人教版（2019）选择性必修 第一册Unit 3 Fascinating Parks Reading and Thinking名师教学设计
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| 名称 | 人教版（2019）选择性必修 第一册Unit 3 Fascinating Parks Reading and Thinking名师教学设计 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2023-03-11 19:51:35 | ||
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文档简介
Unit3 Reading and Thinking名师教学设计
课时内容
Experience a national park
主题语境：人与自然
主题群：自然生态
子主题：自然环境、自然遗产保护
语篇类型：游记
文本分析：
[What]“Sarek National Park—Europe's Hidden Natural Treasure”是一篇游记，作者以第一人称介绍了在瑞典北部的萨勒克国家公园（Sarek National park）的一段旅行。文章按照旅行的时间顺序及萨勒克国家公园的历史，从北极圈太阳不落的夏天、一片冰川与高山的土地、人与自然和谐相处、登山爱好者和徒步者的天堂等四个方面介绍了沿途所见、所闻、所想、所感等，并以萨勒克国家公园发展历史为依托，介绍了萨米人的方方面面。文中包含了丰富多样的萨勒克国家公园的自然和人文信息，以及旅行者的内心感受。
[Why]从游客的视角以游记的形式介绍萨勒克国家公园的概况，了解国家公园存在的价值，探索国家公园对自然保护、人类生存发展的意义。
[How]本文是一篇典型的游记，其明线是按照时间、见闻、感受的线索展开，通过游客的旅行见闻呈现了这次旅行；暗线则是对萨勒克国家公园的历史和萨米人的生活方式等进行介绍，使读者了解萨勒克国家公园的主要概况。
课时目标
1.获取、梳理出有关萨米人的生活方式的信息。整合文本信息，建立文本信息关联，形成对萨米人的认识，感知和理解语言所表达的意义。
2.描述与阐述萨勒克国家公园的美景，实现对语言知识和文化知识的内化，深化对文本意义的理解。
3.推理与论证建立萨勒克国家公园是否值得和建立一个国家公园是否是一种平衡发展和自然保护的有效方式，并给出理由，深化对主题意义的探究。
4.通过小组合作、同伴讨论、个人思考，分享对萨勒克国家公园的总体认知和感受，举例说明并解释为什么。
5.尝试为外国游客推荐一个中国国家公园，体现跨文化意识和本土文化特色。
重点难点
重点：
获取、梳理出有关萨勒克国家公园的美景及萨米人的相关信息。
难点：
1.分析和判断建立萨勒克国家公园是否值得和建立一个国家公园是否是一种平衡发展和自然保护的有效方式，并给出理由。
2.分享对萨勒克国家公园的总体认知和感受，举例说明并解释原因。
教学准备
教师准备:
提前准备一些有关萨勒克国家公园的美景及萨米人的相关信息和图片。
学生准备：
1.预习本课词汇和课文内容。
2.利用网络等资源了解萨勒克国家公园的美景及萨米人的相关信息。
教学过程
Step Ⅰ 学习理解
活动一：感知与注意
1. Brainstorm.
Before reading, ask students to discuss the following questions.
·What kinds of parks have you been to What were they like
·When you think of national parks, what comes to mind first
Suggested answers
·I have been to city parks. City parks are outdoor places where people relax.
·When I think of national parks, I think of places of extreme natural beauty, usually far away from any city.
2. Look and talk.
Show students the following pictures of the Sarek National Park and ask them to talk about the pictures.
【设计意图】在阅读前，通过看图和讨论问题，激活学生对公园的已有认知，通过观察关于萨勒克国家公园的相关图片，学生直观了解萨勒克国家公园的基本情况，形成阅读前的期待和阅读的兴趣，期待了解更多关于萨勒克国家公园及萨米人的情况。
活动二：概括与整合（Use subheadings）
1.策略学习
Explain the learning strategy to students to make them understand what it is.
2.策略运用
Ask students to skim the text and match the subheadings with the paragraphs.
