资源简介

(共45张PPT)
高中英语人教版（2019）选修第二册
UNIT4 JOURNEY ACROSS A VAST LAND
单元整体教学设计
CONTENTS
Part 1: Related theory
Part 2: Analysis of the theme
主题语境
本单元由名人名言、游记、加拿大风景人文介绍、古今中外旅游介绍、视频等多模态语篇构成。
本单元围绕“广袤的异国探索旅行”这一主题展开，属于《课标》明确的课程内容中“人与自然”这一主题群中“自然生态”这一主题语境内容中的“主要国家地理概况”。同时也涵盖了“人与社会”中的跨文化沟通；“人与自我”中的认识自我，丰富自我，完善自我。
主题探究方向
通过本单元的学习，作为青少年，学生明白不仅要读万卷书还要行万里路。学生增强了解社会和自然，走进社会和自然的意识。学生对于古今中外的旅游和与旅游相关的话题有深入的了解和体验。学生通过对该主题意义的探究，能够获得关于加拿大国家的概况和结构化知识。更进一步，学生能够学会在旅途中探求自我价值和人生意义。
Part 2: Analysis of the theme
Part 3: Analysis of the students
学生已有经验，知识及能力储备：
学生在初中阶段和高一阶段已经储备了相对于同龄人较为扎实的英语学科基础知识和技能。用英语获取信息、处理信息、分析问题和解决问题的能力较为出众。
对于本单元的主题——长途旅行学生们很感兴趣。根据学情调查，了解到学生们对于加拿大的风土人情一直都是非常感兴趣的，学生有着强烈的愿望探索长途旅行这一主题。
Part 3: Analysis of the students
问题与不足及发展路径：
问题与不足：学生对于语篇衔接词意识淡薄。
发展路径：培养学生在阅读篇章中辨识语篇衔接词，并且分清不同语篇衔接词的功能。
并且在单元的口头和书面输出中使用一定的语篇衔接词。
2. 问题与不足：学生对于本单元的语法现在分词和过去分词学起来感觉难度较大。
发展路径：在本单元阅读课及读写课中引导学生观察多模态语篇中现在分词和过去分词
的使用方法，从而进行归纳和总结。并且在主题意义引领下，创设输出活动，不断引导
学生巩固及运用现在分词和过去分词。
3. 问题与不足：学生个体发展差异较大，听说读写各项技能发展不均衡。
发展路径：提炼学生长途旅行主题意义下的共同点：strong desire。以此为出发点通过多
种活动引领学生在听说读写四个方面加强训练，提升技能，争取在学生的薄弱环节逐渐
突破取得长足的发展。
Part 4: Teaching design：单元语篇主题
语篇 语篇类型（技能） 语篇内容 语篇主题
Quote from David Mitchell 名人名言（阅读） 长途旅行遇见自我 长途旅行
Seeing the True North Via Rail: Vancouver and the Heart of Canada 加拿大游记（阅读） 介绍Li Daiyu 和Liu Qian在加拿大的旅游所见 广袤的异国长途旅行探索
Talk about scenery and culture along a journey 旅游见闻（听力） Li Daiyu 和Liu Qian在加拿大旅游中所见所闻 旅游中不同景色及文化碰撞
Seeing True North Via Rai：Toronto and Montreal 加拿大游记（读写） 介绍Li Daiyu 和Liu Qian在多伦多和蒙特利尔的旅游。 广袤的异国长途旅行探索
Xu Xiake’s Gulin 人物故事（读写） 与旅游话题相关的古代名人及故事 古代名人旅游
Part 4: Teaching design：单元内容整合关联图
Journey Across a Vast Land
Opening page+
Reading and thinking
Seeing the True North Via Rail: Vancouver and the Heart of Canada
Build up vocabulary
小单元一
加拿大旅游之所见
小单元输出任务：
Retell their journey
Make a dialogue
Using Language: Talk about scenery and culture along a journey
Workbook: Xu Xiake’s Guilin
Discover useful structure
小单元二
加拿大旅游之所感:古今中外旅游对比
小单元输出任务：
Compare the scenery between China(ancient and modern) and Canada
Using Language: Seeing the True North Via Rail: Toronto and Montreal
小单元三
加拿大旅游之所思
小单元输出任务：
Write an email to introduce the whole journey in Canada（the most impressive part)
Project: Design a journey route across Canada
参加最美加拿大靓丽风景线设计展示比赛
Part 4: Teaching design：主题相关表达导图
Design your journey route across a vast land
harbour, mountains,forest, lake, creatures…
however, since, when, in addition to, in fact, later, eventually
descriptive words, discourse markers…
what, who, when, where, how, time order
Vancouver
The Canadian Rockies
Edmonton
The Canadian Prairie
Ontario
pleasant, massive, awesome…
Part 4: Teaching design：单元学习目标
长途旅行贴近学生的生活。通过多模态语篇的学习，学生能够：
获取、梳理、整合长途旅行主题相关的信息。
巩固提高听、说、读、写技能。
观察文本，辨别现在分词和过去分词，理解其功能和意义，并在主题语境下运用到口头和笔头表达中。
理解长途旅游在一个人生活中的重要意义。
5.根据本单元所学设计一个自己喜爱的横跨加拿大的长途旅游路线。
Part 4: Teaching design：课时安排：小单元一
课时 内容 语篇 课型 学习目标 与主题相关的表达（单词+词块）
语法结构-ed/-ing
第 1 课时 Opening Page Seeing the True North Via Rail: Vancouver and the Heart of Canada 读思 1. locate details about the rail journey by skimming and scanning the passage; 2. find discourse markers and understand the function of them; 3. retell the four-day journey and have evaluation; 4. compare different travel forms. airline, bay, antique, pleasant, arise, massive, literally, bound, awesome, peak, highlight, goat, grizzly bear, drill, anticipate, bunch, thunder, frost, curtain, border, duration
