外研版（2019）高中英语选择性必修第三册 Unit 6 Nature in words Using Language 教案（表格式）
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| 名称 | 外研版（2019）高中英语选择性必修第三册 Unit 6 Nature in words Using Language 教案（表格式） |
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| 格式 | docx | ||
| 文件大小 | 36.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2026-04-09 00:00:00 | ||
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文档简介
课题
Unit 6 Nurturing nature
Understanding ideas(语言学习) & Using Language(语法)
教学目标
1.Learn about the text type of the passage.
2.Grasp the main idea of each paragraph by skimming.
3.Learn from the spirit of the railway workers and be proud of China.
4.Learn about the present perfect continuous.
教学内容
教学内容分析
本单元的主题语境是“人与自然”,涉及的主题语境内容是保护自然环境和自然文化遗产。本节课课文选自外研版选择性必修一第六单元的Understanding ideas板块。本篇语篇类型为游记，作者描述自己的一次“天路”之旅。但与传统游记不同，作者本身是铁路建设的参与者之一，因此在这篇文章中并没有以游客的视角，着眼于旅途所到之处的所见所闻，而是从建设者的角度，通过闪回的方式，回顾了建设者们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，最终建成这条“impossible”铁路的历程。在文章中，作者表达了自己作为其中一名建设者的自豪之情，也表达了工程建设要以生态保护为前提的环保理念。除此之外，在文章中，我们也可以读出伟大民族精神。建设者们不畏艰险，克服重重困难，圆满达成成就，为中国人民的美好生活做出巨大贡献。青藏铁路的修建是我国团结、和平、勤劳、勇敢伟大民族精神的具体体现，是中华民族不断奋进崛起的缩影。阅读文本，民族自豪感油然而生。语法部分是复习现在完成进行时，通过习题训练让学生学会正确使用。
教学重点：
1.To guide the students to improve the students’ reading ability.
2.To enable students to know how to face challenges.
教学难点：
1.To enhance students’ sense of national pride.
2.To use the present perfect continuous correctly.
教学过程
Teaching steps
Teacher’s activities
Students’activities
Purposes of designing
I. Warming up
1.Showing a letter to students
2. Asking Ss 3 questions:
1)who wrote this letter?
2)What's the purpose(目的）of writing this letter?
3)Why did the author show thanks to railway builders?
1.Read this letter together.
2.Answer these questions.
To lead Ss to the topic of the passage.
II. Pre-reading
Work in pairs and complete the quiz.Try to guess if you are not sure the answers.
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
Try to guess the answers to these questions.
To let students know the basic information.
Fast-Reading
1.Match main ideas with the each paragraph.
2.Choose the correct structure.
3.Choose the correct writing type of this passage.
1.Distinguish the type of writing.
2.Learn to scan the text.
To lead Ss to grasp the structure of the passage and main ideas.
III.
While-reading
Careful-Reading
Read each part and find the details.
Part 1(para1-2)
1.What's the man's feeling when he has the trip on the railway?
Part2(para3-6)
Organize information from the passage and complete the table.
Thinking
67246541275Impossible possible/extraordinary
How and why?
Part3
1.What's the author's feeling in the last part?
Read for the theme
Choose the author's purpose in writing the passage and give your reasons.( )
A.To prove that humans can conquer nature.
B.To highlight the amount of work required to build the Qinghai-Tibet Railway.
C.To praise the workers' efforts in building the Qinghai-Tibet Railway.
1.Finding the required detailed information.
2.Students read Para 3-6 to know the challenges and the solutions during the construction of the railway.
3.Students understand the spirit of the railway builders.
4.Think about the reason from “impossible” to “possible”.
5.Students learn to find out the the author's purpose.
1.To make Ss to think and learn more about travel journal.
2.To train Ss’ ability to select information.
3.To develop students’ deep thinking.
IV. Post-Reading
Task1：Conclusion
Let’s make the Travel route of Qinghai-Tibet Railway , mark the places mentioned in the passage and write down the author’ feeling.
Task2：Think and share
Why is the
Qinghai-Tibet Railway called the“SkyRailway”?
1.Students and their teacher work together to make a travel route and present it on the blackboard.
2.Students discuss the question in their groups.
1.To improve Ss speaking ability.
2.To enable Ss to express their own opinions.
3.To get Ss to cooperate with others.
V. Grammar
Present perfect continuous
Look at the sentences from the reading passage and answer the questions.
(1) Which of these statements are true about sentence(a)?
(2) What is the difference between the expressions in bold in sentences(a) and (b)?
2.Complete the passage with the correct form of the verbs in brackets.
3.Look at the charts and make sentences using the present perfect continuous tense.
Group work:
Work in pairs. Talk about how the environment where you live has changed. Use the present perfect continuous tense where appropriate.
Students review the tense and do some exercises.
To improve the ability of using the present perfect continuous.
VI.Homework
1.Do some online research to find out something about the Qinghai-Tibet Railway and draw a handwritten newspaper to introduce it.
2.Preview the passage on page91.
1.Try to get some information and draw a handwritten newspaper.
2.Learn how to be a useful person to our country.
To enable students to know how to deal with the problems and try to make contributions to our country.
VII.
Self-evaluation
What I have learned today
I can know the text type I can know the main idea of the passage.of the passage.
I can learn from the spirit of the railway workers and be proud of China.
I can use present perfect continuous.
Give yourself a score according to the form.
To enable students to know what they have learned.
教学特色和教学反思
本节课采用“任务型阅读”的教学策略，在阅读中采用了丰富多样的学生阅读检测方法，让学生感受阅读课的乐趣，在老师引导下带着兴趣缓缓前行，由易到难不断对阅读进行深化。本课之前的设计原本打算是用韩红《天路》这首歌导入，但是一来用时过长，二来无法连贯接下来的环节，于是改成用感谢信的方式导入让学生对铁路的重要性产生兴趣。开始阅读时对文章标题产生疑问，为什么用“sky”修饰“railway”？这个疑问在文章结束时得到了解答。读前让学生做一个quiz ,了解有关青藏铁路的知识。Fast reading 主要提高学生快速概括大意、选出文章结构和确定文章体裁的能力。在Careful reading环节中主要对把“impossible”变成“possible”的方法和原因进行分析，让学生对铁路工作者产生敬意，并对中途克服了什么困难产生好奇，逐步引导学生对文章主题进行申华：经济发展一定要注重保护生态，同时提到建设者坚持不懈的精神。在Post reading部分，主要是完成游记的三要素“路线、地点和情感”，一边板书，一边展示文章的两条线，即：旅游线和情感线。进一步让学生明白贯穿文章始终的明线和暗线，更加深刻体会青藏铁路的美景是当年工人们的努力换来的。最后，总结本节课的情感价值：人与自然和谐相处、为伟大祖国感到骄傲和为国家做贡献。中间穿插播放一段Video,感受“The sky railway”。在Think and Share 环节，看完视频后，对文章开头的疑问进行了解答，同时鼓励学生面对困难要努力找到解决办法而不是轻言放弃，更要为祖国的成就感到骄傲，也要努力为祖国做贡献。在Grammar环节，主要是复习现在完成进行时，学习概念并通过文中主要句式，把现在完成进行时和现在完成时进行了区别，并且通过练习题来巩固用法，达到会使用的目的。在Homework环节，鼓励学生继续搜集有关青藏铁路的信息并且制作一个手抄报介绍青藏铁路和预习下一篇课文。最后，在Self-evaluation环节，让学生对照学习目标根据本节课所学进行自我评价，从而体现教—学—评一致性以及评价手段的多样性。
通过任务型阅读完成一件事情，学生都有了责任感，不会再推诿责任，甚至偷懒不做，尤其是在小组活动中，学生都能积极参与其中。当然永远不会有毫无瑕疵的一节课，在以后的教学实践中，我会积极学习并努力将新的教学理念应用到课堂中，从尝试到熟练，不断提高自身业务水平，转变思想，吸收新的教学方法，让教师和学生在教学中共同成长。
Unit 6 Nurturing nature
Understanding ideas(语言学习) & Using Language(语法)
教学目标
1.Learn about the text type of the passage.