·A land of Mountains and ice ·Man at Peace with Nature ·A Land of Adventure ·A Summer Where the Sun Never Sleeps
Suggested answers:
1—A Summer Where the Sun Never Sleeps
2—A Land of Mountains and Ice
3—Man at Peace with Nature
4—A Land of Adventure
【设计意图】学习策略是新课程标准的一个重要目标。对于策略的学习，首先要进行策略示范，让学生明白策略的内容、具体的作用，以及如何正确使用等知识，然后教师示范，最后让学生在实际语篇中使用策略，体会策略的意义和价值。
活动三：获取与梳理（Get to know about the Sami）
An Information Gap.
Ask students to read the text and fill in the Information Gap below.
For student A:
The Sami
Place of residence
First time to arrive
way of life
the reindeer's meat
tools
the reindeer's skin
flat bread warmed over a fire; dried reindeer meat; some sweet and sour berries
where to live
Today living place
·most live a modern life just like their neighbours. ·a small number of Sami still follow their reindeer into the valleys of Sarek, living in tents or old cottages and enjoying their traditions
For student B:
People
Sarek mountains near the Arctic Circle
around 9,000 years ago
In the past looking after reindeer
food
the reindeer's bones
clothes
breakfast
tents or cottages
houses in villages near Sarek
way of life
【设计意图】教师在设计和指导阅读活动时，应该充分利用信息差（Information Gap）设计情景，启发学生运用正确、得体的语言把信息连贯起来，获取、梳理出有关萨米人的住所、食物、工具、服饰、传统、习俗、生活方式等信息。通过整合文本信息，建立文本信息关联，形成对萨米人的认识，感知和理解语言所表达的意义，从而达到阅读的目的。成功的信息差任务型活动应该充满信息差，信息差的存在是传递信息和获取信息的动力，也使阅读任务更加有意义。
Step Ⅱ 应用实践
活动四：分析与判断（Deep understanding of the text）（Part 3，P27）
Ask students to read the text again and try to answer the questions below.
·How many hours a day does the sun shine in summer in Sarek
·What steps has the Swedish government taken to keep Sarek in its natural state
·How has life changed for the Sami Why might so few Sami want to live in
Sarek
·Why does the writer think the sweat and hard work is worth it
·Would you like to visit Sarek Why or why not
Suggested answers:
·24 hours a day.
·It was made a national park, no one besides the Sami can live there, and new development is banned.
·They no longer herd reindeer—they live modern lives in cities. They might not want to live in Sarek because life there is quite hard.
·It is a beautiful and wild place, and the writer is enjoying a great adventure.
·I would love to visit there, because it looks wild and wonderful.
【设计意图】深层阅读强调学生对文本内容、结构的深度思考，并在思考过程中完成文本含义的初步建构、解构与重构的过程，强调对英语文化的理解与东西方两种文化契合点的探寻，这对核心素养培育具有重要意义。
活动五：描述与阐释（Get to know about Sarek National Park）（Part 4，P27）
1.Ask students to read the text and discuss：Are these senses used to describe Sarek in the text？If so，explain how.
Sight Touch Smell Taste Sound
2.Ask students to describe Sarek National Park from the five aspects.
Suggested answers:
Sight: Spreading out before me, branches of the Rapa River flow through the valley below... At the far side of the valley, an ancient Sami cottage is visible, Close by, there are a few reindeer feeding on grass.
Touch: Since I must carry all of my food and supplies with me, my bag weighs about 30 kilograms. If today is anything like yesterday, it will be full of sweat and hard work as I hike over this difficult land to my destination on the other side of the valley.
Smell: Here I am, alone... breathing the fresh air, and enjoying this great adventure.
Taste: For example, this morning my breakfast is flat bread warmed over a fire, dried reindeer meat and some sweet and sour berries that I found growing near my tent.
Sound: I wake up to the sound of the wind buffeting the cloth of my tent.
【设计意图】在学习理解类活动的基础上，通过使用所学语言从五种感观角度描述与阐述萨勒克国家公园，实现对语言知识和文化知识的内化，深化对文本意义的理解，既可以发展学生的逻辑思维能力，也可以提高语言表达能力。
活动六：内化与运用（Complete）（Part5，P27）
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.
