外研版（2019）必修第三册 Unit6 Disaster and hope Understanding ideas 名师教学设计（表格式）
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| 名称 | 外研版（2019）必修第三册 Unit6 Disaster and hope Understanding ideas 名师教学设计（表格式） |  | |
| 格式 | doc | ||
| 文件大小 | 33.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-01 18:25:35 | ||
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文档简介
Hot! Hot! Hot!（Understanding ideas）教学设计
教学内容分析
本文是一篇记叙文，主要讲述了作者在伦敦酷热的天气乘坐地铁的感受以及由此引发的对自然灾害和环境问题的一系列联想，旨在引导读者思考气候变化可能给人类带来的问题，以此唤醒读者的环保意识。作者用生动形象幽默的语言以及比喻等修辞手法描述了伦敦天气的酷热，教师可以引导学生对这部分的语言进行赏析。此外，语篇中第三、四段采用了意识流的手法，以发散的思维引发对气候变化的各种联想，教师应该引导学生注意句子间的逻辑关系，可利用思维导图帮助学生对语篇的信息进行梳理，进而实现学生对语篇的深度学习。课前的导入活动呈现了极端天气，引导学生思考极端天气可能给人类带来的问题，有无应对措施。读中活动要求学生看图预测语篇主旨大意。读后活动则通过判断作者写作意图和细节理解等活动，启发学生深入思考环境问题，探究主题意义。
教学目标
1. 能够谈论个人对极高温和极低温天气的感受；
2. 通过看插图、标题等预测语篇内容，通过略读、细读概括主旨大意，理解作者写作意图，理清作者思路；
3. 对全球气候变化引发思考，运用语篇话题语言谈论气候变化可能给人类带来的问题及应对措施，增强环保意识。
教学重点难点
引导学生通过自主阅读和小组合作完成对整个语篇的信息获取和整合，运用语篇话题语言就气候变化话题发表自己的想法感受。
引导学生深入解读语篇，着重分析作者的情绪变化，思考情绪变化背后的原因。
教学过程
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Warm-up T asks Ss to look at the thermometer and answer the relevant questions in Warm-up. Ss observe the thermometer in Warm-up and talk about what will happen in extreme temperatures and their own feelings in extreme weathers. Introduce the topic, activate the relevant schemata and enable Ss to learn and establish a communicative link between them and the text to be learned.
Before reading 1.T asks the Ss to observe the picture and predict what the story is about via looking at the picture as well as the title and answer the following questions:What can you see in the picture Why is there so much color of red 1. Based on the title and the picture of the text, Ss answer the questions and make predictions as to what they think the text will be about. Help Ss anticipate the vocabulary in the text and motivate them to read; train students’ reading skills of getting the gist of the text by finding evidence which includes illustrations, title, front etc.
Fast reading 1. T asks Ss to read the passage quickly to get the main idea and check their predicitons in Activity 1. 2.T asks Ss to choose the author’s purpose in writing the passage in Activity 2. Ss complete Activities.2. Ss share their answers and give the reasons.3. They can read the passage once again if necessary. Test Ss’ understanding of the passage; train Ss’ reading skills of getting the main idea.
Carefulreading T asks Ss to listen to the tape and think about in what order this passage is developed. 2.T asks Ss to complete the flow chart with words and expressions from the passage. 3. T sets an example of how to judge one’s feeling by the choice of words, and then asks Ss to analyze the author’s feelings at different space and draw a relevant mind map if time allows. 4. T asks Ss to retell the story focusing on the change of the author’s feelings. 1. Ss complete the flow chart in Activity 2. Ss analyze the author’s feelings at different space by finding the supporting words and expressions from the passage, and draw a mind map showing the change of the way the author feels. 3. Ss retell the story with the aid of the flow chart. Train Ss’ skills of getting specific information and enable Ss to have a deeper understanding of the passage; encourage Ss to think about the story, evaluate the author’s message and build oral language as they retell.
Think & Share 1.T asks Ss to discuss the two questions in groups and offer assistance when necessary.①. What are the causes of climate change ②. What can we do when facing climate change T introduces The World Earth Day to SsHomework:Write an essay on how to deal with climate change .Enjoy a song “ Heal the World” Ss discuss the two questions in groups and then share their thoughts with the class. Train Ss’ ability to use language in their real life and express the ideas in a logical way; develop their critical and creative thinking abilities.
