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高中英语人教版 (2019)选择性必修 第一册Unit 3 Fascinating Parks精品教案及反思
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这是一份高中英语人教版 (2019)选择性必修 第一册Unit 3 Fascinating Parks精品教案及反思，共9页。教案主要包含了教学内容，课时目标，教学过程等内容，欢迎下载使用。
Reading and Thinking: Sarek Natinal Park – Eurpe’s Hidden Natural Treasure
文本简析
本单元阅读文本探讨的话题是：萨利克国家公园——欧洲隐藏的自然宝藏。该公园景色壮丽，全境都是未经开发的原生态区，是国家公园的世界级典范。通过阅读和探讨，旨在引导学生欣赏国家公园的迷人之处，拓展学生视野，并启发学生从人与自然、人与社会的角度，思考国家公园对自然保护、人类生存发展的主题意义。
本文是一篇游记，以第一人称的视角，带领读者体验一位徒步独行者的经历，与“我”一起感受和体验萨利克国家公园。文章发生在从作者清晨从帐篷中苏醒到吃完早饭向下一个目标出发这段时间中，交代了季节、公园的特点、以及独自徒步萨利克国家公园的感受和原因。 全文的四个自然段各有侧重点。第一段介绍作者所处的自然环境。第二段回顾萨利克公园的地貌和历史。第三段承接前一段提到的公园地区原始居住者Sami人，介绍了Sami人的现代生活。第四段作为文章结尾，也是作者新一天征途的开始。新一天的征途，同往日一样，依然会是充满艰辛但又快乐的一天。
在进行文本教学设计时，要围绕如何写游记（描述所见/所知、表达所感）展开，帮助学生梳理关于介绍国家公园概况的这些话题语言，连接上下文的指示时间的语言和关于描述作者旅行体验的语言表达，包括听（sund）、看（sight）、闻（smell）、品（taste）、触（tuch）等各种感官描绘。本文的主副标题、段落小标题和段落中支撑内容的关联，是很好的逻辑思维训练载体。此外，本课需首要关注的文化要素是向内体会和感受文本蕴含对人生旅程的思考，向外延伸探究国家公园对自然保护、人与自然和谐发展的主题意义。
第1课时
一、教学内容
在理解全文的基础上，关注作者的游历和感受，评鉴遣词造句，探究文本蕴含的对人生旅程的思考。
二、课时目标
1. 通过预测和略读，了解大意，建立标题、图片和正文的信息关联。
2. 细读全文，找到各段的侧重点，并正确匹配小标题，进一步理解文本信息。
3. 通过文本分析，聚焦作者的经历，提取感官体验的信息，体会作者的内心收获，深入理解文本内容。
4.通过对作者的体验的概述，评鉴作者的遣词造句，赏析隐含意义，从内容，语言和思维上加深对主题的认识。
三、教学过程
Activity 1: Activating the schemata n the tpic
本活动旨在为落实目标1作铺垫。
1.A brainstrm f parks.
Q: What cmes t yur mind first when yu think f parks?
Ss: A fun place, the West Lake, beautiful scenery, natinal parks, theme parks, scary rller casters, educatinal ……
Teacher writes key wrds n the blackbard.
T: As we can see, we’ve cme up with many wrds abut parks describing what they are, what kinds f parks we have in the wrld, what we can experience in the parks and abve all hw they make us feel. Sme say they are beautiful and fun while sme als say they are risky and even scary, based n the experiences.
2.Talk abut natinal parks.
Q1: Nw lk at the picture n the screen and tell me hw this park makes yu feel?
S1: I feel fascinated by the clurful water in the park. It’s als mysterius and I wnder what makes the water s clrful.
T: Exactly. What we see here is actually a ppular scenic spt in Yellwstne Natinal Park — Grand Prismatic Spring. Ht water f abut 70°C bursts ut frm undergrund, imagine if yu were there in persn, what else wuld yu expect t experience n the spt?
S2: I wuld prbably see the bursting f the water, steam ver the surface and maybe sme marine life.
S3: Since it’s a ht spring, I might hear water gurgling and biling. And maybe the steam smells differently and the water tastes differently if it can be tasted.
T: Gd imaginatin and reasnable guesses! Next, let’s read a qute abut natinal parks.
