《英语》（新标准）高中修订版必修第三册Unit 6教学设计
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Book 3 Unit 6 Disaster and hope教案设计
单元主题
本单元的主题语境是“人与自然”，内容是自然灾害以及由自然灾害引起的一系列思考，包括环境保护和面对自然灾害应该持有的积极态度以及科学的应对措施。本单元从介绍人类历史上以及影片中的自然灾害开始，展现自然灾害对人类生存和发展的影响，以及人类面对自然灾害时的积极态度，介绍灾害防范、应对与救援措施，引发学生的环保意识和灾害防范意识，培养学生积极乐观的人生态度。
单元目标
学生能够围绕本单元主题，通过观看自然灾害相关的视频和海报、阅读文本以及听录音等多模态语篇，了解自然灾害对人类生活的影响，思考自然灾害的防范和应对措施，并在此基础之上培养面对自然灾害的自我反思意识，收获在灾难面前也要保持乐观积极的生活态度，从而对人与自然的关系有更深入的解读；同时通过各项学习活动锻炼各项语言技能，能够读懂与自然灾害有关的文章，了解记叙文的语篇结构与特点，积累和掌握话题语言，能够使用话题语言描述天气、谈论自然灾害的预测与救援以及进行自然灾害防范指南的写作；能够灵活使用各项学习策略，通过主题内容的学习发展学习兴趣，保持积极主动的学习态度，通过小组合作相互交流、相互激励来培养合作学习的意识，并通过探究学习活动来探究主题意义，就单元话题创造性地提出个人的观点，培养逻辑性、批判性和创造性等高阶思维品质，最终获得语言能力、文化意识、思维品质和学习能力的有效提升。
Starting out板块教学设计
（建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型
Viewing + Speaking
主题语境
人与自然——灾害防范
内容分析
本部分包含一段关于被火山爆发毁灭的意大利庞贝XX的视频和四幅灾难电影的海报。视频旨在通过展示满目疮痍的庞贝XX，引发学生思考，了解自然灾害对于人类历史的重大影响；四幅灾难电影海报，能够进一步激发学生的学习兴趣，引导学生关注自然灾害的突发性和破坏性，对如何应对自然灾害有初步的感知。
教学目标
1. 通过观看视频，获得庞贝XX遭遇火山爆发的相关具体信息，激活背景知识，初步导入话题；
2. 能够了解人们面对灾难时的通常反映，初步思考如何面对灾害。
教学重点
1. 引导学生通过观看视频材料，获取相关信息，谈论自然灾害对人类的巨大影响；
2. 引导学生就海报谈论电影故事情节，分析影片主人公如何积极应对灾害，初步认知面对自然灾害的正确态度和行动。
教学难点
1. 引导学生谈论自然灾害对人类造成的巨大影响；
2. 引导学生分析人们如何积极应对自然灾害，初步感知面对自然灾害时应具备的正确态度和需采用的科学举措。
教学策略
听说法
Teaching contents
Procedures
Purposes
Teacher’s activity
Students’ activity
Activity 1
1. T presents some pictures of Pompeii to enjoy.
2. T asks the Ss to read the questions in Activity 1 and T plays a video clip about Pompeii.
1. Ss look at the pictures and have a free talk.
2. Ss watch the video
and answer the questions:
Where is the city?
What happened there?
How did people there react to the disaster?
What was the result?
Enable Ss to get some details about Pompeii, activate their prior knowledge and lead in the topic.
Activity 2
1. 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?
2. T asks Ss to work in pairs and talk about other stories about natural disasters.
3. T asks some Ss to share the stories they knew about natural disasters with the class.
1. Ss look at the posters, talk about the main plots of these films and discuss the question:
What do you think the main characters do in the face of these disasters?
2. Ss work in pairs and talk about other stories they knew about natural disasters.
3. Share the stories in front of the class.
Develop Ss’ comprehensive language competence, expressing ideas and giving reasons in English in particular; get Ss to know something about how people usually react to natural disasters, including attitudes and actions.
Understanding ideas板块教学设计
（建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型
Reading + Speaking
主题语境
人与自然——灾害防范、自然灾害与防范
内容分析
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迄今为止记录的地球上的最高温和最低温，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
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。
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，思考情绪变化背后的原因。
教学策略
任务型教学法、P–W–P阅读模式
Teaching contents
Procedures
Purposes
Teacher’s activity
Students’ activity
Activity 1
T asks Ss to look at the thermometer and answer the relevant questions in Activity 1.
Ss observe the thermometer in Activity 1 and talk about people’s reactions to extreme temperatures and their own feelings in extreme weathers.
