Unit 3 Fascinating Parks Using Language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 Using Language课时教学设计 课题：Explore theme parks and write about a park 课型：读写课 课时：45 分钟 1. 理论依据 (Theoretical basis) This lesson takes the teaching philosophy from English curriculum criteria as a guiding principle. Based on the concept of big ideas, it aims to develop students core competencies through the Activity-based English Learning Approach, guiding students to explore theme park-related content, analyze text structures and language features, and enhance language application and cultural perception abilities in the context of theme parks. 2. 教材解析 (Analysis of the discourse) The topic of this unit is “Fascinating Parks”, with theme parks as the core content. This unit covers 6 sections: listening, reading, grammar, talking, writing and assessing. The reading material of this read-writing lesson is a key part of the unit, which can be analyzed from the following 3 aspects: 【What】The theme of this text is to introduce the types, characteristics and cultural connotations of theme parks around the world, and it belongs to the thematic context “Man and Society”. It highlights that theme parks not only provide entertainment but also carry cultural values and ecological concepts. 【Why】It is closely connected to students‟ life experiences, helps them understand the diversity of global theme park cultures, and lays a foundation for transferring text knowledge to introduce local theme parks. 【How】During teaching, the teacher will guide students to identify the text’s “General Overview—Specific Cases” structure by summarizing the main idea of each paragraph, and explore typical language features by analyzing details in the text. 3. 学情分析 (Analysis of the target students) Senior two students are highly motivated in the theme park topic. They have basic related vocabulary, life experience of visiting such places, can extract simple factual information (e.g., park locations) from short texts, and have previewed unit key words to briefly share visiting experiences in simple English. However, they lack systematic understanding of the “general-specific” structure in theme park expository texts, struggle to deeply analyze cultural and ecological values behind parks, fail to integrate scattered information into a complete cognitive framework, and need to improve using vivid language (e.g., descriptive adjectives, V-ing structures) for logical, creative expression. 4.教学目标 (Teaching and Learning Objectives) Through this lesson, students will learn to: 1) Find out the topic sentence of each paragraph by skimming. 2) Structure the text based on key words. apply and practice: 3) Sort out details like attractions, ecological values of parks through text analysis. 4) Figure out the typical language feature (e.g., genera-specific, adj, v-ing, if-clause). Transfer and innovate： 5) Complete a micro-writing to summarize multi- dimensional parks. 6) Express views on roles of parks in spreading culture by using critical thinking. 5. 