XB2U4人教版选必2 Unit 4语篇分析+阅读单（教师版）
选择性必修2 Unit 4 Reading and Thinking语篇分析
分析维度 内容项
What：语篇的主题、内容、结构、逻辑关系 一、文章基本信息 文章标题：《SEEING THE TRUE NORTH VIA RAIL：VANCOUVER AND THE HEART OF CANADA》作者： 文章类型： 记叙文（游记）主题/中心思想：文章通过叙述李黛予和刘倩的旅行经历，展现加拿大从西海岸到中部的自然风光、地理特色和文化背景，突出旅行的趣味性和加拿大的自然之美。
二、文本结构与内容分析 整体结构：本文是一篇旅行记，以李黛予和刘倩的视角展开，描述了她们从温哥华出发，乘坐火车横穿加拿大，最终抵达多伦多的旅程。文章通过详细的叙述，展现了加拿大的自然风光、地理特征和人文景观，同时也传达了旅行者对自然之美的赞叹和对旅行经历的愉悦感受。整体结构清晰，按照时间顺序和旅行路线展开，分为引言、旅行过程和总结三个部分。段落分布：文章结构清晰，可分为引言（第1段）、主体（第2-5段）和结论（第6段）三个部分。引言部分介绍本次旅行的目的和方式,设定故事背景，引出旅行主题；主体部分详细描述旅行过程,展示加拿大的自然景观、地理特征和人文特色；结论部分总结旅行的感受。逻辑关系：时间顺序：按旅行的时间顺序展开，从温哥华出发，最终抵达多伦多。空间顺序：按旅行的地理路线展开，从西海岸到中部，再到东部。因果关系：选择火车旅行的原因是想体验横穿加拿大的过程。衔接与连贯：文章的衔接主要依靠时间顺序和空间顺序，例如使用时间状语（如“the next day”、“the next morning”）和地点状语（如“in Vancouver”、“to Lake Louise”）来衔接各段落；使用连接词（如“then”、“after”、“eventually”）来保持叙述的连贯性。段落功能：每个段落的功能明确：第一段引出旅行主题，激发读者兴趣。第二段到第八段详细描述旅行过程，突出自然景观和文化特色。第九段总结旅行经历，强化文章主题。
Why：语篇的深层涵义、情感态度、作者意图 三、写作意图与文化背景分析 文化背景：文章涉及加拿大的地理、自然景观和文化特色，如落基山脉、大草原、埃德蒙顿的购物中心、安大略省的湖泊等。 加拿大是一个自然资源丰富、地域辽阔的国家，其文化深受自然环境的影响。例如，埃德蒙顿的购物中心文化反映了加拿大冬季寒冷、户外活动受限的现实（“Edmonton is freezing cold in winter...”）。此外，加拿大的油气产业（“the centre of Canada's huge oil and gas drilling industry”）不仅是经济支柱，也体现了其对自然资源的依赖。 背景知识的运用：文章对于加拿大的气候和自然资源（如油气产业）的提及，需要读者有一定的背景知识才能更好地理解。文章提到的“加拿大大草原”（Canadian Prairies）是加拿大的重要农业区域，其广阔无垠的景象体现了加拿大的地理特征。这种背景知识的运用增强了文章的真实感和代入感。写作意图：文章的写作目的是通过旅行故事，向读者介绍加拿大的自然风光和地理特色，从而激发读者对旅行的兴趣，尤其是对加拿大自然景观的向往。
四、情感态度与价值取向分析 情感态度：作者对加拿大的自然景观和旅行体验表现出强烈的喜爱和兴奋，如“exciting”、“the most awesome journey”。对旅行中的自然美景和动物的描述充满了赞叹，如“the blue water literally took their breath away”和“they both agreed that it was the most awesome journey they had ever taken”。价值取向：文章传达了对自然之美的欣赏和对旅行的热爱，强调了旅行作为一种探索和体验不同文化与自然的方式的价值。
五、论点与文章有效性分析 论点清晰度与证据支持：文章论点清晰，通过旅行者的亲身经历和所见所闻，如落基山脉的壮丽、大草原的辽阔、动物的多样性等，支持了一个论点：旅行是探索加拿大自然和文化的好方式。 文章有效性与局限性：文章在展现加拿大的自然景观方面非常直观，描述关注细节且生动。但他的局限性在于对加拿大的社会文化背景和人文景观（如原住民文化、环境保护等）几乎没有涉及。这种单一视角可能使读者对加拿大的理解不够全面。文章与现实的联系：文章展示了加拿大的自然之美，容易引发读者对旅行的兴趣，尤其是对自然风光的向往。文章中提到的旅行方式（火车旅行）和景点（如路易斯湖、贾斯珀）是现实中常见的旅游选择，具有较强的现实指导意义。
六、逻辑关系与推理分析 显性逻辑关系：如前所述，文章通过时间顺序和空间顺序展示了火车旅行横穿加拿大的整个过程，通过旅行中的具体经历（如看到动物、经过大草原）来例证加拿大的自然之美。隐性推理与假设：文章可能假设读者对加拿大的自然景观和文化有一定的兴趣，因此重点描述这些内容。文章可能还隐含了对加拿大社会的积极评价，如对自然资源的合理开发和对自然环境的保护。
