人教版高中英語(yǔ)第二冊(cè)Unit 4 JOURNEY ACROSS A VAST LAND教學(xué)設(shè)計(jì)

人教版高中英語(yǔ)第二冊(cè)Unit4JOURNEYACROSS

AVASTLAND教學(xué)設(shè)計(jì)

文本簡(jiǎn)析

本單元閱讀文本的話題是兩名中國(guó)學(xué)生坐火車從西到東橫跨加

拿大的旅途見聞。文本旨在向?qū)W生介紹加拿大的一些基本情況，包括

地理環(huán)境、自然風(fēng)光、重要省市和地方等，從而開拓學(xué)生視野，加深

其對(duì)加拿大的了解。

本文是旅游類敘事文體，記述了李戴予和劉倩去加拿大看望表兄

妹的旅途見聞。標(biāo)題"SeeingtheTrueNorthViaRail:Vancouverand

theHeartofCanada"暗示文章體裁，同時(shí)體現(xiàn)了文本的核心內(nèi)容。

全文共六段，篇章結(jié)構(gòu)清晰。第一段為總起段，介紹了旅行的人物、

緣由、起始地點(diǎn)、交通方式、感想等基本背景；第二段介紹了主人公

在溫哥華兩天的行程和活動(dòng)；第三段描繪了主人公探訪露易斯湖時(shí)所

見的湖光山色；第四段至第六段介紹了主人公在火車上一路向東經(jīng)過

加拿大多地最終到達(dá)多倫多的旅途所見和所感。

在進(jìn)行文本教學(xué)設(shè)計(jì)時(shí)，需要理清旅行行程以及主人公在旅途中

的所見所想，同時(shí)幫助學(xué)生梳理旅行類話題語(yǔ)言，包括景色描寫、“見”

的各種表達(dá)、對(duì)所見的感想與評(píng)價(jià)。此外，文本中的話語(yǔ)標(biāo)記語(yǔ)也值

得梳理。本文標(biāo)題蘊(yùn)含豐富信息，可以根據(jù)標(biāo)題對(duì)文本進(jìn)行多方位預(yù)

測(cè)，提升思維能力，并根據(jù)標(biāo)題對(duì)段落進(jìn)行框架梳理，閱讀后可進(jìn)一

步探討標(biāo)題，深入理解文本。最終需要幫助學(xué)生掌握旅游類文章的寫

作基本要素和技巧，運(yùn)用所學(xué)語(yǔ)言進(jìn)行主題意義的表達(dá)。

教學(xué)設(shè)計(jì)（共2課時(shí)）

第1課時(shí)

一、教學(xué)內(nèi)容

理解全文，明確文本結(jié)構(gòu)，理清旅行的基本信息和行程路線，歸

納每處所見，梳理語(yǔ)篇標(biāo)記詞，積累“看”的豐富性表達(dá)語(yǔ)塊。

二、課時(shí)目標(biāo)

1.圍繞旅行主題，討論并自主提問，根據(jù)標(biāo)題和圖片，預(yù)測(cè)文

本內(nèi)容，激活背景知識(shí)和相關(guān)話題語(yǔ)言。

2.通過略讀、梳理、歸納等策略，結(jié)合標(biāo)題，提取文本信息，

梳理文本段落關(guān)系，理清語(yǔ)篇結(jié)構(gòu)，發(fā)展邏輯思維能力。

3.通過文本分析以及問題回答，理清旅行的基本信息和行程路

線，歸納每處所見內(nèi)容并根據(jù)上下文理解相關(guān)詞義，整理和豐富相關(guān)

語(yǔ)言，最后通過課文復(fù)述鞏固所學(xué)。

三、教學(xué)過程

Activity1:Talkingabouttravelling

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)1。

Studentsworkingroupsoffouranddiscussthefollowing

questions.

Q1:Whydoalotofpeopleliketotravel?

S:Becausepeoplecanbroadentheirhorizon/enrichtheir

experience/sharpentheirpersonalities/findwhattheyreallywant

intheheart/...whentravelling.

Q2:Whataspectsdoyouwanttolearnaboutifyouaregoing

totravelinacountry?

S:Area/population/scenery/industry/cities...