Q2: Hw d yu relate the qute t the picture? What des Michael Frme mean by “a sanctuary fr nature and fr humans wh will accept nature n nature’s wn terms”?
T: Peple can enjy such a natural beauty as the Grand Prismatic Spring nly if it’s prtected and kept in natural state. Frm Michael Frme’s qute, we learn a natinal park is a place where we shuld live in harmny with nature.
【设计意图】围绕“parks”开展头脑风暴，引出单元主题，激活学生已知信息，尤其关注描绘学生去公园的经历以及身心体验的关键词，并板书在黑板上；再利用单元首页的图片让学生想象可能有的体验，鼓励学生从各种感官上进行描述；最后结合图片，让学生谈谈对这句名言的理解，进而初步了解国家公园，激发学生阅读欲望。
【核心素养提升点】结合说、听、读、和看（viewing），锻炼思维能力和语言表达能力。
Activity 2: Predicting and checking predictins
本活动旨在落实目标1。
1.Predict thrugh the title and the pictures.
Q1: Accrding t the title, what des the writer think f Sarek Natinal Park?
S: He thinks f the park as treasure, which prbably refers t the beautiful natural scenery and resurces such as plants and animals in the tw pictures.
Q2: Accrding t the title and tw pictures, can yu predict what the text is abut?
Teacher writes n the blackbard what students have predicted.
2.Check the predictin n the blackbard.
T: As we have predicted, the natural scenery in the park and the animals, t be specific, reindeer, are bth included in the text.
【设计意图】学生根据标题和图片，解读标题，了解作者写作意图，并对文本内容进行预测，形成阅读期待。然后通过快速阅读文本，获取语篇大意，并验证预测是否正确，为后续深层理解奠定基础。
【核心素养提升点】 通过预测和略读发展学生快速提取文本信息和搭建文本框架的逻辑思维能力。
Activity 3: Reading t match the subheadings with the paragraphs
本活动旨在落实目标2。
T: Subheadings give a shrt summary f what is in a sectin f a passage. Nw read the text and find a prper subheading fr each paragraph. Give reasns fr yur chices.
S1: The mst striking gegraphic feature f the park is its lcatin, where the sun never sets in summer, s the prper subheading fr the first paragraph is “A Summer Where the Sun Never sleeps.”
S2: Whether befre r after Sarek was made a natinal park in 1909, the land is always kept in its natural state, s the prper subheading fr the secnd paragraph is “A Land f Muntains and Ice.”
S3: The Sami peple have always been at peace with the nature in Sarek Natinal Park. Thanks t the establishment f Sarek Natinal Park, their traditins can be preserved and enjyed, s the prper subheading fr the third paragraph is “Man at Peace with Nature.”
S4: When the writer hikes alne in this land, he experiences difficulties like sweat and hard wrk, but he als enjys the beautiful and wild place. In a wrd, it’s an adventure fr the writer, s the prper subheading fr the furth paragraph is “A Land f Adventure.”
【设计意图】学生通过细读，概括段落大意，把握各段的侧重点，并合理匹配小标题。梳理介绍国家公园的信息和描写作者经历的信息，深入解读文本，同时关注语言，理解各段中重点词汇与表达。
【核心素养提升点】学生进行理解和思考，提升概括能力，训练逻辑思维，把握作者态度，并能理解人文内涵。
Activity 4: Explring the details f the writer’s experience
本活动旨在落实目标3。
1. Read again and fill in the frm with any impressive infrmatin yu find ut abut the writer’s experience. Explain why it is included in terms f cntent, why it is valued in terms f significance and why it impresses yu in terms f language.
2. Share the impressive infrmatin in a grup f fur and discuss in terms f cntent, significance and language.
3. Present what has been discussed in class.
【设计意图】学生在理解文本大意的基础上，寻找作者感官体验的细节，体会其内心感受；通过小组讨论，进行思维互补；发表个人看法，在拓展表达中内化语言。
【核心素养提升点】发展自主提取、梳理文本信息能力；提升小组合作能力，发展逻辑思维和批判性思维。
Activity 5: Highlighting the secret f the writer’s experience
本活动旨在落实目标4。
1. Cnclude the writer’s experience.
2. Highlight the secret.
【设计意图】学生在教师引导下概述作者的体验，评鉴作者的遣词造句，赏析隐含意义，从内容，语言和思维等三个方面巩固所学。
【核心素养提升点】学生提升概括能力，训练逻辑思维，理解人文内涵，并能提升口头表达能力。
Assignment：
Review what yu have learned abut the writer’s experience and think abut whether yu wuld like t visit Sarek. Give yur reasns.
