Unit 4 Reading and Thinking 人教版（2019）選擇性必修第二冊

Unit4JOURNEYACROSSAVASTLAND

ReadingandThinking:SEEINGTHETRUENORTHVIARAIL:VANCOUVERANDTHE

HEARTOFCANADA

文本簡析

本單元閱讀文本的話題是兩名中國學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、自然風光、重要省市和地方等，從而

開拓學生視野，加深其對加拿大的了解。

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。標題

“SeeingtheTrueNorthViaRail:VancouverandtheHeartofCanada”暗示文章體裁，同時體現(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、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；第三段描繪了主人公探訪露易斯湖時所見的湖光山色；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多倫多的旅途所見和所感。

在進行文本教學設(shè)計時，需要理清旅行行程以及主人公在旅途中的所見所想，同時幫助

學生梳理旅行類話題語言，包括景色描寫、“見”的各種表達、對所見的感想與評價。此外，

文本中的話語標記語也值得梳理。本文標題蘊含豐富信息，可以根據(jù)標題對文本進行多方位

預測，提升思維能力，并根據(jù)標題對段落進行框架梳理，閱讀后可進一步探討標題，深入理

解文本。最終需要幫助學生掌握旅游類文章的寫作基本要素和技巧，運用所學語言進行主題

意義的表達。

教學設(shè)計（共2課時）

第1課時

一、教學內(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，梳理語篇

標記詞，積累“看”的豐富性表達語塊。

二、課時目標

1.圍繞旅行主題，討論并自主提問，根據(jù)標題和圖片，預測文本內(nèi)容，激活背景知識和

相關(guān)話題語言。

2.通過略讀、梳理、歸納等策略，結(jié)合標題，提取文本信息，梳理文本段落關(guān)系，理清

語篇結(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)語言，最后通過課文復述鞏固所學。

三、教學過程

Activity1:Talkingabouttravelling

本活動旨在落實課時目標1。

Studentsworkingroupsoffouranddiscussthefollowingquestions.

Q1:Whydoalotofpeopleliketotravel?

S:Becausepeoplecanbroadentheirhorizon/enrichtheirexperience/sharpentheir

personalities/findwhattheyreallywantintheheart/...whentravelling.

Q2:Whataspectsdoyouwanttolearnaboutifyouaregoingtotravelinacountry?

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

【設(shè)計意圖】屬于導入和熱身環(huán)節(jié)。學生對上述兩個問題進行小組討論，在真實情境下，

激活背景知識，用已有的主題語言，討論對旅行的喜好。第一個問題有助于引出部分話題語

言，如travel/tripjoumey/visit…等,并能和單元卷首語“Travelforenough,youmeetyourself5

相呼應。第二個問題激發(fā)學生談談他們?nèi)绻鰢眯袝r會關(guān)注哪些方面，表達他們的關(guān)注點，

引出scenery/industry/population/weather...等語言，為預測課文內(nèi)容以及自主閱讀作好鋪墊。

Activity2:Predictingthecontentofthetext

本活動旨在落實課時目標1。

Studentslookatthetitleofthetextandthepicture,andthenanswerthequestionsaccordingto

thetitleandthepicture.

Q1:Whatdoesthe"TrueNorth"inthetitlereferto?

S:Canada.

Q2:Whatisthewritingtype?

S:Travellingjourney.

Q3:Whatdoyouthinkthetextisabout?

S:ThetextisaboutajourneyinVancouverandtheheartofCanadabytrainandwhatthey

sawinthejourney.

Q4:Whatisthefocusofthetext?

S:Whatwasseeninthisjourney.

【設(shè)計意圖】引導學生根據(jù)標題和插圖對課文進行多方位預測后再閱讀，使他們更加積

極主動且聚焦主題語境。在這個活動中，學生通過對關(guān)鍵詞“truenorth”進行定位，確定了旅

游地點，然后預測文本體裁和主要內(nèi)容，并推斷本文的重點——旅途中的“所見

Activity3:Identifyingthestructureanddealingwiththequestions

本活動旨在落實課時目標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.

