高中英語選擇性必修第二冊教學設(shè)計 B5U

Unit4JOURNEYACROSSAVASTLAND

ReadingandThinking:SEEINGTHETRUENORTHVIA

RAIL:VANCOUVERANDTHEHEARTOFCANADA

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:Vancouverand

theHeartofCanada”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。

Studentsworkingroupsoffouranddiscussthefollowing

questions.

Q1:Whydoalotofpeopleliketotravel?

S:Becausepeoplecanbroadentheirhorizon/enrichtheir

experience/sharpentheirpersonalities/findwhattheyreallywant

intheheart/...whentravelling.

Q2:Whataspectsdoyouwanttolearnaboutifyouaregoingto

travelinacountry?

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

youmeetyourself”相呼應。第二個問題激發(fā)學生談談他們?nèi)绻鰢?/p>

行時會關(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,andthen

answerthequestionsaccordingtothetitleandthepicture.

Q1:Whatdoesthe"TrueNorth"inthetitlereferto?

S:Canada.

Q2:Whatisthewritingtype?

S:Travellingjourney.

Q3:Whatdoyouthinkthetextisabout?

S:ThetextisaboutajourneyinVancouverandtheheartof

Canadabytrainandwhattheysawinthejourney.

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:Identifyingthestructureanddealingwiththe

questions

本活動旨在落實課時目標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)計意圖】引導學生關(guān)注標題中關(guān)鍵詞“Vancouver和“theheart

ofCanada"，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O

Activity4:Examiningthebasicinformationofthetravelling.

本活動旨在落實教學目標3。

Studentsreadparagraph1andfillintheform.

WlioLiDaiyuandhercousiiiLinQian

WhenAutiuiin(findtheanswerinParagraph6)

WhereFromChinatoHalifax

WhatFlytoVancouverandthentakethetrain

HowExciting

WhyCrossingthewholecountiymeansmoiesceneiy.

【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)O

Activity5:Focusingontherouteofthetravel

本活動旨在落實教學目標3。

1.Studentsreadparagraphs2-6andfinishtheroute.

S:

PlaceWhattheysaw

Vancouver

LakeLouise/tlie

CanadianRockies

Jaspei,

Edmonton

thegreatCanadian

Prairie

Winnipeg

Ontario

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

bluewaterliterallytooktheirbreathawaywithitsexceptionalbeauty.

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,confirmingthat

autumnhadarrivedinCanada.

TheycouldseethewidestretchofLakeHuron-oneofthefour

GreatLakesonOntario'ssouthernborder.)

Q1:Whatdiscoursemarkerscandescribetheorderoftime?

S:Eventually,when,finally.

Q2:Whatwouldbetheresultwithoutthelisteddiscourse

markers?

S:Theconnectionbetweensentencesandparagraphswould

belessobvious.

PlaceWhattheysaw

Vancouverbay.island,moiuitains.forest

LakeLouise/thethemountainsandforests.LakeLouise,beautifiilsceneiy.different

CanadianRockiescreatures

Jaspei,/

Edmontonshoppingmalls

thegreatCanadiananopencountiy.abimclioffonns

Prairie

Winnipeg/

Ontaiioforestsandlakes,therollinghills,tliebushesandmapletrees.Lake

Huron

Toronto/

3.Meanwhile,studentslearnaboutthewordsandcreatea

wordbanktoenrichthewaysofdescribing"see".

Theywe"pleasedtoseethebeautifiilnioiintaiiislookingoutoverthecity.

See“力?。加tlietrainwindow,themountainsandforestsofCanada/oo/rmassive.

Lookingatthebeautifiilsceneiy.theybothagieedtliatitwasthemostawesomejoiuney

theyhadevertaken.

Inadditiontoseeingspectaculai-mountainpeaksandforests,onehighlightoftheii,trip

-asbeingabletoseemanydifieientcreatures,iucludiiigdeer,moiuitaiiigoats,andevena

grizzlybearandaileagle.

Theydidnotanticipateseem殳suchanopencountry.

TheycouldseetliewidestietchofLakeHuron-oneoftliefourGreatLakeson

Ontaiio'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)容一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,coveringthebasicinformationandthe

route.

Studentsaresupposedtopayattentiontothestructureanduse

thewordsandexpressionsinthetext.

【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.Studentsgettoknowthatfeelingscanbeeithertoldorshown

throughsomeexamples.

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:Theybothagreeditwasthemostawesomejourneytheyhad

evertaken

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?Anydetail?

S:Freezingcold.Ithasadailytemperatureaveraging-10℃.

Paragraph5CanadianPrairie

Q1:WhatwastheirimpressionofthegreatCanadianPrairie?

S:Theyweretrulyamazed.

Q2:Whatweretheyamazedat?

S:Opencountry

Q3:Howdoesthewriterdescribetheopencountry?

S:Theywentthroughtwowheat-growingprovinces,wherethey

sawabunchoffarmsthatcoveredaverylargearea.

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.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.Itgivesmoreinformationaboutthecontentofthetextbut

notall,thusbecomingmoreeye-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。