Introduce the topic, activate the relevant schemata and enable Ss to learn and establish a communicative link between them and the text to be learned.
Activity 2
1.T asks the Ss to predict what the story is about via looking at the picture as well as the title and answer the following questions:
Where does the story take place?
What kind of weather is the story about?
What’s your impression of the picture and the title?
2. T asks Ss to read the passage and check their predictions.
1. Based on the title and the picture of the text, Ss answer the questions and make predictions as to what they think the text will be about.
2. Ss read the passage quickly and justify whether they are right or wrong.
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.
Activity 3
1. T asks Ss to choose the author’s purpose in writing the passage in Activity 3.
2. T asks some Ss to share their answers and give the reasons.
1. Ss complete Activity2. Ss share their answers and give the reasons.
3. They can read the passage once again if necessary.
Test Ss’ understanding of the passage; train Ss’ reading skills of getting the main idea.
Activity 4
1. T asks Ss to complete the flow chart with words and expressions from the passage.
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 different times and draw a relevant mind map if time allows.
3. T asks Ss to retell the story focusing on the change of the author’s feelings.
1. Ss complete the flow chart in Activity
2. Ss analyze the author’s feelings at different times by finding the supporting words and expressions from the passage, and draw a mind map showing the change of the way the author feels. 3. Ss retell the story with the aid of the flow chart.
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.
Think & Share
T asks Ss to discuss the two questions in groups and offer assistance when necessary.
Ss discuss the two questions in groups and then share their thoughts with the class.
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.
Using Language板块教学设计
（建议时长60–70分钟，教师可根据教学实际酌情调整。）
课型
Reading + Listening + Speaking
主题语境
人与自然——灾害防范、自然灾害与防范
内容分析
本板块包括语法部分Ellipsis、词汇部分Types of natural disasters和听说部分Extreme weather conditions。语法部分的语篇介绍了如何根据动物的行为来预测天气，以及中国国际救援队在尼泊尔地震后开展的救援工作，旨在引导学生感知发现、总结规律、在真实语境中了解和掌握省略句的特征和用法，并且了解中国在国际援助中所做的贡献；词汇部分通过图片呈现与自然灾害有关的词汇，旨在引导学生掌握并运用自然灾害相关的话题词汇，并运用这些词汇表达个人观点；听说部分的材料是一则天气预报，旨在引导学生理解播报内容和相关知识。整个板块为学生提供真实语境下的英语技能的综合训练，帮助学生在提高语言应用能力的同时加深对单元主题的理解。
教学目标
1. 能够通过观察所给例句，发现并归纳省略句的语法特征和用法，并能在真实语境中恰当使用省略句；
2. 能够学习更多描述自然灾害的话题词汇和表达，并运用所学语言知识恰当地表达个人观点；
3. 听懂天气预报，能够谈论天气，学会编写和播报天气预报。
教学重点
1. 引导学生归纳省略句的语法特征和用法，并能够实现知识迁移，在真实语境中恰当使用该语法；
2. 引导学生通过阅读材料和听录音了解天气预报中经常涉及的气温、天气变化以及天气预警相关表达，并能学会运用这些表达播报天气预报。
教学难点
引导学生真实语境中恰当使用省略句和所习得的话题语言来谈论天气和播报天气预报。
教学策略
交际教学法、任务型教学法
Teaching contents
Procedures
Purposes
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss to observe the sentences in the upper column in Activity 1 and recall the former story they have learned.
2. T directs Ss to compare these sentences with those in the lower column and answer the questions:
What has been left out in sentences (a) and (b)?
Why does the author leave them out?
3. T guides Ss to generalize the features as well as functions of ellipsis and then look for more sentences with ellipsis in the reading passage.
1. Ss look at the sentences in the first column and recall the story.
2. Ss observe and generalize the features and functions of ellipsis from the sentences that they are exposed to. 3. Ss look through the passage and find more sentences with ellipsis.
Give Ss more ways to think and make sense out of what they have observed, and encourage them to utilize higher order thinking skills so they can have a deeper understanding of 内容过长，仅展示头部和尾部部分文字预览，全文请查看图片预览。 Ss polishing their posters after class, T provides guidance to Ss if necessary.
Ss polish their posters in groups after class.
Develop Ss’ collaborative and co-operative learning skills.
Present
(After the class)
T arranges time in later periods for Ss to show their posters to the class and do presentations.
Each group show their posters to the class and do presentations.
Practice Ss’ skills in presentation, and help them learn from each other through showing the posters in public.
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