【設(shè)計(jì)意圖】屬于導(dǎo)入和熱身環(huán)節(jié)。學(xué)生對(duì)上述兩個(gè)問題進(jìn)行小

組討論，在真實(shí)情境下，激活背景知識(shí)，用已有的主題語(yǔ)言，討論對(duì)

旅行的喜好。第一個(gè)問題有助于引出部分話題語(yǔ)言，如

travel/trip/journey/visit…等，并能和單元卷首語(yǔ)"Travelforenough,

youmeetyourself”相呼應(yīng)。第二個(gè)問題激發(fā)學(xué)生談?wù)勊麄內(nèi)绻鰢?guó)

旅行時(shí)會(huì)關(guān)注哪些方面，表達(dá)他們的關(guān)注點(diǎn)，引出

scenery/industry/population/weather…等語(yǔ)言，為預(yù)測(cè)課文內(nèi)容以

及自主閱讀作好鋪墊。

Activity2:Predictingthecontentofthetext

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)1。

Studentslookatthetitleofthetextandthepicture,andthen

answerthequestionsaccordingtothetitleandthepicture.

Q1:Whatdoesthe"TrueNorth"inthetitlereferto?

S:Canada.

Q2:Whatisthewritingtype?

S:Travellingjourney.

Q3:Whatdoyouthinkthetextisabout?

S:ThetextisaboutajourneyinVancouverandtheheartof

Canadabytrainandwhattheysawinthejourney.

Q4:Whatisthefocusofthetext?

S:Whatwasseeninthisjourney.

【設(shè)計(jì)意圖】引導(dǎo)學(xué)生根據(jù)標(biāo)題和插圖對(duì)課文進(jìn)行多方位預(yù)測(cè)后

再閱讀，使他們更加積極主動(dòng)且聚焦主題語(yǔ)境。在這個(gè)活動(dòng)中，學(xué)生

通過對(duì)關(guān)鍵詞“truenorth”進(jìn)行定位，確定了旅游地點(diǎn)，然后預(yù)測(cè)文本

體裁和主要內(nèi)容，并推斷本文的重點(diǎn)——旅途中的“所見”。

Activity3:Identifyingthestructureanddealingwiththe

questions

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)2。

Studentsskimthetexttoidentifythestructureaccordingtothe

title.Inthemeanwhile,studentsfindanswersforthequestionsthey

raisedinActivity1andcheckwhetherthecontentcoverswhatthey

wanttoknowaboutCanada.

Q1:WhichparagraphsareaboutVancouver?

S:Paragraph2.

Q2:WhichparagraphsareabouttheheartofCanada?

S:Paragraphs3-6.

Q3:Whatplacesdidtheyvisitinperson?

S:VancouverandLakeLouise.

Q4:Whatplacesdidtheyviewfromthetrain?

S:FromJaspertoToronto.

Q5:Whatisthefunctionofparagraph1?

S:Totellthebackgroundinformation.

Q6:Canyouidentifythestructureandfinishthemindmap?

S:

Q7:Canyoufindanswersinthetexttowhatyouwanttoknow

aboutacountry?Findouttheevidence.

【設(shè)計(jì)意圖】引導(dǎo)學(xué)生關(guān)注標(biāo)題中關(guān)鍵詞“Vancouver"和"the

heartofCanada",通過運(yùn)用略讀閱讀策略，尋找課文哪些段落分別

涵蓋這兩個(gè)部分，然后關(guān)注到一個(gè)“and”，提示分段的并列關(guān)系，在

弄清第一段的功能后，提示總分關(guān)系，為學(xué)生理清文本段落間的關(guān)系

提供支架，在此基礎(chǔ)上引導(dǎo)學(xué)生分段，整體把握文本結(jié)構(gòu)。同時(shí)，尋

找自己在活動(dòng)1中提出的想要了解一個(gè)國(guó)度的哪些方面，自然過渡到

游記的基本要素。

Activity4:Examiningthebasicinformationofthetravelling.

本活動(dòng)旨在落實(shí)教學(xué)目標(biāo)3。

Studentsreadparagraph1andfillintheform.

WlioLiDaiyuaiidhercousinLiuQiaii

WhenAutumn(findtheanswei-hiParagraph6)

WlieieFromChinatoHalifax

WliatFlytoVancouverandthentakethetrain

HowExciting

WhyCrossingthewholecountrymeansmoresceneiy.

