资源简介

Unit 6 Disaster and hope Developing Ideas 教学设计
【基本教学信息】
【课时名称】
Period 4 Developing Ideas Stars after the storm, in Unit 6 Disaster and hope, Book 3
【授课课型及时长】
Type of lesson: Reading
Lesson duration: 45 minutes
【文本分析】
【What】
主题语境：本文属于“人与自然”主题语境，具体聚焦“自然灾害与人类应对”这一核心话题，紧扣单元主题Disaster and Hope，以“卡特里娜”飓风为真实背景，讲述灾难降临、灾后困境、绝境坚守与重建希望的完整故事，引导学生探讨灾难带来的冲击、人类面对灾难的精神力量，以及灾难中人性的温暖与生命的韧性，实现人与自然、人与自我主题的深度融合。
语篇类型：文本属于个人叙事类记叙文，以第一人称视角展开叙述，是兼具故事性与情感性的纪实性文本。语篇以时间线索为脉络，按照“飓风来袭—灾难过后—数日坚守—一年重建”的脉络推进，完整包含记叙文的时间、地点、人物、事件、起因、经过、结果六大要素，语言平实真挚，情感层层递进，兼具可读性与育人性，符合高中阶段学生阅读认知规律。
【Why】
语言知识传递价值：文本是单元语言知识学习的核心载体，系统性呈现自然灾害类核心词汇（如rescue等）、相关短语及句式，帮助学生搭建灾难主题的语言知识体系。
生态意识培育价值：通过直观展现卡特里娜飓风对家园、生命的破坏，让学生深刻理解自然力量的不可控性，树立尊重自然、敬畏自然的生态理念，树立可持续发展理念。
社会文化渗透价值：文本帮助学生了解西方社会的灾难应对文化、社区互助模式，理解人类命运共同体的内涵，感受不同文化背景下人性的光辉与生命至上的共同价值。
核心素养育人价值：文本聚焦灾难中的情感变化与精神坚守，培育学生面对挫折与困境的抗压能力与乐观精神，引导学生感悟亲情、互助与坚韧的力量，塑造健全人格，实现英语学科工具性与人文性的统一。
【How】
多媒体辅助：使用视频和地图展示“卡特里娜”飓风的基本信息和强大破坏力，让学生更直观地理解自然灾害面前人的微小，树立敬畏自然意识，构建命运共同体。
讨论与互动：组织小组讨论，鼓励学生梳理并分享作者情绪的变化，并分析原因，增强课堂互动，促进深入思考。
任务驱动：文本采用线性时间叙事结构，脉络清晰、层次分明，教学中可引导学生通过梳理时间节点，把握故事发展脉络。
词汇层面：用词精准且贴合主题，既有描述灾难场景的写实性词汇，又有表达内心恐惧、绝望、希望的情感类词汇，语言极具感染力，便于学生感知语言与情感的关联，积累主题词汇；
修辞层面：标题“Stars after the storm”运用比喻修辞，将“风暴”比作灾难，将“繁星”比作希望，生动形象地揭示主题，教学中可引导学生赏析修辞妙用，深化对文本主旨的理解。
【学情分析】
1. Prior Knowledge & Skills
Students have already learned about natural disasters and basic narrative elements (time, place, characters) in previous units. They are familiar with skimming and scanning strategies and can identify simple symbolism (e.g. storm represents difficulty). However, they may not yet be able to analyze complex literary devices like imagery and contrast in depth.
2. Learning Needs & Interests
Most students are interested in real-life survival stories and emotional journeys. The video about Hurricane Katrina will immediately engage them. Students can also enjoy drawing mind maps and sharing personal feelings. Students need to move from basic comprehension to deeper literary analysis. They also need emotional guidance to connect the text’s theme of hope to their own lives.
3. Potential Difficulties & Solutions
Potential Difficulties Solutions
Difficulty understanding “imagery” as a literary term Use clear examples from Paragraph 1 (cat, roof). Show images on screen.
