人教版（2019）高中英语选择性必修第二册 Unit4 Reading and Thinking 名师教学设计
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| 更新时间 | 2023-03-12 17:52:48 | ||
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Unit 4 PeriodⅠReading and Thinking名师教学设计
课时内容
Learn about a rail journey across Canada
主题语境：人与自然
主题群：自然生态
子主题：主要国家地理概况
语篇类型：游记
文本分析：
[What]本文是一篇游记，以时间和空间为顺序记叙了李黛予和刘倩两姐妹乘坐火车横跨加拿大的旅行经历，包括她们沿途所看到的自然美景、野生动物等，她们对加拿大美丽的自然风光和丰富的自然资源发出赞叹。
[why]通过讲述李黛予和刘倩两姐妹乘坐火车横跨加拿大的经历，以游记的形式介绍加拿大的概况。加拿大是一个幅员辽阔的国家，乘坐长途火车旅行能够深度体验加拿大不同地区的自然风光和人文风情。
[How]旅游是一种重要的文化体验形式，该游记语篇内容丰富，将自然风光和人文风情的介绍融入个人的旅行经历和情感体验之中，十分贴近现代高中学生的生活实际，从而让学生对加拿大有了更深入的了解。文本的语言简洁明了，选词地道，文章使用了较多的连接词使得文章行文流畅且逻辑性强，适合高二学生的阅读水平。
课时目标
1.获取与梳理出李黛予和刘倩横跨加拿大旅行的路线以及时间线等信息。
2.阐释自己对加拿大的认识，分析其自然风景、野生动物、自然资源、气候变化、人口、农业生产及文化等具体国情。
3.学习和使用以时间和空间为顺序撰写游记的方式，清晰描述一个国家或地区。
重点难点
重点：
1.获取与梳理李黛予和刘倩旅行的路线以及时间线等信息，理解标记词在语篇中的作用。
2.了解加拿大的基本概况，了解世界不同国家的风土人情。
难点：
以时间和空间为顺序，撰写游记，清晰描述一个国家或地区。
教学准备
教师准备：
加拿大基本概况的相关信息。
学生准备：
1.预习本课词汇和课文内容。
2.通过多种渠道了解加拿大的基本概况、地理特点及风土人情。
3.分析各种常见交通工具的优缺点。
教学过程
Step I 学习理解
活动一：感知与注意
1. Questions for thinking.
·What do you know about rail journeys？
·When and where are these photos taken？Guess with your partner.
Suggested answers:
·Rail journeys used to take a long time—people often took them because they were cheaper than flying. However, now with high speed rail, they are much shorter, but also more expensive.
·（略）
2. Read and discuss.
Ask students to read the two passages Canada and Flag of Canada. Work in groups of four and discuss the following questions.
【备注】短文见“备课资料”。
·What is the main idea of each passage
·Which passage impresses you most Why
·What else do you know about Canada Share with your group members.
Suggested answers:
·The first passage gives us a brief introduction of Canada, including the area, population, official languages, natural resources, people’s living conditions, economy. etc. The second passage mainly tells about how the maple leaf became the symbol of the National Flag of Canada.
·（略）
·（略）
3. Talk about the title.
Ask students to look at the title on Page 38 and guess the following questions.
·What is the type of the article And what will be introduced in the article？
·What do you think you will see if you go on a rail journey across Canada
Suggested answers:
·This article is a travel journal. From the title students can find it is a article about a rail journey to Vancouver and the heart of Canada. And it tells us some amazing sights about Canada.
·I would expect to see beautiful mountains and lots of pretty scenery.
【设计意图】在阅读前，让学生通过看图及文章标题猜测文章题材、文章内容等，形成阅读期待，为后面的阅读奠定基础。
活动二：获取与梳理
1. Read the article and complete the table below with information from the article.
Place Information
①________ often rains; a harbour; beautiful mountains looking out over the city; a forest just a short distance away
the Canadian Rockies ②____________________________________
③________ centre of Canada’s huge oil and gas industry; cold in winter, with daily temperatures averaging -10℃; home one of the largest shopping malls in North America
the Canadian Prairie ④____________________________________
⑤________ a land of forests, lakes, and rolling hills; four Great Lakes on its southern border; capital is Toronto
Suggested answers:
①Vancouver
②blue water of Lake Louise; spectacular mountain peaks and forests; different creatures such as deer, mountain goats, grizzly bears, and eagles
③Edmonton
④an open country; two wheat-growing provinces; a bunch of farms that covered a very large area
⑤Ontario
2. Discourse markers.
（1）Learning strategy.
