Unit 6 Disaster and Hope Understanding ideas 教学设计（表格式）-外研版(2019)必修第三册

Hot! Hot! Hot!（Understanding ideas）教学设计 Understanding ideas板块教学设计 课型 Reading + Speaking 主题语境 人与自然———灾害防范、自然灾害与防范 人与自我———读后学生基于故事能够自我反思 内容分析 本文是一篇记叙文，逻辑清晰，单元主题凸显明确，语篇类型为个人故事。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从而进行自我反思。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。课前的导入活动呈现了自然灾害的图片，引入极端天气，引导学生思考自然灾害和极端天气可能给人类带来的问题，有无应对措施。课内活动要求学生看视频图片预测语篇主旨大意。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. 通过看地铁里高温的视频，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. 给出一个视频，引发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 引导学生通过教师引导，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。 教学难点 引导学生深入解读语篇，着重分析作者的情绪变化，以及思考情绪变化背后的原因。 教学策略 小组合作，任务型教学法、P–W–P阅读模式 Teaching contents Procedures Purposes Teacher’s activity Students’ activity Warming-up Teacher asks Ss to enjoy some disastrous pictures and look at the thermometer and answer the relevant questions in Warming-up. Ss observe the pictures and thermometer in Warming-up and talk about what will happen in extreme temperatures and their own feelings in extreme weathers. Introduce the topic, enable Ss to learn and establish a communicative link between them Before reading 1.T asks the Ss to observe the tube picture and a video and predict what the passage is about and answer the following questions: What can you see in the picture Why is there so much color of red and yellow 1. Based on the title ,the video 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 know more about the information about the extreme weather and motivate them to read; train students’ reading skills by finding evidence which includes illustrations, title, front etc. While reading 1. T asks Ss to read the passage quickly to get the main idea and check their predicitons in Activity 1. T asks Ss to choose the author’s purpose in writing the passage in Activity 2. T asks Ss to analyse the main structure Ss complete Activities. 2. Ss share their answers and give the reasons. Test Ss’ understanding of the passage; train Ss’ reading skills of getting main idea and main structure. Careful reading 1.T asks Ss to analyse the main structure carefully 2.. 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 differ ... ...