新人教版英语选择性必修一：Unit 3 Fascinating Parks（Reading and Thinking）教案（2课时）

1、Unit 3 Fascinating ParksReading and Thinking: Sarek National Park Europes Hidden Natural Treasure 文本简析本单元阅读文本探讨的话题是：萨利克国家公园欧洲隐藏的自然宝藏。该公园景色壮丽，全境都是未经开发的原生态区，是国家公园的世界级典范。通过阅读和探讨，旨在引导学生欣赏国家公园的迷人之处，拓展学生视野，并启发学生从人与自然、人与社会的角度，思考国家公园对自然保护、人类生存发展的主题意义。本文是一篇游记，以第一人称的视角，带领读者体验一位徒步独行者的经历，与“我”一起感受和体验萨利克国家公园。文章发生

2、在从作者清晨从帐篷中苏醒到吃完早饭向下一个目标出发这段时间中，交代了季节、公园的特点、以及独自徒步萨利克国家公园的感受和原因。 全文的四个自然段各有侧重点。第一段介绍作者所处的自然环境。第二段回顾萨利克公园的地貌和历史。第三段承接前一段提到的公园地区原始居住者Sami人，介绍了Sami人的现代生活。第四段作为文章结尾，也是作者新一天征途的开始。新一天的征途，同往日一样，依然会是充满艰辛但又快乐的一天。在进行文本教学设计时，要围绕如何写游记（描述所见/所知、表达所感）展开，帮助学生梳理关于介绍国家公园概况的这些话题语言，连接上下文的指示时间的语言和关于描述作者旅行体验的语言表达，包括听（soun

3、d）、看（sight）、闻（smell）、品（taste）、触（touch）等各种感官描绘。本文的主副标题、段落小标题和段落中支撑内容的关联，是很好的逻辑思维训练载体。此外，本课需首要关注的文化要素是向内体会和感受文本蕴含对人生旅程的思考，向外延伸探究国家公园对自然保护、人与自然和谐发展的主题意义。第1课时一、教学内容在理解全文的基础上，关注作者的游历和感受，评鉴遣词造句，探究文本蕴含的对人生旅程的思考。二、课时目标1. 通过预测和略读，了解大意，建立标题、图片和正文的信息关联。2. 细读全文，找到各段的侧重点，并正确匹配小标题，进一步理解文本信息。3. 通过文本分析，聚焦作者的经历，提取感官

4、体验的信息，体会作者的内心收获，深入理解文本内容。4.通过对作者的体验的概述，评鉴作者的遣词造句，赏析隐含意义，从内容，语言和思维上加深对主题的认识。三、教学过程Activity 1: Activating the schemata on the topic本活动旨在为落实目标1作铺垫。1.A brainstorm of parks.Q: What comes to your mind first when you think of parks?Ss: A fun place, the West Lake, beautiful scenery, national parks, theme pa

5、rks, scary roller coasters, educational Teacher writes key words on the blackboard.T: As we can see, weve come up with many words about parks describing what they are, what kinds of parks we have in the world, what we can experience in the parks and above all how they make us feel. Some say they are

6、 beautiful and fun while some also say they are risky and even scary, based on the experiences.2.Talk about national parks.Q1: Now look at the picture on the screen and tell me how this park makes you feel?S1: I feel fascinated by the colourful water in the park. Its also mysterious and I wonder wha

7、t makes the water so colorful.T: Exactly. What we see here is actually a popular scenic spot in Yellowstone National Park Grand Prismatic Spring. Hot water of about 70°C bursts out from underground, imagine if you were there in person, what else would you expect to experience on the spot?S2: I

8、would probably see the bursting of the water, steam over the surface and maybe some marine life.S3: Since its a hot spring, I might hear water gurgling and boiling. And maybe the steam smells differently and the water tastes differently if it can be tasted.T: Good imagination and reasonable guesses!

9、 Next, lets read a quote about national parks.Q2: How do you relate the quote to the picture? What does Michael Frome mean by “a sanctuary for nature and for humans who will accept nature on natures own terms”?T: People can enjoy such a natural beauty as the Grand Prismatic Spring only if its protec

10、ted and kept in natural state. From Michael Fromes quote, we learn a national park is a place where we should live in harmony with nature.【设计意图】围绕“parks”开展头脑风暴，引出单元主题，激活学生已知信息，尤其关注描绘学生去公园的经历以及身心体验的关键词，并板书在黑板上；再利用单元首页的图片让学生想象可能有的体验，鼓励学生从各种感官上进行描述；最后结合图片，让学生谈谈对这句名言的理解，进而初步了解国家公园，激发学生阅读欲望。【核心素养提升点】结合说、

11、听、读、和看（viewing），锻炼思维能力和语言表达能力。Activity 2: Predicting and checking predictions本活动旨在落实目标1。1.Predict through the title and the pictures.Q1: According to the title, what does the writer think of Sarek National Park?S: He thinks of the park as treasure, which probably refers to the beautiful natural scen

12、ery and resources such as plants and animals in the two pictures.Q2: According to the title and two pictures, can you predict what the text is about?Teacher writes on the blackboard what students have predicted.2.Check the prediction on the blackboard.T: As we have predicted, the natural scenery in

13、the park and the animals, to be specific, reindeer, are both included in the text.【设计意图】学生根据标题和图片，解读标题，了解作者写作意图，并对文本内容进行预测，形成阅读期待。然后通过快速阅读文本，获取语篇大意，并验证预测是否正确，为后续深层理解奠定基础。【核心素养提升点】 通过预测和略读发展学生快速提取文本信息和搭建文本框架的逻辑思维能力。Activity 3: Reading to match the subheadings with the paragraphs本活动旨在落实目标2。T: Sub

14、headings give a short summary of what is in a section of a passage. Now read the text and find a proper subheading for each paragraph. Give reasons for your choices.S1: The most striking geographic feature of the park is its location, where the sun never sets in summer, so the proper subheading for

15、the first paragraph is “A Summer Where the Sun Never sleeps.”S2: Whether before or after Sarek was made a national park in 1909, the land is always kept in its natural state, so the proper subheading for the second paragraph is “A Land of Mountains and Ice.”S3: The Sami people have always been at pe

16、ace with the nature in Sarek National Park. Thanks to the establishment of Sarek National Park, their traditions can be preserved and enjoyed, so the proper subheading for the third paragraph is “Man at Peace with Nature.”S4: When the writer hikes alone in this land, he experiences difficulties like

17、 sweat and hard work, but he also enjoys the beautiful and wild place. In a word, its an adventure for the writer, so the proper subheading for the fourth paragraph is “A Land of Adventure.”【设计意图】学生通过细读，概括段落大意，把握各段的侧重点，并合理匹配小标题。梳理介绍国家公园的信息和描写作者经历的信息，深入解读文本，同时关注语言，理解各段中重点词汇与表达。【核心素养提升点】学生进行理解和思考，提升概括

18、能力，训练逻辑思维，把握作者态度，并能理解人文内涵。Activity 4: Exploring the details of the writers experience本活动旨在落实目标3。1. Read again and fill in the form with any impressive information you find out about the writers experience. Explain why it is included in terms of content, why it is valued in terms of significance and

19、why it impresses you in terms of language.2. Share the impressive information in a group of four and discuss in terms of content, significance and language.3. Present what has been discussed in class.【设计意图】学生在理解文本大意的基础上，寻找作者感官体验的细节，体会其内心感受；通过小组讨论，进行思维互补；发表个人看法，在拓展表达中内化语言。【核心素养提升点】发展自主提取、梳理文本信息能力；提升小

20、组合作能力，发展逻辑思维和批判性思维。Activity 5: Highlighting the secret of the writers experience本活动旨在落实目标4。1. Conclude the writers experience.2. Highlight the secret.【设计意图】学生在教师引导下概述作者的体验，评鉴作者的遣词造句，赏析隐含意义，从内容，语言和思维等三个方面巩固所学。【核心素养提升点】学生提升概括能力，训练逻辑思维，理解人文内涵，并能提升口头表达能力。Assignment：Review what you have learned about the

21、 writers experience and think about whether you would like to visit Sarek. Give your reasons.【设计意图】学生从作者体会出发，回归到作者的经历，复习课文内容，巩固课文词汇。同时也联系学生自己，启发对人生旅程的思考。【核心素养提升点】锻炼逻辑思维同时发散思维；提升口头表达能力。第2课时一、教学内容侧重阅读国家公园的历史，梳理重要历史事件，评鉴语言特点，探究建立国家公园的主题意义。二、课时目标1.通过复述和讨论，回顾作者经历，巩固所学，并启发对人生旅程的思考。2.梳理公园历史上的重要事件，评鉴语言特点，体会

22、人与自然的和谐关系。3.通过归纳和讨论，在内容，语言和思维上再次认识全文，深入体会建立国家公园的意义和有效性。三、教学过程Activity 1: Reviewing what has been learnt本活动旨在落实目标1。1. Review what has been learnt of the writers experience.2. Give your opinion on whether you would like to visit Sarek and list your reasons.S1: Yes. Im attracted to things like the broa

23、d sky and fresh air in such a beautiful and wild place. As an active and pioneering person, I can hike alone and enjoy such an adventure just like the writer.S2: No. Im not an adventurous person, Id rather stay in the city and enjoy all the convenience. If I cant get in touch with my friends in such

24、 a remote area, I will feel excluded and lonely.T: We all have good reasons for our own answers. The writer considers the experience a great adventure, fun, exciting and yet risky. If you think about it, the same also applies to our life journey. Life can be full of sweat and hard word, but we also

25、feel blessed to be alive no matter what we may travel through.【设计意图】回顾作者在公园中的经历，复习关键词汇与表达，同时也联系自我，发表观点，启发自我对人生旅程进行思考。【核心素养提升点】锻炼概括归纳能力，提升表达观点和支撑自己观点的能力。Activity 2：Exploring and highlighting the history of Sarek National Park本活动旨在落实目标2。1. List the main events in the history of the park.2. Explore the

26、 significance of the establishment of Sarek National Park.Q1: Which event is the most important one in the parks history?Ss: The establishment of Sarek national park in 1909 is the most important one.Q2: Is it worth making a place like Sarek a national park? Give your reasons.Ss: Yes. In this way, t

27、he place can be kept in its natural state and natural beauties and other rare and valuable resources can be preserved instead of being destroyed by endless exploitation driven by profits.Q3: How does the writer organize his introduction to the history of Sarek?Ss: The writer organizes his introduction in the sequence of time, using time indicators such as “used to”, “around 9,000 years ago”, “soon after”, “following the reindeer”, and “in 1909”.Q4: What is the feature of the language used to introduce the history of the park?Ss: The introduction to the park is to provide f