【設(shè)計(jì)意圖】明晰結(jié)構(gòu)后，學(xué)生再次閱讀第一段，完成表格，定

位本次旅行的基本信息：人物、時(shí)間、地點(diǎn)、交通方式等等，也為第

二課時(shí)寫作做好部分鋪墊。同時(shí)進(jìn)一步提問為何旅行會(huì)有如此感受的

原因，引出旅行的目的是為了看到更多、感受更多，呼應(yīng)接下來(lái)的涉

及“所看'和"所感’的環(huán)節(jié)O

Activity5:Focusingontherouteofthetravel

本活動(dòng)旨在落實(shí)教學(xué)目標(biāo)3。

1.Studentsreadparagraphs2-6andfinishtheroute.

S:

PlaceWhattheysaw

Vancouver

LakeLouise/the

CanadianRockies

Jaspei,

Edmonton

thegreatCanadian

Prairie

Winnipeg

Ontaiio

Toronto

2.Studentsindividuallyfindoutwhatwasseenineachplace

andfindtheevidencefromthetext.Meanwhile,theyanswerthe

followingquestions:

Paragraph2:

(Theywereabletotakeaboatrideoutintothebay,andlater

visitanislandthathadwonderfulshopssellingcraftsandantiques.

Theywerepleasedtoseethebeautifulmountainslookingout

overthecity.

Theytookapleasanthikeinaforestjustashortdistance

away.)

Q1:Whatdoes"despitetheweather"mean?

S:Itmeansthatalthoughtheweatherisnotverygood.

Q2:Whatisthepurposeof"despite"?

S:Toshowcontrast.

Theteacherguidesthestudentstopayattentiontothe

"discoursemarkers"thatcanshowrelationships.

Paragraph3:

(Seenfromthetrainwindow,themountainsandforestsof

Canadalookmassive.TheytookataxitoLakeLouise,wherethe

bluewaterliterallytooktheirbreathawaywithitsexceptional

beauty.

Lookingatthebeautifulscenery,theybothagreedthatitwas

themostawesomejourneytheyhadevertaken.

Inadditiontoseeingspectacularmountainpeaksandforests,

onehighlightoftheirtripwasbeingabletoseemanydifferent

creatures,includingdeer,mountaingoats,andevenagrizzlybear

andaneagle.)

Q1:Whatdidtheylikebestinthisjourney?

S:Inadditiontomountainpeaksandforests,onehighlightof

theirtripwasbeingabletoseemanydifferentcreatures.

Q2:Whatdoes"highlight"mean?

S:Thebestormostexcitingpart.

Q3:Whatisthepurposeof"inadditionto"?

S:Toaddsomething.

Paragraph4:

(Edmontonishometomanyshoppingmalls.)

Q1:WhyisEdmontonhometomanyshoppingmalls?

S:Sinceitcanbetoocoldtogooutdoors?

Q2:Whatisthepurposeof"since"?

S:Toexplainareason.

Q3:Whatisthepurposeof"infact"?

S:Toemphasize.

Paragraph5:

(However,theydidnotanticipateseeingsuchanopencountry,

andweretrulyamazed.

Theywentthroughtwowheat-growingprovinces,wherethey

sawabunchoffarmsthatcoveredaverylargearea.)

Q1:WhatwasoutoftheirimaginationinCanada?

S:Thatitissuchanopencountry.

Q2:Whatisthepurposeof"however"?

S:Toshowcontrast.

Paragraph6:

(...wokeupinOntario—alandofforestsandlakes.

Thetrainthunderedon,throughtherollinghills.

Thebushesandmapletreesoutsidetheirwindowswerered,

gold,andorange,andtherewasfrostontheground,confirming

thatautumnhadarrivedinCanada.

TheycouldseethewidestretchofLakeHuron—oneofthe

fourGreatLakesonOntario'ssouthernborder.)

Q1:Whatdiscoursemarkerscandescribetheorderoftime?

S:Eventually,when,finally.

Q2:Whatwouldbetheresultwithoutthelisteddiscourse

markers?

S:Theconnectionbetweensentencesandparagraphswould

belessobvious.

PlaceWhattheysaw

Vancouvei,bay.island,mountains,forest

LakeLouise/tlietliemountainsaiidforests.LakeLouise,beautifiilsceneiy.different

CanadianRockiescieatures

Jaspei,/

Edmontonshoppingmalls

thegreatCanadiananopencountiy.abunchoffaims

Praiiie

Winnipeg/

Ontaiioforestsandlakes,therollinghills,thebushesandmapletrees.Lake

Huron

Toronto/

3.Meanwhile,studentslearnaboutthewordsandcreatea

wordbanktoenrichthewaysofdescribing"see".

