人教版 (2019)选择性必修 第一册Unit 3 Fascinating Parks表格教学设计

这是一份人教版 (2019)选择性必修 第一册Unit 3 Fascinating Parks表格教学设计，共17页。教案主要包含了教学内容分析，教学过程等内容，欢迎下载使用。
课程基本信息
学科
高中英语
年级
高二
学期
秋季
课题
Unit 3 Wrkbk – Reading and Writing
教科书
书 名：普通高中教科书英语选择性必修第一册教材
出版社：人民教育出版社 1月
教学目标
阅读游记信函，帮助学生通过阅读语篇中对景点的描述，欣赏香格里拉的自然美景，掌握从旅游计划、旅游经历到旅游感受的语篇结构发展；
帮助学生从人与自然的角度探寻和理解普达措国家公园和萨勒克国家公园在主题意义和人文内涵的共性；
帮助学生归纳游记信函和旅游明信片的文体特点和写作方法，能模仿语篇结构写一封旅游明信片和游记信函。
教学内容
教学重点：
1. 帮助学生利用表格厘清游记信函的语篇结构；
2. 引导学生区分学习旅游明信片和游记信函的语篇结构，模仿运用到写作中。
教学难点：
1. 引导学生梳理游记信函的语篇结构发展；
2. 帮助学生通过梳理逻辑关系理解文中个别词汇和语言表达的含义
教学过程
Lessn Plan fr PEP B4U3 Wrkbk
Reading and writing (1课时)
一、教学内容分析
本课是一篇关于香格里拉和普达措国家公园的游记信函（email）。全文围绕Chris向朋友Sis描述自己的香格里拉之行，以时间顺序为逻辑主线，讲述了自身的旅游计划、旅游经历和旅游感受。
此游记信函在第一段和第二段写明了主人公的旅游地点香格里拉（Shangri-La）和出游原因-亲身体验香格里拉（experience the real Shangri-La after having read the bk Lst Hrizn），在第三到八段，围绕出游时间线，叙述从周一到达香格里拉感到精疲力竭，昨天去普达措国家公园（the Ptats Natinal Park）体验巴士旅行（bus tur）、欣赏多样的生态美景，到期待明天要去虎跳峡徒步旅行，详细呈现亲身的游览经历和感受。
全文通过描述香格里拉和普达措国家公园的游览经历，开拓学生眼界，帮助学生了解旅游明信片和游记信函的写作方式，让学生能联系自身经历，将所学迁移运用到写作中。
二、教学过程（1课时，共20分钟）
Activity 1: Self-directed questining befre reading
This activity is designed t prepare fr Aim 1.
Step 1. Ask students abut their travelling experience.
Q1: What was yur last trip? Can yu share yur experience?
【设计意图】在热身阶段，执教老师利用提问，激活学生已有的话题经历，为学生后续阅读和写作减轻认知负荷。
Step 2. Self-directed questining
Q1: What type f text is it?
A: An email.
Q2: Skim paragraph 1, what is this email abut?
A: Chris’ travelling experience.
Q3: If yu were Chris, what wuld yu write abut? Can yu put frward sme questins?
Pssible answers: Where did Chris g? Why did he g there? What did he d? Hw did he feel?
【设计意图】在读前阶段，执教老师引导学生明确文体，并通过首段所读预测文章接下来的内容，帮助学生形成清晰的话题导向型预测，从而帮助学生对后文内容进行信息梳理和搜索做好准备，使学生能从宏观视角深入理解语篇内容。
Activity 2: Self-directed reading t prbe int the email
This activity is designed fr Aims 1 and 2.
Step 1. Deep learning
Direct answers t questins
Q1: Where did Chris g?
Q2: Why did he g there?
A: He decided t g there because he wanted t experience the real Shangri-La fr himself, after having read the bk, Lst Hrizn.
（教师补充Lst Hrizn相关背景知识）
Q3: What did he d?
Q4: Hw did he feel?
【设计意图】执教老师通过给学生充分时间阅读，回答自主提问，训练学生快速定位关键信息的阅读能力，同时通过提示学生圈画关键信息，培养学生良好的阅读习惯。
Prbe int Chris’ travelling experience and feelings
T: What did he d and hw did he feel? Can yu design a frm t rganize the infrmatin?
