Unit 4 Journey Across a Vast Land Reading and Thinking 教学设计（含答案）-2024-2025学年高中英语人教版（2019）选择性必修第二册
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| 名称 | Unit 4 Journey Across a Vast Land Reading and Thinking 教学设计（含答案）-2024-2025学年高中英语人教版（2019）选择性必修第二册 |  | |
| 格式 | docx | ||
| 文件大小 | 24.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-01-17 13:18:07 | ||
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Unit 4 JOURNEY ACROSS A VAST LAND
Period 1 Reading and Thinking
Learn about a rail journey across Canada
教学目标
By the end of this period,students will be able to:
1.learn about the geography,history and culture of Canada by reading the passage;
2.focus on discourse markers to show relationships and understand their functions;
3.identify the useful patterns and expressions about how to describe Canada;
4.realise the positive impact of the journey on one's life by discussing related topics.
教学重点
1. Help students to learn some useful expressions to describe Canada.
2. Instruct students to talk about the positive impact of the journey on their life.
教学难点
Enable students to use the useful expressions and discoursemarkers to write a travel journal.
教学资源
教材、多媒体课件、学案、黑板和粉笔。
教学过程设计
Step J Lead-in
Use a vidco about the beautiful scenery of Canada to lend in by asking the following questions:
1.Do you want to pay a visit to Canada
2.Which kind of transport do you like best when travelling,by plane, by boat, by train or by bus Why
（设计意图：通过视频，开门见山，引出主题。）
Suggested answers:
1.Yes,I do.
2.I like to travel by train best. I think it is much safer and I can sce a lot of scencry along the way.
Step II Predict for the main idea
1. Read the title and try to guess tho main idea of the passage.
2.From the title,we can also come to the conclusion that the literal form of the passage is
Suggested answers:
1. A travel to Vancouver and the heart of Canada.
2.a travel journal
Step II Discourse analysis
Activity 1 Writing skills.
After reading the passage,we can find that the text is written in order of
Activity 2 Please underline the time markers in the 1ex1.
Suggested answers:
Activity 1
time
Activity 2
before starting out,during their first day,the next day,the next morning,after another day
Step IV Read for details
Activity 1 Fill in the table.
Route Transport Activities or features of the destination
From China to Vancouver
By train Arose early and saw the mountains and forests
From Louise to Jasper
From Jasper to Edmonton By train
By train Saw an open country; went through two wheat-
From the great Canadian Prairie to Winnipeg An urban area
By train
By train Saw Lake Huron
（设计意图：让学生通过把握主人公旅游的路线及活动和对景点特征的介绍，了解文章的主要内容。）
Suggested answers:
Route Transport Activities or features of the destination
From China to Vancouver By plane Took a boat to the bay; visited an island; saw the mountains and took a hike
From Vancouver to Lake Louise By train Arose early and saw the mountains and forests
From Lake Louise to Jasper By coach Looked at the scenery; saw mountain peaks and forests;saw creatures
From Jasper to Edmonton By train The provincial capital of Alberta; the centre of Canada's oil and gas drilling industry;cold in winter; home to many shopping malls
From Edmonton to the great Canadian Prairie By train Saw an open country; went through two wheat growing provinces
From the great Canadian Prairie to Winnipeg By train An urban area
From Winnipeg to Ontario By train A land of forests and lakes; rollinghills; bushes and maple trees; frost on the ground
To Toronto By train Saw Lake Huron
Activity 2 Read the article again. Match each of these discourse markers with the correct purpose.
(1)however A.to add something
(2)since B.to show contrast
(3)when C.to explain a reason
(4)in addition to D.to show an end point in time
(5)in fact E.to show time
(6)later F.to emphasise
(7)eventually G. to describe the order of events
（设计意图：通过连线，让学生更好地理解语篇标记词在文中的作用。）
Suggested answers:
(1)-B (2)-C (3)-E (4)-A (5)-F
(6)-G (7)-D
Activity 3 Topic-related expressions.
take the train,exciting;
take a boat, wonderful, crafts and antiques,beautiful mountains,take a pleasant hike;
arise early,take the train,pass through,massive,take their breath away, exceptional beauty,bound north,most awesome journey,spectacular,highlight;
catch the train,freezing cold,be home to;
amazed,a bunch of,cover a very large area;
rolling hills, the wide stretch of Lake Huron, take a duration of four days.
（设计意图：通过学习并积累话题词汇，为输出做好准备。）
Step V Food for thought
1. Would you be interested in taking the same trip as Li Daiyu and Liu Qian Why or why not
2.How is a rail journey different from other forms of travel,such as by plane or by car
（设计意图：通过让学生回答上述问题，加深学生对课文的理解，提高其逻辑思维能力。）
Suggested answers:
1.I would love to take such a journey. It seems so wonderful and relaxing, and I would get to see many beautiful sites.
