Unit 3 Fascinating Parks教案

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

文本簡析

本單元閱讀文本探討的話題是：薩利克國家公園——?dú)W洲隱藏的自然寶藏。該公園景色壯麗，全境都是未經(jīng)開發(fā)的原生態(tài)區(qū)，是國家公園的世界級(jí)典范。通過閱讀和探討，旨在引導(dǎo)學(xué)生欣賞國家公園的迷人之處，拓展學(xué)生視野，并啟發(fā)學(xué)生從人與自然、人與社會(huì)的角度，思考國家公園對(duì)自然保護(hù)、人類生存發(fā)展的主題意義。

本文是一篇游記，以第一人稱的視角，帶領(lǐng)讀者體驗(yàn)一位徒步獨(dú)行者的經(jīng)歷，與“我”一起感受和體驗(yàn)薩利克國家公園。文章發(fā)生在從作者清晨從帳篷中蘇醒到吃完早飯向下一個(gè)目標(biāo)出發(fā)這段時(shí)間中，交代了季節(jié)、公園的特點(diǎn)、以及獨(dú)自徒步薩利克國家公園的感受和原因。全文的四個(gè)自然段各有側(cè)重點(diǎn)。第一段介紹作者所處的自然環(huán)境。第二段回顧薩利克公園的地貌和歷史。第三段承接前一段提到的公園地區(qū)原始居住者Sami人，介紹了Sami人的現(xiàn)代生活。第四段作為文章結(jié)尾，也是作者新一天征途的開始。新一天的征途，同往日一樣，依然會(huì)是充滿艱辛但又快樂的一天。

在進(jìn)行文本教學(xué)設(shè)計(jì)時(shí)，要圍繞如何寫游記（描述所見/所知、表達(dá)所感）展開，幫助學(xué)生梳理關(guān)于介紹國家公園概況的這些話題語言，連接上下文的指示時(shí)間的語言和關(guān)于描述作者旅行體驗(yàn)的語言表達(dá)，包括聽（sound）、看（sight）、聞（smell）、品（taste）、觸（touch）等各種感官描繪。本文的主副標(biāo)題、段落小標(biāo)題和段落中支撐內(nèi)容的關(guān)聯(lián)，是很好的邏輯思維訓(xùn)練載體。此外，本課需首要關(guān)注的文化要素是向內(nèi)體會(huì)和感受文本蘊(yùn)含對(duì)人生旅程的思考，向外延伸探究國家公園對(duì)自然保護(hù)、人與自然和諧發(fā)展的主題意義。

第1課時(shí)

一、教學(xué)內(nèi)容

在理解全文的基礎(chǔ)上，關(guān)注作者的游歷和感受，評(píng)鑒遣詞造句，探究文本蘊(yùn)含的對(duì)人生旅程的思考。

二、課時(shí)目標(biāo)

1. 通過預(yù)測和略讀，了解大意，建立標(biāo)題、圖片和正文的信息關(guān)聯(lián)。

2. 細(xì)讀全文，找到各段的側(cè)重點(diǎn)，并正確匹配小標(biāo)題，進(jìn)一步理解文本信息。

3. 通過文本分析，聚焦作者的經(jīng)歷，提取感官體驗(yàn)的信息，體會(huì)作者的內(nèi)心收獲，深入理解文本內(nèi)容。

4.通過對(duì)作者的體驗(yàn)的概述，評(píng)鑒作者的遣詞造句，賞析隱含意義，從內(nèi)容，語言和思維上加深對(duì)主題的認(rèn)識(shí)。

三、教學(xué)過程

Activity 1: Activating the schemata onthe topic

本活動(dòng)旨在為落實(shí)目標(biāo)1作鋪墊。

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.

【設(shè)計(jì)意圖】圍繞“parks”開展頭腦風(fēng)暴，引出單元主題，激活學(xué)生已知信息，尤其關(guān)注描繪學(xué)生去公園的經(jīng)歷以及身心體驗(yàn)的關(guān)鍵詞，并板書在黑板上；再利用單元首頁的圖片讓學(xué)生想象可能有的體驗(yàn)，鼓勵(lì)學(xué)生從各種感官上進(jìn)行描述；最后結(jié)合圖片，讓學(xué)生談?wù)剬?duì)這句名言的理解，進(jìn)而初步了解國家公園，激發(fā)學(xué)生閱讀欲望。

【核心素養(yǎng)提升點(diǎn)】結(jié)合說、聽、讀、和看（viewing），鍛煉思維能力和語言表達(dá)能力。

Activity 2: Predicting and checkingpredictions

本活動(dòng)旨在落實(shí)目標(biāo)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.

