Unit6+Nurturing+nature+Understanding+ideas+The+Sky+Railway+教学设计 外研版高中英语选择性必修第一册

Book4Unit6Nurturingnature(Understandingideas)TheSkyRailway教材分析本节课课文选自外语教学与研究出版社2019年出版的选择性必修一第六单元Nurturingnature的understandingideas板块,单元主题语境是“人与自然”，本篇语篇类型为游记。作为青藏铁路的建设者之一，作者故地重游，以第一人称的视角讲述了铁路修建过程中所做出的努力。青藏铁路的建设不仅克服了世界公认的工程技术难题，更是始终以生态保护为前提，克服重重困难，使藏羚羊、湿地、措那湖...这些青藏高原上美丽的珍宝与青藏铁路互不影响，和谐共存，最终把这条外国专家公认为“impossible”铁路建成“extraordinary”天路。作者通过回顾建设过程表达了自己作为其中一名参与者的自豪之情，也表达了经济发展、工程建设要以生态保护为前提的环保理念。铁路建设者们不畏困难、勤劳勇敢，成功建成青藏铁路，创造奇迹，彰显了中华民族坚忍不拔、团结奋进的伟大民族精神。I.Theme:MankindandNatureII.TeachingObjectivesAfterthisclass,studentsareableto1.Figureoutthetypeofthepassageandwhythisrailwayisspecialtotheauthorbyreading.2.Haveadeepunderstandingofthechallengesduringtheconstructionoftherailwayandappreciatetheworkers’effortsbyintroducingtherailwaytoyourfriend.3.Strengthenyoursenseofnationalprideandawarenessofprotectingnaturebyfinishingthetravelogue.III.ImportantTeachingPointsHelpstudentsto1.understandtheorganizationofatravelogue.2.accumulaterelevantexpressions.3.enhancetheirawarenessofenvironmentalprotectionandnationalpride.IV.DifficultTeachingPointsHelpstudentsto1.distinguishthespacelineofthetravelogueandthelinedisplayingecosystemprotection.2.applywhattheylearninthisperiodtoactualandimmediateuse.V.TeachingProcedures1.WarmingupPlaythesongTheSkyRailwaybeforeclass.Purpose:Arouseandstudents’interestintheskyrailwayandintroducethetopicofthisclass2.LeadinLetstudentsthinkabout“WhyisitcalledtheSkyRailway?”.PlayavideoabouttheQinghai-TibetanRailwayandletstudentsdescribeitwithoneword.Purpose:Stimulatestudents’interestintheskyrailwayandhelpthemunderstanditsremark.3.ReadforgeneralunderstandingWhat’sthegenre(typeofwriting)ofthispassage?Andwhy?Whyistherailwayparticularlyspecialtotheauthor?Purpose:Leadstudentstofigureoutthecharacteristicsofatravelogueandhelpthemclearaboutthestructureofthepassage.Meantime,studentscanbetterunderstandthetwowords“impossible”and“extraordinary”.4.ReadfordetailedinformationHowdidthemiraclefrom“impossible”to“extraordinary”cometrue?Purpose:LeadstudentstofindoutandsummarizethechallengesandsolutionsduringtheconstructionoftheSkyRailway.Betterinterpretthequestion“WhyisitcalledTheSkyRailway?”.5.RoleplayStudentsplaytheroleofaguidetointroducetherailwaytohis/herfriend.Purpose:Bycombiningthespacelineofthetravelogueandthelinedisplayingecosystemprotection,thetaskhelpsstudentsbetterunderstandthepassageandarousestudents’awarenessofapplyingwhattheylearninthisperiodtoactualandimmediateuse.6.ThinkandshareWhatimpressesyoumostafteryourtravelwithTom?Purpose:LetstudentssharetheirthoughtsandfeelingsafterlearningtheconstructionoftheQinghai-TibetanRailway.Meanwhile,developtheirthinkingability.7.HomeworkTransfer:Writeatraveloguecoveringatleastthreespotsmentionedintheshortvideo,detailingtheirchangesandcommentingonthem.Purpose:FurtherleadstudentstoapplywhattheyhavelearnedinthisclasstouseandenhancetheirsenseofprideoflivinginourYEDA(YantaiEconomicDevelopmentArea)andourcountry.VI.BlackboardDesign本节课试图打造的教学特色：1.板书内容直观化。通过板书对课文内容进行由浅入深梳理，略读和精读环节通过与师生互动层层搭建脚手架和教师板书，体现学生思维培养过程，达到学生思维培养可视化的目的。2.课程内容情境化。通过绘制地图的形式呈现作者途经主要地点，展现出游记体裁的特征；通过移动的火车，使课文内容情境化，让学生身临其境的与作者一起旅行。3.学习策略训练化。通过绘制地图和板书文章结构的形式，有意识的训练学生利用文本、图表、思维导图等形式收集、整理、获取信息的能力，达到训练学习策略的目的。评测练习HomeworkWriteatraveloguecoveringthreespotsmostfamiliartoyou,detailingtheirchangesandcommentingonthem.课后反思本节课基本完成了教学设计时既定的教学目标，实现了试图打造的教学特色：1.板书内容直观化。通过板书对课文内容进行由浅入深梳理，略读和精读环节通过与师生互动和教师板书，体现学生思维培养过程，达到学生思维培养可视化的目的。2.课程内容情境化。通过绘制地图的形式呈现作者途经主要地点，展现出游记体裁的特征；通过移动的火车，使课文内容情境化，让学生身临其境的与作者一起旅行。3.学习策略训练化。通过绘制地图和板书文章结构的形式，有意识的训练学生利用文本、图表、思维导图等形式收集、整理、获取信息的能力，达到训练学习策略的目的。本节课借助多媒体和多模态语篇，采用多种教学方法，从导入到课后作业一步步搭建脚手架进行启发式教学，摒弃了传统的问题预设，根据学生的思维发展即时生成进