Unit6DisasterandHopeUnderstandingideasHot!Hot!Hot!教学设计高一英语外研版

教学设计课程基本信息课题Unit6Understandingideas:Hot!Hot!Hot!课型新授课学科英语年级高一学段高中版本章节《英语》（新标准）高中教材必修三教学内容分析：本课时语篇选自外研版必修三Unit6Understandingideas,其单元主题语境是“人与自然”，涉及的主题语境内容是自然灾害及其防范和应对措施，该语篇类型为个人故事。作者结合自身的感受，生动地描述了伦敦的酷热天气，并由反常的天气联想到自然灾害，引发对环境问题的思考。通过本课时语篇的学习，学生了解到自然灾害对人类生存和发展的影响，以及在面对灾害时应采取的态度，从而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。学情分析：本课授课对象为我校高一年级的学生，整体来看，学生普遍能够通过学习，理解和整合文章，但在思维层面往往只停留在文本浅层，关注碎片化语言知识，欠缺对于主题意义的深度思考。因此，教师可以在单元整体大观念的指导下，带领学生更深入地探讨人与自然的关系，以及面对自然灾害的防范和应对措施，实现语言知识到思维能力的迁移。在话题知识方面，学生已在必修一和必修二的Unit5和Unit6中学习过人与自然中相关主题语境语篇，并已经意识到人与自然和谐共处的重要性，虽然大部分学生能够简单描述气候变化，但对气候变化以及极端天气带来的自然灾害及其相应的表述方式了解较为局限；在语言知识方面，学生已经积累了一些关于自然的相关词汇及表达，在此基础上可进一步拓展相关主题词汇，并学习如何恰当描述气候变化下的心情变化；在学习能力方面，高一学生基本具备通过看、听、读等活动获取信息的能力，并积累了一定的学习策略和不同形式的学习模式经验，但只有少部分学生能够根据文本内容进行合理推断、总结，并深度思考人与自然的关系，以及联想到应树立的人生态度价值观。教学目标：Attheendofthelesson,studentsaresupposedtobeableto:makeprehensiveuseofvariouslanguageskillstounderstandthecontentofthediscourse,acquiresomeinformationaboutextremeweatherconditions,analyzethechangeoftheauthor’sfeelingsduringtakingtheundergroundandexpresstheirownopinionsonextremeweatherconditionswiththewordsandexpressionslearntinthislesson；learnaboutChina’sattitudeindealingwithhumanandnatureandforeignaffairs,realizethesignificanceof“amunitywithaSharedFutureforMankind”,andhelpstudentsbuildasenseofnationalpride;establishselfreflectionawarenessofnaturaldisasters,cultivateoptimisticandpositiveattitudetowardsnaturaldisasters,andhaveadeeperinterpretationoftherelationshipbetweenhumanandnature;constantlymonitor,reflectandadjusttheirlearningcontentandprocessinconjunctionwithreflectivequestionsandimprovetheirunderstandingandexpressionskillsthroughtheuseofvariouslearningstrategiesintheprocessofindependent,cooperativeandinquirybasedlearning.教学重难点：ImportantPoints:Guidestudentstounderstandthepassage,acquiresomeinformationaboutextremeweatherconditionsandidentifythechangeoftheauthor’sfeelingsduringtakingtheunderground.Leadstudentstousethenewlylearntlanguagetodescribenaturaldisastersandtheirimpactonhumanlife,andtolearnaboutnaturaldisasterpreparednessandresponsemeasures.DifficultPoint:Enablestudentstothinkdeeplyabouttherelationshipbetweenhumanandnature,thentocultivatetheiroptimisticandpositiveattitudetowardsnaturaldisasters.教学准备：材料资源：准备语篇录音、温度计图片、伦敦地铁场景图、全球自然灾害视频、“5P”策略板书模板，以及作业所需的“灾害中的希望故事”记录表格，确保视觉、听觉资源结合，增强教学直观性。活动道具：为“情景喜剧”环节准备简单角色卡片（如“作者”、“乘客”），降低学生参与门槛；分组讨论时准备任务单，明确讨论话题与分工，提升活动效率。教学过程教学环节教学活动设计意图教师活动学生活动Step1:DutyReport(3min)Teacherasksonestudenttodothedutyreport.OnestudentshareshisexperiencesandfeelingsduringMayDayholiday,especiallyaboutChinesemetrosystemandtheconveniencebroughtbyChinesemodernization,whichimprovesourlivesandgivesusconvenienceandaffordablemodeoftransport.ByparingwithBritain,thecountrythatbuiltthefirstundergroundrailwayintheworld,theBritishexpressionforitandthecharacteristicsofLondonundergroundareintroduced,thusstartingtheexplorationanddiscoveryofclimatechangefromaLondonTubeinthislesson.ToarouseSs’interestsinlearning,helpotherSsactivaterelevantpragmaticknowledgesoastounderstandthepassagemoreeasily.