高中Unit 4 Journey Across a Vast Land第2课时教案及反思

Unit 4 Journey across a vast land

Using Language Period 2 教学设计                                       

教材分析

该部分的活动主题是“写一写坐火车横跨加拿大旅行”（Write about a rail journey across Canada）,要求学生利用地图，以Li Daiyu和Liu Qian的旅行线路为线索，梳理、概括两姐妹的旅行经历和见闻，并以此为内容，以Li Daiyu的口吻给父母写一封电子邮件。阅读语篇记录了两姐妹从多伦多到蒙特利尔这段旅途中的所见所闻，文章内容体现了加拿大多元文化的特色，有利于学生进行文化对比，培养跨文化交流与沟通的意识。该语篇以时间的推移和地点的转换为线索，以优美的语言展现了加拿大当地的自然美景、城市风貌、文化传统和艺术生活等，为完成写作任务提供了可参考的语言素材。

教学目标 

在本课学习结束时，学生能够：

1. 把握游记文本的时间、空间线索，利用地图等信息梳理主人公的旅行见闻；

2. 通过阅读加拿大长途火车旅行游记深入了解加拿大自然、人文地理概况和历史文化；

3. 利用文本信息和所梳理的旅行线路以作者的身份给父母写一封电子邮件记录和分享本次旅行的所见所闻。

教学重难点

【教学重点】

1. 利用地图梳理旅行线路，以作者的身份给父母写一封电子邮件记录和分享本次旅行的经历和见闻；

2. 了解加拿大，并通过文化对比，深入理解本国文化，提高跨文化理解能力；

3. 积累关于景色和心理感受的描写性语言，并运用在写作中，使文章生动有趣，具有画面感和感染力。

【教学难点】

能利用地图梳理旅行线路，以作者的身份给父母写一封电子邮件记录和分享本次旅行的经历和见闻，并在写作中运用本课中积累的有关景色和心理感受的描写性语言。

教学过程

Step 1 Warming-up

What is the relationship between these two passages?

设计意图：引导学生思考本单元两篇阅读语篇之间的关系。

Step 2 Review

Review the route of the girls’ trip across Canada according to the first passage and draw on the map. Then predict the next station of their trip.

设计意图：要求学生回顾本单元Reading and Thinking中的阅读语篇，梳理出两姐妹第一段旅程的线路，并根据路线预测整个行程的下一站。

Step 3 Reading

1. Read the passage quickly and underline the people and places mentioned in the passage.

设计意图：要求学生快速阅读，了解文章的基本内容。

2. Read the passage and divide it into three parts. Then sum up the main points of each part.

设计意图：引导学生关注语篇结构，并培养学生概括大意的能力。

3. Answer the following questions according to the content of the passage.

(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?

设计意图：要求学生仔细阅读文章，深入理解文章信息。

4. Draw on the map the route of the girls’ second leg of their trip and make notes about what the girls did at each place.

设计意图：引导学生利用地图梳理文章信息，理清旅行路线及活动，为后续的写作任务准备素材。

5. Make notes about what the girls did at each place.

6. Answer the following questions.

(1) What is the genre of the two passages?

(2) What kind of information does a travel journal include?

(3) How does the author organize the two texts?

设计意图：引导学生关注文章的体裁，总结游记的写作特点。

Step 4 Pre-writing

Think about the following questions.

(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?

设计意图：通过让学生思考以上问题帮助学生明确写作内容和思路。

Step 5 While-writing

Imagine that you are Li Daiyu. Use the map and useful expressions to write an email to your parents about your trip.

设计意图：运用本课中积累的对景色和心理感受的描写性语言以及所梳理的信息，以作者的身份给父母写一封电子邮件记录和分享本次旅行的经历和见闻，完成写作任务。

Step 6 Post-writing

1. Exchange your first draft with a partner. Use the checklist to assess your partner’s draft.
2. Then take your draft back and revise it using your partner’s comments.
3. Put up your essay in the classroom or read it to your class.

设计意图：指导学生完成同伴互评和成果展示。

Step 7 Assignment

假设你是李华，你的加拿大朋友Paul打算去台湾旅游，特发电子邮件向你了解台湾岛的有关情况。请根据下列提示，用英文写一封邮件，并祝他旅途愉快。

    1. 台湾岛是中国最大的岛屿，位于福建省的东南部，北临东海，东临太平洋，西南面被南海环抱；

    2. 台湾岛面积约三万六千平方千米，人口两千多万；

    3. 自然资源丰富，香蕉、稻米、茶叶等农产品驰名中外；

    4. 风景优美，气候宜人，世界各地的游客纷至沓来。

注意：

    1. 词数100左右；

    2. 信的开头和结尾已为你写好,不计入总词数；

    3. 可根据内容要点适当增加细节,以使行文连贯。

【范文】

Dear Paul,

     I’m glad to know that you’re going to Taiwan Island. I’d like to give you a brief introduction about it.

    Taiwan Island is the largest island in our country and it faces the Pacific Ocean on the east. It lies on the south of the East Sea and the South Sea surrounds its southwest. It is located to the southeast of Fujian Province.

    Taiwan Island has an area of about 36, 000 square kilometres and it has a population of over twenty million. It’s rich in natural resources. Agricultural products are famous both at home and abroad, such as bananas, rice and tea. The scenery is so beautiful and the climate is so pleasant that travelers from all over the world want to go there for a visit.

    I’m sure you’ll have a good time there. Have a nice trip.

Yours sincerely,

Li Hua