Suggested answers:
buffeting; edge; flow; blessed; territory; vast; accompanied; cottage; banned boundaries
【设计意图】使用课文中单词的适当形式完成一段介绍萨勒克公园的文章，让学生在新的语境中，逐步实现对语言知识和文化知识的内化，巩固新的知识结构，促进语言运用的自动化，助力学生将知识转化为能力。
Step Ⅲ 迁移创新
活动七：推理与论证（Critical thinking）（Part6，P27）
Ask students to discuss the questions and share the answers.
·Is it worth making a place like Sarek a national park？Give your reasons.
·Do you think setting up national parks is an effective way to balance development and the protection of nature？Why or why not？
Suggested answers:
·Yes. People can go there and appreciate the beauty of nature, and therefore better understand the importance of nature protection.
·Yes, it is an effective way. Only a very small part of the world has been set aside for national parks, so there are still plenty of places that can be developed without having to touch the most beautiful and Interesting natural spots.
【设计意图】推理与论证建立萨勒克国家公园是否值得和建立一个国家公园是否是一种平衡发展和自然保护的有效方式，并给出理由，深化对主题意义的探究，也有助于提高学生多元思维的能力。
活动八：想象与创造（Creative thinking）
1.Ask students to work in groups and share their feelings about Sarek National Park.
2.Ask students to recommend one of the China's national parks to foreigners.
【设计意图】分享对萨勒克国家公园的总体认知和感受，举例说明并解释为什么。尝试为外国游客推荐一个中国国家公园，体现跨文化意识和本土文化特色，实现深度学习，促进能力向素养的转化。
板书设计
Unit 3 Fascinating Parks Period I Reading and Thinking I .学习理解 活动一：感知与注意 1.Brainstorm. 2.Look and talk. 活动二：概括与整合（Use subheadings） 1.策略学习 2.策略运用 活动三：获取与梳理（Get to know about the Sami） Ⅱ .应用实践 活动四：分析与判断（Deep understanding of the text） 活动五：描述与阐释（Get to know about Sarek National Park） 活动六：内化与运用（Complete） Ⅲ .迁移创新 活动七：推理与论证（Critical thinking） 活动八：想象与创造（Creative thinking）
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课时内容
Experience a national park
主题语境：人与自然
主题群：自然生态
子主题：自然环境、自然遗产保护
语篇类型：游记
文本分析：
[What]“Sarek National Park—Europe's Hidden Natural Treasure”是一篇游记，作者以第一人称介绍了在瑞典北部的萨勒克国家公园（Sarek National park）的一段旅行。文章按照旅行的时间顺序及萨勒克国家公园的历史，从北极圈太阳不落的夏天、一片冰川与高山的土地、人与自然和谐相处、登山爱好者和徒步者的天堂等四个方面介绍了沿途所见、所闻、所想、所感等，并以萨勒克国家公园发展历史为依托，介绍了萨米人的方方面面。文中包含了丰富多样的萨勒克国家公园的自然和人文信息，以及旅行者的内心感受。
[Why]从游客的视角以游记的形式介绍萨勒克国家公园的概况，了解国家公园存在的价值，探索国家公园对自然保护、人类生存发展的意义。
[How]本文是一篇典型的游记，其明线是按照时间、见闻、感受的线索展开，通过游客的旅行见闻呈现了这次旅行；暗线则是对萨勒克国家公园的历史和萨米人的生活方式等进行介绍，使读者了解萨勒克国家公园的主要概况。
课时目标
1.获取、梳理出有关萨米人的生活方式的信息。整合文本信息，建立文本信息关联，形成对萨米人的认识，感知和理解语言所表达的意义。
2.描述与阐述萨勒克国家公园的美景，实现对语言知识和文化知识的内化，深化对文本意义的理解。
3.推理与论证建立萨勒克国家公园是否值得和建立一个国家公园是否是一种平衡发展和自然保护的有效方式，并给出理由，深化对主题意义的探究。
4.通过小组合作、同伴讨论、个人思考，分享对萨勒克国家公园的总体认知和感受，举例说明并解释为什么。
5.尝试为外国游客推荐一个中国国家公园，体现跨文化意识和本土文化特色。
重点难点
重点：
获取、梳理出有关萨勒克国家公园的美景及萨米人的相关信息。
难点：
1.分析和判断建立萨勒克国家公园是否值得和建立一个国家公园是否是一种平衡发展和自然保护的有效方式，并给出理由。
2.分享对萨勒克国家公园的总体认知和感受，举例说明并解释原因。
教学准备
教师准备:
提前准备一些有关萨勒克国家公园的美景及萨米人的相关信息和图片。
学生准备：
1.预习本课词汇和课文内容。
2.利用网络等资源了解萨勒克国家公园的美景及萨米人的相关信息。
教学过程
Step Ⅰ 学习理解
活动一：感知与注意
1. Brainstorm.
Before reading, ask students to discuss the following questions.
·What kinds of parks have you been to What were they like
·When you think of national parks, what comes to mind first
Suggested answers
·I have been to city parks. City parks are outdoor places where people relax.
·When I think of national parks, I think of places of extreme natural beauty, usually far away from any city.
2. Look and talk.
Show students the following pictures of the Sarek National Park and ask them to talk about the pictures.
【设计意图】在阅读前，通过看图和讨论问题，激活学生对公园的已有认知，通过观察关于萨勒克国家公园的相关图片，学生直观了解萨勒克国家公园的基本情况，形成阅读前的期待和阅读的兴趣，期待了解更多关于萨勒克国家公园及萨米人的情况。
活动二：概括与整合（Use subheadings）
1.策略学习
Explain the learning strategy to students to make them understand what it is.
2.策略运用
Ask students to skim the text and match the subheadings with the paragraphs.
·A land of Mountains and ice ·Man at Peace with Nature ·A Land of Adventure ·A Summer Where the Sun Never Sleeps
Suggested answers:
1—A Summer Where the Sun Never Sleeps
2—A Land of Mountains and Ice
3—Man at Peace with Nature
4—A Land of Adventure
【设计意图】学习策略是新课程标准的一个重要目标。对于策略的学习，首先要进行策略示范，让学生明白策略的内容、具体的作用，以及如何正确使用等知识，然后教师示范，最后让学生在实际语篇中使用策略，体会策略的意义和价值。
活动三：获取与梳理（Get to know about the Sami）
An Information Gap.
Ask students to read the text and fill in the Information Gap below.
For student A:
The Sami
Place of residence
First time to arrive
way of life
the reindeer's meat
tools
the reindeer's skin
flat bread warmed over a fire; dried reindeer meat; some sweet and sour berries
where to live
Today living place
·most live a modern life just like their neighbours. ·a small number of Sami still follow their reindeer into the valleys of Sarek, living in tents or old cottages and enjoying their traditions
For student B:
People
Sarek mountains near the Arctic Circle
around 9,000 years ago
In the past looking after reindeer
food
the reindeer's bones
clothes
breakfast
tents or cottages
houses in villages near Sarek
way of life
【设计意图】教师在设计和指导阅读活动时，应该充分利用信息差（Information Gap）设计情景，启发学生运用正确、得体的语言把信息连贯起来，获取、梳理出有关萨米人的住所、食物、工具、服饰、传统、习俗、生活方式等信息。通过整合文本信息，建立文本信息关联，形成对萨米人的认识，感知和理解语言所表达的意义，从而达到阅读的目的。成功的信息差任务型活动应该充满信息差，信息差的存在是传递信息和获取信息的动力，也使阅读任务更加有意义。
Step Ⅱ 应用实践
活动四：分析与判断（Deep understanding of the text）（Part 3，P27）
Ask students to read the text again and try to answer the questions below.
·How many hours a day does the sun shine in summer in Sarek
·What steps has the Swedish government taken to keep Sarek in its natural state
·How has life changed for the Sami Why might so few Sami want to live in
Sarek
·Why does the writer think the sweat and hard work is worth it
·Would you like to visit Sarek Why or why not
Suggested answers:
·24 hours a day.
