外研版 (2019)必修 第三册Unit 6 Disaster and hope教学设计

学习目标

评价任务

设计意图

教师活动

学生活动

目标1

学生能够准确提炼视频呈现的信息并回答问题；

学生能通过看海报，激活和主题语境相关的词汇和表达，能谈论海报呈现的自然灾害和大致观感；

教师通过课堂观察及学生自评、互评的形式来激发学生在小组的参与度。

1. Enable Ss to get some details about Pompeii, activate their prior knowledge and lead in the topic.
2. Get Ss to know something about how people usually react to natural disasters, including attitudes and actions.

1. T asks the Ss to read the questions in Activity 1 and T plays a video clip about Pompeii and answer the Qs;
2. T asks Ss to look at the four film posters, talk about the main plots of the films and answer the question: What do you think the main characters do in the face of these disasters?
3. T asks Ss to work in pairs and talk about other stories about natural disasters;
4. T asks some Ss to share the stories they knew about natural disasters with the class.

1. Ss read the questions in Activity 1 and watch a video clip about Pompeii;
2. Ss look at the four film posters, talk about the main plots of the films and answer the questions;
3. Ss work in pairs and talk about other stories about natural disasters.
4. Ss share the stories they knew about natural disasters with the class.

目标2

1. 学生通过阅读语篇熟悉话题语境，获取主旨大意；
2. 通过自主阅读能进行文章结构；
3. 完成对文章主题意义的的理解与探究，了解作者经历及分析推断作者情感变化的原因；

1. Help Ss anticipate the vocabulary in the text and motivate them to read; train students’ reading skills of getting the gist of the text by finding evidence which includes illustrations, title, front etc.

4. Train Ss’ skills of getting specific information and enable Ss to have a deeper understanding of the passage; encourage Ss to think about the story, evaluate the author’s message and build oral language as they retell. 

1. T asks Ss to look at the thermometer and answer the relevant questions in Warm-up.
2. T asks the Ss to predict what will be talked about in this passage.
3. T asks Ss to read the passage quickly to get the main idea and check their predicitons in Activity 1.
4. T asks Ss to choose the author’s purpose in writing the passage in Activity 2.
5. T asks Ss to complete the flow chart with words and expressions from the passage.
6. T lead Ss to analyze the author’s feelings at different space and draw a relevant mind map if time allows.
7. T asks Ss to retell the story focusing on the change of the author’s feelings.

1. Ss observe the thermometer in Warm-up and talk about what will happen in extreme temperatures and their own feelings in extreme weathers.
2. Based on the title and the picture of the text, Ss  make predictions as to what will be talked about in this passage.
3. Ss complete Activities.
4. Ss share their answers and give the reasons.
5. Ss complete the flow chart in Activity
6. Ss analyze the author’s feelings at different space by finding the supporting words and expressions from the passage, and draw a mind map showing the change of the way the author feels.
7. Ss retell the story with the aid of the flow chart.

目标3

学生能否深入理解语篇，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。

Train Ss’ ability to use language in their real life and express the ideas in a logical way; develop their critical and creative thinking abilities.

T asks Ss to discuss the questions in groups and offer assistance when necessary.

1.   Do you think he worries too much? Why or why not?
2.   What should we do in the face of the extreme weather conditions?

Ss discuss the two questions in groups and then share their thoughts with the class.

1.   Do you think he worries too much? Why or why not?
2.   What should we do in the face of the extreme weather conditions?

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。