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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 Using Language
主题语境 人与自然---灾害防范
语篇类型 Grammar & Vocabulary
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 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。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。
学情分析 本堂课的授课对象是属于英语基础一般的学生，但是大部分学生的思维活动、学习热情、有强烈的表现欲望和合作精神。词汇学习效果对于他们的英语学习有着重要的意义，因此如何使得一节课对学生今后的词汇学习有所思考和帮助，也是要考虑为什么和怎么上这节课的最初因素。语法部分本堂课需要学习省略句，必须结合学生的实际情况，用最方便好懂的办法让他们充分理解并运用，学会做题，更要学会在生活中使用。语法部分主要是进一步学习和应用英语中省略句的表达。通过观察课文句子、改写句子练习帮助学生更好地理解该知识点，使印象更加深刻，从而在日后学习中能灵活使用。表达（词汇）部分是向学生介绍自然界中其他存在的自然灾害。
课时教学目标 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、难点 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。 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
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 Students’ Activity Assessment
Step 1 Cw 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: (1) What has been left out in sentences (a) and (b) (2) 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 ellipsis.
设计意图 开门见山引导学生本节课语法内容，训练学生自主学习能力,并且通过对比的学习技巧让学生充分理解省略句的知识点。
Step 2 Iw/Gw 1. T asks Ss to read the paragraph in Activity 2 and find out what words have been removed before or after the underlined words. T may offer assistance when necessary. 2. T asks Ss to talk about the other ways to forecast weather. 1. Ss read the paragraph carefully and find out what words have been removed. 2. Ss work in groups and brainstorm the other ways that can be used to forecast weather. 3. Choose the correct form of the words Consolidate Ss’ understanding of ellipsis in real situation.
设计意图 学生被要求分析省略句的基本概念，并巩固他们已经学习过的知识，相关知识点等,初步了解省略语法规则，为后面加深学习做好准备。
Step 3 1.T asks Ss to read the four descriptions, underline the words that describe personal qualities and add the underlined words to the form. 2.T encourages Ss to add more words which describe personal qualities to the form. Reading 1.Ss read the four descriptions, underline the words that describe personal qualities and add the underlined words to the form. 2.Ss add more words which describe personal qualities to the form. Arouse Ss’ awareness of the proper use of ellipsis and create the opportunity for Ss to practice the grammatical point.
设计意图 引导学生建立描述天气状况的词汇网，学生被要求提高使用相关词汇的能力。进一步训练学生在阅读文本中找到省略句的结构，通过训练句子排序，让学生更加深刻理解和运用省略句。
Step 4 Iw 1. T guides Ss to review the words and expressions related to natural disasters. 2. T asks Ss to describe the disasters the pictures in Activity 4 show by using the words and expressions they have learned. 3.T encourages Ss to think about the most dangerous one among those disasters and some other big natural disasters in history. 1. Ss review what they have learned about natural disasters. 2. Ss complete the description of the pictures in Activity 3. Ss work in pairs, talk about the most dangerous one they think and other big natural disasters in history. 1. Give Ss a chance to take what they’ve learned, make it their own and apply it to authentic situations Practice oral English according to the theme of this unit.
设计意图 教师让学生独立浏览问题，让学生对天气的灾难性有更多的了解，并知道如何防御恶劣天气。通过实际语境训练，帮助学生理解本课语法点，有助于实际应用。
Step 5 Iw/Gw 1. T asks Ss to work in pairs and talk about a recent natural disaster they have heard about or seen on news by using the vocabulary and expressions they have learned. T can provide some pictures for reference if necessary. 2. T invites several pairs to make presentation in front of the class. Ss utilize what they have learned in this unit so far to share a recent natural disaster they know with their partners. Consolidate the vocabulary Ss have learned, encourage Ss to apply what they have learned to real situations and practice their oral English.
设计意图 让学生进一步了解在新闻报道中如何使用省略语法，培养学生正确恰当使用省略的能力，并进行学以致用。
Step 6 Iw T asks Ss to read the short passage in “Did you know ” in the activity and find out the approaches to forecasting weather in history. Ss read the passage on page 67 and find out the efforts people have made in history to forecast weather. Familiarize Ss with background information.
设计意图 让学生进一步梳理语法结构，引导学生关注语法相关知识，并能够利用相关的语言复述出天气预报的梗概，进一步复习和加深理解。
Step 7 Pw 1. T asks Ss to read “Learning to learn” in this book and reminds Ss to take notes during listening. 2. T plays the recording for the Ss to complete the form in Activity 8. 3. T asks Ss to recall how the speaker describes the weather. Play the recording again if necessary. 1. Ss read “Learning to learn” in this book and get the point. 2. Ss listen for the second time and complete the form in this Activity and then check answers together.3. Ss work in groups and talk about how the speaker describes the weather. Understand the details of the grammar and summarize how to describe weather including temperature levels, descriptions of forthcoming weather conditions and weather warnings.
设计意图 引导学生掌握省略的结构和实用词汇表达。通过设置情景，锻炼学生口语表达能力，同时也再次使学生对本课单词、词组加深印象，更流利地使用。
板书设计 Unit 6 Using Language 一、并列句中的省略 二、复合句中的省略 三、其他省略情况
案例解析 本单元语法和词汇部分的语段介绍了如何根据动物的行为来预测天气和自然灾害，以及中国国际救援队在尼泊尔地震后的救援工作；词汇部分通过图片呈现了与自然灾害有关的词汇。通过真实语境下技能的综合训练，学生能够加深对单元主题的理解，提高综合语言运用能力。可以引导学生通过观察例句，发现、归纳出省略的特征和用法，并能在真实语境中恰当运用；带领学生学习更多描述自然灾害的话题词汇，并运用所学词汇表达个人观点；帮助学生听懂天气预报，学会谈论天气以及编写天气预报。

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