Unit3FascinatingParksReadingandThinking教學(xué)設(shè)計(jì)-高中英語人教版選擇性

ReadingandThinkingDesignTeachingObjectivesBytheendoftheclass,studentswillbeableto:LearnabouttheSarekNationalParkandsummarizethemainidea;Experienceanationalparkanduseyoursensestodescribeitsbeauty;Graspthecharacteristicsoftravelnotes;Shareyourideasonthesignificanceofsettingupnationalparksandliveinharmonywithnature.TeachingkeyanddifficultpointsTeachingkeypoints:LearnabouttheSarekNationalParkandusesubheadingstosummarizethemainideaUseyoursensestodescribeitsbeautyTeachingdifficultpoints:（1）Useyoursensestodescribeitsbeauty（2）ShareyourideasonthesignificanceofsettingupnationalparksTeachingproceduresStageTeacher’sactivitiesStudents’activitiesPurposeStep1:LeadinGreetingsAskstudentstothinkdifferentkindsofparksShowpicturesofthreenationalparks:TheNortheastTigerandLeopardNationalPark,YellowstoneNationalParkandXixiNationalParkBrainstormdifferentkindsofparksThinkaboutsomeinformationofthreenationalparks融洽課堂氛圍激發(fā)學(xué)生關(guān)于國家公園的一些背景知識激發(fā)學(xué)生對國家公園的興趣，然后產(chǎn)生閱讀期待Step2:PrereadingAskstudentstopredictthecontentaccordingtothetitleandpictureThinkaboutwhatthetextwilltalkabout1、引導(dǎo)學(xué)生通過標(biāo)題和圖片進(jìn)行預(yù)測，培養(yǎng)學(xué)生的思維能力Step3:ReadingformainideaAskstudentstoskimthetextandmatchthesubheadingswiththeparagraphsAskstudentstosummarizethemainideaofthewholetextGothroughthetextandmatchthesubheadingswithparagraphsUseownwordstosummarizethemainideaofthetextaccordingtothesubheadings讓學(xué)生快速瀏覽每個(gè)段落的內(nèi)容，提升學(xué)生快速捕捉信息及總結(jié)的能力加強(qiáng)學(xué)生對整篇文章結(jié)構(gòu)的理解Step4:ReadingforfactsAskstudentstoreadthetextindetailandthenanswerthefollowingthreequestions.HowmanyhoursadaydoesthesunshineinsummerinSarek?WhatstepshastheSwedishgovernmenttakentokeepSarekinitsnaturalstate?HowhaslifechangedfortheSami?WhymightsofewSamiwanttoliveinSarek?Readcarefullyandfindsomedetailedinformationandanswerthequestions,ifnecessary,usetheirownwordsThestudentswillexperiencethebeautyoftheSarekPark引導(dǎo)學(xué)生篩選文章中有關(guān)薩勒克國家公園的關(guān)鍵信息培養(yǎng)學(xué)生查找信息和對信息進(jìn)行解讀的能力Step5:ReadingforfeelingsAskstudentstofindouthowmanysensesareusedinthetextLetstudentsdrawamindmapwhichincludesthesentencesthatshowthesensesoftheauthorandthefeelingsoftheauthorHelpstudentsmasterthecharacteristicsoftravelnotesThestudentswillreadthetextcarefullyandfindthesentenceswhichusesensesDiscusswithpartnersanddrawamindmapTrytoconcludethecharacteristicsoftravelnotes,ifnecessary,askteacherforhelp引導(dǎo)學(xué)生深入分析語篇，聚焦作者的感官體驗(yàn)引導(dǎo)學(xué)生關(guān)注游記的寫作特點(diǎn)，讓學(xué)生在寫游記時(shí)注意類似的角度和方法Step6:ReadingforthinkingAskstudentstothinkanddiscusssomequestions:WouldyouliketovisitSarek?Whyorwhynot?IsitworthmakingaplacelikeSarekNationalPark?Giveyourreasons.Whatcanwedotoliveinharmonywithnature?Thestudentswilldiscusswiththeirpartnersaboutsomequestionsthinkmoreaboutn