Unit 6 Disaster and Hope-Understanding ideas 教案-2025-2026学年高中英语外研版必修第三册

Unit 6 Disaster and Hope-Understanding ideas 内容导航 This section centers on a news report about post-disaster reconstruction, showing the destructive power of natural disasters and the courage, unity and hope of people in the face of adversity, helping students grasp the theme and improve their ability to understand narrative texts. 教学目标和重难点 1. 教学目标 Language Ability: Master disaster-related vocabulary and complex sentences to understand and express the theme of disaster and hope. Cultural Awareness: Understand the common spirit of human beings in coping with disasters and enhance the sense of global community. Thinking Quality: Cultivate logical thinking by analyzing text structure and critical thinking by exploring the connotation of hope. Learning Ability: Improve autonomous reading and cooperative learning skills through independent exploration and group discussion. 2. 教学重难点 Key Points: Master core vocabulary such as disaster, survive, rebuild and relevant sentence patterns; understand the main idea, structure and emotional tone of the text; grasp the author’s writing purpose. Difficult Points: Analyze the logical connection between paragraphs and the role of details in expressing the theme; understand the deep connotation of “hope” in the context of disasters; use the learned language to express views on disaster and hope. 教学过程 Step 1: Lead-in (Lead-in to arouse interest and lay the foundation) Teacher’s Activities: First, show students a set of multi-modal materials, including pictures of natural disasters (earthquakes, floods, typhoons) and short video clips of post-disaster reconstruction. Then, ask two guiding questions: “What do you think of when you hear the word ‘disaster’?” and “Can you think of any stories about hope in the face of disasters?”. Invite 3-4 students to share their views freely, and give positive comments and guidance, such as “Your sharing is very touching, which shows you have a deep understanding of the theme of hope”. Finally, briefly introduce the main content of this lesson: “Today we will read a news report about post-disaster reconstruction, which will let us see how people get hope from despair and rebuild their homes with courage.” Students’ Activities: Watch the displayed materials carefully, think about the teacher’s questions, actively share their own experiences, impressions and related stories, and listen carefully to the teacher’s introduction and classmates’ sharing, so as to initially establish the connection between the theme of “disaster” and “hope”. Design Intention: The multi-modal materials (pictures and videos) can intuitively show the destructive power of natural disasters and the strength of people in reconstruction, which is helpful to arouse students’ emotional resonance and stimulate their learning interest. The guiding questions can activate students’ prior knowledge and life experience, let them quickly enter the theme context of the unit, and lay a good emotional and cognitive foundation for the subsequent reading teaching. At the same time, the free sharing link can exercise students’ oral expression ability and create a relaxed and active classroom atmosphere. Step 2: Pre-reading (Preview vocabulary and predict the text to reduce reading barriers) Activity 1: Vocabulary Preview Teacher’s Activities: Display the core vocabulary of this lesson on the screen, including nouns (disaster, earthquake, ruin, survivor, reconstruction), verbs (survive, destroy, rebuild, rescue), adjectives (devastating, hopeful, determined) and phrases (in ruins, pick up the pieces, pull together). For each word and phrase, give simple English explanations and example sentences closely related to the theme of the text, such as “Reconstruction means building something again after it has been destroyed, especially after a disaster.” Then, organize students to read the words and phrases aloud twice, correct their pronunciation and intonation in time, and ask students to make simple sentences with 2-3 words or phrases to check their preliminary mastery, such as asking “Can you make a sentence with ‘rebuild’?”. For students who have difficulty making sentences, give appropriate hints, such as “People need to rebuild their homes after a disaster.” Students’ Activities: Read the words and phrases aloud following the teacher, remember their meanings and usages according to the explanations and example sentences, try to make simple sentences independently, and actively show their sentences to the class, correcting their mistakes in pronunciation, intonation and sentence structure under the guidance of the teacher. Activity 2: Text Prediction Teacher’s Activities: Show the title of the text “After the Disaster: A New Start” and the picture of post-disaster reconstruction in the text. Ask students to work in pairs to discuss the following questions: “What do you think the text will talk about?” “Who may be the main characters in the text?” “What difficulties will they face and how will they solve them?”. Give students 3 minutes to discuss, then invite 2-3 pairs to share their predictions, and write down the key points of their predictions on the blackboard, such as “The text may talk about how people rebuild their homes after a disaster” “The main characters may be survivors and rescuers”. Finally, summarize: “Your predictions are very reasonable. Now let’s read the text to check whether your guesses are correct.” Students’ Activities: Observe the title and picture carefully, discuss with their partners actively, put forward their own predictions, listen to other groups’ sharing, and record the key points of the predictions, so as to form a preliminary expectation of the text content. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing the core vocabulary before reading can help students reduce the obstacles in understanding the text, improve reading efficiency, and lay a foundation for grasping the main idea of the text. The text prediction activity can stimulate students’ curiosity and initiative in reading, guide them to use the title and picture information to carry out logical reasoning, cultivate their predictive thinking ability, and make their reading more targeted. Step 3: While-reading (Layered reading to grasp the text content and structure) Activity 1: Skimming for the Main Idea Teacher’s Activities: Ask students to read the text quickly (skimming) and complete two tasks: 1. Summarize the main idea of the text in one sentence. 2. Divide the text into three parts and briefly describe the main content of each part. During students’ reading, walk around the classroom to observe their reading status, and give guidance to students who have difficulty reading. After reading, invite 2-3 students to share their answers, and guide the whole class to correct and improve. Finally, summarize the main idea and structure of the text: The text mainly tells the story of the people in a small town rebuilding their homes and lives with the help of the government and society after an earthquake, showing their courage and hope in the face of disasters. The text is divided into three parts: the first part (Paragraph 1-2) describes the severe damage caused by the earthquake; the second part (Paragraph 3-5) introduces the rescue and reconstruction work carried out by people; the third part (Paragraph 6) expresses the hope for the future. Students’ Activities: Read the text quickly according to the teacher’s requirements, focus on grasping the key information, summarize the main idea and divide the text structure, write down their own answers, and actively share and exchange with the class, correcting their own mistakes under the guidance of the teacher. Activity 2: Scanning for Specific Information Teacher’s Activities: Design a table about specific information in the text, and ask students to read the text again (scanning) to find and fill in the information. The table is as follows: Aspects Specific Information Damage caused by the earthquake Rescue measures Reconstruction work People’s attitude Give students 5 minutes to complete the table, then organize students to check the answers in groups of four, and solve the problems encountered in the process of finding information together. After the group discussion, invite a representative of each group to share the group’s answers, and the teacher will comment and supplement, ensuring that students can accurately grasp the specific information in the text, such as “The earthquake destroyed most of the buildings in the town, and many people lost their homes” “The government sent rescue teams and provided relief supplies”. Students’ Activities: Read the text carefully, scan for specific information according to the table, fill in the table independently, discuss with group members to check and correct the answers, and listen carefully to the teacher’s comments and supplements to deepen their understanding of the text content. Activity 3: Close Reading for Deep Understanding Teacher’s Activities: Guide students to read the text carefully paragraph by paragraph, focus on analyzing key sentences and details, and explore the deep connotation of the text. First, ask questions about key paragraphs: 1. Paragraph 2: “The town was in ruins, and the air was filled with sadness and despair.” What rhetorical device is used in this sentence? What effect does it have? 2. Paragraph 4: “Volunteers from all over the country came to help, bringing food, water and hope.” What does “hope” refer to here? 3. Paragraph 6: “Although the disaster brought great pain, it also made people more united and stronger. We believe that tomorrow will be better.” What is the author’s purpose in writing this sentence? Then, invite students to think independently first, then discuss in pairs, and share their views. For each question, the teacher gives detailed explanations and guidance, such as explaining that the sentence in Paragraph 2 uses descriptive language to show the severity of the disaster and the despair of the people, laying a contrast for the subsequent expression of hope. At the same time, guide students to pay attention to the emotional changes in the text, from despair to hope, and understand how the author expresses the theme of “hope” through specific details. Students’ Activities: Read each paragraph carefully, think about the teacher’s questions independently, discuss with their partners to exchange ideas, actively share their views, and listen to the teacher’s explanations, so as to deeply understand the connotation of the text, the author’s emotional attitude and writing purpose. Design Intention: The layered reading activities (skimming, scanning, close reading) follow the cognitive law of students from overall to partial and from shallow to deep, which helps students gradually grasp the main idea, specific information and deep connotation of the text. Skimming helps students establish the overall framework of the text; scanning improves students’ ability to find specific information quickly; close reading guides students to analyze key sentences and details, cultivate their ability to interpret texts in depth, and lay a foundation for the subsequent analysis of the theme and language application. Group discussion and individual thinking are combined to fully mobilize students’ learning initiative and improve their cooperative learning ability and thinking ability. Step 4: Post-reading (Expand and apply to deepen the understanding of the theme) Activity 1: Theme Discussion Teacher’s Activities: Put forward the core discussion question: “What is ‘hope’ in the context of disasters? How do people get hope and keep going in the face of disasters?”. Organize students to discuss in groups of four, and ask each group to assign a recorder to record the key points of the discussion. During the discussion, the teacher walks around each group to listen to their discussions, gives appropriate guidance to groups with insufficient ideas, such as prompting “You can combine the text content and your own life experience to talk about it”, and reminds students to use the vocabulary and sentence patterns learned in this lesson. After 8 minutes of discussion, invite representatives of each group to share the group’s views, and the teacher makes a summary: “Hope is the courage to face difficulties, the unity of people, and the belief in a better future. In the text, people get hope from the help of the government, volunteers and their own perseverance. In real life, we should also keep hope and face difficulties bravely when encountering setbacks.” Students’ Activities: Discuss the core question actively with group members, express their own views, listen to the opinions of others, record the key points of the discussion, and share the group’s views with the class, so as to deepen their understanding of the theme of “hope”. Activity 2: Language Application Teacher’s Activities: Design two language application tasks: 1. Complete the sentences with the core vocabulary and phrases learned in this lesson (such as survive, rebuild, in ruins, pull together). 