外研社 2024-2025 高中英语 必修三 unit 6 understanding ideas 教学设计

新外研版高中英语必修3 Book 3 Unit 6Understanding ideas课时教学设计Basic informationTime duration: 40 minutesStudent: First term of grade two in senior high schoolMaterial: Book3Unit6 Disaster and hope (understanding ideas)Type of Lesson: understanding ideasAnalysis of material1.The main contentThis passage talks about the author’s feelings and concerns on the London Tube on an unusually hot day.2.The type of the textThe genre of this text is a narration. This narration is developed in the order of space, dividing into at the Tube station(Para1)，inside the train(Para.2-4)，out of the station(Para. 5). And it is written with an emotional thread as a dark line.3.The purpose of the text By understanding and analyzing the text, the students will realize that in the face of bad weather or environment, they also need to be optimistic and raise their awareness of protecting the environment.Analysis of studentsStudent statusMerits: The students are similar to the change of temperature, so students are active and curious the narration of author’s feelings and concerns on the London Tube on an unusually hot day.Shortcomings: They don’t understand other natural disasters lead to difficultly extend other teaching content and raise their awareness of protecting the environment.Solutions:Teacher shows any natural disasters to students and encourage students to take part in the class actively.Teaching objectivesBy the end of the class, students will be able toGeneralize the main idea of the narration. (understanding)Analyze the spatial order of the essay and the author's emotional cues about the rising temperatures in London Tube. (Analyzing)Express the author’s concerns about extreme weather conditions and why did the author have such concerns by using the knowledge learned in this lesson. (Applying)Offer some ideas about what can we do in our life to protect our environment. (Transferring & creating)Key pointsGeneralize the main idea of the narration. Analyze the spatial order of the essay and the author's emotional cues about the rising temperatures in London Tube. Difficult point1.Express the author’s concerns about extreme weather conditions and why did the author have such concerns by using the knowledge learned in this lesson. 2.Offer some ideas about what can we do in our life to protect our environment. Teaching methodTask-based Language Teaching MethodTask 1 Discussion---lead students to read and think.Task 2 Report---encourage students to take part in the class actively.Learning methodInitiative LearningCooperative LearningExploratory LearningTeaching aidsBlackboard, projectorTeaching proceduresLead-in(5mins)Pre-reading(5mins)While-reading (18mins)Post-reading(9mins)Summary(2mins)Homework (1mins)Teacher activityStudent activityLead-in (5mins)Do you know any natural disasters according to pictures? Do you know any natural disasters?Students answer the question together.TyphoonFloodDroughtEarthquake……..PurposeTo arouse students’ interest and help them focus on today’s topic.Core competenceLanguage competence---to express their opinions.Pre-reading(5mins)1.Look at the title and the pictures and predict what the passage is about？2.What happens when the temperature goes very high or very low?(It may cause heatwave, drought, wildfire and storms, etc.)1.Look at the title and the pictures and predict what the passage is about？2.What happens when the temperature goes very high or very low?PurposeTo improve their ability of predicting. Core competenceTo increase the understanding of the narration and realize the danger of high temperature or low temperature.While-reading (18mins)1. Read the passage quickly and generalize the main idea of the passage.2. Do you know what the genre of this passage is?A. ExpositionB. NarrationC. Argumentation3.Complete the tableThe passage is developed in the order of ___________at the Tube station(Para. 1)4. How did the author’s feelings change?Author’s feelings changeat the Tube station (Para. 1)inside the train(Para.2-4)out of the station(Para. 5)awful5.Complete the flow chart with words and expressions from the passage. (page92)6. What is the author’s purpose in writing the passage?To explain why summers in London are getting hotter and hotter.To complain about the London Tube.To warn people about the danger of London being flooded.To express his worries about the dangers of extreme weather conditions.7. How does the author describe “hot” in the text?Sure enough, going down the stairs and onto the platform is like jumping into a volcano that’s erupting. I’m sure the passenger next to me and I are melting and becoming one. 8. Do you share the author’s concerns about extreme weather conditions? Why?（1. Read the passage quickly and generalize the main idea of the passage.2. Do you know what the genre of this passage is?A. ExpositionB. Narration (√)C. Argumentation3.Complete the tableThe passage is developed in the order of ___________at the Tube station(Para. 1)4. How did the author’s feelings change?Author’s feelings changeat the Tube station (Para. 1)inside the train(Para.2-4)out of the station(Para. 5)awful5.Complete the flow chart with words and expressions from the passage. (page92)6. What is the author’s purpose in writing the passage?To explain why summers in London are getting hotter and hotter.To complain about the London Tube.To warn people about the danger of London being flooded.To express his worries about the dangers of extreme weather conditions.7. How does the author describe “hot” in the text?Sure enough, going down the stairs and onto the platform is like jumping into a volcano that’s erupting. I’m sure the passenger next to me and I are melting and becoming one8. Do you share the author’s concerns about extreme weather conditions? Why?Purpose1. To catch the main ideas of the narration and enhance their understanding of the text. 2.To generalize and summarize the spatial order of the essay and the author's emotional cues about the rising temperatures in London Tube，understand author’s concerns.3.To get more detailed information.Core competence1. Language Competence---to generalize the main idea of the text.2. Thinking Quality---to analyze the text.Post-reading(9mins)1. How will you adapt to climate change which may affect your life in the future?2. As for us, what can we do in our life to protect environment?1. How will you adapt to climate change which may affect your life in the future?2. As for us, what can we do in our life to protect environment?Purpose1. To improve their reading abilities.2. To cultivate students’ communicative strategy and thinking in learning English. Core competenceLanguage Competence---to extract the theme and express their ideas.2. Cultural Awareness---Form the awareness of protecting environment.Summary(2mins)1. Make a summary.Lead the students to review what they have learned today1. Make a summary.Review what new knowledge students have learned todayPurposeTo review what they have learned today.Homework（1mins）1. Write a story about your own experience in an extremely hot/cold weather and your adaptation.2. Make a report on the possible extreme weather events that can happen in your area and measures you can take to protect yourself.1.Write a short passage about your family conflict and solutions of it.2. Make a report on the possible extreme weather events that can happen in your area and measures you can take to protect yourself.PurposeTo consolidate what new knowledge they have learned today.Blackboard DesignUnit6 Disaster and hope (understanding ideas)narrationAuthor’s feelings changeat the Tube station (Para. 1)inside the train(Para.2-4)out of the station(Para. 5)awfula bit sick,a bit scared,nervous,a heavy heartrefreshedReflectionAccording to the teaching design, the teaching of reading will be done in a flexible way. This lesson focuses on the author’s feelings and concerns on the London Tube on an unusually hot day. Most of the students can involve in the class, but some of them still dare not to speak. The teacher should encourage students to speak more and gain more confidence from learning English.