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 Assessing Your Progress & Project & Video Time
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
熟练运用本单元核心词汇vast、remote、fascinating、territory、bless、accompany、appeal to，掌握词形变换；熟练使用动词-ing形式作主语完成问答、句子改写练习。
读懂贝加尔湖主题语篇，抓取自然景观、野生动物、世界遗产相关信息，完成短文填空、问答输出习题。
小组合作完成创意主题公园海报设计与口头展示，学会梳理游乐项目、演出、餐饮三大板块信息，逻辑清晰介绍自创公园。
观看BioBlitz生态科普短片，掌握看前预测、看中判断、看后讨论视频学习策略，理解城市生物多样性保护意义。
完成单元学习自我反思，梳理单元薄弱知识点，学会小组互助解决学习难题；树立自然保护、本土文化创新、城市生态平衡意识。
二、教学设计依据
（一）教材分析
本课为Unit 3收尾综合课，按照Assessing Your Progress、Project、Video Time三大板块，整合词汇语法检测、主题公园创意设计、生物多样性影视赏析，复盘单元全部语言与主题内容。
Assessing Your Progress板块：以贝加尔湖导览短文为载体，集中巩固vast、remote、fascinating、territory、bless、accompany、appeal to等核心词汇，运用-ing形式描述旅游体验，以填空、问答习题检测学生语言综合运用能力，查漏补缺单元薄弱点；
Project板块：以“创建理想主题公园”为核心项目，围绕主题选择、游乐设施、演出活动、餐饮配套展开小组讨论，提供嫦娥月宫主题公园范文模板，完成“话题讨论—海报制作—课堂展示”创意输出闭环；
Video Time板块：以BioBlitz生物多样性普查视频为载体，配套预判描述、正误判断、小组讨论习题，拓展城市生态保护素材，深化单元“迷人的公园”主题；
前后关联：串联Sarek国家公园、北京奥林匹克森林公园、迪士尼乐园等单元公园素材，汇总公园描述、旅游活动、生态保护全套表达，为本单元检测做好铺垫。
（二）学情分析
知识基础：学生已掌握单元核心词汇的基本含义，但vast、territory、bless等词的词形变换易出错；对-ing形式作主语、宾语的语法功能理解不够深入；对BioBlitz生物多样性普查活动认知较少。
能力短板：科普长文本信息梳理速度慢；主题公园创意设计缺乏逻辑框架，小组海报制作缺少结构化分工；视听材料中专业生物学术语抓取困难。
兴趣特点：学生对主题公园设计、户外探险、野生动物话题好奇心强，图片观察、视频观看、小组海报创作类任务参与积极性更高。
三、教学目标与重难点
（一）教学目标
1. 语言能力
① 灵活变换本单元核心单词词形，能结合语境完成贝加尔湖完形填空；熟练用动名词短语回答景观类问题，自主仿写同类问答句。
② 能看懂生态科普短片内容，提取关键事实判断正误；掌握主题公园介绍标准表达，完成海报撰写与口头展示。
③ 整合单元词汇、动名词语法，完整输出自然景观、主题公园、生态保护三类英文表达。
2. 思维品质
① 通过语篇填空、问答训练信息提取与归纳思维；
② 小组头脑风暴构思特色主题公园，锻炼创新逻辑与分类梳理能力；
③ 辩证讨论城市生物多样性现状，客观分析城市公园生态价值。
3. 文化意识
① 了解贝加尔湖世界自然遗产、国内西游主题、河南戏剧主题文旅园区特色；
② 知晓BioBlitz全民生物调查活动，树立城市野生生物保护、传统文化创新发展理念。
4. 学习能力
① 掌握“读—填—说”单元检测学习流程与“看前预测—看中记录—看后思辨”视频学习方法；
② 小组分工完成海报制作、课堂展示，自主完成单元学习反思，互助攻克知识难点。
（二）教学重难点
教学重点
熟练运用单元核心词汇，读懂Lake Baikal短文并完成词形填空；
掌握-ing形式的用法，能运用-ing形式回答旅游相关问题；
小组合作设计创意主题公园，完成海报制作与课堂展示；
观看BioBlitz视频，提取活动内容、参与者行为等信息，完成正误判断与小组讨论。
教学难点
在科普短文中准确理解vast、remote、territory等词的语境含义并完成词形变换；
在主题公园设计中合理规划设施分类，运用生动语言撰写公园介绍；
听懂视频内的生物学术语，结合视频细节进行深入的小组讨论。
四、教学准备
多媒体素材：词汇填空习题、Lake Baikal贝加尔湖风景图片、贝加尔湖畔歌曲、各类主题公园创意配图、BioBlitz生物多样性普查视频及配套预判习题、嫦娥月宫主题公园范文海报；
纸质学习资料：词形填空练习、Lake Baikal阅读短文、-ing形式问答练习、主题公园设计讨论提纲、海报制作模板、视频预判描述题、正误判断题；
前置任务：预习vast、remote、fascinating、territory、bless、accompany、appeal to等单元生词；提前思考一个自己理想的主题公园主题，简单梳理游乐设施、演出与餐饮想法。
五、教学过程设计
Step 1 Assessing Your Progress
Task 1 Enjoy Lake Baikal song and share natural park impressions
The teacher plays the audio of By Lake Baikal, and asks students to listen carefully and identify the theme of the song.
Task 2 Read Baikal passage and fill blanks with proper word forms
1. The teacher displays the introduction text of Lake Baikal and word bank.
2. The teacher asks students to read the whole passage first to grasp the main idea, then fill each blank with the correct form of the given words.
My name is Svetlana and I have worked as a guide at Lake Baikal (贝加尔湖) for more than 10 years. Lying in a pretty remote location in Siberia, the deep and vast lake with more than 300 rivers flowing into it is one of the world’s greatest natural wonders.
Every season, I accompany and guide tourists. Baikal is a territory with unique wildlife, breathtaking beauty, and fascinating local culture.
Ancient, inspiring, mysterious, and beautiful, Lake Baikal appeals to visitors like no other place on the earth. I feel blessed to have been born here, and I am looking forward to many more years of welcoming visitors to an unforgettable experience at Baikal.
Task 3 Know more about Lake Baikal
The teacher presents background information about Lake Baikal to help students understand the cultural and geographical context.
Lake Baikal is in Siberia, Russia. It is the deepest and oldest freshwater lake on Earth. It contains about 20 percent of the world’s unfrozen fresh surface water. The water here is very clean and clear. There are many special animals living in it, such as Baikal seals, the only freshwater seals in the world. It was listed as a UNESCO World Heritage Site in 1996. It has beautiful views all year round, especially the fantastic transparent ice in winter.
Task 4 Answer questions using the -ing form of the verb phrases
1. The teacher displays four questions about famous Chinese tourist destinations, each with verb phrases in brackets.
2. The teacher asks students to answer each question using the -ing form of the given verb phrases.
① What impressed you most when visiting Zhangye Danxia Geopark (see the colourful mountains and rocky landscape)
Seeing the colourful mountains and rocky landscape impressed me most.
② What tops the list of tourists’ favourite activities in Zhangjiajie (admire the magnificent peaks / landscape, take a raft ride, experience the local customs of the Tujia people and the Miao people)
Admiring the magnificent landscape, taking a raft ride, and experiencing the local customs of the Tujia people and the Miao people top the list of tourists’ favourite activities in Zhangjiajie.
③ What do tourists like to do at Guilin’s Li River (take a boat tour, admire the landscape)
Taking a boat tour and admiring the karst landscape are things that tourists like to do at Guilin’s Li River.
④ What activities would appeal to adventurous tourists in Lijiang, Yunnan Province (view glaciers at Yulong Snow Mountain, listen to the sound of rushing water at Tiger Leaping Gorge)
Viewing glaciers at Yulong Snow Mountain and listening to the sound of rushing water at Tiger Leaping Gorge appeal to adventurous tourists in Lijiang, Yunnan Province.
3. The teacher then asks students to write down at least two more questions and answers of their own using the -ing form.
Task 5 Reflecting
1. The teacher divides the whole class into groups of four. Ask students to discuss four reflective questions about the whole unit. Students need to combine Sarek National Park, Beijing Olympic Forest Park, theme parks and other examples to express real thoughts.
What did you learn about parks that you did not know before
What else would you like to learn about parks
Of the parks in this unit, which would you like to visit most Why
What problems did you or your friends have in studying this unit How did you solve them What advice did you give each other
Overall, I thought this unit was interesting useful so-so difficult.
2. The teacher leads students to exchange group opinions and makes a general conclusion about students’ gains from this unit.
Step 2 Project — Create your ideal theme park
Task 1 Group discussion: decide the ideal theme park type
1. The teacher shows various park theme options: ocean, adventure, local culture, space, dinosaurs, etc.
2. The teacher divides students into groups of four, asks each group to choose one park theme and discuss the general style of their park.
Task 2 Brainstorm park facilities for three categories
1. The teacher displays three blank columns: Rides and attractions / Shows and events / Restaurants and food stands.
2. The teacher guides groups to come up with at least three creative items for each category and give interesting names for every facility.
Task 3 Assign group members to prepare the following
1. The teacher guides each group to divide responsibilities among members for the following preparation tasks:
a short introduction to the park.
a large and colourful map of the park showing where everything is located.
small pictures of the things discussed.
2. The teacher reminds students to collaborate effectively and ensure all three components are ready for the poster.
Task 4 Make a poster
1. The teacher asks students to put their introduction, map, and pictures together to make a poster.
2. The teacher displays a sample poster layout to help students organize their content visually.
Task 5 Present your poster to the class
1. The teacher asks each group to present their poster to the class and give an introduction to their theme park.
2. The teacher encourages the audience to ask questions and provide constructive feedback on each group’s design.
Step 3 Video Time
Task 1 BioBlitz: Life in 24 Hours — Introduction
1. The teacher introduces the video topic: BioBlitz in Rock Creek Park, which runs through Washington, DC.
2. The teacher explains the meaning of “BioBlitz” and asks students to predict what activities might be involved in a 24-hour biodiversity survey.
Task 2 Before you watch: Describe photos and discuss what a BioBlitz is
1. The teacher displays six photos with accompanying phrases in a box:
park ranger
people looking for insects
a person holding a frog
a woman showing how to use a butterfly net
an insect trying to escape a Petri dish (培养皿)
a man taking photos
2. The teacher asks students to work in groups and use the phrases to describe what is going on in each photo.
A man is crouched down in a forested spot, looking for insects.
A park ranger is riding a horse.
A man is taking photos of something small.
A woman is showing young people how to use a butterfly net.
An insect is trying to escape from a Petri dish.
A person is holding a small frog.
3. The teacher then asks students to discuss what they think a BioBlitz is based on the photos.
I guess a BioBlitz means a group of people gathering together in a park to collect samples of insects and small animals.
4. The teacher asks groups to share their predictions and keeps them in mind for later checking while watching.
Task 3 While you watch: Check predictions and complete true or false statements
1. The teacher plays the complete BioBlitz video for the first time.
2. The teacher asks students to check their predictions from Before You Watch and complete five true or false statements while watching.
① There really aren’t many wild animals here.” F
② Park rangers show a group how to catch frogs. F
③ David Littschwager is taking photos of insects. He says, “I don’t like spiders.” F
④ Even at the end, there were a lot of plants and creatures that they couldn’t identify. T
⑤ The real purpose of the BioBlitz is to get people interested in the biodiversity that’s all around them, even in their own backyards. T
3. If students miss some information, the teacher leads students to replay key video segments to finish all statements.
Task 4 After you watch: In-depth group discussion
The teacher puts forward two thinking questions about BioBlitz and biodiversity, and guides students to combine video details to exchange group opinions.
① This BioBlitz was conducted in the middle of a large city. Do you think there is as much biodiversity in your city or town Why or why not
I think there is a lot of biodiversity in my town, because there are mountains, a lake, and plenty of parks and green space.
② Are there any parks in your city or town where you can find many different kinds of plants and animals What activities can you do there
Behind my home there is a large park which is filled with trees. There are all sorts of plants and insects there, but not so many other animals. It is a good place to take a walk, or to sit and enjoy the view of the nearby lake.
Step 4 Exercise
The teacher distributes the cloze worksheet about Chinese theme parks to every student. Ask students to finish the passage independently. Remind students to pay attention to verb tenses, non-finite verbs and logical conjunctions.
With improved living standards, more Chinese travelers in recent years 1. have turned (turn) to theme parks for recreation and a break from work or study, creating huge market potential. Therefore, theme parks inspired by traditional Chinese culture are gaining 2. popularity (popular) in China.
