Unit 3 Fascinating Parks教案

Reading andThinking: Sarek National Park – Europe’s Hidden Natural Treasure

文本简析

本单元阅读文本探讨的话题是：萨利克国家公园——欧洲隐藏的自然宝藏。该公园景色壮丽，全境都是未经开发的原生态区，是国家公园的世界级典范。通过阅读和探讨，旨在引导学生欣赏国家公园的迷人之处，拓展学生视野，并启发学生从人与自然、人与社会的角度，思考国家公园对自然保护、人类生存发展的主题意义。

本文是一篇游记，以第一人称的视角，带领读者体验一位徒步独行者的经历，与“我”一起感受和体验萨利克国家公园。文章发生在从作者清晨从帐篷中苏醒到吃完早饭向下一个目标出发这段时间中，交代了季节、公园的特点、以及独自徒步萨利克国家公园的感受和原因。全文的四个自然段各有侧重点。第一段介绍作者所处的自然环境。第二段回顾萨利克公园的地貌和历史。第三段承接前一段提到的公园地区原始居住者Sami人，介绍了Sami人的现代生活。第四段作为文章结尾，也是作者新一天征途的开始。新一天的征途，同往日一样，依然会是充满艰辛但又快乐的一天。

在进行文本教学设计时，要围绕如何写游记（描述所见/所知、表达所感）展开，帮助学生梳理关于介绍国家公园概况的这些话题语言，连接上下文的指示时间的语言和关于描述作者旅行体验的语言表达，包括听（sound）、看（sight）、闻（smell）、品（taste）、触（touch）等各种感官描绘。本文的主副标题、段落小标题和段落中支撑内容的关联，是很好的逻辑思维训练载体。此外，本课需首要关注的文化要素是向内体会和感受文本蕴含对人生旅程的思考，向外延伸探究国家公园对自然保护、人与自然和谐发展的主题意义。

第1课时

一、教学内容

在理解全文的基础上，关注作者的游历和感受，评鉴遣词造句，探究文本蕴含的对人生旅程的思考。

二、课时目标

1. 通过预测和略读，了解大意，建立标题、图片和正文的信息关联。

2. 细读全文，找到各段的侧重点，并正确匹配小标题，进一步理解文本信息。

3. 通过文本分析，聚焦作者的经历，提取感官体验的信息，体会作者的内心收获，深入理解文本内容。

4.通过对作者的体验的概述，评鉴作者的遣词造句，赏析隐含意义，从内容，语言和思维上加深对主题的认识。

三、教学过程

Activity 1: Activating the schemata onthe topic

本活动旨在为落实目标1作铺垫。

1.A brainstorm of parks.

Q: What comes to your mind first when youthink of parks?

Ss: A fun place, the West Lake, beautifulscenery, national parks, theme parks, scary roller coasters, educational ……

Teacher writes key words on the blackboard.

T: As we can see, we’ve come up with manywords about parks describing what they are, what kinds of parks we have in theworld, what we can experience in the parks and above all how they make us feel.Some say they are beautiful and fun while some also say they are risky and evenscary, based on the experiences.

2.Talk about national parks.

Q1: Now look at the picture on the screenand tell me how this park makes you feel?

S1: I feel fascinated by the colourfulwater in the park. It’s also mysterious and I wonder what makes the water socolorful.

T: Exactly. What we see here is actually apopular scenic spot in Yellowstone National Park — Grand Prismatic Spring. Hotwater of about 70C bursts out from underground, imagine if you were there inperson, what else would you expect to experience on the spot?

S2: I would probably see the bursting ofthe water, steam over the surface and maybe some marine life.

S3: Since it’s a hot spring, I might hearwater gurgling and boiling. And maybe the steam smells differently and thewater tastes differently if it can be tasted.

T: Good imagination and reasonable guesses!Next, let’s read a quote about national parks.

Q2: How do you relate the quote to thepicture? What does Michael Frome mean by “a sanctuary for nature and for humanswho will accept nature on nature’s own terms”?

T: People can enjoy such a natural beautyas the Grand Prismatic Spring only if it’s protected and kept in natural state.From Michael Frome’s quote, we learn a national park is a place where we shouldlive in harmony with nature.

【设计意图】围绕“parks”开展头脑风暴，引出单元主题，激活学生已知信息，尤其关注描绘学生去公园的经历以及身心体验的关键词，并板书在黑板上；再利用单元首页的图片让学生想象可能有的体验，鼓励学生从各种感官上进行描述；最后结合图片，让学生谈谈对这句名言的理解，进而初步了解国家公园，激发学生阅读欲望。

【核心素养提升点】结合说、听、读、和看（viewing），锻炼思维能力和语言表达能力。

Activity 2: Predicting and checkingpredictions

本活动旨在落实目标1。

1.Predict through the title and thepictures.

Q1: According to the title, what does thewriter think of Sarek National Park?

S: He thinks of the park as treasure, whichprobably refers to the beautiful natural scenery and resources such as plantsand animals in the two pictures.

Q2: According to the title and two pictures,can you predict what the text is about?

Teacher writes on the blackboard whatstudents have predicted.

2.Check the prediction on the blackboard.

T: As we have predicted, the naturalscenery in the park and the animals, to be specific, reindeer, are bothincluded in the text.

