资源简介

中小学教育资源及组卷应用平台
人教2019版选择性必修二英语Unit 4 Journey Across a Vast Land Reading and Thinking 教学评一体化设计（全套教案+学案+测评案｜全程学法渗透）
（阅读思辨课｜长途旅行主题｜游记理解与语篇标记词｜）
第一部分 教案
一、基本信息
1.课题：Unit 4 Journey Across a Vast Land Reading and Thinking——Seeing the True North via Rail: Vancouver and the Heart of Canada
2.课时：1课时（45分钟）
3.授课年级：高二
4.学科：高中英语
5.教材内容：本课为单元第1-2课时（阅读课），语篇为关于横跨加拿大长途火车旅行的游记（travel journal），标题为“Seeing the True North via Rail: Vancouver and the Heart of Canada”。文章以中国姐妹Li Daiyu和Liu Qian从加拿大西海岸温哥华出发，乘坐火车横穿加拿大到达多伦多的长途旅行为主线，按照时间顺序和空间顺序（自西向东），详细记述了她们沿途经过的主要城市（温哥华、路易斯湖、贾斯珀、埃德蒙顿、加拿大草原、温尼伯、安大略、休伦湖、多伦多）及其所见所闻、所思所感。文章以第一人称视角叙述，运用了大量语篇标记词（discourse markers）来连接时间、地点和逻辑关系，如however, since, when, in addition to, eventually, all in all等。该语篇为高中阶段学习游记类语篇的典型素材，能有效培养学生的空间与时间感知能力，同时引导学生思考“读万卷书，行万里路”的人生意义。
6.学情分析
高二学生已完成选择性必修二前三个单元的学习，具备一定的阅读能力和词汇基础。学生对“旅行”话题有浓厚兴趣，但对加拿大的地理概况和人文风情了解有限。学生仍存在以下短板：对游记的文体特征和“时间+空间”双线结构不够熟悉；不善于通过语篇标记词把握文章的逻辑关系和时间顺序；在阅读中不能很好地借助地图等非连续性文本辅助理解；对“旅行与人生意义”的深层思考缺乏深度；跨文化理解能力有待提升。本课以横跨加拿大游记为载体，依托英语学习活动观，落实“教—学—评”一体化闭环教学模式，嵌入读前预测、读中分析（时间-地点-所见-所感多维度梳理）、读后思辨等策略指导，帮助学生掌握游记的阅读策略、借助语篇标记词把握文本逻辑、深入理解旅行的意义。
7.学科核心素养目标
（1）语言能力：掌握本课核心词汇与短语（airline, bay, antique, peak, goat, grizzly bear, freezing cold, mall, prairie, thunder, curtain, border, harbour, arose, massive, literally, breath, bound, awesome, highlight, anticipate, bunch, duration, literally, take sb's breath away, a bunch of, all in all, rather than, etc.）；掌握游记的文体特征与语言特点（时间顺序、空间顺序、第一人称叙述、语篇标记词）；能理解并分析语篇中的关键信息，借助地图梳理旅行路线；能识别并理解语篇标记词的功能。
（2）文化意识：了解加拿大主要城市的地理位置、自然风光和人文特色；感受加拿大广袤国土的自然之美与多元文化；理解“Travel far enough, you meet yourself.”的深层含义，思考旅行对个人成长的意义。
（3）思维品质：通过借助地图梳理旅行路线和时间线索，培养空间思维与逻辑思维能力；通过分析语篇标记词及其功能，培养语篇分析与逻辑推理能力；通过思辨“旅行的意义”和“不同交通方式的利弊”，培养批判性思维与深度思考能力。
（4）学习能力：掌握“预测—速读—细读—讨论—评价”的阅读学习流程；学会运用地图梳理旅行路线，借助语篇标记词把握逻辑关系；掌握游记的阅读策略；培养合作学习与自主反思能力。
8.教学重难点
（1）教学重点：掌握游记的文体特征与“时间+空间”双线结构；借助地图梳理姐妹俩从温哥华到多伦多的旅行路线及各站见闻；识别并理解语篇标记词在文中的功能。
（2）教学难点：综合把握游记的“时间线”（时间顺序）与“空间线”（地理位置转移）两条线索；理解语篇标记词如何连接句子、段落和逻辑关系；辩证地思考长途火车旅行的独特价值与其他交通方式的比较。
9.教学准备：多媒体课件（含加拿大风光视频、加拿大地图、火车旅途图片、语篇录音）；阅读任务单（含预测、速读、路线梳理、语篇标记词分析等分层任务）；游记文体知识卡片；加拿大空白地图（供学生标注路线）；口语表达评价量表。
10.教学方法：任务型阅读教学法、情境教学法、合作学习法、教学评一体化闭环教学法。
11.学法指导：引导学生固化“预测—速读—细读—讨论—评价”的阅读学习路径；指导学生关注游记的文体特征——时间顺序和空间顺序双线并行、第一人称叙述、语篇标记词、感官描写；指导学生运用地图梳理旅行路线，借助语篇标记词把握逻辑关系。
二、教学过程
（一）语境导入·激活话题（7分钟）
1.名言导入：呈现单元开篇页引言“Travel far enough， you meet yourself.”，引导学生理解其含义——当你走得足够远，你会遇到内心的自己。提问学生：What does this quote mean What do you think is the relationship between travel and self-discovery 引出单元主题“长途旅行”。
