Unit 4 Journey across a Vast Land Workbook 教案-2025-2026学年高中英语人教版选择性必修第二

WORKBOOK-UNIT 4 JOURNEY ACROSS A VAST LAND 内容导航 This workbook section focuses on a cross-Canada rail journey, covering scenic spots, geography, and climate. It consolidates vocabulary, grammar, reading skills, and trains students to describe journeys and express personal feelings in English. 教学目标和重难点 1. 教学目标 Students improve language competence by mastering travel vocabulary and complex sentences. They enhance cultural awareness by learning Canadian landscapes and customs. Logical and critical thinking is developed in analyzing the text structure and journey details. Learning abilities are strengthened via autonomous and cooperative learning strategies. 2. 教学重难点 Key points include mastering travel-related words, past participle phrases as adverbials, and “It is not until...that...”. Difficult points lie in using long sentences coherently, analyzing text logic, and writing a complete travel email with rich details and smooth expressions. 教学过程 Step 1: Lead-in Greet the whole class and start the lesson with a short video showing Canada’s natural scenery, including towering mountains, dense forests, vast grasslands, and blue lakes. Ask students to share their impressions of Canada in simple English. Encourage them to mention words like “beautiful”, “vast”, “amazing”, and “scenic”. Then tell students that today they will finish the workbook tasks of Unit 4 Journey Across a Vast Land, review what they have learned in the main textbook, and improve their comprehensive English skills. Ask students to recall the main story of the unit’s reading passage. Invite two or three students to briefly retell the journey of Li Daiyu and Liu Qian across Canada. Remind them to include the starting point, main places they visited, and the scenery they saw. Correct their mistakes gently and supplement key information. This activity activates prior knowledge, creates a relaxed learning atmosphere, and helps students quickly focus on the lesson theme. Step 2: Vocabulary Practice Present key vocabulary from the workbook on the blackboard or screen, such as “massive”, “literally”, “breathtaking”, “proceed”, “confirm”, “frost”, “duration”, and “anticipate”. Explain the meaning of each word with context and example sentences from the workbook. For example, use “The mountains looked massive from the train window” to help students understand “massive”. Guide students to notice word forms, collocations, and part-of-speech changes. Design a word-matching exercise: let students match English words with their Chinese meanings or synonyms. Then do a blank-filling task using the new words. Provide sentences with blanks and ask students to fill in the correct forms of the given words. Walk around the classroom to check their answers, explain common errors, and emphasize usage rules. For instance, distinguish between “literally” and “actually”, and teach collocations like “confirm a fact” and “anticipate doing something”. Organize a pair work: ask students to make their own sentences with at least five key words. Encourage them to connect words to travel experiences. Invite some pairs to read their sentences aloud and give positive feedback. This helps students memorize words firmly and use them flexibly. Step 3: Grammar Review and Practice Focus on two important grammar points: past participle phrases used as adverbials and the emphatic structure “It is not until...that...”. Review the rules of past participle phrases first. Explain that past participle phrases show time, reason, condition, or accompanying circumstances, and the logical subject must be consistent with the subject of the main clause. List typical examples from the workbook, such as “Seen from the hill, the park looks more beautiful”. Analyze the sentence structure and ask students to identify the logical subject. Provide several incomplete sentences and ask students to rewrite them using past participle phrases. For example, change “When we are guided by the teacher, we understand the text better” into “Guided by the teacher, we understand the text better”. Walk around to offer help and explain mistakes. Then teach the emphatic sentence structure “It is not until + time/ clause + that + rest of the sentence”. Compare it with the ordinary sentence to highlight the emphatic effect. Give examples like “It was not until midnight that he came back home”. Let students do workbook grammar exercises independently. After they finish, check answers together and analyze difficult items. Encourage students to summarize the rules by themselves to deepen their understanding. Design a creative practice: ask students to write two sentences, one using a past participle phrase as an adverbial and the other using the “It is not until...that...” structure, related to the cross-Canada journey. This integrates grammar with the unit theme and improves practical application ability. Step 4: Reading Comprehension Tasks Guide students to read the workbook passages carefully. Tell them to use reading strategies like skimming for the main idea and scanning for specific details. First, ask students to skim the text and answer two questions: What is the main topic of the passage? What is the writer’s attitude towards the cross-Canada journey? Let students share their answers and explain how they found the key information. Then assign scanning tasks: ask students to find specific information such as the route of the journey, the weather conditions, the main scenic spots, and the duration of the trip. List these questions on the screen and give students enough time to read and mark answers. Check answers one by one and guide students to locate key sentences quickly. For difficult paragraphs, lead students to analyze sentence structures and understand long and difficult sentences. Design inference questions to train students’ critical thinking. For example, ask “Why did the cousins choose to travel by train instead of by plane?” and “What can we infer about Canada’s geography from the passage?”. Encourage students to discuss in groups and express their opinions freely. Remind them to find evidence in the text to support their ideas. Guide them to summarize Canada’s geographical features, such as vast territory, diverse landscapes, and rich natural resources. This improves reading skills and deepens their understanding of the unit theme. Ask students to summarize the text structure. Help them find that the passage is organized in the order of time and space. Explain that this structure makes the narration clear and logical. Let students underline the words and phrases that show time and place, such as “when”, “then”, “after that”, “Vancouver”, “Lake Louise”, “Toronto”. This helps students master narrative writing skills for later writing tasks. Step 5: Listening Practice Play the workbook listening material related to the journey theme. Before listening, tell students to read the listening questions carefully and predict possible content. Explain key words in the questions to avoid misunderstanding. Play the audio for the first time and ask students to get the general idea. Let them answer the general questions without taking detailed notes. Play