take sb’s breath away, freezing cold, a bunch of, bound north, wheat-growing countries, wide stretch of , all in all, draw the curtain, beauty and charm, admire the antique, bound for, urban areas, commercial world, a massive amount of money, a pleasant evening, a mild winter, an awesome experience
exciting, seeing, selling, pleased, looking, passing, seen, amazed, rolling, confirming
Reading and Thinking（1） 第 2 课时 Reading and Thinking（2） Seeing the True North Via Rail: Vancouver and the Heart of Canada Build up your vocabulary 读思 1. improve the awareness of collocation by reviewing the text and finishing some relevant exercises; 2. focus on four chunks and complete a short story with necessary discourse markers; 3. find some descriptive words from the text and use some of them to make a dialogue.
Part 4: Teaching design：课时安排：小单元二
课时 内容 语篇 课型 学习目标 与主题相关的表达（单词+词块）
语法结构-ed/-ing
第 3 课时 Listening and Talking Talk about scenery and culture along a journey 听说 1. predict what will be heard in reference to pictures; 2. learn to get some vital information while listening; 3. understand some idioms while communicating with foreigners; 4. talk about one’s own traveling experience and end the conservation naturally. freeze, idiom, contrary, anyhow, alongside
words fail me, as hot as an oven, as flat as a pancake, as far as the eye can see, dead centre, kill time, you name it, contrary to
第 4 课时 Discover useful structures Xu Xiake’s Guilin 读思 微写作 1. deduce the rules of –ed and –ing forms in context; 2. compare the difference between –ed and –ing forms ; 3. use –ed and –ing forms appropriately in language output. burning hot, reach full strength, have fun, flow down, stick up into the sky, explore the world, restrict…to, a golden age of tourism, visit temples
traveling, surrounded, sticking, formed, leaving, giving, related, fascinating, golden, climbing
Part 4: Teaching design：课时安排：小单元三
课时 内容 语篇 课型 学习目标 与主题相关的表达（拼写+认识）
语法结构 –ed/-ing
第 5 课时 Reading for Writing Seeing the True North Via Rail： Toronto and Montreal 读写 1. predict content by referring to pictures and title; 2. draw a simple route on the map by scanning ; 3. identify the features of travel journal by reviewing two reading passages; 4. write an email to introduce the cousins’ trip. proceed, shore, astonish, mist, steel, advertisement, accent, photographer, owe, toast
proceed to, in contrast to, owe sth to, with wonderful sights and sounds,
Astonished, old-fashioned, rolling by, hear people talking, spend…visiting,
第 6 课时 Video Time Watch a video and then give a presentation on competition for the best journey route 展示 1. watch a video about Quebec and compare with one similar place in China; 2. have the awareness of team spirits by preparing for a competition; 3. practise spoken English by giving a presentation; 4. reflect on what have been learned . by rail, on foot, by air, by boat, on a bicycle, supplies and equipment, an amazing journey, maintenance kit, a good backpack, bicycle helmet
Part 4: Teaching design：问题链设计：
What is journey
What is a vast land
What do you know about Canada
What is your understanding of travelling far
What benefits can journey bring to us
As for the scenery and culture, what are the differences between ancient times and modern times Home and abroad countries
Part 4: Teaching design：作业设计
每个单元的常规作业：
To accumulate and consolidate what they have learned, students need to draw mind maps for the theme-related expressions (words, chunks, sentences etc.) by the end of period 1, period2, period 4, period 5 respectively.
To promote students’ reading abilities, students have SSR(sustained silent reading持续默读) in the morning class every other day. (Some reading materials in workbook and some supplements which are related to the theme of this unit— Journey across a vast land are provided.)
To further students’ oral English, theme-related daily report is involved.
Part 4: Teaching design：作业设计：小单元一
1. Write a short passage to voice your opinion
on rail journey in a vast land.
2. To introduce one of your rail journeys in a vast land by using two noun collocations from E1, two chunks from E2 and all the three descriptive words from E3. To make your story go logically, some discourse markers are needed.
由加拿大旅游之所见联想自己的经力，并简单谈论相关经历和看法
Part 4: Teaching design：作业设计：小单元二
通过加拿大旅游
之所闻，对
比自己的经历和
主人公的经历；
对比中国和加拿
大景色的异同。
3. To summarize what you have read and listened about Canada, write a short passage to compare your own experience of travelling with Li Daiyu and Liu Qian’s journey in Canada.
4. Among the four pictures, choose one of your favorite place to introduce in brief English. As for the scenery, please compare the difference between China and Canada. You may surf the internet to find necessary information. (at least five –ed or –ing should be included in your presentation)
Part 4: Teaching design：作业设计：小单元三
以小组为单位准备汇报自己喜爱的旅游路线
5. Polish your e-mail and prepare for handwriting show;
6. Surf the internet and find more information about your
favorite vast land to prepare for a presentation.
Part 4: Teaching design：作业设计：单元整体输出
以小组为单位展示旅游设计，做中学，深化对单元主题的理解
Project： Give a presentation to show your journey route across a vast land.
After class: do some extensive readings to broaden your horizon on vast land journey.
Part 5: Highlights of the design
单元主题引领下阅读的设计由浅入深，逐级搭建台阶，支架充分：
与单元主题相关的语篇信息知识结构化。
突出了游记的语言特征和文本特征。
课堂活动设计符合英语学习活动观。
教学评一体化，通过观察，自评，互评等多手段展开评价。
What
本节课话题属于主题语境——人与自然，旅游。通过长途旅行发现自我，探求自我价值和人生意义。主人公是Li Daiyu 和Liu Qian, 两姐妹从温哥华到大西洋沿岸自西向东的长途旅行经历。文章共有6个段落。每段具体内容如下：
第一段：介绍了此次旅行的起点。
第二段：介绍了她们乘火车去哈利法克斯之前的活动。
第三段：描述她们开始了兴奋的旅行。
第四段：介绍了她们结束了在贾斯珀的游览后，继续乘火车前
往多伦多并且途径蒙特利尔。
第五段：介绍了火车从途径加拿大草原的惊叹景色。
第六段：讲述火车重新回到城市地带的一段旅程。
Why
本篇文章加拿大旅游贴合学生生活，能够激发学对于异国风土人情了解的阅读兴趣和探究愿望。文章向学生展示了加拿大这个广袤土地上的自然风光和人文风情。这有助于开阔学生的视野，增长文化知识、提升人文素养。学生通过学习本单元能够将个人的旅行经历和情感体验融入其中，从而进一步探讨长途旅行对于人们发现自我，超越自我的意义。并且通过联系自我增加思辨意识。
How
本文是一篇游记，从内容上讲，本文贯穿了时间和空间线索。时间上作者运用Before starting out, During their first day, The next day, Later, The next morning,spent the night and then, After another day, eventually, Night came again, The next morning, finally这些词来描述本次旅行时间上的推进。空间上作者介绍了Li Daiyu 和 Liu Qian 两姐妹途径的Vancouver, Lake Louise, Canadian Rockies to Jasper, Edmonton, Winnipeg, Ontario, Toronto, Huron 等城市和景点。
为使行文更加连贯，作者运用了discourse markers。例如：since, however, when, in addition to, in fact, later, eventually 等。 在词汇使用上，作者使用了大量描述性的词语和词块， 例如：exciting, pleased, wonderful, clear and mild, massive,blue water,beautiful, awesome journey, spectular mountain peaks, freezing cold, an open country, truly amazed, red, gold and orange, wide stretch等 这些语言的运用给读者勾勒出了一个形象生动的旅游画面，同时也展示了姐妹俩旅途中的惊喜，意外，兴奋等多种多样的情感变化。凸显了旅游的重大意义。这些描述性词语也包含了本单元的语法重点，-ing和-ed 的用法。
时态上作者主要运用了一般过去时，例如decided，spent，arose，caught，went, saw, travelled, woke up, could see, reached等，这符合游记的特点。对于一些景点和事实的介绍作者运用了一般现在时。例如Edmonton is freezing cold. Edmonton is home to, Canada’s population is only slightely over thirty-seven million。
reading and thinking(i)
By the end of the class, students will be able to：
1. Locate details about the rail journey by skimming and
scanning the passage;