How：语篇的文体特征、语言特点、修辞手法、结构分析 七、语言与文体特征分析 语言特点：描写直观形象，使用生动的形容词（如“beautiful”、“exceptional”、“awesome”）来描述自然景观。语言风格较为口语化，如“they were pleased to see”、“they both agreed”。文章中还使用了一些具有视觉效果的词汇，如“red, gold, and orange”，增强了对秋天景色的描述。句式与句型分析：文章使用了简单句、并列句和复合句，句子变化多。文章中还使用了一些并列结构，增强了句子的节奏感。文体特征：文体较为轻松、叙述性强，适合旅游类文章。文章中穿插了对自然景观的描写和旅行者的感受，使文体兼具叙事性和描写性。修辞手法：文章使用了拟人（如“the mountains looking out over the city”）和排比（如“red, gold, and orange”），语气较为轻松、积极，表现出对旅行的热爱和对自然的赞美。还使用了夸张（如“the blue water literally took their breath away”），增强了对自然景观的赞叹。
八、写作手法分析 写作技巧与表达方式：文章使用了时间顺序和空间顺序相结合的方式来组织文章，通过旅行者的视角来描述所见所闻，增强了文章的真实感和代入感。文章还通过对比（如温哥华的雨天与晴天）和细节描写（如“the bushes and maple trees outside their windows were red, gold, and orange”），增强了文章的生动性。
九、个人理解与批判性思维 个人理解与反思：文章着重描述了加拿大的自然景观，尤其是落基山脉和大草原，作为读者，可以对加拿大的自然之美产生更直观的认识，激发其对旅行的兴趣。同时，文章中提到的旅行方式（火车旅行）和景点（如路易斯湖、贾斯珀），能让读者意识到旅行不仅仅是观光，更是一种文化体验。批判性思维与反思：文章的视角较为单一，主要是旅行者的感受，缺乏对当地居民生活的描述。对加拿大的社会文化背景和人文景观的描述较少，可能需要结合其他资料来全面了解加拿大。
课文语言表达梳理 一、情感描述相关表达1. For both of them, the thought of crossing the whole county by rail was exciting.○用法：描述期待某件事情的心情。○替换表达：They were thrilled at the idea of crossing the whole country by train.2. They were pleased to see the beautiful mountains looking out over the city.○用法：描述看到美景时的心情。○替换表达：They felt delighted to see the beautiful mountains overlooking the city.3. They did not anticipate seeing such an open country, and were truly amazed.○用法：描述超出预期的情况。○替换表达：They hadn't expected to see such a vast country and were truly astounded.4. They were so impressed by the beautiful scenery.○用法：描述对美景的赞叹。○替换表达：They were deeply moved by the beautiful scenery.
二、行为描写相关表达1. They decided to fly to Vancouver and then take the train.○用法：描述具体计划或选择的行动。○替换表达：They made up their minds to fly to Vancouver and then travel by train.2. They took a pleasant hike in a forest just a short distance away.○用法：描述描述轻松的户外活动。○替换表达：They enjoyed a delightful hike in a nearby forest.3. They took a coach bound north through the Canadian Rockies to Jasper.○用法：描述交通路线和目的地。○替换表达：They boarded a coach heading north through the Canadian Rockies to Jasper.4. They went through two wheat-growing provinces.○用法：描述旅行过程中经过的地区。○替换表达：They traversed two provinces known for wheat cultivation.