the audio for the second time and ask students to finish detailed blank-filling or multiple-choice questions. Pause the audio at key points if necessary to help students catch information. After listening, check answers and replay difficult parts for students to confirm. Ask students to share listening difficulties, such as fast speed or unfamiliar words, and give targeted tips, like focusing on key words instead of every word. Play the audio for the third time and ask students to follow and read aloud. This improves listening and pronunciation simultaneously. Encourage students to imitate the intonation and stress of the recording. This integrated listening and speaking practice enhances students’ oral expression and consolidates the unit’s language points. Step 6: Speaking and Discussion Organize a group discussion about travel experiences. Divide students into groups of four. Ask them to talk about their unforgettable journeys, including where they went, how they traveled, what they saw, and how they felt. Encourage them to use the vocabulary and sentences learned in this unit. Walk around to join discussions, offer language help, and encourage shy students to speak. Each group chooses a representative to share their group’s stories with the whole class. Praise their performances and highlight excellent use of vocabulary and grammar. Ask other students to listen carefully and ask simple follow-up questions. This activity improves oral English, cultivates cooperative spirit, and connects language learning with real life. Raise a cross-cultural question: “What are the differences between traveling in China and traveling in Canada?”. Let students discuss cultural differences in transportation, scenery, and customs. Guide them to respect different cultures and broaden their international vision. This enhances cultural awareness and deepens cross-cultural understanding. Step 7: Writing Guidance and Practice Introduce the writing task: writing an email about a rail journey across a vast land, referring to the unit’s content and workbook examples. Explain the structure of a travel email: greeting, introduction of the journey, detailed description of scenery and experiences, feelings, and closing. List useful expressions for each part on the screen, such as “I am writing to tell you about my amazing journey”, “The scenery along the way was breathtaking”, and “I will never forget this wonderful trip”. Analyze the sample email in the workbook. Guide students to find its advantages, including clear structure, rich details, smooth transitions, and proper emotion expression. Point out how to use complex sentences and advanced vocabulary to improve writing quality. Emphasize the use of time-order words to make the writing coherent. Ask students to outline their own emails. They should decide on the journey route, key scenery, and main feelings. Remind them to include specific details to make the writing vivid. Walk around to check outlines and give suggestions. Then let students write independently. Encourage them to use grammar points and vocabulary learned in this lesson. After finishing writing, organize peer correction. Students exchange papers and check for grammar mistakes, spelling errors, and coherence. They can also highlight good expressions. Then return papers and ask students to revise their writing based on feedback. Invite some students to read their emails aloud. Comment on their work positively and point out areas for improvement. This writing process improves students’ written expression and self-correction ability. Step 8: Consolidation and Summary Lead students to review the key content of this lesson: important vocabulary, grammar rules, reading skills, and writing structures. Ask students to summarize what they have learned by themselves. Invite several students to share their summaries and supplement missing points. Design a comprehensive consolidation exercise: mix vocabulary, grammar, and reading comprehension questions in a short quiz. Let students finish it quickly to test their mastery. Check answers and explain confusing points immediately. Assign homework: 1. Review all vocabulary and grammar in the workbook. 2. Polish the travel email and make it more vivid. 3. Find more information about Canada’s culture and scenery online and prepare a short oral introduction for the next class. End the lesson by encouraging students to love nature, explore the world, and use English to share their travel stories and cultural experiences. Emphasize that learning English helps them know the world better and communicate with people from different cultures. Step 9: Extension and Deep Learning Provide extra reading materials about other scenic train journeys around the world, such as train trips in Switzerland, Norway, and Australia. Ask students to read in groups and compare them with the cross-Canada journey. Guide them to find similarities and differences in scenery, transportation, and culture. Ask groups to make a simple poster introducing one scenic train journey. They should include key information, pictures, and personal comments. Encourage them to use English as much as possible. Each group presents their poster to the class. This activity expands knowledge, cultivates creative thinking, and improves practical application ability. Organize a short debate: “Which is better, traveling by train or by plane?”. Divide students into two teams and give them time to prepare arguments. Let them debate politely using English. Guide them to express opinions clearly and listen to others carefully. This improves logical thinking and oral expression, and lets students view travel from different perspectives. Conclude the extension part by telling students that travel is not only about enjoying scenery but also about learning cultures and broadening horizons. Encourage them to keep exploring and use English as a tool to record their experiences and communicate with the world. Step 10: Reflection and Evaluation Ask students to write a short reflection in English about their learning in this lesson. They should write down what they have mastered, what difficulties they still have, and what they want to improve. Collect their reflections to understand their learning situations and adjust teaching methods accordingly. Conduct a simple class evaluation. Praise students who are active in answering questions, participating in discussions, and finishing tasks well. Encourage students who are shy to be more active next time. Tell everyone that every student has made progress and emphasize the importance of continuous effort. Ask students to evaluate their own learning performance. Let them think about whether they have concentrated in class, finished tasks carefully, and actively cooperated with group members. Guide them to set small learning goals for the next lesson. This self-evaluation helps develop good learning habits and improve learning awareness. Finally, end the lesson with positive feedback. Remind students to review regularly and preview the next unit’s content. Encourage them to use English in daily life to improve their comprehensive competence continuously. 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 $