2. Write a short paragraph (80-100 words) about “A Moment of Hope in Disasters”, requiring the use of at least 3 core vocabulary and 1 complex sentence. Give students 10 minutes to complete the tasks, then invite 2-3 students to show their sentences and paragraphs, and the teacher comments and corrects them, focusing on the correct use of vocabulary and sentence patterns, and the coherence and rationality of the paragraph. For students who write well, give praise and encouragement; for students who have difficulties, give targeted guidance, such as helping them sort out the ideas of the paragraph. Students’ Activities: Complete the language application tasks independently, use the learned vocabulary and sentence patterns flexibly, write short paragraphs according to the requirements, actively show their works, and correct their mistakes under the guidance of the teacher, so as to improve their language application ability. Activity 3: Emotional sublimation Teacher’s Activities: Play a short video about the unity and courage of people in the face of disasters around the world, such as the rescue scenes after the earthquake and the joint efforts of people in flood-stricken areas. Then, make a speech: “Natural disasters are ruthless, but human beings are affectionate. In the face of disasters, we are not alone. Unity, courage and hope are our most powerful weapons. We should cherish our present life, learn to help each other, and keep hope forever when facing difficulties.” Finally, ask students to think about: “What can we do to help people in disaster-stricken areas?” Invite 2-3 students to share their ideas, such as “We can donate money and materials” “We can spread positive energy and encourage them”. Students’ Activities: Watch the video carefully, listen to the teacher’s speech, feel the power of unity and hope, think about the teacher’s question, and share their own ideas, so as to realize the emotional sublimation and establish a positive and optimistic attitude towards life. Design Intention: The theme discussion activity helps students deeply understand the connotation of “hope” and the theme of the text, and combines the text content with real life, so that students can apply the learned knowledge to practice and cultivate their critical thinking ability and emotional experience ability. The language application task is to consolidate the core vocabulary and sentence patterns learned in this lesson, improve students’ ability to use language comprehensively, and lay a foundation for their subsequent writing. The emotional sublimation link can arouse students’ sense of social responsibility and humanistic care, let them establish a positive and optimistic attitude towards life, and realize the educational value of the text. Step 5: Summary and Extension (Consolidate and expand to form a knowledge system) Activity 1: Class Summary Teacher’s Activities: Invite students to summarize the main content of this lesson independently, including the core vocabulary, the main idea and structure of the text, and the understanding of the theme of “disaster and hope”. Then, the teacher makes a comprehensive summary: “In this lesson, we learned a news report about post-disaster reconstruction, mastered the core vocabulary and sentence patterns related to disasters and hope, understood the main idea and structure of the text, and deeply realized the power of hope and unity in the face of disasters. We also exercised our reading ability and language application ability through a series of activities.” Students’ Activities: Recall the content of this lesson, summarize independently, share their summaries with the class, and listen to the teacher’s comprehensive summary to sort out the knowledge learned in this lesson and form a systematic understanding. Activity 2: Homework Extension Teacher’s Activities: Assign three levels of homework to meet the needs of different students: 1. Basic homework: Review the core vocabulary and sentence patterns of this lesson, and recite the key paragraphs of the text. 2. Intermediate homework: Rewrite the text in the form of a story, adding appropriate details and emotional descriptions. 3. Advanced homework: Search for a real story about post-disaster reconstruction, write a short comment (120-150 words) to talk about your feelings and understanding of “hope”. Explain the requirements of the homework clearly, and remind students to complete it on time, and pay attention to the correct use of language and the expression of emotions. Students’ Activities: Listen carefully to the teacher’s homework requirements, record the homework content, and complete the corresponding homework according to their own actual situation, so as to consolidate the knowledge learned in this lesson and expand their learning scope. Design Intention: The class summary helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their understanding and memory of the content. The hierarchical homework design fully considers the differences in students’ learning levels, can meet the learning needs of different students, help students consolidate the knowledge learned, improve their language application ability and autonomous learning ability, and extend the teaching content to after-class, forming a good learning cycle. Step 6: Teaching Reflection (Implied in the whole process) Throughout the teaching process, pay attention to observing students’ learning status and feedback, adjust the teaching rhythm and methods in time according to students’ performance. For example, if students have difficulty in understanding key sentences during close reading, slow down the teaching speed and give more detailed guidance; if students are active in group discussion, give them more time to share. After class, reflect on whether the teaching objectives are achieved, whether the teaching activities are reasonable, whether the students’ core literacy is effectively cultivated, and put forward improvement measures for the existing problems, so as to continuously optimize the teaching process and improve the teaching effect. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $