Unit 3 Fascinating Parks Reading and Thinking课时教学设计-2025-2026学年高二英语人教版选择性必修第一册

Unit 3 Fascinating Parks Reading and Thinking课时教学设计 课题：Sarek National Park--Europe’s Hidden Natural Treasure 课型：阅读课 课时：45 分钟 1.理论依据 (Theoretical basis) This lesson takes the teaching philosophy of the English Curriculum Criteria as a guiding principle. Based on the concept of big ideas, it aims to develop students’ core competencies through Activity-based English Learning Approach. 2.教材解析 (Analysis of the discourse) The topic of this unit is “Fascinating Parks”, with natural national parks as a core content. This unit covers 6 sections: listening, reading, grammar, talking, writing and assessing. The reading material of this Reading and Thinking lesson is a key part of the unit, which can be analyzed from the following three aspects: 【What】 The theme of this text is to introduce the geographical location, natural landscapes, historical context and the harmonious relationship between the Sami people and nature in Sarek National Park, and it belongs to the thematic context “Man and Nature”. It highlights that Sarek National Park is not only a pristine wilderness with unique Arctic ecosystems but also a carrier of indigenous culture and ecological protection concepts. 【Why】 It is moderately connected to students’ life experiences, helps them understand the diversity of global natural protected areas and the coexistence models of indigenous peoples and nature, and lays a foundation for transferring text knowledge to analyze and introduce local natural parks. 【How】 During the teaching process, the teacher will guide students to identify the text’s narrative structure (“Personal Experience Introduction — Natural & Historical Details — Human-Nature Interaction—Adventure Feelings”) by sorting out the author’s travel path and the logical flow of the content. Additionally, the teacher will help students explore the text’s typical linguistic features and time-order signal words by analyzing its vivid expressions. 3.学情分析 (Analysis of the target students) As for my students, they are from senior two. Most of them are highly-motivated and cheerful; they know something about parks; they are good at collecting factual information; they have previewed the key words and expressions in the text; and they can briefly express their ideas. But they lack a clear and in-depth understanding of different parks in various countries; They lack the ability to summarize, integrate information, analyze, infer, and express themselves logically and creatively. 4.教学目标 (Teaching and learning objectives) Through this lesson, students will be able to: 1) Find out the main idea of the passage by skimming. 2) Sort out the structure of the text. 3) Appreciate the different uses of sensory descriptions. 4) Explore the relationship between humans, nature and society. 5) Develop an awareness of living in harmony with nature. 5.教学重点和难点 (Key and difficult points) Key points: Students can use the subheading reading strategy to get the main idea and detailed information about Sarek National Park. In addition, students will develop their reading skills, such as prediction, skimming and scanning. Difficult points: Students are eventually able to appreciate different sensory narratives and learn the importance of living in harmony with nature. 6.教学方法 (Teaching and learning methods) Teaching methods：Activity-Based Approach to English Learning Learning methods：Learning through Activities；Cooperative Learning Method; Inquiry-Based Learning Method 7.教学资源 (Teaching materials) Textbook; PPT; Worksheet 教学过程 (Teaching procedures) 教学活动设计 设计意图 评价 反馈 核心素养 提升点 Step1 Leading in Greet and Free Talk ( CW 1 mins ) 1. Themed Introduction with Fall Leaves T uses autumn leaves to introduce the topic of this unit—parks. You must have been to many parks, which one impressed you the most？ 2. Macro-Unit Preview: Three Stations Exploration T shows the “Macro-Unit Preview” slide, introduces this unit and explains the macro-unit exploration plan. 3. Guide Introduction: The Sami People (AI Video Showing) T shows the AI video to the students, and the Sami leads the students on a reading journey. Ss respond to the teacher’s questions and show curiosity about Sarek National Park. 关联认知：激活学生关于“公园”的已有知识储备，将主题与现 实生活场景（国庆）及本地资源（济南的公园）相联结，从生活 实际切入，降低对陌生主题（萨勒克国家公园）的认知难度。 “大单元预览” 的视觉呈现帮助学生把握单元整体范畴，明确学习目标。 AI 视频激发探究兴趣，为后续阅读活 动做好铺垫。 “大单元预览”评估学生对“公园”主题的熟悉度和对 此主题的反 应，并对学生的学习兴趣反馈以积极肯定。 学习能力： 快速聚焦 课堂主题，激发学生的学习兴趣。通过激活已有知识、明确单元学习框架，增强自主学习能力。 Step2 To be a planner- Pre-reading Perception Activity 1: View & Predict ( IW/CW 3 mins ) T guides students to predict the content of the text and guess the text type by looking at the pictures and title in the textbook, and then enlarges the heading, raises guiding questions about why Sarek is called a “hidden treasure” and what “treasures” it might have; summarizes students’ predictions, and reminds them to verify these predictions during reading. Ss make predictions and share ideas with the whole class. Students actively think about the questions raised by the teacher. 视觉驱动预测：借助图片直观呈现萨雷克国家公园的自然特征，为学生预测提供 具象支撑，降低预测难度； 培养逻辑思维： 通过引导性问 题，引导学生基于文本线索（图片、标题）进行合理预测，而非 无依据猜测。 学生能结合图片细节和标题进行合理预测并分享预测结果，能清晰阐述推理依据。 语言能力：运用推测性词汇表达观点，提升口语表达的逻辑性； 思维品质： 培养基于 文本关键 词的推理 预测能力。 Step3 To be a park visitor- While-reading Exploration Activity 2: Read and Understand Structure（1st stop） ( CW 4 mins ) T distributes the text and the subheadings, and asks students to read the text quickly and match each paragraph with its corresponding subheading. The teacher and students will correct the answers together, and then the teacher will ask students to summarize the main idea of each paragraph in one word. Ss read the text quickly independently first, then discuss in pairs to confirm the matching results; skim the text to grasp the main idea of each paragraph, match paragraphs with subheadings accurately, and understand the logical flow of the text. 结构具象化：通过“小标题匹配”任务，将抽象的文本结构转化为具象的配对练习，帮助学生 快速把握行文逻辑；策略显性化：明确“寻读小标 题”的阅读 技巧，让学生理解该策略对梳理文本脉络、提升阅 读效率的作用 学生能准确匹配3个及以上小标题与段落；初步掌握寻读策略。 语言能力：提升快速阅读能力与文本结构分析能力 思维品质：培养 逻辑思维，理解 游记类文 本的典型 叙事顺序； 培养文本 概括能力。 学习力： 掌握 “小 标题定位 法”，提升 自主阅读 的效率。 Activity 3: Read and Explore Details ( 2nd stop ) ( IW/CW 10 mins ) 1. Explore Sarek’s History ( Time Order ) T displays the text paragraph about Sarek’s history (Para. 2) and poses the question: How has Sami people’s lifestyle changed during the years? Then teacher emphasizes certain time indicators through writing on the blackboard. Ss read the paragraph independently and draw a timeline to retell the key events or the development in the Sami people’s history (in chronological order). 2. Compare Sami’s Lifestyle ( Past vs. Today ) T asks: How has the Sami’s lifestyle changed over time? And then guides students to analyze the past and present situations. Ss extract details from the text, distinguishing between past and present aspects, then draw a mind map T invites a student to come to the stage for a presentation. Activity4: Read and Analyze Language Features ( 3rd stop ) ( IW/GW 5 mins ) T asks how the author makes the description of Sarek vivid, guides students to find sensory details (related to sight, sound, taste, touch, and smell) in the text, and then summarizes the effect of sensory language — which helps readers “experience” Sarek as if they were there. Ss work in groups to find sentences with sensory details and fill in a table (Columns: Senses, Sentences from the text); locate sentences with sensory details, fill in the table, and explain how these details help them “feel” Sarek T asks: “What do the sight descriptions reveal? And what about the taste descriptions?” Then guides students to conclude: Sight-related descriptions show “NATURE”, while taste - related (and other relevant) descriptions reflect “CULTURE”. T presents “NATURE + CULTURE=The value and significance of Sarek National Park” and summarizes: “By integrating natural beauty and cultural elements, national parks like Sarek provide unique adventure experiences.” Students feel the importance of national parks. 