关注学生学习参与的实际获得，创设与主题意义密切相关的语境，引导学生对文本主题意义的探究。在整个单元教学过程中关注文本育人价值，推动学生对主题意义的深度学习，构建新知，发展思维。在解决问题的过程中辨别真善美，达到学科育人，落实对学生学科学素养的培育，促进核心素养的实质——培养什么样的人的问题达成。 二、学习内容分析 本篇内容为人教版高中英语选择性必修二Unit 4 Journey Across A Vast Land——Reading and Thinking。该板块的活动主题是“了解乘坐火车横跨加拿大的旅行”(Learn about a rail journey across Canada 以时间和空间的顺序记述了 Li Daiyu和Liu Qian两姐妹从温哥华到大西洋沿岸自西向东的长途旅行经历。她们途经加拿大主要地区，了解了加拿大的自然和人文地理概况。文中记录了两个人的所见所闻、所思所想等。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与情感体验之中。 3、 学情分析 本节课授课对象为高二年级某班学生，主要谈论了加拿大的自然人文风光，学生们对这一话题非常感兴趣，这为本课的学习提供了有利条件。此外，通过高一一年的学习，学生对相关话题的词汇也有一定的掌握，已能运用略读、扫读等阅读技巧，从语篇中获取一定信息。且能够根据话题表达自己的观点态度。 但是很多学生很少接触加拿大地理文化方面的知识，不熟悉具体地名于景点名，会给学生阅读带来一定难度。因此教师应本着在聚焦对文本信息的理解，梳理，分析整合的基础上，引导学生结合自身经历和知识储备，将阅读文本与生活经历、现实世界联系在一起，综合思考、分析长途旅行对个人成长的意义。此外，教师应指导学生开展自主学习，合作学习和探究学习，培养学生阅读策略和技能，探究拓展性思维。 4、 学习目标 By the end of the lesson, the students are supposed 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. understand the positive impact of travelling on one's life by discussing related topics. 五、学习重点和难点 Key points: Analyze and understand the text by drawing a flow chart. Talk about the positive impact of travelling on one's life Difficult point: Figure out the structure of the passage and catch the key information by drawing a mind map. 六、评价任务 Task-Based language assessment; Self -assessment; Peer assessment. 七、学习方法 Problem-based learning; Self-directed learning;Teamwork 8、 学习资源 PowerPoint; blackboard;handouts 9、 学习过程 Step1: Warming up Watch a video about a trip in Canada, and answer the following questions: Q1:What is showed in the video? Q2:What country is it? Ss focus on the topic of this unit and answer the following questions: Q1:What do you think “a vast land” means? Q2:Can you replace “journey” with another word? Q3:What place does the phrase “a vast land” remind you of? 设计意图：To introduce the topic of traveling through a video and arouse Ss’ interest in discovering more about Canada. Step2: Pre-reading Ss look at the title and the picture to predict what the text will talk about. Q1:What does “the true north” mean? Q2:What is the genre of this passage? Q3:What will be talked about in the text? 设计意图：Cultivate the Ss’ ability to make predictions based on the context clues. Step3: While-reading Activity 1.Read for the main idea of each paragraph. Activity 2.Read for the structure. Q1:In what order does the article develop? How do you know that? Q2:How many parts can this passage be divided into? Please summarize each part and use a keyword to fill in the blanks. 设计意图：To form a deeper understanding Li Daiyu and Liu Qian’ travel route and to help students to sort the long passage in an effective way. Activity 3. Read for the details. Ss read paragraph 1 to 2 and finish the following tasks. 1. Fill In the chart 2. Choose the right answer for the following question. Ss read paragraph 3 to 6 and complete the following tasks. 设计意图：To cultivate student's abilities to read between the lines to find the needed information and explore the amazement and the meaning of the trip. Activity 4 Read for the writing technique. 1. Underline the discourse markers. 2. Read the article again and match the following discourse markers with the correct purpose. 设计意图：To help students focus on how discourse markers can show relationships in passages and learn the function of them. Step 4:Post-reading Group discussion 1. What do you think of their journey via rail? 2. Why do you think so? 3. Would you be interested in taking the same trip as LiDaiyu and Liu Qian did? Why or why not？ 设计意图：Lead students to be aware of the significance of travel and cultivate students critical thinking. Step 5: Summary Ss try to retell Li Daiyu and Liu Qian’s journey through the mind map and under the guidance of teacher. 设计意图：To help the students comb the text, summarize the main information to get a deeper understanding of the text. Step 6: Evaluation 设计意图：To reflect and evaluate. 10、 作业设计 Compulsory homework: Writing: Imagine that you are Li Daiyu, use the map and your notes, write an email to your parents telling them about your trip. Optional homework: Please design a four-day travel schedule by yourself, your schedule should include: 1. A detailed travel route 2. Time schedule Transportation 十一、板书设计 十二、教学反思 待授课后及时总结 学科网（北京）股份有限公司 $