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

Unit 6 Disaster and Hope-Presenting ideas 内容导航 Focusing on the theme of "Disaster and Hope", the Presenting Ideas section of Unit 6 guides students to integrate the knowledge and language learned in the unit, collect and sort out stories about hope in natural disasters, and present them in the form of oral reports or group presentations. It aims to help students deeply explore the unit’s core meaning, apply relevant vocabulary and sentence patterns in real contexts, and establish a positive and optimistic attitude towards difficulties and disasters. This section connects the previous input links such as Understanding Ideas and Developing Ideas, and realizes the transformation from language input to language output, laying a solid foundation for students’ comprehensive language application ability. 教学目标和重难点 1. 教学目标 Language Ability: Students will master disaster-related vocabulary and functional expressions, and improve their ability to organize language and express ideas clearly in oral presentations. Cultural Awareness: They will understand the common value of solidarity and mutual assistance in the face of disasters across different cultures, and enhance their sense of global citizenship. Thinking Quality: They will develop logical thinking through sorting out story clues and critical thinking through evaluating different hope stories. Learning Ability: They will learn to collect and sort out information independently, cooperate with group members effectively, and form good learning habits of self-reflection and mutual learning. 2. 教学重难点 Key Points: Mastering disaster-related vocabulary (such as eruption, emergency, rescue) and functional expressions for expressing hope and encouragement; being able to sort out the clues of hope stories and present them in a logical and fluent way orally. Difficult Points: Applying the learned language knowledge flexibly in real presentation scenarios to avoid mechanical repetition; expressing true feelings and conveying the theme of hope in the process of storytelling; carrying out effective group cooperation and solving problems encountered in the presentation preparation process. 教学过程 Step 1: Lead-in (Warm-up and Review) Activity 1: Video Appreciation and Discussion The teacher plays a 3-minute short video about post-disaster reconstruction, which shows the process of people helping each other, rebuilding their homes and regaining hope after a natural disaster (such as a flood or earthquake). The video includes real scenes of rescuers saving lives, volunteers offering help, and local people working together to rebuild their houses. After watching the video, the teacher asks the following questions to guide students to discuss: 1. What natural disaster is shown in the video? How did it affect people’s lives? 2. What did people do after the disaster? What touched you the most in the video? 3. What does "hope" mean to people in the face of disasters? Students are invited to answer the questions freely. The teacher gives positive feedback and guidance, and guides students to review the relevant content learned in the unit, such as the disaster-related vocabulary and the stories in Developing Ideas (the story of an American family suffering from Hurricane Katrina and regaining hope through unity). Design Intention: The short video can quickly attract students’ attention, arouse their emotional resonance, and let them intuitively feel the power of hope in the face of disasters. Through discussion, students can review the knowledge learned in the previous sections, activate their existing language reserves, and lay a good foundation for the subsequent presentation activities. At the same time, it can cultivate students’ sense of empathy and guide them to establish a positive attitude towards disasters. Activity 2: Vocabulary and Sentence Pattern Review The teacher presents the key vocabulary and sentence patterns related to the unit on the blackboard or PPT, including: Key Vocabulary: eruption, emergency, rescue, survivor, rebuild, console, encourage, tough, resilient, unity, hope, despair, disaster, destruction, recovery Functional Sentence Patterns: 1. When disaster struck, people did not give up hope but worked together to overcome difficulties. 2. It was the mutual help and support between people that gave them the strength to rebuild their homes. 3. Despite the great damage caused by the disaster, people still held a firm belief in a better future. 4. The story tells us that even in the darkest times, there is always hope waiting for us. The teacher asks students to read the vocabulary and sentence patterns aloud in groups, and then invites several students to make simple sentences with the given vocabulary and sentence patterns to ensure that students can master and use them flexibly. For example, ask students to complete the sentence: "After the earthquake, the rescuers ______________, which brought hope to the survivors." Design Intention: Reviewing key vocabulary and sentence patterns can help students consolidate the language knowledge learned in the unit, avoid the situation of being unable to express due to lack of language materials in the subsequent presentation. The sentence-making activity can test students’ mastery of language knowledge and improve their ability to apply language flexibly, laying a solid language foundation for the smooth development of the presentation task. Step 2: Task Introduction and Guidance Activity 1: Introduce the Presentation Task The teacher introduces the specific requirements of the Presenting Ideas task to the students clearly: Students need to work in groups of 4-5, collect a story about "hope in disasters" (it can be a real historical event, a news report, or a fictional story based on real life), sort out the story clues, and then present the story to the whole class in the form of oral report. The presentation should include the following parts: background of the disaster, process of the story, the embodiment of hope in