2.Grasp the main idea of each paragraph by skimming.
3.Learn from the spirit of the railway workers and be proud of China.
4.Learn about the present perfect continuous.
教学内容
教学内容分析
本单元的主题语境是“人与自然”,涉及的主题语境内容是保护自然环境和自然文化遗产。本节课课文选自外研版选择性必修一第六单元的Understanding ideas板块。本篇语篇类型为游记，作者描述自己的一次“天路”之旅。但与传统游记不同，作者本身是铁路建设的参与者之一，因此在这篇文章中并没有以游客的视角，着眼于旅途所到之处的所见所闻，而是从建设者的角度，通过闪回的方式，回顾了建设者们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，最终建成这条“impossible”铁路的历程。在文章中，作者表达了自己作为其中一名建设者的自豪之情，也表达了工程建设要以生态保护为前提的环保理念。除此之外，在文章中，我们也可以读出伟大民族精神。建设者们不畏艰险，克服重重困难，圆满达成成就，为中国人民的美好生活做出巨大贡献。青藏铁路的修建是我国团结、和平、勤劳、勇敢伟大民族精神的具体体现，是中华民族不断奋进崛起的缩影。阅读文本，民族自豪感油然而生。语法部分是复习现在完成进行时，通过习题训练让学生学会正确使用。
教学重点：
1.To guide the students to improve the students’ reading ability.
2.To enable students to know how to face challenges.
教学难点：
1.To enhance students’ sense of national pride.
2.To use the present perfect continuous correctly.
教学过程
Teaching steps
Teacher’s activities
Students’activities
Purposes of designing
I. Warming up
1.Showing a letter to students
2. Asking Ss 3 questions:
1)who wrote this letter?
2)What's the purpose(目的）of writing this letter?
3)Why did the author show thanks to railway builders?
1.Read this letter together.
2.Answer these questions.
To lead Ss to the topic of the passage.
II. Pre-reading
Work in pairs and complete the quiz.Try to guess if you are not sure the answers.
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
Try to guess the answers to these questions.
To let students know the basic information.
Fast-Reading
1.Match main ideas with the each paragraph.
2.Choose the correct structure.
3.Choose the correct writing type of this passage.
1.Distinguish the type of writing.
2.Learn to scan the text.
To lead Ss to grasp the structure of the passage and main ideas.
III.
While-reading
Careful-Reading
Read each part and find the details.
Part 1(para1-2)
1.What's the man's feeling when he has the trip on the railway?
Part2(para3-6)
Organize information from the passage and complete the table.
Thinking
67246541275Impossible possible/extraordinary
How and why?
Part3
1.What's the author's feeling in the last part?
Read for the theme
Choose the author's purpose in writing the passage and give your reasons.( )
A.To prove that humans can conquer nature.
B.To highlight the amount of work required to build the Qinghai-Tibet Railway.
C.To praise the workers' efforts in building the Qinghai-Tibet Railway.
1.Finding the required detailed information.
2.Students read Para 3-6 to know the challenges and the solutions during the construction of the railway.
3.Students understand the spirit of the railway builders.
4.Think about the reason from “impossible” to “possible”.
5.Students learn to find out the the author's purpose.
1.To make Ss to think and learn more about travel journal.
2.To train Ss’ ability to select information.
3.To develop students’ deep thinking.
IV. Post-Reading
Task1：Conclusion
Let’s make the Travel route of Qinghai-Tibet Railway , mark the places mentioned in the passage and write down the author’ feeling.
Task2：Think and share
Why is the
Qinghai-Tibet Railway called the“SkyRailway”?
1.Students and their teacher work together to make a travel route and present it on the blackboard.
