人教版（2019）选择性必修第二册 Unit4 Journey Across a Vast Land Using Language(2) 名师教学设计
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| 名称 | 人教版（2019）选择性必修第二册 Unit4 Journey Across a Vast Land Using Language(2) 名师教学设计 |  | |
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| 更新时间 | 2023-03-12 18:04:05 | ||
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Unit 4 Period Ⅴ Using Language(2)名师教学设计
课时内容
Write about a rail journey across Canada
主题语境：人与社会
主题群：历史、社会与文化
子主题：旅游与文化
语篇类型：游记
文本分析：
[What]以“Seeing the True North via Rail: Toronto and Montreal”为主题，通过时间和空间顺序记叙了李黛予和刘倩两姐妹自多伦多到蒙特利尔的旅程经历，包括她们沿途所看到的尼亚加拉大瀑布、摩天大楼、老式汽车、唐人街、文化、语言、餐饮、娱乐等，以及她们亲身感受到的加拿大美丽的自然风光和多元的文化。
[why]通过讲述李黛予和刘倩两姐妹乘坐火车自多伦多到蒙特利尔的经历，以游记的形式介绍加拿大的自然景观、多元文化和当地习俗。
[How]该游记借助旅游这一种重要的文化体验形式使语篇内容丰富。游记的形式便于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的自然风景和多元文化有了更深入的了解。文本的语言简洁明了，选词地道，适合高二学生的阅读水平，为写作提供了很好的范本。
课时目标
1.获取与梳理李黛予和刘倩自多伦多向蒙特利尔的旅行路线以及时间线等信息。
2.阐述自己对加拿大的认识，分析其自然风景、建筑多元文化等具体国情。
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的自然风景和多元文化。
重点难点
重点：
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，使用地图及旅游路线撰写游记的方法，清晰描述一个国家或地区的自然风景和多元文化。
教学准备
教师准备：
获取与加拿大多伦多和蒙特利尔相关的信息。
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、文化特点和习俗。
3.分析多伦多和蒙特利尔的多元文化。
教学过程
Step I 学习理解
活动一：感知与注意
1. Discuss in groups.
·How do you understand a country of diversity？
·Introduce a city in Canada impressed you most.
Suggested answers:
·A country of diversity refers to a country which allows the coexistence of different races and cultures, and encourages them each to preserve their origins and promote the development of the races and cultures.
·Toronto is the largest city in Canada and the provincial capital of Ontario. It is located in Southern Ontario on the northwestern shore of the Lake Ontario. With over 2.5 million residents, it is the fifth most populous municipality in the North America.
Now I will share some pictures about Toronto’s festival, university and wonderful scenery with you.
Boxing Day
Boxing Day falls on 26 December and it is a public holiday with crowds shopping at the Toronto.
University of Toronto
The University of Toronto is a globally top-ranked public research university in Toronto, Ontario, Canada.
Toronto Skyline
Toronto Skyline is about 553.34 metres high, the world’s tallest free-standing structure.
Hockey hall of Fame, Toronto
Hockey is one of Canada’s official national sports. And it is the national pastime and most popular spectator sport in the country.
Niagara Falls
Niagara Falls consist of three sections. The large Canadian falls—with their distinctive curved shape—are also known as the Horseshoe Falls. They are separated by Goat Island from the American Falls, which are separated from the narrow Bridal Veil Falls by a small island at their south end. Each side of the falls offers a different perspective, and it is always best to visit both sides to maximize your experience.
2. Read and discuss.
Ask students to read the passage Canada. Work in groups of four and discuss the following question.
·Why is Canada a multicultural country？
【备注】短文见“备课资料”。
Suggested answer:
（略）
3. Talk about the title.
（1）Ask students to look at the title on Page 44 and guess what will be introduced in the passage
（2）Ask students to look at the pictures on Pages 44～45 and guess what they will see along the rail journey in Toronto and Montreal
Suggested answers:
（1）From the title we can guess it is a passage about a tour via rail from Toronto to Montreal. And it tells us some amazing sights about Canada.
