人教版（2019）选择性必修二：Unit 4 Journey Across a Vast Land Reading and Thinking 教学设计

Unit
4
JOURNEY
ACROSS
A
VAST
LAND
Reading
and
Thinking:
SEEING
THE
TRUE
NORTH
VIA
RAIL:
VANCOUVER
AND
THE
HEART
OF
CANADA
文本简析
　　本单元阅读文本的话题是两名中国学生坐火车从西到东横跨加拿大的旅途见闻。文本旨在向学生介绍加拿大的一些基本情况，包括地理环境、自然风光、重要省市和地方等，从而开拓学生视野，加深其对加拿大的了解。
　　本文是旅游类叙事文体，记述了李戴予和刘倩去加拿大看望表兄妹的旅途见闻。标题“Seeing
the
True
North
Via
Rail:
Vancouver
and
the
Heart
of
Canada”
暗示文章体裁，同时体现了文本的核心内容。全文共六段，篇章结构清晰。第一段为总起段，介绍了旅行的人物、缘由、起始地点、交通方式、感想等基本背景；第二段介绍了主人公在温哥华两天的行程和活动；第三段描绘了主人公探访露易斯湖时所见的湖光山色；第四段至第六段介绍了主人公在火车上一路向东经过加拿大多地最终到达多伦多的旅途所见和所感。
　　在进行文本教学设计时，需要理清旅行行程以及主人公在旅途中的所见所想，同时帮助学生梳理旅行类话题语言，包括景色描写、“见”的各种表达、对所见的感想与评价。此外，文本中的话语标记语也值得梳理。本文标题蕴含丰富信息，可以根据标题对文本进行多方位预测，提升思维能力，并根据标题对段落进行框架梳理，阅读后可进一步探讨标题，深入理解文本。最终需要帮助学生掌握旅游类文章的写作基本要素和技巧，运用所学语言进行主题意义的表达。
　　教学设计（共2课时）
　　　　第1课时
　　　　一、教学内容
　　理解全文，明确文本结构，理清旅行的基本信息和行程路线，归纳每处所见，梳理语篇标记词，积累“看”的丰富性表达语块。
　　二、课时目标
　　1.
围绕旅行主题，讨论并自主提问，根据标题和图片，预测文本内容，激活背景知识和相关话题语言。
　　2.
通过略读、梳理、归纳等策略，结合标题，提取文本信息，梳理文本段落关系，理清语篇结构，发展逻辑思维能力。
　　3.
通过文本分析以及问题回答，理清旅行的基本信息和行程路线，归纳每处所见内容并根据上下文理解相关词义，整理和丰富相关语言，最后通过课文复述巩固所学。
　　三、教学过程
　　　　Activity
1:
Talking
about
travelling
　　　　本活动旨在落实课时目标1。
　　Students
work
in
groups
of
four
and
discuss
the
following
questions.
　　Q1:
Why
do
a
lot
of
people
like
to
travel?
　　S:
Because
people
can
broaden
their
horizon
/
enrich
their
experience
/
sharpen
their
personalities
/
find
what
they
really
want
in
the
heart
/
…
when
travelling.
　　Q2:
What
aspects
do
you
want
to
learn
about
if
you
are
going
to
travel
in
a
country?
　　S:
Area
/
population
/
scenery
/
industry
/
cities
…
　　【设计意图】属于导入和热身环节。学生对上述两个问题进行小组讨论，在真实情境下，激活背景知识，用已有的主题语言，讨论对旅行的喜好。第一个问题有助于引出部分话题语言，如travel/trip/journey/visit
…等，并能和单元卷首语“Travel
for
enough,
you
meet
yourself”相呼应。第二个问题激发学生谈谈他们如果出国旅行时会关注哪些方面，表达他们的关注点，引出
scenery/industry/population/weather
…等语言，为预测课文内容以及自主阅读作好铺垫。
　　　Activity
2:
Predicting
the
content
of
the
text
　　　　本活动旨在落实课时目标1。
　　Students
look
at
the
title
of
the
text
and
the
picture,
and
then
answer
the
questions
according
to
the
title
and
the
picture.
