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Book4 Unit6 Nurturing nature(Understanding ideas)The Sky Railway
教材分析
本节课课文选自外语教学与研究出版社 2019年出版的选择 性 必 修 一 第 六 单 元 Nurturing nature 的understanding ideas板块,单元主题语境是“人与自然”，本篇语篇类型为游记。作为青藏铁路的建设者之一，作者故地重游，以第一人称的视角讲述了铁路修建过程中所做出的努力。青藏铁路的建设不仅克服了世界公认的工程技术难题，更是始终以生态保护为前提，克服重重困难，使藏羚羊、湿地、措那湖...这些青藏高原上美丽的珍宝与青藏铁路互不影响，和谐共存，最终把这条外国专家公认为“impossible” 铁路建成“extraordinary”天路。作者通过回顾建设过程表达了自己作为其中一名参与者的自豪之情，也表达了经济发展、工程建设要以生态保护为前提的环保理念。铁路建设者们不畏困难、勤劳勇敢，成功建成青藏铁路，创造奇迹，彰显了中华民族坚忍不拔、团结奋进的伟大民族精神。
I. Theme: Mankind and Nature
II. Teaching Objectives
After this class, students are able to
1. Figure out the type of the passage and why this railway is special to the author by reading.
2. Have a deep understanding of the challenges during the construction of the railway and appreciate the workers’ efforts by introducing the railway to your friend.
3. Strengthen your sense of national pride and awareness of protecting nature by finishing the travelogue.
III. Important Teaching Points
Help students to
1. understand the organization of a travelogue.
2. accumulate relevant expressions.
3. enhance their awareness of environmental protection and national pride.
IV. Difficult Teaching Points
Help students to
1. distinguish the space line of the travelogue and the line displaying ecosystem protection.
2. apply what they learn in this period to actual and immediate use.
V. Teaching Procedures
1. Warming up
Play the song The Sky Railway before class .
Purpose: Arouse and students’ interest in the sky railway and introduce the topic of this class
2. Lead in
Let students think about “Why is it called the Sky Railway ” .Play a video about the Qinghai-Tibetan Railway and let students describe it with one word.
Purpose: Stimulate students’ interest in the sky railway and help them understand its remark.
3. Read for general understanding
What’s the genre (type of writing) of this passage And why Why is the railway particularly special to the author
Purpose: Lead students to figure out the characteristics of a travelogue and help them clear about the structure of the passage. Meantime, students can better understand the two words “impossible” and “extraordinary”.
4. Read for detailed information How did the miracle from “impossible” to “extraordinary” come true
Purpose: Lead students to find out and summarize the challenges and solutions during the construction of the Sky Railway. Better interpret the question “Why is it called The Sky Railway ”.
5. Role play
Students play the role of a guide to introduce the railway to his/her friend.
Purpose: By combining the space line of the travelogue and the line displaying ecosystem protection, the task helps students better understand the passage and arouse students’ awareness of applying what they learn in this period to actual and immediate use.
6. Think and share
What impresses you most after your travel with Tom
Purpose:
Let students share their thoughts and feelings after learning the construction of the Qinghai-Tibetan Railway.
Meanwhile, develop their thinking ability.
7. Homework Transfer:
Write a travelogue covering at least three spots mentioned in the short video, detailing their changes and commenting on them.
Purpose: Further lead students to apply what they have learned in this class to use and enhance their sense of pride of living in our YEDA (Yantai Economic Development Area) and our country.
VI. Blackboard Design
本节课试图打造的教学特色：
1.板书内容直观化。通过板书对课文内容进行由浅入深梳理，略读和精读环节通过与师生互动层层搭建脚手架和教师板书，体现学生思维培养过程，达到学生思维培养可视化的目的。
2. 课程内容情境化。通过绘制地图的形式呈现作者途经主要地点，展现出游记体裁的特征；通过移动的火车，使课文内容情境化，让学生身临其境的与作者一起旅行。
3.学习策略训练化。通过绘制地图和板书文章结构的形式，有意识的训练学生利用文本、图表、思维导图等形式收集、整理、获取信息的能力，达到训练学习策略的目的。
评测练习
Homework
Write a travelogue covering three spots most familiar to you, detailing their changes and commenting on them.
课后反思
本节课基本完成了教学设计时既定的教学目标，实现了试图打造的教学特色：
1.板书内容直观化。通过板书对课文内容进行由浅入深梳理，略读和精读环节通过与师生互动和教师板书，体现学生思维培养过程，达到学生思维培养可视化的目的。
2. 课程内容情境化。通过绘制地图的形式呈现作者途经主要地点，展现出游记体裁的特征；通过移动的火车，使课文内容情境化，让学生身临其境的与作者一起旅行。
3.学习策略训练化。通过绘制地图和板书文章结构的形式，有意识的训练学生利用文本、图表、思维导图等形式收集、整理、获取信息的能力，达到训练学习策略的目的。
本节课借助多媒体和多模态语篇，采用多种教学方法，从导入到课后作业一步步搭建脚手架进行启发式教学，摒弃了传统的问题预设，根据学生的思维发展即时生成进行板书，使学生思维可视化，读后环节使学生沉浸式地体验作者的视角，并通过整合空间线和环保线输出所学内容，发表自己的观点，培养发散性思维，达成了本节课英语学科素养语言能力、文化意识、思维品质、学习能力的培养。但是学生的创新性思维和批判性思维能力发展还有些欠缺，所以在以后的教学过程中应该多鼓励学生提出问题，提出质疑，通过巧妙地设计多元思维教学活动和有效的师生互动提高学生的思考辨析能力，培养思维品质，帮助促进学生开展深度的英语学习。

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