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新外研版高中英语必修3 Book 3 Unit 6
课时教学设计
课时名称 Book 3 Unit 6 Developing ideas
主题语境 人与自然——灾害防范、自然灾害与防范
语篇类型 Personal story
授课时长 一个课时（40分钟）
教学分析
教学内容分析及信息结构图 Developing ideas板块呈现了从另一角度反映单元主题的课文，语篇类型为个人故事。课文从一个孩子的视角记述了一个美国家庭遭受“卡特里娜”飓风袭击后的遭遇，表达了团结一心战胜灾害的决心和对未来生活充满希望的乐观的人生态度。读前的导入活动教师引导学生通过看地图、阅读文字说明，了解“卡特里娜”飓风的形成过程和在美国的登陆过程，了解飓风袭击带来的灾难。读中活动考查学生带着具体任务完成阅读和定位信息的能力。读后活动则通过细节理解以及开放性问答等，启发学生深入思考，运用所学知识创造性地探究单元主题意义。
学情分析 学习自然灾害的相关知识可以增强学生的安全防范意识，提高应对各种灾害的能力。在教学中要介绍灾害防范、应对与救援措施，引发学生的环保意识和灾害防范意识，培养学生面对灾害时的积极态度，最终形成积极乐观的认识态度。进入高一下期，学生词汇有一定的积累，以及已经上了本单元的听说课、阅读课、语法课，因此对灾害话题有一定知识储备。但对于如何提炼文章结构，解读标题能力以及结合自己的经历表达观点能力需要进一步加强。
课时教学目标 1. 通过完成课本Activity 1，学生能够了解并说出“卡特里娜”飓风的形成过程和在美国的登陆过程，及其飓风袭击带来的灾难。 2. 通过完成课本Activity 2，学生能获得语篇大意，获取文章的主要信息，并能正确理解并说出标题的意义。 3. 通过完成课本Activity 3, 利用思维导图，学生能分析主人公在灾害前后的心理感受变化，掌握在记叙文中使用表达情感的词汇和意象来描述重要事件或难忘经历的写作手法。 4. 通过完成课本Think and Share，深入理解文章主题的同时联系自身实际,并引导学生从实际出发，积极行动，进行知识和思维能力的拓展和迁移。 5. 通过完成课本Activity 4, 学生能合作完成一个以灾害主题的采访，并且能基于对课文的理解在访谈中适当发挥，丰富细节。
教学重点、难点 1. 引导学生读懂文章，利用思维导图，梳理作者不同时间段的心理活动变化及造成该变化的原因，进而体会作者积极乐观的人生态度。 2. 联系自己的经历分析理解标题，树立绝境中不要忘了抬头仰望星空的积极乐观人生态度。
教学策略 认知驱动；PWP阅读教学模式
教学手段 PPT; Multimedia
Teaching Procedure Note: T(老师), Ss(学生), Iw(个人活动), Pw(同桌互动), Gw(小组集体活动), Cw(班级体活动)
Teaching Steps Activity Level Teacher’s Activity Students’ Activity Assessment
Step 1 Cw T asks Ss to talk about Hurricane Katrina by observing the map and answer the questions in Activity 1. T asks more questions: 1. Where did Hurricane Katrina from 2. Where did it hit 3. How long did it last 4. How man people lost their lives in the hurricane 5. What was the cost of the damage Hurricane Katrina caused Ss look at the map and talk about Hurricane Katrina from different aspects including its origin, lasting time and effects. Ss are expected to cover the following key points: 1. Katrina formed on the Atlantic Ocean, where there was a tropical depression. 2. t hit mainly the southern states, including the south of Florida, Louisiana, Mississippi,and Alabama. 3. It lasted more than one week. 4. Over 1,800 people lost their lives in the hurricane. 5. It caused USD 108 billion in damage. Create a positive atmosphere for learning, introduce the theme of the lesson and activate Ss’ prior knowledge of the topic.
