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Seeing the True North via Rail: Vancouver and the Heart of Canada读思课教学设计
教学分析
教学内容分析
本课内容选自新人教版高中英语教材选修二第四单元Journey across A Vast Land中Reading and Thinking部分的Seeing the True North via Rail: Vancouver and the Heart of Canada一文。该阅读文本属于旅游类叙事文体，内容话题是两个中国女孩Li Daiyu和Liu Qian在去加拿大看望表兄妹的途中，乘坐火车从西到东横跨加拿大的旅途见闻。本文教学的主要任务是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、重要省市地区、人文知识等。旨在拓宽学生的视野，加深学生对加拿大的了解。
此阅读文本共有六个自然段。全文主要可分为四个部分：第一段是总起段，介绍了故事的基本背景，如主要人物、出行缘由、起始地点、交通工具以及主人公的感受等；第二段介绍了主人公们在温哥华为期两天的旅行行程和活动；第三段描绘了主人公们在游览路易斯湖时所见的美景；第四段到第六段介绍了主人公在火车上一路向东的旅行，在这段旅程中她们经过了加拿大的诸多城市和地区，最终到达了目的地——多伦多。此文本记叙了她们一路上的所见所闻。在这一路上她们深深感受到了加拿大的美景，同时也了解到了很多关于加拿大不同地区的自然和人文地理知识、历史文化等。
该文标题“Seeing the True North via Rail: Vancouver And the Heart of Canada”蕴含着丰富的信息。标题已经暗示了文章的体裁，同时体现了文本的核心内容。因此，在文本读思的教学正式开始之前，教师可以根据标题引导学生对文本进行多方面的预测，提升学生的思维能力和推理能力。
此外，本文结构清晰，内容明确，以时间的推移和地点的转换为线索。教师在进行文本的读思教学时，需要帮助学生理清主人公的旅行行程以及在这一段旅途中的所见所思所想所得，梳理文章结构，提高学生寻找信息的能力以及理解分析能力。
本课教学中，最重要的是帮助学生加深对加拿大的了解，同时深刻体会旅行于我们而言的意义。在结束文本阅读后也可以针对火车旅行提出自己的看法见解。
学情分析
本课学生是来自Z省某普通高中的高二年级学生，大部分学生已有八年的英语学习经历。同时，班级内学生对旅行这一话题很感兴趣，这为本课的学习提供了有利条件。此外，学生的英语基础较好，学习态度认真，学习热情高，乐于表达自己的见解，且已经具备在阅读中获取细节信息、对问题进行独立思考的能力。
虽然学生对于加拿大有所了解，但并不全面。同时，部分学生阅读长文章较为吃力，整合知识、分析文本结构等方面的能力较弱。此外，学生的批判性思考能力也有所欠缺。
在教学中，教师应采取读思结合的方法，引导学生从内容、语言、结构三个层面解读该阅读文本，理解文章意义，提高学生的分析、归纳和理解能力。而后，通过提出难度较高的评价型的问题引发学生的独立思考，在这个过程中帮助学生进行语言的内化和输出，同时培养学生的批判性思维能力和语言表达能力。
学习目标
基于新课标倡导的英语核心素养四方面——语言能力、文化意识、学习能力和思维品质，教师设定了以下学习目标。
在课后，学生可以达成以下目标：
语言能力
掌握阅读文本中“旅行”这一主题下的词汇如“airline”“bay”“peaks”等，以及一些重要的形容词如“pleasant”“awesome”“massive”等，丰富相关语言知识；
思维品质
能够在阅读中梳理该文本的段落关系，通过自主分析理清文本结构，发展自己的逻辑思维能力和文本分析能力；
能够针对火车旅行提出自己的看法见解，并给出合理的评判标准以及具体解释，提高自己的批判性思维能力；
文化意识
能够了解加拿大的自然和人文地理知识、历史文化，同时理解旅行的意义；
学习能力
能够内化所学，利用所学的语言知识、句法结构等以及自己的理解回答关于火车旅行的评价型问题，清楚流畅地表达自己的观点和理由。
教学重难点
帮助学生整理阅读文本中的重点词句，并加以内化（重点）；
引导学生阅读文本，整理归纳文本信息，分析文本结构（重点）；
帮助学生了解加拿大的自然和人文地理知识、历史文化等，加强学生的文化意识（难点）；
帮助学生内化所学，利用所学回答关于火车旅行这一话题难度较大的评价型问题，表达自己的观点，提高学生的批判性思维能力和语言表达能力（重难点）。
教学思路
本节课以旅行为主题，依据学生现有的综合语言能力和语言发展需求，将教学过程分为“读”和“思”两部分，从两个角度设计教学活动，以帮助学生完成本课的教学任务——文本内容的阅读理解以及难度较大的分析型问题和评判型问题的解决。
第一阶段为“读”的阶段，包括三个教学步骤：首先通过图片导入“旅行”的话题，创设情境，引发学生的兴趣；随后引导学生根据文章题目和配图进行猜想，简单预测文章可能包含的内容，为下一步的具体解读做好准备。第三个步骤为文本解构，目标阅读，通过具体的四个活动帮助学生进行阅读文本的分析理解。
第二阶段为“思”的阶段，主要的步骤就是通过具体的问题引导学生进行独立思考以及观点输出，让学生在阅读文本之后内化所学知识，同时根据自己的理解思考并回答关于火车旅行的评价型问题，表达自己的观点。
在整节课的最后是简单的对本课时内容的总结回顾以及作业布置。
教学过程
步骤一：情境创设，引入主题（3分钟）
【教学问题】
Q1: Do you like travelling
Q2: What does travelling mean to you？