Weak emotional connection to the theme Use personalized questions: “What would you see, feel, do ”
【本课时教学目标】
By the end of the lesson, students will be able to
Language Ability
1) recognize and use expressions related to disasters and emotions (e.g. storm, hurricane, roof, rescue, hope, confidence) (Language knowledge) ;
2) identify and interpret imagery (e.g. cat, roof, stars) and emotional words in the text (Literary devices);
Cultural Awareness
recognize shared human values such as resilience, responsibility, and optimism in the face of disaster (Value recognition);
4) develop the awareness of protecting the environment and treat the real-life impact of Hurricane Katrina as a global environmental event (Global perspective);
Thinking Quality
5) imagine themselves in the same situation and describe what they would see, feel, and do (Creative thinking);
Learning Ability
divide the passage into four parts using discourse markers such as at first, a few days before rescue, now (Discourse awareness);
与单元教学目标的对应关系
本课时是Disaster and hope的“developing ideas”模块，是单元主题的核心载体，其教学目标与单元目标深度契合、层层递进：
单元目标要求掌握灾害、情感、救援等词汇，读懂灾难叙事类文本，树立敬畏自然的意识，培养人类命运共同体格局。本课时在解读记叙文时，专注培养学生理解作者、共情作者的能力，感知人在自然灾难面前的渺小和需要保护环境的必要，并且培育乐观精神；
课时目标是单元目标的实践载体，本单元希望提升学生辩证思维，能多角度思考灾难的预防、应对。本课时通过情景带入，激活学生的共情与创意，为单元后续思辨活动做铺垫。
【教学重难点】
【教学重点】
Understanding imagery and the symbolic meaning of “storm” and “stars”.
Identifying narrative elements and time markers.
【教学难点】
Analyzing how imagery and different writing methods (comparison) reveal emotional change.
Connecting personal experience and values to the theme of “hope after disaster”.
【教学过程设计】
教学目标 活动设计 设计意图 活动层次 学习效果评价 时间
To bury a curious seed in the students mind to keep them hooked to reading the passage. To lay foundation of the “learning to learn” of the function of imagery. Stage 1 Leading in The teacher will show students the title of the passage, and invite students to think over the meaning. T: When reading the title, what image comes into your mind Pessimistic or optimistic The teacher will lead students to ponder the genre of the article. The title of the passage is easy to understand but hard to dig deeper, requiring students to think over the profound meaning from the beginning of the class. The pre-reading prediction can pave way for students to better understand that in a narrative passage, imagery is always used, even in the title, to better show the emotion. 感知注意 知识获得：通过口头回答与黑板关键词，快速诊断学生对star、storm等词的意象了解情况； 能力提升：通过个别学生回答展示，推动学生初步运用象征思维解读标题，形成“字面—象征”的双层理解； 学习态度：结合课堂参与状态与互动积极性，激励主动观察、乐于分享的学习行为； 学习方法：通过分析学生是否积极预测文本，以及预测时参考依据的捕捉，判断学生能否通过标题预测文本主题与情感基调； 思维发展：学生能对标题进行初步的象征联想，激活从具体到抽象的思维能力； 价值观念：学生开始思考“灾难是否只有负面”这一价值问题，为乐观态度的建立埋下伏笔。 4mins
To give students a chance to understand Hurricane Katrina as real disaster. Stage 2 Pre-reading Background Information The teacher will show students a video clip introducing Hurricane Katrina. After that the teacher will show students a map of America, tracing the influence of Katrina and ask students some basic questions to get students to know more about the background information. The teacher will ask students for the first time: What would you think and do if you were in this situation Design Intent: Background information helps students quickly familiarize themselves with the topic, reducing comprehension difficulty, and prepares students for better understanding and engagement in subsequent learning activities. 感知注意 知识获得：在看完视频和地图后，通过师生问答查验对“卡特里娜”飓风基本事实（时间、地点、持续时间、死亡人数、经济损失）的了解； 能力提升：学生是否能从视频和地图中提取关键信息，提升多模态文本的信息获取能力； 学习态度：学生认真观看视频，对灾难事件表现出共情与关注； 思维发展：通过提问“如果是我会怎样”检验学生能否将飓风灾害与自己的生活经验建立初步联系，思考； 价值观念：关注学生对自然灾害的破坏性的感知，和对受灾者的同情与对自然的敬畏。 4mins
