（新课标）Unit 6 第2课时教学设计—外研版（新）必修第三册

中小学教育资源及组卷应用平台
Book 3 Unit 6 Disaster and hope 第2课时教学设计
内 容 Understanding ideas
课程标准分析 据课程标准在必修阶段的要求，学生要接触和学习不同类型的语篇，熟悉生活中常见的语篇形式，体验更丰富的语篇文体，把握不同语篇的特定结构、文体特征和表达方式。本版块教学在理解认知阶段，该部分学生主要通过阅读关于极端天气的个人故事语篇，获取相关信息，思考气候变化可能给人类带来的问题，并初步感知本单元的目标语法。
教学内容分析 上一板块Starting out板块主要介绍了自然灾害及其危害，本版块呈现一篇反映单元主题的课文，语篇类型是个人故事。 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。
学生学情分析 学生对极端天气有一定体会，但缺乏相关词汇及背景知识；（知识储备） 学生对于个人故事类型的阅读比较感兴趣且更加容易接受；（学习兴趣及心理） 学生具备一定阅读能力（预测、获取细节信息），可能欠缺概括分析原因的能力。（学科能力水平）
学习目标叙写 （1） 能够读懂图表，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，分析作者的情绪变化，思考情绪变化背后的原因； （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。
评价任务设计 1） 通过活动4，绘制并分享作者面对极端天气的心情变化的思维导图； 2. 通过活动6，谈论并分享面临极端气候的举措； EvaluationContentCover the concerns, reasons and measures in the face of the extreme weather conditions；Languageuse the newly learned expressions；Performancespeak confidently and fluently; use proper body language.
学习活动设计 教师活动学生活动环节一：View and say教师活动1 T asks Ss to look at the thermometer and answer the relevant questions in Activity 1.学生活动1 Ss observe the thermometer in Activity 1 and talk about people’s reactions to extreme temperatures and their own feelings in extreme weathers.活动意图说明：通过图片引出本节课主题，激活背景知识，为下一活动预测文章主要内容作铺垫。环节二：View and predict 教师活动2 1.T asks the Ss to predict what will be talked about in this passage. 学生活动2 Based on the title and the picture of the text, Ss make predictions as to what will be talked about in this passage.活动意图说明: 培养学生理解文本信息与非文本信息的之间关系，提升语篇预测能力。环节三：Read and answer教师活动3 T asks Ss to read the passage quickly and answer following questions. Q1 What is the style of this passage Q2 In what order does the passage develop Why do you think so 学生活动3 Ss read the passage quickly and answer following questions. Q1 What is the style of this passage Q2 In what order does the passage develop Why do you think so 活动意图说明: 培养学生判断和识别书面语篇类型，获取其中的主要信息和观点，识别语篇组织模式。环节四：Read and draw教师活动4 T asks Ss to read the passage and draw a mind map according to the following question. Q3 How did the writer feel And why Tr asks ss to share their mind maps in groups and then in the whole class. Requirements for sharing mind map: 1. Cover the aspects and the key detailed information. 2. Share your mind map logically and confidently.学生活动4 Ss read the passage and draw a mind map according to the following question. Q3 How did the writer feel And why Ss share their mind maps in groups and then in the whole class. 学的活动3活动意图说明: 通过完善思维导图，总结分析作者面对极端天气感受及心情，学生深入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。环节五：Read and analyze教师活动5 T asks Ss to discuss the questions in groups. 1.What is the main idea this passage 2.What is the author’s purpose in writing the passage 3.What is the tone of the author 学生活动5 Ss discuss the questions in groups. 1.What is the main idea this passage 2.What is the author’s purpose in writing the passage 3.What is the tone of the author 学的活动3活动意图说明: 培养学生根据上下文语境，概括主旨的能力；帮助学生分析语篇中的主要信息和相应支撑的细节信息，引导学生理解语篇中特定语言的使用意图以及语言在反映情感态度和价值观中所起的作用。环节六：Think and share教师活动6 T asks Ss to discuss the two questions in groups and offer assistance when necessary. 1.Do you share the author’s concerns about the extreme weather conditions Why 2.What should we do in the face of the extreme weather conditions 学生活动6 Ss discuss the two questions in groups and then share their thoughts with the class. 1.Do you share the author’s concerns about the extreme weather conditions Why 2.What should we do in the face of the extreme weather conditions 学生活动5 Ss discuss the two questions in groups and then share their thoughts with the class. 1.Do you share the author’s concerns about the extreme weather conditions Why 2.What should we do in the face of the extreme weather conditions 活动意图说明: 鼓励学生深入理解语篇，了解作者的写作意图，逐渐超越语篇，联系自身，进行知识和思维能力的迁移与拓展，深度思考人与自然的关系，深入理解单元主题意义。
板书设计 BOOK4 Unit6 Disater and hope Period2 Understanding ideas Hot! Hot! Hot!
作业与拓展学习设计 第2课时课后作业
教学反思与改进