高中英語人教版（2019）選修第二冊(cè)

UNIT4JOURNEYACROSSAVASTLAND

單元整體教學(xué)設(shè)計(jì)

Part1:RelatedtheoryPart2:AnalysisofthethemePart3:AnalysisofthestudentsPart4:TeachingdesignPart5:HighlightsofthedesignPart6:ConfusionsCONTENTSPart1:Relatedtheory1.高中英語課程標(biāo)準(zhǔn)（2020修訂版）2.單元整體教學(xué)設(shè)計(jì)3.逆向設(shè)計(jì)理論P(yáng)art2:Analysisofthetheme主題語境本單元由名人名言、游記、加拿大風(fēng)景人文介紹、古今中外旅游介紹、視頻等多模態(tài)語篇構(gòu)成。本單元圍繞“廣袤的異國(guó)探索旅行”這一主題展開，屬于《課標(biāo)》明確的課程內(nèi)容中“人與自然”這一主題群中“自然生態(tài)”這一主題語境內(nèi)容中的“主要國(guó)家地理概況”。同時(shí)也涵蓋了“人與社會(huì)”中的跨文化溝通；“人與自我”中的認(rèn)識(shí)自我，豐富自我，完善自我。主題探究方向

通過本單元的學(xué)習(xí)，作為青少年，學(xué)生明白不僅要讀萬卷書還要行萬里路。學(xué)生增強(qiáng)了解社會(huì)和自然，走進(jìn)社會(huì)和自然的意識(shí)。學(xué)生對(duì)于古今中外的旅游和與旅游相關(guān)的話題有深入的了解和體驗(yàn)。學(xué)生通過對(duì)該主題意義的探究，能夠獲得關(guān)于加拿大國(guó)家的概況和結(jié)構(gòu)化知識(shí)。更進(jìn)一步，學(xué)生能夠?qū)W會(huì)在旅途中探求自我價(jià)值和人生意義。Part2:AnalysisofthethemePart3:Analysisofthestudents學(xué)生已有經(jīng)驗(yàn)，知識(shí)及能力儲(chǔ)備：學(xué)生在初中階段和高一階段已經(jīng)儲(chǔ)備了相對(duì)于同齡人較為扎實(shí)的英語學(xué)科基礎(chǔ)知識(shí)和技能。用英語獲取信息、處理信息、分析問題和解決問題的能力較為出眾。對(duì)于本單元的主題——長(zhǎng)途旅行學(xué)生們很感興趣。根據(jù)學(xué)情調(diào)查，了解到學(xué)生們對(duì)于加拿大的風(fēng)土人情一直都是非常感興趣的，學(xué)生有著強(qiáng)烈的愿望探索長(zhǎng)途旅行這一主題。Part3:Analysisofthestudents問題與不足及發(fā)展路徑：?jiǎn)栴}與不足：學(xué)生對(duì)于語篇銜接詞意識(shí)淡薄。

發(fā)展路徑：培養(yǎng)學(xué)生在閱讀篇章中辨識(shí)語篇銜接詞，并且分清不同語篇銜接詞的功能。

并且在單元的口頭和書面輸出中使用一定的語篇銜接詞。2.問題與不足：學(xué)生對(duì)于本單元的語法現(xiàn)在分詞和過去分詞學(xué)起來感覺難度較大。

發(fā)展路徑：在本單元閱讀課及讀寫課中引導(dǎo)學(xué)生觀察多模態(tài)語篇中現(xiàn)在分詞和過去分詞

的使用方法，從而進(jìn)行歸納和總結(jié)。并且在主題意義引領(lǐng)下，創(chuàng)設(shè)輸出活動(dòng)，不斷引導(dǎo)

學(xué)生鞏固及運(yùn)用現(xiàn)在分詞和過去分詞。3.問題與不足：學(xué)生個(gè)體發(fā)展差異較大，聽說讀寫各項(xiàng)技能發(fā)展不均衡。

發(fā)展路徑：提煉學(xué)生長(zhǎng)途旅行主題意義下的共同點(diǎn)：strongdesire。以此為出發(fā)點(diǎn)通過多

種活動(dòng)引領(lǐng)學(xué)生在聽說讀寫四個(gè)方面加強(qiáng)訓(xùn)練，提升技能，爭(zhēng)取在學(xué)生的薄弱環(huán)節(jié)逐漸