【设计意图】学生从作者体会出发，回归到作者的经历，复习课文内容，巩固课文词汇。同时也联系学生自己，启发对人生旅程的思考。
【核心素养提升点】锻炼逻辑思维同时发散思维；提升口头表达能力。
第2课时
一、教学内容
侧重阅读国家公园的历史，梳理重要历史事件，评鉴语言特点，探究建立国家公园的主题意义。
二、课时目标
1.通过复述和讨论，回顾作者经历，巩固所学，并启发对人生旅程的思考。
2.梳理公园历史上的重要事件，评鉴语言特点，体会人与自然的和谐关系。
3.通过归纳和讨论，在内容，语言和思维上再次认识全文，深入体会建立国家公园的意义和有效性。
三、教学过程
Activity 1: Reviewing what has been learnt
本活动旨在落实目标1。
1. Review what has been learnt f the writer’s experience.
2. Give yur pinin n whether yu wuld like t visit Sarek and list yur reasns.
S1: Yes. I’m attracted t things like the brad sky and fresh air in such a beautiful and wild place. As an active and pineering persn, I can hike alne and enjy such an adventure just like the writer.
S2: N. I’m nt an adventurus persn, I’d rather stay in the city and enjy all the cnvenience. If I can’t get in tuch with my friends in such a remte area, I will feel excluded and lnely.
T: We all have gd reasns fr ur wn answers. The writer cnsiders the experience a great adventure, fun, exciting and yet risky. If yu think abut it, the same als applies t ur life jurney. Life can be full f sweat and hard wrd, but we als feel blessed t be alive n matter what we may travel thrugh.
【设计意图】回顾作者在公园中的经历，复习关键词汇与表达，同时也联系自我，发表观点，启发自我对人生旅程进行思考。
【核心素养提升点】锻炼概括归纳能力，提升表达观点和支撑自己观点的能力。
Activity 2：Explring and highlighting the histry f Sarek Natinal Park
本活动旨在落实目标2。
1. List the main events in the histry f the park.
2. Explre the significance f the establishment f Sarek Natinal Park.
Q1: Which event is the mst imprtant ne in the park’s histry?
Ss: The establishment f Sarek natinal park in 1909 is the mst imprtant ne.
Q2: Is it wrth making a place like Sarek a natinal park? Give yur reasns.
Ss: Yes. In this way, the place can be kept in its natural state and natural beauties and ther rare and valuable resurces can be preserved instead f being destryed by endless explitatin driven by prfits.
Q3: Hw des the writer rganize his intrductin t the histry f Sarek?
Ss: The writer rganizes his intrductin in the sequence f time, using time indicatrs such as “used t”, “arund 9,000 years ag”, “sn after”, “fllwing the reindeer”, and “in 1909”.
Q4: What is the feature f the language used t intrduce the histry f the park?
Ss: The intrductin t the park is t prvide facts, using time indicatrs t rganize the events. Sentences starts with “third persn” and passive vice is used mre ften, feeling bjective.
【设计意图】学生寻找和梳理公园历史上的重要事件，体会人与自然的和谐关系，评鉴介绍性语言的特点。
【核心素养提升点】发展自主提取、梳理文本信息能力，训练逻辑思维和高阶思维。
Activity 3: Highlighting the secret f the text
本活动旨在落实目标3。
1. Cnclude and highlight the secret f the text.
2. Discuss whether setting up natinal parks is an effective way t balance develpment and the prtectin f nature. Give yur reasns.
3. Read Michael Frme’s saying n the tile page again, and share yur ideas based n what yu have learned.
【设计意图】学生在教师引导下对文章主旨，框架结构和表达方式等进行总结和评鉴，从内容，语言和思维等三个层面有效进行总结概括，加深对主题的认识。
【核心素养提升点】综合所学，表达语篇的主题意义，提升概括能力和口头表达能力，提升人文内涵。
Assignment：
Please write a cmment n the passage. Give an verall summary at the beginning, and then include yur feelings f what yu have learned at the end.
