2021学年高中英语外研版（2019）必修第三册Unit 6 Disaster and hope Period1 Starting out & Understanding ideas 教学设计（1）
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| 名称 | 2021学年高中英语外研版（2019）必修第三册Unit 6 Disaster and hope Period1 Starting out & Understanding ideas 教学设计（1） |  | |
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| 文件大小 | 32.2KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-05-10 14:57:54 | ||
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2021学年度外研版新教材必修三Unit61129030010439400Unit 6 Disaster and hope1129030010439400
Period 1 Starting out and Understanding ideas教学设计
In the part of starting out, the film posters and the video present various forms of disasters,such as natural disasters and terrible diseases, some of which happened in the past, and some of which is predicted to happen in the future. The content is designed to help the students learn about the topic of this unit and prepare and warm up learning activities for the whole unit.
In the section of reading, the author tells his personal experience and feelings on the London tube to work to express his worries about the danger of extreme weather and conditions. Reading activities guide the students to learn about the author’s writing purpose and the side effect the climate change has on people’s life. The students are expected to develop environmental awareness and make efforts to protect our planet.
1. Help the student do reading?ability?training,such as getting the main idea of the text as well as interring the author’s writing intention.
2. Lead the students to comb the logic structure and Learn and master the key words and expressions related to the topic
3. Guide the students to connect climate change with their real life, think the side effects on people’s life and express their own opinions and views .
4. Guide the students to develop environmental awareness and make efforts to protect our planet.
1. Guide the students to talk about natural disasters by using target language.
2. Guide the students to develop their reading ability to grasp the theme of the text and the author’s writing intention.
3. Guide the students to connect climate change with real life and voice their own opinions and views.
Step 1 Starting out
Activity 1 Watch and Say
① What happened there in the video?
② How did people on the spot react to the disaster? What was the result?
Activity 2 Look and say
① Look at the film posters and tell what natural disaster the film is about.
② Say what the main characters do in the face of the disasters.
Step 2 Before reading
Activity 1
① Read the marked readings of the thermometer in the picture and talk about what happens when the temperature goes very high or very low.
② Tell how you feel in extreme temperatures and the way of overcoming the challenges of extreme temperatures.
Step 3 While reading
Activity 2 Read through the text quickly and answer the following the questions.
① Why does the author mention in the first paragraph the high temperature in London?
② How does the author feel when sitting on the Tube to work?
③ Why does the author step out of the station with a heavy heart?
Activity 3 Choose the author’s purpose in writing passage.
① To explain why summers in London are getting hotter and hotter.
② To complain about the London Tube.
③ To warn people about the danger of London being flooded.
④ To express his worries about the dangers of extreme weather conditions.
Step 4 Further reading
Activity 4
Read the passage again and fill in the following flow chart with expressions from the passage.
◎
The author is traveling on the London Tube. It is very hot and the temperature outside will be
1 _______________. He feels awful.
◎
It is even hotter inside the train than outside, and the author thinks he is 2 ___________________ with the passenger next to him.
◎
Thinking that London will probably get hotter, the author feels 3 ___________________. To prepare for the future, he thinks he should:
4. _______________________________________________________________.
5. _______________________________________________________________.
6. _______________________________________________________________.
◎
In the newspaper, there are reports of natural disasters around the world caused by 7. _______________,
Which makes the author feel 8. _______________________________________________.
◎
Going outside, the author feels refreshed and realizes he has been 9. ___________________________
Step 5 Post reading
Think and Share
① Explain why the author shows great concerns about extreme weather conditions.
② .State how you decide to adapt to climate change which may affect your life in the future.
Step 6 Language appreciation
1. What were the highest and lowest temperatures recorded where you live?
[句式分析] “temperatures recorded” 中recorded 为过去分词充当名词的“后置定语”，“where you live” 是由where引导的“地点状语”从句，表示“在...的地方”。(注：地点状语从句， 地点状语从句表示地点、 方位， 这类从句通常由where、wherever等引导。地点状语从句可置于句首、句中或句尾。地点状语从句与定语从句的区别 :在于分句在句中作什么成分。作状语，则是状语从句;作定语修饰名词，则是定语从句where引导定语从句时，从句前应有一个表示地点的名词作先行词;而状语从句前则无需先行词。)
[尝试翻译] 你居住的地方记录的最高和最低气温是多少?
2. Now that it’s hard to avoid a disaster on Earth, perhaps I should start thinking about moving to space...
[句式分析] “now that ” 作连接词，意为“既然；由于”，引导原因状语从句，在非正式用法中可以省略that。“it’s hard to avoid a disaster on Earth,”这一常见句型，it为“形式主语”， “to avoid...”不定式短语为“真正主语”后置。
[尝试翻译] 既然在地球上很难避免灾难，也许我应该开始考虑移居太空...
