教學(xué)設(shè)計課程基本信息課題Unit6Understandingideas:Hot!Hot!Hot!課型新授課學(xué)科英語年級高一學(xué)段高中版本章節(jié)《英語》（新標(biāo)準(zhǔn)）高中教材必修三教學(xué)內(nèi)容分析：本課時語篇選自外研版必修三Unit6Understandingideas,其單元主題語境是“人與自然”，涉及的主題語境內(nèi)容是自然災(zāi)害及其防范和應(yīng)對措施，該語篇類型為個人故事。作者結(jié)合自身的感受，生動地描述了倫敦的酷熱天氣，并由反常的天氣聯(lián)想到自然災(zāi)害，引發(fā)對環(huán)境問題的思考。通過本課時語篇的學(xué)習(xí)，學(xué)生了解到自然災(zāi)害對人類生存和發(fā)展的影響，以及在面對災(zāi)害時應(yīng)采取的態(tài)度，從而引發(fā)學(xué)生的環(huán)保意識和災(zāi)害防范意識，培養(yǎng)學(xué)生積極樂觀的人生態(tài)度。學(xué)情分析：本課授課對象為我校高一年級的學(xué)生，整體來看，學(xué)生普遍能夠通過學(xué)習(xí)，理解和整合文章，但在思維層面往往只停留在文本淺層，關(guān)注碎片化語言知識，欠缺對于主題意義的深度思考。因此，教師可以在單元整體大觀念的指導(dǎo)下，帶領(lǐng)學(xué)生更深入地探討人與自然的關(guān)系，以及面對自然災(zāi)害的防范和應(yīng)對措施，實現(xiàn)語言知識到思維能力的遷移。在話題知識方面，學(xué)生已在必修一和必修二的Unit5和Unit6中學(xué)習(xí)過人與自然中相關(guān)主題語境語篇，并已經(jīng)意識到人與自然和諧共處的重要性，雖然大部分學(xué)生能夠簡單描述氣候變化，但對氣候變化以及極端天氣帶來的自然災(zāi)害及其相應(yīng)的表述方式了解較為局限；在語言知識方面，學(xué)生已經(jīng)積累了一些關(guān)于自然的相關(guān)詞匯及表達(dá)，在此基礎(chǔ)上可進(jìn)一步拓展相關(guān)主題詞匯，并學(xué)習(xí)如何恰當(dāng)描述氣候變化下的心情變化；在學(xué)習(xí)能力方面，高一學(xué)生基本具備通過看、聽、讀等活動獲取信息的能力，并積累了一定的學(xué)習(xí)策略和不同形式的學(xué)習(xí)模式經(jīng)驗，但只有少部分學(xué)生能夠根據(jù)文本內(nèi)容進(jìn)行合理推斷、總結(jié)，并深度思考人與自然的關(guān)系，以及聯(lián)想到應(yīng)樹立的人生態(tài)度價值觀。教學(xué)目標(biāo)：Attheendofthelesson,studentsaresupposedtobeableto:makeprehensiveuseofvariouslanguageskillstounderstandthecontentofthediscourse,acquiresomeinformationaboutextremeweatherconditions,analyzethechangeoftheauthor’sfeelingsduringtakingtheundergroundandexpresstheirownopinionsonextremeweatherconditionswiththewordsandexpressionslearntinthislesson；learnaboutChina’sattitudeindealingwithhumanandnatureandforeignaffairs,realizethesignificanceof“amunitywithaSharedFutureforMankind”,andhelpstudentsbuildasenseofnationalpride;establishselfreflectionawarenessofnaturaldisasters,cultivateoptimisticandpositiveattitudetowardsnaturaldisasters,andhaveadeeperinterpretationoftherelationshipbetweenhumanandnature;constantlymonitor,reflectandadjusttheirlearningcontentandprocessinconjunctionwithreflectivequestionsandimprovetheirunderstandingandexpressionskillsthroughtheuseofvariouslearningstrategiesintheprocessofindependent,cooperativeandinquirybasedlearning.教學(xué)重難點：ImportantPoints:Guidestudentstounderstandthepassage,acquiresomeinformationaboutextremeweatherconditionsandidentifythechangeoftheauthor’sfeelingsduringtakingtheunderground.Leadstudentstousethenewlylearntlanguagetodescribenaturaldisastersandtheirimpactonhumanlife,andtolearnaboutnaturaldisasterpreparednessandresponsemeasures.DifficultPoint:Enablestudentstothinkdeeplyabouttherelationshipbetweenhumanandnature,thentocultivatetheiroptimisticandpositiveattitudetowardsnaturaldisasters.教學(xué)準(zhǔn)備：材料資源：準(zhǔn)備語篇錄音、溫度計圖片、倫敦地鐵場景圖、全球自然災(zāi)害視頻、“5P”策略板書模板，以及作業(yè)所需的“災(zāi)害中的希望故事”記錄表格，確保視覺、聽覺資源結(jié)合，增強教學(xué)直觀性。活動道具：為“情景喜劇”環(huán)節(jié)準(zhǔn)備簡單角色卡片（如“作者”、“乘客”），降低學(xué)生參與門檻；分組討論時準(zhǔn)備任務(wù)單，明確討論話題與分工，提升活動效率。教學(xué)過程教學(xué)環(huán)節(jié)教學(xué)活動設(shè)計意圖教師活動學(xué)生活動Step1:DutyReport(3min)Teacherasksonestudenttodothedutyreport.OnestudentshareshisexperiencesandfeelingsduringMayDayholiday,especiallyaboutChinesemetrosystemandtheconveniencebroughtbyChinesemodernization,whichimprovesourlivesandgivesusconvenienceandaffordablemodeoftransport.ByparingwithBritain,thecountrythatbuiltthefirstundergroundrailwayintheworld,theBritishexpressionforitandthecharacteristicsofLondonundergroundareintroduced,thusstartingtheexplorationanddiscoveryofclimatechangefromaLondonTubeinthislesson.ToarouseSs’interestsinlearning,helpotherSsactivaterelevantpragmaticknowledgesoastounderstandthepassagemoreeasily.