突破取得長(zhǎng)足的發(fā)展。Part4:Teachingdesign：?jiǎn)卧Z篇主題語篇語篇類型（技能）語篇內(nèi)容語篇主題QuotefromDavidMitchell名人名言（閱讀）長(zhǎng)途旅行遇見自我長(zhǎng)途旅行Seeingthe

True

North

Via

Rail:Vancouver

and

the

Heart

of

Canada加拿大游記（閱讀）介紹LiDaiyu和LiuQian在加拿大的旅游所見廣袤的異國(guó)長(zhǎng)途旅行探索Talkaboutsceneryandculturealongajourney旅游見聞（聽力）LiDaiyu和LiuQian在加拿大旅游中所見所聞旅游中不同景色及文化碰撞SeeingTrueNorthViaRai：TorontoandMontreal加拿大游記（讀寫）介紹LiDaiyu和LiuQian在多倫多和蒙特利爾的旅游。廣袤的異國(guó)長(zhǎng)途旅行探索XuXiake’sGulin人物故事（讀寫）與旅游話題相關(guān)的古代名人及故事古代名人旅游Part4:Teachingdesign：?jiǎn)卧獌?nèi)容整合關(guān)聯(lián)圖JourneyAcrossaVastLandOpeningpage+ReadingandthinkingSeeingtheTrueNorthViaRail:VancouverandtheHeartofCanadaBuildupvocabulary小單元一加拿大旅游之所見小單元輸出任務(wù)：RetelltheirjourneyMakeadialogueUsingLanguage:

TalkaboutsceneryandculturealongajourneyWorkbook:XuXiake’sGuilinDiscoverusefulstructure小單元二加拿大旅游之所感:古今中外旅游對(duì)比小單元輸出任務(wù)：ComparethescenerybetweenChina(ancientandmodern)andCanadaUsingLanguage:

Seeingthe

TrueNorthViaRail:TorontoandMontreal小單元三加拿大旅游之所思小單元輸出任務(wù)：Writean

email

to

introduce

the

whole

journeyinCanada（themostimpressivepart)Project:DesignajourneyrouteacrossCanada

參加最美加拿大靚麗風(fēng)景線設(shè)計(jì)展示比賽Part4:Teachingdesign：主題相關(guān)表達(dá)導(dǎo)圖SeeingtheTrueNorthViaRail:VancouverandtheHeartofCanadavariousplacesscenerydiscoursemarkersdescriptivewordsSceneryandculturealongajourneyXuXiake’sGuilinidiomsexpresssurpriseandcuriosity-edand-ingSeeingtheTrueNorthViaRail：TorontoandMontrealdrawasimpleroutelanguagefeaturesofjourneystructurefeaturesofjourneyDesignyourjourneyrouteacrossavastlandharbour,mountains,forest,lake,creatures…h(huán)owever,since,when,inadditionto,infact,later,eventuallydescriptivewords,discoursemarkers…what,who,when,where,how,timeorderVancouverTheCanadianRockiesEdmontonTheCanadianPrairieOntariopleasant,massive,awesome…Part4:Teachingdesign：?jiǎn)卧獙W(xué)習(xí)目標(biāo)長(zhǎng)途旅行貼近學(xué)生的生活。通過多模態(tài)語篇的學(xué)習(xí)，學(xué)生能夠：獲取、梳理、整合長(zhǎng)途旅行主題相關(guān)的信息。鞏固提高聽、說、讀、寫技能。觀察文本，辨別現(xiàn)在分詞和過去分詞，理解其功能和意義，并在主題語境下運(yùn)用到口頭和筆頭表達(dá)中。理解長(zhǎng)途旅游在一個(gè)人生活中的重要意義。5.根據(jù)本單元所學(xué)設(shè)計(jì)一個(gè)自己喜愛的橫跨加拿大的長(zhǎng)途旅游路線。Part4:Teachingdesign：課時(shí)安排：小單元一課時(shí)內(nèi)容語篇課型學(xué)習(xí)目標(biāo)與主題相關(guān)的表達(dá)（單詞+詞塊）語法結(jié)構(gòu)-ed/-ing第1課時(shí)OpeningPageSeeingtheTrueNorthViaRail:VancouverandtheHeartofCanada讀思1.locatedetailsabouttherailjourneybyskimmingandscanningthepassage;2.finddiscoursemarkersandunderstandthefunctionofthem;3.retellthefour-dayjourneyandhaveevaluation;4.comparedifferenttravelforms.airline,bay,antique,pleasant,arise,massive,literally,bound,awesome,peak,highlight,goat,grizzlybear,drill,anticipate,bunch,thunder,frost,curtain,border,durationtakesb’sbreathaway,freezingcold,abunchof,boundnorth,wheat-growingcountries,widestretchof,allinall,drawthecurtain,beautyandcharm,admiretheantique,boundfor,urbanareas,commercialworld,amassiveamountofmoney,