（2）Lake Ontario, the CN Tower, Chinatown in Toronto, the beautiful cobblestone streets, old brick buildings, and the red maple leaves, etc.
【设计意图】在阅读前，通过小组讨论、阅读文章及看标题和图片猜测文章内容，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. Ask students to read the passage and answer the questions.
·What did the girls see when they went up the CN Tower
·Why was it possible to get all kinds of good Chinese food in Toronto？
·What did Jean-Philippe tell the girls about Montreal and the people there？
Suggested answers:
·They saw misty clouds rising from the Niagara Falls.
·Because there are a lot of Chinese people there.
·Montreal is a city with wonderful sights and sounds. Most people speak both English and French, and the city has unique Quebec culture and traditions. There are fantastic restaurants and clubs around. There, people love good coffee, toast, cheese, and good music.
2. Ask students to read the passage again and draw on the map a simple route of the girls’ trip across Canada on Page 45. Then have them make notes about what the girls did at each place.
Suggested answers:
①Vancouver:
During their first day, they took a boat ride out into the bay and later visited an island that had wonderful shops selling crafts and antiques. The next day, they saw the beautiful mountains looking out over the city. Later, they took a pleasant hike in a forest just a short distance away.
②Lake Louise:
They saw the blue water with exceptional beauty.
③Jasper:
They saw spectacular mountain peaks and forests and many different creatures, including deer, mountain goats, and even a grizzly bear and an eagle.
④Edmonton
⑤Winnipeg:
They travelled through the night.
⑥Toronto:
They went on a tour of the city. They went up the CN Tower and looked across the shores of Lake Ontario, seeing misty clouds rising from the great Niagara Falls. They saw hundreds of skyscrapers of glass and steel, and old-fashioned cars rolling by. They had dinner at a restaurant in downtown Chinatown. the largest Chinatown in Toronto.
⑦Montreal:
At the station, they heard people talking in French and saw that all the signs and advertisements were in French and many people spoke English with an accent. They spent the afternoon in lovely shops and visiting artists in their workplaces along St Paul Street. They sat in a restaurant alongside the broad St Lawrence River and talked with a young man.
⑧Halifax
【设计意图】在阅读过程中，通过回答问题及梳理李黛予和刘倩横穿加拿大的路线图，及在沿途的所见所闻等信息，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.
Ask students to share the feelings of reading by answering the following question.
·How does the author show “large” and “diversity” by the description of the journey Find evidence from the passage to support your opinion.
2. Write a summary.
Ask students to write a summary of the passage 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 passage, ask students to think about the following questions.
·How does this passage develop
·If you write a passage to describe a place with special cultures and geography you have visited，how will you arrange your passage
Suggested answers:
·By following the process of travelling.
·Maybe I will put the name, the main characteristics in the beginning, and then I will introduce detailed information.
【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.
·Do you agree Canada is a country of diversity Why or why not
·Compared with Canada, do you think China is a country of diversity
Suggested answers:
·Canada is a country of diversity. Because the customs and languages of the immigrants live on in their new home.
·China is a country of diversity. In fact, China is a combination of different ethnic groups and its culture is a combination of its own diverse cultures and introduction of different cultures from the world.
【设计意图】通过阅读，加深学生对加拿大的认识，以及其多元文化的思考，然后讨论中国是否是一个多样性的国家，加深学生对文本的深层理解。同时培养学生分析、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
1. Imagine that you are Li Daiyu. Using the map and your notes, write an email to your parents telling them about your trip.
2. Exchange your draft with a partner. Use this checklist to help you assess your partner’s draft. Then take your draft back and revise it according to your partner’s comments.
√ Does the writer start the email with an appropriate greeting
√ Is the email well-organised and coherent
√ Does the writer make use of discourse markers to express different relationships between ideas
√ Are the descriptions of people and places interesting
√ Does the writer end the email in a natural way
3. Put up your email in the classroom or read it to your class.
Suggested answer:
Dear dad and mum,
How is everything going those days I’m excited to tell you what Liu Qian and I have experienced during our rail journey across Canada. We spent two days in Vancouver, then we began our four-day trip from Vancouver to Toronto, and two-day trip from Toronto to Montreal.
