Unit 3 Fascinating Parks-Reading and Thinking 教案-2025-2026学年高中英语人教版选择性必修第一册

Unit 3 Fascinating Parks-Reading and Thinking 内容导航 his section takes Sarek National Park in Sweden as the core, presented in the form of a travel journal. It describes the park’s unique natural scenery above the Arctic Circle, the historical origin of its glaciers and reindeer, the traditional life of the Sami people, and the concept of harmony between humans and nature. It guides students to appreciate natural beauty, understand cultural connotations, and enhance their awareness of environmental protection and cultural respect. 教学目标和重难点 1. 教学目标 Language Ability: Master vocabulary and sentence patterns related to natural scenery, cultural customs and environmental protection, and improve reading comprehension and expression skills. Cultural Awareness: Understand the natural and cultural characteristics of Sarek National Park and the traditional culture of the Sami people, establish the concept of harmonious coexistence between humans and nature, and enhance cross-cultural understanding. Thinking Quality: Develop logical thinking through analyzing the structure of the travel journal and critical thinking through discussing the value of national parks. Learning Ability: Master skimming and scanning skills, cultivate autonomous learning and cooperative inquiry abilities. 2. 教学重难点 Key Points: Understand the main idea and detailed information of the text, grasp the structural characteristics of the travel journal (narrative from personal experience), master key vocabulary (e.g., buffet, remote, glacier, accompany) and sentence patterns (absolute construction, attributive clauses). Difficult Points: Comprehend the deep meaning of “man at peace with nature” reflected in the text, accurately analyze the connection between the natural scenery and cultural connotations, and flexibly use the learned language to express views on environmental protection and cultural inheritance. 教学过程 Step 1: Lead-in (Warm-up and Activation) The lead-in aims to activate students’ prior knowledge, arouse their learning interest, and lay a foundation for the understanding of the text. First, the teacher shows students pictures and short videos of various famous parks around the world, including national parks, theme parks and city parks. The pictures and videos should cover the magnificent natural scenery of Sarek National Park, such as the never-setting sun in summer, glaciers, valleys and reindeer, as well as the traditional life scenes of the Sami people. While showing the materials, the teacher asks questions in English to guide students to think and communicate: 1. Have you ever been to a national park? What impressed you most about it? 2. From the pictures and videos, what can you see in Sarek National Park? 3. What do you think makes a park “fascinating”? After asking the questions, the teacher gives students 3-5 minutes to discuss in groups of 4. Each group selects one representative to share their views. During the sharing process, the teacher listens carefully, corrects students’ pronunciation and grammar mistakes appropriately, and guides them to use English to express their ideas fluently. At the same time, the teacher writes down key words mentioned by students on the blackboard, such as “natural scenery”, “glacier”, “reindeer”, “culture” and “peace”, which will help students connect with the text content later. Then, the teacher introduces the background of Sarek National Park briefly in English: Sarek National Park is located in the far north of Sweden, above the Arctic Circle. It is a remote and pristine natural treasure with no roads or towns. It was established as a national park in 1909 to protect its natural state, and the Sami people are allowed to maintain their traditional way of life there. This brief introduction helps students understand the basic information of the park and lays a foundation for the in-depth reading of the text. Step 2: Pre-reading (Vocabulary and Prediction) Pre-reading is mainly to help students扫清 vocabulary obstacles and make predictions about the text content, so as to improve their reading efficiency. First, the teacher focuses on teaching key vocabulary and phrases in the text, combining context and pictures to help students understand and memorize them. For the word “buffet”, the teacher shows a picture of wind blowing a tent and explains: “When the wind buffets something, it hits it hard and repeatedly. In the text, ‘the wind buffeting the cloth of my tent’ means the wind is hitting the tent cloth hard.” For “remote”, the teacher uses the sentence in the text: “I’m in the remote far north of Sweden in Sarek National Park, a place with no roads or towns.” and explains that “remote” means far away from cities or people, hard to reach. For “glacier”, the teacher shows a picture of a glacier and explains that it is a large mass of ice that moves slowly over land. For phrases such as “leave behind”, “accompany...into...”, “adopt some of their habits”, the teacher gives example sentences and guides students to practice them in pairs to ensure that they can understand and use them flexibly. After teaching the vocabulary, the teacher guides students to predict the text content based on the title and subheadings. The title of the text is “Sarek National Park — Europe’s Hidden Natural Treasure” and there are three subheadings: “A Summer Where the Sun Never Sleeps”, “The Land of Mountains and Ice” and “Man at Peace with Nature”. The teacher asks students: “Based on the title and subheadings, what do you think the text will talk about? What content will each part focus on?” Students are encouraged to express their predictions freely. For example, some students may say that the text will introduce the natural scenery of Sarek National Park, some may think it will talk about the climate there (since the subheading mentions “a summer where the sun never sleeps”), and others may predict that it will introduce the people living in the park. The teacher affirms students’ reasonable predictions and tells them to verify their predictions during the reading process, which can stimulate their motivation to read. Step 3: While-reading (In-depth Reading and Analysis) While-reading is the core part of the teaching process, aiming to help students understand the text content in depth, grasp the text structure and language features, and improve their reading skills. This part is divided into three stages: skimming, scanning and detailed reading. Stage 1: Skimming (Get