2.视频导入：播放一段关于加拿大风光和火车旅行的短视频（1-2分钟），展示加拿大广袤的土地、落基山脉、湖泊和穿行其间的火车。提问学生：What country is it What did you see in the video Have you ever taken a long train journey 引导学生分享旅行经历，引入话题。
3.加拿大小测验：通过加拿大小测验，激活学生对加拿大的背景知识：
（1）What is the capital of Canada (Ottawa)
（2）What is the population of Canada (Over slightly thirty-seven million)
（3）What are the official languages of Canada (English and French)
（4）What is the national animal of Canada (The beaver)
（5）What are the four Great Lakes on Canada's southern border (Lake Superior, Lake Huron, Lake Erie, Lake Ontario)
4.话题铺垫：简要介绍本课阅读内容——中国姐妹Li Daiyu和Liu Qian乘坐火车从温哥华到多伦多横跨加拿大的长途旅行。点明本课将通过阅读该游记，感受加拿大的自然之美与多元文化，同时学习游记的阅读方法。
5.课题点明：Today we will read a travel journal titled “Seeing the True North via Rail: Vancouver and the Heart of Canada”. We will follow Li Daiyu and Liu Qian's journey across Canada and learn to understand the features of a travel journal.
6.学法渗透：阅读游记有方法——先借助地图了解路线，再通过时间线索追踪行程，最后通过细节感受旅途中的所见所闻所思。
（二）读前预测·文体感知（3分钟）
1.标题分析：引导学生分析标题“Seeing the True North via Rail: Vancouver and the Heart of Canada”，回答问题：
（1）What is “the True North” （A nickname for Canada.）
（2）How are they travelling （By rail/train.）
（3）What are the destinations of the journey （Vancouver and the heart of Canada.）
（4）What is the type of this text （A travel journal/travelogue.）
2.文体特征简述：简要介绍游记（travel journal）的典型特征——以第一人称叙述，按时间顺序记录旅行经历，包含地理、人文、自然等方面的描写，常运用感官描写和情感抒发。
3.路线预测：呈现加拿大空白地图，引导学生预测火车路线可能经过的城市和地理特征，为阅读做准备。
（三）读中理解·获取信息（20分钟·核心重点）
活动一 速读·获取大意与路线（5分钟）
1.任务要求：快速浏览语篇，完成以下任务：
（1）What is the main idea of the passage （It describes Li Daiyu and Liu Qian's railway journey across Canada from Vancouver to Toronto, including what they saw and felt along the way.）
（2）Where are the two girls travelling Where does the journey start and end （Start: Vancouver; End: Toronto.）
（3）How long does the journey take （Four days.）
2.路线梳理：借助地图，将姐妹俩途经的主要城市按顺序排列：
Vancouver → Lake Louise → Jasper → Edmonton → Canadian Prairie → Winnipeg → Ontario → Toronto
3.策略指导：速读时重点关注时间标志词（before starting out, during their first day, the next morning, later, after another day, eventually, when等）和地点转换标志词，它们构成了游记的“时间线”和“空间线”。
4.核对答案：师生共同核对，板书文章结构与关键信息。
5.过程评价：对速读准确、快速的学生进行口头表扬。
活动二 细读·梳理时间、地点与见闻（10分钟）
1.任务要求：仔细阅读语篇，完成以下时间-地点-见闻梳理表：
时间 地点 活动/见闻 感受
Before starting out Vancouver took a boat ride; visited an island; saw shops selling crafts and antiques; took a hike in a forest pleased; pleasant
The next morning Canadian Rockies / Lake Louise took train to Lake Louise; saw massive mountains and forests; blue water took breath away breath taken away