【設(shè)計意圖】引導學生關(guān)注標題中關(guān)鍵詞“Vancouve尸和“theheartofCanada"，通過運用

略讀閱讀策略，尋找課文哪些段落分別涵蓋這兩個部分，然后關(guān)注到一個“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，為學生理清文本段落間的關(guān)系提供支架,

在此基礎(chǔ)上引導學生分段，整體把握文本結(jié)構(gòu)。同時，尋找自己在活動1中提出的想要了解

一個國度的哪些方面，自然過渡到游記的基本要素。

Activity4:Examiningthebasicinformationofthetravelling.

本活動旨在落實教學目標3。

Studentsreadparagraph1andfillintheform.

WlioLiDaiyiiandhei,cousinLiuQiaii

WlieiiAutiumi(findtlieanswerillPaiagraph6)

WhereFromChinatoHalifax

WhatFlytoVancouverandthentakethetrain

HowExciting

WliyCrossingtliewholecountiymeansmorescenery.

【設(shè)計意圖】明晰結(jié)構(gòu)后，學生再次閱讀第一段，完成表格，定位本次旅行的基本信息:

人物、時間、地點、交通方式等等，也為第二課時寫作做好部分鋪墊。同時進一步提問為何

旅行會有如此感受的原因，引出旅行的目的是為了看到更多、感受更多，呼應接下來的涉及“所

看”和“所感”的環(huán)節(jié)。

Activity5:Focusingontherouteofthetravel

本活動旨在落實教學目標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.

【設(shè)計意圖】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。在校對時，通過進一步提問，讓學生深入理解內(nèi)容——親眼所見和旅行中的活動，適

當?shù)耐茰y都為“看”提供了方式。在內(nèi)容理解中品讀語言，提煉出涉及“看”的豐富性表達語塊,

為第二節(jié)課的寫作任務做好語言準備。

Assignment:Retellingtherailjourneyaccordingtotheroute.

本活動旨在落實課時教學目標3。

Retelltherailjourney,coveringthebasicinformationandtheroute.

Studentsaresupposedtopayattentiontothestructureandusethewordsandexpressionsin

thetext.

【設(shè)計意圖】學生運用所學語言內(nèi)容，結(jié)合文本結(jié)構(gòu)和行程，整合結(jié)構(gòu)、內(nèi)容和語言，

對文本進行復述，一方面鞏固文章內(nèi)容，強化主題語言，另一方面本作業(yè)也將成為第二課時

的導入。

第二課時

一、教學內(nèi)容

學生推理判斷主人公旅游過程中對每個地方的印象；學生基于文本歸納游記的寫作內(nèi)容

和技巧，遷移所學，完成相關(guān)類型的寫作。

二、課時目標

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每個地方的印象。

2.通過上下文語境理解，學習與主題相關(guān)的以下詞匯：pleasant,takeone'sbreathaway,

spectacular,awesome,literally,abunchof,awidestretchof,并體會和感悟形容詞在情感表達中

的作用。

3.學生通過討論，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，運用所學

語言進行主題意義的表達。

三、教學過程

Activity1:Reviewingwhathasbeenlearnt

本活動旨在落實課時目標1做鋪墊。

Studentsretelltherailjourneyaccordingtotheroute.

［設(shè)計意圖］借助課文復述，回顧文本內(nèi)容、鞏固和內(nèi)化語言。

［核心素養(yǎng)提升點］語言能力：運用所學進行話題表達。

Activity2:Figuringoutthefeelingsabouteachplace

本活動旨在落實課時目標1和課時目標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“l(fā)iterally"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'.

［設(shè)計意圖］引導學生理解文本內(nèi)容、分析人物在旅游過程中的情感，體會和感知形容詞

的使用對感情表達的作用，關(guān)注語境中的詞匯學習和活動中的思維訓練。

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.

［設(shè)計意圖］引導學生基于文本信息，探索標題意義和作用。

Activity4:Summarizingthewritingtechniques

本活動旨在落實課時目標3。

Studentsd