教学重点和难点 (Key and difficult points) Key points: Students can analyze the expository text type and the author’s writing purpose (appealing to visitors and introducing theme park values) by grasping the main idea of each paragraph about theme parks, and understand the connection between theme park features (rides, attractions) and their cultural/entertainment values. Difficult points: Students are eventually able to transfer the learned “general-specific” text structure and vivid language features (e.g., descriptive adjectives, V-ing as subject) to express a comprehensive understanding of how local theme parks carry regional culture and attract international audiences. 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 2 mins) T introduces Lina Bell as a“special guest” and shows a letter: “We invite you to introduce and promote the theme parks in Jinan.” T then asks: “What theme parks in Jinan do you know? Let’s explore with Lina Bell!” Ss welcome Lina Bell, read the letter curiously, brainstorm theme parks and express enthusiasm for the task. 情境创设，任务驱动：借“玲娜贝儿送征文邀请信”创设趣味情 境，赋予写作任务真实意义；聊济南主题公园激活生活认知，让学生带着“助力 城市宣传”的使命感开启学习，激发参与热情与文化传播意识 学生积极呼应玲娜贝儿互动，对征文任务兴趣浓厚； 能准确说出主题公园名称，分享内容贴合生活，表达流 畅自然。 语言能力： 锻炼口语表达与词汇调用文化意识： 关联本地 文化资源，树立文化传播意识 Step2 To be a visitor- Pre-reading Perception  Activity 1:Predict ( IW/CW 3 mins) T presents the PPT with title THEME PARKS: FUN AND MORE THAN FUN and two guiding questions. Asks Ss to discuss in pairs: “What’s the text about? How to understand the subtitle?”. T later explains key points to Q1 and keep Q2 as a suspense. Ss analyze title and subtitle in pairs, infer text content and subtitle implications, then align with provided answers. 标题驱动，初窥文本：借标题、副标题引导学生预判文本内容与主旨，激活阅读 思维，掌握“标题切入”的阅读策略，为文本精读 做认知铺垫。 定位文本属性与意图：结合图片、题目，让学生判断文本主旨与作者意图。通过“独立思考、同伴验证”，强化多元素综合分析能力，精准把握文 本功能。 围绕标题合理 推测文本内 容，对副标题含义的解读贴合 “主题公园不仅有趣，还 有文化等附加价值”；结合自身理解初步建立对文本的认知框架。 学生对语篇类型、写作目的理解更透彻，明确是借介绍公园吸引游客 前往 语言能力： 炼口语表 达与文本 解读基础 能力 思维品质： 培养逻辑 推理，预判 文本能力 学习能力： 掌握“标题预测法”，养成阅读前主动思 考的习惯 Step3 To be a park visitor- While-reading Exploration Activity2: Read for content ( IW/CW 8 mins) Para. 1 Exploration T displays the PPT of Para.1 and asks, “What do theme parks have in common? Let's find clues from the text.”Guide Ss to read individually, underline key information, and then fill in the blanks to define theme parks. Paras. 2 - 4 Exploration T presents the table task for Paras.2-4 and explains, “Now, read each paragraph, extract details and fill in the table. Discuss in pairs to check the answers.” Ss: First, work individually to analyze Para.1 and complete the definition of theme parks by filling in the blanks; then read Paras.2-4, gather details into the table, verify with peers, and clarifying information 细挖内容，丰富认知：分段落推进细节探究， Para.1 聚焦主题公园共性，借“填空定义” 夯实基础认知； Paras.2 - 4 用表格梳理具体公园信息，“个体提取+ 同伴验证”保 障细节精准，让学生全面了解主题公园特色，积累写作素材。 学生独立分析Para.1 时，能精准抓取关键信息，准确完成主题公园定义填空； 梳理 Paras.2 -4 细节时，表格填写完整，涵盖名称、特色活动等；结 对讨论中，可主动补充遗漏信息，细节理解透彻。 语言能力 获取梳理 信息总结 概括能力 思维品质 推理联想 能力； 批判性思 维能力 学习能力 自主探究 Activity 3: Read for structure (CW 5 mins) T presents the text and the structure diagram. Guides Ss by saying, “As visitors, let's figure out how the text is organized. Read the text quickly first, then match each paragraph with its function. Discuss in pairs to complete the structure analysis.” After the discussion, leads Ss to summarize the “general - specific” structure. Ss read the text, analyze the functions of paragraphs in pairs, match “Para.1 - General Introduction” and “Paras.2-4 - Specific Examples”, and clarify the organizational logic of the text. 剖析结构，理清脉络：以游客视角引导学生快速梳理文本结构，通过“段落功能匹配、讨论总 结”，掌握“总-分”行文逻辑，理解 主题公园介绍文的典型架构，为后续细节阅读与模仿写作奠基。 