资源简介

Unit6 Disaster and Hope. Developing ideas教学设计
【基本教学信息】
【课时名称】
Period6： Developing ideas：Stars after the Storm
【授课课型及时长】
授课课型：阅读课
授课时长：45分钟
【文本分析】
【What】
本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。
【Why】
语言层面：
学习记叙文体中使用表达感情的词汇和意向来描述重要事件或难忘经历的写作手法。
分析长难句并且掌握一些特殊句型结构的用法，例如:
was /were doing ... when , whatever引导的让步状语从句, 独立主格结构。
技能层面：通过skimming的阅读策略快速浏览课文, 理解文章大意, 分析标题的深层含义；
通过scanning的阅读策略获取文章的细节信息,使学生体会作者在经历自然灾害前后的境况变化和相关心理感受变化。
文化与思维层面：使学生联系自身实际，深入思考人与自然的关系，从而激发学生的环保意识和灾害防范意识，培养学生积极乐观的人生态度。
【How】
使学生通过看地图，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。
使学生带着任务阅读课文，学习记叙文体中使用表达感情的词汇和意向来描述重要事件或难忘经历的写作手法；分析标题中使用stars和storm进行对比的含义和效果。
使学生细读课文，关注飓风发生时和发生后作者对自己的心境和生活环境变化的描述，从而使学生把握文章结构、细节理解以及作者的思想变化过程。
鼓励学生在深入理解文章主题的同时，联系自身实际，进行知识和思维能力的拓展与迁移。
【学情分析】
已有知识：
经过前半学期高中英语学习，学生已具备基础的语言知识与语篇阅读能力。词汇层面，学生掌握了earthquake、flood、fire等常见灾难类基础词汇，能识别简单的灾害相关表达；语法方面，已熟练掌握一般过去时、过去进行时等基础时态，对时间、原因状语从句有初步认知。
语篇阅读上，学生具备简单记叙文、说明文表层信息提取能力，能借助生活常识理解灾难相关话题内容，对灾害事件、救援场景有基本生活认知，具备初步的文本细读能力。但学生存在高级词汇积累不足、复杂长难句分析能力薄弱、无法精准表达情感态度等问题，对主题深层内涵的解读能力欠缺。
可能遇到的困难：
① 学生可能对飓风不太了解，无法通过看地图和阅读文字说明快速获取关于卡特丽娜飓风的形成过程和在美国的登陆过程，以及无法了解飓风袭击带来的灾难。；
② 无法正确理解标题的深层含义；
③ 无法体会作者在经历自然灾害前后的近况变化和相关心理感受变化。
预设处理办法：
① 教师可以在课上展示飓风的图片或观看飓风题材的电影或纪录片片段，帮助学生熟悉话题，直观感受飓风的危害；
② 分析标题中使用stars和storm进行对比的含义和效果，理解stars和storm的象征意义，小组成员间可以互相讨论；
③ 教师指导学生根据发生的先后顺序梳理课文中的事实性信息，提醒学生有意识地关注时间、地点和事件等要素，帮助学生理清文章结构和内容细节。
【本课时教学目标】
1. 学习记叙文体中使用表达感情的词汇和意向来描述重要事件或难忘经历的写作手法；
2. 通过skimming的阅读策略快速浏览课文, 理解文章大意, 分析标题的深层含义；
3. 通过scanning的阅读策略获取文章的细节信息,使学生体会作者在经历自然灾害前后的境况变化和相关心理感受变化，并联系自身实际，培养积极的人生态度；
4. 分析长难句并且掌握一些特殊句型结构的用法，例如:
was /were doing ... when , whatever引导的让步状语从句, 独立主格结构。
【教学重难点】
【教学重点】
1. 通过skimming的阅读策略快速浏览课文, 理解文章大意, 分析标题的深层含义；
2. 分析长难句并且掌握一些特殊句型结构的用法，例如:
was /were doing ... when , whatever引导的让步状语从句, 独立主格结构。
【教学难点】
通过scanning的阅读策略获取文章的细节信息,使学生体会作者在经历自然灾害前后的近况变化和相关心理感受变化，并联系自身实际，培养积极的人生态度。
【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
Step 1 Lead-in Introduce the topic T shows a video about the Hurricane Katrina and asks students the following questions Which disaster is mentioned in the video What will happen to people after the storm Look at the map in activity 1 and answer the question. Where did hurricane katrina form Where did it hit How long did it last How many people lost their lives in the hurricane What was the cost of the damage hurricane katrina caused 学生通过看视频及地图，阅读文字说明，了解“卡特里娜”飓风的形成过程。和在美国的登录过程，了解飓风袭击带来的灾难。 学习理解 语言能力 Students can talk it freely. (5 mins)
Step 2 Skimming Skim the passage and find out what the passage is mainly about Talk about your understanding of the title. Read the learning to learn and interpret the inner meaning of the title. We should hold the belief that every cloud has a silver lining. Stars of the sky stand for hope, leading us through tough times. No matter what life throws at us, we are sure to win. What's the genre of the passage Try to divide the passage into four parts according to the time order. During the hurricane. Right after the hurricane. A few days later. One year later. Match each part with the pictures. 通过跳读了解文章大意和文章结构，将文章分为四层。 分析标题中使用stars和storm进行对比的含义和效果。 学习理解语言能力 思维品质 Students can get main ideas structure of the passage and have a deep understanding of the title. （5mins)