三、结果与反思相关表达1. They did not anticipate seeing such an open country.○用法：描述对实际情况的意外。○替换表达：They hadn't expected to see such a vast country.2. they both agreed that it was the most awesome journey they had ever taken.○用法：描述对旅行的评价。○替换表达：They both concurred that it was the most amazing trip they had ever experienced.3. They were able to see many different creatures.○用法：描述旅行中的收获。○替换表达：They had the opportunity to see a variety of creatures.
文章结构梳理 Article Analysis: Seeing the True North via Rail: Vancouver and the Heart of Canada
1. Main IdeaThe passage describes the journey of Li Daiyu and her cousin Liu Qian as they travel across Canada by train, starting from Vancouver and ending in Toronto. It highlights their experiences, the landscapes they encounter, and the unique features of the places they visit.
2. Paragraph Summaries and Functions1. Introduction○ Summary: Introduces Li Daiyu and Liu Qian's decision to travel across Canada by train instead of flying directly to Halifax.○ Function: Sets the context and purpose of the journey, introducing the main characters and their travel plan.2. Vancouver Sightseeing○ Summary: Describes their two-day stay in Vancouver, including activities like taking a boat ride, visiting an island, and hiking in a forest.○ Function: Provides an overview of their initial experiences and the attractions in Vancouver.3. Train Journey to Lake Louise○ Summary: Narrates their early morning departure to Lake Louise via train, passing through the Canadian Rockies, and their subsequent visit to Jasper.○ Function: Highlights the scenic beauty of the Canadian Rockies and the memorable experiences during this part of the journey.4. Highlights of the Journey○ Summary: Emphasizes the breathtaking landscapes and wildlife they encountered, making it the best journey they had ever taken.○ Function: Captures the essence of their travel experience and the highlights that made the journey unforgettable.5. Travel through Edmonton and the Prairies○ Summary: Describes their stop in Edmonton, the center of Canada's oil and gas industry, and their train journey through the Canadian Prairies.○ Function: Introduces the geographical and economic significance of Edmonton and the vastness of the Canadian Prairies.6. Journey through Ontario and Arrival in Toronto○ Summary: Details their travel through Ontario, characterized by forests and lakes, and their final arrival in Toronto.○ Function: Concludes the journey by describing the seasonal beauty of Ontario and the end of their four-day trip.
3. Key Details from Each Paragraph1. Introduction ○ Li Daiyu and Liu Qian decided to visit their cousins in Halifax. ○ They chose to fly to Vancouver and then take the train across Canada.2. Vancouver Sightseeing ○ They spent two days in Vancouver. ○ Activities included a boat ride, visiting an island with craft shops, and hiking in a nearby forest. ○ Weather: rainy on the first day, clear and mild on the second day.3. Train Journey to Lake Louise ○ They took an early morning train to Lake Louise, passing through the Canadian Rockies. ○ The mountains and forests appeared massive from the train window. ○ They took a taxi to Lake Louise and were amazed by the blue water. ○ Continued their journey by coach to Jasper.4. Highlights of the Journey ○ They agreed it was the most awesome journey they had ever taken. ○ Saw spectacular mountain peaks, forests, and wildlife (deer, mountain goats, a grizzly bear, and an eagle).Travel through Edmonton and the Prairies ○ Stopped in Edmonton, the provincial capital of Alberta and center of Canada's oil and gas industry. ○ Edmonton is known for its freezing winters and large shopping malls. ○ Traveled through the Canadian Prairies, characterized by vast wheat farms. Population of Canada: slightly over 37 million.Journey through Ontario and Arrival in Toronto ○ Passed through Winnipeg and entered Ontario, a land of forests and lakes. ○ Saw autumn colors (red, gold, and orange) and frost on the ground. ○ Arrived in Toronto via Lake Huron, one of the Great Lakes. ○ Total duration of the trip: four days.
Reading Comprehension Worksheet（教师版）
XBook 2 Unit 4 Reading and Thinking: SEEING THE TRUE NORTH VIA RAIL：VANCOUVER AND THE HEART OF CANADA
I. Understanding and Main Idea Extraction（What文章理解与主旨提取）
1.
A. Match the following places with their descriptions.
Places Descriptions
Vancouver a. A city with many shopping malls due to cold winter.
Lake Louise b. A place where they saw beautiful mountains and had a hike.
Edmonton c. A city in an urban area they reached after traveling through the prairie.
Winnipeg d. A place with blue water that impressed them deeply.
