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... 2) When you think of national parks, what comes to mind first? When I think of national parks, I think of places of extreme natural beauty, usually far away from any city. A national park is an area of land that is protected by the government for people to visit because of its natural beauty and historical or scientific interest. 2. Look at the picture, read the title, introduce the background information, answers the question and predict the main content of the text? The title: Sarek National Park—Europe’s Hidden Natural Treasure Background information: Sarek National Park in Lapland, Sweden is one of the oldest national parks in Europe. It is over 1,900 square kilometres in area, and is next to two other national parks which are similar in size. The park is in the far north of Sweden, near the border with Norway, making it quite isolated and hard to get to. It has no roads, only a few hiking trails which are unmarked, two small bridges, no recent buildings or development of any kind, and a small handful of old buildings (a small chapel小教堂, a few Sami huts) which are usually uninhabited and which are generally not available for use by park visitors. All in all, this makes it one of the wildest places in Europe. Question: Where would you most likely read this passage? In a travel journal or a travel guidebook. Possible predictions: The text might be about the history, construction, location, area, beautiful scenery, function, development, etc. Step 3 While-reading Activity 4 Reading comprehension 1. Learn about the reading strategy of using subheadings. Good subheadings catch the reader’s eye and make him or her want to read more. Working out the idea behind the subheadings can help you better understand the structure and the key points of the text. 2. Skim the text, match the subheadings with the paragraphs and summarize the main idea of the text. Para.1 A Summer Where the Sun Never Sleeps Para.2 A Land of Mountains and Ice Para. 3 Man at Peace with Nature Para. 4 A Land of Adventure Main idea: The text is mainly about the writer’s tour to Sarek National Park or travelling experience and brief introduction of Sarek National Park—Europe’s hidden natural treasure. 3. Listen to or read the text to answer these questions. 1) How many hours a day does the sun shine in summer in Sarek? 24 hours. 2) What steps has the Swedish government taken to keep Sarek in its natural state? It was made a national park, no one besides the Sami can live there, and new development is banned. 3) How has life changed for the Sami? Why might so few Sami want to live in Sarek? 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. 4) Why does the writer think the sweat and hard work is worth it? It is a beautiful and wild place, and the writer is enjoying a great adventure. 5) Would you like to visit Sarek? Why or why not? I would love to visit there, because it looks wild and wonderful. 3. Find out more details of the text by answering the following questions. 1) When did the writer have the tour to Sarek National Park and where is it? In a summer. It is in the far north of Sweden, above the Arctic Circle. 2) How was the park formed? Sarek’s mountains were covered by vast sheets of ice. →The melting ice formed about 100 glaciers. →Reindeer arrived. →The Sami people arrived. →Sarek was made a national park. 3) What changes has happened to Sami people’s life? The Sami would bring tents and accompany the reindeer for whatever they needed. →Most Sami have houses and live a modern life, but a few of them still follow their reindeer into the valleys every spring. 4) What did the writer do there before and after breakfast? Before breakfast, he walked to the edge of the mountain and saw the Rapa River flow through the valley. After breakfast, he hiked over the difficult land to the other side of the valley to enjoy his adventure. 3. Analyse the structure and organization of the text. 1) Use the table to analyse the structure and organization of the text. Title Part Paragraph Subheading Sarek National Park-Europe’s Hidden Natural Treasures Experience Para.1 A Summer Where the Sun never sleeps History and Traditions Para.2 A Land of Mountains and Ice Para.3 Man at Peace with Nature Experience Para.4 A Land of Adventure 2) Find out the sentences to describe the writer’s sense of sight, touch, smell, taste and sound. 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. Step 4 Post-reading Activity 5 Thinking, discussion and text reconstruction 1. Thinking about and discuss the following questions. 1) Is it worth making a place like Sarek a national park? Give your reasons. Yes. People can go there and appreciate the beauty of nature, and therefore better understand the importance of nature protection. 2) Why does the author use “hidden” and “treasure” in the title? “hidden” —It is in the remote far north of Sweden. Getting here is quite difficult, so apart from the Sami very few people have ever seen Sarek. “treasure”— Wild animals, natural and superb scenery, local cultures and customs. 3) Do you think setting up national parks is an effective way to balance development and the protection of nature? Why or why not? 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. 2. Guide the students to complete the passage using the correct forms of the words from the text. And then reconstruct the text by summarizing the main content and the structure of the text. Step 5 Summary and evaluation Activity 6 Summary Summarize the main content and organization of the text briefly. Activity 7 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your reading comprehension of the text content? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your understanding of the text organization? (Good/Fairly good/Moderate/Just so so/Poor) 3. How is your learning effect? (Good/Fairly good/Moderate/Just so so/Poor) Homework: 1. Complete the reading comprehension exercises in the reference book. 2. Read the text to comprehend it better and preview the usages of some new words, chunks and sentences with the help of reference book. 学科网（北京）股份有限公司 $