设计意图： 引导学生通过看地图、阅读文字说明，了解“卡特里娜”飓风的形成过程和在美国的登陆过程，了解飓风袭击带来的灾难。激活学生对灾难的背景知识，做好话题准备。
Step 2 Iw 1. T guides Ss to to make a prediction based on the title and pictures of the passage; 2. T asks Ss to read the passage to check their prediction and find out the structure of the passage. Fast reading 1. Ss make a prediction. 2. Ss read the passage to check their prediction and find out the structure of the passage. Make Ss generate a general idea of the passage.
设计意图 通过标题与文本图片进行预测，打开学生思维，训练学生viewing能力；通过快速阅读找出文本大意及结构。
Step 3 Iw/Gw 1. T asks Ss to read the passage again and find out words and expressions from it to complete the diagram in Activity 3. 2.T guides the Ss to observe and appreciate the languages and find out how the author describes his/her experience. Second-reading 1. Ss read the passage and complete the diagram in Activity 2. Ss identify and interpret the thoughts and feelings of the main character of the passage by focusing on the emotional words and imagery in the passage. 1. Promote their reading skill of getting specific information from the text. 2. Help Ss focus on details of the text and understand it better. 3. Help Ss to have a deeper understanding of the message intended to convey to them in the text.
设计意图 教师利用此活动检验学生初读之后对课文标题和主旨大意的进一步理解。通过细读梳理出作者经历飓风的心理活动变化以及造成这些变化的原因；同时感知观察总结作者细腻的写作手法：运用情感词汇及意象。
Step 4 Gw Think & Share: T asks Ss to discuss the four questions in “Think and Share”. Discussion Ss discuss the four questions in groups and then share their own thoughts with the class. 1. Develop Ss’ higher order thinking skills. 2. Make connections between them and the text.
设计意图 鼓励学生在深入理解文章主题的同时联系自身实际,培养树立信心勇敢面对未来困难挑战的积极态度和乐观主义精神，进行知识和思维能力的拓展和迁移。
Step 5 Pw 1. T asks Ss to work in pairs and act out an interview with the author about their experience of Hurricane Katrina. 2. T gives some advice for how to do an interview. T invites several pairs to present their interview in front of the class. 1.Ss work in groups and prepare questions for the interview using the information they underlined. 2. Ss decide the roles of interviewer and interviewee, and then act out the interview. 1. Enable Ss to have a deeper understanding of the message. 2. Train Ss’ speaking ability.
设计意图 通过读后采访动，加深学生对文本的理解，发展学生的口语表达能力。
Step 6 Iw/ Cw 1. T invites the class to summarize what they have learned. 2. Assignments: Option 1: Write about what the author’s life now. Option 2: Write about a natural disaster that you have experienced. Option3: Design a poster about a natural disaster Summary & Homework 1. Ss summarize what they have learned. 2. Assignments: Option 1: Write about what the author’s life now. Option 2: Write about a natural disaster that you have experienced. Option3: Design a poster about a natural disaster 1. Help Ss consolidate their knowledge. 2. Layered assignments take into account individual differences among students.
设计意图 总结本节课所学，能巩固所学知识，同时加深学生对知识点的把握，把重难点掌握。分层可选择的作业有效地兼顾了学生的个体差异。
板书设计 Stars after the Storm
案例解析 本案例教师基于对文本和学情的细致分析，确定了本课的教学目标，并基于教学目标设计了五个层次的教学活动，包括创设情境，激活已知；关注体裁，梳理结构；获取事实性信息，交流内化信息；深度理解文本，分享阅读成果；发展批判性思维，鼓励创意表达，体现出学习理解、应用实践、迁移创新三类活动的有效实施。活动之间的内在逻辑清楚，层层递进，体现了综合性、关联性和实践性的特点。最后的作业设计既包括巩固所学内容的任务，也包括了扩展性任务，分层可选择的作业有效地兼顾了学生的个体差异。

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