2.Students discuss the question in their groups.
1.To improve Ss speaking ability.
2.To enable Ss to express their own opinions.
3.To get Ss to cooperate with others.
V. Grammar
Present perfect continuous
Look at the sentences from the reading passage and answer the questions.
(1) Which of these statements are true about sentence(a)?
(2) What is the difference between the expressions in bold in sentences(a) and (b)?
2.Complete the passage with the correct form of the verbs in brackets.
3.Look at the charts and make sentences using the present perfect continuous tense.
Group work:
Work in pairs. Talk about how the environment where you live has changed. Use the present perfect continuous tense where appropriate.
Students review the tense and do some exercises.
To improve the ability of using the present perfect continuous.
VI.Homework
1.Do some online research to find out something about the Qinghai-Tibet Railway and draw a handwritten newspaper to introduce it.
2.Preview the passage on page91.
1.Try to get some information and draw a handwritten newspaper.
2.Learn how to be a useful person to our country.
To enable students to know how to deal with the problems and try to make contributions to our country.
VII.
Self-evaluation
What I have learned today
I can know the text type I can know the main idea of the passage.of the passage.
I can learn from the spirit of the railway workers and be proud of China.
I can use present perfect continuous.
Give yourself a score according to the form.
To enable students to know what they have learned.
教学特色和教学反思
本节课采用“任务型阅读”的教学策略，在阅读中采用了丰富多样的学生阅读检测方法，让学生感受阅读课的乐趣，在老师引导下带着兴趣缓缓前行，由易到难不断对阅读进行深化。本课之前的设计原本打算是用韩红《天路》这首歌导入，但是一来用时过长，二来无法连贯接下来的环节，于是改成用感谢信的方式导入让学生对铁路的重要性产生兴趣。开始阅读时对文章标题产生疑问，为什么用“sky”修饰“railway”？这个疑问在文章结束时得到了解答。读前让学生做一个quiz ,了解有关青藏铁路的知识。Fast reading 主要提高学生快速概括大意、选出文章结构和确定文章体裁的能力。在Careful reading环节中主要对把“impossible”变成“possible”的方法和原因进行分析，让学生对铁路工作者产生敬意，并对中途克服了什么困难产生好奇，逐步引导学生对文章主题进行申华：经济发展一定要注重保护生态，同时提到建设者坚持不懈的精神。在Post reading部分，主要是完成游记的三要素“路线、地点和情感”，一边板书，一边展示文章的两条线，即：旅游线和情感线。进一步让学生明白贯穿文章始终的明线和暗线，更加深刻体会青藏铁路的美景是当年工人们的努力换来的。最后，总结本节课的情感价值：人与自然和谐相处、为伟大祖国感到骄傲和为国家做贡献。中间穿插播放一段Video,感受“The sky railway”。在Think and Share 环节，看完视频后，对文章开头的疑问进行了解答，同时鼓励学生面对困难要努力找到解决办法而不是轻言放弃，更要为祖国的成就感到骄傲，也要努力为祖国做贡献。在Grammar环节，主要是复习现在完成进行时，学习概念并通过文中主要句式，把现在完成进行时和现在完成时进行了区别，并且通过练习题来巩固用法，达到会使用的目的。在Homework环节，鼓励学生继续搜集有关青藏铁路的信息并且制作一个手抄报介绍青藏铁路和预习下一篇课文。最后，在Self-evaluation环节，让学生对照学习目标根据本节课所学进行自我评价，从而体现教—学—评一致性以及评价手段的多样性。
通过任务型阅读完成一件事情，学生都有了责任感，不会再推诿责任，甚至偷懒不做，尤其是在小组活动中，学生都能积极参与其中。当然永远不会有毫无瑕疵的一节课，在以后的教学实践中，我会积极学习并努力将新的教学理念应用到课堂中，从尝试到熟练，不断提高自身业务水平，转变思想，吸收新的教学方法，让教师和学生在教学中共同成长。