After that Jasper took a coach; saw spectacular mountain peaks, forests, deer, mountain goats, grizzly bear, eagle most awesome journey
Next stop Edmonton provincial capital; centre of oil and gas industry; freezing cold; home to large shopping malls amazed
Later Canadian Prairie saw open country; wheat-growing provinces; large farms amazed; truly amazed
After another day Winnipeg / Ontario urban area; land of forests and lakes; rolling hills; maple trees; frost on the ground (autumn arrived)
Night Lake Huron saw the wide stretch of Lake Huron (not mentioned directly)
9:30 a.m. next morning Toronto finally reached the capital of Ontario all in all, duration of four days
2.策略指导：细读时要关注作者在每个地点所见的细节（what they saw）、所做的事情（what they did）和所感（how they felt），以及作者用来连接时间和地点的语篇标记词。
3.小组核对：同桌互查答案，讨论差异。
4.展示点评：抽取学生展示答案，师生共同点评。
活动三 语篇标记词分析与功能识别（5分钟）
1.任务要求：引导学生阅读课文，识别文中的语篇标记词并分析其功能。
2.语篇标记词分类与匹配：
语篇标记词 功能
however 表示转折/对比
since 表示原因
when 表示时间
in addition to 表示补充/添加
in fact 表示强调
later 表示时间顺序
eventually 表示时间终点
all in all 表示总结
3.策略指导：语篇标记词是文章的“逻辑路标”，帮助读者理解句子之间、段落之间的逻辑关系。在阅读时关注这些标记词，可以更准确地把握作者的思路和文章的结构。
4.扩展训练：引导学生从课文中找出更多语篇标记词的例子，并说明其功能。
5.展示点评：抽取学生展示答案，师生共同点评。
（四）读后讨论·深化理解（10分钟）
活动一 主题探讨·旅行意义（5分钟）
1.讨论议题（分层选择）：
（1）基础层：Would you be interested in taking the same trip as Li Daiyu and Liu Qian Why or why not
→ 参考答案：I would love to take such a journey. It seems so wonderful and relaxing, and I would get to see many beautiful sites. The scenery of the Canadian Rockies and the Great Lakes would be unforgettable.
（2）提升层：How is a rail journey different from other forms of travel, such as by plane or by car
→ 参考答案：A rail journey allows you to see the changing scenery, relax in a comfortable space, and experience the vastness of the land. It’s slower than a plane but more comfortable, and you don‘t have to drive yourself. Unlike a car journey, you cannot stop whenever you want, but you can walk around and enjoy the view from a higher perspective.
（3）拓展层：What does the author mean by “Travel far enough, you meet yourself” Do you agree that travel can help with self-discovery Why or why not
→ 参考答案：The quote suggests that through travel—especially long, challenging journeys—we can learn about our own character, preferences, and values. By stepping out of our comfort zone and experiencing new places, people, and cultures, we discover parts of ourselves we didn’t know existed. I agree with this because when we are removed from our daily routines, we are forced to make decisions, adapt to new situations, and reflect on what truly matters to us.