　　Q1:
What
does
the
“True
North”
in
the
title
refer
to?
　　S:
Canada.
　　Q2:
What
is
the
writing
type?
　　S:
Travelling
journey.
　　Q3:
What
do
you
think
the
text
is
about?
　　S:
The
text
is
about
a
journey
in
Vancouver
and
the
heart
of
Canada
by
train
and
what
they
saw
in
the
journey.
　　Q4:
What
is
the
focus
of
the
text?
　　S:
What
was
seen
in
this
journey.
　　【设计意图】引导学生根据标题和插图对课文进行多方位预测后再阅读，使他们更加积极主动且聚焦主题语境。在这个活动中，学生通过对关键词“true
north”进行定位，确定了旅游地点，然后预测文本体裁和主要内容，并推断本文的重点——旅途中的“所见”。
　　Activity
3:
Identifying
the
structure
and
dealing
with
the
questions
　　　　本活动旨在落实课时目标2。
　　Students
skim
the
text
to
identify
the
structure
according
to
the
title.
In
the
meanwhile,
students
find
answers
for
the
questions
they
raised
in
Activity
1
and
check
whether
the
content
covers
what
they
want
to
know
about
Canada.
　　Q1:
Which
paragraphs
are
about
Vancouver?
　　S:
Paragraph
2.
　　Q2:
Which
paragraphs
are
about
the
heart
of
Canada?
　　S:
Paragraphs
3-6.
　　Q3:
What
places
did
they
visit
in
person?
　　S:
Vancouver
and
Lake
Louise.
　　Q4:
What
places
did
they
view
from
the
train?
　　S:
From
Jasper
to
Toronto.
　　Q5:
What
is
the
function
of
paragraph
1?
　　S:
To
tell
the
background
information.
　　Q6:
Can
you
identify
the
structure
and
finish
the
mind
map?
　　S:
　　?
　　Q7:
Can
you
find
answers
in
the
text
to
what
you
want
to
know
about
a
country?
Find
out
the
evidence.
　　【设计意图】引导学生关注标题中关键词“Vancouver”和“the
heart
of
Canada”，通过运用略读阅读策略，寻找课文哪些段落分别涵盖这两个部分，然后关注到一个“and”，提示分段的并列关系，在弄清第一段的功能后，提示总分关系，为学生理清文本段落间的关系提供支架，在此基础上引导学生分段，整体把握文本结构。同时，寻找自己在活动1中提出的想要了解一个国度的哪些方面，自然过渡到游记的基本要素。
　　Activity
4:
Examining
the
basic
information
of
the
travelling.
　　　　本活动旨在落实教学目标3。
　　Students
read
paragraph
1
and
fill
in
the
form.
　　
　　【设计意图】明晰结构后，学生再次阅读第一段，完成表格，定位本次旅行的基本信息：人物、时间、地点、交通方式等等，也为第二课时写作做好部分铺垫。同时进一步提问为何旅行会有如此感受的原因，引出旅行的目的是为了看到更多、感受更多，呼应接下来的涉及“所看”和“所感”的环节
。
　　Activity
5:
Focusing
on
the
route
of
the
travel
　　本活动旨在落实教学目标3。
　　1.
Students
read
paragraphs
2-6
and
finish
the
route.
　　　
　　2.
Students
individually
find
out
what
was
seen
in
each
place
and
find
the
evidence
from
the
text.
Meanwhile,
they
answer
the
following
questions:
　　Paragraph
2:
　　(They
were
able
to
take
a
boat
ride
out
into
the
bay,
and
later
visit
an
island
that
had
wonderful
shops
selling
crafts
and
antiques.
　　They
were
pleased
to
see
the
beautiful
mountains
looking
out
over
the
city.
　　They
took
a
pleasant
hike
in
a
forest
just
a
short
distance
away.)
　　Q1:
What
does
“despite
the
weather”
mean?
　　S:
It
means
that
although
the
weather
is
not
very
good.
　　Q2:
What
is
the
purpose
of
“despite”?
　　S:
To
show
contrast.
　　The
teacher
guides
the
students
to
pay
attention
to
the
“discourse
markers”
that
can
show
relationships.
