外研版（2019）选择性必修第一unit 6 Nurturing nature Section A Understanding ideas（教案）
文档属性
| 名称 | 外研版（2019）选择性必修第一unit 6 Nurturing nature Section A Understanding ideas（教案） |  | |
| 格式 | zip | ||
| 文件大小 | 101.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-08-28 13:52:38 | ||
图片预览
文档简介
Unit 6 Nurturing nature
Understanding ideas教学设计
科目：英语 课题：Understanding ideas 课时：1课时
教学目标与核心素养：
1带领学生通过略读锁定关键词，获取课文主要信息，体会“天路”对作者的特殊意义，并把握作者的写作意图；
2带领学生通过精读，找出青藏铁路建设者们在建设过程中遇到的种种困难以及解决这些困难的方法，感受他们的伟大，激发民族自豪感；
3引导学生通过阅读课文，感知课文的语言特点，学习并掌握与话题相关的词汇和表达，并能运用所学语言介绍青藏铁路。
教学重难点
教学重点：带领学生通过略读和精读，获取课文大意，引导学生感知课文的结构和语言
教学难点：引导学生基于课文内容联系生活实际，学生了解青藏铁路建设者们在建设过程中遇到的种种困难以及解决这些困难的方法，感受他们的伟大
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-class
1. Greeting
2. Leading-in
教师活动：教师在读前导入环节可以鼓励学生进行预习，查找青藏铁路的相关资料。
带领学生赏析《天路》这首歌，用歌词“盼望铁路修到我家乡”导入阅读任务；也可以展示西藏的风景图片，请学生讨论如何去西藏，导入阅读任务。
二、While- class
学生活动：学生完成活动1。Work in pairs and complete the quiz. Try to guess if you are not sure of the answers.
Quiz
1 Which is the highest railway in the world
a The Trans-Siberian Railway.
b The Qinghai-Tibet Railway.
c The Chengdu-Kunming Railway.
2 In which year was the completed Qinghai-Tibet Railway put into operation
a 1984.
b 2001.
c 2006.
3 Which of these stations is not on the Qinghai-Tibet Railway
a Lhasa.
b Golmud.
c Lanzhou.
4 Which of these natural World Heritage Sites does the Qinghai-Tibet Railway pass by
a Xinjiang Tianshan.
b Qinghai Hoh Xil.
c South China Karst.
学生两人一组，回答小测试中的问题。请个别学生给出答案，全班核对。
参考答案：1b 2c 3c 4b
学生活动：学生完成活动2。Read the passage and find out why the railway is particularly special to the author.
教师开展读中活动，请学生带着任务阅读课文，理解课文。
第一步：学生独立浏览活动指令，明确阅读中应特别关注的信息。
第二步：学生带着任务阅读课文，寻找“天路”对作者的特殊意义，把握课文大意。
第三步：学生分组，讨论问题的答案。
第四步：请部分学生回答问题。教师酌情进行讲解，引入课文学习。
参考答案：
The author has worked on the Qinghai-Tibet Railway. Once believed "impossible", the highest railway in the world is a record of the efforts of the workers to overcome the most difficult engineering challenges. These efforts and their end results mean that the railway is special to the author.
学生活动：学生完成活动3。Choose the author's purpose in writing the passage and give your reasons.
教师可利用此活动检验学生对课文主旨大意的理解和对作者写作意图的把握情况。
第一步：请学生阅读选项，思考各个选项的含义和侧重点。
第二步：学生选出作者的写作意图，并在课文中找到相应的内容支持自己的选择。
第三步：请部分学生分享答案并说明理由，全班核对答案。
1 To prove that humans can conquer nature.
2 To highlight the amount of work required to build the Qinghai-Tibet Railway.
3 To praise the workers' efforts in building the Qinghai-Tibet Railway.
参考答案：3
学生活动：学生完成活动4。Organise information from the passage and complete the table.
