Unit 4 Journey Across a Vast Land Using Language 教案-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-Using Language 内容导航 This part includes a listening dialogue about Canadian landscapes and a reading passage about Li Daiyu and Liu Qian’s trip to Toronto, Montreal and Halifax. It integrates travel talk, scenery description and cultural introduction, laying a foundation for writing a travel journal. 教学目标和重难点 1. 教学目标 Language Ability: Master travel-related vocabulary and sentence patterns, understand dialogues and narratives, and express journey experiences in English. Cultural Awareness: Learn about Canada’s geography, cities and bilingual culture, enhance cross-cultural understanding and respect for different cultures. Thinking Quality: Train skimming, scanning and logical analysis, summarize routes and details, and develop critical and organized thinking. Learning Ability: Cultivate autonomous and cooperative learning, use context and maps to comprehend texts, and form effective English learning strategies. 2. 教学重难点 Key Points: Grasp core vocabulary and sentence structures for travel description; understand the text’s time-place clue, extract Toronto and Montreal features; learn the travel journal framework. Difficult Points: Use complex sentences to describe scenery and feelings; distinguish cultural differences between cities; organize ideas logically to complete a coherent travel journal with rich details. 教学过程 Step 1 Lead-in Greet students and start the class with a travel-themed opening. Show pictures of famous Canadian scenic spots such as the CN Tower, Niagara Falls, and Montreal’s old town. Ask students to share what they know about Canada, including its location, languages, and natural scenery. Encourage free expression to activate prior knowledge and arouse interest. Play a short video of a train journey across Canada, presenting vast plains, blue lakes, modern cities, and unique cultural streets. Ask students to watch carefully and then answer questions: What impresses you most in the video? Have you ever taken a long train trip? How did you feel? Guide students to express their thoughts briefly, creating a relaxed classroom atmosphere and naturally leading to the topic of crossing Canada by train. Introduce the background of the unit: Li Daiyu and Liu Qian are on a train trip across Canada, experiencing diverse landscapes and cultures along the way. Tell students this class will focus on their experiences in major cities and learn to talk and write about journeys, clarifying learning tasks to help students set clear goals. Step 2 Pre-listening & Pre-reading Teach key vocabulary related to travel, scenery, and cities, including words and phrases like proceed, astonish, misty, downtown, unique, Quebec culture, be astonished to do, in contrast to. Explain meanings, pronunciations, and collocations with example sentences, and guide students to read aloud for mastery. Present a map of Canada, marking Toronto, Montreal, Halifax, and the train route. Ask students to observe the map and predict: What might the two girls see and do in these cities? What cultural differences may exist between eastern and western Canada? Encourage reasonable guesses to cultivate predictive ability. Design simple pre-questions: What is the largest city in Canada? What languages do Canadians speak? What natural wonder is near Toronto? Let students think and answer, checking background knowledge and preparing for text comprehension. Step 3 While-listening Play the listening dialogue about the train trip conversation. Ask students to listen for the first time and answer general questions: Who are talking? What are they mainly talking about? Students answer independently, then check answers to grasp the main idea. Play the recording a second time with more detailed tasks: List the geographical features mentioned, such as mountains, prairies, lakes; write down activities people do in different areas; note Anna’s introduction of Winnipeg. Students take notes while listening, then pair-check to improve listening for specific information. Play a third time for sentence filling and true-false judgment. Use key sentences from the dialogue to test accurate comprehension. Explain difficult sentences, analyze sentence structures, and help students understand implied meanings. Guide students to imitate the dialogue’s tone and expressions, focusing on pronunciation and intonation to enhance oral expression. Organize pair work: Role-play the dialogue between Daiyu, Liu Qian, and Anna, replacing content with personal travel experiences. Walk around to guide and encourage active participation, consolidating listening input and applying language in communication. Step 4 While-reading Ask students to skim the reading passage independently and divide it into parts by time and place shifts. Label paragraphs for Toronto, Montreal, and Halifax, summarize main activities in each city, and complete a table. Check answers to help students grasp the text structure and clue. Conduct detailed reading: Assign task-based questions for each city. For Toronto: Why is it important? What did the girls do? What did they see? For Montreal: How is it different from Toronto? What culture does it have? For Halifax: Where is it? What is the train route? Students underline answers, then discuss in groups to train detailed information extraction. Analyze key sentences: Select sentences describing scenery and feelings, such as “they were astonished to see misty clouds rising from the great Niagara Falls” and “Montreal is a city with wonderful sights and sounds”. Analyze sentence structures, non-finite verbs, and attributive clauses, explain expression functions, and guide imitation. Explore cultural connotations: Compare Toronto’s modern multicultural features with Montreal’s unique Quebec culture. Discuss questions: Why does Montreal have distinct culture? What can we learn from cross-cultural differences? Guide deep thinking to enhance cultural awareness. Step 5 Language Points Explanation Systematically explain key words and phrases: Analyze part of speech, collocations, and synonyms/antonyms for proceed, astonish, misty, downtown, unique, owe, contrary. Provide multiple example sentences and design blank-filling practice for application. Focus on important sentence patterns: Summarize structures like “be astonished to do sth”, “see sb/sth doing sth”, “in contrast to”, “it is true of…”. Analyze components with text examples, guide students to make original sentences, and correct mistakes timely. Explain long and difficult sentences: Break down complex sentences with clauses, clarify logical relations, and teach analysis methods. Let students practice paraphrasing to improve comprehension and application of complex structures. Design consolidation exercises: Multiple choices, word formation, and sentence rewriting. Students finish independently then check answers, explaining error causes to strengthen mastery. Step 6 Post-reading & Speaking Organize group discussions: What is your favorite city in the text? Why? If you travel to Canada, which city would you first visit? What preparations would you make? Each group shares ideas, and representatives present to train logical and oral expression. Conduct role-play: Imagine interviewing Lin Fei or Jean-Philippe. Create interview questions about life and culture in Toronto/Montreal, practice in pairs, and perform in class to apply language flexibly. Guide summary: Ask students to summarize what they learned about Canadian cities, cultures, and useful expressions. Teacher supplements and emphasizes key points to form a complete knowledge system. Step 7 Writing Guidance Introduce the travel journal writing task: Write a short journal as Li Daiyu, recording the trip to Toronto and Montreal, including scenery, activities, feelings, and cultural impressions. Analyze the travel journal structure: Introduction (trip purpose and destination), body (scenery, activities, feelings), conclusion (feelings and harvests). Provide a framework and key expressions for each part. Analyze the model text: Extract excellent descriptions of scenery, feelings, and cultural details. Summarize writing skills: use time/place clues, combine scenery and feelings, and add cultural elements. Guide outlining: Students list key points independently, then exchange drafts in pairs for suggestions. Teacher helps improve logic and detail richness. Students start drafting independently, using learned vocabulary and sentences. Teacher walks around to offer individualized guidance, solving vocabulary, grammar, and structure problems. Step 8 Revision & Exhibition Explain revision criteria: clear structure, accurate vocabulary, fluent sentences, rich details, and sincere feelings. Provide a revision checklist for self and peer assessment. Students revise journals independently first, then exchange drafts in pairs to check for mistakes and suggest improvements. Teacher collects typical works for whole-class comment, praising strengths and pointing out revisions. Select excellent journals for class exhibition, reading aloud and appreciating. Encourage students to learn from each other and enhance writing confidence. Step 9 Summary & Homework Lead students to review the class: listening skills, reading strategies, key language points, cultural knowledge, and travel journal writing. Emphasize integrating language learning with cultural understanding. Assign layered homework: Recite key words, phrases, and model sentences. Polish and complete the travel journal. Surf the Internet to collect more Canadian travel information and prepare a short oral introduction. Preview the next part’s content. End the class with encouragement: Hope students explore the world with English, experience different cultures, and improve comprehensive competence. Wish them happy learning and see you next time. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $