外研版（2019）必修第三册 Unit 6 Disaster and hope Stars after the storm 教案（表格式）

课题 Unit 6 Disaster and Hope Period 4 Stars after the storm
教学目标
Knowledge aims: To grasp the general idea of the text through extensive and independent reading. To experience the author’s situation changes and related psychological feelings before and after the disaster through intensive and independent reading and pair work. Ability aims: To analyze the structure of the text. To analyze the imagery in the title and the text. Strategy aims: To use relevant reading skills, such as skimming and scanning. To make proper use of pair work and group work. Emotional aims: To develop a positive attitude towards life. To be the “stars”in others’ lives.
教学重点： How to guide students to understand the passage better according to “Four lines”-timeline, feelings line, causes line and behaviors line through intensive and independent reading and pair work. 教学难点： How to guide students to develop a positive attitude towards life and be the “stars” in other people’s lives.
教学方法
Task- based teaching method(任务教学法) Situational teaching method(情境教学法) “P-W-P” reading pattern(“P-W-P”阅读模式)
教具
天学网 教学助手 互动课堂 PowerPoint
Teaching Content 教学 内容 Procedures教学程序 Purposes 目的
Teacher’s activity 教师活动 Students’ activity 学生活动
Lead-in （导入） T greets Ss warmly. T shows 4 pictures to Ss with 1 question. What are they T puts forwards another question. Do you know any other disasters Ss greet T warmly. Ss look at the pictures and answer the questions. To introduce the topic of this unit-disaster to Ss.
Pre-reading （读前） T asks Ss to observe the map about Hurricane Katrina and find out the answers to the questions. 2. T invites some Ss to share their answers with the class. 1. Ss look at the map and try to get information about Hurricane Katrina from different aspects including its origin, lasting time and effects. 2. Ss share their answers with the class. To create a positive atmosphere for learning. To introduce the theme of the lesson and activate Ss’ prior knowledge of the topic.
Extensive reading (Fast- reading) （快读） T asks Ss one question. What’s the title of the text How many paragraphs are there T asks Ss to read the whole passage fast and complete 3 learning tasks. Task1: The text develops in_____order. Task2:Match the timeline to Paras. During the hurricane Right after the hurricane A few days later One year later Task3: What’s the type of the text A. Argumentation.(议论文) B. Narration.(记叙文) C. Exposition.(说明文) Before the fast-reading, T shares one tip with Ss. (Reading Tip: Pay attention to the key words, phrases and sentences.) T guides Ss to find out the answers to the questions and asks Ss to share the answers with the class one by one. T guides Ss to find out 6 elements of narration and share one writing tip with the class. (Writing Tip: Make full use of 6 elements when you do the continuation writing.) T asks Ss a question. What do “storm” and “stars” in the title represent after your fast-reading T checks Ss’ opinions together and put forward another question. Do “storm” and “stars” have deeper meanings T guides Ss to read the text more carefully to find out the answer. Ss look at the title and the text and answer how many paragraphs there are. Ss follow T’s tip before reading the text fast. Ss read the whole passage fast and complete the 3 learning tasks carefully. Ss listen to the teacher carefully and try to understand the text better. Ss get the writing tip shared by T and will apply the knowledge to their writing. Ss answer the question actively and are going to read the text more carefully to check their answers. To analyze the type, the order and the structure of the text. To grasp the general idea and imagery in the text and the title. To get prepared for the later further-reading.
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Intensive Reading (Further- reading) （精读） T asks Ss to read the text more carefully according to the diagram and remind Ss to pay more attention to the “Four Lines”-Timeline, Feelings, Causes, Behaviors. The “Four Lines” will help Ss to better understand the author’s experience of Hurricane Katrina. T asks Ss to share their answers one by one. T guides Ss to watch a video to experience Hurricane Katrina closer and truly. T reminds Ss to pay more attention to “look up at the stars” with 2 questions and guides Ss to say out the their opinions. How many times does“look up at the stars”appear in the passage Do you think“stars”has a deeper meaning T shows Ss the title with 2 questions. What do “storm” and “stars” represent after your further-reading Who gave the author the hope to move on T shows Ss three pictures of rescuing and inspires Ss to conclude that the rescue workers and volunteers are the stars in the victims’ lives. T divides Ss into six groups, eight Ss in a group. T asks Ss to recite the information of the three parts in circle and try to retell them. (Pay attention to the key words.) T shows Ss the retelling clues and asks Ss to retell the information of the three parts one by one. Ss read the passage carefully to have a deeper understanding of it. Ss follow T’s tips before reading the text carefully. Ss check their answers with the whole class. Ss watch a video to experience Katrina closer and truly. Ss share their deep understanding of the title, “storm”and“stars”. Ss recite and retell the text. To have a deeper understanding of the text according to the “Four Lines” by reading carefully and independently. To experience the author’s situation changes and related psychological feelings. To help Ss have a deeper understanding of the imagery used in the text. To help Ss to get prepared for the later summary and interview.
Summary （总结） When Ss retell the author’s experience of the hurricane, T help Ss to recall what they have learnt from the lesson, mainly from the “Four Lines”-Timeline, Feelings, Causes, Behaviors. Ss tries to recall and summarize the content of the text with the help of T. To help Ss to review the learning content better and deepen the impression on it. To help Ss to get prepared for the later interview.
Post-reading （读后） T suggests Ss to have an interview with the victims of the hurricane Katrina. To know more about the hurricane and the victims and call on more people to help them rebuild homes, what about an interview with the victims T guides Ss to plan and organize the interview with their group members with the given script ( When, Where, Who, What, How and Why). Before their show, T shares some useful tips with the class to help them carry out a successful interview. T provides the beginning and ending of the interview and lists out some questions for Ss to choose freely for their interview show. After 5 minutes’ discussion and cooperation with their group members, T invites Ss to have their performances and shows. T comments on their performances and offers advice to them. Ss work in groups and discuss for preparing for the interview. Ss come to front to share their show with the others. To help Ss digest the text better and more deeply. To guide Ss to form their own points of view and express their own opinions and thoughts freely and seriously after the learning.
Emotion sublimation (情感升华)- Divergent thinking (发散思维) T shows Ss a set of pictures about disasters and guides Ss to conclude the good qualities from the victims, the rescue workers, the doctors,the nurses and the volunteers and so on. Self-rescue skills. Dos and Don’ts. Never give up! optimistic “stars” Ss think about the good qualities with the guidance of T. To widen Ss’ cognition of disaster. To think deeper about what people should do when disaster strikes.
Emotion sublimation (情感升华)- Inspiration (启发) T shows Ss a set of pictures from which we can find words that give strength. Respect nature, follow the law of nature and live in harmony with nature!-President Xi T guides Ss to sublimate emotion. Ss have a thinking following the T’s line of thought. To connect with their own life and think about what should do in the face of disasters.
Learning effects (Feedback). （学习效果/反馈） T checks the learning effects, asking Ss whether they have achieved the learning aims and thumbs up for the class! Ss have a self-assessment with the help of T. To check the learning effects by themselves.
Assignment （作业） Compulsory Homework: Form an interview report(6 elements) based on your preparation for the interview. Optional Homework: Search online for more positive stories before and after disasters. Ss finish the homework with the quality and quantity guaranteed. To help Ss review what they have learnt in the class and expand the way of thinking.
Blackboard Design (板书设计) To help Ss review what they have learnt in the class.
Teaching reflection （教学反思） T reflects on his/her teaching after class according to the Ss’ feedback and Ss’ response to T’’ teaching. “Teaching others is teaching yourself.” “We are all teachers and we are all students.”