Unit 4 Reading and Thinking 人教版（2019）选择性必修第二册

Unit4JOURNEYACROSSAVASTLAND

ReadingandThinking:SEEINGTHETRUENORTHVIARAIL:VANCOUVERANDTHE

HEARTOFCANADA

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:VancouverandtheHeartofCanada”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。

Studentsworkingroupsoffouranddiscussthefollowingquestions.

Q1:Whydoalotofpeopleliketotravel?

S:Becausepeoplecanbroadentheirhorizon/enrichtheirexperience/sharpentheir

personalities/findwhattheyreallywantintheheart/...whentravelling.

Q2:Whataspectsdoyouwanttolearnaboutifyouaregoingtotravelinacountry?

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/tripjoumey/visit…等,并能和单元卷首语“Travelforenough,youmeetyourself5

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,andthenanswerthequestionsaccordingto

thetitleandthepicture.

Q1:Whatdoesthe"TrueNorth"inthetitlereferto?

S:Canada.

Q2:Whatisthewritingtype?

S:Travellingjourney.

Q3:Whatdoyouthinkthetextisabout?

S:ThetextisaboutajourneyinVancouverandtheheartofCanadabytrainandwhatthey

sawinthejourney.

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:Identifyingthestructureanddealingwiththequestions

本活动旨在落实课时目标2。

Studentsskimthetexttoidentifythestructureaccordingtothetitle.Inthemeanwhile,

studentsfindanswersforthequestionstheyraisedinActivity1andcheckwhetherthecontent

coverswhattheywanttoknowaboutCanada.

QI:WhichparagraphsareaboutVancouver?

S:Paragraph2.

Q2:WhichparagraphsareabouttheheartofCanada?

S:Paragraphs3-6.

Q3:Whatplacesdidtheyvisitinperson?

S:VancouverandLakeLouise.

Q4:Whatplacesdidtheyviewfromthetrain?

S:FromJaspertoToronto.

Q5:Whatisthefunctionofparagraph1?

S:Totellthebackgroundinformation.

Q6:Canyouidentifythestructureandfinishthemindmap?

S:

Q7:Canyoufindanswersinthetexttowhatyouwanttoknowaboutacountry?Findoutthe

evidence.

【设计意图】引导学生关注标题中关键词“Vancouve尸和“theheartofCanada"，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.

WlioLiDaiyiiandhei,cousinLiuQiaii

WlieiiAutiumi(findtlieanswerillPaiagraph6)

WhereFromChinatoHalifax

WhatFlytoVancouverandthentakethetrain

HowExciting

WliyCrossingtliewholecountiymeansmorescenery.

【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。

Activity5:Focusingontherouteofthetravel

本活动旨在落实教学目标3。

1.Studentsreadparagraphs2-6andfinishtheroute.

PlaceWhattheysaw

Vancouver

LakeLouise/the

CanadianRockies

Jasper

Edmonton

tliegreatCanadian

Praiiie

Winnipeg

Ontaiio

Toronto

2.Studentsindividuallyfindoutwhatwasseenineachplaceandfindtheevidencefromthe

text.Meanwhile,theyanswerthefollowingquestions:

Paragraph2:

(Theywereabletotakeaboatrideoutintothebay,andlatervisitanislandthathadwonderful

shopssellingcraftsandantiques.

Theywerepleasedtoseethebeautifulmountainslookingoutoverthecity.

Theytookapleasanthikeinaforestjustashortdistanceaway.)

Q1:Whatdoes“despitetheweather"mean?

S:Itmeansthatalthoughtheweatherisnotverygood.

Q2:Whatisthepurposeof“despite”?

S:Toshowcontrast.

Theteacherguidesthestudentstopayattentiontothe"discoursemarkers“thatcanshow

relationships.

Paragraph3:

(Seenfromthetrainwindow,themountainsandforestsofCanadalookmassive.Theytooka

taxitoLakeLouise,wherethebluewaterliterallytooktheirbreathawaywithitsexceptional

beauty.