Answer: Vancouver - b；Lake Louise - d；Edmonton - a；Winnipeg - c
目的： 考查学生对文章中具体地点相关细节信息的提取和匹配能力，确认学生是否能准确找到每个地点对应的独特特征描述。
阅读技能目标：
训练学生快速定位和识别关键细节信息的能力
培养其对具体信息的敏感度和筛选能力
B. Complete the following table based on the passage.
Journey Stops Activities or Features
Vancouver 1.Take a boat ride and visit an island. 2.Hike in a forest.
Lake Louise See the blue water. ________________
Edmonton 1.______________________2.Have one of the largest shopping malls in North America.
Winnipeg 1.Travel through the night. 2.______________________
Answer: Lake Louise - Spend the night；Edmonton - Be the centre of Canada's oil and gas drilling industry；Winnipeg - Wake up in Ontario
目的： 进一步深化对文章细节的考查，要求学生不仅要找到信息，还要对不同地点的相关信息进行梳理和归纳，以完成表格填写，从而更全面地掌握文章细节。
阅读技能目标：
提升学生整理和归纳信息的能力
培养其逻辑思维和信息处理能力
2.
A. Summarize the passage in one sentence.
Answer: Li Daiyu and her cousin Liu Qian took a train journey from Vancouver to Toronto, experiencing different sceneries and cities in Canada.
目的：引导学生从整体上把握文章内容，提炼核心要点，用简洁的语言概括文章的主要意思，检测学生对文章整体的理解程度。
阅读技能目标：
培养学生的整体阅读意识和提炼关键信息的能力
从宏观角度审视文章，把握文章的核心脉络
Choose the best title for the passage.
A. A Visit to Halifax
B. Traversing Canada by Train
C. The Beauty of Vancouver
D. Shopping in Edmonton
Answer: B
目的： 通过让学生从多个选项中选择最合适的标题，考查学生对文章主旨的精准理解和高度概括能力，判断学生是否能抓住文章的关键主题。
阅读技能目标：
强化学生对文章主旨的把握能力
培养其对标题与文章内容匹配度的判断能力
3.
A. What can we infer about the girls' feelings during the journey
A. They were disappointed with the weather in Vancouver.
B. They were bored during the long train journey.
C. They were impressed and excited about the trip.
D. They were worried about the safety of traveling by train.
Answer: C
目的： 要求学生依据文章中对人物行为、语言和场景的描述，推测人物的内心感受，考查学生对文章隐含情感信息的挖掘和理解能力。
阅读技能目标：
培养学生的推理判断能力和对情感态度的感知能力
提升阅读的深度和批判性思维能力
What can we infer from the passage about Canada
A. It has a large population.
B. Its climate is always warm.
C. It has rich natural resources.
D. It only has big cities.
Answer: C
目的： 促使学生从文章的具体描述中提取线索，对加拿大的整体情况进行合理推断，考查学生对文章内容的深层次理解和知识迁移能力。
阅读技能目标：
提升学生的推理判断和知识整合能力
培养其综合运用知识和逻辑思维能力
II. Emotional and Deeper Meaning Analysis（Why情感与深层意义分析）、
1. Why did the author choose to take the train from Vancouver to Toronto instead of flying all the way
A. Because flying is more expensive than taking the train.
B. Because they wanted to enjoy the scenery along the way.
C. Because there are no direct flights from Vancouver to Toronto.
D. Because they were afraid of flying.
Answer: B
2. Explain on how the unique cultural phenomenon is shaped by the local climate and what it reveals about the local lifestyle
Answer: In Edmonton, the popularity of numerous shopping malls is the distinct cultural phenomenon. The freezing winter with an average daily temperature of -10°C makes outdoor activities challenging. As a result, people have developed a lifestyle that revolves around indoor spaces, with shopping malls serving as multi-functional centers for socializing, shopping, and entertainment. This shows that the local lifestyle adapts to the cold climate, emphasizing indoor- based activities.
目的：引导学生精准识别特定地点的文化现象，深入分析其与气候的关联以及对当地生活方式的反映，提升对文化与环境相互关系的理解。
阅读技能目标：
提取关键文化信息。
分析因果关系以及归纳总结。
Analyze the girls' attitude towards their train journey across Canada.
Answer: The girls had an extremely positive attitude. For instance, “For both of them, the thought of crossing the whole county by rail was exciting.” This sentence demonstrates their eagerness and anticipation before the journey, showing that they were looking forward to the adventure. Another example is “they both agreed that it was the most awesome journey they had ever taken.” This directly indicates their high - level of satisfaction and deep impression of the trip, highlighting their enjoyment throughout the journey.