After we flew to Vancouver, we spent two days there. Although it rained on the first day, we took a boat trip into a bay, and visited an island which had wonderful shops selling crafts and antiques. The next day was clear and mild, and we saw beautiful mountains looking out over the city. Later, we took a pleasant hike in a forest just a short distance away.
In the early morning of the third day, we took the train to Lake Louise, passing through the Canadian Rockies. The scenery was spectacular—massive mountains and forests, beautiful blue lakes and all kinds of animals. After arriving at the station， we took a taxi to Lake Louise, where the blue water with its exceptional beauty literally took our breath away. We spent the night and on the fourth day, we took a coach bound north through the Canadian Rockies to Jasper. Not only did we see spectacular mountain peaks and forests, we also saw many different creatures, including deer, mountain goats, and even a grizzly bear and an eagle. From Jasper, we caught the train to Toronto. We once stopped in Edmonton, the provincial capital of Alberta, which is home to many shopping malls. It can be too cold to go outdoors. Then the train headed southeast across the great Canadian Prairie, and we went through two wheat-growing provinces seeing a bunch of farms that covered a very large area. On the fifth day, we just stayed on the train all the day and finally came to the city of Winnipeg and spent the night on the thundering train. On the sixth day, we woke up in Ontario. The bushes and maple trees outside the windows were red, gold, and orange, and there was frost on the ground. In the morning of the seventh day, we saw the wide stretch of Lake Huron on the Ontario’s southern border. Not until 9:30 a.m. did we reached the capital of Ontario, Toronto. Then, we went up the CN Tower and looked across the shores of Lake Ontario. We also saw hundreds of skyscrapers of glass and steel, and old-fashioned cars rolling by. At dusk, we had dinner with Lin Fei in downtown Chinatown, which is the largest in Toronto. There are a lot of Chinese people, who have been coming here for more than a hundred years. So we can get all kinds of great food here from all over China. In the early morning of the eighth day, the moment we arrived at the station, we heard people here talking in French and saw all the signs and advertisements in French and many people spoke English with an accent. In the afternoon, we visited lovely shops and artists in their workplaces along St Paul Street. During the dinner time, we met a young man and had a sweet talk about the great features of the city. Through this rail trip, which had taken a duration of eight days, we experienced the true Canada. It is really a large and diverse land with splendid scenery and forests. It is a nation with colourful life and diverse cultures. I will share more with you two, when I come back. Wish you all the best! Love you two! Yours beloved, Li daiyu
【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写作练习，相互交换习作，给出自己的评价，再根据同伴的评价做出适当的修改，从而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 followings.
·What is the purpose of the passage
·How does the author make the passage clear
Suggested answers:
·The author aimed to introduce Toronto and Montreal, Canada to us by the journey made by Li Daiyu and Liu Qian via rail.
·The author wrote the passage by showing what they saw during the rail journey with the proper discourse words.
【设计意图】通过小组讨论文章的写作意图、作者的写作手法，帮助学生提高对文章的语篇理解能力。
活动八：想象与创造
1. Learning strategy.
Go through the strategy with students and make sure they understand its meaning:
When you write a passage to describe a place with special cultural features, you can give your opinion by showing the scenery, people and activities with the proper discourse markers to make the passage smooth. By showing what you experienced during the tour, the special cultural features will be more likely to be accepted by the reader.
2. Writing.
Ask students to write a short passage to introduce a place by showing their travel experience.
【设计意图】学生利用所学语言、语篇和文化知识，在学习策略的指导下，自己独立完成一篇介绍某个地方的短文，提高学生语言运用能力，尤其是语言的表达能力。同时也能加深学生对主题意义的理解，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 Ⅴ Using Language(2) I.学习理解 活动一：感知与注意 1. Discuss in groups. 2. Read and discuss. 3. Talk about the title. 活动二：获取与梳理 1. Read and answer. 2. Draw the route of the trip and make notes of their activities. 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 1. Learning strategy. 2. Writing.
