高中人教版 (2019)Unit 3 Fascinating Parks教学设计

Unit 3 Fascinating Parks

Reading and Thinking教学设计

教材分析

本单元围绕“引人入胜的公园”这一主题，通过介绍国家公园、主题公园和城市公园三个类型的公园探究各自存在的意义，引导学生欣赏这些公园的独特之处，在拓展学生视野的同时，启发学生从人与自然、人与社会的角度，思考公园这一主题所蕴含的人文内涵和意义。开篇页主题图是美国黄石国家公园的一处风景名胜——大棱镜温泉。单元引言出自迈克尔·弗罗，他积极倡导设立国家公园以保护自然资源和野生动物。图片以及引言能够将学生直接带入“国家公园”这个阅读主题。阅读板块是“体验国家公园”（Experience a national park），需要学生通过阅读语篇，了解国家公园存在的价值，在人与自然这个主题下，探索国家公园对自然保护、人类生存发展的意义。

教学目标 

1. 能正确理解使用下列词汇：buffet，edge，valley，bless，territory等。

2. 能读懂并理解游记，理解并能欣赏游记中常用的叙述方式以及语篇特点。

3. 通过阅读开篇页信息，熟悉单元主题语境，预测单元内容，明确学习内容。

4. 能够在阅读语篇中根据小标题，快速获取语篇的主要内容，概括语篇中的段落大意。

5. 能够从人与自然、人与社会的角度了解国家公园的主题意义和人文内涵。

教学重难点

【教学重点】

引导学生理解语篇结构和叙述线索，明确游记的叙述方法和语篇特点。

【教学难点】

启发学生向内体会和感受文本所蕴含的对人生旅程的思考，向外延伸探究国家公园对自然保护、人与自然和谐发展的意义。

教学过程

Step 1 Warming-up

1. Look at the opening page and discuss the following questions.

(1) What comes to your mind when you see the unit title and the theme picture?

(2) Have you ever been to a fascinating park? Do you happen to know the place in the picture? What words can you think of to describe it?

2. Appreciate the quote and think about the questions.

(1) How do you understand the quote?

(2) What does Michael Frome mean by “a sanctuary for nature and for humans who will accept nature on nature’s own terms”?

设计意图：引导学生讨论开篇页所呈现的信息，引出本单元话题，激活学生关于公园的背景知识。

Step 2 Pre-reading

1. Look at these pictures.       

2. Work on Activity 1. Before you read, discuss these questions in groups.

(1) What kinds of parks have you been to? What were they like?

(2) When you think of national parks, what comes to mind first?

(3) Where would you most likely read this passage?

(4) What do you think will be talked about in the text?

设计意图：引导学生看照片和标题，通过这些内容预判文本内容，形成阅读期待。

Step 3 While-reading

1. Work on Activity 2. Skim the text. Match the subheadings with the paragraphs.

• A Land of Mountains and Ice  Paragraph 2

• Man at Peace with Nature  Paragraph 3

• A Land of Adventure  Paragraph 4

• A Summer Where the Sun Never Sleeps  Paragraph 1

设计意图：让学生在阅读中运用阅读策略，快速阅读并能匹配小标题，帮助学生快速掌握文本内容和篇章结构。

2. Work on Activity 3. Read the text again and answer these questions.

(1) How many hours a day does the sun shine in summer in Sarek?

(2) What steps has the Swedish government taken to keep Sarek in its natural state?

(3) How has life changed for the Sami? Why might so few Sami want to live in Sarek?

(4) Why does the writer think the sweat and hard work is worth it?

(5) Would you like to visit Sarek? Why or why not?

设计意图：从验证学生对阅读信息的理解出发，启发学生结合语篇内容理解并思考国家公园的建立与自然保护、促进人与自然和谐发展的意义。

3. Work on Activity 4. Are these senses used to describe Sarek in the text? If so, explain how.

sight  touch  smell  taste  sound

设计意图：让学生从看、触、闻、味、听各个感官角度再次熟悉和理解语篇，训练学生对写作细节的把握和要点的归纳，掌握从感官角度描写事物的方法。

4. Work on Activity 5. Complete the passage using the correct forms of the words from the text.

In the remote far north of Sweden, in Sarek National Park above the Arctic Circle, I wake up to the sound of the wind b_______ the cloth of my tent. Standing at the e_______ of the mountain, watching the Rapa River f_______ through the valley below, I feel so b _______ to be alive and have this rare opportunity to explore this unique t_______, which is almost unknown to the outside world.

Once covered by v_______ sheets of ice, Sarek’s mountains are home to the Sami, the native residents of the park. The Sami lived off reindeer, moved with them, and a_______ them for hundreds of years. Today, most Sami have left their ancient c_______ in the mountain valleys and live a modern life in villages near Sarek instead.

To keep its natural state, except for the Sami, no one is allowed to live in Sarek, and all new development is b_______ within the park b _______. It is hoped that Sarek National Park will always remain as it is, natural and beautiful.

设计意图：通过语篇缩写练习，训练学生对关键词汇的掌握。

Step 4 Post-reading

Work on Activity 6. Work in groups. Discuss these questions.

1. Is it worth making a place like Sarek a national park? Give your reasons.

2. Do you think setting up national parks is an effective way to balance development and the

protection of nature? Why or why not?

设计意图：训练学生的高阶思维，小组讨论，收集更多相关信息，形成自己有理有据的观点，合作探究建立国家公园对自然保护、人类生存的意义。

Step 5 Assignment

Write a short passage to describe your trip experience from the sense below.

sight  touch  smell  taste  sound

设计意图：将自己所学运用到实际情境中，练习和巩固语言和文化知识。