【设计意图】学生通过写一篇评论，用自己的语言对文章大意进行概括，并结合课堂所学，表达自己的感悟，形成自己的评判。
【核心素养提升点】拓展思维，提升书面表达能力。
Reading and Thinking: Sarek Natinal Park – Eurpe’s Hidden Natural Treasure
文本简析
本单元阅读文本探讨的话题是：萨利克国家公园——欧洲隐藏的自然宝藏。该公园景色壮丽，全境都是未经开发的原生态区，是国家公园的世界级典范。通过阅读和探讨，旨在引导学生欣赏国家公园的迷人之处，拓展学生视野，并启发学生从人与自然、人与社会的角度，思考国家公园对自然保护、人类生存发展的主题意义。
本文是一篇游记，以第一人称的视角，带领读者体验一位徒步独行者的经历，与“我”一起感受和体验萨利克国家公园。文章发生在从作者清晨从帐篷中苏醒到吃完早饭向下一个目标出发这段时间中，交代了季节、公园的特点、以及独自徒步萨利克国家公园的感受和原因。 全文的四个自然段各有侧重点。第一段介绍作者所处的自然环境。第二段回顾萨利克公园的地貌和历史。第三段承接前一段提到的公园地区原始居住者Sami人，介绍了Sami人的现代生活。第四段作为文章结尾，也是作者新一天征途的开始。新一天的征途，同往日一样，依然会是充满艰辛但又快乐的一天。
在进行文本教学设计时，要围绕如何写游记（描述所见/所知、表达所感）展开，帮助学生梳理关于介绍国家公园概况的这些话题语言，连接上下文的指示时间的语言和关于描述作者旅行体验的语言表达，包括听（sund）、看（sight）、闻（smell）、品（taste）、触（tuch）等各种感官描绘。本文的主副标题、段落小标题和段落中支撑内容的关联，是很好的逻辑思维训练载体。此外，本课需首要关注的文化要素是向内体会和感受文本蕴含对人生旅程的思考，向外延伸探究国家公园对自然保护、人与自然和谐发展的主题意义。
第1课时
一、教学内容
在理解全文的基础上，关注作者的游历和感受，评鉴遣词造句，探究文本蕴含的对人生旅程的思考。
二、课时目标
1. 通过预测和略读，了解大意，建立标题、图片和正文的信息关联。
2. 细读全文，找到各段的侧重点，并正确匹配小标题，进一步理解文本信息。
3. 通过文本分析，聚焦作者的经历，提取感官体验的信息，体会作者的内心收获，深入理解文本内容。
4.通过对作者的体验的概述，评鉴作者的遣词造句，赏析隐含意义，从内容，语言和思维上加深对主题的认识。
三、教学过程
Activity 1: Activating the schemata n the tpic
本活动旨在为落实目标1作铺垫。
1.A brainstrm f parks.
Q: What cmes t yur mind first when yu think f parks?
Ss: A fun place, the West Lake, beautiful scenery, natinal parks, theme parks, scary rller casters, educatinal ……
Teacher writes key wrds n the blackbard.
T: As we can see, we’ve cme up with many wrds abut parks describing what they are, what kinds f parks we have in the wrld, what we can experience in the parks and abve all hw they make us feel. Sme say they are beautiful and fun while sme als say they are risky and even scary, based n the experiences.
2.Talk abut natinal parks.
Q1: Nw lk at the picture n the screen and tell me hw this park makes yu feel?
S1: I feel fascinated by the clurful water in the park. It’s als mysterius and I wnder what makes the water s clrful.
T: Exactly. What we see here is actually a ppular scenic spt in Yellwstne Natinal Park — Grand Prismatic Spring. Ht water f abut 70°C bursts ut frm undergrund, imagine if yu were there in persn, what else wuld yu expect t experience n the spt?
S2: I wuld prbably see the bursting f the water, steam ver the surface and maybe sme marine life.
S3: Since it’s a ht spring, I might hear water gurgling and biling. And maybe the steam smells differently and the water tastes differently if it can be tasted.
T: Gd imaginatin and reasnable guesses! Next, let’s read a qute abut natinal parks.
Q2: Hw d yu relate the qute t the picture? What des Michael Frme mean by “a sanctuary fr nature and fr humans wh will accept nature n nature’s wn terms”?