目的：要求学生深入挖掘文本中人物对旅行的态度，并通过引用原文进行有力论证，培养对文本情感态度的精准把握和论证能力。
阅读技能目标：
提升学生从文本细节中捕捉情感信息、运用文本证据支持观点的能力。
强化对文本情感层面的理解深度。
Do you agree with the author's choice of taking the train across Canada Why or why not
Answer: I agree with the author's choice. Taking the train allows travelers to immerse themselves in the natural beauty and local culture of the regions they pass through. It offers a more authentic and comprehensive travel experience compared to flying, which can make the journey itself a highlight of the trip. Additionally, train travel often has a lower environmental impact than air travel, making it a more sustainable option.
目的： 查学生的批判性思维能力和观点评估能力，引导学生对作者选择火车旅行的合理性进行评估，并给出自己的观点和理由。
阅读技能目标：
培养学生的批判性阅读能力和观点表达能力。
批判性思考和观点阐述，提高思维的独立性和深刻性。
III. Structural Analysis and Creative Output（How结构分析与创造性输出）
1. Match the function of each paragraph with its corresponding description.
Paragraph 1 A. Introduction of the trip
Paragraph 2 B. Description of activities in Vancouver
Paragraph 3 C. Journey through the Canadian Rockies
Paragraph 4 D. Introduction of Edmonton
Paragraph 5 E. Description of the Canadian Prairie
Paragraph 6 F. Arrival in Toronto
Answer: Paragraph 1 - A；Paragraph 2 - B；Paragraph 3 - C；Paragraph 4 - D；Paragraph 5 - E；Paragraph 6 - F
目的： 考查学生对语篇整体结构的把握，能够识别各段落的主题和功能。
阅读技能目标：
培养学生快速浏览语篇、把握段落大意的能力
提升对语篇结构的理解和分析能力
2. Fill in the blanks with appropriate conjunctions or transitional words to show the logical relationship between sentences.
A. Li Daiyu and her cousin Liu Qian went to Canada to visit their cousins in Halifax on the Atlantic coast. ______, rather than travel by commercial airline all the way, they decided to fly to Vancouver and then take the train.
B. During their first day, as is typical of Vancouver, it rained. ______, despite the weather, they were able to take a boat ride out into the bay.
C. They went through two wheat-growing provinces, where they saw a bunch of farms that covered a very large area. ______, after another day on the train, eventually they were back in an urban area, the city of Winnipeg.
Answer：A. However B. Nevertheless C. Then
目的： 考查学生对语篇中显性和隐性衔接手段的理解和运用，能够识别并正确使用连接词来体现句子之间的逻辑关系。
阅读技能目标：
培养学生的语篇衔接意识，提升对语篇逻辑结构的把握能力
增强阅读的连贯性和流畅性
3.What rhetorical devices are used in the following sentences Explain their effects.
A. "The blue water literally took their breath away with its exceptional beauty."
"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."
Answer:
A. Hyperbole. It emphasizes the stunning beauty of Lake Louise, creating a vivid image in the reader's mind and highlighting the author's amazement.
B. Metaphor and visual imagery. The colors of the bushes and maple trees paint a picturesque autumn scene, enhancing the reader's sensory experience and evoking the atmosphere of autumn.
目的： 考查学生对语篇中修辞手段的识别和理解，能够分析其在语篇中的表达效果。
阅读技能目标：
培养学生的修辞分析能力，提升对语篇语言特色的敏感度。
增强对语篇深层次含义的理解和欣赏能力。
IV. Critical Thinking and Application（批判性思维与实践运用）
A. How did Li Daiyu and Liu Qian handle the situation when they encountered bad weather in Vancouver What can you learn from their approach
Answer: They took a boat ride out into the bay and visited an island with shops selling crafts and antiques despite the rain. This shows that they were flexible and made the best of the situation, finding alternative activities to enjoy their time.
目的： 考查学生对文中问题处理方式的理解，并鼓励他们从中学习应对策略。
阅读技能目标：
培养学生的修辞分析能力，提升对语篇语言特色的敏感度。
增强对语篇深层次含义的理解和欣赏能力。
B. Why did the girls choose to travel by train across Canada instead of flying all the way Discuss the advantages and disadvantages of their choice.
