外研版（2019）必修第三册 Unit 6 Disaster and hope Stars after the storm 课件(共31张PPT)
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| 名称 | 外研版（2019）必修第三册 Unit 6 Disaster and hope Stars after the storm 课件(共31张PPT) |
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| 格式 | pptx | ||
| 文件大小 | 60.9MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2026-03-02 00:00:00 | ||
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文档简介
(共31张PPT)
课题： Unit 6 Disaster and hope
Period 4 ( Stars after the storm )
Content
1. Teaching Type
Reading.
2. Teaching Topic
People and Nature -- Natural Disasters and Prevention
3. Teaching Aids
天学网
教学助手
互动课堂
PowerPoint
“Stars after the storm” is the Developing ideas part of Book 3 Unit 6.
This is a narrative essay that tells the
story of an ordinary American family affected by Hurricane Katrina from the perspective of a child.
The essay is logical and its structure
is clear. The text is chronically divided into four stages: when the hurricane hit, after the hurricane, a few days later, and a year later.
It mainly describes the changes in the author's living environment at different stages and the changes in a series of psychological activities because of the hurricane Katrina, such as fear, worry, hope, joy and then optimism.
It aims to convey to readers that in the face of natural disasters, people should unite, maintain a positive attitude and hope for the future.
This text mainly uses the simple past tense, with a large number of emotional words and imagery to describe what they encountered and thought after the event.
Teachers should guide students to pay attention to this writing technique and teach the students how to analyze the imagery.
1
2
3
4
4. Teaching Material
Genre(文体)
Structure(结构)
Content(内容)
Function(作用)
Stylistic
feature
(文体特征)
Status(地位)
5. Teaching Object
The students are senior high school students from Grade 1.
They have great interest in English, they have a certain number of vocabularies and they possess relevant thinking abilities, which lay a good foundation for further study.
But with the deepening of the learning content, it maybe a little difficult for them to completely understand what the teacher says, to deeply comprehend the text and to correctly and fluently express opinions in English.
6. Teaching Aims
To grasp the general idea through extensive reading.
To experience the author’s situation changes and related feelings through intensive reading.
To analyze the structure.
To analyze the imgery.
To develop a positive attitude towards life.
To be the “stars”.
To use relevant reading skills, such as skimming and scanning.
To make proper use of pair work and group work.
1.Knowledge
2.Ability
3.Strategy
4.Emotional
Aims
英语学科核心素养
7. Key and Difficult Points
Teaching Key Points
How to guide students to better understand the passage according to “Four lines”-timeline, feelings line, causes line and behaviors line through intensive and independent reading and pair work.
Teaching Difficult Points
How to guide students to develop a positive attitude towards life and be the “stars” in other people’s lives.
8. Teaching Methods
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)
9. Teaching Procedures
10. Teaching Reflection
T reflects on his/her teaching after class according to the Ss’ feedback and Ss’ responses to T’s teaching.
“Teaching others is teaching yourself.”(教学相长)
“We are all teachers and we are all students.”
Step1 Lead-in
earthquake
drought
wildfire
volcanic eruption
What
are
they
disasters
Step2 Pre-reading
Background information of Katrina.a.
the Bigger Dipper, the Little Dipper,
the Milky Way
hurricane Katrina
Step3 Extensive reading-Task 2
Reading for the general understanding of the title..
Feelings
Causes
Behaviors
Timeline
Para.5
Paras.3-4
Paras.1-2
Para.6
Step3 Intensive Reading-Task 1
Reading for the “Four Lines”.
frightened
flew off
smelled so bad
see the good side of things
sitting in my room with my cat
cried to get out quickly
watching the boats going up and down
had disappeared
looking up at the stars
Feelings
Causes
Behaviors
Timeline
Paras.3-4
Paras.1-2
Step3 Intensive Reading-Task 1
Reading for the “Four Lines”.
Feelings
Causes
Behaviors
Timeline
happy
thankful
came home in time
rebuild our homes and houses
taken to another town
look up at the stars
Para.5
Para.6
Step3 Intensive Reading-Task 1
Reading for the “Four Lines”.
Step3 Intensive Reading-Task 2
Reading for the deeper understanding of the title.
the Bigger Dipper, the Little Dipper,
the Milky Way
hurricane
Katrina
Hope
Analysis Tip:
People often use emotional words and imagery(意象) to describe an important event or memorable experience.
Difficulties
Challenges
Mom
Rescue workers
Volunteers
frightened
flew off
smelled so bad
see the good side of things
sitting in my room with my cat
cried to get out quickly
watching the boats going up and down
had disappeared
looking up at the stars
Feelings
Causes
Behaviors
Timeline
happy/thankful
came home in time
rebuild our homes and houses
taken to another town
look up at
the stars
Para.5
Paras.3-4
Paras.1-2
Para.6
Step3 Intensive Reading-Task 3
Reciting for later retelling.