Lookingatthebeautifulsceneiy,theybothagreedthatitwasthemostawesomejourneythey

hadevertaken.

Inadditiontoseeingspectacularmountainpeaksandforests,onehighlightoftheirtripwas

beingabletoseemanydifferentcreatures,includingdeer,mountaingoats,andevenagrizzlybear

andaneagle.)

QI:Whatdidtheylikebestinthisjourney?

S:Inadditiontomountainpeaksandforests,onehighlightoftheirtripwasbeingabletosee

manydifferentcreatures.

Q2:Whatdoes"highlight"mean?

S:Thebestormostexcitingpart.

Q3:Whatisthepurposeof"inadditionto”？

S:Toaddsomething.

Paragraph4:

(Edmontonishometomanyshoppingmalls.)

QI:WhyisEdmontonhometomanyshoppingmalls?

S:Sinceitcanbetoocoldtogooutdoors?

Q2:Whatisthepurposeof“since”?

S:Toexplainareason.

Q3:Whatisthepurposeof"infact”?

S:Toemphasize.

Paragraph5:

(However,theydidnotanticipateseeingsuchanopencountry,andweretrulyamazed.

Theywentthroughtwowheat-growingprovinces,wheretheysawabunchoffarmsthat

coveredaverylargearea.)

QI:WhatwasoutoftheirimaginationinCanada?

S:Thatitissuchanopencountry.

Q2:Whatisthepurposeof"however”?

S:Toshowcontrast.

Paragraph6:

(...wokeupinOntario一alandofforestsandlakes.

Thetrainthunderedon,throughtherollinghills.

Thebushesandmapletreesoutsidetheirwindowswerered,gold,andorange,andtherewas

frostontheground,confirmingthatautumnhadarrivedinCanada.

TheycouldseethewidestretchofLakeHuron-oneofthefourGreatLakesonOntario's

southernborder.)

QI:Whatdiscoursemarkerscandescribetheorderoftime?

S:Eventually,when,finally.

Q2:Whatwouldbetheresultwithoutthelisteddiscoursemarkers?

S:Theconnectionbetweensentencesandparagraphswouldbelessobvious.

PlaceWhattheysaw

Vancouverbay.island,mountains,forest

LakeLouise/thethemountainsandforests.LakeLouise,beautifiilsceneiy.diffeient

CanadianRockiescreatures

Jasper/

Edmontonshoppingmalls

thegreatCanadianailopencountiy.abiuichoffanns

Prairie

Winnipeg/

Ontaiiofoi-estsandlakes,tlierollinghills,thebushesandmapletiees.Lake

Hiuon

Toronto/

3.Meanwhile,studentslearnaboutthewordsandcreateawordbanktoenrichthewaysof

describing"see".

Theywere-/easedroseethebeautifulmountainslookingoutoverthecity.

Seen『onithetrainwindow,themountainsandforestsofCanadamassive.

Lookingatthebeautiftilsceueiy.theybothagreedthatitwasthemostawesomejoiuney

theyhadevertaken.

Inadditiontoseeingspectacularmountainpeaksandforests,onehighlightoftheirtrip

wayMingabletoseemanydifieieiitcreatures.includingdeei\mountaingoats.andevena

grizzlybearandaneagle.

TheydidnotanHcipateseeingsuchanopencountiy.

TheycouldseethewidestretchofLakeHuron-oneoftliefourGreatLakeson

Ontario'ssouthernborder.

【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——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3。

Retelltherailjourney,coveringthebasicinformationandtheroute.

Studentsaresupposedtopayattentiontothestructureandusethewordsandexpressionsin

thetext.

【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.Studentsgettoknowthatfeelingscanbeeithertoldorshownthroughsomeexamples.