学生讨论匹配段落功能，清晰阐述“Para.1 总述主题公园多样性，Para.2 - 4 分述具体公 园” 的逻辑；在教师引导下，可总结“总-分” 结构 对清晰呈现内容的作用，构建文本宏观认 知。 语言能力： 提升文本 结构分析 能力 思维品质： 培养逻辑 思维 学习能力： “结构剖析法” Activity 4: Read for language features ( IW/CW 7 mins) T assigns a task: “As visitors, let’s explore how language makes theme parks appealing. Identify adjectives, imperatives, and gerunds as subjects in the text. Discuss in groups how these features work. Match them with their purposes (e.g., adjectives make descriptions vivid).” Provides a matching PPT to guide. After discussion, each group shares results (e.g., “Adjectives add color; Imperatives advise readers”), and T summarizes the effects of language. Ss: Form groups, locate language features in the text, discuss their functions, complete the purpose matching and present their findings, explaining how “thrilling” (adjective) attracts readers or Come to... (imperative) encourages action. 解析语言，领悟妙处：借 “语言探秘” 驱动学生挖掘文本特色表 达，通过“小组寻找 + 功能匹配 + 作用阐述”，理解形容词、祈使句等对增强文本吸引力 的作用，掌握生动表达的运用技巧，为写作增色。 小组能高效定 位语言特征， 如找出 “incredible” （形容词）、 “Come to...”（祈使句）；功能匹配准确，清晰说明“形容词让活动鲜活，祈使句引导读者行动” 等作用；分享时，结合文本例句阐释，语言分析与应用能力提升。 语言能力： 掌握其表 意功能 思维品质： 培养语言 鉴赏力 学习能 力：，提升 文本深度 解读与鉴 赏能力 Step4 To be a creator- Post-reading application Activity5: design a mindmap ( IW/CW 5 mins) T explains the structure of a mind map for introducing theme parks and show a sample. Asks students to create their own mind maps first, then discuss and revise with peers. Ss: Design mind maps by identifying central topics and branch content, then collaborate with desk mates to enhance completeness and logic. 范例引导建构：通过教师示范思维导图结构，降低学生设计难度，明确写作框架的逻辑层次； 衔接写作目标： 将思维导图与主题公园介绍写作直接关联，让学生提前梳理写作思路，为后续成 文打基础。 学生能准确把 握思维导图结 构，围绕中心 主题设计合理 分支，无逻辑 混乱；分支下 能补充具体细 节，内容充实； 同伴互助后能 修正不足，提 升思维导图完 整性。 语言能力： 强化主题 公园写作 的词汇与 思路储备 思维品质： 培养结构 化思维与 创新思维 学习能力： 提升自主 规划写作 的能力。 Step5 To be a speaker- Post reading elevation Activity6: Write a theme park ( IW/CW 10 mins) T shows Lina Bell's letter again:“Lina Bell brings a task. As transformers, let’s use what we’ve learned to introduce a local theme park in Jinan. Complete a micro-writing with all the reference words provided.” Ss recall key knowledge. Then, create a passage with all the reference words and the mind map. 知识迁移，创意输出：以 Lina Bell传递任务为驱动，让学生从 “学习者” 转变为 “传播者”。通过 “回顾知识-小 组规划-个体写作-同伴互评”，整合课堂所学语言结构与主题公园素材，实现知识内 化与创意输出，落实用英语宣传本土文化的实际应用。 小组讨论积 极，能结合 “港湾木龙”“打铁花表 演”等特色，运用 “thrilling”“splendid” 等形容词及 -ing结构规划内容；写作中，多数学生能完整涵盖 “名称位置、游乐设施、特色表演、美食推荐”等板块；peer review 时，可准确指出语言错误，修改后文本更完善。 语言能力 获取梳理 信息总结 概括能力 思维品质 联想能力文化意识 增强本土 文化认同 感，传播地方特色文化 Activity7: Revise and polish ( PW/CW 5 mins) T feeds the essay grading criteria and students' micro-writing to the AI Grading Tool to see how the AI scores and revises the essays. Ss polish and refine your essay based on the suggestions given by the AI grading and learn how to enhance their writing to better promote theme parks as cultural spreaders. 成果展示，文化传播升华：通过展示学生习作，让 “传播者” 角色落地。经 “赏析-小组研讨-总 结提升”，引导学生发现写作亮点与不足，明确用英语传播本土主题公园魅力的优 化方向，深文 化传播意识与写作实践能力。 学生组内积极 研讨，指出同 伴习作中 “形容词生动” 等优点，也能发 现 “语法错 误、表述冗余”等问题；分享时，观点清晰，能结合文本举例说明，对如何优化传播性写作有清晰认知。 学习能力 合作探究； 思维品质 逻辑思维； 批判思维 语言能力 概括推理 能力； 表达能力 Homework Ss review the structure and language to introduce a theme park. Write a 80-word passage “My Favorite Park Activity” using at least 1 sentence with V-ing as subject. 板书设计 学科网（北京）股份有限公司 $