Unit 1 Wish You were Here-Reading 教案-2025-2026学年高中英语译林版选择性必修第三册

Unit 1 Wish You were Here-Reading 教学目标和重难点 1. 教学目标 It focuses on language competence, cultivates cultural awareness by understanding Canadian diversity, develops thinking quality through text analysis, and improves learning ability via autonomous and cooperative exploration. 2. 教学重难点 Key: Master core vocabularies and complex sentences in the text; grasp its main idea and structure. Difficult: Understand the logical connection of the text and use language to express cultural diversity. 教学过程 Step 1: Lead-in The teacher starts the class with a question: “If you could travel to any country in the world, which one would you choose and why?” Then, show students pictures of Canada’s famous scenic spots, such as the Rocky Mountains, Niagara Falls, Banff National Park and Dr Sun Yat-Sen Classical Chinese Garden in Vancouver, with simple English introductions. After that, invite 2-3 students to share their opinions about the pictures or their dream travel destinations. Finally, the teacher leads to the topic: “Today, we will read a passage about Canada, a country with breathtaking beauty and rich diversity, and explore its charm together.” Step 2: Pre-reading First, the teacher presents the core vocabularies and phrases in the reading passage, including distinct, ethnic, diversity, glacier, sample, carved, remote, indigenous, multiculturalism, stretch from...to..., by means of, off the beaten track. For each vocabulary, the teacher explains its meaning, part of speech and usage with simple English, and combines examples related to the text to help students understand. For example, when explaining “distinct”, the teacher says: “Distinct means very different or clear. In the text, it says ‘Canada is one of the most ethnically diverse nations in the world with distinct cultures’, which means Canada has different and clear cultures.” For “off the beaten track”, the teacher explains: “It means a place that is not popular or frequently visited by tourists. In the text, Cape Breton Island is such a place.” Then, the teacher introduces the background knowledge of Canada briefly: Canada is a country stretching from the Atlantic to the Pacific Ocean, with ten provinces and three territories. It is one of the most ethnically diverse nations in the world, and has been celebrating Multiculturalism Day since 2002. This introduction helps students understand the cultural and geographical background of the text, reducing the difficulty of reading. Finally, the teacher asks students to predict the main content of the passage according to the title “Canada - a land of diversity” and the pictures shown in the lead-in. Students can discuss in pairs for a while, then share their predictions. The teacher comments on students’ predictions positively, encouraging them to think actively. Step 3: While-reading This step is divided into three parts: fast reading, careful reading and deep reading, to help students understand the text step by step. 3.1 Fast Reading The teacher asks students to read the passage quickly, and answer two questions: 1. What is the main idea of the passage? 2. What aspects of Canada does the passage introduce? After students finish reading, the teacher invites several students to answer the questions. Then, the teacher summarizes: The main idea of the passage is to introduce Canada’s geographical diversity, ethnic diversity and cultural diversity, showing that Canada is a unique and charming country. The passage mainly introduces three aspects of Canada: geographical diversity, ethnic diversity and cultural diversity. Design Intention: Fast reading aims to train students’ ability to grasp the main idea and key information of the passage quickly. By setting simple and direct questions, students can focus on the core content of the passage during fast reading, avoiding reading word by word and improving reading speed. The teacher’s summary helps students sort out the framework of the passage, laying a foundation for careful reading. 3.2 Deep Reading The teacher guides students to read the passage again, and discusses the following questions in groups: 1. What is the function of the first sentence of the passage? (“Canada is like a blooming flower, unfolding with breathtaking beauty and richness to win the heart of those who enjoy what it has to offer.”) 2. What is the logical relationship between the paragraphs of the passage? How does the author connect the different aspects of Canada? 3. Why does the author mention Multiculturalism Day in the passage? What does it reflect? 4. What is the author’s attitude towards Canada? How can you tell? After the group discussion, the teacher organizes the whole class to communicate. For question 1, the teacher guides students to realize that the first sentence uses a metaphor, comparing Canada to a blooming flower, which vividly shows Canada’s beauty and richness, and attracts readers’ attention. For question 2, the teacher summarizes that the passage adopts a “total - partial - total” structure: the first paragraph is the total, introducing Canada’s overall characteristics; paragraphs 2 to 4 are the partial, introducing geographical, ethnic and cultural diversity respectively; the last paragraph is the total, summarizing the charm of Canada. The author uses transitional words and sentences to connect different aspects, such as “Apart from its geographical diversity” and “This ethnic variety, in turn, brings about cultural diversity”. For question 3, the teacher explains that mentioning Multiculturalism Day reflects Canada’s emphasis on cultural diversity and the country’s inclusive attitude towards different cultures. For question 4, the teacher guides students to find the words and sentences in the passage that reflect the author’s attitude, such as “breathtaking beauty and richness”, “unique place to live and visit”, which show that the author holds a positive and appreciative attitude towards Canada. Design Intention: Deep reading aims to cultivate students’ thinking quality, guiding them to analyze the text from the perspective of structure, rhetoric and author’s attitude. Group discussion encourages students to express their own views and exchange ideas, improving their critical thinking ability and language expression ability. The teacher’s guidance helps students dig out the deep meaning of the text, not just stay on the surface of the content, and understand the author’s writing purpose and emotional attitude. Step 4: Post-reading This step includes language consolidation, theme extension and emotional sublimation, to help students apply the knowledge they have learned and improve their comprehensive language ability. 