【课堂实录】
T: Morning everyone. To begin today’s lesson, let’s see some photos first. [T shows some photos of beautiful scenery.]
T: OK now please guess these photos were taken when …
(Ss: Travelling.)
T: Yes, when people travel. Do you like travelling
(Ss: Yes!)
T: That’s great. I love travelling, too. For me, it’s a splendid way to spend my leisure time and gain pleasure. So what does travelling mean to you？
(S1: It means a happy and relaxing time for me.)
(S2: Travelling means a chance that I can broaden my horizons and enrich my experience.)
(S3: Travelling means that I may face some difficulties but I could enjoy myself as well.)
T: Excellent. So travelling means some wonderful things though there may be some trouble during the journey. And today, we’re going to learn a special journey of two Chinese girls. Let’s get started, shall we
【设计说明】
步骤一通过旅行的照片引出本课的话题，创设语境，激活话题背景知识。一来通过这样的small talk引入，活跃课堂氛围，二来为学生接下来更好地体验理解文本内容做好铺垫。
步骤二：自主思考，预测内容（3分钟）
【教学问题】
Q: From the picture and the title of this text, what do you expect to read
【课堂实录】
T: Now please look at this picture and the title of this text. From these, what do you expect to read
(S4: A rail journey.)
T: Wonderful! A rail journey. Anything else
(S5: Something about Canada.)
T: Yes. We can see “Canada” in the title, right And you please
(S2: It may focus on what they see in this journey.)
T: Splendid!
【设计说明】
步骤二是让学生根据标题和配图对文本进行预测，为后续阅读提供对比和参照。在这个步骤中，学生也可以联系单元主题，进行思考和语言输出；同时，形成对此阅读文本的期待与设想，带着疑问进行后续的阅读会对了解文本内容和理解文本含义更有帮助，也为后续的“读思”活动的开展创设良好的前提。
步骤三：文本解构，目标阅读（24分钟）
活动一：Skimming and getting main information（3分钟）
【教学问题】
Q1: Who are the main characters
Q2: Where did they go
Q3: How long did the trip take
【课堂实录】
T: Well, boys and girls, now let’s skim this reading material and answer the three questions here.
[T shows the slide with the three questions on it.]
T: OK, time’s up. Who can help us solve these questions Oh thank you. You please.
(S6: The main characters are Li Daiyu and Liu Qian. They went to Toronto from Vancouver and the trip had taken a duration of four days.)
T: Good job! So this reading material talks about Li Daiyu and Liu Qian’s four-days trip from Vancouver to Toronto.
【设计说明】
本活动旨在训练学生略读和快速获取信息的阅读策略和技能。在此过程中也让学生对文本的基本信息，如主人公、主要时间、大致故事情节等有一个基本的了解。后续的阅读和问题回答在此问题的基础上循序渐进，引导学生更好地进行理解和回答。
活动二：Structure analysis（8分钟）
【教学问题】
Q1: How many paragraphs does this text have
Q2: Try to divide the text into several parts and sum up the main idea of each part.
