外研版（2019）必修 第三册Unit 6 Disaster and hope Developing ideas教学设计（表格式）
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| 名称 | 外研版（2019）必修 第三册Unit 6 Disaster and hope Developing ideas教学设计（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 30.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-12-09 15:08:31 | ||
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文档简介
Unit 6 Disaster and Hope Developing ideas Stars after the storm
教材分析
本单元是外研版必修三最后一单元 Unit 6 Disaster and Hope,本节课是本单元中的 Developing ideas 部分。必修三最后一单元融合了前面的几个单元，属于综合性的主题。建构了自然灾害和希望之间的关系，主题语境是人与自然。这一板块呈现了本文是一篇记叙文，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。分析主人公情感变化的过程，挖掘语篇的深层内涵，培养英语的高阶思维品质，实现对语篇的深度学习。
教学重难点
本节课重难点在于引导学生利用流程图来深度挖掘主人公在灾难前后的心理感受变化，体会语篇主旨。同时结合国家防灾减灾日情境，通过海报的设计，深化学生对于主题语境的理解。
Learning Objectives
1. tell the main idea and structure of the text;
2. list the specific information about the different periods of the hurricane and the author’s feeling
3. Make a poster on National Disaster Prevention and Mitigation Day to have a better understanding of the relationship between human and nature and form positive attitude towards disaster.
Teaching Procedures：
步骤 教学活动 设计意图
Leading-in Ss give a presentation about hurricane to show weekend homework 锻炼学生搜索、归纳信息的能力和语言表达能力，激活学生地理学科的背景知识，形成阅读期待
Pre-reading Ss are asked to look at the map about Hurricane Katrina and answer the questions. 1.Where did Hurricane Katrina form 2.Where did it hit 3. How long did it last 4.How many people lost their lives in the hurricane 5. What was the cost of the damage Hurricane Katrina caused 通过地图，让学生进一步了解卡特里娜飓风的具体信息以及带来的影响和危害，引出课文话题,作好阅读准备。
While-reading Read for main idea and structure 1. T asks Ss to read through the text with 2 questions about the main idea and the order of the author used in developing the text. 2. T asks Ss to read passage and divide the passage into four parts. 3. T reminds Ss to pay attention to the type of the text to help them get the main idea. Then Ss find the order of the author used in developing the text to divide the passage into four parts 关注文章主旨大意，了解文章结构，初步感知理解文章，为提取和归纳基本信息作准备
Read for details 1. T read Learning to learn and ask Ss to pay attention the emotional words and imagery expression and to complete the diagram with the words and expressions from the passage. 2. T help Ss to find out the turning point of the author’s feelings and ask Ss to explore the reason of the change step by step. 3. Ss are asked to read para4 to para6 to answer the questions and complete the flow chart. (1) What does the “stars” stand for right after the hurricane (2)What causes the change of the author’s feeling right after the hurricane (3)What does the one year later “stars” give the author when they returned and worked together to rebuild their homes and lives (4)What sort of attitude to life is reflected in the author’s experience of looking at the night sky 4.Ss are asked to have Role Play game to conduct an interview like 1. Hello, everyone! Welcome to Our English Studio! I'm... Joining us today is the author of Stars after the storm. 2. Can you introduce us something about experience of Hurricane Katrina Can you recall exactly what happened What were you doing when the hurricane hit Can you share more with us about ... How was your feeling at that moment What impressed you most in the rescue operation To whom did you feel most grateful 3. Thanks for sharing .. 自主阅读，提取具体信息。通过再次阅读文章，老师引导学生通过时间轴的关键节点，找出每一节点对应的作者的境遇和家人的做法，了解作者的经历和感受，把握文章的走向。通过阅读三四段，老师让学生去关注在这一时间节点，作者所遇到的困难以及情绪变化，分析这一变化背后的原因，同时，身临其境去分析作者在第一次看到星星时的感受和第二次看到星星的感受，深度挖掘星星的真正含义。角色扮演让学生加深文章中关于情感和意向的描写，梳理文章重要信息。
Post-reading 1.T leads the ss to have a discussion in group and give some helpful suggestions about what the author would do to rebuild the hometown. 2. T ask Ss to look at the pictures of Wen Chuan earthquake and introduce National Disaster Prevention and Mitigation Day and ask Ss to make a poster about the question: What should we do in the face of natural disasters From before disaster, during disaster and after disaster 承接上一环节，灾后重建困难重重，教师让学生们去思考作者是否会去做一些灾后重建工作，如何做好灾后重建工作，激发学生的已有背景知识，并结合学生的认知，表达自己的见解。利用我国的汶川地震过渡到国家防灾减灾日，让学生通过讨论和制作海报的方式加深文章主题意义的理解，深刻认识到面临灾难时应该保持积极乐观的人生态度和团结一致战胜灾难的决心，同时相信国家，增强文化自信。
Homework 新冠疫情已经过去，学校英语报社正面向全校同学征稿，主题 为 Stars after the COVID-19, 请你用英语写一篇文章并向报社投稿，内容包括以下几个方面： 1.疫情爆发前后境况变化和相关心理感受变化 2.面对灾难应该持有的人生态度。 注意： 1. 词数不少于 100字； 2. 可以适当增加细节，以使行文连贯； 通过作业的布置，让学生将输入转化成输出，真正实现知识和情感的迁移创新。联系学生自身实际情况，利用文章情感和意向的单词和表达来巩固和联系本节课所学。
Self-evaluation Things I have learned about the author’s story Two things I find impressive One question I still have 通过自评表，反映学生在本节课中所学到的内容和不足。
教材分析
本单元是外研版必修三最后一单元 Unit 6 Disaster and Hope,本节课是本单元中的 Developing ideas 部分。必修三最后一单元融合了前面的几个单元，属于综合性的主题。建构了自然灾害和希望之间的关系，主题语境是人与自然。这一板块呈现了本文是一篇记叙文，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。分析主人公情感变化的过程，挖掘语篇的深层内涵，培养英语的高阶思维品质，实现对语篇的深度学习。
教学重难点
本节课重难点在于引导学生利用流程图来深度挖掘主人公在灾难前后的心理感受变化，体会语篇主旨。同时结合国家防灾减灾日情境，通过海报的设计，深化学生对于主题语境的理解。
Learning Objectives
1. tell the main idea and structure of the text;
2. list the specific information about the different periods of the hurricane and the author’s feeling
3. Make a poster on National Disaster Prevention and Mitigation Day to have a better understanding of the relationship between human and nature and form positive attitude towards disaster.
