外研版 (2019)必修 第三册Unit 6 Disaster and hope教学设计

这是一份外研版 (2019)必修 第三册Unit 6 Disaster and hope教学设计，共5页。

Develping ideas板块教学设计
（建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型
Reading + Writing
主题语境
人与自然——灾害防范、自然灾害与防范
内容分析
本文是一篇记叙文，从一个孩子的视角讲述了受“卡特里娜”飓风的影响，一个普通的美国家庭的遭遇。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，旨在向读者传递面对自然灾害时要团结一致，保持积极乐观的态度和对未来充满希望的信息。该语篇主要使用一般过去时，有大量的感情词汇以及意象来描述事件后所遇和所思所想，教师应引导学生关注这种写作手法。读写部分的语篇是与主题相关的飓风安全指南，语言简练，使用了大量祈使句来提供建议，教师需要引导学生对该安全指南进行学习，关注安全指南的结构和语言特点，并进行仿写。通过这一板块的学习，学生能够加深对记叙散文的理解，学习安全指南的问题特点和写法。
教学目标
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。
教学策略
交际教学法、任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss t talk abut Hurricane Katrina by bserving the map and answering the questins in Activity.
2. T invites sme Ss t share their pinin with the class.
Ss lk at the map and talk abut Hurricane Katrina frm different aspects including its rigin, lasting time and effects.
Create a psitive atmsphere fr learning, intrduce the theme f the lessn and activate Ss’ prir knwledge f the tpic.
Activity 2
1. T guides Ss t analyze the title, especially what “stars” represent in it.
2. T asks Ss t read the passage quickly and check their understanding f the title.
3. T invites several Ss t share their understanding with the class.
1. Ss analyze the title, especially what “stars” represent in it.
2. Ss read the passage and check their understanding f the title.
Make Ss generate a general idea f the passage.
Activity 3
1. T asks Ss t read the passage again and find ut wrds and expressins frm it t cmplete the diagram in Activity
2. T checks the answers with the whle class.
3. T directs Ss t fcus n the emtinal wrds and imagery in this passage t identify and interpret the thughts and feelings f the main character f the passage (Learning t learn).
4. T asks Ss t retell the stry accrding t the diagram and what they have analyzed.
1. Ss read the passage and cmplete the diagram in Activity
2. Ss identify and interpret the thughts and feelings f the main character f the passage by fcusing n the emtinal wrds and imagery in the passage.
3. Ss retell the stry accrding t the diagram and what they have analyzed.
Prmte their reading skill f getting specific infrmatin frm the text; help Ss fcus n details f the text and understand it better; enable Ss t have a deeper understanding f the message intended t cnvey t them in the text.
Think & Share
1. T asks Ss t discuss the fur questins in “Think and Share”.
2. T invites sme Ss t share their pinins.
Ss discuss the fur questins in grups and then share their wn thughts with the class.
Develp Ss’ higher rder thinking skills; make cnnectins between them and the text.
Activity 4
1. T asks Ss t wrk in pairs and act ut an interview with the authr abut their experience f Hurricane Katrina.
2. T invites several pairs t present their interview in frnt f the class.
1. Ss read the passage again and underline the imprtant infrmatin.
2. Ss wrk in grups and prepare questins fr the interview using the infrmatin they underlined.
3. Ss decide the rles f interviewer and interviewee, and then act ut the interview.
Cnslidate and apply the language and cntent learnt t real situatins.
Activity 5
1. T invites Ss t recall hw dangerus a hurricane is.
2. T guides Ss t read the hurricane safety guidelines and answer the questins:
What is the purpse f safety guidelines?
What type f language is used in safety guidelines?
3. T guides Ss t summarize the writing features f prper safety guidelines.
1. Ss share their impressins f hurricanes with the class.
2. Ss read the hurricane safety guidelines quickly, and answer the questins.
3. Ss summarize the writing features f safety guidelines.
Read t extract and summarize the writing features f safety guidelines.
Activity 6
1. T asks Ss t discuss in grups and make ntes fr fld safety guidelines based n the hurricane safety guidelines in Activity
2. T asks Ss t write fld safety guidelines accrding t the ntes, and reminds them t use the useful expressins they have learned in this unit.
1. Ss cmplete the ntes with their wn experiences and exchange ntes with grup members.
2. Ss write their fld safety guidelines accrding t the ntes.
Practice safety guidelines writing and apply what they have learned t real situatin in a creative way.
Activity 7
1. T shws sme basic criteria f a gd writing, demnstrates hw t evaluate a writing and invites Ss t add mre criteria if necessary.
2. T asks sme Ss t shw their fld safety guidelines t the class, and invites the rest t make evaluatins.
Ss present their fld safety guidelines t the class while the rest making evaluatins.
Prvide Ss with the pprtunity t receive feedback frm peers s that they can receive mre suggestins and ideas fr revisins, ptentially increasing the quality f their writing.