（新课标）Unit 6 第6课时教学设计—外研版（新）必修第三册
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| 名称 | （新课标）Unit 6 第6课时教学设计—外研版（新）必修第三册 |  | |
| 格式 | docx | ||
| 文件大小 | 184.6KB | ||
| 资源类型 | 试卷 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-04-18 20:22:47 | ||
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中小学教育资源及组卷应用平台
Book 3 Unit 6 Hope and disaster 第6课时教学设计
内 容 Developing ideas（reading）+Presenting ideas
课程标准分析 该板块旨在拓展主题内容，提供深化单元主题的语篇，拓宽话题内容，促进学生认知深度发展，发展学生思维能力，培养学生核心素养。通过这一板块的学习，学生能够加深对记叙散文的理解，培养学生面对自然灾害时团结一致，保持积极乐观的态度。
教学内容分析 本文是一篇记叙文，从一个孩子的视角讲述了受“卡特里娜”飓风的影响，一个普通的美国家庭的遭遇。该语篇以时间顺序展开，共分为飓风袭击时、飓风过后、几天之后、一年之后四个阶段，主要描述了主人公在不同阶段生活环境的变化以及随之引起的恐惧、担忧、充满希望、喜悦再到乐观积极等一系列心理活动的变化，旨在向读者传递面对自然灾害时要团结一致，保持积极乐观的态度和对未来充满希望的信息。该语篇主要使用一般过去时，有大量的感情词汇以及意象来描述事件后所遇和所思所想，教师应引导学生关注这种写作手法。
3
学习目标叙写 1. 通过阅读飓风的地图和文章了解一家人在飓风灾害时和灾害后的经历的信息； 2. 分析这家人在经历飓风灾害前中后的心情变化和面对灾害的态度； 3. 做一个对作者灾害经历的采访以及表达自己面对灾害的态度。
评价任务设计 Draw a mind map about the family’s experiences and feelings before、during and after the hurricane. . Act out the interview between the writer and the host about experiencing the hurricane .
学习活动设计 教师活动学生活动环节一：View and say 教师活动1 1. T asks Ss to talk about Hurricane Katrina by observing the map and answering the questions in Activity. 2. T invites some Ss to share their opinion with the class. 学生活动1 Ss look at the map and talk about Hurricane Katrina from different aspects including its origin, lasting time and effects. Q1:Where did it hit and how long did it last Q2:What results did it cause？ Q3:What is the highest speed of it 活动意图说明： 通过回顾复习，引出本课时主题--飓风灾害，激活学生关于自然灾害背景知识与话题语言，了解飓风的破坏性及此次飓风的基本信息。环节二：Read and answer教师活动2 1. T asks Ss to read the passage quickly and find out what is the passage mainly about. 学生活动2 Ss read the passage quickly and find out what is the passage mainly about with the help of the chart. Q:What is mainly talked about in this passage 活动意图说明 通过阅读文章了解和梳理文章的主要内容去理解并学习此主题意义下的语言表达。，为下一步的分析人物心情变化做好铺垫。环节三：Read and analyze教的活动3 T directs Ss to focus on the emotional change of the family members by identifying and interpreting the thoughts and feelings of the main character of the passage, especially with evidence. (Learning to learn). 2. T asks Ss to retell the story according to the diagram and what they have analyzed. 学的活动3 Ss identify and interpret the thoughts and feelings of the main character of the passage with evidence in the passage. 2. Ss retell the story according to the diagram and what they have analyzed. 活动意图说明 通过推断人物的情绪变化培养学生识别语篇的内容要点和相应的支撑论据的能力。同时为下一活动分析人物对灾害的态度以及对标题的理解做好铺垫。环节四：Think and share教的活动4 1. T asks Ss to discuss the questions . 2. T invites some Ss to share their opinions.学的活动4 Ss discuss the four questions in groups and then share their own thoughts with the class. Q1. What personalities do you think mom has Q2. What attitude to life is reflected in the author’s experience of looking at the night sky Q3. What is your understanding of the title ”Stars after the storm” 活动意图说明 通过分析人物对灾害的态度关注主人公面对灾害时积极乐观的态度，加深对主题意义的理解。通过谈论自己对标题的理解，培养学生的批判性思维和文化意识，有利于促进学生语言能力与思维品质和文化意识的同步发展。环节五：Act out教的活动5 1. T asks Ss to work in pairs and act out an interview with the author about their experience of Hurricane Katrina. 2. T invites several pairs to present their interview in front of the class. 3.T invites several Ss to give comments and suggestions to the pairs giving presentations. 学的活动5 1. Ss read the passage again and underline the important information. 2. Ss work in groups and prepare questions for the interview using the information they underlined. 3. Ss decide the roles of interviewer and interviewee, and then act out the interview. 活动意图说明 通过在同主题意义的情境中表演采访对话有利于促进学生语言知识的内化，培养学生的语言能力，加深对主题意义的理解，促进学生的语言能力与思维品质和文化意识的同步发展。通过自我评价，检验学习目标的达成度，反思并提升自我，实现教学评一体化,并培养学生的学习能力和批判性思维。