To break down the difficulty of the text and build a scaffold with an overall perspective, the structure of the passage. Stage 3 While reading Step 1 Skimming for the Main Idea The teacher will leave 4min for students to skim the passage and figure out the genre and division. Design Intent: Making clear that the structure of a passage should go before content. Anticipated Obstacles: It’s not easy for students to correctly divide the timeline, especially Para 4. Solution: Use the first sentence in Para 5 as a clue. Significance: Cultivate students’ overall awareness of discourse. 学习理解 知识获得：通过完成略读任务，探查学生能否正确识别文本体裁为narrative； 能力提升：观察学生的略读过程，通过既定任务了解学生能否运用略读策略快速获取文章主旨，提升阅读效率； 学习态度：学生积极参与文本结构划分的讨论，敢于发表不同意见（如Para 4的归属）； 学习方法：通过了解学生的段落划分，检验学生能否通过首尾句、关键词等线索把握段落大意； 思维发展：学生能否对文本结构进行初步分析，形成“整体—部分”的篇章意识。 4mins
To ease students burden of reading the whole piece and to ask students to understand the logical structure of the passage clearly. Step 2 Scanning for Time Expressions The teacher will lead students to pay attention to time expressions, which hold much significance in dividing the passage into four parts. Design Intent: Lead students to pay attention to discourse markers, “it was only a few days before we were rescued...”. Anticipated Obstacles: Difficulty identifying Para4. Significance: Lead students to pay attention to discourse markers. 学习理解 知识获得：考察学生能找出文中的时间标记词（when the roof flew off, at first, a few days before rescue, now）； 能力提升：学生能运用扫读策略快速定位时间线索，提升信息定位能力； 学习方法：学生学会否用语篇标记词作为划分文本结构的工具； 思维发展：通过给学生机会论证段落划分的缘由，引导学生就段落划分进行思辨，并鼓励其陈述划分依据。了解学生能否依据时间线索进行逻辑推理，将文本划分为四个逻辑部分； 价值观念：学生在时间线索的梳理中，感受灾难从发生到重建的时间跨度与心理历程。 3mins
To help students visualize the scene and understand the story more vividly. To let students experience in person that mind maps can help make clear of the development of a story and they can be various in types. To improve students’ comprehension by connecting key information with supporting details visually. Step 3 Detailed Reading The teacher will allocate students uninterrupted time for intensive reading of the full text. Students will be assigned with two tasks: Draw a mind map to make clear of the whole story. Find out the imagery in Part 1 and 2. While checking answers, the teacher then shows students different forms of mind maps. Design Intent: Drawing a mind map can help students make clear of the timeline. Meanwhile, the teacher will remind students to cover not only plot line, but also emotion line while reading and drawing. Anticipated Obstacles: The provided diagram offers a clear view of the timeline in the passage. However, showing students the timeline directly will deprive them of their initial activeness in thinking about how to better make clear of the text. But it’s much harder for students to work out their own mind maps. Solution: The teacher will give the story mountain as a prompt. Significance: This can develop students’ independent thinking and analysis skills. 学习理解 知识获得：学生能否绘制包含情节线和情感线的思维导图； 能力提升：通过观察学生思维导图细节，测验学生能否通过思维导图可视化呈现情节发展与情感变化的因果关系； 学习态度：学生认真绘制思维导图，愿意投屏分享并接受同伴评价； 学习方法：学生学会使用“故事山”模型梳理叙事结构； 思维发展：学生能分析“屋顶飞走-恐惧”“被困-绝望”“看到星星-希望”等因果链条； 价值观念：学生在梳理情感线的过程中，理解“灾难中情感是可以变化的，希望是可以重建的”。 10mins
To help students recognize literary devices (imagery, contrast) and understand how they convey theme and emotion Step 4 Finding the Imagery Students find imagery (e.g., roof, cat, smell, thirst, stars) in Part 1 & The teacher will ask students: What does the imagery show How does the imagery show the misfortune Why is there so much imagery Design Intent: Instead of telling students the writing skills of emotional words and imagery, the teacher invite students to find out the symbolism, providing a better chance for students to experience what imagery means. Significance: This can show students’ current understanding of imagery, which makes it easier for the teacher to grasp students’ prior knowledge in this field and add more to students effectively. 应用实践 知识获得：学生能找出3个以上意象（如roof, cat, smell, stars）； 学习态度：学生积极参与意象分析与讨论，愿意分享自己的解读； 学习方法：学生学会通过“找意象—联情感—析对比”三步法分析文本情感； 思维发展：学生能识别文本中的对比手法（peaceful life - chaos；annoying details - hope and confidence），并分析其表达效果； 价值观念：学生通过意象对比，理解“即使在混乱中也能找到美好”的价值理念。 5mins