Theyvecpleasedtoseethebeautifiilmountainslookingoutovei,thecity.

Sc?！隘?。/〃tlietrainwindow,themountainsandforestsofCanada/oo/rmassive.

Lookingatthebeautifiilsceneiy.theybotliagreedthatitwasthemostawesomejourney

theyhadevertaken.

Inadditiontoseeingspectaculai-mountainpeaksandforests,onehighlightoftheirtiip

Mgbeingabletoseemanydifieientcreatuies.includingdeei\mountaingoats,midevena

giizzlybearandaneagle.

TheydidnotanticipareseeiH女suchanopencountiy.

Theycouldseethewidesti'etchofLakeHiuon-oneofthefourGreatLakeson

Ontaiio'ssouthembordei\

【設(shè)計(jì)意圖】整理旅行行程并梳理內(nèi)容，提煉和概括，根據(jù)上下

文理解詞義，歸納一路所見。在校對(duì)時(shí)，通過進(jìn)一步提問，讓學(xué)生深

入理解內(nèi)容一親眼所見和旅行中的活動(dòng)，適當(dāng)?shù)耐茰y(cè)都為“看”提供

了方式。在內(nèi)容理解中品讀語(yǔ)言，提煉出涉及“看”的豐富性表達(dá)語(yǔ)塊，

為第二節(jié)課的寫作任務(wù)做好語(yǔ)言準(zhǔn)備。

Assignment:Retellingtherailjourneyaccordingtotheroute.

本活動(dòng)旨在落實(shí)課時(shí)教學(xué)目標(biāo)3o

Retelltherailjourney,coveringthebasicinformationandthe

route.

Studentsaresupposedtopayattentiontothestructureand

usethewordsandexpressionsinthetext.

【設(shè)計(jì)意圖】學(xué)生運(yùn)用所學(xué)語(yǔ)言內(nèi)容，結(jié)合文本結(jié)構(gòu)和行程，整

合結(jié)構(gòu)、內(nèi)容和語(yǔ)言，對(duì)文本進(jìn)行復(fù)述，一方面鞏固文章內(nèi)容，強(qiáng)化

主題語(yǔ)言，另一方面本作業(yè)也將成為第二課時(shí)的導(dǎo)入。

第二課時(shí)

一、教學(xué)內(nèi)容

學(xué)生推理判斷主人公旅游過程中對(duì)每個(gè)地方的印象；學(xué)生基于文

本歸納游記的寫作內(nèi)容和技巧，遷移所學(xué)，完成相關(guān)類型的寫作。

二、課時(shí)目標(biāo)

1.通過文本分析和推理判斷，總結(jié)歸納主人公旅游過程中對(duì)每

個(gè)地方的印象。

2.通過上下文語(yǔ)境理解，學(xué)習(xí)與主題相關(guān)的以下詞匯：pleasant,

takeone'sbreathaway,spectacular,awesome,literally,abunchof,

awidestretchof,并體會(huì)和感悟形容詞在情感表達(dá)中的作用。

3.學(xué)生通過討論，總結(jié)歸納旅游類敘事文體的寫作技巧，并借

助創(chuàng)造性思維，運(yùn)用所學(xué)語(yǔ)言進(jìn)行主題意義的表達(dá)。

三、教學(xué)過程

Activity1:Reviewingwhathasbeenlearnt

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)1做鋪墊。

Studentsretelltherailjourneyaccordingtotheroute.

［設(shè)計(jì)意圖］借助課文復(fù)述，回顧文本內(nèi)容、鞏固和內(nèi)化語(yǔ)言。

［核心素養(yǎng)提升點(diǎn)］語(yǔ)言能力：運(yùn)用所學(xué)進(jìn)行話題表達(dá)。

Activity2:Figuringoutthefeelingsabouteachplace

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)1和課時(shí)目標(biāo)2。

1.Studentsgettoknowthatfeelingscanbeeithertoldor

shownthroughsomeexamples.

2.Studentsreadparagraphs2-6againandindividuallyfindout

LiDaiyuandLiuQian'sfeelingsabouteachplace,identifying

whethertheirfeelingsaretoldorshown.

