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外研版高中英语（2019）Book
3
Unit
6
reading
Stars
after
the
storm教学设计
文本分析与整体设计思路文本选自外研版教材必修三第六模块课文。课文标题为
Stars
after
the
storm——风暴过后现繁星。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。该语篇以时间顺序展开，共分为飓风袭击时、飓风过后、几天之后、一年之后四个阶段，主要描述了主人公在不同阶段生活环境的变化以及随之引起的恐惧、担忧、充满希望、喜悦再到乐观积极等一系列心理活动的变化，文本材料中渗透着对学生积极乐观的生活态度的引导与鼓励，又能让学生在阅读时走进人物角色，感同身受，启发学生思考自然灾害的防范和应对措施，思考如何力所能及的去帮助飓风灾区的人们，引发学生对帮助他人、关爱他人的思考，并深入思考人与自然的关系，同时体会文本中表达的团结一心战胜灾害的决心和对未来生活充满希望的乐观人生态度。体会风暴过后繁星现的希望之美，认识到只要心怀希望，积极面对一切，繁星的之美即是永恒，我们生活的世界也会更加美好。本节课的整体设计思路分四个层次。
一是学生通过阅读课本活动一图片和教师展示飓风卡特里娜破坏性图片，引领学生了解飓风卡特里娜造成的危害，认识自然灾害对人类的影响。为引导学生进一步理解人与自然的关系和飓风安全指南的学习和仿写做铺垫。
二是通过文本阅读，引领学生了解和体会作者在经历飓风灾害前后的境况变化和相关心理感受变化，并进行针对细节信息抓取能力的阅读训练和语言概括能力的训练，提升他们的语言能力。在完成这一环节后，学生对文本的脉络也就能够自然而然的掌握。
三是通过问题设计与引领，重点培养和发展学生在基于细节信息基础上进行的逻辑推理和归纳总结的能力，并适时对学生进行点拨与指导。问题设计注重引发学生在面对自然灾害时的应对与救援措施和积极人生态度的感受与思考，侧重培养和发展学生的思维能力和思维品质。
四是通过让学生小组分工合作创作海报，引领学生进一步深化和巩固对飓风应对与救援的认识、对积极乐观人生态度的认识和对人与自然和谐统一关系的认识。通过海报创作和分享，提高了学生的语言组织能力和表达能力，锻炼了他们的学习能力，同时又引领他们把本节课所学内容内化、吸收，并进一步加深对单元主题意义的理解。
Teaching
Objectives:
1.
to
lead
students
understand
the
key
information
the
pictures
show
by
reading
2.
to
lead
students
understand
the
story
by
reading
and
answering
questions
3.
to
lead
students
learn
measures
against
hurricane
and
the
positive
attitude
towards
life
and
better
their
understanding
of
the
title
by
reading
and
analyzing4.
to
deepen
students’
understanding
of
the
unit
theme
by
sharing
their
posters
Teaching
Procedures
Step
1
Lead-in
Activity
1.
Look
at
the
map
and
try
to
get
as
much
information
as
possible.
The
information
you
get
may
not
shock
you
as
the
following
pictures
did.
Activity
2.
Look
at
the
pictures
of
New
Orleans
after
Hurricane
Katrina.
设计意图：通过让学生看图，了解飓风卡特里娜的相关信息，对其危害有数字化概念性的认识；通过飓风过后令人心碎的景象图片，给学生以视觉冲击，触动学生，深化学生对飓风卡特里娜造成的危害的理解与感受，从而强化学生思考与认识自然灾害对人类的影响，为思考如何应对飓风，进一步理解人与自然的关系和飓风安全指南的学习和写作做铺垫。
Step
2
While-
reading引领问题：
So
class,
if
you
were
the
boy
in
the
picture,
what
would
you
feel?
Activity3.
Read
the
passage
to
find
what
the
author
felt
and
the
structure
for
story.
Let’s
read
the
passage
Stars
after
the
storm
to
see
what
our
hero
felt
in
the
story
and
get
the
structure
of
it.
Para.
1&2
During
the
hurricane
Para.
3&4
Right
after
the
hurricane
Para.
5
A
few
days
later
Para.
6
One
year
later
It’s
very
clear.
We
can
divide
the
passage
according
to
the
time
order.