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课时内容
Write about a rail journey across Canada
主题语境：人与社会
主题群：历史、社会与文化
子主题：旅游与文化
语篇类型：游记
文本分析：
[What]以“Seeing the True North via Rail: Toronto and Montreal”为主题，通过时间和空间顺序记叙了李黛予和刘倩两姐妹自多伦多到蒙特利尔的旅程经历，包括她们沿途所看到的尼亚加拉大瀑布、摩天大楼、老式汽车、唐人街、文化、语言、餐饮、娱乐等，以及她们亲身感受到的加拿大美丽的自然风光和多元的文化。
[why]通过讲述李黛予和刘倩两姐妹乘坐火车自多伦多到蒙特利尔的经历，以游记的形式介绍加拿大的自然景观、多元文化和当地习俗。
[How]该游记借助旅游这一种重要的文化体验形式使语篇内容丰富。游记的形式便于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的自然风景和多元文化有了更深入的了解。文本的语言简洁明了，选词地道，适合高二学生的阅读水平，为写作提供了很好的范本。
课时目标
1.获取与梳理李黛予和刘倩自多伦多向蒙特利尔的旅行路线以及时间线等信息。
2.阐述自己对加拿大的认识，分析其自然风景、建筑多元文化等具体国情。
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的自然风景和多元文化。
重点难点
重点：
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，使用地图及旅游路线撰写游记的方法，清晰描述一个国家或地区的自然风景和多元文化。
教学准备
教师准备：
获取与加拿大多伦多和蒙特利尔相关的信息。
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、文化特点和习俗。
3.分析多伦多和蒙特利尔的多元文化。
教学过程
Step I 学习理解
活动一：感知与注意
1. Discuss in groups.
·How do you understand a country of diversity？
·Introduce a city in Canada impressed you most.
Suggested answers:
·A country of diversity refers to a country which allows the coexistence of different races and cultures, and encourages them each to preserve their origins and promote the development of the races and cultures.
·Toronto is the largest city in Canada and the provincial capital of Ontario. It is located in Southern Ontario on the northwestern shore of the Lake Ontario. With over 2.5 million residents, it is the fifth most populous municipality in the North America.
Now I will share some pictures about Toronto’s festival, university and wonderful scenery with you.
Boxing Day
Boxing Day falls on 26 December and it is a public holiday with crowds shopping at the Toronto.
University of Toronto
The University of Toronto is a globally top-ranked public research university in Toronto, Ontario, Canada.
Toronto Skyline
Toronto Skyline is about 553.34 metres high, the world’s tallest free-standing structure.
Hockey hall of Fame, Toronto
Hockey is one of Canada’s official national sports. And it is the national pastime and most popular spectator sport in the country.
Niagara Falls
Niagara Falls consist of three sections. The large Canadian falls—with their distinctive curved shape—are also known as the Horseshoe Falls. They are separated by Goat Island from the American Falls, which are separated from the narrow Bridal Veil Falls by a small island at their south end. Each side of the falls offers a different perspective, and it is always best to visit both sides to maximize your experience.
2. Read and discuss.
Ask students to read the passage Canada. Work in groups of four and discuss the following question.
·Why is Canada a multicultural country？
【备注】短文见“备课资料”。
Suggested answer:
（略）
3. Talk about the title.
（1）Ask students to look at the title on Page 44 and guess what will be introduced in the passage
（2）Ask students to look at the pictures on Pages 44～45 and guess what they will see along the rail journey in Toronto and Montreal
Suggested answers:
（1）From the title we can guess it is a passage about a tour via rail from Toronto to Montreal. And it tells us some amazing sights about Canada.
（2）Lake Ontario, the CN Tower, Chinatown in Toronto, the beautiful cobblestone streets, old brick buildings, and the red maple leaves, etc.