Answer: They chose the train to enjoy the scenic route across the country. Advantages include experiencing diverse landscapes and cultures firsthand, while disadvantages might be longer travel time and potential discomforts of train travel.
目的： 引导学生分析文中人物的旅行选择及其影响，培养批判性思维。
阅读技能目标：
培养学生对不同选择的利弊进行权衡和分析的能力。
增强对文本信息的深入理解和应用。
What were the highlights of the journey for Li Daiyu and Liu Qian How did these experiences contribute to their overall impression of Canada
Answer: Highlights included the stunning natural scenery like the Canadian Rockies and Lake Louise, as well as encountering wildlife. These positive experiences shaped their favorable view of Canada as a country with rich natural beauty.
目的： 让学生识别并评价旅行中的亮点，理解这些经历如何影响整体印象。
阅读技能目标：
提升学生对文本细节的把握和评价能力
培养学生从具体经历中提炼出整体印象和感受的能力。
Have you ever been on a journey that changed your perspective on a place or culture Write a short paragraph describing your experience and how it influenced you.
Answer: I once visited a rural village and was amazed by the simplicity and warmth of the local lifestyle. This experience changed my view on happiness and the importance of community bonds.
目的： 鼓励学生结合个人经历进行反思，将文本内容与自身经验联系起来。
阅读技能目标：
提升学生对文本细节的把握和评价能力
培养学生从具体经历中提炼出整体印象和感受的能力。
V. 词块积累及应用
1. 绘制思维导图：
中心词：Canada train tour
分支 1：Feelings (e.g., excited, enjoyable,pleased, astonished, freezing, relaxed)
分支 2：Actions (e.g., travel, visit, hike, take the train, take a boat ride)
分支3: Reflections (e.g., experience nature, cultural differences, adapt to the environment)
情感描述相关表达
1. For both of them, the thought of crossing the whole county by rail was exciting.
用法：描述期待某件事情的心情。
替换表达：They were thrilled at the idea of crossing the whole country by train.
2. They were pleased to see the beautiful mountains looking out over the city.
用法：描述看到美景时的心情。
替换表达：They felt delighted to see the beautiful mountains overlooking the city.
3. They did not anticipate seeing such an open country, and were truly amazed.
用法：描述超出预期的情况。
替换表达：They hadn't expected to see such a vast country and were truly astounded.
4. They were so impressed by the beautiful scenery.
用法：描述对美景的赞叹。
替换表达：They were deeply moved by the beautiful scenery.
行为描写相关表达
1. They decided to fly to Vancouver and then take the train.
用法：描述具体计划或选择的行动。
替换表达：They made up their minds to fly to Vancouver and then travel by train.
2. They took a pleasant hike in a forest just a short distance away.
用法：描述描述轻松的户外活动。
替换表达：They enjoyed a delightful hike in a nearby forest.
3. They took a coach bound north through the Canadian Rockies to Jasper.
用法：描述交通路线和目的地。
替换表达：They boarded a coach heading north through the Canadian Rockies to Jasper.
4. They went through two wheat-growing provinces.
用法：描述旅行过程中经过的地区。
替换表达：They traversed two provinces known for wheat cultivation.
结果与反思相关表达
1. They did not anticipate seeing such an open country.
用法：描述对实际情况的意外。
替换表达：They hadn't expected to see such a vast country.
2. they both agreed that it was the most awesome journey they had ever taken.
用法：描述对旅行的评价。
替换表达：They both concurred that it was the most amazing trip they had ever experienced.
3. They were able to see many different creatures.
用法：描述旅行中的收获。
替换表达：They had the opportunity to see a variety of creatures.