　　Paragraph
3:
　　(Seen
from
the
train
window,
the
mountains
and
forests
of
Canada
look
massive.
They
took
a
taxi
to
Lake
Louise,
where
the
blue
water
literally
took
their
breath
away
with
its
exceptional
beauty.
　　Looking
at
the
beautiful
scenery,
they
both
agreed
that
it
was
the
most
awesome
journey
they
had
ever
taken.
　　In
addition
to
seeing
spectacular
mountain
peaks
and
forests,
one
highlight
of
their
trip
was
being
able
to
see
many
different
creatures,
including
deer,
mountain
goats,
and
even
a
grizzly
bear
and
an
eagle.)
　　Q1:
What
did
they
like
best
in
this
journey?
　　S:
In
addition
to
mountain
peaks
and
forests,
one
highlight
of
their
trip
was
being
able
to
see
many
different
creatures.
　　Q2:
What
does
“highlight”
mean?
　　S:
The
best
or
most
exciting
part.
　　Q3:
What
is
the
purpose
of
“in
addition
to”?
　　S:
To
add
something.
　　Paragraph
4:
　　(Edmonton
is
home
to
many
shopping
malls.)
　　Q1:
Why
is
Edmonton
home
to
many
shopping
malls?
　　S:
Since
it
can
be
too
cold
to
go
outdoors?
　　Q2:
What
is
the
purpose
of
“since”?
　　S:
To
explain
a
reason.
　　Q3:
What
is
the
purpose
of
“in
fact”?
　　S:
To
emphasize.
　　Paragraph
5:
　　(However,
they
did
not
anticipate
seeing
such
an
open
country,
and
were
truly
amazed.
　　They
went
through
two
wheat-growing
provinces,
where
they
saw
a
bunch
of
farms
that
covered
a
very
large
area.)
　　Q1:
What
was
out
of
their
imagination
in
Canada?
　　S:
That
it
is
such
an
open
country.
　　Q2:
What
is
the
purpose
of
“however”?
　　S:
To
show
contrast.
　　Paragraph
6:
　　(…woke
up
in
Ontario—a
land
of
forests
and
lakes.
　　The
train
thundered
on,
through
the
rolling
hills.
　　The
bushes
and
maple
trees
outside
their
windows
were
red,
gold,
and
orange,
and
there
was
frost
on
the
ground,
confirming
that
autumn
had
arrived
in
Canada.
　　They
could
see
the
wide
stretch
of
Lake
Huron—one
of
the
four
Great
Lakes
on
Ontario’s
southern
border.)
　　Q1:
What
discourse
markers
can
describe
the
order
of
time?
　　S:
Eventually,
when,
finally.
　　Q2:
What
would
be
the
result
without
the
listed
discourse
markers?
　　S:
The
connection
between
sentences
and
paragraphs
would
be
less
obvious.
　　
　　3.
Meanwhile,
students
learn
about
the
words
and
create
a
word
bank
to
enrich
the
ways
of
describing
“see”.
　　
　　【设计意图】整理旅行行程并梳理内容，提炼和概括，根据上下文理解词义，归纳一路所见。在校对时，通过进一步提问，让学生深入理解内容——亲眼所见和旅行中的活动，适当的推测都为“看”提供了方式。在内容理解中品读语言，提炼出涉及“看”的丰富性表达语块，为第二节课的写作任务做好语言准备。
　　Assignment:
Retelling
the
rail
journey
according
to
the
route.
　　本活动旨在落实课时教学目标3。
　　Retell
the
rail
journey,
covering
the
basic
information
and
the
route.
　　Students
are
supposed
to
pay
attention
to
the
structure
and
use
the
words
and
expressions
in
the
text.
　　【设计意图】学生运用所学语言内容，结合文本结构和行程，整合结构、内容和语言，对文本进行复述，一方面巩固文章内容，强化主题语言，另一方面本作业也将成为第二课时的导入。
　　第二课时
　　　　一、教学内容
　　学生推理判断主人公旅游过程中对每个地方的印象；学生基于文本归纳游记的写作内容和技巧，迁移所学，完成相关类型的写作。
　　二、课时目标
　　1.