T: Peple can enjy such a natural beauty as the Grand Prismatic Spring nly if it’s prtected and kept in natural state. Frm Michael Frme’s qute, we learn a natinal park is a place where we shuld live in harmny with nature.
【设计意图】围绕“parks”开展头脑风暴，引出单元主题，激活学生已知信息，尤其关注描绘学生去公园的经历以及身心体验的关键词，并板书在黑板上；再利用单元首页的图片让学生想象可能有的体验，鼓励学生从各种感官上进行描述；最后结合图片，让学生谈谈对这句名言的理解，进而初步了解国家公园，激发学生阅读欲望。
【核心素养提升点】结合说、听、读、和看（viewing），锻炼思维能力和语言表达能力。
Activity 2: Predicting and checking predictins
本活动旨在落实目标1。
1.Predict thrugh the title and the pictures.
Q1: Accrding t the title, what des the writer think f Sarek Natinal Park?
S: He thinks f the park as treasure, which prbably refers t the beautiful natural scenery and resurces such as plants and animals in the tw pictures.
Q2: Accrding t the title and tw pictures, can yu predict what the text is abut?
Teacher writes n the blackbard what students have predicted.
2.Check the predictin n the blackbard.
T: As we have predicted, the natural scenery in the park and the animals, t be specific, reindeer, are bth included in the text.
【设计意图】学生根据标题和图片，解读标题，了解作者写作意图，并对文本内容进行预测，形成阅读期待。然后通过快速阅读文本，获取语篇大意，并验证预测是否正确，为后续深层理解奠定基础。
【核心素养提升点】 通过预测和略读发展学生快速提取文本信息和搭建文本框架的逻辑思维能力。
Activity 3: Reading t match the subheadings with the paragraphs
本活动旨在落实目标2。
T: Subheadings give a shrt summary f what is in a sectin f a passage. Nw read the text and find a prper subheading fr each paragraph. Give reasns fr yur chices.
S1: The mst striking gegraphic feature f the park is its lcatin, where the sun never sets in summer, s the prper subheading fr the first paragraph is “A Summer Where the Sun Never sleeps.”
S2: Whether befre r after Sarek was made a natinal park in 1909, the land is always kept in its natural state, s the prper subheading fr the secnd paragraph is “A Land f Muntains and Ice.”
S3: The Sami peple have always been at peace with the nature in Sarek Natinal Park. Thanks t the establishment f Sarek Natinal Park, their traditins can be preserved and enjyed, s the prper subheading fr the third paragraph is “Man at Peace with Nature.”
S4: When the writer hikes alne in this land, he experiences difficulties like sweat and hard wrk, but he als enjys the beautiful and wild place. In a wrd, it’s an adventure fr the writer, s the prper subheading fr the furth paragraph is “A Land f Adventure.”
【设计意图】学生通过细读，概括段落大意，把握各段的侧重点，并合理匹配小标题。梳理介绍国家公园的信息和描写作者经历的信息，深入解读文本，同时关注语言，理解各段中重点词汇与表达。
【核心素养提升点】学生进行理解和思考，提升概括能力，训练逻辑思维，把握作者态度，并能理解人文内涵。
Activity 4: Explring the details f the writer’s experience
本活动旨在落实目标3。
1. Read again and fill in the frm with any impressive infrmatin yu find ut abut the writer’s experience. Explain why it is included in terms f cntent, why it is valued in terms f significance and why it impresses yu in terms f language.
2. Share the impressive infrmatin in a grup f fur and discuss in terms f cntent, significance and language.
3. Present what has been discussed in class.
【设计意图】学生在理解文本大意的基础上，寻找作者感官体验的细节，体会其内心感受；通过小组讨论，进行思维互补；发表个人看法，在拓展表达中内化语言。
【核心素养提升点】发展自主提取、梳理文本信息能力；提升小组合作能力，发展逻辑思维和批判性思维。
Activity 5: Highlighting the secret f the writer’s experience
本活动旨在落实目标4。
1. Cnclude the writer’s experience.
2. Highlight the secret.
【设计意图】学生在教师引导下概述作者的体验，评鉴作者的遣词造句，赏析隐含意义，从内容，语言和思维等三个方面巩固所学。
【核心素养提升点】学生提升概括能力，训练逻辑思维，理解人文内涵，并能提升口头表达能力。
Assignment：
Review what yu have learned abut the writer’s experience and think abut whether yu wuld like t visit Sarek. Give yur reasns.