a

pleasantevening,amildwinter,anawesomeexperienceexciting,seeing,selling,pleased,looking,passing,seen,amazed,rolling,confirmingReadingandThinking（1）第2課時(shí)ReadingandThinking（2）SeeingtheTrueNorthViaRail:VancouverandtheHeartofCanadaBuildupyourvocabulary讀思1.improvetheawarenessofcollocationbyreviewingthetextandfinishingsomerelevantexercises;2.focusonfourchunksandcompleteashortstorywithnecessarydiscoursemarkers;3.findsomedescriptivewordsfromthetextandusesomeofthemtomakeadialogue.theuniverse,launchsatellite,orbitaroundtheEarth,onboard,despitehugerisks,theirdreamtoexplorespace,figureoutawaytodo,soastohelpmakerockets,escapeEarth’sgravity,vehicle,beyondthesolarsystem,sufficientfoodandwaterPart4:Teachingdesign：課時(shí)安排：小單元二課時(shí)內(nèi)容語篇課型學(xué)習(xí)目標(biāo)與主題相關(guān)的表達(dá)（單詞+詞塊）語法結(jié)構(gòu)-ed/-ing第3課時(shí)ListeningandTalkingTalkaboutsceneryandculturealongajourney聽說1.predictwhatwillbeheardinreferencetopictures;2.learntogetsomevitalinformationwhilelistening;3.understandsomeidiomswhilecommunicatingwithforeigners;4.talkaboutone’sowntravelingexperienceandendtheconservationnaturally.freeze,idiom,contrary,anyhow,alongsidewordsfailme,ashotasanoven,asflatasapancake,asfarastheeyecansee,deadcentre,killtime,younameit,contraryto第4課時(shí)DiscoverusefulstructuresXuXiake’sGuilin讀思微寫作1.deducetherulesof–edand–ingformsincontext;2.comparethedifferencebetween–edand–ingforms;3.use–edand–ingformsappropriatelyinlanguageoutput.burninghot,reachfullstrength,havefun,flowdown,stickupintothesky,exploretheworld,restrict…to,agoldenageoftourism,visittemplestraveling,surrounded,sticking,formed,leaving,giving,related,fascinating,golden,climbingPart4:Teachingdesign：課時(shí)安排：小單元三課時(shí)內(nèi)容語篇課型學(xué)習(xí)目標(biāo)與主題相關(guān)的表達(dá)（拼寫+認(rèn)識(shí)）語法結(jié)構(gòu)–ed/-ing第5課時(shí)ReadingforWriting

SeeingtheTrueNorthViaRail：Toronto

and

Montreal讀寫1.predictcontentbyreferringtopicturesandtitle;2.drawasimplerouteonthemapbyscanning;3.identifythefeaturesoftraveljournalbyreviewingtworeadingpassages;4.writeanemailtointroducethecousins’trip.proceed,shore,astonish,mist,steel,advertisement,accent,photographer,owe,toastproceedto,incontrastto,owesthto,withwonderfulsightsandsounds,Astonished,old-fashioned,rollingby,hearpeopletalking,spend…visiting,第6課時(shí)VideoTimeWatchavideoandthengiveapresentationoncompetitionforthebestjourneyroute展示1.watchavideoaboutQuebecandcomparewithonesimilarplaceinChina;2.havetheawarenessofteamspiritsbypreparingforacompetition;3.practisespokenEnglishbygivingapresentation;4.reflectonwhathavebeenlearned.byrail,onfoot,byair,byboat,onabicycle,suppliesandequipment,anamazingjourney,maintenancekit,agoodbackpack,bicyclehelmetPart4:Teachingdesign：?jiǎn)栴}鏈設(shè)計(jì)：Whatisjourney?Whatisavastland?WhatdoyouknowaboutCanada?Whatisyourunderstandingoftravellingfar?Whatbenefitscanjourneybringtous?Asforthesceneryandculture,whatare

the

differencesbetweenancienttimesandmoderntimes?Homeandabroad?countries?比較與論證6獲取、梳理、內(nèi)化3、4、5感知與注意1、2Part4:Teachingdesign：作業(yè)設(shè)計(jì)每個(gè)單元的常規(guī)作業(yè)：Toaccumulateandconsolidatewhattheyhavelearned,studentsneedtodrawmindmapsforthetheme-relatedexpressions(words,chunks,sentencesetc.)bytheendofperiod1,period2,period4,period5respectively.Topromotestudents’readingabilities,studentshaveSSR(sustainedsilentreading持續(xù)默讀)inthemorningclasseveryotherday.(Somereadingmaterialsinworkbookandsomesupplementswhicharerelatedtothethemeofthisunit—

Journeyacrossavastlandareprovided.)Tofurtherstudents’oralEnglish,theme-relateddailyreportisinvolved.Part4:Teachingdesign：作業(yè)設(shè)計(jì)：小單元一1.Writeashortpassagetovoiceyouropiniononrailjourneyinavastland.2.TointroduceoneofyourrailjourneysinavastlandbyusingtwonouncollocationsfromE1,twochunksfromE2andallthethreedescriptivewordsfromE3.Tomakeyourstorygologically,somediscoursemarkersareneeded.由加拿大旅游之所見聯(lián)想自己的經(jīng)力，并簡(jiǎn)單談?wù)撓嚓P(guān)經(jīng)歷和看法Part4:Teachingdesign：作業(yè)設(shè)計(jì)：小單元二通過加拿大旅游之所聞，對(duì)比自己的經(jīng)歷和主人公的經(jīng)歷；對(duì)比中國(guó)和加拿大景色的異同。3.TosummarizewhatyouhavereadandlistenedaboutCanada,writeashortpassagetocompareyourownexperienceoftravellingwithLiDaiyuandLiuQian’sjourneyinCanada.4.Amongthefourpictures,chooseoneofyourfavoriteplacetointroduceinbriefEnglish.Asforthescenery,pleasecomparethedifferencebetweenChinaandCanada.Youmaysurftheinternettofindnecessaryinformation.(atleastfive–edor–ingshouldbeincludedinyourpresentation)Part4:Teachingdesign：作業(yè)設(shè)計(jì)：小單元三以小組為單位準(zhǔn)備匯報(bào)自己喜愛的旅游路線5.Polishyoure-mailandprepareforhandwritingshow;6.Surftheinternetandfindmoreinformationaboutyourfavoritevastlandtoprepareforapresentation.Part4:Teachingdesign：作業(yè)設(shè)計(jì)：?jiǎn)卧w輸出以小組為單位展示旅游設(shè)計(jì)，做中學(xué)，深化對(duì)單元主題的理解Project：Giveapresentationto

show

yourjourneyrouteacrossavastland.Afterclass:dosomeextensivereadingsto

broaden

your

horizon

on

vast

land

journey.Part5:Highlightsofthedesign單元主題引領(lǐng)下閱讀的設(shè)計(jì)由淺入深，逐級(jí)搭建臺(tái)階，支架充分：與單元主題相關(guān)的語篇信息知識(shí)結(jié)構(gòu)化。突出了游記的語言特征和文本特征。課堂活動(dòng)設(shè)計(jì)符合英語學(xué)習(xí)活動(dòng)觀。教學(xué)評(píng)一體化，通過觀察，自評(píng)，互評(píng)等多手段展開評(píng)價(jià)。What

本節(jié)課話題屬于主題語境——人與自然，旅游。通過長(zhǎng)途旅行發(fā)現(xiàn)自我，探求自我價(jià)值和人生意義。主人公是LiDaiyu和LiuQian,兩姐妹從溫哥華到大西洋沿岸自西向東的長(zhǎng)途旅行經(jīng)歷。文章共有6個(gè)段落。每段具體內(nèi)容如下：第一段：介紹了此次旅行的起點(diǎn)。第二段：介紹了她們乘火車去哈利法克斯之前的活動(dòng)。第三段：描述她們開始了興奮的旅行。第四段：介紹了她們結(jié)束了在賈斯珀的游覽后，繼續(xù)乘火車前