2.Studentsreadparagraphs2-6againandindividuallyfindoutLiDaiyuandLiuQian's

feelingsabouteachplace,identifyingwhethertheirfeelingsaretoldorshown.

3.Studentssharetheiropinionsbyreasoningthemselvesusingtheinformationfromthetext.

Meanwhile,theyanswerthefollowingquestions:

Paragraph2Vancouver

QI:HowdidtheyfeelwhentheyweretravellinginVancouver?

S:Pleased/happy...(wordswithpositiveemotionareaccepted)

Theteacherguidesthestudentstopayattentiontothepositiveadjectivestohelpshowtheir

impressiononVancouver:wonderful,beautifulandpleasant.

Q2：Whatdoes"pleasant"mean?

S:Itmeansnice,enjoyableorattractive.

Paragraph3LakeLouiseandCanadianRockies

QI:WhatwastheirimpressionofLakeLouise?

S:Thebluewaterliterallytooktheirbreathawaywithitsexceptionalbeauty.

Q2:Whatdoes“takeone'sbreathaway"suggest?

S:Thelakeisextremelybeautiful.

Q3:Whatdoes“exceptional"mean?

S:Veryunusual.

Q4:Whatdoes“literally"mean?

S:Actually/indeed.

Q5:WhatdidtheythinkofthejourneythroughtheCanadianRockies?

S:Theybothagreeditwasthemostawesomejourneytheyhadevertaken

Q6:Whatdoes"awesome"mean?

S:Impressive/amazing.

Q7:Whatmadeitawesome?

S:Thespectacularmountainpeaksandforests,andmanydifferentcreatures.

(Theteacherleavesouttheadjectivesmentionedaboveinparagraphs2-3andasksthestudents

tocomparetheparagraphswiththeoriginalones.Theteacherhighlightsthefunctionthatadjectives

canshowfeelingsandsummarizesit:Adjectiveshelptotellfeelings,andmoreimportantly,they

helptoshowfeelings.)

Paragraph4Edmonton

Q1:WhatwastheirimpressionofEdmonton?

S:Cold.

Q2:Howdoesthewriterdescribethecoldweather?Anydetail?

S:Freezingcold.Ithasadailytemperatureaveraging-10℃.

Paragraph5CanadianPrairie

Q1:WhatwastheirimpressionofthegreatCanadianPrairie?

S:Theyweretrulyamazed.

Q2:Whatweretheyamazedat?

S:Opencountry

Q3:Howdoesthewriterdescribetheopencountry?

S:Theywentthroughtwowheat-growingprovinces,wheretheysawabunchoffarmsthat

coveredaverylargearea.

Q4:Whatdoes"abunchof9mean?

S:Alargenumberof.

Paragraph6Ontario

Q1:WhatwastheirimpressionofOntario?

S:Alandofforestsandlakes.

Q2:Whatwastheirimpressionoftheforests?

S:Colorful

Q3:Whyaretheycolorful?

S:Thebushesandmapletreesoutsidetheirwindowswerered,gold,andorange.

Q4:WhatwastheirimpressiononLakeHuron?Howdoyouknowthat?

S:Huge/great.Wecaninferthatfromthephrase“thewidestretchof'.

［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.Studentsgiveatitletothetextbythemselvesandcompareitwiththeoriginalonetosee

whichoneisbetter,andgivetheirreasons.

2.Studentsdiscussaboutthetitleandanswerthefollowingquestions:

Q1:Whatfigureofspeechisusedwhenusing“theheartofCanada"?Whatdoesitreferto?

Why?

S:Metaphor.ItreferstoCanadianRockies,Edmonton,CanadianPrairieandOntario.Theyare

allimportantplacesinCanada.

Q2:Can"VancouverandtheheartofCanada"inthetitlebeleftout?Whyorwhynot?

S:No.Itgivesmoreinformationaboutthecontentofthetextbutnotall,thusbecomingmore

eye-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。

Studentsd