the story, and the enlightenment brought by the story. At the same time, the teacher emphasizes that students should use the vocabulary and sentence patterns learned in the unit as much as possible, and pay attention to the fluency and logic of expression, as well as the emotional transmission. Design Intention: Clearly introducing the task requirements can help students clarify the direction of their efforts, avoid confusion in the process of preparation. Dividing students into groups can cultivate their cooperative learning ability, and the clear division of the presentation content can make students’ preparation more targeted. Emphasizing the use of learned language knowledge can promote the transformation of students’ language input to output, and achieve the goal of improving their comprehensive language application ability. Activity 2: Guide Students to Collect and Sort Out Information The teacher guides students to think about how to collect stories about "hope in disasters". They can collect information through the Internet, newspapers, books, or share the stories they have heard before. The teacher reminds students to pay attention to the authenticity and positive guiding significance of the stories, and avoid collecting overly negative or bloody content. Then, the teacher guides students to sort out the collected stories, and provides a story sorting outline: 1. Background: What kind of disaster happened? When and where did it happen? What was the impact of the disaster? 2. Main Characters: Who are the main characters in the story? What did they experience? 3. Key Plot: What important things happened in the story? How did the characters get through the difficult times? 4. Embodiment of Hope: Where is the hope in the story? (For example, the help from others, the persistence of the characters, the support of the society, etc.) 5. Enlightenment: What can we learn from the story? What understanding do we have about "disaster" and "hope"? The teacher invites several students to share their initial ideas, and gives guidance and suggestions. For example, if a student wants to talk about the story of post-earthquake reconstruction in Wenchuan, the teacher can guide him to focus on the mutual help between people and the support from all over the country, so as to highlight the theme of hope. Design Intention: Guiding students to collect and sort out information can help them develop the ability of independent learning and information processing. The provided outline can help students sort out the story clues more clearly, avoid the confusion of the presentation content, and ensure that the presentation has a clear logic. At the same time, reminding students to pay attention to the positive significance of the story can help them establish a correct outlook on life and values, and achieve the goal of cultivating their emotional attitude. Step 3: Group Cooperation and Preparation Activity 1: Group Division and Task Assignment Students are divided into groups of 4-5 (the grouping can be based on students’ willingness or the teacher’s reasonable arrangement to ensure the balance of each group’s ability). Each group elects a group leader, who is responsible for organizing the group’s activities and coordinating the division of labor. The teacher guides each group to assign tasks reasonably according to the characteristics and strengths of the members, and the reference division of labor is as follows: 1. Information Collector: Responsible for collecting and sorting out the story materials, and ensuring the authenticity and completeness of the materials. 2. Script Writer: Responsible for organizing the language, writing the presentation script, and ensuring that the script uses the learned vocabulary and sentence patterns, with clear logic and fluent expression. 3. Presenter: Responsible for memorizing the script and presenting the story to the whole class. It is recommended that each group have 1-2 presenters to avoid the pressure of a single person. 4. Assistant: Responsible for helping the presenter prepare props (such as pictures, short videos related to the story) and answering questions raised by other students during the presentation. After the task assignment, the teacher walks around the classroom, observes the situation of each group, and provides timely help and guidance. For example, if a group has difficulty collecting stories, the teacher can recommend some reliable information sources; if a group has problems in writing the script, the teacher can guide them to use the functional sentence patterns learned in the unit to improve the fluency of the script. Design Intention: Reasonable group division and task assignment can give full play to the strengths of each student, improve the efficiency of group cooperation, and avoid the phenomenon of some students being lazy. The teacher’s on-site guidance can solve the problems encountered by students in the preparation process in a timely manner, ensure that each group can carry out the preparation work smoothly, and enhance students’ confidence in completing the presentation task. Activity 2: Group Discussion and Script Revision Each group carries out in-depth discussion around the collected stories and the initial script. The group members put forward their own opinions and suggestions, such as how to better highlight the theme of hope, how to make the expression more fluent, and how to use the learned vocabulary and sentence patterns more appropriately. The script writer revises the script according to the group’s opinions to make the script more perfect. The presenter practices the presentation repeatedly, and the other members of the group listen carefully and put forward suggestions for improvement, such as adjusting the speed of speech, adding appropriate emotional expression, and using body language to enhance the effect of the presentation. The teacher encourages students to communicate actively in the group, respect each other’s opinions, and cooperate closely. For groups with insufficient