·It was made a national park, no one besides the Sami can live there, and new development is banned.
·They no longer herd reindeer—they live modern lives in cities. They might not want to live in Sarek because life there is quite hard.
·It is a beautiful and wild place, and the writer is enjoying a great adventure.
·I would love to visit there, because it looks wild and wonderful.
【设计意图】深层阅读强调学生对文本内容、结构的深度思考，并在思考过程中完成文本含义的初步建构、解构与重构的过程，强调对英语文化的理解与东西方两种文化契合点的探寻，这对核心素养培育具有重要意义。
活动五：描述与阐释（Get to know about Sarek National Park）（Part 4，P27）
1.Ask students to read the text and discuss：Are these senses used to describe Sarek in the text？If so，explain how.
Sight Touch Smell Taste Sound
2.Ask students to describe Sarek National Park from the five aspects.
Suggested answers:
Sight: Spreading out before me, branches of the Rapa River flow through the valley below... At the far side of the valley, an ancient Sami cottage is visible, Close by, there are a few reindeer feeding on grass.
Touch: Since I must carry all of my food and supplies with me, my bag weighs about 30 kilograms. If today is anything like yesterday, it will be full of sweat and hard work as I hike over this difficult land to my destination on the other side of the valley.
Smell: Here I am, alone... breathing the fresh air, and enjoying this great adventure.
Taste: For example, this morning my breakfast is flat bread warmed over a fire, dried reindeer meat and some sweet and sour berries that I found growing near my tent.
Sound: I wake up to the sound of the wind buffeting the cloth of my tent.
【设计意图】在学习理解类活动的基础上，通过使用所学语言从五种感观角度描述与阐述萨勒克国家公园，实现对语言知识和文化知识的内化，深化对文本意义的理解，既可以发展学生的逻辑思维能力，也可以提高语言表达能力。
活动六：内化与运用（Complete）（Part5，P27）
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.
Suggested answers:
buffeting; edge; flow; blessed; territory; vast; accompanied; cottage; banned boundaries
【设计意图】使用课文中单词的适当形式完成一段介绍萨勒克公园的文章，让学生在新的语境中，逐步实现对语言知识和文化知识的内化，巩固新的知识结构，促进语言运用的自动化，助力学生将知识转化为能力。
Step Ⅲ 迁移创新
活动七：推理与论证（Critical thinking）（Part6，P27）
Ask students to discuss the questions and share the answers.
·Is it worth making a place like Sarek a national park？Give your reasons.
·Do you think setting up national parks is an effective way to balance development and the protection of nature？Why or why not？
Suggested answers:
·Yes. People can go there and appreciate the beauty of nature, and therefore better understand the importance of nature protection.
·Yes, it is an effective way. Only a very small part of the world has been set aside for national parks, so there are still plenty of places that can be developed without having to touch the most beautiful and Interesting natural spots.
【设计意图】推理与论证建立萨勒克国家公园是否值得和建立一个国家公园是否是一种平衡发展和自然保护的有效方式，并给出理由，深化对主题意义的探究，也有助于提高学生多元思维的能力。
活动八：想象与创造（Creative thinking）
1.Ask students to work in groups and share their feelings about Sarek National Park.
2.Ask students to recommend one of the China's national parks to foreigners.
【设计意图】分享对萨勒克国家公园的总体认知和感受，举例说明并解释为什么。尝试为外国游客推荐一个中国国家公园，体现跨文化意识和本土文化特色，实现深度学习，促进能力向素养的转化。
板书设计
Unit 3 Fascinating Parks Period I Reading and Thinking I .学习理解 活动一：感知与注意 1.Brainstorm. 2.Look and talk. 活动二：概括与整合（Use subheadings） 1.策略学习 2.策略运用 活动三：获取与梳理（Get to know about the Sami） Ⅱ .应用实践 活动四：分析与判断（Deep understanding of the text） 活动五：描述与阐释（Get to know about Sarek National Park） 活动六：内化与运用（Complete） Ⅲ .迁移创新 活动七：推理与论证（Critical thinking） 活动八：想象与创造（Creative thinking）
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