2.小组活动：4人一组，每人至少发言1次，使用本课所学词汇与表达。
3.角色分工：组长组织、记录员记录观点、汇报人准备展示。
4.展示点评：1-2组进行展示，师生依据评价量表共同点评。
活动二 素养升华（3分钟）
1.问题讨论：What can we learn from Li Daiyu and Liu Qian‘s journey What would you like to see or do if you were to travel across Canada
2.素养升华：引导学生理解——旅行不仅是欣赏美景，更是认识世界、发现自我的过程。Li Daiyu和Liu Qian的加拿大火车之旅，不仅让她们领略了加拿大的自然奇观（落基山脉、五大湖等），也让她们体验了当地文化和生活方式（埃德蒙顿的购物中心、草原省份的农场等）。正如开篇引言所说“Travel far enough， you meet yourself.”——走得足够远，你会遇见内心的自己。作为新时代的青年，我们应当怀揣探索之心，读万卷书，行万里路，在旅行中开阔视野、磨炼意志、思考人生。
活动三 角色扮演·迁移创新（2分钟）
1.任务要求：假设你是Li Daiyu或Liu Qian，回国后向同学们分享这次加拿大之旅的经历。用英语说出你最想分享的一个瞬间或感受。
2.策略指导：运用本课所学的游记表达（感官描写、感受抒发）来完成口头分享。
（五）课堂小结（3分钟）
1.知识小结：梳理游记的文体特征（时间+空间双线结构、第一人称叙述、语篇标记词）、旅行路线（温哥华—路易斯湖—贾斯珀—埃德蒙顿—草原省份—温尼伯—安大略—休伦湖—多伦多）、所见所闻所思、本课核心词汇与短语。
2.能力小结：回顾“预测—速读—细读—讨论—评价”的阅读学习流程，反思掌握情况。
3.素养小结：理解旅行对个人成长的意义，培养探索精神与跨文化理解力。
（六）当堂检测（2分钟）
1.口头检测：随机抽查一名学生说出姐妹俩从温哥华到多伦多途经的三个主要城市。
2.书面微练：完成1-2个语篇标记词填空，当堂巩固。
（七）分层作业（2分钟）
基础层：背诵本课核心词汇与短语（airline, bay, antique, peak, goat, grizzly bear, freezing cold, mall, prairie, thunder, curtain, border, harbour, massive, literally, breath, bound, awesome, highlight, anticipate, bunch, duration, take sb's breath away, all in all等）；整理课堂笔记，完成旅行路线图标注；跟读课文录音，模仿语音语调。
提升层：写一段100词左右的短文，介绍Li Daiyu和Liu Qian横跨加拿大的火车旅行经历（运用至少5个本课核心词汇和3个语篇标记词）；摘录课文中5个语篇标记词并分析其功能。
拓展层：以“The Journey I Would Like to Take”为题，写一篇120词左右的英语短文，描述一次你想进行的旅行（运用游记的写作手法）；查找一段关于加拿大火车旅行的介绍视频或文章，用英语写出观后感。
三、板书设计
Unit 4 Journey Across a Vast Land Reading and Thinking
Seeing the True North via Rail: Vancouver and the Heart of Canada
1.Text Type:
Travel Journal（游记）— time + space order, first person
2.Travel Route:
Vancouver → Lake Louise → Jasper → Edmonton → Canadian Prairie → Winnipeg → Ontario → Lake Huron → Toronto
3.Time Line:
Before starting out → first day → next morning → after that → next stop → later → after another day → night → next morning
4.Discourse Markers:
however (contrast) · since (reason) · when (time)
in addition to (add) · in fact (emphasis)
later/eventually (time order) · all in all (summary)
5.Reading Path:
Predict → Skim → Scan → Discuss → Evaluate
6.Theme:
Travel far enough, you meet yourself.
