资源简介

U4 Reading for Writing 教学设计
主题活动：write about a rail journal across Canada
语篇类型：travel journal(游记)
授课时长：20 min
文本分析：
该部分的活动主题是“写一写乘坐火车横跨加拿大的旅行”（Write about a rail journey across Canada），要求学生利用地图，以 Li Daiyu 和 Liu Qian 的旅行路线为线索，梳理、概括两姐妹的旅行经历和见闻，并以此为主要内容，以 Li Daiyu的口吻给其父母写一封家信（电子邮件)。
该部分的阅读语篇是 Reading and Thinking 板块 Li Daiyu、Liu Qian 两姐妹乘坐火车横跨加拿大旅行游记的续篇，文章以 Seeing the True North via Rail: Toronto and Montreal 为题，记述了两姐妹从多伦多到蒙特利尔这段旅途中的所见所闻，尤其是谈到在多伦多中国城与 Li Daiyu 妈妈的老同学 Lin Fei 会面，以及在蒙特利尔与当地小伙子Jean-Philippe 的交流，体现了加拿大多元文化的特色，有利于学生进行文化对比，培养跨文化交流与沟通的意识。该语篇以时间的推移和地点的转换为线索，用优美、流畅的语言描绘出一幅具有加拿大特色的多彩画卷，包括当地的自然美景、城市风貌、文化传统、艺术生活等，为学生接下来完成写作任务提供了重要的信息和鲜活的语言素材。
教学目标：
通过阅读文本，进一步了解加拿大自然美景、城市风貌、文化传统等概况；
分析、提取游记的文本特征及语言特点；
以旅游路线为线索，撰写一封条理清晰、内容丰富的旅行见闻电子邮件。教学重难点：
引导学生掌握游记的文本特征及语言特点，以旅游路线为线索，梳理 Li Daiyu 和 Liu Qian 旅途中的所见所闻，撰写一封条理清晰、内容丰富的旅行见闻电子邮件。
教学资源：
教材、多媒体课件教学设计：
Procedure Activities Purposes
Warm-up T guide Ss to review the previous reading and thinking lesson. Predict. Q1: What’s the relationship between the two passages Q2: Where are they going To activate students’ background knowledge. To help Ss get a general idea of the reading text.
Reading Ss read the text and complete the route on the map. Ss summarize the structure of the article and the general idea of each part. Ss review the two passages and make notes about what the girls saw, did and felt at each place. T guide Ss to learn the features of a travel journal. Q1: What is the order (order) find out signal words. Q2: What does a travel journal usually include (elements) Q3: How can we make the description of the travel appealing (language) To help Ss get a clearer picture of the whole journey by drawing a map and making notes. To prepare Ss for later writing task.
Pre-writing T presents the writing task. Ss discuss questions about the email’s structure and content. To activate Ss’ awareness of writing concerning structure and content.
While- writing Ss draft their emails.
Post- writing T show a checklist for assessment. T analyses the checklist. T guide Ss to assess a draft. Ss aseess their partner’s work using the checklist. To guide Ss to do peer assessment by giving a sample.
Summary T summarize the lesson. To remind the Ss of what they have learned in this lesson.
Homework T assign homework: Polish the draft according to your partner’s assessment. To help Ss’ consolidate and apply what they have learned.

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