To connect the text to students’ own lives, so that they can better understand the article, the author’s feeling and better feel the strong power of “stars” after the storm. Stage 4 Post-reading Step 1 Production The teacher will ask students to think about the situation: If you were in the same situation as the author, .... To lay foundation for students and reduce the difficulty in thinking, the teacher will provide students with scaffold: what would you see/ hear (text details) how did you feel (please use not just adjectives, details) what would you do Question 1 “what” is a novel way for students to recall the details in the text. Q2 “how” is to lead students to the emotion line of the passage, drawing their attention to adjectives. Q3 “what” is to lead students to develop broad perspectives. Instead of just grieving over the disaster, they should rise to challenges and do something to help. 迁移创新 知识获得：通过教师设定情境，学生能回忆并转述文本中的细节（看到什么、听到什么）； 能力提升：学生能用完整的句子描述自己在灾难情境中的感受与行动，提升情感表达能力； 学习态度：学生愿意分享个人感受，对灾难情境表现出共情； 思维发展：学生可以借助课文内容，并结合自己设身处地的想法，描述细节； 价值观念：学生在表达中体现“面对灾难不放弃、积极应对”的价值取向。 6mins
Step 2 More Thought over the Title T: Why is the passage titled “Stars after the Storm” Design Intent: The superficial meaning is to invite students to get back to the literal meaning of the article. The deep metaphor is to show students one more time the special skill the author use while expressing feelings-- imagery. The emotional symbolism is to leave space for students to dig deep, and to get closer to the theme of this passage: We should see the good side of things in difficulty. Anticipated Obstacles: Students may need time and discussion to figure out the three layers of significance of the title. Solution: The teacher will leave enough time and give hints to students. It is the title that carries the meaning of the passage. 应用实践 知识获得：在教师的引导下，学生能说出标题的三层含义：字面意义（作者看到了北斗七星）、比喻意义（storm灾难，stars希望）、情感象征（在困境中看到光明）； 能力提升：学生能运用象征思维解读标题，提升文本深层理解能力； 学习态度：学生认真思考标题的深层含义，愿意参与全班讨论； 学习方法：学生学会“从字面到象征”的文本解读路径； 思维发展：学生能评价标题所传递的情感态度（乐观还是悲观），并说明理由； 价值观念：学生认同“在困境中抬头看星星”的积极人生态度，形成“希望常在”的价值信念。 6mins
To integrate moral education and cross-cultural awareness. Step 3 Summary and Value extension The teacher introduces examples of Du Fu (poem after his cottage was destroyed), the Long March (Mao’s poem 沁园春·雪) Design Intent: Students will be exposed to not only natural disasters, but also social difficulties. However hard the situation is, students can feel from people at home and abroad that we should always try to see the good side of things. 迁移创新 知识获得：学生能复述杜甫诗句大意和长征精神的核心内涵； 学习态度：学生认真聆听中西文化案例，表现出对中华优秀传统文化的兴趣与认同； 价值观念：学生形成“在苦难中淬炼格局、在绝境中擘画未来”的价值认同，增强文化自信。 3mins
【作业与拓展学习设计】
Option 1
According to the mind map of this passage, please retell the passage and write it down.
Don’t forget to: 1) organize it in the order of time; 2) combine plot line and emotion line.
作业意图：紧扣课文记叙文逻辑，引导学生在复述中深度内化文本内容，将课堂梳理的情节、情感双线索转化为自主输出，夯实对语篇结构、核心词汇和主旨的理解，实现“输入-内化-输出”的闭环。
功能：巩固课文核心表达，提升语言运用的准确性。强化记叙文时间线索。培养学生主动复盘的学习习惯。
针对性：适配全体学生，尤其针对基础薄弱，对文本结构、内容掌握有困难的学生，既是检测课堂学习的效果，又是强化课堂理解的途径。
完成时间：当天完成，次日检查。
Option 2
Please write a short passage with the topic of “My stars after the storm” , sharing your “storm” in life and your growth and hope after it. (about 100 words)
Don’t forget to: 1) use imagery and emotional words; 2) combine plot line and emotion line.
作业意图：以课文主题为锚点，引导学生将文本中的storm具象化迁移到个人生活中，实现文本主旨与个人体验的深度联结，在回忆并写作的过程中，深化“困境中坚守希望”的主旨。
功能：引导学生借鉴文中的结构（时间顺序、双线叙事）和写作技巧（意象、情感词汇），实现从课文的学习理解、应用实践，到迁移创新。
针对性：适配中等及以上水平学生，针对有一定语言基础、希望提升写作深度的学生。
完成时间：课后三天内完成。
【板书设计】
【特色说明】
1.双线解读，深度解构。在本课教学过程中，教师摒弃单一情节梳理，构建“情节线+情感线”教学逻辑，既帮助学生厘清文章脉络，又明晰事件发展和人物情感直接的因果联系。
2.首尾呼应，理解意象。导入环节让学生对题目进行解读，感知“stars”和“storm”分别象征褒义贬义，为后续欣赏作者写作手法——“意象”和“情感词汇”做铺垫，同时也缩短师生信息差，帮助老师了解学生的已有知识。在最后环节再次回归标题，让学生理解标题的同时感知贯穿全文的“意象”写作手法。
3.关注细节，脉络清晰。文章第四段的究竟属于right after the hurricane还是a few days later，教师带领学生深挖time markers,在做任务的过程中浸润阅读过程中的“框架”意识。
4.素养导向，育人价值。整堂课除了传达“人与自然和谐共生”的环保理念以外，更是关注单元主题“hope”，从阅读任务到课堂后期的升华、最后的作业，处处都体现“困难中守护希望”的乐观精神。

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