（2020新版）外研版新教材选择性必修1 Unit6 Nurturing nature The Sky Railway教学设计.docx

1、外研版新教材选择性必修 1 Unit6 Nurturing nature The Sky Railway 教学设计 主题语境：人与自然 外研版高中英语选择性必修 1 Unit6 Nurturing nature 语篇类型：游记授课时长：1 课时（40 分钟） 教学目标 By the end of the class, students are expected to 1. Make clear the main idea of the text in details. 2. Learn new words and expressions about railway construction w

2、hich can be applied in group works 3. Raise the awareness of ecosystem protection 3. Deepen the sense of love and pride upon Chinas power and wisdom. 教学重难点 1. To understand the difficult expressions and sentences in the passage and apply them in expressing ideas orally. 2. To comb through the inform

3、ation about the challenges and solutions mentioned during the construction of the Qinghai-Tibet Railway. Before-class 1.Collect enough background information and videos about the construction of the Qinghai-Tibet Railway. 2. Play the song “The Sky Railway” by Huo Zun during the break. 3.Let students

4、 finish the learning material to preview new words 1.Read the background information and watch the video about the Qinghai-Tibet Railway and read the passage “The Sky Railway”. 2. Students listen to the song “The Sky Railway” by Huo Zun. Students guess which railway the song mentions. 3.Finish the l

5、earning material. 1.To input the background knowledge 2.To arouse interest in the topic. 3.To clear the reading barrier. Leading-in1 mins) 1.Show a series of beautiful photos of Tibet and ask students if they want to pay a visit. 2.Tell students it is difficult to build a railway to Tibet by showing

6、 the topographicmap. 3.Show the “design diary” of the chief designer, letting the students follow the steps of the designer to know how he, step by step, change “impossible” railway into “possible”. 1.Students follow the instructions of the teacher and answer questions together. 1.To lead the studen

7、ts step into the topic, letting student know why it is difficult to build Qinghai-Tibet Railway. 2.Create a vivid atmosphere, letting students follow the step of the chief designer to make clear how they overcome each difficulties step by step and make the final success. Activity 1 (Input)(2mins) 1.

8、Ask students to read the whole passage quickly and locate key stations on the map and get to know the authors purpose. 1.Students read and locate key stations on the map 1.To get students to acquire the general impression of the railway and impress the route in mind. Activity 2(Input)(1mins) 1.Ask s

9、tudents to read Para 1-2and find out what was among the top concerns. 1.Students read Para 1-2, finding the answer “the delicate ecosystem”. 1.To let students aware the importance of protecting the ecosystem Activity 3(Input)(15mins) 1.Ask students to read Para 3-6 to know the challenges and the sol

10、utions during the construction of the railway. 2.Help students understand the words “permafrost” “oxygen-making station”, “passages” by illustrating or paraphrasing. 3.Play the video about how the wetlands were moved, aiming to guide students toget a deep impression of thesolution. 1.Students read P

11、ara 3-6 to know the challenges and the solutions during the construction of the railway. Students understand some difficult points with the help of pictures and a video. 1.To guide students to get detail information about the challenges and solutions during the construction. 2.To get students deeply

12、 impressed by the solutions and understand the efforts the builders have made. Activity 4 (Input) Let students use some word sand phrases to describe Qinghai-Tibet Railway the Students use the expression they learned, such us 3(2mins)Qinghai-Tibet Railway “splendid”, “extraordinary” To activate stud

13、ents vocabulary Activity (Output)(15mins) Group workInterview Let student make a role play. Students are divides into groups of 6. Group members play the role of interviewer, designer and local Tibetan. Interviewers are required to interview the designers and local Tibetans. Make a role play in grou

14、ps. Practice and show in class.1. To let students practice speaking skills. 2.For those who play as designers, they can retell the content of the text through the interview 3.For those who play as local Tibetans, they can express ideas on how the Qinghai-Tibet Railway change the life of local inhabi

15、tant. Summary and sublimate(2mins) 1.Show pictures of Chinas other extraordinary projects, such as Hong Kong-Zhuhai-Macao Bridge, and Huo shen shan Hospital., which represent Chinaspower and Chinas wisdom. Tell students “With Chinas power and wisdom, we Chinese can overcome all the difficulties” 2.A

16、sk students “Do you feel lucky living in this country?”3.Let students say “China, I am proud of you!” together 1.Appreciate other extraordinary projects that Chinese completed, such as Huoshenshan Hospital. 2.Answer the question. 3.Say “China, I am proud of you!” together To sublimate the theme, and

17、 deepen students sense of pride and love upon our country. Task(Consolidation & Extension) 1. As a student，what can you do to make China great? Write an article. 2. Search the internet to learn more about the Qinghai-Tibet Railway and some other extraordinary projects in our country and think about

18、what benefits they have brought to us. 1.To let students hold the awareness that they all can contribute to Chinas development by doing something within their power. 2.To get more knowledge on Chinas extraordinary projects Blackboard design The Sky Railway Impossible possible Splendid Extraordinary Unbelievable Unique