communication, the teacher guides them to carry out effective discussion, such as asking questions: "What do you think is the most touching part of the story? How can we express this part better?" Design Intention: Group discussion can cultivate students’ communication ability and critical thinking ability. Through mutual discussion and revision, the script can be more perfect, and the presenter’s expression ability can be improved. At the same time, group cooperation can enhance the sense of teamwork of students, let them realize the importance of mutual help and cooperation, and lay a foundation for their future study and work. Activity 3: Preview and Improvement After the script is determined and the presenter has basically mastered the content of the presentation, each group conducts a preview in the group. The presenter presents the story to the other members of the group, and the group members make comments and suggestions from the aspects of language fluency, logical clarity, emotional expression, and the use of props. The presenter makes corresponding improvements according to the suggestions, and practices repeatedly until the presentation effect meets the requirements. The teacher checks the preview situation of each group, and gives targeted guidance to the groups with problems. For example, if the presenter’s speech is too fast, the teacher reminds him to slow down and pay attention to pausing; if the expression of emotion is not in place, the teacher guides him to experience the feelings of the characters in the story and express them truly. Design Intention: Previewing in the group can help students find and solve problems in the presentation in advance, improve the quality of the presentation, and enhance the confidence of the presenters. The teacher’s targeted guidance can help students improve their presentation skills more effectively, ensure that each group can present their stories well, and lay a foundation for the smooth development of the next presentation link. Step 4: Group Presentation and Evaluation Activity 1: Group Presentation Each group takes turns to present their stories to the whole class. The presentation time of each group is controlled at 5-7 minutes. During the presentation, the presenters should stand upright, speak clearly and fluently, with appropriate emotional expression, and can use props (such as pictures, short videos) to assist the presentation. Other students in the class should listen carefully, take notes, and pay attention to the content of the presentation, the use of language, and the expression of emotion. The teacher sits among the students, listens carefully to each group’s presentation, and records the advantages and deficiencies of each group, such as whether the story is complete, whether the logic is clear, whether the vocabulary and sentence patterns are used flexibly, whether the emotional expression is in place, and whether the props are used properly. At the same time, the teacher encourages the presenters and gives positive feedback in a timely manner, such as nodding, smiling, and saying "Well done", "Your presentation is very moving", etc., to enhance the confidence of the students. Design Intention: Group presentation is the key link of this lesson, which can test the effect of students’ preparation and the level of their comprehensive language application ability. Through presenting in front of the whole class, students can improve their oral expression ability and courage, and enhance their self-confidence. Other students’ careful listening can cultivate their good listening habits and learn from each other’s strengths. Activity 2: Peer Evaluation After each group’s presentation, the teacher organizes students to carry out peer evaluation. The teacher provides an evaluation standard (presented on the PPT) to guide students to evaluate objectively and fairly: 1. Content: Is the story complete? Is the theme of hope highlighted? Is the logic clear? 2. Language: Are the vocabulary and sentence patterns learned in the unit used flexibly? Is the expression fluent and accurate? 3. Expression: Is the speech clear? Is the emotional expression in place? Is the body language appropriate? 4. Cooperation: Is the group cooperation smooth? Are the props used properly? Students are invited to express their opinions freely. They can first talk about the advantages of the group’s presentation, and then put forward reasonable suggestions for improvement. For example, a student can say: "I think their story is very touching, and they used many new words we learned, but the speed of speech is a little fast, and some parts are not clear." The teacher guides students to evaluate politely and objectively, and avoids negative and harsh comments. Design Intention: Peer evaluation can cultivate students’ critical thinking ability and evaluation ability. Through evaluating others’ presentations, students can find their own advantages and deficiencies, learn from each other’s strengths, and improve their own presentation level. At the same time, it can enhance students’ sense of participation and make them more actively involved in the teaching activities. Activity 3: Teacher Evaluation and Summary After all groups have finished their presentations, the teacher makes a comprehensive evaluation. First, the teacher affirms the efforts and achievements of all groups, such as the careful preparation of the stories, the flexible use of language, and the brave performance of the presenters. Then, the teacher summarizes the advantages and common deficiencies of each group, and puts forward targeted suggestions for improvement. For example, for the problem of unclear logic in some groups’ presentations, the teacher guides them to sort out the story clues according to the outline provided earlier; for the problem of insufficient use of learned vocabulary and sentence patterns, the teacher reminds them to pay more attention to the application of language knowledge in future learning. At the same time, the teacher summarizes the theme