高中英语外研版 (2019)必修 第三册Unit 6 Disaster and hope教案设计

这是一份高中英语外研版 (2019)必修 第三册Unit 6 Disaster and hope教案设计，共5页。

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
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。Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Warm-up
T asks Ss t lk at the thermmeter and answer the relevant questins in Warm-up.
Ss bserve the thermmeter in Warm-up and talk abut what will happen in extreme temperatures and their wn feelings in extreme weathers.
Intrduce the tpic, activate the relevant schemata and enable Ss t learn and establish a cmmunicative link between them and the text t be learned.
Befre reading
1.T asks the Ss t bserve the picture and predict what the stry is abut via lking at the picture as well as the title and answer the fllwing questins:
What can yu see in the picture?
Why is there s much clr f red?
1. Based n the title and the picture f the text, Ss answer the questins and make predictins as t what they think the text will be abut.
Help Ss anticipate the vcabulary in the text and mtivate them t read; train students’ reading skills f getting the gist f the text by finding evidence which includes illustratins, title, frnt etc.
Fast reading
1. T asks Ss t read the passage quickly t get the main idea and check their predicitns in Activity 1.
2.T asks Ss t chse the authr’s purpse in writing the passage in Activity 2.
Ss cmplete Activities.
2. Ss share their answers and give the reasns.
3. They can read the passage nce again if necessary.
Test Ss’ understanding f the passage; train Ss’ reading skills f getting the main idea.
Careful
reading
T asks Ss t listen t the tape and think abut in what rder this passage is develped.
2.T asks Ss t cmplete the flw chart with wrds and expressins frm the passage.
3. T sets an example f hw t judge ne’s feeling by the chice f wrds, and then asks Ss t analyze the authr’s feelings at different space and draw a relevant mind map if time allws.
4. T asks Ss t retell the stry fcusing n the change f the authr’s feelings.
1. Ss cmplete the flw chart in Activity
2. Ss analyze the authr’s feelings at different space by finding the supprting wrds and expressins frm the passage, and draw a mind map shwing the change f the way the authr feels. 3. Ss retell the stry with the aid f the flw chart.
Train Ss’ skills f getting specific infrmatin and enable Ss t have a deeper understanding f the passage; encurage Ss t think abut the stry, evaluate the authr’s message and build ral language as they retell.
Think & Share
1.T asks Ss t discuss the tw questins in grups and ffer assistance when necessary.
= 1 \* GB3 \* MERGEFORMAT ①. What are the causes f climate change ?
= 2 \* GB3 \* MERGEFORMAT ②. What can we d when facing climate change?
T intrduces The Wrld Earth Day t Ss
Hmewrk:
Write an essay n hw t deal with climate change .
Enjy a sng “ Heal the Wrld”
Ss discuss the tw questins in grups and then share their thughts with the class.
Train Ss’ ability t use language in their real life and express the ideas in a lgical way; develp their critical and creative thinking abilities.