外研社 2024-2025 高中英语 必修三 unit 6 developing ideas 教学设计

精准化教学设计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Analysis of contentThis text is titled "Stars after the Storm - Stars Appearing after the Storm", which belongs to the type of personal story. It tells the experiences of an American family during Hurricane Katrina from a child's perspective. The discourse progresses in chronological order and is divided into four parts: the arrival of the hurricane, just after the hurricane, several days later, and one year later. It mainly shows the changes in the living environment of the protagonist at different stages and the corresponding series of psychological changes from fear and worry to being full of hope and joy, and finally to being optimistic and positive. This enables students to deeply understand the character's inner world and resonate when reading, and it can also guide them to think about the prevention and response strategies for natural disasters, deeply understand the belief of working together to fight disasters conveyed in the text, and the positive outlook on life full of hope for the future.Analysis of learning situationMost of our students come from towns and villages and have medium English proficiency. In the reading experience, I have a basic understanding of simple sentences and common compound sentences, and can barely grasp the main information. However, in the face of long and difficult sentences, especially those with multi-layer modification and obscure semantics, the ability to analyze the core semantics and logical correlation is insufficient, which affects the understanding of the deep meaning of the reading passage.Teaching ObjectivesBy the end of the class, students will be able to1.find out the key information describing the changes in the author's situation and psychological feelings;2. Understand and get the importance of positive attitude towards life in the face of disaster.3.have a good command of how to describe the experience of natural disasters3. express their views related to their own lives and discuss natural disasters preparedness and response measures;Focus and difficult points1.Through the understanding of the content of the article, with the help of mind mapping, we can analyze the changes of the protagonist's psychological feelings before and after the disaster, so as to understand the main idea of the text.2.Guide students to explore the change of the author's situation and the change of psychological activities before and after the disaster, and help students accurately understand the twists and turns and profound connotations.教学策略Task-based Learning, P-W-P,Communicative Approach教学手段PPT, Video,Picture,BlackboardTeaching proceduresStepActivityContentsTeacher’s ActivityPurpose（Step 1）Lead-inVideoT shows the students a video clip about a movie called into the storm.T asks some questions:Q1: Which disaster is mentioned in the video? Q2: What is your feeling about this disaster?Activate students' background knowledge of disasters by watching videos to help students familiarize themselves with topics and understand the hazards of hurricanes.（Step 2）Pre-readingActivity 1T guides Ss to look at the picture and title of the passage ,then answer thefollowing questionQ:What’s your understanding of the title?Stimulate students' interest in reading, cultivate their ability of prediction and comprehension, and prepare for the next learning.Activity 2(Read for genre and structure）T asks Ss to find out the main idea of this passage and divide the passage into 4 parts .According to the structure of the passage, guide the students to summarize the development sequence of the article.1.T asks Ss to read the passage again and find out the maid idea of the passage to finish the sentence.The passage is mainly about__________(who) terrible experience in  __________(what). It occurs (where)  __________, (when)__________. and their optimistic attitude towards the future.2.The structure of this passage.Para. __________Para. __________Para. __________Para. __________Conclusion: The passage is organised in the order of _______. To have a preliminary understanding of the story content, and be able to grasp the context structure of the article in chronological order.（Step 3）While-readingActivity 3(Read for detailed information）T asks Ss to read the passage again and find out words and expressions from it to complete the diagram. To make students learn some specific expressions of hurricanes, their aftermath and the damage they cause, and pay attention to and experience the changes in the author's psychological feelings before and after the hurricane disaster.Activity 4(Read for writing）T guides the Ss to observe and find out how the author describes his/her experience, and summarize the structure of writing an experience of natural disasters.To improve students' literacy skills by enabling them to be familiar with how to describe their experiences with natural disasters.Activity 5(Read for thinking）T guides the Ss to refocus on the title and answer the following question.Q1:How do you understand the “stars”and”storm”in the title?Q2:What sort of attitude to life is reflected in the author’s experience of looking at the night sky?To help Ss develop a positive attitude towards life and learn to be optimistic and strong in the face of difficulties.（Step 4）Post-readingActivity 6(Read for discussion）1.T asks Ss to work in pairs and discuss the two questions.Q1:If you were in the same situation as the author, what would you feel and do?Before the hurricane: During the hurricane: After the hurricane : Q2:How to help local people rebuild after the disaster in the following three aspects?What can I do: What can neighbor do: What can government do : To let students further deepen their understanding of the text, especially with regard to disaster preparedness, response and recovery.At the same time, it can enhance social responsibility and compassion, pay attention to the plight of others, and be willing to contribute to the post-disaster reconstruction.Activity 7(Group work）T asks Ss to have a group work to make a speech about How to deal with Natural disaster and share the thoughts.Activity 8(Show and assess)T invites two or three groups to show their speech in front of the class and guides the students to evaluate their performance according to the following assessment sheet.评价标准★★★★★★1.Rich content.2.Pronounce correctly.3.fluent language.4.No mistakes.5.Proper body language.Write down the good sentences you like.●Students assess the speech showed on the screen with the guidance of the teacher.Activity 9(Assess）The teacher asks students to assess their performance.●Students assess their own performance according to the evaluation form above.（Step 5）Assignment1.Summarize the main content of the text "Stars after the storm" in about 100 words,including the story background, main characters, events and the author's point of view.2.Design a poster about a natural disasterRequirements:Choose a natural disaster as your theme. Go online and search necessary information.Contains presentations on the hazards of natural disastersIt should show how to respond to natural disasters. 5. Present your poster to the class next class. Blackboard design ReflectionThis teaching basically achieved the goal of language knowledge and reading skills, and students made progress in vocabulary and sentence pattern understanding and reading skills application. However, the exploration of thinking and emotional goals is not deep, and some students have insufficient understanding of the deep problems related to disasters and the emotions of characters. In the group discussion, the participation of individual students was low, and I did not guide and motivate enough. In the future, we will optimize the design, set up more inspiring topics, focus on the whole with stratified teaching, introduce multimedia resources to improve the teaching effect, and promote the all-round development of students.