四、教后反思
本课以横跨加拿大游记为载体，紧扣单元主题“长途旅行”，严格落实“教—学—评”一体化理念。教学流程遵循“导入—读前预测—读中理解（速读路线→细读见闻→语篇标记词分析）—读后讨论—小结—检测—作业”的闭环模式。通过分层阅读任务覆盖全体学生，有效帮助学生掌握游记的阅读策略和语篇标记词分析方法，同时渗透探索精神与跨文化理解教育。
现存不足：部分学生对游记的“时间+空间”双线结构把握不够准确，在梳理路线时依赖地图辅助；在语篇标记词分析环节中，部分学生对标记词功能的识别不够准确；在讨论环节中，部分学生对“旅行的意义”话题思考不够深入；部分学生对加拿大地理知识较为陌生。
后续改进：增设游记文体特征的专项导学与对比练习；提供更多语篇标记词识别与功能匹配的示范与训练；优化小组讨论分工机制，为薄弱学生提供表达支架；增设加拿大地理和文化的拓展阅读材料，丰富学生的背景知识。
第二部分 学案
Unit 4 Journey Across a Vast Land Reading and Thinking 导学案
班级：__________ 姓名：__________
学号：__________ 得分：__________
一、学习目标
1.掌握本课核心词汇与短语（airline, bay, antique, peak, goat, grizzly bear, freezing cold, mall, prairie, thunder, curtain, border, harbour, massive, literally, breath, bound, awesome, highlight, anticipate, bunch, duration等），了解游记的文体特征。
2.通过速读获取文章的主要信息与结构，借助地图梳理姐妹俩的旅行路线。
3.通过细读获取姐妹俩在各站点的所见所闻，分析语篇标记词的功能。
4.理解旅行对个人成长的意义，培养探索精神与跨文化理解力。
二、预习导学
（一）核心词汇英汉互译
英文：1.airline 中文：__________
英文：2.bay 中文：__________
英文：3.antique 中文：__________
英文：4.peak 中文：__________
英文：5.goat 中文：__________
英文：6.grizzly bear 中文：__________
英文：7.freezing cold 中文：__________
英文：8.mall 中文：__________
英文：9.prairie 中文：__________
英文：10.thunder 中文：__________
英文：11.curtain 中文：__________
英文：12.border 中文：__________
英文：13.harbour 中文：__________
英文：14.massive 中文：__________
英文：15.literally 中文：__________
英文：16.breath 中文：__________
英文：17.bound 中文：__________
英文：18.awesome 中文：__________
英文：19.highlight 中文：__________
英文：20.anticipate 中文：__________
英文：21.bunch 中文：__________
英文：22.duration 中文：__________
（二）预习思考
1.What do you know about Canada What are the famous cities and natural wonders there
→ _________________________________________________________________
2.Have you ever taken a long train journey What was it like
→ _________________________________________________________________
3.What does “Travel far enough， you meet yourself” mean
→ _________________________________________________________________
（三）预习疑点
1._________________________________________________________________
2._________________________________________________________________
三、课中合作探究
（一）文体感知与预测
任务1：标题分析
分析标题“Seeing the True North via Rail: Vancouver and the Heart of Canada”，回答问题：
1.What is “the True North”
→ 答案：______________________________________________
2.How are they travelling
→ 答案：______________________________________________
3.What is the type of this text
→ 答案：_____________________________________________
任务2：内容预测
根据标题和加拿大地图，预测文章可能涉及的旅行路线：
→ __________________________________________________________
（二）读中信息记录
任务1：速读·获取大意与路线
1.What is the main idea of the passage
→ 答案：______________________________________________
2.Where does the journey start and end
→ 答案：______________________________________________
