外研版 (2019)选择性必修 第三册Unit 6 Nature in words教案及反思

这是一份外研版 (2019)选择性必修 第三册Unit 6 Nature in words教案及反思，共25页。
Unit 6 Nurturing nature
Understanding ideas(语言学习) & Using Language(语法)
教学目标
1.Learn abut the text type f the passage.
2.Grasp the main idea f each paragraph by skimming.
3.Learn frm the spirit f the railway wrkers and be prud f China.
4.Learn abut the present perfect cntinuus.
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“impssible”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.T guide the students t imprve the students’ reading ability.
2.T enable students t knw hw t face challenges.
教学难点：
1.T enhance students’ sense f natinal pride.
2.T use the present perfect cntinuus crrectly.
教学过程
Teaching steps
Teacher’s activities
Students’activities
Purpses f designing
I. Warming up
1.Shwing a letter t students
2. Asking Ss 3 questins:
1)wh wrte this letter?
2)What's the purpse(目的）f writing this letter?
3)Why did the authr shw thanks t railway builders?
1.Read this letter tgether.
2.Answer these questins.
T lead Ss t the tpic f the passage.
II. Pre-reading
Wrk in pairs and cmplete the quiz.Try t guess if yu are nt sure the answers.
1. Which is the highest railway in the wrld?
A. The Trans-Siberian Railway.
B. The Qinghai-Tibet Railway
C. The Chengdu- Kunming Railway.
2. In which year was the cmpleted Qinghai-Tibet
Railway put int peratin?
A.1984 B.2001 C.2006
3. Which f these statins is nt n the Qinghai-Tibet railway?
A. Lhasa B. Glmud C. Lanzhu
4. Which f these natural Wrld Heritage Sites des the Qinghai-Tibet Railway pass by?
A. Xinjiang Tianshan.
B. Qinghai Hh Xil
C. Suth China Karst
Try t guess the answers t these questins.
T let students knw the basic infrmatin.
Fast-Reading
1.Match main ideas with the each paragraph.
2.Chse the crrect structure.
3.Chse the crrect writing type f this passage.
1.Distinguish the type f writing.
2.Learn t scan the text.
T lead Ss t grasp the structure f 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 n the railway?
Part2(para3-6)
Organize infrmatin frm the passage and cmplete the table.
Thinking
Impssible pssible/extrardinary
Hw and why?
Part3
1.What's the authr's feeling in the last part?
Read fr the theme
Chse the authr's purpse in writing the passage and give yur reasns.( )
A.T prve that humans can cnquer nature.
B.T highlight the amunt f wrk required t build the Qinghai-Tibet Railway.
C.T praise the wrkers' effrts in building the Qinghai-Tibet Railway.
1.Finding the required detailed infrmatin.
2.Students read Para 3-6 t knw the challenges and the slutins during the cnstructin f the railway.
3.Students understand the spirit f the railway builders.
4.Think abut the reasn frm “impssible” t “pssible”.
5.Students learn t find ut the the authr's purpse.
1.T make Ss t think and learn mre abut travel jurnal.
2.T train Ss’ ability t select infrmatin.
3.T develp students’ deep thinking.
IV. Pst-Reading
Task1：Cnclusin
Let’s make the Travel rute f Qinghai-Tibet Railway , mark the places mentined in the passage and write dwn the authr’ feeling.
Task2：Think and share
Why is the
Qinghai-Tibet Railway called the“SkyRailway”?
1.Students and their teacher wrk tgether t make a travel rute and present it n the blackbard.
2.Students discuss the questin in their grups.
1.T imprve Ss speaking ability.
2.T enable Ss t express their wn pinins.
3.T get Ss t cperate with thers.

V. Grammar
Present perfect cntinuus
Lk at the sentences frm the reading passage and answer the questins.
(1) Which f these statements are true abut sentence(a)?
(2) What is the difference between the expressins in bld in sentences(a) and (b)?
2.Cmplete the passage with the crrect frm f the verbs in brackets.
3.Lk at the charts and make sentences using the present perfect cntinuus tense.
Grup wrk:
Wrk in pairs. Talk abut hw the envirnment where yu live has changed. Use the present perfect cntinuus tense where apprpriate.
Students review the tense and d sme exercises.
T imprve the ability f using the present perfect cntinuus.
VI.Hmewrk
1.D sme nline research t find ut smething abut the Qinghai-Tibet Railway and draw a handwritten newspaper t intrduce it.
2.Preview the passage n page91.
1.Try t get sme infrmatin and draw a handwritten newspaper.
2.Learn hw t be a useful persn t ur cuntry.
T enable students t knw hw t deal with the prblems and try t make cntributins t ur cuntry.
VII.
Self-evaluatin
What I have learned tday
I can knw the text type I can knw the main idea f the passage.f the passage.
I can learn frm the spirit f the railway wrkers and be prud f China.
I can use present perfect cntinuus.
Give yurself a scre accrding t the frm.
T enable students t knw 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“impssible”变成“pssible”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Pst 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Vide,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Hmewrk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-evaluatin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。