Teaching Procedures：
步骤 教学活动 设计意图
Leading-in Ss give a presentation about hurricane to show weekend homework 锻炼学生搜索、归纳信息的能力和语言表达能力，激活学生地理学科的背景知识，形成阅读期待
Pre-reading Ss are asked to look at the map about Hurricane Katrina and answer the questions. 1.Where did Hurricane Katrina form 2.Where did it hit 3. How long did it last 4.How many people lost their lives in the hurricane 5. What was the cost of the damage Hurricane Katrina caused 通过地图，让学生进一步了解卡特里娜飓风的具体信息以及带来的影响和危害，引出课文话题,作好阅读准备。
While-reading Read for main idea and structure 1. T asks Ss to read through the text with 2 questions about the main idea and the order of the author used in developing the text. 2. T asks Ss to read passage and divide the passage into four parts. 3. T reminds Ss to pay attention to the type of the text to help them get the main idea. Then Ss find the order of the author used in developing the text to divide the passage into four parts 关注文章主旨大意，了解文章结构，初步感知理解文章，为提取和归纳基本信息作准备
Read for details 1. T read Learning to learn and ask Ss to pay attention the emotional words and imagery expression and to complete the diagram with the words and expressions from the passage. 2. T help Ss to find out the turning point of the author’s feelings and ask Ss to explore the reason of the change step by step. 3. Ss are asked to read para4 to para6 to answer the questions and complete the flow chart. (1) What does the “stars” stand for right after the hurricane (2)What causes the change of the author’s feeling right after the hurricane (3)What does the one year later “stars” give the author when they returned and worked together to rebuild their homes and lives (4)What sort of attitude to life is reflected in the author’s experience of looking at the night sky 4.Ss are asked to have Role Play game to conduct an interview like 1. Hello, everyone! Welcome to Our English Studio! I'm... Joining us today is the author of Stars after the storm. 2. Can you introduce us something about experience of Hurricane Katrina Can you recall exactly what happened What were you doing when the hurricane hit Can you share more with us about ... How was your feeling at that moment What impressed you most in the rescue operation To whom did you feel most grateful 3. Thanks for sharing .. 自主阅读，提取具体信息。通过再次阅读文章，老师引导学生通过时间轴的关键节点，找出每一节点对应的作者的境遇和家人的做法，了解作者的经历和感受，把握文章的走向。通过阅读三四段，老师让学生去关注在这一时间节点，作者所遇到的困难以及情绪变化，分析这一变化背后的原因，同时，身临其境去分析作者在第一次看到星星时的感受和第二次看到星星的感受，深度挖掘星星的真正含义。角色扮演让学生加深文章中关于情感和意向的描写，梳理文章重要信息。
Post-reading 1.T leads the ss to have a discussion in group and give some helpful suggestions about what the author would do to rebuild the hometown. 2. T ask Ss to look at the pictures of Wen Chuan earthquake and introduce National Disaster Prevention and Mitigation Day and ask Ss to make a poster about the question: What should we do in the face of natural disasters From before disaster, during disaster and after disaster 承接上一环节，灾后重建困难重重，教师让学生们去思考作者是否会去做一些灾后重建工作，如何做好灾后重建工作，激发学生的已有背景知识，并结合学生的认知，表达自己的见解。利用我国的汶川地震过渡到国家防灾减灾日，让学生通过讨论和制作海报的方式加深文章主题意义的理解，深刻认识到面临灾难时应该保持积极乐观的人生态度和团结一致战胜灾难的决心，同时相信国家，增强文化自信。
Homework 新冠疫情已经过去，学校英语报社正面向全校同学征稿，主题 为 Stars after the COVID-19, 请你用英语写一篇文章并向报社投稿，内容包括以下几个方面： 1.疫情爆发前后境况变化和相关心理感受变化 2.面对灾难应该持有的人生态度。 注意： 1. 词数不少于 100字； 2. 可以适当增加细节，以使行文连贯； 通过作业的布置，让学生将输入转化成输出，真正实现知识和情感的迁移创新。联系学生自身实际情况，利用文章情感和意向的单词和表达来巩固和联系本节课所学。
Self-evaluation Things I have learned about the author’s story Two things I find impressive One question I still have 通过自评表，反映学生在本节课中所学到的内容和不足。