外研版（2019）高中英语选择性必修第一册 Unit6Nurturing nature Understanding deas 板块教学设计
文档属性
| 名称 | 外研版（2019）高中英语选择性必修第一册 Unit6Nurturing nature Understanding deas 板块教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 18.7KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-02 21:02:29 | ||
图片预览
文档简介
Unit6 Understanding ideas板块教学设计
Understanding ideas板块教学设计 （建议时长30–35分钟，教师可根据教学实际酌情调整。）
课型 Reading
主题语境 人与自然——保护自然文化遗产
内容分析 该板块呈现了一篇体现单元主题的课文，语篇类型为游记。作者通过描述一次天路之旅，回顾了在青藏铁路修建过程中始终以保护生态为前提，克服重重困难，最终建成世界上第一条“不可能建成的”铁路工程。表达了作为建设者的满腔自豪，也表达了工程建设要以保护生态为前提的环保理念。读前活动的小测试旨在帮助学生熟悉语篇内容，为课文学习做铺垫。读中活动请学生找到青藏铁路对作者的特殊意义。 读后活动通过总结主旨大意，找到在建设铁路时遇到的挑战和解决方式，深入理解体会作者写作意图， 赏析文本，探究主题意义，培养阅读思维能力。
教学目标 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，找出主要细节在文中的位置，即青藏铁路建设过程中克服的种种困难以及青藏铁路给当地居民生活带来的影响，感受建设者的伟大，激发民族自豪感； 3 引导学生通过阅读文本，感知文章的语言特点，在语篇中学习和掌握与话题相关词汇和短语并能 运用所学词汇介绍青藏铁路。
教学重点 引导学生读懂语篇，理解作者的写作意图，并了解文章的主旨大意； 引导学生了解游记类文章的文体特征。
教学难点 引导学生把握略读和精读的阅读技巧； 引导学生运用在语篇中学习和掌握的词汇和短语，介绍青藏铁路。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher shows some pictures of Tibet and asks students to discuss how to go to Tibet. Teacher asks students to work in pairs to answer the quiz. Teacher checks their answers. Students discuss how to go to Tibet. Some students share their answers. To have students get to know the information about the Qinghai-Tibet Railway.
Activity 2 Teacher asks students to skim the passage and pay attention to some specific information. Teacher asks students to read the passage with tasks and find out why the railway is particularly special to the author and grasp the main idea of the passage. Teacher asks students to work in pairs to discuss questions. Teacher asks some students to share their answers and explains some key points. Students skim the passage and pay attention to some specific information. Students read the passage with tasks and find out why the railway is particularly special to the author and grasp the main idea of the passage. Students work in pairs to discuss the questions. Students share their answers. 1. To train students’ ability to read the passage with tasks. 2. To prepare students for reading.
Activity 3 Teacher asks students to read the passage individually, complete the table, and find out the supporting ideas to explain their opinions. Teacher asks students to discuss in groups, check their answers and express their opinions. Teacher asks some students to present their answers and give the reasons. 1. Students read the passage individually, complete the table, and find out the supporting ideas to explain their opinions. Students discuss in groups, check their answers and express their opinions Students share their answers. To get the main idea of the passage. To let students gather information about the passage.
Activity 4 Teacher asks students to read the passage again and organize the information from the passage to complete the table. Teacher asks students to share answers and find out what challenges were met and overcome by the railway workers. Teacher asks students to draw a map of Tibet and mark the sites referred to in the passage. Teacher asks the students to retell the passage according to the map. Students read the passage again and organize the information from the passage to complete the table. Students share answers and find out what challenges were met and overcome by the railway workers. Students draw a map of Tibet and mark the sites referred to in the passage. Students retell the passage according to the map. 1. To train students’ abilities to understand the passage deeply. 2 To train students’ abilities to explore theme meaning.
Think & Share Teacher asks students to work in groups to discuss questions. Students answer the questions and make supplementation. To develop students’ abilities to transfer knowledge and learn more about the passage.
Understanding ideas板块教学设计 （建议时长30–35分钟，教师可根据教学实际酌情调整。）
课型 Reading
主题语境 人与自然——保护自然文化遗产
内容分析 该板块呈现了一篇体现单元主题的课文，语篇类型为游记。作者通过描述一次天路之旅，回顾了在青藏铁路修建过程中始终以保护生态为前提，克服重重困难，最终建成世界上第一条“不可能建成的”铁路工程。表达了作为建设者的满腔自豪，也表达了工程建设要以保护生态为前提的环保理念。读前活动的小测试旨在帮助学生熟悉语篇内容，为课文学习做铺垫。读中活动请学生找到青藏铁路对作者的特殊意义。 读后活动通过总结主旨大意，找到在建设铁路时遇到的挑战和解决方式，深入理解体会作者写作意图， 赏析文本，探究主题意义，培养阅读思维能力。
教学目标 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，找出主要细节在文中的位置，即青藏铁路建设过程中克服的种种困难以及青藏铁路给当地居民生活带来的影响，感受建设者的伟大，激发民族自豪感； 3 引导学生通过阅读文本，感知文章的语言特点，在语篇中学习和掌握与话题相关词汇和短语并能 运用所学词汇介绍青藏铁路。
教学重点 引导学生读懂语篇，理解作者的写作意图，并了解文章的主旨大意； 引导学生了解游记类文章的文体特征。
教学难点 引导学生把握略读和精读的阅读技巧； 引导学生运用在语篇中学习和掌握的词汇和短语，介绍青藏铁路。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher shows some pictures of Tibet and asks students to discuss how to go to Tibet. Teacher asks students to work in pairs to answer the quiz. Teacher checks their answers. Students discuss how to go to Tibet. Some students share their answers. To have students get to know the information about the Qinghai-Tibet Railway.
Activity 2 Teacher asks students to skim the passage and pay attention to some specific information. Teacher asks students to read the passage with tasks and find out why the railway is particularly special to the author and grasp the main idea of the passage. Teacher asks students to work in pairs to discuss questions. Teacher asks some students to share their answers and explains some key points. Students skim the passage and pay attention to some specific information. Students read the passage with tasks and find out why the railway is particularly special to the author and grasp the main idea of the passage. Students work in pairs to discuss the questions. Students share their answers. 1. To train students’ ability to read the passage with tasks. 2. To prepare students for reading.
Activity 3 Teacher asks students to read the passage individually, complete the table, and find out the supporting ideas to explain their opinions. Teacher asks students to discuss in groups, check their answers and express their opinions. Teacher asks some students to present their answers and give the reasons. 1. Students read the passage individually, complete the table, and find out the supporting ideas to explain their opinions. Students discuss in groups, check their answers and express their opinions Students share their answers. To get the main idea of the passage. To let students gather information about the passage.
Activity 4 Teacher asks students to read the passage again and organize the information from the passage to complete the table. Teacher asks students to share answers and find out what challenges were met and overcome by the railway workers. Teacher asks students to draw a map of Tibet and mark the sites referred to in the passage. Teacher asks the students to retell the passage according to the map. Students read the passage again and organize the information from the passage to complete the table. Students share answers and find out what challenges were met and overcome by the railway workers. Students draw a map of Tibet and mark the sites referred to in the passage. Students retell the passage according to the map. 1. To train students’ abilities to understand the passage deeply. 2 To train students’ abilities to explore theme meaning.
Think & Share Teacher asks students to work in groups to discuss questions. Students answer the questions and make supplementation. To develop students’ abilities to transfer knowledge and learn more about the passage.