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

Unit4JOURNEYACROSSAVASTLAND

ReadingandThinking:SEEINGTHETRUENORTHVIARAIL:VANCOUVERANDTHE

HEARTOFCANADA

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(jiàn)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(kāi)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(jiàn)聞。標(biāo)題

“SeeingtheTrueNorthViaRail:VancouverandtheHeartofCanada”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(jiàn)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(guò)加拿大多地最終到達(dá)多倫多的旅途所見(jiàn)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(jiàn)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(jiàn)”的各種表達(dá)、對(duì)所見(jiàn)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(jiàn)，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(wèn)，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(guò)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(guò)文本分析以及問(wèn)題回答，理清旅行的基本信息和行程路線，歸納每處所見(jiàn)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(guò)課文復(fù)述鞏固所學(xué)。

三、教學(xué)過(guò)程

Activity1:Talkingabouttravelling

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)1。

Studentsworkingroupsoffouranddiscussthefollowingquestions.

Q1:Whydoalotofpeopleliketotravel?

S:Becausepeoplecanbroadentheirhorizon/enrichtheirexperience/sharpentheir

personalities/findwhattheyreallywantintheheart/...whentravelling.

Q2:Whataspectsdoyouwanttolearnaboutifyouaregoingtotravelinacountry?

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(wèn)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(wèn)題有助于引出部分話題語(yǔ)

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

相呼應(yīng)。第二個(gè)問(wèn)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,andthenanswerthequestionsaccordingto

thetitleandthepicture.

Q1:Whatdoesthe"TrueNorth"inthetitlereferto?

S:Canada.

Q2:Whatisthewritingtype?

S:Travellingjourney.

Q3:Whatdoyouthinkthetextisabout?

S:ThetextisaboutajourneyinVancouverandtheheartofCanadabytrainandwhatthey

sawinthejourney.

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(guò)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(jiàn)

Activity3:Identifyingthestructureanddealingwiththequestions

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)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(jì)意圖】引導(dǎo)學(xué)生關(guān)注標(biāo)題中關(guān)鍵詞“Vancouve尸和“theheartofCanada"，通過(guò)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(guò)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.

WlioLiDaiyiiandhei,cousinLiuQiaii

WlieiiAutiumi(findtlieanswerillPaiagraph6)

WhereFromChinatoHalifax

WhatFlytoVancouverandthentakethetrain

HowExciting

WliyCrossingtliewholecountiymeansmorescenery.

【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(wèn)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)。

Activity5:Focusingontherouteofthetravel

本活動(dòng)旨在落實(shí)教學(xué)目標(biāo)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(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(jiàn)。在校對(duì)時(shí)，通過(guò)進(jìn)一步提問(wèn)，讓學(xué)生深入理解內(nèi)容——親眼所見(jiàn)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)3。

Retelltherailjourney,coveringthebasicinformationandtheroute.

Studentsaresupposedtopayattentiontothestructureandusethewordsandexpressionsin

thetext.

【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(guò)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(guò)文本分析和推理判斷，總結(jié)歸納主人公旅游過(guò)程中對(duì)每個(gè)地方的印象。

2.通過(guò)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(guò)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(guò)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.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(jì)意圖］引導(dǎo)學(xué)生理解文本內(nèi)容、分析人物在旅游過(guò)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.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(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。

Studentsd