【设计意图】学生从作者体会出发，回归到作者的经历，复习课文内容，巩固课文词汇。同时也联系学生自己，启发对人生旅程的思考。
【核心素养提升点】锻炼逻辑思维同时发散思维；提升口头表达能力。
第2课时
一、教学内容
侧重阅读国家公园的历史，梳理重要历史事件，评鉴语言特点，探究建立国家公园的主题意义。
二、课时目标
1.通过复述和讨论，回顾作者经历，巩固所学，并启发对人生旅程的思考。
2.梳理公园历史上的重要事件，评鉴语言特点，体会人与自然的和谐关系。
3.通过归纳和讨论，在内容，语言和思维上再次认识全文，深入体会建立国家公园的意义和有效性。
三、教学过程
Activity 1: Reviewing what has been learnt
本活动旨在落实目标1。
1. Review what has been learnt f the writer’s experience.
2. Give yur pinin n whether yu wuld like t visit Sarek and list yur reasns.
S1: Yes. I’m attracted t things like the brad sky and fresh air in such a beautiful and wild place. As an active and pineering persn, I can hike alne and enjy such an adventure just like the writer.
S2: N. I’m nt an adventurus persn, I’d rather stay in the city and enjy all the cnvenience. If I can’t get in tuch with my friends in such a remte area, I will feel excluded and lnely.
T: We all have gd reasns fr ur wn answers. The writer cnsiders the experience a great adventure, fun, exciting and yet risky. If yu think abut it, the same als applies t ur life jurney. Life can be full f sweat and hard wrd, but we als feel blessed t be alive n matter what we may travel thrugh.
【设计意图】回顾作者在公园中的经历，复习关键词汇与表达，同时也联系自我，发表观点，启发自我对人生旅程进行思考。
【核心素养提升点】锻炼概括归纳能力，提升表达观点和支撑自己观点的能力。
Activity 2：Explring and highlighting the histry f Sarek Natinal Park
本活动旨在落实目标2。
1. List the main events in the histry f the park.
2. Explre the significance f the establishment f Sarek Natinal Park.
Q1: Which event is the mst imprtant ne in the park’s histry?
Ss: The establishment f Sarek natinal park in 1909 is the mst imprtant ne.
Q2: Is it wrth making a place like Sarek a natinal park? Give yur reasns.
Ss: Yes. In this way, the place can be kept in its natural state and natural beauties and ther rare and valuable resurces can be preserved instead f being destryed by endless explitatin driven by prfits.
Q3: Hw des the writer rganize his intrductin t the histry f Sarek?
Ss: The writer rganizes his intrductin in the sequence f time, using time indicatrs such as “used t”, “arund 9,000 years ag”, “sn after”, “fllwing the reindeer”, and “in 1909”.
Q4: What is the feature f the language used t intrduce the histry f the park?
Ss: The intrductin t the park is t prvide facts, using time indicatrs t rganize the events. Sentences starts with “third persn” and passive vice is used mre ften, feeling bjective.
【设计意图】学生寻找和梳理公园历史上的重要事件，体会人与自然的和谐关系，评鉴介绍性语言的特点。
【核心素养提升点】发展自主提取、梳理文本信息能力，训练逻辑思维和高阶思维。
Activity 3: Highlighting the secret f the text
本活动旨在落实目标3。
1. Cnclude and highlight the secret f the text.
2. Discuss whether setting up natinal parks is an effective way t balance develpment and the prtectin f nature. Give yur reasns.
3. Read Michael Frme’s saying n the tile page again, and share yur ideas based n what yu have learned.
【设计意图】学生在教师引导下对文章主旨，框架结构和表达方式等进行总结和评鉴，从内容，语言和思维等三个层面有效进行总结概括，加深对主题的认识。
【核心素养提升点】综合所学，表达语篇的主题意义，提升概括能力和口头表达能力，提升人文内涵。
Assignment：
Please write a cmment n the passage. Give an verall summary at the beginning, and then include yur feelings f what yu have learned at the end.
【设计意图】学生通过写一篇评论，用自己的语言对文章大意进行概括，并结合课堂所学，表达自己的感悟，形成自己的评判。
【核心素养提升点】拓展思维，提升书面表达能力。
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