the Main Idea) The teacher asks students to read the text quickly (skimming) and answer the following questions: 1. What kind of text is this? (A travel journal) 2. What is the main idea of the text? After students finish reading, the teacher invites several students to answer the questions. The teacher summarizes and supplements: This text is a travel journal written in the first person. It records the author’s experience in Sarek National Park, describes the park’s unique natural scenery, introduces the historical origin of the park and the traditional life of the Sami people, and expresses the author’s understanding and pursuit of the harmony between humans and nature. Through skimming, students can quickly grasp the main idea of the text and form an overall understanding of the text content. Stage 2: Scanning (Find Detailed Information) The teacher asks students to read the text again (scanning) and find the detailed information corresponding to the following questions. Students can work in groups to complete this task, which can improve their cooperative learning ability. Questions for each part: 1. (A Summer Where the Sun Never Sleeps) Where is Sarek National Park located? Why is it impossible to tell morning from night there in summer? 2. (The Land of Mountains and Ice) What was Sarek like around 9,000 years ago? Who came to Sarek after the ice melted? 3. (Man at Peace with Nature) What was the Sami people’s way of life in the past? How do most Sami people live now? Do any of them still keep their traditional way of life? After students finish finding the information, the teacher checks the answers one by one. For each question, the teacher invites students to share their answers, and then quotes the corresponding sentences in the text to verify them. For example, for the first question, the answer is: Sarek National Park is located in the remote far north of Sweden, above the Arctic Circle. It is impossible to tell morning from night there in summer because the sun never sets. The teacher quotes the sentence in the text: “I’m above the Arctic Circle, where in summer the sun never sets.” to help students deepen their understanding. In this stage, students can master the detailed information of the text, improve their ability to find key information quickly, and lay a foundation for the detailed analysis of the text. Stage 3: Detailed Reading (Analyze Structure and Language) 1. Text Structure Analysis: The teacher guides students to analyze the structure of the text. The text is a travel journal, which is written in the first person and takes the author’s travel experience as the clue. It is divided into three parts according to the subheadings: The first part (A Summer Where the Sun Never Sleeps) describes the author’s first impression of Sarek National Park, focusing on the unique climate and natural scenery there. The second part (The Land of Mountains and Ice) introduces the historical origin of Sarek National Park, including the melting of glaciers and the arrival of reindeer and the Sami people. The third part (Man at Peace with Nature) describes the traditional way of life of the Sami people and their current living conditions, reflecting the harmony between humans and nature. The teacher helps students sort out the text structure by drawing a mind map on the blackboard, so that students can clearly see the logical connection between each part of the text. This helps students improve their logical thinking ability and understand the overall framework of the text. 2. Language Features Analysis: The teacher guides students to analyze the language features of the travel journal. First, the text uses a lot of descriptive language to show the natural scenery of Sarek National Park. For example, “Spreading out before me, branches of the Rapa River flow through the valley below.” This sentence uses the absolute construction “Spreading out before me” to describe the scene of the river flowing through the valley, which is vivid and vivid. The teacher asks students to find other descriptive sentences in the text and analyze their expressive effects. For example, “The mountains are covered with snow, and the glaciers shine in the sun like diamonds.” This sentence uses a simile to describe the beauty of the glaciers, making the scene more vivid and easy for readers to imagine. Second, the text uses the first person narrative, which makes the content more real and close to the readers. The author records his own feelings and experiences in the park, such as “I wake up to the sound of the wind buffeting the cloth of my tent.” and “I feel a sense of peace and freedom here.”, which can arouse readers’ resonance. The teacher asks students to read these sentences aloud and experience the emotional expression in them. Third, the text uses a variety of sentence structures, including simple sentences, compound sentences and complex sentences. For example, “Even though the sun is brightly shining, telling whether it is morning or night is impossible.” This is a compound sentence with “even though” guiding the adverbial clause of concession, which enriches the expression of the text. The teacher selects several typical sentences from the text, analyzes their sentence structures, and guides students to practice imitating them, so as to improve their ability to use complex sentences. In addition, the teacher focuses on analyzing the key sentences in the text that reflect the theme of “man at peace with nature”. For example, “For hundreds of years, looking after reindeer was a way of life for the Sami. They used the reindeer’s meat for food, their bones for tools, and their skin for making clothes and tents.” This sentence describes the close relationship between the Sami people and reindeer, reflecting their harmonious coexistence with nature. The teacher asks students to discuss: “What does this sentence show us? How do the Sami people live in harmony with nature?” Through discussion, students can deeply understand the theme of the text. Step 4: Post-reading (Consolidation and Application) Post-reading aims to help students consolidate the knowledge learned, apply the learned language and thinking methods to practice, and improve their comprehensive language application ability. This part includes three activities: group discussion, language practice and writing. Activity 1: Group Discussion The teacher puts forward the following discussion topics, and students discuss them in groups of 4. The topics are closely related to the text content and the core literacy, aiming to develop students’ critical thinking and cultural awareness. Topics: 1. Why is Sarek National Park called “Europe’s Hidden Natural Treasure”? 