教学反思
本文是一篇以空间顺序描写的记叙文，文章语言精炼生动，运用了用生动形象幽默的语言以及比喻等修辞手法描述了伦敦天气的酷热，教师除了可以引导学生对这部分的语言进行赏析，还可利用思维导图帮助学生对语篇信息的梳理，此外，对今后的写作教学，可以以此进行借鉴与模仿。
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教学内容分析
本文是一篇记叙文，主要讲述了作者在伦敦酷热的天气乘坐地铁的感受以及由此引发的对自然灾害和环境问题的一系列联想，旨在引导读者思考气候变化可能给人类带来的问题，以此唤醒读者的环保意识。作者用生动形象幽默的语言以及比喻等修辞手法描述了伦敦天气的酷热，教师可以引导学生对这部分的语言进行赏析。此外，语篇中第三、四段采用了意识流的手法，以发散的思维引发对气候变化的各种联想，教师应该引导学生注意句子间的逻辑关系，可利用思维导图帮助学生对语篇的信息进行梳理，进而实现学生对语篇的深度学习。课前的导入活动呈现了极端天气，引导学生思考极端天气可能给人类带来的问题，有无应对措施。读中活动要求学生看图预测语篇主旨大意。读后活动则通过判断作者写作意图和细节理解等活动，启发学生深入思考环境问题，探究主题意义。
教学目标
1. 能够谈论个人对极高温和极低温天气的感受；
2. 通过看插图、标题等预测语篇内容，通过略读、细读概括主旨大意，理解作者写作意图，理清作者思路；
3. 对全球气候变化引发思考，运用语篇话题语言谈论气候变化可能给人类带来的问题及应对措施，增强环保意识。
教学重点难点
引导学生通过自主阅读和小组合作完成对整个语篇的信息获取和整合，运用语篇话题语言就气候变化话题发表自己的想法感受。
引导学生深入解读语篇，着重分析作者的情绪变化，思考情绪变化背后的原因。
教学过程
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Warm-up T asks Ss to look at the thermometer and answer the relevant questions in Warm-up. Ss observe the thermometer in Warm-up and talk about what will happen in extreme temperatures and their own feelings in extreme weathers. Introduce the topic, activate the relevant schemata and enable Ss to learn and establish a communicative link between them and the text to be learned.
Before reading 1.T asks the Ss to observe the picture and predict what the story is about via looking at the picture as well as the title and answer the following questions:What can you see in the picture Why is there so much color of red 1. Based on the title and the picture of the text, Ss answer the questions and make predictions as to what they think the text will be about. Help Ss anticipate the vocabulary in the text and motivate them to read; train students’ reading skills of getting the gist of the text by finding evidence which includes illustrations, title, front etc.
Fast reading 1. T asks Ss to read the passage quickly to get the main idea and check their predicitons in Activity 1. 2.T asks Ss to choose the author’s purpose in writing the passage in Activity 2. Ss complete Activities.2. Ss share their answers and give the reasons.3. They can read the passage once again if necessary. Test Ss’ understanding of the passage; train Ss’ reading skills of getting the main idea.
Carefulreading T asks Ss to listen to the tape and think about in what order this passage is developed. 2.T asks Ss to complete the flow chart with words and expressions from the passage. 3. T sets an example of how to judge one’s feeling by the choice of words, and then asks Ss to analyze the author’s feelings at different space and draw a relevant mind map if time allows. 4. T asks Ss to retell the story focusing on the change of the author’s feelings. 1. Ss complete the flow chart in Activity 2. Ss analyze the author’s feelings at different space by finding the supporting words and expressions from the passage, and draw a mind map showing the change of the way the author feels. 3. Ss retell the story with the aid of the flow chart. Train Ss’ skills of getting specific information and enable Ss to have a deeper understanding of the passage; encourage Ss to think about the story, evaluate the author’s message and build oral language as they retell.
Think & Share 1.T asks Ss to discuss the two questions in groups and offer assistance when necessary.①. What are the causes of climate change ②. What can we do when facing climate change T introduces The World Earth Day to SsHomework:Write an essay on how to deal with climate change .Enjoy a song “ Heal the World” Ss discuss the two questions in groups and then share their thoughts with the class. Train Ss’ ability to use language in their real life and express the ideas in a logical way; develop their critical and creative thinking abilities.
教学反思
本文是一篇以空间顺序描写的记叙文，文章语言精炼生动，运用了用生动形象幽默的语言以及比喻等修辞手法描述了伦敦天气的酷热，教师除了可以引导学生对这部分的语言进行赏析，还可利用思维导图帮助学生对语篇信息的梳理，此外，对今后的写作教学，可以以此进行借鉴与模仿。
2 / 2