往多倫多并且途徑蒙特利爾。第五段：介紹了火車從途徑加拿大草原的驚嘆景色。第六段：講述火車重新回到城市地帶的一段旅程。Why

本篇文章加拿大旅游貼合學(xué)生生活，能夠激發(fā)學(xué)對(duì)于異國(guó)風(fēng)土人情了解的閱讀興趣和探究愿望。文章向?qū)W生展示了加拿大這個(gè)廣袤土地上的自然風(fēng)光和人文風(fēng)情。這有助于開闊學(xué)生的視野，增長(zhǎng)文化知識(shí)、提升人文素養(yǎng)。學(xué)生通過學(xué)習(xí)本單元能夠?qū)€(gè)人的旅行經(jīng)歷和情感體驗(yàn)融入其中，從而進(jìn)一步探討長(zhǎng)途旅行對(duì)于人們發(fā)現(xiàn)自我，超越自我的意義。并且通過聯(lián)系自我增加思辨意識(shí)。How本文是一篇游記，從內(nèi)容上講，本文貫穿了時(shí)間和空間線索。時(shí)間上作者運(yùn)用Beforestartingout,Duringtheirfirstday,The

next

day,

Later,

The

next

morning,spent

the

nightandthen,Afteranotherday,eventually,Nightcameagain,Thenextmorning,finally這些詞來描述本次旅行時(shí)間上的推進(jìn)。空間上作者介紹了LiDaiyu和LiuQian兩姐妹途徑的Vancouver,LakeLouise,CanadianRockiestoJasper,Edmonton,Winnipeg,Ontario,Toronto,Huron等城市和景點(diǎn)。為使行文更加連貫，作者運(yùn)用了discoursemarkers。例如：since,however,when,inadditionto,infact,later,eventually等。

在詞匯使用上，作者使用了大量描述性的詞語和詞塊，例如：exciting,pleased,wonderful,clearandmild,massive,bluewater,beautiful,awesomejourney,spectularmountainpeaks,freezingcold,anopencountry,trulyamazed,red,goldandorange,widestretch等

這些語言的運(yùn)用給讀者勾勒出了一個(gè)形象生動(dòng)的旅游畫面，同時(shí)也展示了姐妹倆旅途中的驚喜，意外，興奮等多種多樣的情感變化。凸顯了旅游的重大意義。這些描述性詞語也包含了本單元的語法重點(diǎn)，-ing和-ed的用法。

時(shí)態(tài)上作者主要運(yùn)用了一般過去時(shí)，例如decided，spent，arose，caught，went,saw,travelled,wokeup,couldsee,reached等，這符合游記的特點(diǎn)。對(duì)于一些景點(diǎn)和事實(shí)的介紹作者運(yùn)用了一般現(xiàn)在時(shí)。例如Edmontonisfreezingcold.Edmontonishometo,Canada’spopulationisonlyslightelyoverthirty-sevenmillion。ReadingandThinking(I)Bytheendoftheclass,studentswillbeableto：1.Locatedetailsabouttherailjourneybyskimmingandscanningthepassage;2.Finddiscoursemarkersandunderstandthefunctionofthem;3.Retellthefour-dayjourneyandhaveevaluation；4.Comparedifferenttravelforms.LearningObjectives

JourneyAcrossAVastLand1.Whatisjourney?2.Whatisvastland?3.Wheredoes“vastland”remindyouof?4.Haveyoueverbeentoanyvastland?

How?Travelfarenough,youmeetyourself.

DavidMitchellDoyouhavetheexperienceoftravellingfar?Whatisyourinterpretationofthequote?DoyouthinkCanadaisavastland?WhatisyouroverallimpressionofCanada?WhatdoestheTrueNorth

referto?Whatcanweseebytaking

arailjourneyinthecountry?While-reading(I)Whatkindofarticleisit?2.Whatisincludedinthepassage?

traveljournalwhowhenwherewhathowLiDaiyu;LiuQianfourdaysfromVancouvertoTorontovisitingtheircousinsbyrailexcitingChinaVancouverLakeLouiseJasperEdmontonTheGreatCanadianPrairieWinnipegOntarioTorontotrainandtaxicoachtraintraintraintraintrainFinish

themindmap:Howdidtheygothere?What’stheirfeeling？

happyexcitedastonished,taketheirbreathaway,anawesomejourneyamazedpleasedWhile-reading(II)ReadcarefullyandfinishExercise3onP39InformationbluewaterofLakeLouise,spectacularmountainpeaksandforests,differentcreaturessuchasdeer,mountaingoats,grizzlybearandeagleanopencountry;twowheatgrowingprovinces,abunchoffarmsthatcoveredaverylargeareaPlaceVancouverEdmontonOntarioWhile-reading(III)Usediscoursemarkerstoshowrelationships.Discoursemarkersarealsoknownas“l(fā)inkingwords”.Theyareusedtoshowrelationshipsbetweenideas.Adding:moreover,tooContrast:while,bycontrastReason:as,becauseResult:consequently,accordinglyEmphasis:indeed,aboveallOrderofevents:first,second,next