3.Studentssharetheiropinionsbyreasoningthemselvesusing

theinformationfromthetext.Meanwhile,theyanswerthefollowing

questions:

Paragraph2Vancouver

Q1:HowdidtheyfeelwhentheyweretravellinginVancouver?

S:Pleased/happy...(wordswithpositiveemotionare

accepted)

Theteacherguidesthestudentstopayattentiontothepositive

adjectivestohelpshowtheirimpressiononVancouver:wonderful,

beautifulandpleasant.

Q2:Whatdoes"pleasant"mean?

S:Itmeansnice,enjoyableorattractive.

Paragraph3LakeLouiseandCanadianRockies

Q1:WhatwastheirimpressionofLakeLouise?

S:Thebluewaterliterallytooktheirbreathawaywithits

exceptionalbeauty.

Q2:Whatdoes“takeone'sbreathaway"suggest?

S:Thelakeisextremelybeautiful.

Q3:Whatdoes"exceptional"mean?

S:Veryunusual.

Q4:Whatdoes"literally"mean?

S:Actually/indeed.

Q5:WhatdidtheythinkofthejourneythroughtheCanadian

Rockies?

S:Theybothagreeditwasthemostawesomejourneythey

hadevertaken

Q6:Whatdoes"awesome"mean?

S:Impressive/amazing.

Q7:Whatmadeitawesome?

S:Thespectacularmountainpeaksandforests,andmany

differentcreatures.

(Theteacherleavesouttheadjectivesmentionedabovein

paragraphs2-3andasksthestudentstocomparetheparagraphs

withtheoriginalones.Theteacherhighlightsthefunctionthat

adjectivescanshowfeelingsandsummarizesit:Adjectiveshelpto

tellfeelings,andmoreimportantly,theyhelptoshowfeelings.)

Paragraph4Edmonton

Q1:WhatwastheirimpressionofEdmonton?

S:Cold.

Q2:Howdoesthewriterdescribethecoldweather?Any

detail?

S:Freezingcold.Ithasadailytemperatureaveraging-10℃.

Paragraph5CanadianPrairie

Q1:WhatwastheirimpressionofthegreatCanadianPrairie?

S:Theyweretrulyamazed.

Q2:Whatweretheyamazedat?

S:Opencountry

Q3:Howdoesthewriterdescribetheopencountry?

S:Theywentthroughtwowheat-growingprovinces,where

theysawabunchoffarmsthatcoveredaverylargearea.

Q4:Whatdoes"abunchof'mean?

S:Alargenumberof.

Paragraph6Ontario

Q1:WhatwastheirimpressionofOntario?

S:Alandofforestsandlakes.

Q2:Whatwastheirimpressionoftheforests?

S:Colorful

Q3:Whyaretheycolorful?

S:Thebushesandmapletreesoutsidetheirwindowswerered,

gold,andorange.

Q4:WhatwastheirimpressiononLakeHuron?Howdoyou

knowthat?

S:Huge/great.Wecaninferthatfromthephrase“thewide

stretchof".

［設(shè)計(jì)意圖］引導(dǎo)學(xué)生理解文本內(nèi)容、分析人物在旅游過程中的情

感，體會(huì)和感知形容詞的使用對(duì)感情表達(dá)的作用，關(guān)注語(yǔ)境中的詞匯

學(xué)習(xí)和活動(dòng)中的思維訓(xùn)練。

Activity3:Exploringthetitle

1.Studentsgiveatitletothetextbythemselvesandcompareit

withtheoriginalonetoseewhichoneisbetter,andgivetheir

reasons.

2.Studentsdiscussaboutthetitleandanswerthefollowing

questions:

Q1:Whatfigureofspeechisusedwhenusing“theheartof

Canada"?Whatdoesitreferto?Why?

S:Metaphor.ItreferstoCanadianRockies,Edmonton,

CanadianPrairieandOntario.Theyareallimportantplacesin

Canada.

Q2:Can'VancouverandtheheartofCanada"inthetitlebe

leftout?Whyorwhynot?

S:No.Itgivesmoreinformationaboutthecontentofthetext

butnotall,thusbecomingmoreeye-catching.

［設(shè)計(jì)意圖］引導(dǎo)學(xué)生基于文本信息，探索標(biāo)題意義和作用。

Activity4:Summarizingthewritingtechniques

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)3。

Studentsdiscuss