（含AI应用）：在课前演讲后，应用数字技术创设倒计时抢答游戏，调动学生学习积极性。▶学习理解类◀Step2:Observeandpredict(3min)Accordingtothestudent’sdutyreport,TinformsthestudentsthatthestorytakesplaceinLondonandleadsthestudentstopayattentiontotheweatherandlookatthethermometer.Then,Tasksthequestion:“Whenthetemperaturegoesveryhighandverylow,howdoyoufeelandwhy?”Next,TleadsSstolookatanotherpictureandasksSswhattheycansee.Then,Tpointsoutpeoplefeelhot,thetubeishotandtheearthishot.Ssanswerthequestions.TomakeSs’awareofkeywordsandsomerelatedexpressionsinthepassagesothattheycangetthemainideaofthepassagemoreeasily.Step3:Listenforthemainidea(2min)TasksSstowatchandlistentotherecording(somepiecesofthepassage)tofindoutthemainideaofthepassage.Sswatchandlistentotherecording,thentofindoutthemainideaofthepassage.(Thepassageisabouttheauthor’sfeelingsandconcernsontheLondonTubeonanunusuallyhotday.)Tograspthemainideaofthepassage.（含AI应用）：根据语篇文本，借助AI生成与文字相符的图片，再利用视频剪辑技术融入音频，打造视听结合的语言学习。Step4:Readforthestructure(3min)TasksSstolookthroughthepassageanddivideitintothreepartsandfinishthematch.Ssreadthepassageanddivideitintothreeparts.TohelpSs’makeclearofthestructureofthepassageandhowthepassagedeveloped.Step5:Listenandreadfortheauthor’sfeelingschange(22min)Scene1：AttheTubestation(Para.1)T:Let’sfollowtheauthor.StartourtripfromtheTubestation.What’stheaveragetemperatureinJuly?Listenandfind.T:Whatabouttoday’sexpectedtemperature?T:Yes,thatmeanstodaywillbeover30degrees.What’stheauthor’sfeelingandwhy?T:TrytofindoutthreesuperlativeadjectivestodescribeLondon’sCentralLine.Scene2：Onthetrain1.Para.2T:Whentheauthorisinsidethetrain,whatisexpectedtofeelforhim?ListentoPara.2andpletetheflowchart.T:Whatdoestheauthorfeelandwhy?T:Theauthorusesexaggerationtoshowhisfeeling.ReadPara.2andtrytofindoutanothersentencetoexpressthehotfeeling.T:Whatelsedoeshefeel?Andwhy?2.Para.3T:What’stheweatherlikeinLondoneverysummer?ReadthefirstsentenceofPara.3.T:What’stheauthor’sfeeling?T:Sotheauthorbeginstoworryabouthisfuture.Toprepareforthefuture,whatwillhedo?Listentothispartandfinishthechart.T:Howdidtheauthor’sstrangeideasdevelop?(Toretell)T:Fromtheauthor’sthinking,whatkindofpersonishe?3.Para.4T:Whentheauthorislookingthroughthenewspaper,whatdisastersdoeshesee?Pickoutmentioneddisastersandpletethematchwiththeircorrespondinglocations.T:Whenseeingthesephotos,what’stheauthor’sfeeling?T:Whatcausedthesedisasters?T:Whatelsedoeshethinkabout?Scene3：OutofthestationT:Whentheauthorgetsoutofthestation,what’shisfeeling?Listentothispartandfinishthechart.T:Whydoestheauthorstopworrying?T:Doyouthinkheworriestoomuch?Doyousharetheauthor’sconcernsaboutextremeweatherconditions?Workingroupsandexchangeyourideas.