of this lesson, emphasizes that disasters are inevitable, but hope is always there. In the face of disasters, we should learn to unite and help each other, hold firm to hope, and bravely face difficulties. Finally, the teacher selects the "Best Presentation Group" and "Best Presenter" according to the performance of each group and the peer evaluation results, and gives appropriate praise and encouragement. Design Intention: The teacher’s evaluation and summary can help students have a clear understanding of their own performance, find their own deficiencies, and know how to improve. The summary of the theme can further deepen students’ understanding of "disaster and hope", cultivate their positive and optimistic attitude towards life, and achieve the goal of moral education. Praise and encouragement can enhance students’ learning motivation and interest, and make them more willing to participate in such oral presentation activities in the future. Step 5: Consolidation and Extension Activity 1: Individual Reflection The teacher asks students to carry out individual reflection, and think about the following questions: 1. What did you learn from this Presenting Ideas activity? 2. What are your strengths and deficiencies in the process of group cooperation and presentation? 3. What improvements will you make in future oral presentation activities? Students write down their reflections in their exercise books, and then invite several students to share their reflection results with the whole class. The teacher gives positive feedback and guidance, and encourages students to learn from their deficiencies and make continuous progress. Design Intention: Individual reflection can help students sort out their learning experience and gains, find their own deficiencies, and form good learning habits of self-reflection. Sharing reflections can let students learn from each other, promote each other’s progress, and improve their learning ability. Activity 2: Extension Task The teacher assigns an extension task to the students: Ask students to revise the presentation script of their group according to the evaluation opinions of the teacher and peers, and then write a short article (about 150 words) based on the story they presented, introducing the story and expressing their understanding of "hope in disasters". The article should use the vocabulary and sentence patterns learned in the unit as much as possible. Students can complete the task independently after class and submit it to the teacher for review in the next class. Design Intention: The extension task can further consolidate the language knowledge learned by students, improve their writing ability, and realize the organic combination of oral expression and written expression. At the same time, it can deepen students’ understanding of the theme of "disaster and hope", and let them apply the knowledge learned in the lesson to practical writing, achieving the goal of improving their comprehensive language application ability. Activity 3: Theme Exchange The teacher organizes a theme exchange activity. Students are invited to share their understanding of "disaster and hope" combined with the stories they presented and their own life experience. For example, ask students: "Have you ever encountered difficulties in your life? How did you get through them with hope?" Through the exchange, students can further understand the connotation of hope, and establish a positive and optimistic attitude towards life and difficulties. Design Intention: Theme exchange can enhance students’ emotional experience, let them connect the knowledge learned in the lesson with their own life experience, deepen their understanding of the theme, and achieve the goal of cultivating their emotional attitude and values. At the same time, it can improve students’ oral expression ability and communication ability, and make the teaching effect more in-depth. Step 6: Summary and Homework Activity 1: Lesson Summary The teacher summarizes the whole lesson, reviews the key content of this lesson, including the requirements of the Presenting Ideas task, the methods of collecting and sorting out story materials, the skills of oral presentation, and the connotation of "disaster and hope". The teacher emphasizes that this lesson not only improves students’ oral expression ability and cooperative learning ability, but also lets students understand the power of hope, and hopes that students can apply the knowledge and experience learned in this lesson to their future study and life, bravely face difficulties and hold firm to hope. Design Intention: The lesson summary can help students sort out the knowledge and experience learned in the whole lesson, form a systematic knowledge framework, and deepen their understanding of the teaching content. At the same time, it can enhance students’ sense of gain and make them have a clear understanding of the harvest of this lesson. Activity 2: Homework Arrangement 1. Complete the extension task assigned in Step 5 (write a short article about the hope story), and submit it to the teacher in the next class. 2. Review the key vocabulary and sentence patterns of Unit 6, and make a vocabulary card for the disaster-related words. 3. Listen to the presentations of other groups again (the teacher can record the presentations and share them with students), and learn from their strengths. 4. Collect another story about "hope in disasters" and share it with the group members in the next group activity. Design Intention: The homework arrangement is closely combined with the content of this lesson, which can further consolidate the knowledge learned by students, improve their writing ability and independent learning ability. The task of collecting stories can continue to expand students’ knowledge and lay a foundation for future learning activities. At the same time, it can let students keep the theme of "disaster and hope" in mind and achieve the long-term goal of moral education. 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 $