新人教版（2019）英語選修性必修二Unit 4    Journey across a vast land Period 5  Write about a rail journey across Canada 教學(xué)設(shè)計 課題 Period 5 Write about a rail journey across Canada 單元Unit 4 學(xué)科English年級Grade 2教材分析This is the fifth period of this unit. The Reading text of this part is the continuation of the travel notes of Li Daiyu and Liu Qian in the Reading and Thinking section, who traveled across Canada by train. The article takes Seeing the True North via Rail as follows: The title Toronto and Montreal describes what the two sisters saw and heard during their journey from Toronto to Montreal. In particular, they talked about their meeting with Lin Fei, an old classmate of Li Daiyu's mother in Toronto Chinatown, and their communication with Jean-Philippe, a local young man in Montreal. It reflects the multicultural characteristics of Canada, which is conducive to students' cultural comparison and cultivation of cross-cultural communication and communication awareness.教學(xué)目標(biāo)與核心素養(yǎng)Knowledge objectives:  Collect important information and fresh language material to finish the writing task.Skill objectives:     Write a letter from home (email) describing your experiences and experiences of your trip.Emotional objectives:  Make cultural comparison and cultivate the awareness of cross-cultural Communication.Thinking quality objectives: Summarize their travel experience with the map as a clue, which helps students to sort out the spatial clues of the text intuitively.重點How to guide the students to grasp the core information of the passage;How to sort out the spatial clues of the text.難點How to write an email describing your experiences and experiences of your trip. 教學(xué)過程教學(xué)環(huán)節(jié)教師活動學(xué)生活動設(shè)計意圖導(dǎo)入新課Lead –in  PPT1-3Look at the title of Part Reading and thinking and this part.Seeing the True North via Rail:Vancouver and the Heart of CanadaSeeing the True North via Rail: Toronto and MontrealWhat is the relationship between these two passages according to the titles? Answers:Part Reading and Thinking records the first part of Li Daiyu and her cousin's journey. This part is the next leg of their trip to Montreal.Leg:A leg of a long journey is one part of it, usually between two points where you stop. 一段旅程Students can  review the passage titles in the Reading and Thinking section and then look at the passage titles here.  Guide students to compare last text and this one.講授新課 Task 1   PPT4Map out the route of Part Reading and Thinking.They are:Vancouver、Lake Louise、Jasper、Edmonton、Winnipeg、Toronto.Task2   PPT5-6Look at the pictures of the text and the route just drawn on the map. Answer the following questions.1.What is the destination of Li Daiyu and Liu Qian’s journey according to the first passage?2.What are the photos about?3.Which places will probably be talked about in this passage?4.What kind of experience might Li Daiyu and Liu Qian have on the second leg of their trip?Answers:1.Montreal.2.The photo spanning the top of Page 44 is of the Toronto skyline over Lake Ontario. The photo on the left of Page 44 is from Toronto's downtown Chinatown (also known as West Chinatown).The photo on the top right of Page 45 is of Rue Saint-Paul (Saint Paul Street in English), the oldest street in Old Montreal. 3.The CN Tower,Lake Ontario,the Niagara Falls,Chinatown, Montreal,St Paul Street ,Lawrence River and Halifax.  4.They will have a great and colorful trip, filling them with many happy and amazing memories. Task3  PPT7Read the text quickly and find out the names and places in the text.People: Places: Answers:People: Li Daiyu, Liu Qian, Lin Fei, Jean-PhilippeaPlaces:China, Canada, Nova Scotia, Toronto, Montreal, Quebec, Halifax, Lake Ontario, Niagara Falls/River, Gulf of St Lawrence, St Lawrence River, Greater Toronto Area, Old Montreal, St Paul Street, Chinatown, CN Tower Task 4   PPT8Read the full article. After reading, divide the article into several parts and summarize the meaning of each part.Paragraphs 1-4: Li Daiyu and Liu Qian's experience in TorontoParagraphs 5-9: Their experience in MontrealParagraph 10: Their time spent on the train towards HalifaxTask 5   PPT9Read the text again and answer the following questions.1.What did the girls see when they went up the CN Tower?2.Why was it possible to get all kinds of good Chinese food in Toronto?3.What did Jean-Philippe tell the girls about Montreal and the people there?Answers:1.They saw misty clouds rising from the Niagara Falls.2.Because there are a lot of Chinese people there.3.In Line 1 of Paragraph 3  4.Montreal is a city with wonderful sights and sounds. Most people speak both English and French, and the city has unique Quebec culture and traditions. There are fantastic restaurants and clubs around. There, people love good coffee, toast, cheese, and good music.Task 6  PPT10Map out the route of the next leg of the girls trip.They are:Toronto、Montreal and Halifax.Quebec、St Lawrence River、Gulf of St Lawrence、Nova Scotia and Lake Ontario are also mentioned.Task 7 PPT11-13Put the passage in the Reading and Thinking together with this passage and arrange what Li Daiyu and Liu Qian have seen during their trip according to the following lines.Task 8 PPT14-18WritingUse the information above to write your email.Imagine that you are Li Daiyu. Using the map and your notes, write an email to your parents telling them about your trip. Preparing for your writing.1.How do you write an email to your parents?2.What impressed you most in Li Daiyu and Liu Qian's journey?3.What order would you follow when describing the journey?Answers:1.Start with a salutation.Then the body is following. Most e-mails are short in body and simple in language.End with a formality. Finally sign off.2. The experience in each place, scenery description, interesting travel stories and feelings.3.We started in ... Then ... From there, we ... Then after we ... We went on to ... Finally ...PresentationDear Mum and Dad,Thank you so much for allowing me to go on this journey! It has been a wonderful trip so far, and I am loving Canada!We started in Vancouver, where we went shopping for gifts and then went hiking. Unfortunately, it rained the first day we were there, but then it became clear after that. Then we took a train to Lake Louise in the Canadian Rockies, and then a coach through the Rockies to Jasper. The scenery was spectacular--massive forests and mountains, beautiful blue lakes, and all kinds of animals. We even saw a grizzly bear! From there, we took a long-distance train to Toronto. We were amazed by how empty and wide the Canadian Prairie was. It just stretched on and on, as far as the eye could see.   But then after we passed Winnipeg we were in a land of lakes and hills. It was all so beautiful. Toronto was amazing. We went to the CN Tower and were surprised because we could see clouds rising from the Niagara Falls across the lake. Then we had dinner in Chinatown with Lin Fei (she says "Hi!"). From there we travelled to Montreal where we went shopping in the old town. Then we stopped at a restaurant where we met a cool guy named Jean-Philippe. He's a photographer. He told us all about Montreal and its culture. Did you know that nearly everyone there speaks French? Luckily, many of them speak English as well. Finally, we caught the train to Halifax.  It has been a great trip, filling us with so many happy memories. We plan on spending about a week here getting rested up from our journey, and then we'll fly home.                                         Love,DaiyuTask 9   PPT19Exchange your draft with a partner. Use this checklist to assess your partner’s draft. ChecklistItemAssessment (A, B, C, D, E)SuggestionAppropriate greeting  Well-organised and coherent  Impressive details  Discourse markers  End naturally  Spelling, punctuation, grammar/usage  Language points  PPT20-33Important words1.proceed                             考查熱度★★【熱點品味】proceed vi.行進(jìn);繼續(xù)做【教材原句】...they only had a few hours to kill before they had to proceed to the next leg of their trip to Montreal,so they went on a tour of the city.  ……在出發(fā)到旅程的下一站蒙特利爾之前只有幾個小時的消磨時間,他們就在(多倫多)市里逛了逛。【實例品讀】The marchers proceeded slowly along the street.游行者沿著街道緩緩行進(jìn)。He outlined his plans and then proceeded to explain them in more details.他簡單介紹了他的計劃,接著又進(jìn)行了較詳細(xì)的解釋。【熱點歸納】proceed with sth繼續(xù)做某事proceed to do sth繼續(xù)做某事proceed towards/to朝……行進(jìn)【考點精練】　單句語法填空1.We’re not sure whether we still want to proceed _________ the sale.2.Passengers for Rome should proceed __________ Gate 32 for boarding.Answers:with; to/towards2.astonish                         考查熱度★★★【熱點品味】astonish vt.使十分驚訝;使吃驚【教材原句】Standing in the distance,they were astonished to see misty clouds rising from the great Niagara Falls,which is on the south side of the lake.站在遠(yuǎn)處眺望,他們驚奇地看到從湖南邊的尼亞加拉大瀑布升起的水霧。【實例品讀】The sudden news astonished everyone.這突發(fā)消息使大家十分驚訝。She astonished us by saying she was leaving.她說她要離開,令我們大為驚奇。【熱點歸納】(1)It astonishes sb that...令某人驚訝的是……(2)astonishing adj.令人驚訝的astonished adj.感到驚訝的be astonished at/by sth因/對某事感到驚訝be astonished to do sth對做某事感到驚訝(3)astonishment n.驚訝to one’s astonishment使某人驚奇的是【考點精練】單句語法填空①He __________________ (astonish) to learn he’d won the competition.②I was filled with ___________(astonish)at her strange action.③Human beings will continue to adapt to the changing climate in both ordinary and_______________(astonish) ways.④He was astonished ___________(see) how his hometown had changed in the past l0 years.Answers:was astonished; astonishment;astonishing;to see  owe sth. to sb. 