资源简介

基础信息
（一）核心基础信息
项目 内容
课题 人教版（2019）高中英语选择性必修第一册 Unit 3 Reading and Thinking
课时 1课时（45 分钟）
授课年级 高二年级
课型 新授课
授课教师
授课时间
（二）课标要求
读懂游记类说明文《SAREK NATIONAL PARK — EUROPE’S HIDDEN NATURAL TREASURE》，梳理文章四段小标题式结构，抓取瑞典萨勒克国家公园自然风貌、萨米人传统生活、徒步探险等关键信息；掌握ban, accompany, bless, territory, boundary等核心词汇与搭配。
掌握写景游记阅读策略，识别感官描写（视、听、味、触）、时间/空间叙事线索，能完成小标题匹配、信息表格、短文挖空配套习题。
理解国家公园兼顾自然保护与本土传统文化的双重价值，辩证地讨论自然保护与旅游开发的平衡关系。
学会运用表格、时间轴梳理长文本信息，小组合作完成思辨讨论，能用英文描述自然风光与传统人文生活。
树立生态保护意识，尊重少数民族原生生活方式，增强自然与人文融合的文化审美。
二、教学设计依据
（一）教材分析
本课单元主题为迷人的公园，阅读文本是典型第一人称野外游记，全文采用四个小标题划分段落，结构清晰。
文本结构：四段式小标题结构：A Summer Where the Sun Never Sleeps / A Land of Mountains and Ice / Man at Peace with Nature / A Land of Adventure，分别对应极地风光、冰川演化、萨米游牧、徒步探险四层内容。
语言价值：大量景物感官描写词汇、环境类形容词，伴随非谓语、with复合结构、定语从句等高频考点，为写景写作积累语料。
育人价值：文本体现“限制开发、保护原生自然、尊重原住民”的核心理念，落实生态文明育人目标。
前后关联：为本单元后续听说、介绍公园类写作铺垫景物、人文两大话题素材。
（二）学情分析
知识基础：学生认识普通公园相关词汇，但不熟悉极地、游牧类生词；很少接触英文游记小标题式文本，难以区分感官描写句子。
能力短板：长文本空间线索梳理慢；提取感官细节不完整；在辩证讨论保护与开发时观点单一，缺少支撑实例。
兴趣特点：极地雪景、驯鹿、原住民服饰图片、野外徒步短视频吸引力强，图片匹配、小组辩论类活动参与度高。
三、教学目标与重难点
（一）教学目标
1. 语言能力
① 掌握核心词汇：ban, accompany, bless, territory, boundary, cottage, vast, buffeting；熟记ban sb from doing, be accompanied by, be blessed with等固定搭配。
② 掌握游记文本阅读技巧：通过小标题划分段落功能，提取视觉、听觉、味觉、触觉四类感官描写语句。
③ 能独立完成段落小标题匹配、时间轴填空、细节表格、单词拼写与语法填空习题；完整口头描述萨勒克公园自然与人文特色。
2. 思维品质
① 通过小标题分层、感官词句归类训练结构化文本梳理思维；
② 梳理萨勒克千年演变时间线，理清自然地貌与人类生活的发展逻辑；
③ 辩证思辨“是否应该设立国家公园”，多角度分析生态保护与发展的利弊。
3. 文化意识
① 了解瑞典北极圈萨勒克国家公园极地地貌，认识萨米人驯鹿游牧传统；
② 理解欧美国家公园生态保护制度，对比国内国家湿地公园，建立中外自然保护文化视野；
③ 明白自然美景与本土文化共生的珍贵，树立可持续生态观念。
4. 学习能力
① 掌握“略读抓框架—扫读找细节—精读品描写”三步阅读法；
② 小组分工完成头脑风暴、文本梳理、观点讨论；课后自主整理游记类话题词汇。
（二）教学重难点
教学重点
掌握单元核心词汇及短语，理清文章四段小标题结构；
提取文本时间、地点、人文、感官细节，完成PPT配套全部阅读习题；
读懂萨米人传统生活，能完整讨论自然保护与开发的平衡关系。
教学难点
精准区分sight / sound / taste /touch / smell四类感官描写并分析表达作用；
结合千年冰川演变时间线，有条理用英文表达对国家公园设立的看法。
四、教学准备
多媒体素材：公园类型配图、导入纪录片视频、略读选择题、小标题匹配任务、段落精读表格、感官分类、词汇讲解、配套习题；
纸质学习资料：小标题匹配题、冰川融化时间轴、细节表格、感官分类表、单词语法练习卷；
前置任务：预习新单词，提前思考2个自己去过的公园，简单描述特色。
五、教学过程设计
Step 1 Lead-in
1. The teacher plays a short documentary video of natural national parks.
2. Students need to discuss the differences between common parks and national parks in pairs.
3. The teacher invites several pairs to share opinions, then introduces the theme of this lesson: Today we will read a travel journal about Sarek National Park in Sweden.
Step 2 Pre-reading
Task 1 Discuss these questions in groups
1. The teacher shows all types of park pictures, divides students into groups of four and asks them to talk about parks they have visited and list their features.
science theme park amusement park marine or ocean park
history theme park national park
What kinds of parks have you been to What were they like
I have been to city parks. City parks are outdoor places where people relax.
2. The teacher asks students the question: When you think of national parks, what comes to mind first
When I think of national parks, I think of places of extreme natural beauty, usually far away from any city.
Task 2 Make predictions about the text
1. The teacher shows the title “SAREK NATIONAL PARK — EUROPE’S HIDDEN NATURAL TREASURE” and the photo of Arctic reindeer.
2. The teacher asks students to read the title and observe the pictures, and finish two prediction questions.
① According to the title, what does the writer think of Sarek National Park
The writer thinks that Sarek National Park is Europe’s hidden natural treasure.
② According to the two pictures, what do you think will be talked about in the text
It will talk about the writer’s experience in Sarek National Park.
Step 3 While-reading
Task 1 Skim the text and choose the best multiple-choice answers
1. The teacher displays three multiple-choice questions about text type, writing order and main content.
2. The teacher asks students to skim the whole passage and mark key clues for each choice.
① Where would you most likely read this passage （B）
A. science article B. travel journal
C. travel brochure D. news report
② How is the text developed （D）
A. By giving examples. B. By comparing facts.
C. By listing numbers. D. By following the time order.
③ What do you think will be talked about in the text
The writer tells us his experience in Sarek National Park and the history of the park.
Task 2 Skim the text, match subheadings with each paragraph
The teacher shows four subheadings and asks students to match each subheading with corresponding paragraph number independently.
A Land of Mountains and Ice Para. 2
A Land of Adventure Para. 4
Man at Peace with Nature Para. 3
A Summer Where the Sun Never Sleeps Para. 1
Use subheadings
Good subheadings catch the reader’s eye and make him or her want to read more. Working out the idea behind the subheadings can help you better understand the structure and the key points of the text.
Task 3 Read Paragraph 1 and fill in the information table
The teacher displays the blank table including time, location, activities and asks students to read the first paragraph carefully and extract key information to fill the table.
Time at 7:30 a.m.
Location above the Arctic Circle, in the remote far north of Sweden in Sarek National Park
Activities wake up to the sound of the wind buffeting the cloth of the tent; leave the tent and walk over to the mountain edge
Task 4 Read Paragraph 2 and finish the Sarek history timeline
1. The teacher shows blank timeline exercise about ice melting, reindeer arriving, Sami settling, and a national park founded.
2. The teacher asks students to scan Paragraph 2 and fill in missing words on worksheet.
Task 5 Read Paragraph 3 and complete the Sami lifestyle table
1. The teacher puts forward a table divided into three periods: hundreds of years ago / today / every spring.
2. The teacher asks students to find sentences about Sami’s life from Paragraph 3 and fill the table with key expressions.
Time period How the Sami lived
For hundreds of years 1. They made a living by looking after reindeer. 2. They used the reindeer’s meat for food, their bones for tools, and their skin for making clothes and tents. 3. They moved with the reindeer, living in tents.
Today (Most Sami) 1. They live in houses in villages near Sarek. 2. They live a modern life just like their neighbours.
Every spring (A small number of Sami) 1. They follow their reindeer into the valleys of Sarek. 2. They live in tents or old cottages. 3. They enjoy their traditions.
Task 6 Read Paragraph 4 and answer comprehension questions
The teacher displays two questions about the writer’s hiking experience and asks students to find supporting sentences and write complete answers.
① Why is the writer’s bag so heavy How heavy is it
Because the writer has to carry all his/her food and supplies with him/her. It weighs about 30 kilograms.
② What pleasures does the writer get from the adventure in Sarek
He/She enjoys the beautiful wild scenery, the fresh air, the freedom under the broad sky and the wonderful great adventure, and feels blessed to be alive.
Task 7 Find and classify five sense descriptions
1. The teacher shows a blank chart with “Sight / Touch / Smell / Taste / Sound” columns and asks students to scan the full text, underline sentences related to five senses and sort them into the table.
Sight Spreading out before me, branches of the Rapa River flow through the valley below ... At the far side of the valley, an ancient Sami cottage is visible. Close by, there are a few reindeer feeding on grass.
Touch Since I must carry all of my food and supplies with me, my bag weighs about 30 kilograms. If today is anything like yesterday, it will be full of sweat and hard work as I hike over this difficult land to my destination on the other side of the valley.
Smell Here I am, alone ... breathing the fresh air, and enjoying this great adventure.
Taste For example, this morning my breakfast is flat bread warmed over a fire, dried reindeer meat, and some sweet and sour berries that I found growing near my tent.
Sound I wake up to the sound of the wind buffeting the cloth of my tent.
Task 8 Read for the structure
The teacher guides students to observe a diagram carefully and sort out the three major parts of the passage:
Para. 1 A Summer Where the Sun Never Sleeps belongs to Part 1: Experience
Para. 2 A Land of Mountains and Ice & Para. 3 Man at Peace with Nature are combined into Part 2: History and traditions
Para. 4 A Land of Adventure belongs to Part 3: Experience
Task 9 Complete the passage with proper forms of given words
The teacher displays a short summary cloze of Sarek and asks students to fill blanks according to context.
In the remote far north of Sweden, in Sarek National Park above the Arctic Circle, I wake up to the sound of the wind buffeting the cloth of my tent. Standing at the edge of the mountain, watching the Rapa River flow through the valley below, I feel so blessed to be alive and have this rare opportunity to explore this unique territory, which is almost unknown to the outside world.
Once covered by vast sheets of ice, Sarek’s mountains are home to the Sami, the native residents of the park. The Sami lived off reindeer, moved with them, and accompanied them for hundreds of years. Today, most Sami have left their ancient cottages in the mountain valleys and live a modern life in villages near Sarek instead.
To keep its natural state, except for the Sami, no one is allowed to live in Sarek, and all new development is banned within the park boundaries. It is hoped that Sarek National Park will always remain as it is, natural and beautiful.
Step 4 Post-reading
The teacher puts forward two discussion questions, divides students into groups of four, and invites each group to present their viewpoints.
① Is it worth making a place like Sarek a national park Give your reasons.
Yes. People can go there and appreciate the beauty of nature, and therefore better understand the importance of nature protection.
② Do you think setting up national parks is an effective way to balance development and the protection of nature Why or why not
Yes, it is an effective way. Only a very small part of the world has been set aside for national parks, so there are still plenty of places that can be developed without having to touch the most beautiful and interesting natural spots.
Step 5 Language Points
Explain key vocabulary items one by one, covering collocations, sentence patterns and blank-filling exercises:
ban; accompany; set out; bless
Step 6 Exercise
1. Word spelling: Fill in words according to Chinese hints;
According to the recent study, here used to be a very beautiful valley (山谷) at one time.
This place has been part of the country’s territory (领土) since ancient times, serving as an important fishing ground.
The heads of the two countries negotiated the boundary (边界) question for several weeks.
For example, this morning my breakfast is dried reindeer meat, and some sweet and sour (酸的) berries.
The newly-wed couple were blessed (祝福) with happiness and good health at their wedding.
The young man took the old man not just across the river, but to his destination, a cottage (小屋).
The warning signs were not visible (可见的) to the driver, leading to a serious accident.
2. Grammar blank filling: Fill in the correct form of given words.
If only the government had adopted (adopt) stricter regulations before the environment worsened dramatically.
With little visibility (visible) and no phone coverage, people may face severe hazards while waiting for rescue in cold polar areas.
The cat walked across the narrow wall, carefully edging (edge) along its length to avoid falling.
The old man lived alone in a cabin on the hillside, with several pets accompanying (accompany) him.
In many areas, single-use plastics have been banned (ban) over the past decade to prevent further damage to the marine ecosystem.
3. Teacher checks all answers with the whole class and explains common mistakes and confusing grammar points.
Step 7 Summary
Skim texts to match subheadings with paragraphs;
Extract details about Sarek National Park;
Discuss national park experiences and share views on Sarek’s features;
Develop skills to locate key information in texts and organize details.
Step 8 Homework
Write a short passage introducing Sarek National Park based on the text structure.
六、板书设计
Unit 3 Fascinating Parks (Reading and Thinking)
1. Text Structure
Para 1: A Summer Where the Sun Never Sleeps — midnight sun scenery
Para 2: A Land of Mountains and Ice — 9000 years’ glacier history
Para 3: Man at Peace with Nature — Sami people & reindeer life
Para 4: A Land of Adventure — hiking experience
2. Core Words
ban; accompany; set out; bless; territory; boundary; cottage
3. Five Senses
Sight / Sound / Taste / Touch / Smell
七、教学评价与反思
（一）教学评价
1. 过程性课堂观察评价：在完成各类任务时观察学生参与状态，记录学生发言、文本表格填写、小组辩论表现，对主动表达的学生及时口头鼓励。
书面成果综合评价：课后收集读中表格、词汇语法练习，汇总单词变形混淆、感官描写提取不全等共性错题，作为后续巩固重点。
发展性观察评价：以学生个人课前预习、课堂信息提取、观点表达的自身进步为评价标准，不横向对比班级学生水平。
（二）教学反思
1. 课堂优势
课堂形成“视频导入—读前铺垫—分层精读—词汇精讲—思辨讨论”完整阅读闭环，兼顾语言训练、自然生态与人文文化育人。任务分层清晰，基础表格、单词练习适配学困生，感官赏析、深度辩论拔高学生思维。
2. 常见课堂问题
四段精读表格、感官分类任务耗时偏长，挤压读后小组讨论展示时间，部分学生观点来不及完整表达。学生对极地、游牧类生词记忆薄弱，影响文本理解速度。部分学生只能简单摘抄景物句子，无法自主分析感官描写的表达作用。
3. 优化改进方案
课前发放公园主题词汇预习单，课堂仅讲解共性错题，节省精读讲解时长。板书整理感官描写万能句型，给学生写作、赏析提供参考模板。采用强弱混合分组，配套讨论提示短句，带动内向学生参与交流。

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