板书设计
作业与拓展学习设计 第5课时课后作业
教学反思与改进 (留白)
Book 3 Unit 6 Hope and disaster 第6课时教学设计
内 容 Developing ideas（reading）+Presenting ideas
课程标准分析 该板块旨在拓展主题内容，提供深化单元主题的语篇，拓宽话题内容，促进学生认知深度发展，发展学生思维能力，培养学生核心素养。通过这一板块的学习，学生能够加深对记叙散文的理解，培养学生面对自然灾害时团结一致，保持积极乐观的态度。
教学内容分析 本文是一篇记叙文，从一个孩子的视角讲述了受“卡特里娜”飓风的影响，一个普通的美国家庭的遭遇。该语篇以时间顺序展开，共分为飓风袭击时、飓风过后、几天之后、一年之后四个阶段，主要描述了主人公在不同阶段生活环境的变化以及随之引起的恐惧、担忧、充满希望、喜悦再到乐观积极等一系列心理活动的变化，旨在向读者传递面对自然灾害时要团结一致，保持积极乐观的态度和对未来充满希望的信息。该语篇主要使用一般过去时，有大量的感情词汇以及意象来描述事件后所遇和所思所想，教师应引导学生关注这种写作手法。
3
学习目标叙写 1. 通过阅读飓风的地图和文章了解一家人在飓风灾害时和灾害后的经历的信息； 2. 分析这家人在经历飓风灾害前中后的心情变化和面对灾害的态度； 3. 做一个对作者灾害经历的采访以及表达自己面对灾害的态度。
评价任务设计 Draw a mind map about the family’s experiences and feelings before、during and after the hurricane. . Act out the interview between the writer and the host about experiencing the hurricane .
学习活动设计 教师活动学生活动环节一：View and say 教师活动1 1. T asks Ss to talk about Hurricane Katrina by observing the map and answering the questions in Activity. 2. T invites some Ss to share their opinion with the class. 学生活动1 Ss look at the map and talk about Hurricane Katrina from different aspects including its origin, lasting time and effects. Q1:Where did it hit and how long did it last Q2:What results did it cause？ Q3:What is the highest speed of it 活动意图说明： 通过回顾复习，引出本课时主题--飓风灾害，激活学生关于自然灾害背景知识与话题语言，了解飓风的破坏性及此次飓风的基本信息。环节二：Read and answer教师活动2 1. T asks Ss to read the passage quickly and find out what is the passage mainly about. 学生活动2 Ss read the passage quickly and find out what is the passage mainly about with the help of the chart. Q:What is mainly talked about in this passage 活动意图说明 通过阅读文章了解和梳理文章的主要内容去理解并学习此主题意义下的语言表达。，为下一步的分析人物心情变化做好铺垫。环节三：Read and analyze教的活动3 T directs Ss to focus on the emotional change of the family members by identifying and interpreting the thoughts and feelings of the main character of the passage, especially with evidence. (Learning to learn). 2. T asks Ss to retell the story according to the diagram and what they have analyzed. 学的活动3 Ss identify and interpret the thoughts and feelings of the main character of the passage with evidence in the passage. 2. Ss retell the story according to the diagram and what they have analyzed. 活动意图说明 通过推断人物的情绪变化培养学生识别语篇的内容要点和相应的支撑论据的能力。同时为下一活动分析人物对灾害的态度以及对标题的理解做好铺垫。环节四：Think and share教的活动4 1. T asks Ss to discuss the questions . 2. T invites some Ss to share their opinions.学的活动4 Ss discuss the four questions in groups and then share their own thoughts with the class. Q1. What personalities do you think mom has Q2. What attitude to life is reflected in the author’s experience of looking at the night sky Q3. What is your understanding of the title ”Stars after the storm” 活动意图说明 通过分析人物对灾害的态度关注主人公面对灾害时积极乐观的态度，加深对主题意义的理解。通过谈论自己对标题的理解，培养学生的批判性思维和文化意识，有利于促进学生语言能力与思维品质和文化意识的同步发展。环节五：Act out教的活动5 1. T asks Ss to work in pairs and act out an interview with the author about their experience of Hurricane Katrina. 2. T invites several pairs to present their interview in front of the class. 3.T invites several Ss to give comments and suggestions to the pairs giving presentations. 学的活动5 1. Ss read the passage again and underline the important information. 2. Ss work in groups and prepare questions for the interview using the information they underlined. 3. Ss decide the roles of interviewer and interviewee, and then act out the interview. 活动意图说明 通过在同主题意义的情境中表演采访对话有利于促进学生语言知识的内化，培养学生的语言能力，加深对主题意义的理解，促进学生的语言能力与思维品质和文化意识的同步发展。通过自我评价，检验学习目标的达成度，反思并提升自我，实现教学评一体化,并培养学生的学习能力和批判性思维。
板书设计
作业与拓展学习设计 第5课时课后作业
教学反思与改进 (留白)