Step 6 Homework
1. Review new words and phrases learned in this period.
2. Preview what you will learn in the next lesson.
Period 1 Starting out and Understanding ideas教学设计
In the part of starting out, the film posters and the video present various forms of disasters,such as natural disasters and terrible diseases, some of which happened in the past, and some of which is predicted to happen in the future. The content is designed to help the students learn about the topic of this unit and prepare and warm up learning activities for the whole unit.
In the section of reading, the author tells his personal experience and feelings on the London tube to work to express his worries about the danger of extreme weather and conditions. Reading activities guide the students to learn about the author’s writing purpose and the side effect the climate change has on people’s life. The students are expected to develop environmental awareness and make efforts to protect our planet.
1. Help the student do reading?ability?training,such as getting the main idea of the text as well as interring the author’s writing intention.
2. Lead the students to comb the logic structure and Learn and master the key words and expressions related to the topic
3. Guide the students to connect climate change with their real life, think the side effects on people’s life and express their own opinions and views .
4. Guide the students to develop environmental awareness and make efforts to protect our planet.
1. Guide the students to talk about natural disasters by using target language.
2. Guide the students to develop their reading ability to grasp the theme of the text and the author’s writing intention.
3. Guide the students to connect climate change with real life and voice their own opinions and views.
Step 1 Starting out
Activity 1 Watch and Say
① What happened there in the video?
② How did people on the spot react to the disaster? What was the result?
Activity 2 Look and say
① Look at the film posters and tell what natural disaster the film is about.
② Say what the main characters do in the face of the disasters.
Step 2 Before reading
Activity 1
① Read the marked readings of the thermometer in the picture and talk about what happens when the temperature goes very high or very low.
② Tell how you feel in extreme temperatures and the way of overcoming the challenges of extreme temperatures.
Step 3 While reading
Activity 2 Read through the text quickly and answer the following the questions.
① Why does the author mention in the first paragraph the high temperature in London?
② How does the author feel when sitting on the Tube to work?
③ Why does the author step out of the station with a heavy heart?
Activity 3 Choose the author’s purpose in writing passage.
① To explain why summers in London are getting hotter and hotter.
② To complain about the London Tube.
③ To warn people about the danger of London being flooded.
④ To express his worries about the dangers of extreme weather conditions.
Step 4 Further reading
Activity 4
Read the passage again and fill in the following flow chart with expressions from the passage.
◎
The author is traveling on the London Tube. It is very hot and the temperature outside will be
1 _______________. He feels awful.
◎
It is even hotter inside the train than outside, and the author thinks he is 2 ___________________ with the passenger next to him.
◎
Thinking that London will probably get hotter, the author feels 3 ___________________. To prepare for the future, he thinks he should:
4. _______________________________________________________________.
5. _______________________________________________________________.
6. _______________________________________________________________.
◎
In the newspaper, there are reports of natural disasters around the world caused by 7. _______________,
Which makes the author feel 8. _______________________________________________.
◎
Going outside, the author feels refreshed and realizes he has been 9. ___________________________
Step 5 Post reading
Think and Share
① Explain why the author shows great concerns about extreme weather conditions.
② .State how you decide to adapt to climate change which may affect your life in the future.
Step 6 Language appreciation
1. What were the highest and lowest temperatures recorded where you live?
[句式分析] “temperatures recorded” 中recorded 为过去分词充当名词的“后置定语”，“where you live” 是由where引导的“地点状语”从句，表示“在...的地方”。(注：地点状语从句， 地点状语从句表示地点、 方位， 这类从句通常由where、wherever等引导。地点状语从句可置于句首、句中或句尾。地点状语从句与定语从句的区别 :在于分句在句中作什么成分。作状语，则是状语从句;作定语修饰名词，则是定语从句where引导定语从句时，从句前应有一个表示地点的名词作先行词;而状语从句前则无需先行词。)
[尝试翻译] 你居住的地方记录的最高和最低气温是多少?
2. Now that it’s hard to avoid a disaster on Earth, perhaps I should start thinking about moving to space...
[句式分析] “now that ” 作连接词，意为“既然；由于”，引导原因状语从句，在非正式用法中可以省略that。“it’s hard to avoid a disaster on Earth,”这一常见句型，it为“形式主语”， “to avoid...”不定式短语为“真正主语”后置。
[尝试翻译] 既然在地球上很难避免灾难，也许我应该开始考虑移居太空...
Step 6 Homework
1. Review new words and phrases learned in this period.
2. Preview what you will learn in the next lesson.