目的：通过整理文章中的情感、行为和反思表达，帮助学生形成语义网络，内化语言。
2. 迁移应用：
A. 将下列单词与正确的解释匹配
1. Exciting A. Extremely cold
2. Massive B. Causing wonder or surprise
3. Spectacular C. Large in size or amount
4. Freezing D. Full of excitement
5. Astonished E. Extremely impressive
Answer: 1 - D 2 - C 3 - E 4 - A 5 - B
目标： 帮助学生积累与旅行和自然景观相关的词汇。
B. 用以下单词填空：exciting、massive、spectacular、freezing、astonished。
1. The __________ mountains of the Canadian Rockies left the girls breathless.
2. Despite the __________ weather, they enjoyed their time in Edmonton.
3. They were __________ by the openness of the Canadian Prairie.
4. The journey was __________ for both girls.
5. They saw __________ views of mountain peaks and forests.
Answer：1. massive 2. freezing 3. astonished 4. exciting 5. spectacular
目标： 让学生在具体语境中运用所学词汇，巩固记忆。
C. 根据以下情景，用所学词汇进行对话练习。
情景：你的朋友计划去加拿大旅行，向他介绍一下加拿大的自然景观和文化特色，用上以下词汇：巍峨的山脉、湖泊、森林、广阔的草原、购物中心、小镇、农场、人口稀少。
示例对话：
A：I'm planning to travel to Canada. Could you recommend some scenic spots
B：Sure! Canada has massive mountains, crystal - clear lakes, and dense forests. You can visit farms in small towns to experience rural life and enjoy the tranquility of less - populated areas. If you like shopping, the malls there are also great.
目标： 通过情景对话，让学生在实际交流中运用所学词汇，提高口语表达能力。
D. 写一篇短文，描述你理想中的旅行目的地，用上至少五个以上的所学词汇。
目标：通过写作练习，让学生将所学词汇整合到自己的写作中，提高书面表达能力。
目的： 该任务聚焦于词汇积累和应用，帮助学生通过分支的方式表达情感、行为和反思，增强词汇在实际语境中的运用。
阅读技能目标：
扩展与情感、行为相关的词汇。
将新词汇应用于语境中以增强理解与表达能力。XB2U4人教版选必2 Unit 4阅读单（学生版）
Reading Comprehension Worksheet（学生版）
XBook 2 Unit 4 Reading and Thinking: SEEING THE TRUE NORTH VIA RAIL：VANCOUVER AND THE HEART OF CANADA
I. Understanding and Main Idea Extraction（What文章理解与主旨提取）
1.
A. Match the following places with their descriptions.
Places Descriptions
Vancouver a. A city with many shopping malls due to cold winter.
Lake Louise b. A place where they saw beautiful mountains and had a hike.
Edmonton c. A city in an urban area they reached after traveling through the prairie.
Winnipeg d. A place with blue water that impressed them deeply.
B. Complete the following table based on the passage.
Journey Stops Activities or Features
Vancouver 1.Take a boat ride and visit an island. 2.Hike in a forest.
Lake Louise See the blue water. ________________
Edmonton 1.______________________2.Have one of the largest shopping malls in North America.
Winnipeg 1.Travel through the night. 2.______________________
2.
A. Summarize the passage in one sentence.
Choose the best title for the passage.
A. A Visit to Halifax
B. Traversing Canada by Train
C. The Beauty of Vancouver
D. Shopping in Edmonton
3.
A. What can we infer about the girls' feelings during the journey
A. They were disappointed with the weather in Vancouver.
B. They were bored during the long train journey.
C. They were impressed and excited about the trip.
D. They were worried about the safety of traveling by train.
B. What can we infer from the passage about Canada
A. It has a large population.
B. Its climate is always warm.
C. It has rich natural resources.
D. It only has big cities.
II. Emotional and Deeper Meaning Analysis（Why情感与深层意义分析）、
1. Why did the author choose to take the train from Vancouver to Toronto instead of flying all the way
A. Because flying is more expensive than taking the train.
B. Because they wanted to enjoy the scenery along the way.
C. Because there are no direct flights from Vancouver to Toronto.
D. Because they were afraid of flying.
2. Explain on how the unique cultural phenomenon is shaped by the local climate and what it reveals about the local lifestyle
Analyze the girls' attitude towards their train journey across Canada.
Do you agree with the author's choice of taking the train across Canada Why or why not
III. Structural Analysis and Creative Output（How结构分析与创造性输出）
1. Match the function of each paragraph with its corresponding description.
Paragraph 1 A. Introduction of the trip
Paragraph 2 B. Description of activities in Vancouver
Paragraph 3 C. Journey through the Canadian Rockies
Paragraph 4 D. Introduction of Edmonton
Paragraph 5 E. Description of the Canadian Prairie
Paragraph 6 F. Arrival in Toronto
2.Fill in the blanks with appropriate conjunctions or transitional words to show the logical relationship between sentences.
A. Li Daiyu and her cousin Liu Qian went to Canada to visit their cousins in Halifax on the Atlantic coast. ______, rather than travel by commercial airline all the way, they decided to fly to Vancouver and then take the train.
B. During their first day, as is typical of Vancouver, it rained. ______, despite the weather, they were able to take a boat ride out into the bay.