通过文本分析和推理判断，总结归纳主人公旅游过程中对每个地方的印象。
　　2.
通过上下文语境理解，学习与主题相关的以下词汇：pleasant,
take
one’s
breath
away,
spectacular,
awesome,
literally,
a
bunch
of,
a
wide
stretch
of，并体会和感悟形容词在情感表达中的作用。
　　3.
学生通过讨论，总结归纳旅游类叙事文体的写作技巧，并借助创造性思维，运用所学语言进行主题意义的表达。
　　三、教学过程
　　Activity
1:
Reviewing
what
has
been
learnt
　　　　本活动旨在落实课时目标1做铺垫。
　　Students
retell
the
rail
journey
according
to
the
route.
　　[设计意图]借助课文复述，回顾文本内容、巩固和内化语言。
　　[核心素养提升点]语言能力：运用所学进行话题表达。
　　Activity
2:
Figuring
out
the
feelings
about
each
place
　　　　本活动旨在落实课时目标1和课时目标2。
　　1.Students
get
to
know
that
feelings
can
be
either
told
or
shown
through
some
examples.
　　2.Students
read
paragraphs
2-6
again
and
individually
find
out
Li
Daiyu
and
Liu
Qian’s
feelings
about
each
place,
identifying
whether
their
feelings
are
told
or
shown.
　　3.Students
share
their
opinions
by
reasoning
themselves
using
the
information
from
the
text.
Meanwhile,
they
answer
the
following
questions:
　　Paragraph
2
Vancouver
　　Q1:
How
did
they
feel
when
they
were
travelling
in
Vancouver?
　　S:
Pleased/
happy
…
(words
with
positive
emotion
are
accepted)
　　The
teacher
guides
the
students
to
pay
attention
to
the
positive
adjectives
to
help
show
their
impression
on
Vancouver:
wonderful,
beautiful
and
pleasant.
　　Q2：What
does
“pleasant”
mean?
　　S:
It
means
nice,
enjoyable
or
attractive.
　　Paragraph
3
Lake
Louise
and
Canadian
Rockies
　　Q1:
What
was
their
impression
of
Lake
Louise?
　　S:
The
blue
water
literally
took
their
breath
away
with
its
exceptional
beauty.
　　Q2:
What
does
“take
one’s
breath
away”
suggest?
　　S:
The
lake
is
extremely
beautiful.
　　Q3:
What
does
“exceptional”
mean?
　　S:
Very
unusual.
　　Q4:
What
does
“literally”
mean?
　　S:
Actually/
indeed.
　　Q5:
What
did
they
think
of
the
journey
through
the
Canadian
Rockies?
　　S:
They
both
agreed
it
was
the
most
awesome
journey
they
had
ever
taken
　　Q6:
What
does
“awesome”
mean?
　　S:
Impressive/
amazing.
　　Q7:
What
made
it
awesome?
　　S:
The
spectacular
mountain
peaks
and
forests,
and
many
different
creatures.
　　(The
teacher
leaves
out
the
adjectives
mentioned
above
in
paragraphs
2-3
and
asks
the
students
to
compare
the
paragraphs
with
the
original
ones.
The
teacher
highlights
the
function
that
adjectives
can
show
feelings
and
summarizes
it:
Adjectives
help
to
tell
feelings,
and
more
importantly,
they
help
to
show
feelings.)
　　Paragraph
4
Edmonton
　　Q1:
What
was
their
impression
of
Edmonton?
　　S:
Cold.
　　Q2:
How
does
the
writer
describe
the
cold
weather?
Any
detail?
　　S:
Freezing
cold.
It
has
a
daily
temperature
averaging
-10℃.
　　Paragraph
5
Canadian
Prairie
　　Q1:
What
was
their
impression
of
the
great
Canadian
Prairie?
　　S:
They
were
truly
amazed.
　　Q2:
What
were
they
amazed
at?
　　S:
Open
country
　　Q3:
How
does
the
writer
describe
the
open
country?
　　S:
They
went
through
two
wheat-growing
provinces,
where
they
saw
a
bunch
of
farms
that
covered
a
very
large
area.
