1、Reading and ThinkingLearn about a rail journey across CanadaAnalysis of the teaching material and students1 1、Analysis of the teaching materialAnalysis of the teaching materialTopicTopic：* *long journeylong journeyTheme contextTheme context：* *man and societyman and society* *man and natureman and n
2、atureUnit 3Unit 4Unit 5Food and CultureJourney Across a Vast LandFirst AidAbout the About the unitunitAbout the About the articlearticleBeautyBeauty* *Type: Type: a tourism narrative * *Content: Content: Describe Li Daiyu and Liu Qians journey to visit their cousins in Canada. natural natural scener
3、yscenerycultural customscultural customstravel experiencetravel experienceemotional experienceemotional experienceAbout the About the text teaching designtext teaching design* *clarify the travel tripclarify the travel trip* *travel topic languagetravel topic languagescenery descriptionscenery descr
4、iptionspecial feelings of train travelspecial feelings of train travel* *the discourse markersthe discourse markersBeautyBeauty+2 2、Analysis of the studentsAnalysis of the students*Target learners*CharacteristicsGrade 2 students of senior high1 1、pursue beauty2 2、like to travel3、have a rough underst
5、anding of Canada*not aware of some Canadian style cities enoughpassion for reading.Learning objectivesSkill Skill objectivesobjectivesEmotional Emotional objectiveobjectives sTo read about a rail journey across Canada.To read about a rail journey across Canada.To learn to draw the two girls journey
6、route.To learn to draw the two girls journey route.To learn to use discourse markers to show relationshipsTo learn to use discourse markers to show relationshipsTo know more about the nature and culture of To know more about the nature and culture of Canada.Canada.To experience the wonderful moment
7、of a rail To experience the wonderful moment of a rail journey.journey.Knowledge Knowledge objectivesobjectivesLearning objectivesThe focal and difficult The focal and difficult pointspointsGrasp the temporal and spatial clues of the text.Use the map to sort out Li Daiyu and Liu Qians travel experie
8、nce.focal focal difficdifficultultkeykeyCultivate the sentiment of beauty. Teaching methodsStudent-centered teachingTask-based teachingActivity-based teaching+Task-based learning teaching is to be used in this lesson. During this lesson, emphases are to be laid on:Lead-inLead-in(1 min)(1 min)Pre-rea
9、dingPre-reading（5min5min）Fast-readingFast-reading（7min）Careful-readingCareful-reading（12 min12 min）Discourse markersDiscourse markers（6 min）DiscussionDiscussion（5 5 minmin）Assignment（1 min1 min）Teaching proceduresEmotional resonanaceEmotional resonanace（3 3 minmin）* *To activate background knowledge
10、 of Canada and arouTo activate background knowledge of Canada and arousese students students interest in the beauty of traveling by rail.interest in the beauty of traveling by rail.Step 1 Lead-Step 1 Lead-inin* *To develop students logical thinking. To develop students logical thinking. * *To suppor
11、t students an understanding of Canada visually and clear To support students an understanding of Canada visually and clear some barriers for reading.some barriers for reading.Step 2 Pre-Step 2 Pre-readingreadingL List the cities and ist the cities and the places in Canada the places in Canada mentio
12、ned in the mentioned in the article and then article and then find them on the map.find them on the map.Task 1Task 1Get the main Get the main idea and the idea and the writing orderwriting orderTask 2Task 2Task 3Task 3FiFind the main nd the main idea of each idea of each paragraph.paragraph.Step 3 F
13、ast-Step 3 Fast-readingreading* *To develop students skimming To develop students skimming ability.ability.Step 4 Careful-Step 4 Careful-readingreading* *To enable students to collect useful information while To enable students to collect useful information while reading.reading.* *To develop studen
14、ts ability to cooperate.To develop students ability to cooperate.PresentationAnalysisStep 5 Discourse markersStep 5 Discourse markersTask 5Task 5Task 6Task 6Match the discourse markers with the correct purpose.Use discourse markers to retell Li Daiyu and Liu Qians journey.* *To develop students read
15、ing ability, To develop students reading ability, logical thinking and enable logical thinking and enable students to use discourse markers.students to use discourse markers.Step 6 DiscussionStep 6 Discussion*To develop students logical thinking, critical thinking and creative thinking.BeautyBeautyT
16、o enable students to feel To enable students to feel the beauty of a train journey.the beauty of a train journey.To develop students To develop students ability of pursuing beauty ability of pursuing beauty of the nature.of the nature.Step 7 Emotioanl resonanceStep 7 Emotioanl resonanceF Find out th
17、e scene description in ind out the scene description in the article and perfect the mind the article and perfect the mind map.map.* *To offer a chance for students to review what they have learned To offer a chance for students to review what they have learned about Canada.about Canada.Step 8 HomeworkStep 8 HomeworkBlackboard designBlackboard designUnit 4 Journey Across a Vast LandReading and ThinkingLearn about a rail journey across CanadaSeeing the True North Via Rail: Vancouver and the Heart of Canada Canada by train a vast land with beautiful scenery Thank you!
