英语必修 第三册Unit 6 Disaster and hope学案设计

Unit 6 Disaster and hope

Period 3  Developing ideas

导学案

1. Guide the students to understand the text by paying attention to the change of emotional words and the chronological order.

2. Lead the students to think about how to deal with the challenges the natural disaster brings them.

3. Help students deepen their understanding of the unit theme and the writing characteristics of safety guidelines of a natural disaster so that students can write flood safety guidelines.

1. To understand the text better by focusing upon emotional words and imagery interpreting the thoughts of the author.

2. To lead the students to hold a positive attitude towards the difficult situation of natural disasters.

3. To developing the students’ writing ability to complete a passage of flood safety guidelines.

New words and expressions for Period Three.

Step 1  Before reading

Activity 1  Look at the map and answer the questions

1. Where did Hurricane Katrina form?  And where did it hit?

2. How long did it last? And how many people lost their lives in the hurricane?

3. What was the cost of the damage the hurricane caused?

Step 2  While reading

Activity 2

1. Read “Learning to learn?” and improve the reading skills.

2. Skim the text and answer the following questions.

① What difficulty did the author have when he was caught in the broken room?

② What really gave the author hope for the future when his family lost everything in his home?

③ What do the stars at midnight refer to according to the author?

④ What attitude to the future does the author hold when he is back home?

Step 3  Further reading

Activity 3   Analyze the structure of the text and fill in the diagram.

Step 3  Post reading

 Think and Share

① What sort of attitude to life is reflected in the author’s experience of looking at the night sky?

② Suppose you were in the same situation as the author, what would you think and do?

③ What could you do to help the local people rebuild their homes?

Activity 4

Work in pairs. Act out an interview with the author about his own experience.

Step 5  Before writing

Activity 5  Read the hurricane safety guidelines and answer the questions.

① What is the purpose of safety guidelines?

② What type of language is used in safety guidelines?

Step 6  Writing

1. Master the writing outline  about safety guidelines.

2. Make notes for flood safety guidelines based on the model essay in Activity 5.

3. Useful expressions for the writing.

4. Write a passage about flood safety guidelines.

Step 7   Language appreciation

•          1. Bur mom said that whatever happens, we should always try to see the good side of things.

[句式分析]  “whatever happens” 是由连词whatever引导的 “          ”从句，意为“无论发生什么事”，这时whatever 用 “        ” 替换。此外， whatever还可以“       ”从句,这时，它不能用 no matter what替换。 （notes:1. “no matter+疑问词”结构只能引导让步状语从句，这时可以和“疑问词+ever”互换。2. 而“疑问词+ever”还可以引导名词性从句)

•          [尝试翻译]                                                               。

•          2. Now we have another chance to look up at the stars, their beauty inspiring and giving us confidence to move on.

[句式分析] 语境中 “their beautify inspiring and giving us confidence to move on.”该结构为“独立主格结构”。这种结构是非谓语动词作“______”（成分），语境中没有连词连接，非谓语动词形式须另带不同的逻辑主语，从而构成复合结构的形式作状语。其中，非谓语动词主动用“______”分词，被动用“_____”分词。在本结构中, 名词beauty与动词inspire和give构成“        ”，故分别用 “            ”

•          [尝试翻译]                                                               。

Step 6  Homework

   1. Review new words and phrases learned in this period.

   2. Polish your writing completed in class.  

【参考答案】

Step 1  Before reading

Activity 1  Look at the map and answer the questions

1. Where did Hurricane Katrina form?  And where did it hit?

2. How long did it last? And how many people lost their lives in the hurricane?

3. What was the cost of the damage the hurricane caused?

【答案】

Step 2  While reading

Activity 2

1. Read “Learning to learn?” and improve the reading skills.

2. Skim the text and answer the following questions.

① What difficulty did the author have when he was caught in the broken room?

② What really gave the author hope for the future when his family lost everything in his home?

③ What do the stars at midnight refer to according to the author?

④ What attitude to the future does the author hold when he is back home?

【答案】

Step 3  Further reading

Activity 3   Analyze the structure of the text and fill in the diagram.

【答案】

Step 3  Post reading

 Think and Share

① What sort of attitude to life is reflected in the author’s experience of looking at the night sky?

② Suppose you were in the same situation as the author, what would you think and do?

③ What could you do to help the local people rebuild their homes?

【答案】(possible answers:)

Activity 4

Work in pairs. Act out an interview with the author about his own experience.

【答案】(possible answers:)

Step 5  Before writing

Activity 5  Read the hurricane safety guidelines and answer the questions.

① What is the purpose of safety guidelines?

【答案】to tell people useful advice on hurricane safety.

② What type of language is used in safety guidelines?

【答案】 Imperative sentences are used to tell people about dos and don’ts. 

Step 6  Writing

Activity 6

1. Master the writing outline about safety guidelines.

2. Make notes for flood safety guidelines based on the model essay in Activity 5.

【答案】

3. Useful expressions for the writing.

4. Write a passage about flood safety guidelines.

【答案】You may start with the passage like this:

Step 7   Language appreciation

•          1. Bur mom said that whatever happens, we should always try to see the good side of things.

[句式分析]  “whatever happens” 是由连词whatever引导的 “让步状语”从句，意为“无论发生什么事”，这时whatever 用 “no matter what” 替换。此外， whatever还可以“引导名词性”从句,这时，它不能用 no matter what替换。 （notes:1. “no matter+疑问词”结构只能引导让步状语从句，这时可以和“疑问词+ever”互换。2. 而“疑问词+ever”还可以引导名词性从句)

•          [尝试翻译]  但是妈妈说不管发生什么事，我们都应该看到事情好的一面。

•          2. Now we have another chance to look up at the stars, their beauty inspiring and giving us confidence to move on.

[句式分析] 语境中 “their beautify inspiring and giving us confidence to move on.”该结构为“独立主格结构”。这种结构是非谓语动词作“状语”，语境中没有连词连接，非谓语动词形式须另带不同的逻辑主语，从而构成复合结构的形式作状语。其中，非谓语动词主动用“现在”分词，被动用“过去”分词。在本结构中, 名词beauty与动词inspire和give构成“主动关系”，故分别用 “inspiring and giving”

•          [尝试翻译] 现在我们有机会仰望星空，它们的美丽鼓舞着我们，给了我们继续前行的信心。

Step 6  Homework

   1. Review new words and phrases learned in this period.

   2. Polish your writing completed in class.