T: Read para.3-8 and fill in the chart.
Para.3
Q1: What did Chris d at Mnday night?
A: He was s exhausted that he had a quick bite t eat and then crashed.
Q2: What des “crashed” mean? Hw d yu knw that?
A: Here, “s…that” shws the cause and effect relatinship, while the wrd “and” tells us there is a transitin. S, crashed means fell asleep quickly.
Para.4-5
Q1: What impressed Chris in the Ptats Natinal Park in paragraph 4? Can yu find sme adjectives in the text?
A: wide, large, picture-perfect.
Q3: What des “picture-perfect” scenery mean?
A: It’s a scenery that is perfect and has n flaws. We can guess the meaning based n wrd-frmatin.
Q4: Hw did Chris describe the width f the park?
A: It is such a wide area that he needed t take a bus tur. Als, he described that the park spanned acrss vast frests, wetlands, lakes, meadws, and several villages.
Q5: Why is the mentining f “frests, wetlands, lakes, meadws, and several villages” is helpful in understanding the size f Ptats?
A: Because nly a large park can include s many different types f places.
Q6: Hw d yu understand the title “fun and mre than fun”? What are the cmmn features between these theme parks?
A: They are nt nly fun, but als educatinal.
Q7: What impressed Chris in the Ptats Natinal Park in paragraph 5? Can yu find sme adjectives in the text?
A: rich bilgical diversity
Q8: Hw des the writer describe the bilgical diversity in the park?
A: By listing figures like “less than ne percent” and “mre than 20 percent” and using “but” t make cmparisns.
Para.6-7
Q1: What did Chris see and feel during the bus tur?
A: At Shudu Lake, he saw animals and felt delighted. At Bita Lake, he admired tranquil surrundings, r we can say peaceful and quiet surrundings, and thught it was a rejuvenating experience, s we can infer frm the text that he felt refreshed.
（教师补充the Ptats Natinal Park相关视频）
Q2: What are the similarities between the Ptats Natinal Park and Sarek Natinal Park?
A: They all prtect the natural envirnment and achieve harmny between human and nature.
Para.8
Q1: Hw did Chris feel? When he said “fingers crssed that there will be gd weather”, what des it mean?
A: He hped that there wuld be gd weather. S we can infer frm the text that he felt hpeful.
【设计意图】执教老师引导学生梳理游览经历，学会通过上下文语境，逻辑关系和构词法猜测单词和句子意思，关注文字背后隐藏的作者情感，为后续写作做铺垫。同时，引导学生联系之前所学的Sarek Natinal Park，探寻两个国家公园之间的共性，领会国家公园对人与自然和谐共处的重要意义。
Activity 3: Understand the key elements f an email and pstcard
This activity is designed fr Aims 3.
Step 1. Find ut the similarities and differences between an email and pstcard.
T: Cmplete the pstcard using the infrmatin frm the text.
（教师校对明信片答案）
Q1: Discuss in grups. What is included in bth the email and the pstcard?
A: Where he went t and what he did there.
Q2: What is in the email, but nt in the pstcard?
A: Many details frm the email are missing frm the pstcard. In the email, he explains why he went there, and gives a lng descriptin f what he did and hw he felt at different times. The pstcard, n the ther hand, nly has brief ntes n the mst imprtant highlights.
【设计意图】执教老师引导学生完成明信片的填写，通过讨论发现明信片和旅游信函的共性以及不同，帮助学生明确语篇结构，减轻写作负担。
Step 2. Write a pstcard abut a trip yu have taken.
Q1: Based n what we learnt, can yu write a pstcard t a friend r relative abut a trip yu have taken?
【设计意图】执教老师引导学生模仿所学的语篇结构，结合自己的过往旅游经历，写一封明信片，实现迁移和运用。
Assignment
Plish yur pstcard.
Write an email abut yur trip based n the pstcard and include mre details. Please write abut:
Where did yu g?
Why did yu g there?
What did yu d?
Hw did yu feel at different times?