Challenges Solutions
To protect wild animals. 1 _________________________have been built under the railway to allow the animals to 2 _______________________________
To 3 _______________________________________ 675 bridges with 4 ____________________________were built between Golmud and Lhasa.140,000 square metres of wetland were 5 _____________________ in order to protect its distinct ecosystem.
To make sure the workers stayed healthy 6_____________________________ were constructed. The workers also enjoyed 7 _____________________ in lower areas.
To 8 _______________________________________ Thousands and thousands of sandbags were used to 9 _______________________along the lake to 10 ___________________________
教师带领学生进一步梳理课文信息，深入理解课文内容，完成表格。
第一步：学生精读课文，根据活动4的要求，从课文中提取相关内容，补全缺失信息。
第二步：请学生分别回答其中的一个挑战及解决措施，全班核对答案。
第三步：引导学生手绘青藏铁路，在图中标注课文中提到的地点，并复述课文。
第四步（适合程度较好的班级或学生）：请学生课后调研建设青藏铁路时遇到的其他挑战，使学生体会到人类在发展建设的同时一定要保护环境、滋养自然的主题思想。
参考答案：
1 Thirty-three passages
2 move safely and freely in their natural habitat
3 prevent damage to wetlands and grasslands
4 a total length of about 160 kilometres
5 moved to a new area
6 Several oxygen-making stations
7 regular breaks
8 protect Cuona Lake
9 build a twenty-kilometre wall
10 protect it from construction waste
三、After-class
Think & share
教师引导学生在深入理解课文主题和关键信息的同时，联系自身实际，在真实语境中运用所学知识，实现知识和思维能力的拓展与迁移。
第一步：学生分组，基于课文内容，联系自身实际，讨论本环节问题的答案。
第二步：请个别学生回答问题，其他学生进行补充或展开自由讨论。
1 Which of the solutions are you most impressed by Why
2 Which words in the passage are used to describe the Qinghai-Tibet Railway What other words could you think of to describe it
3 What changes do you think the Qinghai-Tibet Railway has brought to the people living along the railway
4 What method did you use to collect information How did the information help you to better understand the passage
参考答案
1 Students' own answers.
2 Sky Railway, impossible, highest, extraordinary.
You can also say it is a miracle, great achievement, etc.
3 Students' own answers.
4 Students' own answers.
四、Summary
总结课上所学
Understanding ideas教学设计
科目：英语 课题：Understanding ideas 课时：1课时
教学目标与核心素养：
1带领学生通过略读锁定关键词，获取课文主要信息，体会“天路”对作者的特殊意义，并把握作者的写作意图；
2带领学生通过精读，找出青藏铁路建设者们在建设过程中遇到的种种困难以及解决这些困难的方法，感受他们的伟大，激发民族自豪感；
3引导学生通过阅读课文，感知课文的语言特点，学习并掌握与话题相关的词汇和表达，并能运用所学语言介绍青藏铁路。
教学重难点
教学重点：带领学生通过略读和精读，获取课文大意，引导学生感知课文的结构和语言
教学难点：引导学生基于课文内容联系生活实际，学生了解青藏铁路建设者们在建设过程中遇到的种种困难以及解决这些困难的方法，感受他们的伟大
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-class
1. Greeting
2. Leading-in
教师活动：教师在读前导入环节可以鼓励学生进行预习，查找青藏铁路的相关资料。
带领学生赏析《天路》这首歌，用歌词“盼望铁路修到我家乡”导入阅读任务；也可以展示西藏的风景图片，请学生讨论如何去西藏，导入阅读任务。
二、While- class
学生活动：学生完成活动1。Work in pairs and complete the quiz. Try to guess if you are not sure of the answers.
Quiz
1 Which is the highest railway in the world
a The Trans-Siberian Railway.
b The Qinghai-Tibet Railway.
c The Chengdu-Kunming Railway.
2 In which year was the completed Qinghai-Tibet Railway put into operation
a 1984.
b 2001.
c 2006.
3 Which of these stations is not on the Qinghai-Tibet Railway
a Lhasa.
b Golmud.
c Lanzhou.