2. A rail journey is different from a car journey,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 by car.However,usually you cannot see anything interesting from a plane window, and a plane gives much less space and fewer opportunities to get up and walk around.
Step VI Critical thinking
1.Can you feel the excitement of the two cousins during the journey Besides this,what else do you think they can learn from this journey
2. As a travel journal,do you think that the writer has provided you with enough information about Canada If not,what can be added to the text
（设计意图：引导学生深度思考并回答问题，培养学生的批判性思维。）
Suggested answers:
1. Yes,we can. I think,besides this,they both can learn much information about Canada, such as the weather,the geography and the unique natural beauty and so on.
2. No,not enough. I think the writer can describe more about the beautiful scenery of each place where the cousins have visited. And to make it much better,he/she can describe something about the people in those places by descibing the interactions with the local people. Sometimes,he/she can also describe something that happened between the cousins and the people sitting together with them on the traffic tools.
Step VIl Language use
Suppose you are a travel guide,please explain the beauty of Lake Louise to your travellers.
（设计意图：学以致用，用所学知识向他人描述一个地方的景色。）
Suggested answer:
Welcome to the beautiful Lake Louise. First,please look at the water. How blue and clear it is! The reflection of the sky is scattered over the surface in crumbs of smiling blue. Then look far across the lake,you can feel the wide stretch of the lake and you can also feel the strength of nature which takes our breath away.
Step VIl Homework
Surf the Internet to find more information about Canada.
（设计意图：引导学生对加拿大的风光和人文情怀进行更全面的了解，从而激发学生对自然与生活的热爱、敬畏和向往。）
Suggested answer:
The answer may vary.
Step IX 核心素养专练
1.The world is a book,but people who do not travel read only one page.
2. Travelling costs a lot of money, but it makes you understand the society.
3.Life is like a journey. What you should care about is not the destination,but the scenery on the way and your mood when you see the scenery.
4. If you don't travel,you will miss more than scenery.
Suggested answers:
1．世界是一本书，而不旅行的人只读了其中的一页。
2．旅行虽颇费钱财，却使你了解社会。
3．人生就像一场旅行，你应该在乎的不是目的地，而是沿途的风景以及看风景的心情。
4．如果你不旅游，你错过的将不只是风景。
教学反思
本节是一节阅读课，首先根据标题对文章内容和体裁进行预测，培养学生的预测能力。其次，进行语篇分析，从整体上把握游记的写作顺序和时间标志词。然后，通过精读找细节，从旅游的路径和语言描写的角度关注游记的记叙方式。最后，引导学生运用批判的眼光看问题，找出本篇游记的不足以及解决办法，从而更好地理解游记体裁的写作特点。
Period 1 Reading and Thinking
Learn about a rail journey across Canada
教学目标
By the end of this period,students will be able to:
1.learn about the geography,history and culture of Canada by reading the passage;
2.focus on discourse markers to show relationships and understand their functions;
3.identify the useful patterns and expressions about how to describe Canada;
4.realise the positive impact of the journey on one's life by discussing related topics.
教学重点
1. Help students to learn some useful expressions to describe Canada.
2. Instruct students to talk about the positive impact of the journey on their life.
教学难点
Enable students to use the useful expressions and discoursemarkers to write a travel journal.
教学资源
教材、多媒体课件、学案、黑板和粉笔。
教学过程设计
Step J Lead-in
Use a vidco about the beautiful scenery of Canada to lend in by asking the following questions:
1.Do you want to pay a visit to Canada
2.Which kind of transport do you like best when travelling,by plane, by boat, by train or by bus Why
（设计意图：通过视频，开门见山，引出主题。）
Suggested answers:
1.Yes,I do.
2.I like to travel by train best. I think it is much safer and I can sce a lot of scencry along the way.
Step II Predict for the main idea
1. Read the title and try to guess tho main idea of the passage.
2.From the title,we can also come to the conclusion that the literal form of the passage is
Suggested answers:
1. A travel to Vancouver and the heart of Canada.
2.a travel journal
Step II Discourse analysis
Activity 1 Writing skills.
After reading the passage,we can find that the text is written in order of
Activity 2 Please underline the time markers in the 1ex1.
Suggested answers:
Activity 1
time
Activity 2
before starting out,during their first day,the next day,the next morning,after another day
Step IV Read for details
Activity 1 Fill in the table.
Route Transport Activities or features of the destination
From China to Vancouver
By train Arose early and saw the mountains and forests
From Louise to Jasper
From Jasper to Edmonton By train
By train Saw an open country; went through two wheat-
From the great Canadian Prairie to Winnipeg An urban area
By train
By train Saw Lake Huron
（设计意图：让学生通过把握主人公旅游的路线及活动和对景点特征的介绍，了解文章的主要内容。）
Suggested answers:
Route Transport Activities or features of the destination
From China to Vancouver By plane Took a boat to the bay; visited an island; saw the mountains and took a hike
From Vancouver to Lake Louise By train Arose early and saw the mountains and forests
From Lake Louise to Jasper By coach Looked at the scenery; saw mountain peaks and forests;saw creatures
From Jasper to Edmonton By train The provincial capital of Alberta; the centre of Canada's oil and gas drilling industry;cold in winter; home to many shopping malls
From Edmonton to the great Canadian Prairie By train Saw an open country; went through two wheat growing provinces
From the great Canadian Prairie to Winnipeg By train An urban area
From Winnipeg to Ontario By train A land of forests and lakes; rollinghills; bushes and maple trees; frost on the ground
To Toronto By train Saw Lake Huron
Activity 2 Read the article again. Match each of these discourse markers with the correct purpose.
(1)however A.to add something
(2)since B.to show contrast
(3)when C.to explain a reason
(4)in addition to D.to show an end point in time
(5)in fact E.to show time
(6)later F.to emphasise
(7)eventually G. to describe the order of events
（设计意图：通过连线，让学生更好地理解语篇标记词在文中的作用。）
Suggested answers:
(1)-B (2)-C (3)-E (4)-A (5)-F
(6)-G (7)-D
Activity 3 Topic-related expressions.
take the train,exciting;
take a boat, wonderful, crafts and antiques,beautiful mountains,take a pleasant hike;
arise early,take the train,pass through,massive,take their breath away, exceptional beauty,bound north,most awesome journey,spectacular,highlight;
catch the train,freezing cold,be home to;
amazed,a bunch of,cover a very large area;
rolling hills, the wide stretch of Lake Huron, take a duration of four days.
（设计意图：通过学习并积累话题词汇，为输出做好准备。）
Step V Food for thought
1. Would you be interested in taking the same trip as Li Daiyu and Liu Qian Why or why not
2.How is a rail journey different from other forms of travel,such as by plane or by car
（设计意图：通过让学生回答上述问题，加深学生对课文的理解，提高其逻辑思维能力。）
Suggested answers:
1.I would love to take such a journey. It seems so wonderful and relaxing, and I would get to see many beautiful sites.
2. A rail journey is different from a car journey,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 by car.However,usually you cannot see anything interesting from a plane window, and a plane gives much less space and fewer opportunities to get up and walk around.
Step VI Critical thinking
1.Can you feel the excitement of the two cousins during the journey Besides this,what else do you think they can learn from this journey
2. As a travel journal,do you think that the writer has provided you with enough information about Canada If not,what can be added to the text
（设计意图：引导学生深度思考并回答问题，培养学生的批判性思维。）
Suggested answers:
1. Yes,we can. I think,besides this,they both can learn much information about Canada, such as the weather,the geography and the unique natural beauty and so on.
2. No,not enough. I think the writer can describe more about the beautiful scenery of each place where the cousins have visited. And to make it much better,he/she can describe something about the people in those places by descibing the interactions with the local people. Sometimes,he/she can also describe something that happened between the cousins and the people sitting together with them on the traffic tools.
Step VIl Language use
Suppose you are a travel guide,please explain the beauty of Lake Louise to your travellers.
（设计意图：学以致用，用所学知识向他人描述一个地方的景色。）
Suggested answer:
Welcome to the beautiful Lake Louise. First,please look at the water. How blue and clear it is! The reflection of the sky is scattered over the surface in crumbs of smiling blue. Then look far across the lake,you can feel the wide stretch of the lake and you can also feel the strength of nature which takes our breath away.
Step VIl Homework
Surf the Internet to find more information about Canada.
（设计意图：引导学生对加拿大的风光和人文情怀进行更全面的了解，从而激发学生对自然与生活的热爱、敬畏和向往。）
Suggested answer:
The answer may vary.
Step IX 核心素养专练
1.The world is a book,but people who do not travel read only one page.
2. Travelling costs a lot of money, but it makes you understand the society.
3.Life is like a journey. What you should care about is not the destination,but the scenery on the way and your mood when you see the scenery.
4. If you don't travel,you will miss more than scenery.
Suggested answers:
1．世界是一本书，而不旅行的人只读了其中的一页。
2．旅行虽颇费钱财，却使你了解社会。
3．人生就像一场旅行，你应该在乎的不是目的地，而是沿途的风景以及看风景的心情。
4．如果你不旅游，你错过的将不只是风景。
教学反思
本节是一节阅读课，首先根据标题对文章内容和体裁进行预测，培养学生的预测能力。其次，进行语篇分析，从整体上把握游记的写作顺序和时间标志词。然后，通过精读找细节，从旅游的路径和语言描写的角度关注游记的记叙方式。最后，引导学生运用批判的眼光看问题，找出本篇游记的不足以及解决办法，从而更好地理解游记体裁的写作特点。