Step 3 Scanning 1.Complete the diagram with the words and expressions from the passage.( Activities 3) feelings causes para1-para2 frightened the roof_____ The street ... para3-para4 worried We didn't have enough drinking water. it was hot.... hopeful Mom told us______ The a,azing stars .... para5 happy We were rescued. Smartie ________ para6 optimistic Many families have come back... Ask students to find some emotional words and imagery to show the author's feelings from the passage. part 1 During the hurricane. I was sitting in my room with my cat, Smartie, on my lap, when the roof just flew off. I was so frightened that I just froze. Mom cried to get out quickly. part 2 Right after the hurricane worried At first I was pleased we could stay at home, but soon it got really tough. It was August , so it was really really hot and it smelled so bad everywhere. Living in the open air, we became breakfast, lunch and dinner for the mosquitoes. Hopeful But as mom kept on reminding us, we were all together and safe. Mom's words made us feel better. Even though we had lost a lot moments like those give us hope for the future. part 3 A few days later --- Happy Thankfully, smartie came home just in time, we were so happy to take him with us. part 4 One year later---Optimistic Now we have another chance to look up at the stars of New Orleans, their beauty inspiring us and giving us confidence to move on. 学生细读课文，关注飓风发生时和发生后作者对自己的心境和生活环境变化的描述。 让学生找出文中表达感情的词汇和意象的句子,从而学习记叙文体中使用表达感情词汇和意向来描述重要事件或难忘经历的写作手法。 学习理解 学习能力 students can grasp the text features of forum and main idea of the passsage aanswer the questions. Students can scan the passage and find out detailed information in the passage. （15mins)
Step 4 Post- reading Important sentences I was sitting in my room with my cat ,smartie, on my lap, when the roof just flew off. All of a sudden , there was a sky where the roof had been. paraphrase: I was sitting in my room and my cat smartie was on my lap. Just then the roof of my room was blown away. Suddenly there was no roof ,but the sky. I was very scared, and I didn't know what to do. Be doing something when...是描述突发事件或状况的常用表达，意为正在做......突然...... But mom said that whatever happens, we should always try to see the good side of things. It was difficult to stay positive, though. Whatever意为"无论什么", Stay在此处是连系动词，表示处于某种状态。肉在此处用作副词，放在句尾，用以补充说明事实或观点，意为"可是,不过"。 Although we are surrounded by reminders of the disaster, we are working together to rebuild our homes and our lives. Reminder为名词，意为something that makes you notice, remember or think about something.这里可以理解为作者和家人返回家园时，那里还是满目疮夷，废墟环绕，处处能见到飓风灾害留下的印记。 Now we have another chance to look up at the stars of new orleans. Their beauty inspiring us and giving us confidence to move on. 本剧中their beauty inspiring us and giving us confidence to move on作伴随状语。后半句是动词-ing形式的独立主格结构，inspiring和giving的逻辑主语是their beauty，而不是句子的主语we, 此处是说繁星的美激励我们, 给我们继续前行的信心。 分析长难句并且掌握一些特殊句型结构的用法，例如: was /were doing ... when , whatever引导的让步状语从句, 独立主格结构。 应用实践 迁移创新 语言能力 思维品质 Students can understand some long and difficult sentences. And they learn some Important language points （5mins）
Step 5 Group work Improve students’thinking ability，cultural awareness Think and share Work in groups and discuss the following questions. Why does the author say “Although it was only a few days before we were rescued, it felt like months” What sort of attitude to life is reflected in the author's experience of looking at the night sky. What do you think could be done to help the local people rebuild their homes Possible answers Because they lost their home and suffered a lot from the hurricane. It was so hard to spend those miserable days that seemed endless. It reflects a positive attitude towards the hardships in life. Stars in the night sky stand for the hope that gives them the confidence to move on and rebuild their homes and lives. We can raise money or donate money. We can send relief supplies.
We can give away clothes and send doctors. …… 指向教学目标,使学生深入体会作者心里感受变化，并联系资深实际,培养环保意识和灾害防范意识,从而培养学生积极乐观的人生态度。 迁移创新 语言能力 思维品质 文化意识 Students can deeply understand the theme of the passage and develop a positive attitude towards life. （5 mins）
Step 6 pair work Interview Improve students’ thinking ability, cultural awareness and cooperative ability 1.Working pairs act out an interview with the author about their experience of hurricane katrina. 1) Read the passage again and underline the important information. 2) Prepare questions for the interview, using the information you underlined. Can you recall exactly what happened What were you doing when the hurricane hit Can you share more with us about How was your feeling at that moment What impressed you most in the rescue operation To whom did you feel most grateful Decide the roles of interviewer and interviewee. Act out the interview. 2.Presentation 根据对课文内容的理解，再延伸到采访环节的输出，通过小组合作，激发学生的积极性和互动性，学生可以灵活练习，将阅读指导与深入实践相结合，帮助学生进一步实践 迁移创新 语言能力 思维品质 文化意识 students can put what is learnt in this lesson into their Presentation . （10mins）
【作业与拓展学习设计】
Compulsory：
Write a short passage to retell the passage.（80 words）
Optional:
Search online and choose one disaster that you want to learn about most. Then find out:
1.What is it caused by？
2. List the most heavily struck regions.
3. What efforts do the people make to survive this disaster
【板书设计】
Stars after the Storm （暴风雨后的星辰）
Stars = hope, guidance, resilience , human spirit in face of disaster
narration：
feelings causes
During the hurricane frightened The roof. The street.
Right after the hurricane worried Don't have enough drinking water.Hot and
smell so bad.
hopeful Mom told us Is a good side of things.
The amazing stars at night give us hope for the future.
A few days later happy We were rescued.
Smartie came home just in time.
One year later Optimistic Many families have come back home
rebuild our homes and our lives
【特色说明】
本课时为外研版高中英语必修三Unit 6 Disaster and Hope的阅读课，围绕自然灾害与希望主题，紧扣英语学科核心素养，遵循学习理解—应用实践—迁移创新的英语学习活动观，构建“主题引领、语篇依托、活动递进、素养落地”的课堂，特色鲜明：
1. 主题意义引领，深度落实育人目标
以“飓风过后的希望”为核心主线，从卡特里娜飓风背景导入，到文本情感脉络梳理，再到灾后重建与人生态度升华，将语言学习与灾害教育、生命教育、环保教育深度融合。引导学生体会困境中坚守希望、团结互助的精神，实现知识学习与价值引领同频共振，强化文化意识与积极人生态度的培养。
2. 分层活动设计，践行英语学习活动观
课堂环节严格遵循认知规律分层推进：导入环节通过视频、地图激活背景知识；略读与扫读环节落实信息提取、结构梳理与标题解读；长难句解析环节强化语言知识应用；小组讨论与采访环节实现思维拓展与语言输出。由浅入深、从输入到输出，让学生在探究与实践中完成知识建构与能力提升。
3. 聚焦阅读策略，精准突破学情难点
针对高一学生长难句薄弱、深层解读不足、对飓风认知有限的问题，针对性运用skimming抓主旨、scanning找细节的阅读策略，用时间线梳理文本脉络，降低理解难度。通过标题隐喻解读、情感词汇与意象分析、关键句型解构，突破文本深层含义与语言难点，提升语篇分析与逻辑推理能力。
4. 多模态资源融合，激活课堂参与度
采用飓风视频、地图、文本插图等多模态素材，将抽象的飓风灾害具象化，帮助学生快速感知灾害背景与破坏力，贴合高一学生认知特点。替代单一文本讲授，增强课堂直观性与趣味性，有效激发学习兴趣，提升课堂参与度与投入感。
5. 语言与思维并重，强化核心素养培养
语言层面聚焦be doing…when…、whatever让步状语从句、独立主格结构等核心句式，结合情感词汇与意象写作手法，夯实语言基础；思维层面设计开放性问题，引导学生解读标题内涵、分析作者情感变化、探讨灾后援助方式，推动思维从表层信息提取向深层分析、评价与创新进阶，全面发展思维品质。
6. 学用紧密结合，实现知识迁移创新
以文本内容为依托，设计小组讨论、情景采访等输出任务，让学生灵活运用本课词汇、句型与文本信息进行真实交流。从复述文本到自主探究灾害知识，从课堂表达到课后拓展，实现语言知识、阅读技能与主题思想的有效迁移，切实提升综合语言运用能力与自主学习能力。
7. 任务驱动与合作探究，提升学习能力
以图表填空、信息匹配、小组讨论、角色扮演采访等任务为驱动，贯穿小组合作学习。学生在互动中交流观点、互助解惑，培养合作意识与探究精神，同时在任务完成中自主梳理知识、反思学习过程，全面提升自主与合作学习能力。

展开更多......

收起↑