Step3 Intensive Reading-Task 4
Retelling for later interview.
During
Right after
A few days later
One year
later
Paras.1-2
Paras.3-4
Para.5
Para.6
frightened
happy
hopeful
worried
thankful
optimistic
The roof...
The street...
drinking water
hot bad
Mom...
The amazing stars...
rescue
Smartie
work together
come back to
I
can
make
it
!
Step4 Summary
During the hurricane
Right after the hurricane
A few days later
One year later
frightened
worried
happy
thankful
optimistic
hopeful
Stars
after
the
storm
Step5 Post-reading-Task 1
Planning and organising (prepare for the interview).
Time (when): 2024.5.6
Place (where):
news broadcasting room
Characters (who):
interviewer (a news reporter) interviewee (a victim)
Content (what):
... know more about the
hurricane and the victims...
Means (how):
dialogue(对话)
Purpose (why):
To call on more people to help the local victims rebuild their homes.
Be polite, friendly and sincere.
Listen attentively.
State
why you interview him/her.
Ask the interviewee about
him/herself.
3
2
1
4
Tips for a successful interview.
Step5 Post-reading-Task 2
Role-play (act out the interview).
Interviewer:
Good morning,everyone! It’s May, 6th,2024. Today...
(smile with a handshake)
Question1: First of all, I’d like to ask how did you feel during/right after/a few days later/one year later...and why
Question2: Besides, who gave you the hope/power to move on
Question3: Then, what should we do when the disaster is coming
Question4: Is there anything else you’d like to share with us at the end
Question5:......
Interviewer:
After the conversation with..., we...
Hope...and his/her hometown will be better and better.
Thanks again for the sharing.
Step 6 Divergent thinking(发散思维).
self- rescue skills
Dos and Don’ts
Step 6 Divergent thinking(发散思维).
Never give up!
optimistic
confident
Step 6 Inspiration(启发).
Respect nature, follow the law of nature and live in harmony with nature!
Learn self-rescue skills.
Never give up!
Be optimistic and confident!
We can be the “stars”!
Before
During
After
At any time
Step 7 Teaching evaluation ( Feedback ).
Step 8 Assignment.
Form an interview report(6 elements) based on your preparation for the interview.
Search online for more positive stories before and after disasters.
Step 9 Blackboard design.
Thanks for your attention!
课题： Unit 6 Disaster and hope
Period 4 ( Stars after the storm )
Content
1. Teaching Type
Reading.
2. Teaching Topic
People and Nature -- Natural Disasters and Prevention
3. Teaching Aids
天学网
教学助手
互动课堂
PowerPoint
“Stars after the storm” is the Developing ideas part of Book 3 Unit 6.
This is a narrative essay that tells the
story of an ordinary American family affected by Hurricane Katrina from the perspective of a child.
The essay is logical and its structure
is clear. The text is chronically divided into four stages: when the hurricane hit, after the hurricane, a few days later, and a year later.
It mainly describes the changes in the author's living environment at different stages and the changes in a series of psychological activities because of the hurricane Katrina, such as fear, worry, hope, joy and then optimism.
It aims to convey to readers that in the face of natural disasters, people should unite, maintain a positive attitude and hope for the future.
This text mainly uses the simple past tense, with a large number of emotional words and imagery to describe what they encountered and thought after the event.
Teachers should guide students to pay attention to this writing technique and teach the students how to analyze the imagery.
1
2
3
4
4. Teaching Material
Genre(文体)
Structure(结构)
Content(内容)
Function(作用)
Stylistic
feature
(文体特征)
Status(地位)
5. Teaching Object
The students are senior high school students from Grade 1.
They have great interest in English, they have a certain number of vocabularies and they possess relevant thinking abilities, which lay a good foundation for further study.
But with the deepening of the learning content, it maybe a little difficult for them to completely understand what the teacher says, to deeply comprehend the text and to correctly and fluently express opinions in English.
6. Teaching Aims
To grasp the general idea through extensive reading.
To experience the author’s situation changes and related feelings through intensive reading.
To analyze the structure.
To analyze the imgery.
To develop a positive attitude towards life.
To be the “stars”.
To use relevant reading skills, such as skimming and scanning.
To make proper use of pair work and group work.
1.Knowledge
2.Ability
3.Strategy
4.Emotional
Aims
英语学科核心素养
7. Key and Difficult Points
Teaching Key Points
How to guide students to better understand the passage according to “Four lines”-timeline, feelings line, causes line and behaviors line through intensive and independent reading and pair work.