2. Find discourse markers and understand the function of them;
3. Retell the four-day journey and have evaluation；
4. Compare different travel forms.
Learning Objectives
Journey Across A Vast Land
1. What is journey
2. What is vast land
3. Where does “vast land”
remind you of
4. Have you ever been to
any vast land How
Travel far enough, you meet yourself.
David Mitchell
Do you have the experience of travelling far
What is your interpretation of the quote
Do you think Canada is a vast land
What is your overall impression of Canada
What does the True North
refer to
What can we see by taking
a rail journey in the
country
while-reading (i)
What kind of article is it
2. What is included in the passage
travel journal
who
when
where
what
how
Li Daiyu; Liu Qian
four days
from Vancouver to Toronto
visiting their cousins
by rail---exciting
China
Vancouver
Lake Louise
Jasper
Edmonton
The Great Canadian Prairie
Winnipeg
Ontario
Toronto
train and taxi
coach
train
train
train
train
train
Finish the mind map:
How did they go there What’s their feeling？
happy
excited
astonished,
take their breath away,
an awesome journey
amazed
pleased
While-reading (II)
Read carefully and finish Exercise3 on P39
Information
blue water of Lake Louise, spectacular mountain peaks and forests, different creatures such as deer, mountain goats, grizzly bear and eagle
an open country; two wheat growing provinces, a bunch of farms that covered a very large area
Place
Vancouver
Edmonton
Ontario
While-reading (III)
Use discourse markers to show relationships.
Discourse markers are also known as “linking words”.
They are used to show relationships between ideas.
Adding: moreover, too
Contrast: while, by contrast
Reason: as, because
Result: consequently, accordingly
Emphasis: indeed, above all
Order of events: first, second, next
Time: as soon as, meanwhile
Giving example: for example, such as
Comparing: similarly, likewise
Concluding: to conclude, in summary
2.Find discourse markers (Exercise 4).
What are the effects of using them
BCEAFGD
make the passage more
coherent
Post-reading (I)
Pair-work：Retell the four-day journey by referring to
the mind map and the checklist.
Checklist:
The four-day journey can be introduced completely and briefly.
Necessary discourse markers are used.
Post-reading (II)
Group-work：What are the advantages of
taking a journey by train in comparison with
other forms of travel
O Canada!
Our home and native land!
True patriot (爱国) love in all thy(=your) sons command.
With glowing hearts we see thee(=you) rise,
The True North strong and free!
From far and wide,
O Canada, we stand on guard for thee.
God keep our land glorious(光荣的) and free!
O Canada, we stand on guard for thee.
O Canada, we stand on guard for thee.
Homework
Draw a mind map to accumulate relevant
expressions about “journey”.
2. Write a short passage to voice your opinion
on rail journey in a vast land.
板书设计
Why rail
How about the scenery
Part 6: Self-reflection and confusions
在教学设计中反复阅读了单元整体教学理论的相关文章，非常欣赏这种理念，但是践行起来感觉依然比较吃力，看来从理论到实践的过程是艰难的。在此我有个问题比较困惑：高中阶段学生的精力有限，时间有限，30万字的阅读量很难通过课文阅读实现。那么相应的课外精泛读活动如何展开比较好？是例如名著类的整本书阅读还是杂志报纸类的比较适合？？如何运用？
多谢聆听
欢迎指导！

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