【课堂实录】
T: So how many paragraphs does this text have
(Ss: Six paragraphs.)
T: Yes. Now please read again. Try to divide the text into several parts and sum up the main idea of each part.
[Wait time. T can go around the classroom and help students if needed.]
T: Have you finished No OK, one more minutes for you. … OK. Time’s up. Now you can discuss with your desk mate and check your answers.
T: Does anyone want to share your answer with us
(S7: I divide this text into two parts. The first part is the first paragraph and it mainly talks about things before this trip. And the second part is paragraph two to paragraph six and it is about their experience during their trip.)
T: Well. Maybe we can divide it more specifically Any different idea
(S4: I divide it into four parts. The first part is paragraph one and introduces some basic information. The second part is paragraph two and introduces their two days in Vancouver. The third paragraph is the third part which is about Lake Louise. And other paragraphs is the last part which talks about their journey on the train. )
T: [Ask S7] Do you agree with him
(S7: Yes.)
T: OK. So we can draw the conclusion, right Here are four parts of this paragraph. The first part is …
(Ss: The first paragraph.)
T: Yes. And from this part we know some basic information such as characters, reasons, starting place and transportation. The second part is their two-day trip in Vancouver. And the third part depicts the beautiful scenery the characters saw during their visit to Lake Louise; the fourth to sixth paragraphs introduce their journey on the train all the way to the east.
【设计说明】
此活动中包含了一个分析型问题，这类问题需要学生将阅读材料分解，找出组成要素，并分析其相互关系和组成原理等。这一问题旨在帮助学生理解文本的内容、意义，分析文本的语篇结构。学生需要对阅读文本进行解构和整合，归纳整理出文本框架。此活动也有利于培养学生的概括分析能力，提高学生的语言运用能力。
活动三：Detailed reading（8分钟）
【教学问题】
Q1: Find out the main scenery they saw while going eastward in paragraph 3.
Q2: What did Li Daiyu and Liu Qian like most about the trip
Q3: What made Li Daiyu and Liu Qian surprised on the train across the great Canadian Prairie
【课堂实录】
T: Now we’re clear about the structure of this text. This time we should read for details and try to answer these questions on the PowerPoint.
[T shows the slide with questions on it.]
[Wait time. T can go around the classroom and help students if needed.]
T: For the first question, does anyone want to have a try You please
(S8: The beautiful mountains, forest, blue water and creature.)
T: Nice! And the second one
(S9: They liked witnessing many different kinds of wildlife most.)
T: Great. Where can you find this answer
(S9: In paragraph three, the last sentence. )
T: Yes. Does everyone find it OK. The last question. You please.
(S1: In the fifth paragraph, they are surprised at the size of Canada.)
T: Well, they …
(S1: They were surprised at the size of Canada.)
T: You are right.
【设计说明】
在这个活动中，学生对文本进行了细致的阅读理解，而不只是简单地了解课文。此活动中提出的问题主要为理解型的问题，需要学生把握材料的意义和中心思想，旨在促进学生对文本的理解与探究，加深学生对故事主题含义等的感知和理解。
活动四：Drawing（5分钟）
【教学问题】
Q: Choose one way to help you show this trip clearly to others. You can draw a mind map, a picture or a chart.
【课堂实录】
T: The last assignment is to choose one way to help you show this trip clearly to others. You can draw a mind map, a picture or a chart.
[Wait time. T can go around the classroom and help students if needed.]
T: If you still have no idea, maybe you can try to make a chart with time.
[T chooses some typical works of students and shows it to the whole class.]
T: OK. Now we have seen some good examples from our class. Have you found some common features of these good works
(S8: Most of them mention time or places.)
T: Yes. So can you guess why did they all mention these
(S8: Because these are important points in this text and can makes our answer clear.)
T: Wonderful. Therefore, if you are asked to choose some ways to make a long passage clear, you are supposed to find the main clue of the passage. For example, in this text, the main clue is time and places.