Teaching Difficult Points
How to guide students to develop a positive attitude towards life and be the “stars” in other people’s lives.
8. Teaching Methods
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)
9. Teaching Procedures
10. Teaching Reflection
T reflects on his/her teaching after class according to the Ss’ feedback and Ss’ responses to T’s teaching.
“Teaching others is teaching yourself.”(教学相长)
“We are all teachers and we are all students.”
Step1 Lead-in
earthquake
drought
wildfire
volcanic eruption
What
are
they
disasters
Step2 Pre-reading
Background information of Katrina.a.
the Bigger Dipper, the Little Dipper,
the Milky Way
hurricane Katrina
Step3 Extensive reading-Task 2
Reading for the general understanding of the title..
Feelings
Causes
Behaviors
Timeline
Para.5
Paras.3-4
Paras.1-2
Para.6
Step3 Intensive Reading-Task 1
Reading for the “Four Lines”.
frightened
flew off
smelled so bad
see the good side of things
sitting in my room with my cat
cried to get out quickly
watching the boats going up and down
had disappeared
looking up at the stars
Feelings
Causes
Behaviors
Timeline
Paras.3-4
Paras.1-2
Step3 Intensive Reading-Task 1
Reading for the “Four Lines”.
Feelings
Causes
Behaviors
Timeline
happy
thankful
came home in time
rebuild our homes and houses
taken to another town
look up at the stars
Para.5
Para.6
Step3 Intensive Reading-Task 1
Reading for the “Four Lines”.
Step3 Intensive Reading-Task 2
Reading for the deeper understanding of the title.
the Bigger Dipper, the Little Dipper,
the Milky Way
hurricane
Katrina
Hope
Analysis Tip:
People often use emotional words and imagery(意象) to describe an important event or memorable experience.
Difficulties
Challenges
Mom
Rescue workers
Volunteers
frightened
flew off
smelled so bad
see the good side of things
sitting in my room with my cat
cried to get out quickly
watching the boats going up and down
had disappeared
looking up at the stars
Feelings
Causes
Behaviors
Timeline
happy/thankful
came home in time
rebuild our homes and houses
taken to another town
look up at
the stars
Para.5
Paras.3-4
Paras.1-2
Para.6
Step3 Intensive Reading-Task 3
Reciting for later retelling.
Step3 Intensive Reading-Task 4
Retelling for later interview.
During
Right after
A few days later
One year
later
Paras.1-2
Paras.3-4
Para.5
Para.6
frightened
happy
hopeful
worried
thankful
optimistic
The roof...
The street...
drinking water
hot bad
Mom...
The amazing stars...
rescue
Smartie
work together
come back to
I
can
make
it
!
Step4 Summary
During the hurricane
Right after the hurricane
A few days later
One year later
frightened
worried
happy
thankful
optimistic
hopeful
Stars
after
the
storm
Step5 Post-reading-Task 1
Planning and organising (prepare for the interview).
Time (when): 2024.5.6
Place (where):
news broadcasting room
Characters (who):
interviewer (a news reporter) interviewee (a victim)
Content (what):
... know more about the
hurricane and the victims...
Means (how):
dialogue(对话)
Purpose (why):
To call on more people to help the local victims rebuild their homes.
Be polite, friendly and sincere.
Listen attentively.
State
why you interview him/her.
Ask the interviewee about
him/herself.
3
2
1
4
Tips for a successful interview.
Step5 Post-reading-Task 2
Role-play (act out the interview).
Interviewer:
Good morning,everyone! It’s May, 6th,2024. Today...
(smile with a handshake)
Question1: First of all, I’d like to ask how did you feel during/right after/a few days later/one year later...and why
Question2: Besides, who gave you the hope/power to move on
Question3: Then, what should we do when the disaster is coming
Question4: Is there anything else you’d like to share with us at the end
Question5:......
Interviewer:
After the conversation with..., we...
Hope...and his/her hometown will be better and better.
Thanks again for the sharing.
Step 6 Divergent thinking(发散思维).
self- rescue skills
Dos and Don’ts
Step 6 Divergent thinking(发散思维).
Never give up!
optimistic
confident
Step 6 Inspiration(启发).
Respect nature, follow the law of nature and live in harmony with nature!
Learn self-rescue skills.
Never give up!
Be optimistic and confident!
We can be the “stars”!
Before
During
After
At any time
Step 7 Teaching evaluation ( Feedback ).
Step 8 Assignment.
Form an interview report(6 elements) based on your preparation for the interview.
Search online for more positive stories before and after disasters.
Step 9 Blackboard design.
Thanks for your attention!