2. What is the significance of establishing national parks? 3. How can we achieve harmony between humans and nature in our daily life? 4. What can we learn from the Sami people’s way of life? During the discussion, the teacher walks around the classroom, guides students to discuss in English, helps them solve the language and thinking difficulties encountered in the discussion, and encourages students to express their own views. After the discussion, each group selects one representative to make a presentation in front of the whole class. The presentation time of each group is 2-3 minutes. After the presentation, other students can ask questions or put forward their own opinions. The teacher makes comments on each group’s presentation, affirms their advantages, points out their deficiencies, and guides them to think more deeply. For example, when discussing the significance of establishing national parks, students may mention protecting natural scenery, protecting biodiversity, inheriting cultural traditions and so on. The teacher supplements that national parks not only protect the natural environment, but also provide people with a place to get close to nature, enhance people’s environmental protection awareness, and promote the sustainable development of society. This discussion helps students deepen their understanding of the theme of the text and establish the concept of environmental protection. Activity 2: Language Practice Language practice is mainly to help students consolidate the key vocabulary and sentence patterns learned in the text, and improve their ability to use language flexibly. The teacher designs two types of exercises: 1. Vocabulary Fill-in-the-blank: The teacher provides sentences with missing words, and students fill in the blanks with the key vocabulary learned in the text. For example: ① The wind was ______ the windows heavily last night. (buffeting) ② This is a ______ village in the mountains, and few people come here. (remote) ③ When the ice melted, it ______ many beautiful lakes. (left behind) ④ She decided to ______ her friend into the forest to look for mushrooms. (accompany) 2. Sentence Imitation: The teacher provides typical sentences from the text, and students imitate them to write their own sentences. For example: ① Original sentence: Spreading out before me, branches of the Rapa River flow through the valley below. Imitation: Spreading out before us, the beautiful flowers bloom in the garden. ② Original sentence: Even though the sun is brightly shining, telling whether it is morning or night is impossible. Imitation: Even though it was raining heavily, he still went to school on time. After students finish the exercises, the teacher checks the answers, corrects the mistakes, and asks some students to read their imitated sentences aloud. This helps students consolidate the learned language knowledge and improve their ability to use language flexibly. Activity 3: Writing Writing is an important part of comprehensive language application, aiming to help students apply the learned text structure, vocabulary and sentence patterns to writing, and improve their writing ability. The teacher asks students to write a short travel journal about a park they have been to, with a length of 150-200 words. The requirements are as follows: 1. Use the first person narrative. 2. Describe the natural scenery or cultural characteristics of the park. 3. Express your own feelings and understanding. 4. Use at least 5 key vocabulary and 2 sentence patterns learned in the text. Before writing, the teacher guides students to sort out their ideas: first, introduce the location and general situation of the park; then, describe the scenery or cultural characteristics of the park in detail; finally, express their own feelings and understanding. The teacher also provides some useful expressions for students to refer to, such as “I woke up to the sound of...”, “Spreading out before me...”, “I feel a sense of...”, “It is a place where...”. After students finish writing, the teacher collects some students’ works, reads them aloud in class, and makes comments. The comments focus on the content, structure, vocabulary and sentence patterns of the composition, affirm the advantages, and put forward suggestions for improvement. For example, if a student uses a lot of descriptive language to describe the park’s scenery, the teacher affirms his/her writing, and suggests that he/she can add some of his/her own feelings to make the composition more vivid and emotional. This activity helps students apply the learned knowledge to practice and improve their writing ability. Step 5: Summary and Extension 1. Summary: The teacher summarizes the content of this class with the help of the mind map drawn on the blackboard. First, review the main idea and structure of the text, emphasizing the unique natural scenery of Sarek National Park and the theme of harmony between humans and nature. Then, review the key vocabulary and sentence patterns learned in this class, and emphasize the important points and difficult points. Finally, summarize the learning methods and skills, such as skimming, scanning and detailed reading, and encourage students to use these methods in future English reading. 2. Extension: The teacher extends the content of the text to guide students to pay more attention to the protection of the natural environment and the inheritance of cultural traditions. The teacher introduces other famous national parks in the world, such as Yellowstone National Park in the United States and Jiuzhaigou National Park in China, and briefly introduces their natural and cultural characteristics. Then, the teacher asks students to collect information about a national park after class, and share it in the next class. This not only enriches students’ knowledge, but also enhances their environmental protection awareness and cultural confidence. In addition, the teacher assigns after-class homework: ① Recite the key vocabulary and sentences of the text. ② Finish the writing task and revise it according to the teacher’s comments. ③ Collect information about a national park and prepare for the sharing in the next class. ④ Read the supplementary materials about Sarek National Park provided by the teacher to deepen the understanding of the text. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $