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——歐洲隱藏的自然寶藏。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典范。通過閱讀和探討，旨在引導學生欣賞國家公園的迷人之處，拓展學生視野，并啟發(fā)學生從人與自然、人與社會的角度，思考國家公園對自然保護、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，帶領讀者體驗一位徒步獨行者的經(jīng)歷，與“我”一起感受和體驗薩利克國家公園。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目標出發(fā)這段時間中，交代了季節(jié)、公園的特點、以及獨自徒步薩利克國家公園的感受和原因。全文的四個自然段各有側(cè)重點。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，依然會是充滿艱辛但又快樂的一天。

在進行文本教學設計時，要圍繞如何寫游記（描述所見/所知、表達所感）展開，幫助學生梳理關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間的語言和關于描述作者旅行體驗的語言表達，包括聽（sound）、看（sight）、聞（smell）、品（taste）、觸（touch）等各種感官描繪。本文的主副標題、段落小標題和段落中支撐內(nèi)容的關聯(lián)，是很好的邏輯思維訓練載體。此外，本課需首要關注的文化要素是向內(nèi)體會和感受文本蘊含對人生旅程的思考，向外延伸探究國家公園對自然保護、人與自然和諧發(fā)展的主題意義。

第1課時

一、教學內(nèi)容

在理解全文的基礎上，關注作者的游歷和感受，評鑒遣詞造句，探究文本蘊含的對人生旅程的思考。

二、課時目標

1. 通過預測和略讀，了解大意，建立標題、圖片和正文的信息關聯(lián)。

2. 細讀全文，找到各段的側(cè)重點，并正確匹配小標題，進一步理解文本信息。

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

4.通過對作者的體驗的概述，評鑒作者的遣詞造句，賞析隱含意義，從內(nèi)容，語言和思維上加深對主題的認識。

三、教學過程

Activity 1: Activating the schemata onthe topic

本活動旨在為落實目標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.

【設計意圖】圍繞“parks”開展頭腦風暴，引出單元主題，激活學生已知信息，尤其關注描繪學生去公園的經(jīng)歷以及身心體驗的關鍵詞，并板書在黑板上；再利用單元首頁的圖片讓學生想象可能有的體驗，鼓勵學生從各種感官上進行描述；最后結(jié)合圖片，讓學生談談對這句名言的理解，進而初步了解國家公園，激發(fā)學生閱讀欲望。

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

Activity 2: Predicting and checkingpredictions

本活動旨在落實目標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.

【設計意圖】學生根據(jù)標題和圖片，解讀標題，了解作者寫作意圖，并對文本內(nèi)容進行預測，形成閱讀期待。然后通過快速閱讀文本，獲取語篇大意，并驗證預測是否正確，為后續(xù)深層理解奠定基礎。

【核心素養(yǎng)提升點】 通過預測和略讀發(fā)展學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

本活動旨在落實目標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.”

【設計意圖】學生通過細讀，概括段落大意，把握各段的側(cè)重點，并合理匹配小標題。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，同時關注語言，理解各段中重點詞匯與表達。

【核心素養(yǎng)提升點】學生進行理解和思考，提升概括能力，訓練邏輯思維，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

本活動旨在落實目標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.

【設計意圖】學生在理解文本大意的基礎上，尋找作者感官體驗的細節(jié)，體會其內(nèi)心感受；通過小組討論，進行思維互補；發(fā)表個人看法，在拓展表達中內(nèi)化語言。

【核心素養(yǎng)提升點】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

本活動旨在落實目標4。

1. Conclude the writer’s experience.

2. Highlight the secret.

【設計意圖】學生在教師引導下概述作者的體驗，評鑒作者的遣詞造句，賞析隱含意義，從內(nèi)容，語言和思維等三個方面鞏固所學。

【核心素養(yǎng)提升點】學生提升概括能力，訓練邏輯思維，理解人文內(nèi)涵，并能提升口頭表達能力。

Assignment：

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

【設計意圖】學生從作者體會出發(fā)，回歸到作者的經(jīng)歷，復習課文內(nèi)容，鞏固課文詞匯。同時也聯(lián)系學生自己，啟發(fā)對人生旅程的思考。

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

第2課時

一、教學內(nèi)容

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

二、課時目標

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

2.梳理公園歷史上的重要事件，評鑒語言特點，體會人與自然的和諧關系。

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

三、教學過程

Activity 1: Reviewing what has beenlearnt

本活動旨在落實目標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.

【設計意圖】回顧作者在公園中的經(jīng)歷，復習關鍵詞匯與表達，同時也聯(lián)系自我，發(fā)表觀點，啟發(fā)自我對人生旅程進行思考。

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

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

本活動旨在落實目標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.