3.How long does the journey take
→ 答案：______________________________________________
4.Order the places in the correct order:
Vancouver, Toronto, Lake Louise, Jasper, Edmonton, Winnipeg, Ontario
→ ________________________________________________________
任务2：细读·梳理时间、地点与见闻
完成以下信息表格：
时间 地点 活动/见闻 感受
Before starting out
The next morning
After that
Next stop
Later
After another day
Night
9:30 a.m. next morning
任务3：语篇标记词分析
1.匹配语篇标记词与其功能：
语篇标记词 功能
（ ）1.however A.to add something
（ ）2.since B.to show contrast
（ ）3.when C.to explain a reason
（ ）4.in addition to D.to show an end point in time
（ ）5.in fact E.to show time
（ ）6.later F.to emphasise
（ ）7.eventually G.to describe the order of events
（ ）8.all in all H.to summarise
2.从课文中再找出两个语篇标记词并说明其功能：
（1）____________ → 功能：____________________________
（2）____________ → 功能：____________________________
（三）读后讨论与表达
任务1：主题探讨
讨论以下问题，记录你的观点：
1.Would you be interested in taking the same trip as Li Daiyu and Liu Qian Why or why not
→ _________________________________________________________________
2.How is a rail journey different from other forms of travel, such as by plane or by car
→ _________________________________________________________________
3.What does “Travel far enough, you meet yourself” mean Do you agree
→ _________________________________________________________________
四、课堂达标自测
（一）词汇填空（20分）
1.We took a flight with China ________（航空公司）.
2.The boat sailed out into the ________（海湾）.
3.She bought a beautiful ________（古董）in the shop.
4.The mountain ________（顶峰）was covered with snow.
5.We saw a ________（灰熊）in the forest.
6.The weather is ________（极冷的）in winter.
7.There is a large shopping ________（购物商场）nearby.
8.The train passed through the vast ________（北美草原）.
9.We could hear the ________（雷声）in the distance.
10.She pulled back the ________（窗帘）and looked outside.
（二）路线排序（20分）
将以下地点按姐妹俩旅行经过的先后顺序排列（用数字1-8标出）：
（ ）Toronto
（ ）Edmonton
（ ）Vancouver
（ ）Lake Huron
（ ）Jasper
（ ）Winnipeg
（ ）Lake Louise
（ ）Ontario
（三）语篇标记词功能匹配（30分）
将语篇标记词与其功能进行匹配：
语篇标记词 功能
（ ）1.however A.表示时间
（ ）2.since B.表示转折/对比
（ ）3.when C.表示原因
（ ）4.in addition to D.表示强调
（ ）5.in fact E.表示补充/添加
（ ）6.eventually F.表示时间终点
（ ）7.all in all G.表示总结
（四）短文写作（30分）
请以“A Journey I Would Like to Take”为题，写一篇60词左右的英语短文，描述一次你想进行的旅行。要求：1.包含目的地、原因、期待看到的景色；2.运用至少3个本课核心词汇；3.结构完整、语言规范。
导学案参考答案
二、预习导学
（一）1.航空公司 2.（海或湖的）湾 3.古物；古董 4.顶峰；山峰 5.山羊 6.灰熊 7.极冷的 8.购物商场；购物广场 9.北美草原 10.打雷；雷声 11.窗帘 12.国界；边界 13.（海）港；港口 14.巨大的；大量的 15.字面上；真正地 16.呼吸的空气 17.准备前往（某地）；一定会 18.令人惊叹的；很好的 19.最好或最精彩的部分；突出；强调 20.预料；预见；期望 21.束；串；捆 22.持续时间；期间
（二）开放性问题，参考答案略。
（三）开放性问题，参考答案略。
三、课中合作探究
（一）任务1：1.A nickname for Canada. 2.By rail/train. 3.A travel journal.
（一）任务2：开放性问题，参考答案略。
（二）任务1：1.It describes Li Daiyu and Liu Qian's railway journey across Canada from Vancouver to Toronto, including what they saw and felt along the way. 2.Start: Vancouver; End: Toronto. 3.Four days. 4.Vancouver → Lake Louise → Jasper → Edmonton → Winnipeg → Ontario → Toronto
（二）任务2：
时间 地点 活动/见闻 感受
Before starting out Vancouver took a boat ride; visited an island; saw shops selling crafts and antiques; took a hike in a forest pleased; pleasant
The next morning Canadian Rockies / Lake Louise took train; saw massive mountains and forests; blue water took breath away breath taken away
After that Jasper took a coach; saw spectacular mountain peaks, forests, deer, mountain goats, grizzly bear, eagle most awesome journey
Next stop Edmonton provincial capital; centre of oil and gas industry; freezing cold; home to large shopping malls amazed
Later Canadian Prairie saw open country; wheat-growing provinces; large farms amazed
After another day Winnipeg / Ontario urban area; land of forests and lakes; rolling hills; maple trees; frost on the ground (autumn arrived)
Night Lake Huron saw the wide stretch of Lake Huron (not mentioned directly)
9:30 a.m. next morning Toronto finally reached the capital of Ontario all in all, duration of four days
（二）任务3：1.（1）-B （2）-C （3）-E （4）-A （5）-F （6）-G （7）-D （8）-H 2.开放性问题，参考答案略。
（三）任务1：开放性问题，参考答案略。
四、课堂达标自测
（一）1.airline 2.bay 3.antique 4.peak 5.grizzly bear 6.freezing cold 7.mall 8.prairie 9.thunder 10.curtain
（二）1.Vancouver 2.Lake Louise 3.Jasper 4.Edmonton 5.Winnipeg 6.Ontario 7.Lake Huron 8.Toronto（注：按顺序应为：Vancouver→Lake Louise→Jasper→Edmonton→Winnipeg→Ontario→Lake Huron→Toronto）
（三）1.B 2.C 3.A 4.E 5.D 6.F 7.G
（四）参考范文：
A Journey I Would Like to Take
The journey I would like to take is a cross-Canada train trip from Vancouver to Toronto. I have heard that the Canadian Rockies are massive and spectacular, with blue lakes that take your breath away. I also want to see the vast prairie and the Great Lakes. I anticipate that this journey would be not only relaxing but also eye-opening. It would be awesome to experience the changing scenery and learn about the local culture along the way. Travel far enough, and you meet yourself.
第三部分 测评案
Unit 4 Journey Across a Vast Land Reading and Thinking 同步测评
满分：100分 时间：40分钟
姓名：__________ 得分：__________
一、词汇运用（20分）
用所给单词的适当形式填空（每词限用一次）：
airline, bay, antique, peak, goat, grizzly bear, freezing cold, mall, prairie, thunder, curtain, border, harbour, massive, literally, breath, bound, awesome, highlight, anticipate, bunch, duration
1.She took a flight with a Chinese ________.
2.The boat sailed into the ________ for shelter.
3.He bought a beautiful ________ at the local shop.
4.The mountain ________ was covered in snow.
5.We saw a ________ in the forest.
6.The weather was ________ in Edmonton.
7.We went to a large shopping ________.
8.The train passed through the vast ________.
9.The ________ of the thunder could be heard in the distance.
10.She pulled back the ________ to let in the light.
11.The train crossed the ________ between the two provinces.
12.The city has a beautiful ________.
13.The mountains are ________ and impressive.
14.The blue water ________ took our breath away.
15.The train was ________ for Toronto.
16.The scenery was ________.
17.The ________ of the trip was seeing Lake Louise.
18.We didn‘t ________ seeing such an open country.
19.We saw a ________ of farms.
20.The journey had a ________ of four days.
二、阅读理解（30分）
根据课文内容，选择最佳答案：
1.What type of text is the passage
A.A narrative. B.A travel journal. C.A letter. D.A poem.
2.Where does the journey start
A.Toronto. B.Vancouver. C.Ottawa. D.Montreal.
3.How did the two girls travel across Canada
A.By plane. B.By bus. C.By train. D.By car.