In Huai’an, Jiangsu Province, the Xiyou World of Adventure, 3. whose theme is around the classic Journey to the West, employs cutting-edge technology 4. to bring (bring) the novel’s scenes to life, attracting visitors with its immersive (沉浸式的) and interactive experiences.
Similarly, “Unique Henan: Land of Dramas” in Zhengzhou, central China’s Henan Province, takes visitors back thousands of years into the province’s rich history.
These parks are not only providing an alternative to international brands like Disneyland, 5. but doing so at a much lower price. For instance, a family ticket to Xiyou Park is 6. remarkably (remarkable) cheaper than that of Shanghai Disneyland Resort. Despite this, a 2023 report shows that international brands still take 7. the lead in all-round competitiveness due to 8. factors (factor) like facility and market influence.
Director of the Institute for Theme Park Studies in China, Lin Huanjie, notes that 9. by introducing new cultural symbols that are deeply rooted in cultural significance, Chinese-developed theme parks have made great progress. However, they still fall behind in technology, business philosophy, and IP development pared (compare) to foreign parks. He suggests learning from foreign experiences and innovating business models.
Step 5 Summary
Master descriptive words using -ing phrases for description and explanation.
Draft introductions for ideal theme parks and present theme-park posters.
Understand videos about BioBlitz, identify true/false statements, and discuss biodiversity in groups.
Step 6 Homework
1. Sort out all vocabulary and grammar points of Unit 3 in notebooks for full review.
2. Preview the content of the next lesson in advance.
六、板书设计
Unit 3 Fascinating Parks (Assessing Your Progress & Project & Video Time)
1. Core Words
vast, remote, fascinating, territory, bless, accompany, appeal to
2. Theme Park Project
Rides & Attractions → Shows & Events → Restaurants & Food
3. BioBlitz
Location: Rock Creek Park, Washington, DC
Activities: insect collecting, frog catching, photo taking, butterfly net demo
Purpose: get people interested in biodiversity around them
七、教学评价与反思
（一）教学评价
1. 过程性课堂观察评价：全程观察学生词汇填空、Lake Baikal阅读、-ing形式问答、主题公园设计任务的完成状态，记录课堂发言、海报展示参与情况，对积极参与、取得进步的学生及时口头鼓励。
2. 书面成果综合评价：课后收集词汇习题、-ing问答练习、主题公园海报、视频正误判断任务单四类书面材料，汇总词汇变形错误、-ing形式误用、海报结构不完整等共性薄弱点，作为后续专项巩固内容。
3. 发展性观察评价：对比学生课前预习与课堂输出表现，以学生自身词汇运用、语法掌握、创意设计能力的进步幅度为评价依据，不横向对比班级学生分数高低。
（二）教学反思
1. 课堂优势
课堂形成“词汇语法复盘—主题公园创意设计—生物多样性视听拓展”完整教学闭环，同步落实语言夯实、创意输出、生态育人三维目标。任务由浅入深分层设计，词形填空、-ing问答为基础保底任务，主题公园海报创作、BioBlitz深度小组讨论为拔高拓展任务，兼顾不同基础学生学习需求。素材兼顾俄罗斯贝加尔湖世界遗产与美国城市生物多样性普查，拓宽学生国际视野，引导学生树立人与自然和谐共处的生态价值观。多模态教学融合图片、科普短文、创意海报、英文短视频，打破复习课枯燥刷题模式，提升学生课堂参与度。
2. 现存问题
词汇、语法习题讲解占用时长偏多，挤压主题公园海报打磨、BioBlitz深度小组讨论时间，部分学生仅完成海报基础框架，缺少设施介绍细节。-ing形式作主语和宾语的语法功能部分学生仍混淆，词形变换存在较多错误。主题公园设计学生过度依赖模板，自主拓展创意表达的能力不足。
3. 优化改进方案
课前发放词汇预习清单与-ing形式微型练习，课堂只统一讲解全班共性错题，节省基础讲解课时，预留充足海报制作、讨论时间。增设-ing形式改写小练习，课堂当堂巩固-ing作主语与宾语的用法差异。板书补充主题公园介绍万能句型，给基础学生提供写作拓展素材。

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