2019外研版选择性必修一
Unit 6 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 cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher shws sme pictures f Tibet and asks students t discuss hw t g t Tibet.
Teacher asks students t wrk in pairs t answer the quiz.
Teacher checks their answers.
Students discuss hw t g t Tibet.
Sme students share their answers.
T have students get t knw the infrmatin abut the Qinghai-Tibet Railway.
Activity 2
Teacher asks students t skim the passage and pay attentin t sme specific infrmatin.
Teacher asks students t read the passage with tasks and find ut why the railway is particularly special t the authr and grasp the main idea f the passage.
Teacher asks students t wrk in pairs t discuss questins.
Teacher asks sme students t share their answers and explains sme key pints.
Students skim the passage and pay attentin t sme specific infrmatin.
Students read the passage with tasks and find ut why the railway is particularly special t the authr and grasp the main idea f the passage.
Students wrk in pairs t discuss the questins.
Students share their answers.
1. T train students’ ability t read the passage with tasks.
2. T prepare students fr reading.
Activity 3
Teacher asks students t read the passage individually, cmplete the table, and find ut the supprting ideas t explain their pinins.
Teacher asks students t discuss in grups, check their answers and express their pinins.
Teacher asks sme students t present their answers and give the reasns.
1. Students read the passage individually, cmplete the table, and find ut the supprting ideas t explain their pinins.
Students discuss in grups, check their answers and express their pinins
Students share their answers.
T get the main idea f the passage.
T let students gather infrmatin abut the passage.
Activity 4
Teacher asks students t read the passage again and rganize the infrmatin frm the passage t cmplete the table.
Teacher asks students t share answers and find ut what challenges were met and vercme by the railway wrkers.
Teacher asks students t draw a map f Tibet and mark the sites referred t in the passage.
Teacher asks the students t retell the passage accrding t the map.
Students read the passage again and rganize the infrmatin frm the passage t cmplete the table.
Students share answers and find ut what challenges were met and vercme by the railway wrkers.
Students draw a map f Tibet and mark the sites referred t in the passage.
Students retell the passage accrding t the map.
1. T train students’ abilities t understand the passage deeply.
2 T train students’ abilities t explre theme meaning.
Think & Share
Teacher asks students t wrk in grups t discuss questins.
Students answer the questins and make supplementatin.
T develp students’ abilities t transfer knwledge and learn mre abut the passage.