4.What is the most popular Chinese dish in America according to the text
A.Kung Pao chicken. B.General Tso's chicken. C.Mapo tofu. D.Spring rolls.
5.What did the girls see in the Canadian Rockies
A.Deserts and cacti. B.Massive mountains and forests.
C.Beaches and oceans. D.Cities and skyscrapers.
6.What did they see in Jasper
A.Shopping malls. B.Wheat fields. C.Many different creatures. D.Great Lakes.
7.What is Edmonton known for
A.Beautiful beaches. B.The centre of Canada's oil and gas industry.
C.The largest maple forest. D.The capital of Canada.
8.How did the girls react to the Canadian Prairie
A.They were bored. B.They were truly amazed.
C.They were disappointed. D.They were frightened.
9.What did they see in Ontario
A.Deserts. B.Forests, lakes, and rolling hills.
C.Snowy mountains. D.Coral reefs.
10.How long did the trip from Vancouver to Toronto take
A.Two days. B.Three days. C.Four days. D.Five days.
三、信息梳理（20分）
根据课文内容，完成以下旅行路线信息表格：
地点 所在省份/地区 重要信息/特点
Vancouver
Lake Louise
Jasper
Edmonton
Canadian Prairie
Winnipeg
Ontario
四、思辨与表达（30分）
任务一：简答（10分）
What are the advantages of travelling by train compared to by plane or by car Give at least two advantages.
→ _________________________________________________________________
→ _________________________________________________________________
任务二：短文写作（20分）
请以“What I Have Learned from the Journey Across Canada”为题，写一篇80词左右的英语短文。要求：1.至少写出旅行的两个收获；2.运用至少3个本课核心词汇；3.结构完整、语言规范。
测评案参考答案与评分标准
一、词汇运用（20分，每题1分）
1.airline 2.bay 3.antique 4.peak 5.grizzly bear 6.freezing cold 7.mall 8.prairie 9.thunder 10.curtain 11.border 12.harbour 13.massive 14.literally 15.bound 16.awesome 17.highlight 18.anticipate 19.bunch 20.duration
二、阅读理解（30分，每题3分）
1.B 2.B 3.C 4.B 5.B 6.C 7.B 8.B 9.B 10.C
三、信息梳理（20分）
地点 所在省份/地区 重要信息/特点
Vancouver British Columbia often rains; harbour; beautiful mountains; forest
Lake Louise Alberta (Canadian Rockies) blue water; exceptional beauty; takes breath away
Jasper Alberta (Canadian Rockies) spectacular mountain peaks and forests; many creatures
Edmonton Alberta provincial capital; centre of oil and gas industry; freezing cold; shopping malls
Canadian Prairie Saskatchewan/Manitoba open country; wheat-growing; large farms
Winnipeg Manitoba urban area
Ontario Ontario land of forests and lakes; rolling hills; maple trees; four Great Lakes
四、思辨与表达（30分）
任务一：简答（10分）
A rail journey allows you to see the changing scenery along the way, relax in a comfortable space, and experience the vastness of the land. It is more comfortable and spacious than a plane, and you don’t have to drive yourself like in a car. Unlike a car journey, you can walk around and enjoy the view from a higher perspective.
任务二：参考范文（20分）
What I Have Learned from the Journey Across Canada
From Li Daiyu and Liu Qian‘s journey across Canada, I have learned the importance of exploring new places. First, I have learned that travel can be an eye-opening experience. Seeing the massive mountains, vast prairies, and beautiful lakes made me realize how diverse and magnificent our world is. Second, I have learned that travelling by train is a unique way to experience a country. It allows you to relax and enjoy the changing scenery. The most awesome part of the journey was that it showed me how stepping out of our comfort zone can lead to personal growth.
评分标准：
内容完整性：8分，包含至少两个收获，内容充实、逻辑清晰
核心词汇运用：4分，至少3个，使用正确
语言准确性：4分，语法正确，拼写无误，表达流畅
结构连贯性：4分，结构完整，衔接自然，运用连接词
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