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

该高中英语教学设计聚焦Unit4 Journey Across a Vast Land的阅读与思维，核心梳理游记时空线索、辨识语篇衔接词及运用阅读技巧。通过旅行名言和渔夫与商人故事导入，激活学生对旅行价值的思考，构建从已知到文本探究的学习支架。 此设计以分层阅读任务提升语言能力，如语篇衔接词分类训练；通过火车与飞机旅行对比及个人成长时间线写作发展思维品质；结合加拿大地理风貌学习培养文化意识。结构化归纳工具（表格、思维导图）助力学习能力提升，为学生提供综合素养发展路径，也为教师提供可操作的教学方案。

附件2 教学设计2026年巩义市普通高中英语学科市级优质课集中评选 授课顺序 授课题目：Unit4 Journey Across a Vast Land 授课时间：2026年6月3日 1 学科网（北京）股份有限公司 Unit4 Journey Across a Vast Land 教学设计 章节名称 Reading and thinking 内容与学情分析 教材内容分析 Journey Across a Vast Land依托人与自然、人与社会主题语境；内容以两名中国女孩Li Dayu和Liu Qian横穿加拿大的火车旅途为线索，依次呈现加拿大东西自然风貌与地域经济；文本共有六个自然段，行文采用时空并行的游记结构，以时间词串联行程；语言侧重写景句式与语篇衔接词；在梳理地理人文中拓宽跨文化视野，体悟慢旅行的内在价值。 学情分析 语言知识层面，本班学生整体水平较好，已掌握复合句、非谓语动词等语法，具备长难句分析能力；词汇储备 2000–3000，积累较多社科类词汇；熟练运用略读、扫读，可快速定位主旨和细节。短板是缺乏地理、旅行主题词汇，易混用逻辑衔接词，对游记时空交织的篇章结构较为陌生。通过本课学习，学生能够了解加拿大地理环境、自然风光、主要城市与地域人文，拓宽国际视野，感悟旅行的深层意义。 学习重点 1. 梳理游记时空线索，理清加拿大沿途地理、城市与风土信息； 2. 辨识文本中各类语篇衔接词，分清转折、因果、时序等逻辑； 3. 通过运用略读、寻读、细读等不同的阅读技巧，把握文本脉络，结构化梳理语篇。 学习难点 1. 自主剖析语篇时空交织的行文结构，结构化梳理语篇框架； 2. 结合文本深挖出行差异思辨，感受乘火车长途旅行给人们带来的独特体验，领会旅行的人文内涵。 学习目标 学完本课后，学生能够： 1. 语言能力：借助略读、寻读、细读等阅读策略，梳理文本行文脉络与游记内容，掌握语篇衔接词的功能与用法，理清句间逻辑关系。 2. 思维品质：自主分析游记时空交织的独特语篇结构，结构化梳理全文框架；依托文本辨析不同出行方式的差异，辩证体悟长途火车旅行的独特价值，提升逻辑思维与思辨能力。 3. 文化意识：了解加拿大的地理风貌、主要城市、地域经济与人文特色，拓宽国际文化视野，尊重多元地域文化，深刻理解慢旅行的人文精神内涵。 4. 学习能力：养成自主勾画关键信息、分类整理主题词汇的习惯，能以表格、思维导图等形式归纳文本信息，形成游记类文本的自主阅读方法。 教法与学法 教法：情境教学法、任务驱动法、合作探究法 学法：自主阅读法、小组合作探究法、结构化归纳法 设计思路 Journey Across a Vast Land 语言能力 文化意识 思维能力 学习能力 输出 Lead-in Pre-reading While-reading Post-reading 激活已知，进入主题 聚焦标题、图片，探寻主线 精读语篇，探寻意义 分析评价，提升思维价值 输入 超越语篇 深入语篇 基于语篇 寻主线 精读语篇，探寻意义 分析评价，提升思维价值 输入 输入 深入语篇 深入语篇 基于语篇 超越语篇 超越语篇 教学步骤 教师活动 学生活动 教学过程设计意图 Lead-in Activate prior knowledge & build learning context Step1: Present learning targets(1min) Present the lesson’s four core-competency objectives on Page 3 of the slide and give a concise introduction at the start of class, making the lesson’s learning focus explicit.. Read the listed learning goals attentively, understand the key learning tasks and core competency outcomes that need to be mastered after the class, and establish targeted learning awareness. Clarify students’ learning orientation at the beginning of the class, help students get rid of blind learning, enable them to carry out targeted reading exploration with clear core-competence improvement directions, and lay a foundation for efficient classroom learning. Step2: Activating background knowledge (2mins) Invite students to appreciate David Mitchell’s classic travel quote: Travel far enough, you meet yourself. Organize pair work to guide students to share their personal understanding of the sentence and simple travel insights. Then share a short story: “A businessman sees a fisherman relaxing on the beach. He says, ‘Work harder so you can relax later.’ The fisherman says, ‘But I’m already relaxed.’” Ask: “Who do you agree with? Keep this question in mind.” Read and understand the travel quote, discuss with partners actively, share personal understanding and brief travel experiences. Read the short story, think about the question “Who do you agree with — the businessman or the fisherman?” Independently form an initial opinion, and keep the question in mind as a thinking thread for the whole lesson. (A few volunteers may share their choice briefly.) Activate students’ thinking on the value of travel and the tension between “process vs. destination” through both a quote and a paradoxical story. Plant a cognitive seed that will be harvested in the post-reading sharing task. Pre-reading Focus on the title & generate core questions Step3: Predict the Content (5mins) Guide students to analyze the titleJourney Across a Vast Land and text illustrations carefully, and raise two progressive predictive guiding questions for students to think independently: 1. When and where was this photo taken? 