資源簡介

選必一 Unit3 Reading and Thinking
— Experience a national park 教學設計
教學目標
1.文化意識目標：了解著名國家公園，探討國家公園對自然保護和人類生存發展的意義。
2.學習能力目標：提升閱讀能力，尤其是略讀，查讀以及語言賞析能力。
3.思維品質目標：提升歸納以及遷移運用能力，嘗試為國家公園宣傳片撰寫解說文稿，培養創造性思維。
4.語言能力目標：從游記中有效獲取信息，并了解其語言特征，從感官角度賞析語言并輸出相關話題內容。
二、教材分析
主題語境：人與自然
語篇類型：游記
文本分析：
本單元圍繞“引人入勝的公園”這一主題展開，通過介紹國家公園、城市公園和主題公園三個類型的公園探究各自存在的價值和意義，引導學生欣賞這些公園的獨特之處，在拓展學生視野的同時，啟發學生從人與自然、人與社會的角度，思考公園這一主題所蘊含的人文內涵和意義。
本節課的主題是小觀念1--“體驗國家公園”，學生通過閱讀語篇，了解國家公園存在的價值，探索國家公園對自然保護、人類生存發展的意義。
本文是一篇游記，以第一人稱的視角，帶領讀者與“我”一起感受和體驗薩勒克國家公園的生活。作者以“我”的活動為貫穿全文的線索，既有對薩勒克國家公園背景的客觀介紹，也有“我”在體驗之后的主觀感受。作者通過旅行，不僅欣賞到公園的自然風貌，體驗了原始風俗，而且實現了追尋自我和挑戰自我的目的。
全文共四段。第一段介紹作者所處的自然環境--北極圈內的薩勒克國家公園，一個夏季永不日落的地方；第二段回顧薩勒克公園的地貌和歷史；第三段介紹了公園地區原始居住者薩米人的過去和現代生活--國家公園的建立給世代生活在當地的薩米人帶來的變化，是人與自然和諧相處的典范；第四段作為文章結尾，描寫了作者新一天征途的開始，同往日一樣，這將是充滿艱辛而又倍感幸福的一天。
作者介紹客觀事實時，使用了簡潔而又有條理的語言；在描述主觀感受時，則使用了充滿畫面感和感染力的語言。學生通過了解薩勒克國家公園的風土人情以及作者的感受，欣賞這個“歐洲隱藏的自然寶庫”的迷人之處，可以拓展視野，思考國家公園對自然保護、人類生存發展的意義。
三、學情分析
本班學生英語基礎較好，學習態度認真，學習熱情高。學生已經基本具備獲取細節信息的能力，部分學生能用英語自信的表達觀點。但是多數學生在理解和整合信息，賞析語言，以及真實語境中遷移運用語言的能力還有欠缺。此外，學生對于國家公園這個話題還比較陌生。
四、教學重難點
教學重點：
學生通過閱讀，了解、感受薩勒克國家公園并探討建立國家公園的意義。
教學難點：
體會作者在游記中使用不同風格語言的目的與意義，特別是學習作者從各個感官（看、觸、聞、味、聽）角度描寫事物的方法，并將其內化，為薩勒克國家公園宣傳片撰寫解說文稿。
五、教學過程
教師活動 學生活動 設計意圖
T shows the learning objectives to Ss. 1.To know about famous national parks and reflect on their significance. 2.To develop reading abilities, especially skimming,scanning and language appreciation ability . 3.To develop summarizing ability and creative thinking. 4.To grasp information from a travel journal and learn about its language features. Ss make clear what the learning objectives are. 1.To know about famous national parks and reflect on their significance. 2.To develop reading abilities, especially skimming,scanning and language appreciation ability . 3.To develop summarizing ability and creative thinking. 4.To grasp information from a travel journal and learn about its language features. 幫助學生快速明確本節課的核心素養提升要點
Activity1：Provoking T asks questions to provoke Ss ’s interest and lead in the topic:national parks. What comes to your mind when you think of parks What are they like When you think of national parks, what comes to mind first T introduces national parks and Sarek national park to Ss. Introduction: national parks 2.Sarek national park Provoking(CW 4’) Ss brainstorm information about parks and get basic information about national parks and Sarek National park. 活動一 ： 利用圖片創設語境，導入主題，激活學生已有的背景信息；通過圖片和文字，獲取文章背景知識，形成閱讀期待。
Activity2:Read for the general information and text type T invites Ss to read through the whole passage quickly to get the general idea and think about its text type. Activity2: Read for the general information and text type（IW 5’） Ss are invited to read through the whole passage quickly to get the general idea and think about its text type. 活動二：培養學生關注文章體裁，提取和歸納概括基本信息的能力。
Activity3：Read for the structure 1.T invites Ss to read tips on Page 26(Good subheadings),skim the text, and work in groups to match the subheadings with the paragraphs. 2.T invites Ss to find out key words of each paragraph and figure out the structure of the whole passage. Activity3：Read for the structure (GW 5’) Ss read tips on Page 26(Good subheadings) ,skim the text, and match the subheadings with the paragraphs. Ss work in groups to find out the key word of each paragraph and figure out the structure of the whole passage. 活動三：引導學生利用小標題和關鍵詞梳理語篇結構，培養學生概括整合信息的能力。