分层梳理细节：按 “历史脉络、人文生活” 分类 设计任务，避免细节信息杂乱，帮助学生系统梳理文本内容； 工具辅助理解：借助“时间轴”“思维导图” 等可视化工具，降 低信息提取与整理难度，培养结构化思维； 聚焦生动表达：将“生 动描写”拆解为 “感官细 节”，为学生提供明确的语言分析切入点，避免抽象理解；实例驱动认知：通过具体文本句 子分析，让学生直观感受感官描写的 “沉浸式” 效果，而非单纯记忆理论知识；小组协作深化：通过组内讨论补充个体遗漏的细 节，帮助学生从多感官角度全面理解作者的语言匠心。 感官总结推理：通过感官维度的文本分析，帮助学生深入把握文本细节，掌握 “从具体描 写推导主题 与情感”的阅读策略；逐 步引导学生 从“自然” “文化”两个维度整合文本信息，最终理 解国家公园的核心价值，培养文本分析与归纳能力。 学生能准确提取关键历史事件并按时间排序； 时间线及思维导图填写 完整，能对比出该群体生活变化（如居住方 式、生产方 式）。 观察学生小组讨论的参 与度，通过学生的填表答案与分享，评估其 对文本细节的把握程度； 学生能找到 2-3 种感官对应的文本句子（如视觉、听觉相关句子） 针对学生对 “自然”“文化”与国家公园意义的总结，给予肯定或补充 引导，确保学生理解逻辑。 语言能力： 提升细节 阅读与信 息归纳能 力，掌握 “时间顺 序”“对 比”等表 达逻辑方式； 学习能力：学会用“时间 轴”“思 维 导图”整理文本细节，提 升自主探 究能力。 语言能力： 识别并分 析感官描 写的语 言 特征，提升文本鉴 赏能力； 思维品质： 培养语言 鉴赏力与 联想能力， 理解 “文 字→画面”的转 化逻辑； 学习能力：掌握 “ 感官定位法”分 析文本语言，提升 深度解读能力。 语言能力： 提升学生 分析文本 细节、提炼关键信 息的阅读 能力，以及用英语 表达分析 结果的能力。 文化意识：增强 对“自然”与“文化” 融合价值 的认知，理解 国家公园 中文化与 自然共 生 的意义。 思维品质： 培养从具 体文本描 写到抽象 主题归纳 的逻辑思 维，以及多角度（感官维度）分析 文本的思 维能力。 Step4 To be a park transformer- Post reading application Activity5: Summarise and Rethink ( 4th stop ) ( IW/CW 5 mins ) T guides students to summarize what they have learned in this class by drawing a mind map and think about the questions related to the subtitle：Why is it hidden? Why is it a treasure? Ss draw mind maps and answer questions by combining what they have learned with their own thinking. 总结拓展：以语篇内容为依托，总结所学，并引发学生思考，提升学生思维的辨 析力和逻辑性，增强学生对学习内容的加工提升。 总结拓展：以语篇内容为依托，总结所学，并引发学生思考，提升学生思维的辨析力和逻辑性，增强学生对学习内容的加工提升。 学生能结合文本细节准确概括文本内容；学生能逻辑清 晰，建立文本内容与自我思考的联系。 学生能结合文本细节准确概括文本内容；学生能逻辑清 晰，建立文本内容与自我思考的联系。 语言能力：概括推理能力； 思维品质：培养 批判性思维与系统 思考能力。 语言能力： 概括推理 能力； 思维品质： 培养批判 性思维与 系统思考 能力。 Step5 To be a park promoter- Post reading elevation Activity6: Share and Showcase ( CW/PW 6 mins ) T assigns students to work in pairs. One student will act as a tour guide, and the other will act as a Sami. Then, they will introduce Sarek National Park. Students need to combine what they have learned in class today and the information from the official website (which students were asked to preview in advance). Students prepare actively in their pairs. After the preparation, T chooses one pair to come to the front and present their introduction of Sarek National Park to the class (with the other students acting as the audience). Ss prepare in pairs for six minutes, then volunteer to share, and call on the class to protect natural parks. T once again emphasizes the importance of protecting nature by quoting President Xi’s famous saying. 角色实践落地：让“promoter（推广者）” 角色从“思考”转向“行动”，通过简短口语输出检验知识内化效果，实现能力迁移； 引导学生从“介绍公园” 升级为“呼吁保护”，强化社会责任感，将文本价值转化 为行动意识；同伴互助发现：结对寻找细节可减少个体遗漏，提升信息获取的全面性，同时锻炼团队协作能力。 鼓励个性表达：提供表达机会，允许学生选感兴趣的切入点，激发表达热情，避免机械复述。 学生能准确提炼萨勒克国家公园的核心价值点，并能用 句子进行介 绍； 表达中能体现“呼吁” 意识；分享时能逻辑清晰地阐述观点，建立文本内容与现实行动的联系；发音清晰，语言准确，能灵活运用课堂所学词汇。 语言能力： 提升主题 性口语 表 达能力，做到表达 准确、简洁且有感染力； 文化意识： 强化生态 保护的传 播意识，培养社会 责任感； 学习能力： 提升知识 迁移能力。 Evaluation & Homework  Self-assessment T distributes a self-assessment checklist, asking students to score their performance (1-5 points) in five aspects. Homework T assigns one required homework and two optional homework. Ss complete the self-assessment checklist after class, record learning difficulties in the remarks column, and note down the homework 自评表现：让学生关注学习目标，并学会客观的自我评价，形成元认知。 分层作业：作业的 “分层设计”（必做 + 选做）体现分层教学理念，兼顾不同学习水平与兴趣的学生：必做作业保障基础能力的巩固；选做作业 为学有余力或兴趣浓厚的学生提供拓展空间，能提升整体学习积极性与参与度。 思维能力： 既培养批 判性思维，又拓展全 注： T= Teacher; Ss= Students; Q= question; CW= class work; IW= individual work; PW= pair work; GW= group work 学科网（北京）股份有限公司 $