2. What do you expect to read in this passage? Observe the title and text pictures intuitively, combine visual information and life experience to think over the guiding questions independently. Share personal guesses about the photo’s shooting background, predict the core content, scene characteristics and storyline of the passage, and form preliminary anticipation of the text. Stimulate students’ curiosity and exploration desire for the text, systematically cultivate students’ core predictive reading strategy. Adopt progressive questioning from visual details to text content, activate students’ situational thinking, lock the core exploration clues of the text, and realize a natural and smooth transition from context activation to in-depth textual reading. While-reading Layered reading & thematic exploration Step4: Identify the Structure (3mins skimming for main idea; 5mins scanning for passage structure) 1. Assign a 3-minute skimming task, requiring students to answer the following questions: (1) Who are the main characters? (2) Where did they go? Complete the timed skimming task efficiently, quickly locate key information, figure out the main characters and their cross-Canada travel destination, and form a holistic preliminary understanding of the text; Adhere to the standard reading logic of “skimming for general idea + scanning for details”, conforming to students’ cognitive rules from whole to part. Macro skimming questions reduce the initial reading difficulty and help students grasp the overall text framework; textbook-matched table tasks standardize students’ information extraction ability, consolidate core reading strategies, sort out the complete travel route clue of the text, and lay a solid factual foundation for subsequent language consolidation and thematic in-depth exploration. 2. Guide students to scan the text intensively, extract key locations and corresponding natural and humanistic scenery along the journey, and ask students to complete the textbook-matched information table with original text details. Scan the passage carefully, screen and sort out geographical scenery, regional characteristics and industrial features of each stop, accurately match locations and corresponding features, and independently complete the information table to sort out the explicit travel clues. Post-reading Thematic sublimation Step5: Deep into the text: Core choice inquiry Task 1: Discourse markers (5 mins) Task 2: Train vs plane discussion (5 mins) Task 3: Personal journey sharing (7 mins) 1. Systematically interpret the core reading and writing strategy of discourse markers, explain that discourse markers (linking words) are key linguistic tools to connect sentences and clarify logical relationships in travel notes; 2. Organize students to reread the full text, underline all typical discourse markers in the text, and complete the classification and matching task to distinguish their pragmatic functions including time sequence, logical contrast, semantic progression and transition. 1. Listen to the teacher’s systematic explanation of discourse marker functions, understand the linguistic value of linking words in constructing travel note logic; 2. Reread the text intensively, independently mark all linking words, complete classification and matching tasks, and master the logical functions of different discourse markers. Focus on the lesson’s core linguistic key and difficult points, realize systematic and targeted teaching of discourse marker strategies. Help students upgrade from superficial recognition to in-depth functional mastery, internalize the skill of analyzing textual logic through linking words, make up for the deficiency of scattered language knowledge learning, and lay a solid language foundation for text interpretation and follow-up writing output. 1. Present the key sentence from the text: Rather than travel by commercial airline all the way, they decided to fly to Vancouver and then take the train. 2. Test “rather than” as a discourse marker: Ask students to delete “rather than” from the sentence and observe if the sentence remains grammatically correct. (The sentence becomes ungrammatical without “rather than” → therefore “rather than” is a conjunction, not a DM.) 3. Group discussion questions: - Why did they choose the train instead of the plane? - What can they gain from a slow train journey that they cannot get from a flight? - Encourage students to use discourse markers (e.g., however, instead, then) in their responses. 4. Guided questioning: Ask “Does ‘efficiency’ always mean ‘better’?” Lead students to think: Plane’s high efficiency is irreplaceable for urgent trips; slow train wins unique landscape & communication experience. No absolute better choice, only choice matching personal needs. 