(Thinkandshare)Ss’answer:B.22degrees.Ss’answer:30plusdegrees.Ss’answer:Awful.Withnoairconditioning.Ss’answer:Oldest,deepestandhottest.Ss’sanswer:Hot.Becauseheiswearingasuitandinacrowdofpassengers.Ss’sanswer:“Goingdownthestairsandontotheplatformislikejumpingintoavolcanothat’serupting.”Ss’answer:Abitsick.Becausehehadbaconandeggsforbreakfast.Ss’answer:“EachsummerinLondondefinitelyseemshotterthanthelast.”Ss’sanswer:Abitscared.Sslistenandfinishthechart.Sstrytoretellthispart.Ssanswerthequestion.Ssfinishthematch.Ss’sanswer:Heisshocked.Ss’sanswer:Climatechange.Ss’sanswer:Movingtospace.Sslistenandfinishthechart.Ss’sanswer:“Afterall,it’sonly30degreesoutside.”Ssworkingroupsanddiscussthequestion.Toanalyzethechangeoftheauthor’sfeelingsduringtakingtheundergroundandexpressstudentstheirownopinionsonextremeweatherconditionswiththewordsandexpressionslearntinthislesson.（含AI应用）：利用AI生成与主人公乘坐地铁时看到内容相同的报纸，继续构造沉浸式学习体验。▶应用实践类◀Step6:Sit(5min)TleadsSstoretellthewholepassageinbrief.Then,TasksSstoworkingroupstomakeupasituationedybydescribingandactingouttheauthor’sfeelingsandreasons.Ssretellthepassageandworkingroupstofinishasit.Toconsolidatenewlylearntwordsandexpressionsbyfinishingasit,andatthesametimetoexercisestudents’abilitytoworkinagroup.（含AI应用）：以电影胶卷形式轮播伦敦实景图，为学生在情景喜剧环节中搭建真实舞台。▶迁移创新类◀Step7:Reflectandthink(3min)TguidesSstorealizethatallpartsoftheworldarefacingaseriesofnaturaldisastersbroughtbyclimatechangetovaryingdegrees.Climatechangehasbeeaglobalproblem.Wecannotchangeorstopclimatechange.Weallhavetolearntoadapt.Sswatchavideo.Toawakenstudents’senseofcrisis,learnaboutChina’sattitudeindealingwithhumanandnatureandforeignaffairs,realizethesignificanceof“amunitywithaSharedFutureforMankind”,andhelpstudentsbuildasenseofnationalpride.（含AI应用）：运用视频剪辑，融合国内国外对全球气候变化的处理态度，帮助学生理解“人类命运共同体”这一概念。此外，借助AI将主人公手中的报纸生成一副画面美好的风景图视频，寓意自然灾害虽然给人们的生活带来苦难，但我们仍要怀揣希望去面对自然的挑战。Step8:Summary(3min)TleadsSstothinkhowweshouldadapttoclimatechange.(Thepoliciestohandletheseunexpectednaturaldisastersistoprepareeverythingthatwillminimizethedamage,tolearntoprotectourselveswhenfacingdifferentdisasters,andtrytopreventthemfromsmallsteps.Butthemostimportantpolicyishavingapositiveattitude,sinceattitudeisindeedeverything.(板书:Policies,Prepare,Protect,Prevent,Positive)Onlyinthiswaycanwefindhopefromdisaster.(板书:Disaster,Hope)Ssthinkandanswerthequestion.Toestablishselfreflectionawarenessofnaturaldisasters,cultivateoptimisticandpositiveattitudetowardsnaturaldisasters,andhaveadeeperinterpretationoftherelationshipbetweenhumanandnature.Step9:Homework(1min)Tassignsthehomework.ToconsolidatewhatSshavelearnedinthislesson.作业设计：1.pulsoryassignment:Dosomeresearchonlineandfindastoryabouthopeinthefaceofdisaster.pletethenoteswithinformationaboutyourstory.2.Optionalassignment:Workingroups.Tellyourstorytoothergroupmembers.Chooseonestoryasyourgroupstoryandpostitonline.板书设计：课件设计：1.设计理念：本课件设计以服务教学目标、适配学生学习需求为核心，在“视觉美观性”“重点突出性”“教学手段多样性”三大维度深度发力，为课堂效率提升与学生学习体验优化提供支撑。课件采用“低负担、高吸引”的视觉风格，通过色彩与布局的科学搭配，营造适宜学习的视觉环境，既保持整体和谐，又能通过色彩差异吸引学生注意力，强化对核心场景的感知。此外，课件严格围绕教学重难点与学习目标设计内容，确保每一页均有明确的“知识指向”，助力学生高效抓取关键信息。再有，课件整合多种教学手段，通过“视觉、听觉、互动”多维度刺激，激发学生参与度，适配高一学生“形象思维为主、乐于互动”的学习特点。2.制作技术与应用：本课紧扣“Disasterandhop