[Possible answer]
Time Place Information
Before starting out Vancouver Rain;shops
The next morning the Canadian Rockies; Lake Louise Mountains; forests; blue water; creatures
After they left Jasper Edmonton centre of Canada’s huge oil and gas industry; cold in winter; the largest shopping malls in North America
After they left Edmonton the Canadian Prairie An open country; wheat-growing provinces; a bunch of farms
After another day Ontario a land of forests, lakes, and rolling hills; four Great Lakes on its southern border; capital is Toronto
【设计说明】
此活动包含了一个开放性较强的分析型问题，学生需要通过自己的理解分析出文章的结构脉络，并以合适的方式转换阅读文本，使篇幅较长的文本形成较为清晰的可视化图表等，提高学生的分析理解能力。
步骤四：独立思考，观点输出（15分钟）
【教学问题】
Q1: How is a rail journey different from other forms of travel, such as by plane or by car
Q2: Would you be interested in taking the same trip as Li Daiyu and Liu Qian Why or why not
【课堂实录】
T: OK. Now here come our deep thinking tasks. You can come up with your own ideas first and have discussion in groups. And the first question is, how is a rail journey different from other forms of travel, such as by plane or by car Let’s think about it.
[Wait time. T can go around the classroom and help students if needed.]
(S10: In a journey by car, you can stop as soon as you find something interesting. But a car journey is really tired compared with a rail journey. And …) (Student pauses.)
[T writes notes down on the blackboard.]
T: OK, maybe his group member Can anyone help him
(S11: We think that in a rail journey you can meet some interesting guys on the train, which will also make your trip wonderful.)
T: Oh yes. You can be more relaxed and make new friends in a rail journey. And what about a trip by plane
(S7: Our group think that there are two differences between a rail journey and a plane journey. First, a train ticket is cheaper than a plane ticket but a plane is faster than a train. Second, on the train you can appreciate beautiful scenery along the way but on a plane the scene seems to be less.)
T: Great. A rail trip allows people to see many beauty in different areas, like Li Daiyu and Liu Qian did on the train. We now have already come up with some features of train trips. So would you be interested in taking the same trip as Li Daiyu and Liu Qian Why or why not
[Wait time. T can go around the classroom and help students if needed.]
T: Now who’d like to share with us your idea about this question
(S12: I would not be interested in it. Although it’s an interesting thing, I couldn’t manage it as I’ll feel carsick after taking a long journey on the train and therefore I won’t be able to enjoy the trip and beautiful scenery on the way.)
T: Oh that’s a pity. So maybe a trip by plane would be more suitable for you. And you please
(S3: I’d like to take a trip like them because it would be a unique experience for me.)
T: Could you further explain it for us Why do you think it is unique
(S3: First, not everyone is willing to take a trip like this. They may refuse this chance for a variety of reasons. Second, we usually take a trip by car or by plane. Therefore, a slower trip on train may be special. And I can enjoy the scenery on the way.)
T: Thanks for you answer. That’s so persuasive that I’d like to take a trip by train immediately. [laugh]
【设计说明】
这一环节的活动让学生从对阅读文本的单纯解读延伸到表达自己的理解和思考。首先，学生比较火车旅行和自驾旅行以及乘飞机旅行的不同之处，虽然可能大部分同学没有火车长途旅行的经历，但是在本课学习中他们也有了相关的了解，可以在这个活动中表达出自己的理解和观点。第二个问题是一个评价型问题，学生们做出了自己的评判和选择：如果有这样一个机会，他们是否愿意像这篇文章的主人公一样，来一场特别的火车旅行。这一环节的两个活动旨在培养学生的思辨能力和语言表达能力。而在小组讨论的过程中，学生也可以相互交流自己的观点，听取他人的想法，从而达成意义探讨的最大化。
步骤五：总结回顾，作业布置
T: OK, in today’s lesson we went through this reading material. Not only did we learn something about Li Daiyu and Liu Qian’s journey and Canada, but we made our choices about such a special trip. Most of you have done very well but some of you still should think more about our last question and come up with your own ideas. And for the homework today, please underline some beautiful words or sentences in this text that can be used in your writing and we’ll talk about some writing skills next class. That’s all for today. Thank you.
