高中英語 外研版 B3U6-第2課時- understanding ideas

1、Hot! Hot! Hot!（Understanding ideas）教學(xué)設(shè)計(jì)教學(xué)內(nèi)容分析本文是一篇記敘文，主要講述了作者在倫敦酷熱的天氣乘坐地鐵的感受以及由此引發(fā)的對自然災(zāi)害和環(huán)境問題的一系列聯(lián)想，旨在引導(dǎo)讀者思考?xì)夂蜃兓赡芙o人類帶來的問題，以此喚醒讀者的環(huán)保意識。作者用生動形象幽默的語言以及比喻等修辭手法描述了倫敦天氣的酷熱，教師可以引導(dǎo)學(xué)生對這部分的語言進(jìn)行賞析。此外，語篇中第三、四段采用了意識流的手法，以發(fā)散的思維引發(fā)對氣候變化的各種聯(lián)想，教師應(yīng)該引導(dǎo)學(xué)生注意句子間的邏輯關(guān)系，可利用思維導(dǎo)圖幫助學(xué)生對語篇的信息進(jìn)行梳理，進(jìn)而實(shí)現(xiàn)學(xué)生對語篇的深度學(xué)習(xí)。課前的導(dǎo)入活動呈現(xiàn)了極端天氣，引導(dǎo)

2、學(xué)生思考極端天氣可能給人類帶來的問題，有無應(yīng)對措施。讀中活動要求學(xué)生看圖預(yù)測語篇主旨大意。讀后活動則通過判斷作者寫作意圖和細(xì)節(jié)理解等活動，啟發(fā)學(xué)生深入思考環(huán)境問題，探究主題意義。教學(xué)目標(biāo)1. 能夠談?wù)搨€人對極高溫和極低溫天氣的感受；2. 通過看插圖、標(biāo)題等預(yù)測語篇內(nèi)容，通過略讀、細(xì)讀概括主旨大意，理解作者寫作意圖，理清作者思路；3. 對全球氣候變化引發(fā)思考，運(yùn)用語篇話題語言談?wù)摎夂蜃兓赡芙o人類帶來的問題及應(yīng)對措施，增強(qiáng)環(huán)保意識。教學(xué)重點(diǎn)難點(diǎn)引導(dǎo)學(xué)生通過自主閱讀和小組合作完成對整個語篇的信息獲取和整合，運(yùn)用語篇話題語言就氣候變化話題發(fā)表自己的想法感受。引導(dǎo)學(xué)生深入解讀語篇，著重分析作者的情緒變

3、化，思考情緒變化背后的原因。教學(xué)過程Teaching contentsProceduresPurposes Teachers activityStudents activityWarm-upT asks Ss to look at the thermometer and answer the relevant questions in Warm-up.Ss observe the thermometer in Warm-up and talk about what will happen in extreme temperatures and their own feelings in ext

4、reme 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. Before reading1.T asks the Ss to observe the picture and predict what the story is about via looking at the picture as well as the titl

5、e and answer the following questions:What can you see in the picture? Why is there so much color of red?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. Help Ss anticipate the vocabulary in the text and moti

6、vate them to read; train students reading skills of getting the gist of the text by finding evidence which includes illustrations, title, front etc.Fast reading1. T asks Ss to read the passage quickly to get the main idea and check their predicitons in Activity 1. 2.T asks Ss to choose the authors p

7、urpose in writing the passage in Activity 2.Ss complete Activities.2. 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.CarefulreadingT asks Ss to listen to the tape

8、and think about in what order this passage is developed. 2.T asks Ss to complete the flow chart with words and expressions from the passage. 3. T sets an example of how to judge ones feeling by the choice of words, and then asks Ss to analyze the authors feelings at different space and draw a releva

9、nt mind map if time allows. 4. T asks Ss to retell the story focusing on the change of the authors feelings.1. Ss complete the flow chart in Activity 2. Ss analyze the authors feelings at different space by finding the supporting words and expressions from the passage, and draw a mind map showing th

10、e 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 authors message and build oral language as the

11、y retell. Think & Share1.T asks Ss to discuss the two questions in groups and offer assistance when necessary. = 1 * GB3 * MERGEFORMAT . What are the causes of climate change ? = 2 * GB3 * MERGEFORMAT . What can we do when facing climate change? T introduces The World Earth Day to SsHomework:Write an essay on how to deal with climate change .Enjoy a song “ Heal the World” 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; d