Unit3 Fascinating Parks写作课教案-2026-2027学年高中英语人教版选择性必修第一册

该高中英语教学设计聚焦主题公园推介语篇的阅读与写作，通过激活学生游园经验导入，引导预测文本内容，搭建从预测到主旨阅读、结构分析的学习支架，衔接语言特征识别与写作应用的知识脉络。 此资料亮点在于读写深度融合，通过表格收集描述性形容词、条件句等语言特征并迁移至90词推介语写作，提升语言能力。分析“more than fun”深层含义培养思维品质，同伴互评与写作框架助力学习能力，实例丰富且流程清晰，助学生提升读写迁移能力，为教师提供可操作的教学路径与评价工具。

Unit 3 Fascinating Parks — Period 4 Using Language: Reading and Writing Lesson Plan · Teaching Design Teaching Objectives 1. By the end of the lesson, learners can sum up what the text is about and work out what kind of writing it is, who it is meant for, and why the writer wrote it. 2. Learners can look closely at the text structure and its stylistic devices (descriptive adjectives, conditional invitations, imperatives and -ing phrases) and explain how each helps draw readers in. 3. Learners can produce a blurb of about 90 words for a theme park, include at least one -ing phrase and one invitation, and polish their draft with a partner’s comments. Teaching Key Points and Difficult Points Key points: (1) Work out the main idea, and identify the text type, target readers and writing purpose. (2) Collect and put to use useful language — descriptive adjectives, conditional invitations, imperatives and -ing phrases. Difficult points: (1) Grasp the deeper message of "more than fun" — the dreams, culture and education hidden behind a theme park. (2) Compose a short blurb with a clear structure and an inviting tone within the time limit. Teaching Procedure Part Ⅰ Read for predictions Step 1 Lead-in. The teacher starts by inviting students to talk in pairs about what a theme park is and which one they have ever been to; each pair shares one sentence on what they enjoyed most. What comes to mind when you hear "theme park"? Have you ever visited one? If yes, which one? What did you enjoy doing there most? Step 2 Predict. Students look at the title and the pictures and write down two of their own predictions. Read the title "THEME PARKS—FUN AND MORE THAN FUN" and study the photos, then write down what you expect the passage to talk about. Step 3 Check. The teacher asks two students to share their predictions, but does not tell them the answer yet. 设计说明：先用学生已有的游园经验激活话题，再让其据标题和图片做预测、暂不公布答案，既为下一步主旨阅读铺垫，也保护阅读期待。 Part Ⅱ Read for the main idea and writing purpose Step 1 Fast reading. Students read only the opening and closing sentence of each paragraph and finish the summary line. The text presents three theme parks, telling us their ______, ______ and ______. Step 2 Read for purpose. Students check in pairs and answer the questions. (1) Who will most likely read this text? Why does the writer write it? (2) What kind of writing is it? Step 3 Summary. The teacher concludes that the text is expository, yet it also serves a clear persuasive aim — the conditional invitations and imperatives are the writer’s way of inviting readers to come. 设计说明：只要求读各段首末句，训练快速抓主旨；紧接着追问目标读者、写作目的和语篇类型，直接落实本课重点——辨清推介语篇的读者意识与说服目的。 Part Ⅲ Read for the structure and language features Step 1 Structure. Students read the passage again and complete the short mind map in the box below. Mind map: start → ____________ → ____________ → ____________ → ending message. Step 2 Language features. Students scan each paragraph and complete the table. Then the class reads Paragraph 2 aloud together, and the teacher asks why the writer uses the conditional sentence; students discuss in pairs. Paragraph Adjective If-clause Imperative -ing form 1 2 3 4 Step 3 The title. Students complete the table for the three parks and discuss what "more than fun" really means. Theme park Fun activities More than fun Disneyland Dollywood Chimelong Ocean Kingdom What does the title "THEME PARKS—FUN AND MORE THAN FUN" really mean? 设计说明：本环节是突破重点的核心。逐段收集形容词、if 从句、祈使句和 -ing 形式后追问其作用，把学生“读懂”转成“会用”；Step 3 对照 Fun 与 More than fun，引导学生体会主题意义，突破难点。 Part Ⅳ Talk about the theme park impressing you most Step 1 Oral preparation. Drawing on their notes, students introduce one park from the passage to their partner in two or three sentences, trying to use at least one expression they collected. Step 2 Share. One or two pairs present to the class; the rest listen and jot down one useful phrase worth borrowing. 设计说明：先让学生用笔记口头推介一个公园，说过再写，降低写作冷场风险，实现说写衔接。 Part Ⅴ Write a blurb for a theme park Step 1 Choose and outline. Students pick a park they like and finish their outline. (1) What is the park called, and where is it? (2) Which attractions or activities appeal to you most? (3) What extra details can you add? Step 2 Write. Students write a blurb of about 90 words, following the frame. Frame: Line 1: the park’s name and where it is. Lines 2–3: two or three highlights (try an -ing phrase). Final line: invite the reader (a conditional sentence or an imperative). Step 3 Self-check. Students tick off their own draft: name and location? two highlights? an -ing phrase? an invitation? 