Unit 3 Fascinating Parks Using Language 教案 -2026-2027学年英语新人教版选择性必修第一册

该教案聚焦主题公园介绍的说明文结构及语言特征，课堂导入通过展示过山车等娱乐设施图片、播放迪士尼乐园短视频，结合问题激活学生已知，从“主题公园是什么”过渡到“除了乐趣还有什么”，搭建从生活经验到文本主题的学习支架。 特色在于融合阅读输入与写作输出，通过快速阅读预测文本类型、细节阅读梳理公园信息、分析说明文结构及形容词等语言特征，培养学生语言能力和思维品质。写作环节提供框架和同伴互评清单，提升学习能力，助力学生将阅读技能迁移到写作，为教师提供清晰教学流程和实用活动设计。

课题 Fascinating Parks 章节 选择性必修1 U3 Period 5 课型 Reading for Writing 课时 1 教 学 目 标 By the end of this period, students are expected to be able to: 1. Get key information of three theme parks and understand the real meaning of “fun and more than fun”. 2. Analyze the exposition structure and appreciate different language features used in the text. 3. Summarize useful expressions for introducing a theme park. 4. Apply the text framework to writing an introduction to a theme park. 重点 1. Master the text structure and sort out detailed information of each theme park. 2. Transfer reading skills to exposition‑writing practice for park introduction. 难点 1. Select proper details to show“fun and more than fun” in writing. 2. Make good use of adjectives, -ing forms, if-clauses and imperatives to enrich the description. 教 学 过 程 Step 1 Lead-in Greet the class. Show pictures of amusement facilities on PPT: roller coaster, pirate ship, water rides, free drop, parade. Teach the new words. Q1: Where can you enjoy these entertainment activities? Q2: What is a theme park? Invite several students to share theme parks they have known or visited. Show pictures of different‑theme parks (culture-themed, ocean-themed, science-themed). Play a short video about Disneyland. Raise the guiding question: Besides fun, what else can theme parks bring us? Lead students into the text theme. (Student activity: Oral pair discussion; recognize amusement facilities; share personal experience about theme parks. Purpose: Activate prior knowledge; arouse reading interest; pave the way for the reading topic.) Step 2 Reading Activity 1 Fast‑reading (Prediction) Students look at the title, subtitle and pictures on page31. Finish prediction tasks: Q1: What is the text mainly about? Q2: What type of writing is it? Options: A. Narration B. Exposition C. Argumentation Check answers together. Activity 2 Reading for details Skim and scan the passage, finish the table exercise on textbook Page32. Then discuss the question: What does “fun and more than fun” mean? Key: Theme parks are not only for fun; they can also be educational and offer useful information. Activity3 Read for structure & language features Structure Work out the exposition structure: Introduction (general introduction of theme parks) → Body (introduce three theme parks one by one: name‑location‑feature‑activities) → Ending (invitation / recommendation) Language features Task1 Adjectives: Find adjectives in the passage. Function: Add color and life to the passage and make descriptions more attractive and vivid. Task2 If‑clauses: Find sentences with if‑clauses. Function: Engage the reader and provoke thought and resonance. Task3 Imperatives: Find imperative sentences. Function: Motivate readers in a friendly way. Task4 Use of‑ing forms: Pick out sentences with‑ing forms as subjects or adverbials. Function: Serve as subjects, show simultaneous actions and diversify sentence structures. (Student activity: Skim & scan; fill in tables; take notes; group discussion for text structure and language features. Purpose: Help students absorb the model text; accumulate structures and language for later writing.) Step 3 Writing Present the writing task: Beijing Universal Studios—Fun and More Than Fun. Analyze the writing requirements: Genre: exposition Tense: mainly present tense Person: third‑person (first‑person when giving personal opinions) Do pre‑writing analysis: Para.1 Introduction: name, location and main features Para.2 Body: unique highlights, attractions and activities Para.3 Ending: recommendation & invitation Do sentence‑building and sentence‑upgrading exercises, practise attributive clauses and‑ing forms. Introduce peer‑revision checklist: ● Is the introduction clear? ● Does the writer include all the important points about a park? ● Does the writer provide any additional information about the park? ● Does the writer use‑ing forms? ● Does the writer use correct grammar, punctuation and spelling? (Student activity: Build writing outline; practise useful sentence patterns; check partner’s draft. Purpose: Help students apply learned skills to expository writing.) Step 4 Summary and Homework Summary: Review the exposition structure of park introduction; review four language features (adjectives, if‑clauses, imperatives,‑ing forms); recall the theme “fun and more than fun”. Homework ① Complete and polish the composition Beijing Universal Studios—Fun and More Than Fun. ② Optional: Write a short passage (80 words) to introduce a local theme park you like. 课后作业 Finish your writing. 板书设计 Explore theme parks and write about a park 教学反思 Whether students can fully understand the connotation of “fun and more than fun” and properly use different language features to enrich their park introduction needs to be observed. For weaker students, more sentence frames should be provided for support. Time control should be noticed in class. The table‑filling and group‑discussion part may take more time, so adjust students’ working time according to real‑class situation. 学科网（北京）股份有限公司 $