资源简介

Unit6 Disaster and hope developing ideas教学设计
【基本教学信息】
【课时名称】
developing ideas : Stars after the storm
【授课课型及时长】 Reading :1课时(40min)
【文本分析】
主题语境：人与自然--自然灾害与防范
语篇类型：记叙文
文本解读：
What：本语篇从一个孩子的视角讲述了全家人Katrina飓风的经历，表达了团结一心战胜灾害的决心和对未来充满希望的乐观的人生态度。
How: 本语篇结构清晰，以时间顺序展开，为发生飓风时，飓风过后，几天后，一年后4个阶段；文章文笔细腻，运用了大量的情感词汇以及意向来描述作者在各个阶段的心理活动变化以及作者积极乐观的人生态度。
Why: 通过描述作者的飓风经历，发展学生语言技能的同时，也引导学生面对灾难时，树立积极的人生态度；深处绝境时，黑暗中也有一丝光明，记得抬头仰望星空。
【学情分析】
本节课授课对象为高一理班学生。学生整体基础较好，学习积极主动，思维活跃。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。
【本课时教学目标】
经过本课的学习，学生能够：
1. 读懂语篇大意，获取文章的主要信息，体会作者在经历灾害前后的境况变化和相关心理感受；
2. 分析标题和语篇中的意向，并联系自身生活，培养积极乐观的人生态度；
3. 通过完成阅读任务了解安全指南的写法和语言特点；
4. 运用所学内容，参照飓风安全指南写一则防洪安全指南；
【教学重难点】
1. 引导学生读懂文章，利用思维导图，分析主人公在灾害前后的心理感受变化，体会语篇的主旨；
2. 引导学生梳理安全指南的篇章结构和语言特点，运用所学词汇和祈使句进行类主题安全指南的写作
【教学难点】
1. 引导学生分析主人公在灾难前后的境遇变化以及心理活动变化；
2. 引导学生掌握安全指南的篇章结构和实用表达。
【教学重点】
1. 1.Lead students to obtain cultural information about natural disasters from the text through skimming , and master the language knowledge related to the topic .
2.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.
【教学难点】
1.Lead students to talk about the influence of disasters based on the content of the article and the reality of life and express their own views on tourism - related work
2.How to guide students to develop a positive attitude towards life and be the “stars” in other people’s lives.
"教法学法
Task- based teaching method(任务教学法)
Situational teaching method(情境教学法)
课时安排
One period
教学准备
Topic preparation :
1. Let the students preview the content of this section according to the guide plan , find out the new vocabulary , and understand the new vocabulary according to the context or consult the dictionary .
2. Read the text ahead of time and think about the meaning of " stars after the storm ".
【教学过程设计】
教学 目标 活动设计 设计意图 学习效果评价 时间
Step 1 Lead-in Ss look at the map and talk about Hurricane Katrina from different aspects including its origin, lasting time and effects. Create a positive atmosphere for learning, introduce the theme of the lesson and activate Ss’ prior knowledge of the topic. 80%学生能基于自己经验谈到了解的各种自然灾害以及看过的电影。但50%的同学完全用英语表达出来还是很吃力 2分钟
Step 1 Lead-in 1.Guides Ss to analyze the title, especially what “stars” represent in it. 2.Ask the students to make a prediction based on the title and pictures of the passage; 3.Ask the students to read the passage to check their prediction and find out the structure of the passage. Make Ss generate a general idea of the passage. 学生80%学生能快速定位文章的关键信息，根据关键词。能预测到一些关于灾难的核心词，但具体细节不能猜出。 2分钟
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. T checks Ss’ opinions together and put forward another question. Do “storm” and “stars” have deeper meanings 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. 3To get prepared for the later further-reading. 3.Promote their reading skill of getting specific information from the text; help Ss focus on details of the text and understand it better; enable Ss to have a deeper understanding of the message intended to convey to them in the text. 学生80%学生能快速定位文章的关键信息，根据关键词完成练习。 80%学生能快速定位文章的关键信息，完成前几个浅表练习。后一个关于情感的细节需要教授引导。而第四个复述文章对于英语困难的学生有难度。 2分钟
Intensive Reading (Further- reading) （精读 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. 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. 大部分中等学生可以完成，英语特困生需要组员的帮助 10分钟
Summary （总结） ask Ss to recall what they have learnt from the lesson, mainly from the “Four Lines”-Timeline, Feelings, Causes, Behaviors. 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. 80%中等学生能借助书本完成。有些可以独立表达，有部分用词 不准确和不流畅问题 10分钟
Post-reading （读后） Ask students 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 Guides students to plan and organize the interview with their group members 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. To help students digest the text better and more deeply. 2.To guide students to form their own points of view and express their own opinions and thoughts freely and seriously after the learning. 特困生完成不了，30%的优秀生表现不错。 10分钟
Emotion sublimation (情感升华)- Divergent thinking (发散思维) 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” 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. 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! To check the learning effects by themselves.
【作业与拓展学习设计】
（一）基础层（全体必做）作业内容：① 抄写文章中单元核心词汇相关句子（标注词性、含义）；② 完成3道文本细节题；③ 用1-2句话概括文章主旨。意图：巩固核心词汇，检测文本基础理解，落实阅读入门要求。预计完成时间：15-20分钟
（二）提高层（选做，中等水平）作业内容：① 分析1-2个文章长难句（标注成分、翻译）；② 完成2道推理判断题；③ 用文章核心短语仿写2个灾难相关句子。意图：提升长难句解读、推理判断能力，强化短语运用。预计完成时间：20-25分钟
（三）拓展层（选做，高水平）作业内容：① 撰写80-100词短文，谈谈对文章主题或人物的看法；② 小组合作绘制文章语篇结构图；③ 查阅资料，用50词左右介绍1个现实灾难救援案例并关联文章主题。意图：深化主题理解，培养批判性思维、书面表达和合作能力。预计完成时间：30-35分钟
（四）作业反馈
结合作业完成情况，排查共性问题，开展分层个性化指导，优化后续教学。
本次作业围绕Developing Ideas阅读文章设计，紧扣单元重难点，兼顾全体学生基础巩固与能力提升，分为基础层（全体必做）、提高层（选做）、拓展层（选做），实现检测类、探究类、实践类作业有机衔接，既巩固阅读知识，又引导学生深入理解文本，同时为教学改进和个性化指导提供依据。
【板书设计】

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