【设计意图】在阅读前，通过小组讨论、阅读文章及看标题和图片猜测文章内容，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. Ask students to read the passage and answer the questions.
·What did the girls see when they went up the CN Tower
·Why was it possible to get all kinds of good Chinese food in Toronto？
·What did Jean-Philippe tell the girls about Montreal and the people there？
Suggested answers:
·They saw misty clouds rising from the Niagara Falls.
·Because there are a lot of Chinese people there.
·Montreal is a city with wonderful sights and sounds. Most people speak both English and French, and the city has unique Quebec culture and traditions. There are fantastic restaurants and clubs around. There, people love good coffee, toast, cheese, and good music.
2. Ask students to read the passage again and draw on the map a simple route of the girls’ trip across Canada on Page 45. Then have them make notes about what the girls did at each place.
Suggested answers:
①Vancouver:
During their first day, they took a boat ride out into the bay and later visited an island that had wonderful shops selling crafts and antiques. The next day, they saw the beautiful mountains looking out over the city. Later, they took a pleasant hike in a forest just a short distance away.
②Lake Louise:
They saw the blue water with exceptional beauty.
③Jasper:
They saw spectacular mountain peaks and forests and many different creatures, including deer, mountain goats, and even a grizzly bear and an eagle.
④Edmonton
⑤Winnipeg:
They travelled through the night.
⑥Toronto:
They went on a tour of the city. They went up the CN Tower and looked across the shores of Lake Ontario, seeing misty clouds rising from the great Niagara Falls. They saw hundreds of skyscrapers of glass and steel, and old-fashioned cars rolling by. They had dinner at a restaurant in downtown Chinatown. the largest Chinatown in Toronto.
⑦Montreal:
At the station, they heard people talking in French and saw that all the signs and advertisements were in French and many people spoke English with an accent. They spent the afternoon in lovely shops and visiting artists in their workplaces along St Paul Street. They sat in a restaurant alongside the broad St Lawrence River and talked with a young man.
⑧Halifax
【设计意图】在阅读过程中，通过回答问题及梳理李黛予和刘倩横穿加拿大的路线图，及在沿途的所见所闻等信息，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.
Ask students to share the feelings of reading by answering the following question.
·How does the author show “large” and “diversity” by the description of the journey Find evidence from the passage to support your opinion.
2. Write a summary.
Ask students to write a summary of the passage 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 passage, ask students to think about the following questions.
·How does this passage develop
·If you write a passage to describe a place with special cultures and geography you have visited，how will you arrange your passage
Suggested answers:
·By following the process of travelling.
·Maybe I will put the name, the main characteristics in the beginning, and then I will introduce detailed information.
【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.
·Do you agree Canada is a country of diversity Why or why not
·Compared with Canada, do you think China is a country of diversity
Suggested answers:
·Canada is a country of diversity. Because the customs and languages of the immigrants live on in their new home.
·China is a country of diversity. In fact, China is a combination of different ethnic groups and its culture is a combination of its own diverse cultures and introduction of different cultures from the world.
【设计意图】通过阅读，加深学生对加拿大的认识，以及其多元文化的思考，然后讨论中国是否是一个多样性的国家，加深学生对文本的深层理解。同时培养学生分析、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
1. Imagine that you are Li Daiyu. Using the map and your notes, write an email to your parents telling them about your trip.
2. Exchange your draft with a partner. Use this checklist to help you assess your partner’s draft. Then take your draft back and revise it according to your partner’s comments.
√ Does the writer start the email with an appropriate greeting
√ Is the email well-organised and coherent
√ Does the writer make use of discourse markers to express different relationships between ideas
√ Are the descriptions of people and places interesting
√ Does the writer end the email in a natural way
3. Put up your email in the classroom or read it to your class.
Suggested answer:
Dear dad and mum,
How is everything going those days I’m excited to tell you what Liu Qian and I have experienced during our rail journey across Canada. We spent two days in Vancouver, then we began our four-day trip from Vancouver to Toronto, and two-day trip from Toronto to Montreal.
After we flew to Vancouver, we spent two days there. Although it rained on the first day, we took a boat trip into a bay, and visited an island which had wonderful shops selling crafts and antiques. The next day was clear and mild, and we saw beautiful mountains looking out over the city. Later, we took a pleasant hike in a forest just a short distance away.
In the early morning of the third day, we took the train to Lake Louise, passing through the Canadian Rockies. The scenery was spectacular—massive mountains and forests, beautiful blue lakes and all kinds of animals. After arriving at the station， we took a taxi to Lake Louise, where the blue water with its exceptional beauty literally took our breath away. We spent the night and on the fourth day, we took a coach bound north through the Canadian Rockies to Jasper. Not only did we see spectacular mountain peaks and forests, we also saw many different creatures, including deer, mountain goats, and even a grizzly bear and an eagle. From Jasper, we caught the train to Toronto. We once stopped in Edmonton, the provincial capital of Alberta, which is home to many shopping malls. It can be too cold to go outdoors. Then the train headed southeast across the great Canadian Prairie, and we went through two wheat-growing provinces seeing a bunch of farms that covered a very large area. On the fifth day, we just stayed on the train all the day and finally came to the city of Winnipeg and spent the night on the thundering train. On the sixth day, we woke up in Ontario. The bushes and maple trees outside the windows were red, gold, and orange, and there was frost on the ground. In the morning of the seventh day, we saw the wide stretch of Lake Huron on the Ontario’s southern border. Not until 9:30 a.m. did we reached the capital of Ontario, Toronto. Then, we went up the CN Tower and looked across the shores of Lake Ontario. We also saw hundreds of skyscrapers of glass and steel, and old-fashioned cars rolling by. At dusk, we had dinner with Lin Fei in downtown Chinatown, which is the largest in Toronto. There are a lot of Chinese people, who have been coming here for more than a hundred years. So we can get all kinds of great food here from all over China. In the early morning of the eighth day, the moment we arrived at the station, we heard people here talking in French and saw all the signs and advertisements in French and many people spoke English with an accent. In the afternoon, we visited lovely shops and artists in their workplaces along St Paul Street. During the dinner time, we met a young man and had a sweet talk about the great features of the city. Through this rail trip, which had taken a duration of eight days, we experienced the true Canada. It is really a large and diverse land with splendid scenery and forests. It is a nation with colourful life and diverse cultures. I will share more with you two, when I come back. Wish you all the best! Love you two! Yours beloved, Li daiyu
【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写作练习，相互交换习作，给出自己的评价，再根据同伴的评价做出适当的修改，从而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 followings.
·What is the purpose of the passage
·How does the author make the passage clear
Suggested answers:
·The author aimed to introduce Toronto and Montreal, Canada to us by the journey made by Li Daiyu and Liu Qian via rail.
·The author wrote the passage by showing what they saw during the rail journey with the proper discourse words.
【设计意图】通过小组讨论文章的写作意图、作者的写作手法，帮助学生提高对文章的语篇理解能力。
活动八：想象与创造
1. Learning strategy.
Go through the strategy with students and make sure they understand its meaning:
When you write a passage to describe a place with special cultural features, you can give your opinion by showing the scenery, people and activities with the proper discourse markers to make the passage smooth. By showing what you experienced during the tour, the special cultural features will be more likely to be accepted by the reader.
2. Writing.
Ask students to write a short passage to introduce a place by showing their travel experience.
【设计意图】学生利用所学语言、语篇和文化知识，在学习策略的指导下，自己独立完成一篇介绍某个地方的短文，提高学生语言运用能力，尤其是语言的表达能力。同时也能加深学生对主题意义的理解，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 Ⅴ Using Language(2) I.学习理解 活动一：感知与注意 1. Discuss in groups. 2. Read and discuss. 3. Talk about the title. 活动二：获取与梳理 1. Read and answer. 2. Draw the route of the trip and make notes of their activities. 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 1. Learning strategy. 2. Writing.
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