Go through the sentences and make sure students understand their meanings.
Use discourse markers to show relationships
Discourse markers are also known as “linking words”. They are used to show relationships between ideas. Relationships can range from adding something(e.g., also, besides, additionally), to showing contrast(e.g., however, on the other hand), to explaining a reason(e.g., because, since), or to showing a result(e.g., therefore, as a result). without discourse markers, the connections between sentences and paragraphs would be less obvious.
（2）Read the article and underline the discourse markers.
Suggested answers:
then; despite; later; when; in addition to; since; in fact;
eventually; however; finally; rather than; before; after; all in all
（3）Match each of these discourse markers with the correct purpose.
①however A. to add something
②since B. to show contrast
③when C. to explain a reason
④in addition to D. to show an end point in time
⑤in fact E. to show time
⑥later F. to emphasise
⑦eventually G. to describe the order of events
Suggested answers:
①B ②C ③E ④A ⑤F ⑥G ⑦D
（4）Ask students to give more examples of discourse markers.
Suggested answers:
·Adding something: and, also, besides, additionally, moreover, in addition to…
·Contrast: however, but, on the other hand, by contrast, on the contrary, despite, although, though, rather than…
·Reason: since, as, because, for, thanks to, owing to, due to…
·Result: therefore, as a result, consequently, accordingly, thus, so…
·Emphasis: indeed, above all, in fact, as a matter of fact…
·Order of events: first, second, next…
·Time: as soon as, meanwhile, while, when, as, later, then, at first, finally, eventually…
·Giving examples: for example, such as
·Comparing: similarly, likewise…
·Concluding: to conclude, in summary, all in all, in a word, in the end, to sum up...
【设计意图】在阅读过程中，通过完成表格获取文章结构，了解李黛予和刘倩横跨加拿大旅行途经的地方及相关信息；再次阅读文章，感受文章中语篇标记词的功能，加深学生对课文意义的理解。通过解决这些问题，从语篇中获得新知，感知和理解语篇中语言所表达的意义。
活动三：概括与整合
1. Share feelings of reading.
（1）Ask students to share the feelings of reading by answering the e following question.
·What made the description of the journey so smooth
（2）Ask students to find evidence from the article to support their opinion.
2. Write a summary.
Ask students to write a summary of the article in less than 60 words.
【设计意图】本活动一改平常以问题链推动学生进行概括和整合信息的方式，而是让学生以分享阅读感受为主线串联文本信息。学生主动地与文本展开对话后分享自己的真实感受，学生的回答中透射出他们对问题的独立思考和个性化理解，使阅读过程真正成为学生个性化体验与意义构建的过程。然后完成概要写作，提高学生对课文结构和大意的理解。
Step Ⅱ 应用实践
活动四：描述与阐释
After reading the article, ask students to think about the following questions.
·How does this article develop
·If you write an article to describe a place of interest or a country you have visited, how will you arrange your article
Suggested answers：
·By following the order of time.
·I may arrange my article by the time when I visited.
【设计意图】游记将自然风光和人文风情的介绍融入个人的旅行经历和情感体验之中，通过再现旅游体验和经历，以读促写，促进学生对文章语篇结构的理解，更重要的是可以提高学生的语言表达能力。
活动五：分析与判断
Ask students to work in groups of four and discuss the following questions.
·Would you be interested in taking the same trip as Li Daiyu and Liu Qian Why or why not？
·How is a rail journey different from other forms of travel, such as by plane or car
Suggested answers:
·I would love to take such a journey. It seems so wonderful and relaxing, and I would get to see so many beautiful sites.
·A rail journey is different from a car journey in that with a car journey, if you see something interesting, you can stop and take a look. A journey by plane will get you to your destination much faster than a trip by train or car. However, usually you cannot see much interesting from a plane window, and a plane gives much less space and fewer opportunities to get up and walk around than on a train.
【设计意图】课文中李黛予和刘倩乘坐火车横跨加拿大，由于乘坐火车，让李黛予和刘倩有机会更清楚、直观地感受加拿大的文化、地理概貌、野生动植物等。通过阅读，让学生了解加拿大的基本情况。同时，因为李黛予和刘倩与学生们年龄相仿，能引起学生的兴趣，更有利于将学生带入文章情景。从而加深学生对文本内容的理解，也可以培养学生分析、综合等思维能力，促进语言运用的自动化。
活动六：内化与运用
Complete the passage below with correct discourse markers.
In order to visit their cousins in Halifax, Li Daiyu and Liu Qian went to Canada. ①________ starting out, they spent a couple of days in Vancouver. When passing through the Canadian Rockies, they were amazed at its exceptional natural scenery ②________ diverse lovely animals. ③________, the train got to Edmonton which is home to many shopping malls ④________ its freezing cold weather. When crossing the great Canadian Prairie, they were impressed by the extremely vast land. ⑤________, they reached Toronto after the 4-day rail trip.
Suggested answers:
①Before ②and/ as well as ③Then/ Later
④for/ because of/ owing to/ due to/as a result of
⑤Finally/ Eventually/ In the end/ At last
【设计意图】在学习理解类活动的基础上，教师引导学生完成与主题相关的语篇连接词的练习，逐步实现对语言知识和文化知识的内化，巩固新的知识结构，促进语言运用的自动化，助力学生将知识转化为能力。
Step Ⅲ 迁移创新
活动七：推理与论证
Ask students to work in groups and explore the following.
·What is the purpose of the article
·How does the author make the article clear
Suggested answers:
·The author aimed to introduce Canada to us by the rail journey made by Li Daiyu and Liu Qian.
·The author makes the article clear by using proper discourse markers, without which the connections between sentences and paragraphs would be less obvious.
【设计意图】教师引导学生了解作者的写作目的，告诉学生不仅要读万卷书，还要行万里路，加深学生对文本的深层理解，并借助对写作手法的论证，帮助学生提高写作能力。
活动八：想象与创造
Ask students to write a short passage to introduce a tour by using proper discourse markers to make the connections between sentences and paragraphs more obvious.
【设计意图】学生利用所学语言、语篇和文化知识，进行写作练习，使用恰当的语篇标志词使得文章句与句，段与段的连接更加紧密，合乎逻辑。这个活动把学生置于新的情境中，分析问题和解决问题，以此达到学以致用的目的，实现深度学习，促进能力向素养的转化，实现学科育人。
板书设计
Unit 4 Journey Across a Vast Land Period I Reading and Thinking Ⅰ.学习理解 活动一：感知与注意 1. Questions for thinking. 2. Read and discuss. 3. Talk about the title. 活动二：获取与梳理 1. Read the article and complete the table. 2. Discourse markers. 活动三：概括与整合 1. Share feelings of reading. 2. Write a summary. Ⅱ.应用实践 活动四：描述与阐释 活动五：分析与判断 活动六：内化与运用 Ⅲ.迁移创新 活动七：推理与论证 活动八：想象与创造
2 / 2
课时内容
Learn about a rail journey across Canada
主题语境：人与自然
主题群：自然生态
子主题：主要国家地理概况
语篇类型：游记
文本分析：
[What]本文是一篇游记，以时间和空间为顺序记叙了李黛予和刘倩两姐妹乘坐火车横跨加拿大的旅行经历，包括她们沿途所看到的自然美景、野生动物等，她们对加拿大美丽的自然风光和丰富的自然资源发出赞叹。
[why]通过讲述李黛予和刘倩两姐妹乘坐火车横跨加拿大的经历，以游记的形式介绍加拿大的概况。加拿大是一个幅员辽阔的国家，乘坐长途火车旅行能够深度体验加拿大不同地区的自然风光和人文风情。
[How]旅游是一种重要的文化体验形式，该游记语篇内容丰富，将自然风光和人文风情的介绍融入个人的旅行经历和情感体验之中，十分贴近现代高中学生的生活实际，从而让学生对加拿大有了更深入的了解。文本的语言简洁明了，选词地道，文章使用了较多的连接词使得文章行文流畅且逻辑性强，适合高二学生的阅读水平。
课时目标
1.获取与梳理出李黛予和刘倩横跨加拿大旅行的路线以及时间线等信息。
2.阐释自己对加拿大的认识，分析其自然风景、野生动物、自然资源、气候变化、人口、农业生产及文化等具体国情。
3.学习和使用以时间和空间为顺序撰写游记的方式，清晰描述一个国家或地区。
重点难点
重点：
1.获取与梳理李黛予和刘倩旅行的路线以及时间线等信息，理解标记词在语篇中的作用。
2.了解加拿大的基本概况，了解世界不同国家的风土人情。
难点：
以时间和空间为顺序，撰写游记，清晰描述一个国家或地区。
教学准备
教师准备：
加拿大基本概况的相关信息。
学生准备：
1.预习本课词汇和课文内容。
2.通过多种渠道了解加拿大的基本概况、地理特点及风土人情。
3.分析各种常见交通工具的优缺点。
教学过程
Step I 学习理解
活动一：感知与注意
1. Questions for thinking.
·What do you know about rail journeys？
·When and where are these photos taken？Guess with your partner.
Suggested answers:
·Rail journeys used to take a long time—people often took them because they were cheaper than flying. However, now with high speed rail, they are much shorter, but also more expensive.
·（略）
2. Read and discuss.
Ask students to read the two passages Canada and Flag of Canada. Work in groups of four and discuss the following questions.
【备注】短文见“备课资料”。
·What is the main idea of each passage
·Which passage impresses you most Why
·What else do you know about Canada Share with your group members.
Suggested answers:
·The first passage gives us a brief introduction of Canada, including the area, population, official languages, natural resources, people’s living conditions, economy. etc. The second passage mainly tells about how the maple leaf became the symbol of the National Flag of Canada.
·（略）
·（略）
3. Talk about the title.
Ask students to look at the title on Page 38 and guess the following questions.
·What is the type of the article And what will be introduced in the article？
·What do you think you will see if you go on a rail journey across Canada
Suggested answers:
·This article is a travel journal. From the title students can find it is a article about a rail journey to Vancouver and the heart of Canada. And it tells us some amazing sights about Canada.
·I would expect to see beautiful mountains and lots of pretty scenery.
【设计意图】在阅读前，让学生通过看图及文章标题猜测文章题材、文章内容等，形成阅读期待，为后面的阅读奠定基础。
活动二：获取与梳理
1. Read the article and complete the table below with information from the article.
Place Information
①________ often rains; a harbour; beautiful mountains looking out over the city; a forest just a short distance away
the Canadian Rockies ②____________________________________
③________ centre of Canada’s huge oil and gas industry; cold in winter, with daily temperatures averaging -10℃; home one of the largest shopping malls in North America
the Canadian Prairie ④____________________________________
⑤________ a land of forests, lakes, and rolling hills; four Great Lakes on its southern border; capital is Toronto
Suggested answers:
①Vancouver
②blue water of Lake Louise; spectacular mountain peaks and forests; different creatures such as deer, mountain goats, grizzly bears, and eagles
③Edmonton
④an open country; two wheat-growing provinces; a bunch of farms that covered a very large area
⑤Ontario
2. Discourse markers.
（1）Learning strategy.
Go through the sentences and make sure students understand their meanings.
Use discourse markers to show relationships
Discourse markers are also known as “linking words”. They are used to show relationships between ideas. Relationships can range from adding something(e.g., also, besides, additionally), to showing contrast(e.g., however, on the other hand), to explaining a reason(e.g., because, since), or to showing a result(e.g., therefore, as a result). without discourse markers, the connections between sentences and paragraphs would be less obvious.
（2）Read the article and underline the discourse markers.
Suggested answers:
then; despite; later; when; in addition to; since; in fact;
eventually; however; finally; rather than; before; after; all in all
（3）Match each of these discourse markers with the correct purpose.
①however A. to add something
②since B. to show contrast
③when C. to explain a reason
④in addition to D. to show an end point in time
⑤in fact E. to show time
⑥later F. to emphasise
⑦eventually G. to describe the order of events
Suggested answers:
①B ②C ③E ④A ⑤F ⑥G ⑦D
（4）Ask students to give more examples of discourse markers.
Suggested answers:
·Adding something: and, also, besides, additionally, moreover, in addition to…
·Contrast: however, but, on the other hand, by contrast, on the contrary, despite, although, though, rather than…
·Reason: since, as, because, for, thanks to, owing to, due to…
·Result: therefore, as a result, consequently, accordingly, thus, so…
·Emphasis: indeed, above all, in fact, as a matter of fact…
·Order of events: first, second, next…
·Time: as soon as, meanwhile, while, when, as, later, then, at first, finally, eventually…
·Giving examples: for example, such as
·Comparing: similarly, likewise…
·Concluding: to conclude, in summary, all in all, in a word, in the end, to sum up...
【设计意图】在阅读过程中，通过完成表格获取文章结构，了解李黛予和刘倩横跨加拿大旅行途经的地方及相关信息；再次阅读文章，感受文章中语篇标记词的功能，加深学生对课文意义的理解。通过解决这些问题，从语篇中获得新知，感知和理解语篇中语言所表达的意义。
活动三：概括与整合
1. Share feelings of reading.
（1）Ask students to share the feelings of reading by answering the e following question.
·What made the description of the journey so smooth
（2）Ask students to find evidence from the article to support their opinion.
2. Write a summary.
Ask students to write a summary of the article in less than 60 words.
