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人教版高中英语新教材（2019）选修二Unit 4 Journey Across a Vast Land Period 2: Reading and Thinking 教学设计
课题 Period 2 Reading and Thinking 单元 Unit 4 Journey Across a Vast Land 主题语境 人与自然(长途旅行)
文本分析 本节是阅读课，文本选自新人教版选择性必修二第4单元第一篇课文 Seeing the True North via Rail: Vancouver and the Heart of Canad。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。
教学目标 By the end of the class, students will be able to: 1.Learn about the geography, history and culture of Canada by reading the passage . 2.Focus on discourse markers and understand their functions. 3.Realize the positive impact of journey by discussing related topic .
教学重难点 Key points: 1. Help students to analyze and understand the text by finishing the table and drawing a travel route. Instruct students to talk about the positive impacts of the journey on one’s life. Difficult point: 1. Enable students to sort out and integrate the information of the text.
教学方法 Task-based language teaching method, group discussion
教学过程 Step 1 Lead-in（4 mins） Q: If you get a chance to travel, where do you want to go Watch a video: Canada Travel Guide Quiz time: What do you know about Canada Step 2 Pre-reading （3 mins） Task1 Look at the picture and title, then predict: Where is The true north What is the means of transport What type of the text it is A. Exposition B. Travel journal C. Feature D. Argumentation
教学过程 Step 3 While-reading （28 mins） Task1 Read for main idea Read the passage and match the main idea of each paragraph. Divide the passage into three parts. Part 1（para.____）：Introduction Part 2（Para.____）：Vancouver Part 3（Para.____）: Heart of Canada Task2 Read for details Read paragraph 1 and fill in the table. (Who, what/why, where, how, feeling) Read paragraph 2-6 and find the information. Para.2 (group 1-2) Para.3 (group 3-4) Para.4&5 (group 5-6) Para.6 (group 7-9) Draw the mind map of the travel route（including places and transports） Task3 Learn about discourse markers Read the article again and underline the discourse markers. Match each of these discourse markers with the correct purpose. Step 4 Post-reading （7 mins） Task1 Group discussion Q: What can travel bring to us (Make a list of possible benefits.) Step 5 Summary and Homework （3mins） Summary: Lead students to summarize what we have learned today. Homework: 1. Retell the passage using as many as discourse markers. 2. Search the Internet for rail journeys of China
板书设计 Part 1: para.1____ Part 2: para.2 Part 3: para.3-6
教学反思

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