欠某人......    考查熱度★★★★【教材原句】You owe it to yourselves to stay longer.你們應(yīng)該多待些時間。【實例品讀】The country owes billions of dollars to foreign creditors.這個國家欠外國債權(quán)人數(shù)十億美元。I think you owe an explanation to us.我認(rèn)為你欠我們一個解釋。[熱點歸納]owe sth to sb 欠(某人情);把……歸功于某人owe it to sb that...把……歸功于某人owing to因為;由于【考點精練】單句語法填空(1)My English teacher is such a great soul,_____whom I owe many thanks.(2)I must say I owe all the achievements______the encouragement and help from my colleagues and friends. (3)I owe it to you _________I have made great progress in my English. thatAnswers: to; to; that4.It is said that ......句式，意為“據(jù)說……”                考查熱度★★★【教材原句】It is said that a person who travels far knows more.人們說讀萬卷書不如行萬里路。【實例品讀】It is said that Cang Jie created the Chinese writing system.相傳,中國的漢字是倉頡創(chuàng)造的。It is said that civilization is always on the move.有人說文明總是在進(jìn)步。【熱點歸納】相似句式：It is thought that...據(jù)認(rèn)為……It is believed that...人們相信……It is reported that...據(jù)報道……It is hoped that...人們希望……It is well-known that...眾所周知……【句式分析】It是形式主語,that引導(dǎo)的是主語從句,在主語從句中有一個who引導(dǎo)的定語從句。It is said that...意為“據(jù)說……”。【考點精練】完成句子(1)_________________________（人們相信）the moviewill be not only meaningful but also interesting. (2)_____________________（人們希望）these suggestions would be of great help to you. (3)_______________（據(jù)說）carbon dioxide is heating the earth twice as quickly as previousl feared.(4)_________________________（眾所周知）learning English well will be of great benefit to us all.Answers:It is believed that; It is hoped that;It is said that;It is well-known that   Students focus on the map of Canada provided and mark the route of the trip..      Teachers guide students to predict the content of the passage by asking questions.        The teacher gives correct guidance.   Read the text and find the details by students themselves.      Ask the students to divide the passage into several parts and summarize the main idea of each part.    Let the students answer the questions.        Ask students to mark the second part of the trip on the map.        Ask the students to organize their experiences according to the complete itinerary.            Have a discussion with partner or mate notes of key sentences.              Ask students to write about the trip as Li Daiyu and write an email to their parents..                      Exchange the draft with a partner            To learn the important  word and grasp its function by themselves.                                   To do the exercises by themselves and then check the answers in class.                                     To pay attention to the similarities and differences .      Guide the students to use the map.        To help students get the main idea quickly    .           To help predict the main content.    To understand the basic content of the article.     Help students to understand the information structure of the text and train their logical thinking and language processing ability.  Activate their minds and guide them to actively participate in reading.     Complete the complete itinerary.         This step can help students organize relevant information.              To summarize useful information .               To train students’ writing skills .                         Train their assessing ability.            To grasp the language points .                                     Find the problem solve the problem, master the usage.                  To put the usages of the words into sentences.          課堂小結(jié)Summary:1.Read the text and map out the trip paths .2.Develop the ability to describe a travel journey.3. Train the writing skills.4.Accumulate useful expressions.           Homework: Do Exercises on Page 84 of the workbook.  Lead-in;Reading ;Asking and answering;Discussion;Learning ;Writing       1.Guide students to find out useful information.2.To help students     grasp the writing skills.3.To train students’ writing ability.       To train students’ listening and writing ability . 板書1. What is the relationship between these two passages according to the titles? A leg of a long journey is one part of it, usually between two points where you stop. 一段旅程2.Paragraphs 1-4: Li Daiyu and Liu Qian's experience in TorontoParagraphs 5-9: Their experience in MontrealParagraph 10: Their time spent on the train towards Halifax3.writing:We started in ... Then ... From there, we ... Then after we ... We went on to ... Finally ...  Language points:proceed;astonish;owe sth to sb;it is said that...        

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高中英語人教版 (2019)選擇性必修 第二冊Unit 4 Journey Across a Vast Land教案設(shè)計
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Unit 4 Journey Across a Vast Land

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