What
did
the
author
feel?
Let’s
see
what
you
guys
get.
During
the
hurricane
Right
after
the
hurricane
A
few
days
later
One
year
later
What
the
author
felt(feelings)
frightened
happy
设计意图：通过文本阅读，学生初步了解故事内容，学习飓风肆虐及过后的情形和其造成的危害的一些具体表达，为后面语言输出环节打好基础；并能够按时间顺序抓住文章的脉络结构。通过问题设计，引领学生关注和体会作者在经历飓风灾害前后的相关心理感受变化，为后面进一步结合问题学习文本内容做铺垫。
引领问题：Aright,
please
read
the
story
again
to
find
more
about
the
author’s
feeling.
Activity4.
Read
the
story
again
to
find
more
about
the
author’s
feeling.
During
the
hurricane
Right
after
the
hurricane
A
few
days
later
One
year
later
What
the
author
felt(feelings)
frightened
worried
tough
tortured
miserable
hard
to
stay
positive
happy
Confident
Optimistic
Activity
5
Think
about
what
the
author
did
in
the
four
periods.
During
the
hurricane
Right
after
the
hurricane
A
few
days
later
One
year
later
What
the
author
did
Stayed
inside
Stayed
inside
Stayed
to
be
rescued
Back
homeWorked
together
to
rebuild
What
should
we
do?
We
can
donate
some
something
to
them.
We
can
climb
stairs
to
deliver
water
and
food
to
elderly
people
trapped
in
powerless
high-rise
buildings.
We
can
create
a
website
page
matching
survivors
in
need
with
donors
who
wanted
to
help.
Anyway,
we
can
do
something!
We
can’t
control
what
happens
to
us,
but
we
can
always
choose
how
we
deal
with
it!
设计意图：通过再次进行文本阅读，进一步深化了学生对作者在经历飓风灾害前后的境况变化和相关心理感受变化的认识和体会，并通过问题设计，引发学生对积极乐观人生态度的感悟与思考，引领学生进行针对细节信息抓取能力、逻辑推理能力和语言概括能力的阅读实践，提升他们的语言能力。同时在这一过程中，适时引导学生思考在面对自然灾害时的应对与救援措施，思考如何力所能及地去帮助飓风灾区的人们，引发学生对帮助他人、关爱他人的体会和感悟，并为后面语言输出——海报制作中的飓风安全指南创作部分打好基础。
Step
3
Post-
reading
Class,
now
you
must
have
a
better
understanding
of
the
story.
Talk
about
your
understanding
of
the
title
Stars
after
the
storm.
Activity6
Share
your
understanding
of
the
title.
Students’
opinions
Share:Just
as
Tagore(泰戈尔)
wrote
in
his
poem:
If
you
shed
tears
when
you
miss
the
sun,
you
also
will
miss
the
stars.
Motto:
No
matter
what
happens
and
how
bad
it
seems
today,
life
goes
on
and
it
will
be
better
tomorrow!!!
Activity7
Make
a
poster
and
share
To
help
more
people
be
aware
of
hurricane,
deal
with
it
and
overcome
it,
let’s
do
something
right
now——make
a
poster
and
post
it
on
the
website.
The
poster
should
at
least
contain
four
parts:
a.
Hurrican’s
impact
on
the
surrounding
environment
and
people
living
there.
b.
What
should
people
do
before
and
during
a
hurricane
c.
What
could
be
done
to
help
people
who
survived
hurricane.
d.
Express
that
we
human
beings
can
overcome
hurricanes
and
be
in
harmony
with
nature.
设计意图：通过之前学生对文本的阅读和设计问题的引导，学生对文本内容的理解更加深入，也有自己的一些感悟，此时，让他们分享对文本的主题认识和理解，学生才能有话可说，有的放矢，才能起到润物无声地让学生体会故事中人物的积极人生态度，培养和发展学生的思维能力的作用。通过创作海报并分享，让学生巩固本节课所学中飓风的危害和影响以及飓风安全指南，内化并表达积极乐观的人生态度和人与自然和谐统一的关系，锻炼和提高学生的语言组织能力和表达能力，进一步加深了对整个单元主题意义的理解。
Step
4
Homework
Polish
your
poster
and
send
it
to
my
mailbox
8888888@.

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