人教版高中英语第二册Unit 4 JOURNEY ACROSS A VAST LAND教学设计

人教版高中英语第二册Unit4JOURNEYACROSS

AVASTLAND教学设计

文本简析

本单元阅读文本的话题是两名中国学生坐火车从西到东横跨加

拿大的旅途见闻。文本旨在向学生介绍加拿大的一些基本情况，包括

地理环境、自然风光、重要省市和地方等，从而开拓学生视野，加深

其对加拿大的了解。

本文是旅游类叙事文体，记述了李戴予和刘倩去加拿大看望表兄

妹的旅途见闻。标题"SeeingtheTrueNorthViaRail:Vancouverand

theHeartofCanada"暗示文章体裁，同时体现了文本的核心内容。

全文共六段，篇章结构清晰。第一段为总起段，介绍了旅行的人物、

缘由、起始地点、交通方式、感想等基本背景；第二段介绍了主人公

在温哥华两天的行程和活动；第三段描绘了主人公探访露易斯湖时所

见的湖光山色；第四段至第六段介绍了主人公在火车上一路向东经过

加拿大多地最终到达多伦多的旅途所见和所感。

在进行文本教学设计时，需要理清旅行行程以及主人公在旅途中

的所见所想，同时帮助学生梳理旅行类话题语言，包括景色描写、“见”

的各种表达、对所见的感想与评价。此外，文本中的话语标记语也值

得梳理。本文标题蕴含丰富信息，可以根据标题对文本进行多方位预

测，提升思维能力，并根据标题对段落进行框架梳理，阅读后可进一

步探讨标题，深入理解文本。最终需要帮助学生掌握旅游类文章的写

作基本要素和技巧，运用所学语言进行主题意义的表达。

教学设计（共2课时）

第1课时

一、教学内容

理解全文，明确文本结构，理清旅行的基本信息和行程路线，归

纳每处所见，梳理语篇标记词，积累“看”的丰富性表达语块。

二、课时目标

1.围绕旅行主题，讨论并自主提问，根据标题和图片，预测文

本内容，激活背景知识和相关话题语言。

2.通过略读、梳理、归纳等策略，结合标题，提取文本信息，

梳理文本段落关系，理清语篇结构，发展逻辑思维能力。

3.通过文本分析以及问题回答，理清旅行的基本信息和行程路

线，归纳每处所见内容并根据上下文理解相关词义，整理和丰富相关

语言，最后通过课文复述巩固所学。

三、教学过程

Activity1:Talkingabouttravelling

本活动旨在落实课时目标1。

Studentsworkingroupsoffouranddiscussthefollowing

questions.

Q1:Whydoalotofpeopleliketotravel?

S:Becausepeoplecanbroadentheirhorizon/enrichtheir

experience/sharpentheirpersonalities/findwhattheyreallywant

intheheart/...whentravelling.

Q2:Whataspectsdoyouwanttolearnaboutifyouaregoing

totravelinacountry?

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

【设计意图】属于导入和热身环节。学生对上述两个问题进行小

组讨论，在真实情境下，激活背景知识，用已有的主题语言，讨论对

旅行的喜好。第一个问题有助于引出部分话题语言，如

travel/trip/journey/visit…等，并能和单元卷首语"Travelforenough,

youmeetyourself”相呼应。第二个问题激发学生谈谈他们如果出国

旅行时会关注哪些方面，表达他们的关注点，引出

scenery/industry/population/weather…等语言，为预测课文内容以

及自主阅读作好铺垫。

Activity2:Predictingthecontentofthetext

本活动旨在落实课时目标1。

Studentslookatthetitleofthetextandthepicture,andthen

answerthequestionsaccordingtothetitleandthepicture.

Q1:Whatdoesthe"TrueNorth"inthetitlereferto?

S:Canada.

Q2:Whatisthewritingtype?

S:Travellingjourney.

Q3:Whatdoyouthinkthetextisabout?

S:ThetextisaboutajourneyinVancouverandtheheartof

Canadabytrainandwhattheysawinthejourney.

Q4:Whatisthefocusofthetext?

S:Whatwasseeninthisjourney.

【设计意图】引导学生根据标题和插图对课文进行多方位预测后

再阅读，使他们更加积极主动且聚焦主题语境。在这个活动中，学生

通过对关键词“truenorth”进行定位，确定了旅游地点，然后预测文本

体裁和主要内容，并推断本文的重点——旅途中的“所见”。

Activity3:Identifyingthestructureanddealingwiththe

questions

本活动旨在落实课时目标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.