　　Q4:
What
does
“a
bunch
of”
mean?
　　S:
A
large
number
of.
　　Paragraph
6
Ontario
　　Q1:
What
was
their
impression
of
Ontario?
　　S:
A
land
of
forests
and
lakes.
　　Q2:
What
was
their
impression
of
the
forests?
　　S:
Colorful
　　Q3:
Why
are
they
colorful?
　　S:
The
bushes
and
maple
trees
outside
their
windows
were
red,
gold,
and
orange.
　　Q4:
What
was
their
impression
on
Lake
Huron?
How
do
you
know
that?
　　S:
Huge/great.
We
can
infer
that
from
the
phrase
“the
wide
stretch
of”.
　　[设计意图]
引导学生理解文本内容、分析人物在旅游过程中的情感，体会和感知形容词的使用对感情表达的作用，关注语境中的词汇学习和活动中的思维训练。
　　　Activity
3:
Exploring
the
title
　　1.Students
give
a
title
to
the
text
by
themselves
and
compare
it
with
the
original
one
to
see
which
one
is
better,
and
give
their
reasons.
　　2.Students
discuss
about
the
title
and
answer
the
following
questions:
　　Q1:
What
figure
of
speech
is
used
when
using
“the
heart
of
Canada”?
What
does
it
refer
to?
Why?
　　S:
Metaphor.
It
refers
to
Canadian
Rockies,
Edmonton,
Canadian
Prairie
and
Ontario.
They
are
all
important
places
in
Canada.
　　Q2:
Can
“Vancouver
and
the
heart
of
Canada”
in
the
title
be
left
out?
Why
or
why
not?
　　S:
No.
It
gives
more
information
about
the
content
of
the
text
but
not
all,
thus
becoming
more
eye-catching.
　　[设计意图]
引导学生基于文本信息，探索标题意义和作用。
　　Activity
4:
Summarizing
the
writing
techniques
　　　　本活动旨在落实课时目标3。
　　Students
discuss
and
share
their
opinions
about
the
writing
techniques
learned
from
the
text
about
writing
a
travel
journal
based
on
the
following
questions:
　　Q1:
What
should
be
written
in
a
travel
journal?
　　S:
Who
made
the
journey?
When
was
the
journey
made?
What
was
the
destination?
How
did
he/
she/
they
travel
around?
What
did
he/
she/
they
see/
do
/
hear?
How
did
he/
she/
they
feel?
　　Q2:
In
what
order
can
a
travel
journal
be
written?
　　S:
In
order
of
time
or
place.
　　Q3:
How
can
you
express
your
feelings
about
the
journey?
　　S:
By
describing
with
adjectives.
　　Q4:
What
do
you
think
are
the
useful
words
and
expressions
from
the
text
that
can
be
used
in
other
travel
journals?
　　S:
...
(Students’
answers
may
vary.
The
teacher
guides
the
students
to
pay
attention
to
the
useful
words
and
phrases
newly
learnt
in
the
text.)
　　(The
teacher
helps
the
students
summarize
it:
　　1.Including
the
basic
information
(Who,
when,
where,
how,
what)
of
a
journal.
　　2.Writing
it
according
to
the
change
of
places
or
in
time
sequence.
　　3.Showing
feelings
by
describing
with
adjectives.
　　4.Word
bank:
pleasant,
take
one’s
breath
away,
exceptional
beauty,
awesome,
highlight,
a
bunch
of,
the
wide
stretch
of...)
　　[设计意图]
引导学生总结归纳旅游类叙事文体的写作技巧，包括内容选择、结构框架和语言特点，为写作作准备。
　　Activity
5:
Sharing
a
travelling
experience
　　　　本活动旨在落实课时目标3。
　　Students
write
and
share
their
own
travelling
experience,
using
the
writing
techniques
summarized
above.
　　[设计意图]
从文本内容延伸到学生实际，引导学生进行迁移创新，并运用所学语言表达主题意义。
　　Activity
6:
Assignment
　　Finish
and
polish
your
travel
journal.
　　[设计意图]
引导学生更充分地巩固所学语言和内容，通过活学活用进一步创新迁移。