【设计意图】学生根据标题和图片，解读标题，了解作者写作意图，并对文本内容进行预测，形成阅读期待。然后通过快速阅读文本，获取语篇大意，并验证预测是否正确，为后续深层理解奠定基础。

【核心素养提升点】 通过预测和略读发展学生快速提取文本信息和搭建文本框架的逻辑思维能力。

Activity 3: Reading to match thesubheadings with the paragraphs

本活动旨在落实目标2。

T: Subheadings give a short summary of whatis in a section of a passage. Now read the text and find a proper subheadingfor each paragraph. Give reasons for your choices.

S1: The most striking geographic feature ofthe park is its location, where the sun never sets in summer, so the propersubheading for the first paragraph is “A Summer Where the Sun Never sleeps.”

S2: Whether before or after Sarek was madea national park in 1909, the land is always kept in its natural state, so the propersubheading for the second paragraph is “A Land of Mountains and Ice.”

S3: The Sami people have always been atpeace with the nature in Sarek National Park. Thanks to the establishment ofSarek National Park, their traditions can be preserved and enjoyed, so theproper subheading for the third paragraph is “Man at Peace with Nature.”

S4: When the writer hikes alone in thisland, he experiences difficulties like sweat and hard work, but he also enjoysthe beautiful and wild place. In a word, it’s an adventure for the writer, sothe proper subheading for the fourth paragraph is “A Land of Adventure.”

【设计意图】学生通过细读，概括段落大意，把握各段的侧重点，并合理匹配小标题。梳理介绍国家公园的信息和描写作者经历的信息，深入解读文本，同时关注语言，理解各段中重点词汇与表达。

【核心素养提升点】学生进行理解和思考，提升概括能力，训练逻辑思维，把握作者态度，并能理解人文内涵。

Activity 4: Exploring the details of thewriter’s experience

本活动旨在落实目标3。

1. Read again and fill in the form with anyimpressive information you find out about the writer’s experience. Explain whyit is included in terms of content, why it is valued in terms of significanceand why it impresses you in terms of language.

2. Share the impressive information in agroup of four and discuss in terms of content, significance and language.

3. Present what has been discussed inclass.

【设计意图】学生在理解文本大意的基础上，寻找作者感官体验的细节，体会其内心感受；通过小组讨论，进行思维互补；发表个人看法，在拓展表达中内化语言。

【核心素养提升点】发展自主提取、梳理文本信息能力；提升小组合作能力，发展逻辑思维和批判性思维。

Activity 5: Highlighting the secret ofthe writer’s experience

本活动旨在落实目标4。

1. Conclude the writer’s experience.

2. Highlight the secret.

【设计意图】学生在教师引导下概述作者的体验，评鉴作者的遣词造句，赏析隐含意义，从内容，语言和思维等三个方面巩固所学。

【核心素养提升点】学生提升概括能力，训练逻辑思维，理解人文内涵，并能提升口头表达能力。

Assignment：

Review what you have learned about thewriter’s experience and think about whether you would like to visit Sarek. Giveyour reasons.

【设计意图】学生从作者体会出发，回归到作者的经历，复习课文内容，巩固课文词汇。同时也联系学生自己，启发对人生旅程的思考。

【核心素养提升点】锻炼逻辑思维同时发散思维；提升口头表达能力。

第2课时

一、教学内容

侧重阅读国家公园的历史，梳理重要历史事件，评鉴语言特点，探究建立国家公园的主题意义。

二、课时目标

1.通过复述和讨论，回顾作者经历，巩固所学，并启发对人生旅程的思考。

2.梳理公园历史上的重要事件，评鉴语言特点，体会人与自然的和谐关系。

3.通过归纳和讨论，在内容，语言和思维上再次认识全文，深入体会建立国家公园的意义和有效性。

三、教学过程

Activity 1: Reviewing what has beenlearnt

本活动旨在落实目标1。

1. Review what has been learnt of thewriter’s experience.

2. Give your opinion on whether you wouldlike to visit Sarek and list your reasons.

S1: Yes. I’m attracted to things like thebroad sky and fresh air in such a beautiful and wild place. As an active andpioneering person, I can hike alone and enjoy such an adventure just like thewriter.

S2: No. I’m not an adventurous person, I’drather stay in the city and enjoy all the convenience. If I can’t get in touchwith my friends in such a remote area, I will feel excluded and lonely.

T: We all have good reasons for our ownanswers. The writer considers the experience a great adventure, fun, excitingand yet risky. If you think about it, the same also applies to our lifejourney. Life can be full of sweat and hard word, but we also feel blessed tobe alive no matter what we may travel through.

【设计意图】回顾作者在公园中的经历，复习关键词汇与表达，同时也联系自我，发表观点，启发自我对人生旅程进行思考。

【核心素养提升点】锻炼概括归纳能力，提升表达观点和支撑自己观点的能力。

Activity 2：Exploring and highlighting the history of Sarek National Park

本活动旨在落实目标2。

1. List the main events in the history ofthe park.

2. Explore the significance of theestablishment of Sarek National Park.

Q1: Which event is the most important onein the park’s history?

Ss: The establishment of Sarek nationalpark in 1909 is the most important one.

Q2: Is it worth making a place like Sarek anational park? Give your reasons.