C. They went through two wheat-growing provinces, where they saw a bunch of farms that covered a very large area. ______, after another day on the train, eventually they were back in an urban area, the city of Winnipeg.
3.What rhetorical devices are used in the following sentences Explain their effects.
A. "The blue water literally took their breath away with its exceptional beauty."
"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."
.
IV. Critical Thinking and Application（批判性思维与实践运用）
A. How did Li Daiyu and Liu Qian handle the situation when they encountered bad weather in Vancouver What can you learn from their approach
B. Why did the girls choose to travel by train across Canada instead of flying all the way Discuss the advantages and disadvantages of their choice.
What were the highlights of the journey for Li Daiyu and Liu Qian How did these experiences contribute to their overall impression of Canada
Have you ever been on a journey that changed your perspective on a place or culture Write a short paragraph describing your experience and how it influenced you.
V. 词块积累及应用
1. 绘制思维导图：
中心词：Canada train tour
分支 1：Feelings (e.g., excited, enjoyable,pleased, astonished, freezing, relaxed)
分支 2：Actions (e.g., travel, visit, hike, take the train, take a boat ride)
分支3: Reflections (e.g., experience nature, cultural differences, adapt to the environment)
情感描述相关表达
1. For both of them, the thought of crossing the whole county by rail was exciting.
用法：描述期待某件事情的心情。
替换表达：They were thrilled at the idea of crossing the whole country by train.
2. They were pleased to see the beautiful mountains looking out over the city.
用法：描述看到美景时的心情。
替换表达：They felt delighted to see the beautiful mountains overlooking the city.
3. They did not anticipate seeing such an open country, and were truly amazed.
用法：描述超出预期的情况。
替换表达：They hadn't expected to see such a vast country and were truly astounded.
4. They were so impressed by the beautiful scenery.
用法：描述对美景的赞叹。
替换表达：They were deeply moved by the beautiful scenery.
行为描写相关表达
1. They decided to fly to Vancouver and then take the train.
用法：描述具体计划或选择的行动。
替换表达：They made up their minds to fly to Vancouver and then travel by train.
2. They took a pleasant hike in a forest just a short distance away.
用法：描述描述轻松的户外活动。
替换表达：They enjoyed a delightful hike in a nearby forest.
3. They took a coach bound north through the Canadian Rockies to Jasper.
用法：描述交通路线和目的地。
替换表达：They boarded a coach heading north through the Canadian Rockies to Jasper.
4. They went through two wheat-growing provinces.
用法：描述旅行过程中经过的地区。
替换表达：They traversed two provinces known for wheat cultivation.
结果与反思相关表达
1. They did not anticipate seeing such an open country.
用法：描述对实际情况的意外。
替换表达：They hadn't expected to see such a vast country.
2. they both agreed that it was the most awesome journey they had ever taken.
用法：描述对旅行的评价。
替换表达：They both concurred that it was the most amazing trip they had ever experienced.
3. They were able to see many different creatures.
用法：描述旅行中的收获。
替换表达：They had the opportunity to see a variety of creatures.
2. 迁移应用：
A. 将下列单词与正确的解释匹配
1. Exciting A. Extremely cold
2. Massive B. Causing wonder or surprise
3. Spectacular C. Large in size or amount
4. Freezing D. Full of excitement
5. Astonished E. Extremely impressive
B. 用以下单词填空：exciting、massive、spectacular、freezing、astonished。
1. The __________ mountains of the Canadian Rockies left the girls breathless.
2. Despite the __________ weather, they enjoyed their time in Edmonton.
3. They were __________ by the openness of the Canadian Prairie.
4. The journey was __________ for both girls.
5. They saw __________ views of mountain peaks and forests.
C. 根据以下情景，用所学词汇进行对话练习。
情景：你的朋友计划去加拿大旅行，向他介绍一下加拿大的自然景观和文化特色，用上以下词汇：巍峨的山脉、湖泊、森林、广阔的草原、购物中心、小镇、农场、人口稀少。
示例对话：
A：I'm planning to travel to Canada. Could you recommend some scenic spots
B：Sure! Canada has massive mountains, crystal - clear lakes, and dense forests. You can visit farms in small towns to experience rural life and enjoy the tranquility of less - populated areas. If you like shopping, the malls there are also great.
D. 写一篇短文，描述你理想中的旅行目的地，用上至少五个以上的所学词汇。