【设计意图】本活动一改平常以问题链推动学生进行概括和整合信息的方式，而是让学生以分享阅读感受为主线串联文本信息。学生主动地与文本展开对话后分享自己的真实感受，学生的回答中透射出他们对问题的独立思考和个性化理解，使阅读过程真正成为学生个性化体验与意义构建的过程。然后完成概要写作，提高学生对课文结构和大意的理解。
Step Ⅱ 应用实践
活动四：描述与阐释
After reading the article, ask students to think about the following questions.
·How does this article develop
·If you write an article to describe a place of interest or a country you have visited, how will you arrange your article
Suggested answers：
·By following the order of time.
·I may arrange my article by the time when I visited.
【设计意图】游记将自然风光和人文风情的介绍融入个人的旅行经历和情感体验之中，通过再现旅游体验和经历，以读促写，促进学生对文章语篇结构的理解，更重要的是可以提高学生的语言表达能力。
活动五：分析与判断
Ask students to work in groups of four and discuss the following questions.
·Would you be interested in taking the same trip as Li Daiyu and Liu Qian Why or why not？
·How is a rail journey different from other forms of travel, such as by plane or car
Suggested answers:
·I would love to take such a journey. It seems so wonderful and relaxing, and I would get to see so many beautiful sites.
·A rail journey is different from a car journey in that with a car journey, if you see something interesting, you can stop and take a look. A journey by plane will get you to your destination much faster than a trip by train or car. However, usually you cannot see much interesting from a plane window, and a plane gives much less space and fewer opportunities to get up and walk around than on a train.
【设计意图】课文中李黛予和刘倩乘坐火车横跨加拿大，由于乘坐火车，让李黛予和刘倩有机会更清楚、直观地感受加拿大的文化、地理概貌、野生动植物等。通过阅读，让学生了解加拿大的基本情况。同时，因为李黛予和刘倩与学生们年龄相仿，能引起学生的兴趣，更有利于将学生带入文章情景。从而加深学生对文本内容的理解，也可以培养学生分析、综合等思维能力，促进语言运用的自动化。
活动六：内化与运用
Complete the passage below with correct discourse markers.
In order to visit their cousins in Halifax, Li Daiyu and Liu Qian went to Canada. ①________ starting out, they spent a couple of days in Vancouver. When passing through the Canadian Rockies, they were amazed at its exceptional natural scenery ②________ diverse lovely animals. ③________, the train got to Edmonton which is home to many shopping malls ④________ its freezing cold weather. When crossing the great Canadian Prairie, they were impressed by the extremely vast land. ⑤________, they reached Toronto after the 4-day rail trip.
Suggested answers:
①Before ②and/ as well as ③Then/ Later
④for/ because of/ owing to/ due to/as a result of
⑤Finally/ Eventually/ In the end/ At last
【设计意图】在学习理解类活动的基础上，教师引导学生完成与主题相关的语篇连接词的练习，逐步实现对语言知识和文化知识的内化，巩固新的知识结构，促进语言运用的自动化，助力学生将知识转化为能力。
Step Ⅲ 迁移创新
活动七：推理与论证
Ask students to work in groups and explore the following.
·What is the purpose of the article
·How does the author make the article clear
Suggested answers:
·The author aimed to introduce Canada to us by the rail journey made by Li Daiyu and Liu Qian.
·The author makes the article clear by using proper discourse markers, without which the connections between sentences and paragraphs would be less obvious.
【设计意图】教师引导学生了解作者的写作目的，告诉学生不仅要读万卷书，还要行万里路，加深学生对文本的深层理解，并借助对写作手法的论证，帮助学生提高写作能力。
活动八：想象与创造
Ask students to write a short passage to introduce a tour by using proper discourse markers to make the connections between sentences and paragraphs more obvious.
【设计意图】学生利用所学语言、语篇和文化知识，进行写作练习，使用恰当的语篇标志词使得文章句与句，段与段的连接更加紧密，合乎逻辑。这个活动把学生置于新的情境中，分析问题和解决问题，以此达到学以致用的目的，实现深度学习，促进能力向素养的转化，实现学科育人。
板书设计
Unit 4 Journey Across a Vast Land Period I Reading and Thinking Ⅰ.学习理解 活动一：感知与注意 1. Questions for thinking. 2. Read and discuss. 3. Talk about the title. 活动二：获取与梳理 1. Read the article and complete the table. 2. Discourse markers. 活动三：概括与整合 1. Share feelings of reading. 2. Write a summary. Ⅱ.应用实践 活动四：描述与阐释 活动五：分析与判断 活动六：内化与运用 Ⅲ.迁移创新 活动七：推理与论证 活动八：想象与创造
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