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新外研版高中英语必修3 Book 3 Unit 6
课时教学设计
课时名称 Book 3 Unit 6 Starting out and Understanding ideas
主题语境 人与自然---灾害防范
语篇类型 Personal Story
授课时长 一个课时（40分钟）
教学分析
教学内容分析及信息结构图 Starting out板块呈现了一段视频，这段视频介绍了被火山爆发毁灭的意大利庞贝古城，使学生了解自然灾害对于人类历史的重大影响。活动2 呈现了四幅灾难电影的海报，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与破坏性，初步思考如何应对自然灾害。本板块旨在激活学生已有的背景知识和语言知识，激发学生对话题的兴趣，为接下来整个单元的学习活动做铺垫和预热。 Understanding ideas板块呈现一篇反映单元主题的课文，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。课前的导人活动呈现了迄今为止有记录的地球上的最高温和最低温，引导学生思考极端气温可能给人类带来的问题。读中活动要求学生通过看图片预测课文内容。读后活动则通过判断作者写作意图、细节理解以及开放性问题，启发学生思考环境问题，探究主题意义。
学情分析 授课对象为高一学生。学生在“理解主要信息(细节理解)”这一阅读微技能比较薄弱。同时在外研版老教材中，学生通过The Violence of Nature和Sandstorms in Asia了解了主要自然灾害，如飓风、龙卷风、地震、沙尘暴的基本事实信息及其对人类带来的不良影响。学生对“人与自然”这一话题有一定的客观了解，但极少涉及在灾害下，人类自身的情感与人生态度的描写。 通过本节课的学习，学生能够从另一个角度对“人与自然”主题有更深入的了解。同时在联系生活实际的过程中，发现身边如“繁星”一般的人物，重新建构自己对新冠疫情的态度和认识。同时，学生通过回答SOLO分类理论指导下进行设计的问题，进行单一信息获取、多点信息结合进行归纳概括与推理判断，进一步迁移拓展等思维训练，逐步实现思维能力的训练与提升。
课时教学目标 语言技能目标 学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题； 用所学的词汇和语言的对课文进行复述； 能够读懂细节信息并能理解阅读中生词含义。 语言知识目标 能够正确运用一下单词和短语: disaster, tube, the Tube, plus, erupt, immediately, hurricane, landslide, occur, announcement等。 能够理解文章中长难句并准确翻译。 文化意识目标 了解人类面对自然灾害时的的态度和心理； 了解人们对尽力避免自然灾害的看法和理解。 情感态度目标 正确认识和理解人类面对自然灾害时的积极态度，以及如何尽力避免自然灾害的做法。
教学重点、难点 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。 3. 引导学生谈论自然灾害对人类造成的巨大影响； 4. 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 认知驱动；PWP阅读教学模式
教学手段 PPT; Multimedia
Teaching Procedure Note: T(老师), Ss(学生), Iw(个人活动), Pw(同桌互动), Gw(小组集体活动), Cw(班级体活动)
Teaching Steps Activity Level Teacher’s Activity Student’s Activity Assessment
Step 1 Cw 1. T presents some pictures of Pompeii to enjoy. 2. T asks the Ss to read the questions in Activity1 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.
设计意图 引导学生观看与本课相关的视频，鼓励学生与同学分享观点，激发学生的兴趣。此外，通过表达训练，可以锻炼学生口语能力和思维灵活性，更好地导入课题。采用引导的方式引入本单元话题，拓宽学生眼界的同时也锻炼学生整合能力，并激发同学们热情和参与课堂的积极性。
Step 2 Iw/Gw 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.
设计意图 教师鼓励学生通过读前头脑风暴，有助于学生对文章主旨大意的掌握，让学生带着问题进行阅读，进而帮助学生更好理解文章而进入泛读和精读环节。
Step 3 Iw 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: (1) Where is the city (2) What happened there (3) 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.
设计意图 学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题。提高阅读技能。并且帮助学生组织语言回答读前问题。
Step 4 Iw 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 (1) What kind of weather is the story about (2) 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. 1. Help Ss anticipate the vocabulary in the text and motivate them to read. 2. Train students’ reading skills of getting the gist of the text by finding evidence which includes illustrations, title, front etc.
设计意图 通过泛读，能够让学生对文章每个部分有初步了解，锻炼学生对文章表层含义理解，养成良好的阅读习惯，提高阅读技能。用所学的词汇和语言的对课文进行复述。
Step 5 Iw/Gw 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 Activity 2. Ss share their answers and give the reasons. 3. They can read the passage once again if necessary. 1. Test Ss’ understanding of the passage 2. Train Ss’ reading skills of getting the main idea.
设计意图 能够读懂细节信息并能理解阅读中生词含义。有助于学生深层次把握文章细节内容，使得学生建立起上下文关联的能力。
Step 6 Iw 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. 1. Train Ss’ skills of getting specific information and enable Ss to have a deeper understanding of the passage. 2. Encourage Ss to think about the story, evaluate the author’s message and build oral language as they retell.
设计意图 充分发挥学生主观能动性，调动学生创造性思维，开发学生潜能，使学生主动参与深层次阅读，以检测学生是否对文章掌握透彻。
Step 7 Pw 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.
设计意图 鼓励学生正确认识和理解人类面对自然灾害时的积极态度，以及如何尽力避免自然灾害的做法。为本单元的后续任务做铺垫。
板书设计
案例解析 阅读课重在训练学生的阅读技能和培养学生的思维品质，尤其是高阶思维品质，并进一步发展学生的核心素养。本课主题语境为人与自然。阅读材料结构清晰，有明线-时间线和暗线-情感线。作者在通过第一人称按照时间顺序描述作者在飓风中的遭遇的同时，通过情绪词(emotional words)和意象(imagery)等描写手法生动地着重描绘了作者在灾后丰富的情感变化。同时通过意象等描写手法展现了生活中的美好事物如母亲的鼓励、繁星、宠物等对灾后人们内心的抚慰。 通过对文章主人公情绪变化的关键--“母亲”的分析，告诉我们面对突如其来、始料未及的自然灾害，应该保持冷静、乐观的心态和积极的态度，同时也体现出灾害之下平凡人(母亲)的积极情绪的不平凡影响，凡尘亦繁辰。本课标题中的stars一语三关，既有暴风雨后的繁星、鼓舞人的母亲、又有以积极的态面对灾难的希望。

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