1. Listen and observe the deletion test for “rather than”; understand the grammatical distinction between “rather than” (conjunction) and “rather” (discourse marker). 2. In groups of four, discuss the two questions, citing textual evidence (scenery, conversations, sense of discovery). 3. Each group shares one conclusion using discourse markers (e.g., However, on a plane they only see clouds; Instead of rushing, they can talk to passengers; Then they understand the land better). 4. Respond to the guided question. Deepen linguistic awareness by distinguishing “rather than” from “rather” through a deletion test. Trigger cognitive conflict between efficiency and experience. Guide students to discover the theme “process outweighs destination” from text details while practicing discourse markers in oral output. 1.Draw the age timeline on the blackboard: 18 → 22 → 30. Explain: “These are your ages — your own life journey. The two girls in the text are around 18. They chose a slow train across Canada.” 2. Connect to the fisherman story: “Remember the businessman and the fisherman? The businessman said: work hard first, experience the struggle, then you can relax later. The fisherman said: why wait? I’m already relaxed.” Pose the personal choice question: “So in your own life journey — from 18 to 30 — will you take the slow train (like the businessman, experiencing the process) or the fast plane (like the fisherman, jumping to the destination)?” 3. Writing task instruction: “Now write about your choice. Think of a trip you have taken — or a symbolic journey in your life (like from 18 to 22). Use 3 to 5 discourse markers to write 2–3 sentences about what you experienced along the way and the reason why you travel Focus on the process, not just the destination.” 1. Look at the age timeline and recognize it as their own life path. Understand that the text’s characters (age 18) made a travel choice, and now they will reflect on their own life journey. 2. Recall the fisherman story. Understand the two metaphors: businessman = slow train (process-first), fisherman = fast plane (destination-first). Reflect individually on the question: “In my life from 18 to 30, do I value the journey or the destination?” 3. Write 2–3 sentences individually, intentionally using 3–5 discourse markers (e.g., however, then, instead, at first, finally). The writing must include: a real or symbolic journey (trip or life stage like 18→22), an experience along the way, and a clear statement of their choice (slow train/process or fast plane/destination). 4. Share their writing with a partner for peer feedback (1 min). 5. Volunteers read their sentences to the class; others listen and appreciate. Achieve an “input → internalization → short output” closed loop. Bridge the text’s “train vs. plane” choice to students’ own life journey via the fisherman/businessman metaphor. Make the abstract theme (“process outweighs destination”) personally relevant and actionable. Assess both language (use of discourse markers) and deep thinking (articulation of a life philosophy). Ensure every student produces a written output that demonstrates understanding of the core theme. Self-evaluation (3 min) Self-evaluation (IntegratedTeaching-Learning-Assessment) Complete the self-evaluation and mark any unclear points. Assignments (1min) Option 1 (Basic, for all students): Sort out at least 8 discourse markers and 5 geographical nouns from the text. Use 5 of them to make sentences of your own. Option 2 (Extended, time capsule email): Write an email to your future self as a time capsule. Include: 1. Where you want to travel at age 22 or 30, and by what means of transport; 2. What you hope to learn about yourself during that trip; 3. Combine the lesson's core theme — "process outweighs destination" — to explain why you choose that way of travelling. (The teacher will keep all emails and return them before graduation.) 课堂板书 Journey Across a Vast Land LEFT: Text Journey Route（West → East） Vancouver → Rocky Mts → Prairie → Toronto Discourse Markers Time: at dawn / later / by dusk Logic: however / instead / then / rather than Core Choice Plane： fast / destination（efficiency） Train： slow / experience（exploration） RIGHT: Life Journey Growth Timeline 18 → 22 → 30 Philosophical Contrast Businessman: future first Fisherman: present first Travel Value see places ←→ find self ravel far enough, you meet yourself. $