【设计意图】引导学生关注标题中关键词“Vancouver"和"the

heartofCanada",通过运用略读阅读策略，寻找课文哪些段落分别

涵盖这两个部分，然后关注到一个“and”，提示分段的并列关系，在

弄清第一段的功能后，提示总分关系，为学生理清文本段落间的关系

提供支架，在此基础上引导学生分段，整体把握文本结构。同时，寻

找自己在活动1中提出的想要了解一个国度的哪些方面，自然过渡到

游记的基本要素。

Activity4:Examiningthebasicinformationofthetravelling.

本活动旨在落实教学目标3。

Studentsreadparagraph1andfillintheform.

WlioLiDaiyuaiidhercousinLiuQiaii

WhenAutumn(findtheanswei-hiParagraph6)

WlieieFromChinatoHalifax

WliatFlytoVancouverandthentakethetrain

HowExciting

WhyCrossingthewholecountrymeansmoresceneiy.

【设计意图】明晰结构后，学生再次阅读第一段，完成表格，定

位本次旅行的基本信息：人物、时间、地点、交通方式等等，也为第

二课时写作做好部分铺垫。同时进一步提问为何旅行会有如此感受的

原因，引出旅行的目的是为了看到更多、感受更多，呼应接下来的涉

及“所看'和"所感’的环节O

Activity5:Focusingontherouteofthetravel

本活动旨在落实教学目标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。“疗。/〃tlietrainwindow,themountainsandforestsofCanada/oo/rmassive.

Lookingatthebeautifiilsceneiy.theybotliagreedthatitwasthemostawesomejourney

theyhadevertaken.

Inadditiontoseeingspectaculai-mountainpeaksandforests,onehighlightoftheirtiip

Mgbeingabletoseemanydifieientcreatuies.includingdeei\mountaingoats,midevena

giizzlybearandaneagle.

TheydidnotanticipareseeiH女suchanopencountiy.

Theycouldseethewidesti'etchofLakeHiuon-oneofthefourGreatLakeson

Ontaiio'ssouthembordei\

【设计意图】整理旅行行程并梳理内容，提炼和概括，根据上下

文理解词义，归纳一路所见。在校对时，通过进一步提问，让学生深

入理解内容一亲眼所见和旅行中的活动，适当的推测都为“看”提供

了方式。在内容理解中品读语言，提炼出涉及“看”的丰富性表达语块，

为第二节课的写作任务做好语言准备。

Assignment:Retellingtherailjourneyaccordingtotheroute.

本活动旨在落实课时教学目标3o

Retelltherailjourney,coveringthebasicinformationandthe

route.

Studentsaresupposedtopayattentiontothestructureand

usethewordsandexpressionsinthetext.

【设计意图】学生运用所学语言内容，结合文本结构和行程，整

合结构、内容和语言，对文本进行复述，一方面巩固文章内容，强化

主题语言，另一方面本作业也将成为第二课时的导入。

第二课时

一、教学内容

学生推理判断主人公旅游过程中对每个地方的印象；学生基于文

本归纳游记的写作内容和技巧，迁移所学，完成相关类型的写作。

二、课时目标

1.通过文本分析和推理判断，总结归纳主人公旅游过程中对每

个地方的印象。

2.通过上下文语境理解，学习与主题相关的以下词汇：pleasant,

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

awidestretchof,并体会和感悟形容词在情感表达中的作用。

3.学生通过讨论，总结归纳旅游类叙事文体的写作技巧，并借

助创造性思维，运用所学语言进行主题意义的表达。

三、教学过程

Activity1:Reviewingwhathasbeenlearnt

本活动旨在落实课时目标1做铺垫。

Studentsretelltherailjourneyaccordingtotheroute.

［设计意图］借助课文复述，回顾文本内容、巩固和内化语言。

［核心素养提升点］语言能力：运用所学进行话题表达。

Activity2:Figuringoutthefeelingsabouteachplace

本活动旨在落实课时目标1和课时目标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".

［设计意图］引导学生理解文本内容、分析人物在旅游过程中的情

感，体会和感知形容词的使用对感情表达的作用，关注语境中的词汇

学习和活动中的思维训练。

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.

［设计意图］引导学生基于文本信息，探索标题意义和作用。

Activity4:Summarizingthewritingtechniques

本活动旨在落实课时目标3。

Studentsdiscuss