【设计说明】
进行这个步骤时，已至课堂尾声，教师为学生总结本课所学内容，同时布置课后作业，帮助巩固本课知识的同时也是对下一堂课的一种提前引入。
教学反思
就本次教学设计，有以下几方面的反思：
1.导入的重要性
俗话说得好，良好的开端是成功的一半。一个好的课堂，不但要求教师熟悉、了解教材，而且要求教师优化课堂，增强趣味性，最大限度吸引学生，激发其学习兴趣。这需要教师巧妙构思，设计合情合理的导入方式。本课并没有直接开始讲解文本故事，而是通过展示相关图片创设情境，再询问学生对于旅行的看法，引发学生的兴趣，帮助展开后面的话题。
2.教与学有机结合
在过程中，既有教师教，也有学生主动参与，才是真正好的教学。课堂中要避免以往教师满堂灌而学生只是被动学习的模式，把学生从被动变为主动，重视培养学生的学习能力，让学生学会学习。通过课前导入的small talk、活动中的group discussion等方式让学生参与课堂，专注课堂，在同样的时间里收获尽量多的知识，发展自己的学习能力。
3.语篇研读
语篇是英语教学的基础资源。在语篇处理中主要抓了本课结构清晰这一关键点。在了解了基本信息后先引导学生分析文本结构，而后具体讲解文本，最后再对文本进行更深层次的解读，也让学生表达自己的观点看法。这样的语篇处理有了一个由浅入深、循序渐进的过程, 不会显得突兀。
4.认知层级发展
在教学中，提问的认知层级向上发展。教师提问中，后续对学生的追问，如“Where can you find the answer ”“Can you guess why did they all mention these ”“Could you further explain it for us Why do you think it is unique ”，其认知层级都高于始发问题，旨在帮助学生继续思考，深入理解。
5. 高阶思维
在“读”的环节，设计了识记型问题、理解型问题和分析型问题，培养学生的语篇分析能力和归纳概括能力。
在“思”的环节，设计了评价型问题，重点培养学生的评价能力、思维能力和语言运用能力。
附录：教学文本
Li Daiyu and her cousin Liu Qian went to Canada to visit their cousins in Halifax on the Atlantic coast. Rather than travel by commercial airline all the way, they decided to fly to Vancouver and then take the train. For both of them, the thought of crossing the whole country by rail was exciting.
Before starting out, they spent a couple of days in Vancouver, seeing the sights. During their first day, as is typical of Vancouver, it rained. Despite the weather, they were able to take a boat ride out into the bay, and later visit an island that had wonderful shops selling crafts and antiques. The next day was clear and mild, and they were pleased to see the beautiful mountains looking out over the city. Later, they took a pleasant hike in a forest just a short distance away.
The next morning, the two girls arose early to take the train to Lake Louise, passing through the Canadian Rockies. Seen from the train window, the mountains and forests of Canada looked massive. When the train arrived at the station, they took a taxi to Lake Louise, where the blue water literally took their breath away with its exceptional beauty. They spent the night, and then took a coach bound north through the Canadian Rockies to Jasper. Looking at the beautiful scenery, they both agreed that it was the most awesome journey they had ever taken. In addition to seeing spectacular mountain peaks and forests, one highlight of their trip was being able to see many different creatures, including deer, mountain goats, and even a grizzly bear and an eagle.
From Jasper, they caught the train towards Toronto. One of the train's first stops was in Edmonton, the provincial capital of Alberta, the centre of Canada's huge oil and gas drilling industry. Edmonton is freezing cold in winter, with daily temperatures averaging -10℃. Since it can be too cold to go outdoors, Edmonton is home to many shopping malls. In fact, one of the largest shopping malls in North America is in Edmonton.
From Edmonton, the train headed southeast across the great Canadian Prairie. At school, Daiyu and LiuQian had learnt that Canada’s population is only slightly over thirty-seven million. However, they did not anticipate seeing such an open county, and were truly amazed. They went through two wheat-growing provinces, where they saw a bunch of farms that covered a very large area.
After another day on the train, eventually they were back in an urban area, the city of Winnipeg. From there, they travelled through the night, and woke up in Ontario - a land of forests and lakes. The train thundered on, through the rolling hills. The bushes and maple trees outside their windows were red, gold, and orange, and there was frost on the ground, confirming that autumn had arrived in Canada. Night came again, and the train turned south towards Toronto. When they woke up the next morning and pulled back the curtain, they could see the wide stretch of Lake Huron -one of the four Great Lakes on Ontario’s southern border. It was not until 9:30 a.m. that they finally reached the capital of Ontario, Toronto. All in all, their trip from Vancouver to Toronto had taken a duration of four days.

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