【設(shè)計(jì)意圖】學(xué)生根據(jù)標(biāo)題和圖片，解讀標(biāo)題，了解作者寫作意圖，并對(duì)文本內(nèi)容進(jìn)行預(yù)測，形成閱讀期待。然后通過快速閱讀文本，獲取語篇大意，并驗(yàn)證預(yù)測是否正確，為后續(xù)深層理解奠定基礎(chǔ)。

【核心素養(yǎng)提升點(diǎn)】 通過預(yù)測和略讀發(fā)展學(xué)生快速提取文本信息和搭建文本框架的邏輯思維能力。

Activity 3: Reading to match thesubheadings with the paragraphs

本活動(dòng)旨在落實(shí)目標(biāo)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.”

【設(shè)計(jì)意圖】學(xué)生通過細(xì)讀，概括段落大意，把握各段的側(cè)重點(diǎn)，并合理匹配小標(biāo)題。梳理介紹國家公園的信息和描寫作者經(jīng)歷的信息，深入解讀文本，同時(shí)關(guān)注語言，理解各段中重點(diǎn)詞匯與表達(dá)。

【核心素養(yǎng)提升點(diǎn)】學(xué)生進(jìn)行理解和思考，提升概括能力，訓(xùn)練邏輯思維，把握作者態(tài)度，并能理解人文內(nèi)涵。

Activity 4: Exploring the details of thewriter’s experience

本活動(dòng)旨在落實(shí)目標(biāo)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.

【設(shè)計(jì)意圖】學(xué)生在理解文本大意的基礎(chǔ)上，尋找作者感官體驗(yàn)的細(xì)節(jié)，體會(huì)其內(nèi)心感受；通過小組討論，進(jìn)行思維互補(bǔ)；發(fā)表個(gè)人看法，在拓展表達(dá)中內(nèi)化語言。

【核心素養(yǎng)提升點(diǎn)】發(fā)展自主提取、梳理文本信息能力；提升小組合作能力，發(fā)展邏輯思維和批判性思維。

Activity 5: Highlighting the secret ofthe writer’s experience

本活動(dòng)旨在落實(shí)目標(biāo)4。

1. Conclude the writer’s experience.

2. Highlight the secret.

【設(shè)計(jì)意圖】學(xué)生在教師引導(dǎo)下概述作者的體驗(yàn)，評(píng)鑒作者的遣詞造句，賞析隱含意義，從內(nèi)容，語言和思維等三個(gè)方面鞏固所學(xué)。

【核心素養(yǎng)提升點(diǎn)】學(xué)生提升概括能力，訓(xùn)練邏輯思維，理解人文內(nèi)涵，并能提升口頭表達(dá)能力。

Assignment：

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

【設(shè)計(jì)意圖】學(xué)生從作者體會(huì)出發(fā)，回歸到作者的經(jīng)歷，復(fù)習(xí)課文內(nèi)容，鞏固課文詞匯。同時(shí)也聯(lián)系學(xué)生自己，啟發(fā)對(duì)人生旅程的思考。

【核心素養(yǎng)提升點(diǎn)】鍛煉邏輯思維同時(shí)發(fā)散思維；提升口頭表達(dá)能力。

第2課時(shí)

一、教學(xué)內(nèi)容

側(cè)重閱讀國家公園的歷史，梳理重要?dú)v史事件，評(píng)鑒語言特點(diǎn)，探究建立國家公園的主題意義。

二、課時(shí)目標(biāo)

1.通過復(fù)述和討論，回顧作者經(jīng)歷，鞏固所學(xué)，并啟發(fā)對(duì)人生旅程的思考。

2.梳理公園歷史上的重要事件，評(píng)鑒語言特點(diǎn)，體會(huì)人與自然的和諧關(guān)系。

3.通過歸納和討論，在內(nèi)容，語言和思維上再次認(rèn)識(shí)全文，深入體會(huì)建立國家公園的意義和有效性。

三、教學(xué)過程

Activity 1: Reviewing what has beenlearnt

本活動(dòng)旨在落實(shí)目標(biāo)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.

【設(shè)計(jì)意圖】回顧作者在公園中的經(jīng)歷，復(fù)習(xí)關(guān)鍵詞匯與表達(dá)，同時(shí)也聯(lián)系自我，發(fā)表觀點(diǎn)，啟發(fā)自我對(duì)人生旅程進(jìn)行思考。

【核心素養(yǎng)提升點(diǎn)】鍛煉概括歸納能力，提升表達(dá)觀點(diǎn)和支撐自己觀點(diǎn)的能力。

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

本活動(dòng)旨在落實(shí)目標(biāo)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.