Unit 3 Fascinating Parks Opening Page + Reading and Thinking 教学设计-2025-2026学年高中英语人教版选择性必修第一册

Teaching and Learning Design

选择性必修Book1 Unit3 Fascinating Parks

教学设计

单元教学核心素养目标与要求：

核心素养	教学目标与要求
语言 能力	主题：引人入胜的公园
	词汇：能正确使用下列单词和词块。 单词：buffet, cloth, edge, valley, vast, territory, ban, boundary, cottage, visible, accompany, adopt, sour, bless, prohibit, journalist, sneeze, teapot, label, cream, stretch, lung, cycle, fountain, route, ahead, theme, incredible, appeal, adorable, wander, amuse, enormous, swing, iron, fashion, rare, steam, superb, polar, splendid, display, appetite, entertainment, column 词块：at peace with, spread out, soon after, apart from, within park boundaries, no one else, close by, on the move, set out, live off, make me feel blessed to be alive, theme park, various kinds of, whichever and whatever, appeal to, come true, put on performances, in addition to, up to, upside down
	语法：理解动词-ing形式作句子主语的功能和意义；能正确运用动词-ing形式作主语描述具体的行动或习惯。
	语篇：1. 阅读游记，理解并能欣赏游记中常用的叙述方式以及语特点。 2. 阅读介绍主题公园的宣传文稿，掌握该语篇类型应具备的要素和常用表达手法。 3. 阅读游记信函，掌握语篇中对景点的描述以及从旅游计划、旅游经历到旅游感受的语篇结构发展。
	表达：1. 能够就方位、地点信息组织语言开展对话交流 2. 能够模仿范文，结合公园主题，有条理地介绍公园并说明理由。 3. 掌握旅游明信片的表达特点及写法。
学习能力	1.能够快速获取语篇主要内容，概括语篇中的段落大意。 2. 能够根据方位关键词，听取并理解相关的信息，并结合地图提示，快速确定游玩路线。
文化意识	1.了解并欣赏国内外著名的国家公园、城市公园、主题公园。 2. 能够从人与自然、人与社会的角度了解国家公园、城市公园、主题公园的主题意义和人文内涵。

思维品质	能够抓住要点，对比和理解不同类别或同一类别的不同公园所具有的特点，探寻和理解事物表象之下蕴含的深层含义。

单元教学课时规划：

课时安排	教学内容
课时1	Opening Page (看读说语篇1) + Reading and Thinking—Reading comprehension (阅读语篇2)
课时2	Reading and Thinking—Language focus (阅读语篇2)                 [实际需要2课时完成]
课时3	Learning About Language—Building up your vocabulary (综合运用语篇3)
课时4	Learning About Language—Discovering Useful Structures(综合运用语篇4)
课时5	Using language (Listening and Speaking ) (听说语篇5)
课时6	Using language—Reading comprehension and language focus (阅读语篇6)
课时7	Using language—Writing (写作语篇7)
课时8	Assessing Your Progress (综合运用语篇8) + Project (综合运用语篇9)
课时9	Video Time (视听说语篇10) + Unit Revision

Period 1

Teaching and learning contents: Opening Page + Reading and thinking—Reading comprehension 

Comprehensive teaching and learning objectives:

By the end of this period, the students will have been able to:

1) Talk about the picture and the saying on the Opening Page related to the theme of this unit;

2) Read and comprehend the text to learn about Sarek National Park and the Sami People’s life;

3) Improve thinking quality by observing the function of subheadings and comprehending the structure and organization of the text.

Teaching and learning important points:

1) Reading comprehension of the text content and organization;

2) Thinking quality improvement.

Teaching and learning difficult points:

1) Reading comprehension of the text content and organization;

2) Thinking quality improvement.

Teaching and learning procedure:

Step 1 Leading in (Opening Page) and introduction

Activity 1 Leading-in

1. Lead in the teaching topic by watch a short video of The Earliest National Park—Yellow Stone National Park.

2. Look at the picture and discuss the following questions.

  Suggested answers:

1) Where do you think the photo was taken?

  I think the photo was taken in Yellowstone National Park.

2) Would you like to go there? Why?

  Yes, I would like to go there, because the scenery is very amazing.

3) Should a place like this be developed? If so, how?

  I don’t think so. I think we should protect such places and preserve their natural state.

3. Talk about the saying/quote: A national park is not a playground. It’s a sanctuary for nature and for humans who will accept nature on nature’s own terms.—Michael Frome

English meaning: Frome is saying that a national park is not a place for recreation, but is a place where nature is supposed to be protected. Further, he is saying that the only people who should go to a national park are those looking for a place of refuge, and who will not do anything which harms or changes the park in any way from its natural state.

Chinese meaning: 国家公园不是游乐场。这是一个自然和人类的避难所，他们将以自然的方式接受自然。——迈克尔·弗洛姆

Activity 2 Introduction

1. Introduce the learning objectives of this unit at the bottom of the opening page and make the students have a general idea of what they are going to learn in this unit. (Get the students to read the comprehensive learning objectives at the bottom of the page.)

2. Introduce the learning objectives of this period.

Step 2 Pre-reading

Activity 3 Pre-reading

1. Discuss and answer the 2 questions to activate the background information about parks.

1) What kinds of parks have you been to? What are they like or what can you do their?

  I have been to city parks/national parks/ amusement parks/ theme parks/ aquarium…. City parks are outdoor places where people relax/ relieve our pressure/chill out/ kick back, enrich/ broaden our knowledge, enjoy the luxury of the fresh air...