（含AI應(yīng)用）：在課前演講后，應(yīng)用數(shù)字技術(shù)創(chuàng)設(shè)倒計時搶答游戲，調(diào)動學(xué)生學(xué)習(xí)積極性。?學(xué)習(xí)理解類?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應(yīng)用）：根據(jù)語篇文本，借助AI生成與文字相符的圖片，再利用視頻剪輯技術(shù)融入音頻，打造視聽結(jié)合的語言學(xué)習(xí)。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應(yīng)用）：利用AI生成與主人公乘坐地鐵時看到內(nèi)容相同的報紙，繼續(xù)構(gòu)造沉浸式學(xué)習(xí)體驗。?應(yīng)用實踐類?Step6:Sit(5min)TleadsSstoretellthewholepassageinbrief.Then,TasksSstoworkingroupstomakeupasituationedybydescribingandactingouttheauthor’sfeelingsandreasons.Ssretellthepassageandworkingroupstofinishasit.Toconsolidatenewlylearntwordsandexpressionsbyfinishingasit,andatthesametimetoexercisestudents’abilitytoworkinagroup.（含AI應(yīng)用）：以電影膠卷形式輪播倫敦實景圖，為學(xué)生在情景喜劇環(huán)節(jié)中搭建真實舞臺。?遷移創(chuàng)新類?Step7:Reflectandthink(3min)TguidesSstorealizethatallpartsoftheworldarefacingaseriesofnaturaldisastersbroughtbyclimatechangetovaryingdegrees.Climatechangehasbeeaglobalproblem.Wecannotchangeorstopclimatechange.Weallhavetolearntoadapt.Sswatchavideo.Toawakenstudents’senseofcrisis,learnaboutChina’sattitudeindealingwithhumanandnatureandforeignaffairs,realizethesignificanceof“amunitywithaSharedFutureforMankind”,andhelpstudentsbuildasenseofnationalpride.（含AI應(yīng)用）：運用視頻剪輯，融合國內(nèi)國外對全球氣候變化的處理態(tài)度，幫助學(xué)生理解“人類命運共同體”這一概念。此外，借助AI將主人公手中的報紙生成一副畫面美好的風(fēng)景圖視頻，寓意自然災(zāi)害雖然給人們的生活帶來苦難，但我們?nèi)砸獞汛Ｍッ鎸ψ匀坏奶魬?zhàn)。Step8:Summary(3min)TleadsSstothinkhowweshouldadapttoclimatechange.(Thepoliciestohandletheseunexpectednaturaldisastersistoprepareeverythingthatwillminimizethedamage,tolearntoprotectourselveswhenfacingdifferentdisasters,andtrytopreventthemfromsmallsteps.Butthemostimportantpolicyishavingapositiveattitude,sinceattitudeisindeedeverything.(板書:Policies,Prepare,Protect,Prevent,Positive)Onlyinthiswaycanwefindhopefromdisaster.(板書:Disaster,Hope)Ssthinkandanswerthequestion.Toestablishselfreflectionawarenessofnaturaldisasters,cultivateoptimisticandpositiveattitudetowardsnaturaldisasters,andhaveadeeperinterpretationoftherelationshipbetweenhumanandnature.Step9:Homework(1min)Tassignsthehomework.ToconsolidatewhatSshavelearnedinthislesson.作業(yè)設(shè)計：1.pulsoryassignment:Dosomeresearchonlineandfindastoryabouthopeinthefaceofdisaster.pletethenoteswithinformationaboutyourstory.2.Optionalassignment:Workingroups.Tellyourstorytoothergroupmembers.Chooseonestoryasyourgroupstoryandpostitonline.板書設(shè)計：課件設(shè)計：1.設(shè)計理念：本課件設(shè)計以服務(wù)教學(xué)目標(biāo)、適配學(xué)生學(xué)習(xí)需求為核心，在“視覺美觀性”“重點突出性”“教學(xué)手段多樣性”三大維度深度發(fā)力，為課堂效率提升與學(xué)生學(xué)習(xí)體驗優(yōu)化提供支撐。課件采用“低負(fù)擔(dān)、高吸引”的視覺風(fēng)格，通過色彩與布局的科學(xué)搭配，營造適宜學(xué)習(xí)的視覺環(huán)境，既保持整體和諧，又能通過色彩差異吸引學(xué)生注意力，強化對核心場景的感知。此外，課件嚴(yán)格圍繞教學(xué)重難點與學(xué)習(xí)目標(biāo)設(shè)計內(nèi)容，確保每一頁均有明確的“知識指向”，助力學(xué)生高效抓取關(guān)鍵信息。再有，課件整合多種教學(xué)手段，通過“視覺、聽覺、互動”多維度刺激，激發(fā)學(xué)生參與度，適配高一學(xué)生“形象思維為主、樂于互動”的學(xué)習(xí)特點。2.制作技術(shù)與應(yīng)用：本課緊扣“Disasterandhop