Unit 6 Disaster and Hope Developing ideas Stars after the storm 教案-2024-2025学年外研版高中英语必修第三册

该教案聚焦“人与自然—灾难与希望”主题，通过阅读飓风叙事文理解作者情感变化。导入环节用听飓风声音、看视频谈感受，激活灾难认知，搭建理解情感脉络的学习支架。 亮点在于任务型活动设计，如用emojis绘制情绪思维导图（思维品质），小组讨论灾难应对并迁移写安全指南（学习能力），分层作业（小册子+指南）适配差异。建构主义下的真实情境任务提升语言理解与表达（语言能力），增强安全意识，教师可直接复用活动，提升课堂互动与育人实效。

Instructional Design Book 3 Unit 6 Hope and Disaster Developing ideas: Stars after the storm 上课教师：阿米咩咩 Teacher Wei fengniang Students 57 students in Class 2404 Material New Standard English for Senior High Schools Book 3 (By FLTRP) Type of lesson Reading & Writing Time Allocation 40 minutes Classroom 阶梯教室2-2 Teaching principle（教学原则） Constructivism（建构主义） Analysis of Teaching Material（教材分析） What: The given reading material is based on the thematic context of “Man and Nature—human and disasters”. The reading material is that the author narratives his changing feelings during the hurricane, right after the hurricane, a few days later, and one year later when encountering hurricane Karina——one of the costliest natural disasters in US history. Why: The purpose of the essay is to tell the readers to keep positive when in disaster or difficulties and to give people hope. How: This narration is to narrate the author’s experiencing in hurricane Katrina in time sequence. In the passage, the author narrates things happened in the whole disaster with the clue of his feelings. Paragraph 1~2 is about why he felt so frightened during the hurricane. Paragraph 3~4 is his situation without enough drinking water and smelled bad everywhere with his feeling of worry and later mom’s words and the amazing stars night made him hopeful. Paragraph 5 is about the period of a few days later, the family were rescued so that they were happy. In paragraph 6, the family and their neighbors came back to New Orleans to rebuild their home, so they were really optimistic about the future life. Analysis of Student(学情分析) Students in class 2404 in Senior two live in a safe environment so they lack of the awareness of safety. What’s more, Ss in class 2404 are not really active and not confident with English. So the T needs to come up with more interesting activity to attract and guide them as well as improving their safety awareness by imitating hurricane safety guidelines. Learning Objectives(学习目标) At the end of class, students will be able to: 1. understand the changes of the writer’s feelings （语言能力：理解作者的情绪变化）； 2. develop the positive attitude towards life (思维品质：培养积极的人生态度)； 3. learn to write safety guidelines (学习能力：学习安全指南的写法)。 Key and Difficult Points（重难点） Key point: 1. understand the changes of the writer’s feelings 2. develop the positive attitude towards life Difficult point: 3. learn to write safety guidelines Method TBLT (任务型教学) Aids chalk, PPT Teaching Procedures（教学过程） Steps/time allocation Teaching Activities Step 1 Leading-in 导入 1. Present learning objectives (Class work) T shows the learning goals to Ss, which can get Ss know what they are going to do and regulate their behaviors in class 2. Listen and feel (Purpose: to introduce the topic of hurricane) The whole class are supposed to listen Their answer is connected the sound of wind and water. 3. Watch a video about hurricane again. T: After watching, please tell me if you were in the disaster what will you fell. S: Scared, afraid, helpless, frightened... Purposes To lead Ss in the passage; to arouse their interest. Step 2 Detailed reading 细节阅读 4. Read for details (Individual work) Read the paragraph one by one to find out the details to complete the blanks. 5. Practice: Draw a mind map of the writer’s feelings Ss are supposed to draw the emojis to show writer’s feelings. Discovery: what can you find from the writer’s feelings. (Individual work) Guide Ss to notice the changes of the feelings, which is from negative to positive. It’s changing. Purposes To know detailed information; to complete aim 2 to let Ss acquire the positive attitude toward life. Step 3 Post-reading 读后迁移 6. Discussion: Match the problems to the solutions (Group work) T guides Ss to match the problems that the author facing in the passage to the solutions. 7. Group discussion Q: Three months ago, there was a serious flood. If you were in the flood, what would you think and do Students discuss the questions and share it on board. The teacher gives a tip for Ss to help the Ss remember the safety guidelines quickly. 8. Dig the deep meanings of the title T guide Ss to understand the two meanings of the storm and stars. After that T invites Ss to translate the title into Chinese. Purposes To complete the learning objective 2 and 3; to apply the corresponding reaction in similar situations; to cultivate Ss’ creating, imitating and evaluating abilities Step 4 Summary & Homework Summary: make a conclusion Homework: Fengshan earthquake（分层作业设计） 1.You must do: make a safety guidelines brochure (安全指南小册子) 2.You could do: write earthquake safety guidelines （防洪抗灾指南） Blackboard Design（板书设计） Invite Ss to draw emojis on board 学科网（北京）股份有限公司 $