Unit 6 Disaster and hope Listening and speaking 课时教学设计-2025-2026学年高一下学期英语外研版（2019）必修第三册

该高中英语教学设计聚焦“人与自然—灾害防范”主题，围绕极端天气与天气预报的听说技能展开。通过视频、图片激活学生已有的自然灾害知识，复习灾害类型和天气预报要素，衔接前节课的词汇语法输入，搭建从听力提取信息到口语播报的学习支架，为后续活动铺垫。 特色在于真实语境与结构化输出结合，听力材料融合美国五城市地理知识引导预测（学习能力），两次听力训练分别获取大意与细节（语言能力），口语活动以天气预报结构框架为依托模拟播报（思维品质），讨论防灾责任培养社会责任感（文化意识）。分层作业兼顾巩固与应用，助力教师高效落实听说迁移，提升学生语言运用与跨文化理解能力。

新外研版 (2019) Book 3 Unit 6 Disasters and hope -Listening and speaking 教学设计 课时名称 Book 3 Unit 6 Using Language-Listening and speaking 主题语境 人与自然---灾害防范 语篇类型 Listening & Speaking 教学分析 教学内容分析 本课时为单元话题下的听说综合活动，主题语境为"人与自然"，聚焦"极端天气与灾害防范"。听力材料是一段虚构的2080年美国天气预报，涵盖五个城市（Anchorage、Phoenix、Houston、Washington DC、San Francisco）的极端天气状况，包括暴雪、热浪、飓风、暴雨洪水和山火等多种灾害类型。材料兼具真实天气预报的语体特征和一定的夸张幽默色彩（如"hot enough to fry meat on the road"），能够有效激发学生的学习兴趣。本板块旨在帮助学生掌握天气预报的语言结构，培养从听力中提取地点、天气、温度、建议等关键信息的能力，并通过模仿播报实现从输入到输出的语言迁移，同时引导学生认识极端天气的危害，增强防灾减灾意识。 学情分析 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。由于前节课已经学习到了很多关于自然灾害的表达、词汇、语法等，这节课的主要目的是将输入和输出相结合，让学生能把听力天气预报中听到的东西通过自己的理解和概括从而口语输出，达到锻炼speaking的能力。此外，通过该练习还可帮助学生提高听力技巧，使学生在实际文本中提高语言的理解能力。 课时教学目标 语言技能目标： 1. 学生能够听懂天气预报的主要内容，准确识别五个美国城市的极端天气类型； 2. 能够从听力材料中提取温度数值和安全建议等具体信息，完成填空任务； 3. 能够运用所学词汇和句型，为某一城市进行天气预报播报，涵盖时间、地点、天气、温度和建议等要素。 语言知识目标： 1. 能够正确运用以下单词和短语: forecast, typhoon, blizzard, avalanche, hurricane, drought, tsunami, wildfire, temperature, warning, stay indoors, warm clothes, extreme weather, get prepared等； 2. 能够掌握天气预报的结构化表达方式，如："Let's look at...", "It will be...", "The temperature is...", "Please remember to..." 等句型。 文化意识目标： 1. 了解自然灾害相关话题及极端天气对人类生活的影响； 2. 了解天气预报的发展历史及其在灾害防范中的重要作用。 情感态度目标： 正确认识自然灾害对人类造成的影响，思考如何积极防范和应对自然灾害，从而为社会、人类做贡献，增强社会责任感和防灾意识。 教学重点、难点 教学重点： 1. 引导学生从听力中提取关键信息，理解天气预报的语篇结构； 2. 引导学生讨论对自然灾害造成的影响的认识和感受； 3. 引导学生学会运用天气预报中常用的表达方式，播报天气预报。 教学难点： 1. 运用所学语言进行流畅、完整的天气播报； 2. 表达对自然灾害的个人看法及应对措施。 Teaching Procedure Note: T(老师), Ss(学生), Iw(个人活动), Pw(同桌互动), Cw(班级活动) Teaching Steps Activity Level Teacher’s Activity Students’ Activity Assessment Step 1 Lead-in Cw 1. T leads Ss to review the types of natural disasters and the key elements in weather forecast. 1.Ss identify natural disaster types and name the disasters shown in pictures. 2. Ss share what they already know about weather forecasts. 1. Activate prior knowledge. 2. Introduce topic vocabulary. 3. Familiarize Ss with background information. 设计意图： 通过视频和图片激活学生已有的自然灾害背景知识，引入主题词汇，激发学习兴趣，为听力活动做铺垫。 Step 2 Pre -Listening Pw/Cw 1.T shows the map of the USA and asks Ss to predict the content of the listening material. 2. T asks Ss to match the five cities (Anchorage, Phoenix, Houston, Washington DC, San Francisco) with possible weather symbols using their geographic knowledge. 1. Ss predict and discuss what extreme weather each city might have. 2. Ss match the weather symbols to the cities on the map. 1. Develop prediction skills. 2. Prepare Ss for listening comprehension. 3. Encourage collaborative discussion. 设计意图 通过小组讨论和预测任务，帮助学生明确天气预报的构成要素，激活相关背景知识，为听力理解做好充分准备。 Step 3 While- Listening(1st listening) Iw/Cw 1. T plays the recording for the first time. 2. T asks Ss to match each city with the correct extreme weather type. 3. T checks answers with the whole class. 1. Ss listen to the weather forecast for the first time. 2. Ss complete the matching task (city ↔ weather symbol). 3. Ss check answers and correct their mistakes. Train listening for gist – identify the main weather condition for each city. 设计意图 播放第一遍录音，学生根据听到的信息将气象符号与相关地点进行匹配，训练学生获取文章大意的能力，为下一步听力细节活动做铺垫。 Step 4 While- Listening(2nd listening) Iw/Cw 1. T asks Ss underline the key words in the listening text. 2. T plays the recording for the second time. 3. T asks Ss to complete the form. 4. T invites Ss to share answers and checks together. 1. Ss underline the key words. 2. Ss listen again and complete the form. 3. Ss check answers in groups. 4. Ss share their answers with the class. Train listening for specific information. 设计意图 播放第二遍录音，引导学生获取天气预报的细节信息并填空。通过小组核对和全班分享，帮助学生掌握与话题相关的语言知识。 Step 5 Post-listening & Listening and speaking link Iw/Gw 1. T asks Ss to recall how the speaker describes the weather. 2. T guides Ss to summarize the structural framework of a weather forecast. 3. T gives some descriptions that can be used in the weather forecast. 1. Ss summarize the elements (places/ time/ weather/ temperature / advice). 2. Ss use the descriptions to practice how to broadcast the weather report. 1. Understand the structure of a weather forecast. 2. Use typical sentence patterns to practice weather forecast. 设计意图 引导学生回顾天气预报的描述方式，总结天气预报的基本结构（开场 → 城市播报 → 结束），帮助学生建立语言框架，为口语输出做准备。 Step 6 Speaking Practice Pw / Iw 1. T models a sample weather broadcast for one city. 2. T asks Ss to choose one American city and practice broadcasting in pairs. 3. T invites several pairs to perform in front of the class. 4. T provides feedback using the evaluation chart. 1. Ss listen to the teacher's model and imitate. 2. Ss practice the weather broadcast in pairs, covering all elements. 3. Ss perform their broadcasts to the class. 4. Ss give peer feedback. 1. Apply learned vocabulary and sentence patterns. 2. Practice oral English according to the theme of this unit. 3. Build confidence and fluency. 设计意图 教师示范并鼓励学生运用前面活动中所学习的语言知识，编演一段天气预报。通过同伴合作和课堂展示，检验学生是否能开口说英语，实现听说课的真正目的——从输入到输出的语言迁移。 Step 7 Discussion & Summary Cw 1. T shows a sentence and poses the discussion question: "As students, what can we do to deal with natural disasters or extreme weather?" 2. T guides Ss to reflect on the key message: "Forecast and get prepared/ Protect ourselves and stay optimistic/ Study harder, reflect on ourselves and give a helping hand." 1. Ss discuss in groups and share their ideas. 2. Ss share their group's conclusions with the class. 3. Ss reflect on their personal responsibility. 1. Express personal understanding and attitudes toward disaster prevention. 2. Strengthen social responsibility and humanitarian care. 设计意图 通过讨论"学生如何应对自然灾害和极端天气"，引导学生将课堂知识延伸到现实生活，培养社会责任感和防灾意识，落实立德树人的教育目标。 Step 8 Homework IW 1. T explains the two homework options and asks Ss to choose ONE. Option 1 – Basic Application Task: Choose one American city and complete the weather broadcast script using the given template. Option 2 – Extended Competence Task: Watch today's weather forecast for Hohhot, write down the weather information, and write a short script (about 50 words) covering weather conditions, temperature levels, and advice. 1. Ss choose one homework option. 2. Ss complete the task after class. Different homework to cater to different levels of students. 设计意图 分层作业设计，基础应用型作业帮助学生巩固课堂所学，素养拓展型作业引导学生将所学知识应用到真实生活情境中，实现学以致用。 板书设计 Unit 6 Disaster and Hope – Weather Reporter Weather Forecast Structure: Key elements in weather forecast: · Places · Time · Weather Conditions · Temperature · Advice / Warning Useful Sentence Patterns: - Let's look at ... - It will be ... - The temperature is ... - Please remember to ... - Thank you for listening! Key Vocabulary: forecast / blizzard / heatwave / hurricane / wildfire / stay indoors / natural disasters/ extreme weather 教学反思 高中英语教学应重视学生听说能力的培养，因为听、说、读、写四项技能在英语教学中缺一不可，而听与说是语言交际的基础。在本课例实施过程中，我意识到：为了激发学生对听力训练的兴趣，变"教师要他们听"为"他们自己愿意听"，教师应少一些应试听力，多一些真实语境下的求知听力；同时，教师也必须改变以往单调的听力练习模式，转变为深受学生欢迎的"视听说"综合活动，使学生的视、听和说各项能力都得到训练和提高。因为听是说的基础，说是听的延伸，只有将听和说的教学紧密结合在一起，才能提高整个高中英语听说教学的水平。 此外，本课例还注重将语言学习与真实生活情境相结合，通过模拟天气预报播报这一任务，让学生在真实的交际任务中运用语言，同时引导学生关注自然灾害和极端天气这一全球性议题，培养他们的社会责任感和人文关怀精神。 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $