Unit4JourneyAcrossaVastLandReadingandThinking教學(xué)設(shè)計-高中英語人教版選擇性

Unit4journeyacrossavastlandreadingandthinking本課為新人教版高中英語選修第二冊第四單元unit4第一課時readingandthinking，這是一篇有關(guān)加拿大的游記（a

railjourney），以時間和空間的順序記述了LiDaiyu和LiuQian兩姐妹乘坐火車自西向東橫跨加拿大的旅程經(jīng)歷，包括她們沿途所看到的自然美景、野生動物等，以及她們對加拿大美麗的自然風(fēng)光和豐富的自然資源發(fā)出的贊嘆。加拿大是一個幅員遼闊的國家，乘坐長途火車旅行能夠深度體驗加拿大不同地區(qū)的自然風(fēng)光和人文風(fēng)情。旅游是一種重要的文化體驗形式，游記的形式便于將自然風(fēng)光和人文風(fēng)情的介紹融入個人的旅行經(jīng)歷和情感體驗之中。學(xué)生學(xué)習(xí)并了解加拿大一些主要城市的地理環(huán)境、自然資源及當(dāng)?shù)靥厣幕?，與此同時，學(xué)生需要學(xué)習(xí)并掌握英語語言中非常重要的一些話語標(biāo)記語（discoursemarkers），其有助于提高學(xué)生閱讀、表達(dá)及寫作的水平及效率?；诖?，筆者作了以下設(shè)計。Learningobjectives1.ReadaboutarailjourneyacrossCanada;2.FindoutinformationaboutCanada’sgeography,climateandculture;3.Recognizeandunderstandthemeaningandusageofdiscoursemarkers.4.Expresstheir(students’)opinionsaboutlongrailtrips.Teachingkeypoints:1.Selectnecessaryreadingskillstogetabetterunderstandingofthecontent,styleandstructureofthetext.2.Sumupthekeyinformationabouttherailjourneyandfinishthemindmap.Teachingdifficultpoints：Recognizeandunderstandthemeaningandusageofdiscoursemarkers.Teachingmethods:Taskbasedteachingapproach,ActivityoriginatedteachingapproachTeachingprocedureProcedures

Teachingactivities

purposeStep1Activation:Whatdoyouthinkofthequote?(appreciatethequote)Travelfarenough,youwillmeetyourself.DavidMitchellLookatthepictureandanswertheQuestions:1.Whenandwheremaythisphotobetaken?2.Whatdoyouknowaboutrailjourneys?(highspeedrail)3.WhatdoyouthinkyouwillseeifyougoonarailjourneyacrossCanada?(geographyknowledge)1.Arousestudents’awarenessandthoughtsoftravel.2.improve

thelinguisticabilityofviewing.Step2Prediction:Lookatthepictureandtitle.Whatdoyouexpecttoread?Railjourney?Scenery?Geography?Climate?Canada?Enablethestudentsmakefullpreparationofthetopicandcontentforthetext.Step3Reading:Readingformainideas1.Whoarethemaincharacters?2.Wheredidtheywanttogo?3.Howlongdidtheytake?Readingfordetails1.

Gothroughthepassageandfindoutalltheplacestheyvisitedandthemeansoftransportationtheytook.Dayplacetransportation

1

2

3

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2.Getspecificinformationabouttheplacestheyvisited?Place&informationMindmappingaboutthewholejourney(elements:purpose,mood,spent,time,weather,activities,featuresofthecities)ChinaVancouverLakeLouiseJasperEdmontonThegreatCanadianPrairieWinnipegOntarioToronto3.

Findoutthewritingstyleandstructure.

Traveljournal4.

Howdoesthewriterdevelopthearticle?

Intheorderofthetime

1.Enablethestudentsselectnecessaryreadingskills

bythemselves

togetabetterunderstandingofthetext.2.Studentslearntograspthetargetspecificinformation

andknowhowtomakeamindmaptoorganizetheimportantinformationofthetext.3.enablethestudentsanalyzethewritingstyleandstructureofthetexttostrengthentheirdeeperunderstandingofthetext.

Step4Learningaboutdiscoursemarkerstoshowrelationships:Connectorsexpressingopinion:Pointofview:inmyopinion;asfarasIknow;AsfarasIamconcerned;

personallyspeakingSummary:inshort;

tosumup;

allinallRestating:inotherwords;

thatistosayConnectorsexpressingreasonsorevidenceListing:tobeginwith;

whatismoreBesides;moreover;

inadditionCause&effect:because;as;

so;

thu;

asaresult;

thereforeGivingexamples:

forexamples;

for;instance;Suchas;1.

Readthearticleandunderlinethediscoursemarkers.(p3839)

ratherthan;then;…2.

Readthearticleagain.Matcheachofthesediscoursemarkerswiththecorrectpurpose.(p39.4)Adding,contrast,reason,result,emphasis,paring,concluding.Studentsgettorecognizethediscoursemarkersandknowthemeaningandsignificanceoftheminthetext.Step5Furtherthinking1.Howisrailjourneydifferentfromotherformsoftravel,suchasbyplaneorcar?2.IfyouaregivenachancetotravelbyraininChina,wheredoyouwanttogoandwhy?Cultivatestudents’Criticalthinkingabilityandimprovetheparisonability

Step6Homework:Collectmoreinformationaboutthecitiesmentionedintheanswerofthelastquestionandmakeat