Activity 4:Read for information and explore theme significance T invites Ss to scan the passage and answer the questions in each paragraph in groups to experience Sarek national park with writer . Para1: Where I go： What I do: What I see: Para2: Q1：How does the writer introduce the history of the park Q2：What measures has the Swedish government taken to keep Sarek in its natural state Q3：Why does the government take measures to keep Sarek in its natural state Para3: In the past: Today: Why do a small number of Sami still want to live in Sarek Para4: Where I go What I do What I see Activity 4:Read for information and explore theme significance (GW 8 ’) Ss are invited to scan each paragraph and discuss questions in groups. By scanning the information in para1and 3, Ss are invited to share the experience and feelings of the writer. By scanning the information in Para2and 3, they are invited to introduce the history and tradition of Sarek,and discuss the significance of building a national park with group members. 活動四：梳理細節信息，概括、整合各段信息，并引導學生深入理解建立國家公園的深遠意義。
Activity 5:Read for language features 1.T invites Ss to read Para2 and 3 again, and analyse the features of introductory language in groups. 2.T invites Ss to read Para1 and 4, and analyse the features of descriptive language in groups and appreciate the language. 3.T guides Ss to learn how to use five senses to describe one’s experience vividly. Activity 5:Read for language features (GW, CW 5’ ) 1. Ss are invited to read Para2 and 3 , analyse the features of introductory language in groups. Ss are invited to read Para1 and 4, and analyse the features of introductory language in groups. 3.Ss are guided to learn how to use five senses to describe one’s experience and find more examples in the passage. 活動五：提升學生對于游記的語言特征的了解，培養學生語言鑒賞能力。
Activity 6: Discuss and share T invites Ss to discuss the following questions in groups and share their opinions. Would you like to visit Sarek Is it a good idea to make a place like Sarek a national park Give your reasons. Activity 6:Discuss and share (GW 5’)Ss are invited to discuss the questions in groups and share their opinions. 活動六：通過探討建立國家公園的意義，進一步探究主題意義，探討如何保持人與自然的和諧發展。
Activity 7:Create and present T invites Ss to watch a video about Sarek National Park .T invite Ss to write a commentary for the video and present it. Activity 7:Create and present (IW CW 8’) Ss watch the video about Sarek National Park, write a commentary for it and present it. 活動七：通過觀看視頻，撰寫解說詞，實現語言在真實語境中的運用。結合視頻，再次體驗薩勒克國家公園的壯麗景觀。
Summary T guides Ss to review and summarize what has been learned in this class. Summary Ss review and reflect on what they have learned in this class. 回顧課堂內容，反思學習目標，明確本節課的學習收獲。
六、作業設計
分層作業：
基礎作業：
Have you ever been to the following parks
(Congtai park，Qibugou park，Guangfu ancient city park)
If so, please write a travel journal, using five senses to describe your experience.
2.Extensive Reading（Workbook）：National Parks-A Treasure House for Future Generations
The information it includes:
The structure:
The most obvious language features :
The text type :
提升作業：
Write down your point of view on establishing national parks,using evidence from two texts above to support your opinion.
七、教學反思
本節課共設置了四個課時目標，達成度較好。通過略讀，判斷體裁，了解大意。通過匹配各段落小標題，確定文章結構。通過尋讀和討論，聚焦作者的所見、所思、所想，了解薩勒克國家公園的歷史與現狀，探究建立國家公園的意義。通過賞析介紹性和描述性語言特點，識別語言功能。通過為薩勒克國家公園視頻錄撰寫解說詞，完成語言的遷移運用。本節課從內容、語言和主題意義三個維度深入解讀文本，比較好的培養了學生的略讀、尋讀能力，概括能力，以及語言鑒賞能力。在閱讀過程中和讀后環節，始終圍繞國家公園對自然保護和人類生存發展的意義展開。不足之處在于在語言鑒賞過程中，教師應引導和啟發學生多談談對文本中感官細節描寫的體會。

展開更多......

收起↑