4.1 Language Consolidation First, the teacher arranges a sentence-making exercise. Ask students to make sentences with the core vocabularies and phrases learned in pre-reading, such as distinct, diversity, sample, stretch from...to..., by means of, off the beaten track. Each student makes at least 3 sentences, then exchanges with their deskmates and corrects each other’s mistakes. The teacher randomly checks some students’ sentences and comments on them, emphasizing the correct usage of vocabularies and phrases. Then, the teacher selects several complex sentences from the passage, guides students to analyze their structure and translate them into Chinese. For example, “To the east of the Pacific coast rise the grand Rocky Mountains, which are home to high peaks and deep valleys carved by ice and water.” The teacher helps students analyze that this is an inverted sentence, with “To the east of the Pacific coast” as the adverbial of place, leading to the inversion of the subject and predicate; “which” guides a non-restrictive attributive clause, modifying “the grand Rocky Mountains”; “carved by ice and water” is a past participle phrase used as an attributive, modifying “high peaks and deep valleys”. Then, students translate the sentence independently, and the teacher checks and corrects it. Design Intention: Language consolidation is an important link to help students master the knowledge they have learned. Sentence-making exercises can help students flexibly use the new vocabularies and phrases, and improve their ability to use language. Analyzing complex sentences can help students understand the sentence structure of the passage, break through the difficult points of grammar, and lay a foundation for their own writing. 4.2 Theme Extension The teacher asks students to discuss the following topic in groups: “What can we learn from Canada’s multiculturalism? How should we treat cultural diversity in our daily life?” Students can combine their own experiences and knowledge to discuss freely. After the discussion, each group sends a representative to share their views. The teacher summarizes students’ views, emphasizing that cultural diversity is a precious wealth of human beings, we should respect different cultures, understand and tolerate cultural differences, and promote cultural exchange and integration. Then, the teacher invites students to introduce a place with cultural diversity in China, such as Yunnan, Guangxi and other places, using the words and sentences learned in the passage. This activity not only helps students apply the language knowledge, but also deepens their understanding of their own culture, enhancing their cultural confidence. Design Intention: Theme extension connects the text content with real life and students’ own culture, helping students transfer the knowledge they have learned to practical application. Discussing cultural diversity can cultivate students’ cultural awareness, guide them to respect and tolerate different cultures, and establish a correct view of culture. Introducing Chinese places with cultural diversity can enhance students’ cultural confidence and realize the integration of Chinese and foreign cultures. 4.3 Emotional Sublimation The teacher makes a summary of the lesson: “Today, we have learned about Canada’s geographical, ethnic and cultural diversity through reading. Canada is a beautiful and inclusive country, which tells us that diversity is the charm of the world. In our globalized world, we should not only understand and appreciate different cultures, but also cherish our own culture, and contribute to the exchange and development of world cultures.” Then, the teacher plays a short video about the beauty of cultural diversity in the world, letting students feel the charm of different cultures. Finally, the teacher encourages students to travel more, broaden their horizons, and experience different cultures in person. Step 5: Summary and Homework 5.1 Summary The teacher and students summarize the lesson together: In this lesson, we have learned a passage about Canada’s diversity, mastered the core vocabularies and phrases related to the text, understood the main idea and structure of the passage, and analyzed the author’s attitude and writing skills. At the same time, we have discussed the significance of cultural diversity, and enhanced our cultural awareness and cultural confidence. Design Intention: Summarizing the lesson together with students helps students sort out the knowledge system of the lesson, consolidate the key points, and let students have a clear understanding of what they have learned in this lesson. 5.2 Homework 1. Recite the core vocabularies and phrases of this lesson, and write 5 sentences with them. 2. Retell the passage in your own words, about 150 words. 3. Write a short passage about a place with cultural diversity that you know, about 200 words, using the writing skills learned in this lesson. Design Intention: The design of homework is hierarchical, which can meet the needs of different students. Reciting vocabularies and writing sentences helps students consolidate the language knowledge. Retelling the passage helps students master the main content and structure of the text, and improve their oral expression ability. Writing a short passage helps students apply the writing skills learned in the lesson, and improve their writing ability. At the same time, the homework is closely combined with the theme of the lesson, further deepening students’ understanding of cultural diversity. 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 $