设计说明：用地点—特色—邀请的三段式框架加限时写作，落实重点与难点；明确要求用上 -ing 形式和邀请句，保证阅读中学到的语言真正迁移到笔端。 Part Ⅵ Evaluate and polish the draft Step 1 Peer checking. Students exchange drafts and check against the checklist. · Is the blurb easy to follow? · Are all the key points covered? · Is there any extra detail worth adding? · Is there at least one -ing phrase? · Are grammar, punctuation and spelling correct? Step 2 Feedback. Each student gives "two likes and one tip": two things they enjoyed and one thing to improve. Step 3 Revise and share. Students improve their invitation based on the partner’s advice, and two best openings or closings are read aloud. 设计说明：检查表就是本课写作标准，互评让学生在对照中发现结构、语言和语气问题，当堂修改邀请句，巩固限时写作这一难点。 Homework 1. Polish the blurb written in class and hand in the final version. 2. Write another blurb of about 90 words for a theme park you have visited or hope to visit. Blackboard Design Unit 3 Period 4 Theme Parks — Fun and More than Fun Three parks: Disneyland / Dollywood / Chimelong Ocean Kingdom Language: descriptive adjectives · conditional invitations · imperatives · -ing phrases Frame: name & place → highlights (-ing) → invitation 教学反思 亮点：Part Ⅲ 收集语言特征与 Part Ⅴ 写作直接对接，学生能把条件句和 -ing 形式用到自己的推介里，读写迁移比较自然。 不足：90 词限时写作对基础薄弱学生偏紧，部分学生结构不完整；下次可在 Part Ⅴ 增加半句式开头作为支架。 改进：学生对“more than fun”的理解还停留在表面，可在 Step 3 多追问一句“why do people love theme parks”，加深对主题意义的体会。 Answers for Reference Part Ⅱ The passage introduces three theme parks and their names, locations and attractions. The target readers are possible visitors. The writer’s purpose is to attract readers to visit. The text is an expository passage with persuasive features. Part Ⅲ 1. Structure: start → Disneyland → Dollywood → Chimelong Ocean Kingdom → ending message. 2. Language features: Paragraph Adjective If-clause Imperative -ing form 1 various, famous, biggest, longest, incredible — — Some parks are famous for having the biggest or longest roller coasters, others for showing famous sites and sounds. 2 familiar, magical, adorable, exciting If you want to have fun and more than fun, come to Disneyland! Come to Disneyland! Travelling through space, visiting a pirate ship, or meeting an adorable fairytale or cartoon character are all possible at Disneyland. 3 beautiful, unique, traditional, old-fashioned, rare, special, superb, historical — Come to Dollywood to have fun learning all about America’s historical southeastern culture! Visiting the candy shop and trying some of the same kind of candy that American southerners made 150 years ago is a rare experience; riding on the only steam engine still working in the southeastern United States is a special treat. 4 leading, largest, educational, exciting, splendid, tasty If it is ocean entertainment that you are looking for, come to Chimelong Ocean Kingdom! Come to Chimelong Ocean Kingdom! Watching the dolphin and sea lion shows is both educational and fun. Fun activities and "more than fun" for the three parks: Theme park Fun activities More than fun Disneyland travel through space; visit a pirate ship; meet fairytale or cartoon characters; watch parades make your childhood dreams come true Dollywood the old wooden roller coaster Thunderhead; country music shows; the candy shop; a steam-engine ride learn about America’s historical southeastern culture Chimelong Ocean Kingdom the Whale Shark Aquarium; dolphin and sea lion shows; water rides; polar bears; tasty food educational and fun Adjectives make the descriptions colourful and inviting. Conditional invitations act as gentle pushes and invite readers to act. Imperatives give a strong but friendly suggestion. -ing phrases make the sentences more dynamic. 3. The title means that theme parks offer fun, but also something more meaningful — dreams, culture and education. Part Ⅴ Sample writing. Sitting on the east side of Shanghai, Shanghai Disney Resort brings fairy tales right into the real world. Step inside, and you will run into beloved cartoon characters and feel the rush of the Tron roller coaster. Strolling along the main street, you can grab tasty treats while waving at a colourful Disney parade. As night falls, watching fireworks light up the castle roof is simply unforgettable. Should you be after a joyful, magical day out, this park will not disappoint. Why not come and live your childhood dream for a day? 学科网（北京）股份有限公司 $