4 Which of these natural World Heritage Sites does the Qinghai-Tibet Railway pass by
a Xinjiang Tianshan.
b Qinghai Hoh Xil.
c South China Karst.
学生两人一组，回答小测试中的问题。请个别学生给出答案，全班核对。
参考答案：1b 2c 3c 4b
学生活动：学生完成活动2。Read the passage and find out why the railway is particularly special to the author.
教师开展读中活动，请学生带着任务阅读课文，理解课文。
第一步：学生独立浏览活动指令，明确阅读中应特别关注的信息。
第二步：学生带着任务阅读课文，寻找“天路”对作者的特殊意义，把握课文大意。
第三步：学生分组，讨论问题的答案。
第四步：请部分学生回答问题。教师酌情进行讲解，引入课文学习。
参考答案：
The author has worked on the Qinghai-Tibet Railway. Once believed "impossible", the highest railway in the world is a record of the efforts of the workers to overcome the most difficult engineering challenges. These efforts and their end results mean that the railway is special to the author.
学生活动：学生完成活动3。Choose the author's purpose in writing the passage and give your reasons.
教师可利用此活动检验学生对课文主旨大意的理解和对作者写作意图的把握情况。
第一步：请学生阅读选项，思考各个选项的含义和侧重点。
第二步：学生选出作者的写作意图，并在课文中找到相应的内容支持自己的选择。
第三步：请部分学生分享答案并说明理由，全班核对答案。
1 To prove that humans can conquer nature.
2 To highlight the amount of work required to build the Qinghai-Tibet Railway.
3 To praise the workers' efforts in building the Qinghai-Tibet Railway.
参考答案：3
学生活动：学生完成活动4。Organise information from the passage and complete the table.
Challenges Solutions
To protect wild animals. 1 _________________________have been built under the railway to allow the animals to 2 _______________________________
To 3 _______________________________________ 675 bridges with 4 ____________________________were built between Golmud and Lhasa.140,000 square metres of wetland were 5 _____________________ in order to protect its distinct ecosystem.
To make sure the workers stayed healthy 6_____________________________ were constructed. The workers also enjoyed 7 _____________________ in lower areas.
To 8 _______________________________________ Thousands and thousands of sandbags were used to 9 _______________________along the lake to 10 ___________________________
教师带领学生进一步梳理课文信息，深入理解课文内容，完成表格。
第一步：学生精读课文，根据活动4的要求，从课文中提取相关内容，补全缺失信息。
第二步：请学生分别回答其中的一个挑战及解决措施，全班核对答案。
第三步：引导学生手绘青藏铁路，在图中标注课文中提到的地点，并复述课文。
第四步（适合程度较好的班级或学生）：请学生课后调研建设青藏铁路时遇到的其他挑战，使学生体会到人类在发展建设的同时一定要保护环境、滋养自然的主题思想。
参考答案：
1 Thirty-three passages
2 move safely and freely in their natural habitat
3 prevent damage to wetlands and grasslands
4 a total length of about 160 kilometres
5 moved to a new area
6 Several oxygen-making stations
7 regular breaks
8 protect Cuona Lake
9 build a twenty-kilometre wall
10 protect it from construction waste
三、After-class
Think & share
教师引导学生在深入理解课文主题和关键信息的同时，联系自身实际，在真实语境中运用所学知识，实现知识和思维能力的拓展与迁移。
第一步：学生分组，基于课文内容，联系自身实际，讨论本环节问题的答案。
第二步：请个别学生回答问题，其他学生进行补充或展开自由讨论。
1 Which of the solutions are you most impressed by Why
2 Which words in the passage are used to describe the Qinghai-Tibet Railway What other words could you think of to describe it
3 What changes do you think the Qinghai-Tibet Railway has brought to the people living along the railway
4 What method did you use to collect information How did the information help you to better understand the passage
参考答案
1 Students' own answers.
2 Sky Railway, impossible, highest, extraordinary.
You can also say it is a miracle, great achievement, etc.
3 Students' own answers.
4 Students' own answers.
四、Summary
总结课上所学