Unit 6 Period 3 Developing ideas & Presenting ideas（表格式教学设计）英语外研版必修第三册

Unit 6 Disaster and hope Developing ideas & Presenting ideas教学设计 教学基本信息 单元名称 必修第二册Unit 6 Disaster and hope 学科 英语 学段 高中 年级 高二第二学期 主要教材 书名：普通高中教科书·英语选择性必修第二册 出版社：外语教学与研究出版社 出版日期：2019年 课时安排 2课时(80min) 课型 读写课 教学设计理念 立足英语学科核心素养，以人与自然主题语境为依托，遵循英语学习活动观，采用“输入 — 内化 — 输出 — 迁移”的读写教学路径。以飓风灾害为真实情境，通过记叙文阅读培养学生文本解读与情感体悟能力，以安全指南写作为输出任务落实语言运用，以灾害故事分享强化口语表达。将语言学习、思维训练与育人价值深度融合，引导学生感悟灾难中的希望与温暖，树立乐观积极的人生态度与科学防灾意识。 教材分析 【What】 本课时为单元读写整合课，包含Developing ideas与Presenting ideas两大板块： Developing ideas：以卡特里娜飓风为背景，学习记叙文Stars after the storm，梳理时间顺序下的灾害经历与情感变化，解读标题双关含义； Presenting ideas：学习灾害安全指南指导性说明文写作，掌握祈使句运用与 “前 — 中 — 后” 写作结构，完成灾害故事分享展示。 【Why】 语言层面：深化记叙文阅读技能，掌握指导性说明文写作范式，落实单元语言输出目标； 主题层面：升华 “灾难与希望” 核心主题，传递直面困境、乐观坚守的价值观念； 素养层面：提升学生读写协同能力与思辨能力，增强安全防范与人文关怀意识。 【How】 按照“情境导入→背景铺垫→文本研读→情感思辨→写作建模→实践输出→总结升华”逻辑推进，读写结合、学用一体，贴合高中生语言学习规律。 学情分析 1. What I know 语言储备：已掌握单元自然灾害核心词汇、基础句法与阅读技巧，具备简易英文写作能力； 认知储备：了解飓风、洪水等灾害常识，具备基本的合作探究与课堂表达能力； 情感储备：对 “灾难中的坚守” 有初步认知，具备共情能力。 2. What I want to know 深入解读记叙文的情感脉络与标题深意； 掌握安全指南类说明文的写作结构与语言特点； 能用英语清晰分享灾害故事、表达人生态度。 3. What I learned 掌握记叙文时间线索与情感变化梳理方法； 能独立完成灾害安全指南写作，流畅进行故事分享； 树立灾难面前乐观向上、团结互助的人生态度。 教学目标 1. 语言能力 读懂记叙文Stars after the storm，梳理文本结构与作者情感变化； 掌握灾害安全指南的写作结构、时态与人称，熟练运用祈使句； 积累灾害应对、情感表达类核心表达。 2. 学习能力 掌握时间顺序记叙文阅读策略与指导性说明文写作技巧； 通过小组合作、pair work 提升合作学习与口语展示能力。 3. 文化意识 了解美国卡特里娜飓风灾害史实，拓宽国际灾害认知视野； 感悟中外民众面对灾难的共通勇气与希望，培养人文关怀。 4.思维品质 解读文本标题双关含义，提升逻辑思维与语言鉴赏能力； 思辨灾难中的人生态度，培养乐观向上的批判性思维。 教学重难点 教学重点 梳理Stars after the storm的时间脉络与情感变化； 掌握灾害安全指南的写作结构与语言特点。 教学难点 理解标题Stars after the storm的双关深层含义； 规范运用祈使句完成条理清晰、实用性强的安全指南写作。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in Watch the video and answer the questions: What disaster is mentioned in the video? What’s its name? 【答案】HURRICANE飓风 which brings destructive winds and heavy rain—Storm ●以直观视频激活灾害背景知识，快速聚焦主题，激发阅读兴趣，为文本学习铺垫情境。 8min Activity 2 Pre-Reading Look at the map and answer the questions 【答案】title；illustration；places 1. Where did Hurricane Katrina form? 【答案】Katrina formed on the Atlantic Ocean, where there was a tropical depression. 2. Where did it hit? 【答案】It hit mainly the Southern states, including the south of Florida, Louisiana, Mississippi, and Alabama. 3. How long did it last? 【答案】It lasted more than one week. 4. How many people lost their lives in the hurricane? 【答案】Over 1,800 people lost their lives in the hurricane. 5. What was the cost of the damage Hurricane Katrina caused? 【答案】It caused USD 108 billion in damage. ●通过地图数据了解灾害基本信息，扫清文本背景障碍，培养读前预测与信息提取能力。 10min Activity 3 While-Reading 1. Read the passage and talk about your understanding of the title. Stars after the storm 【答案】The title “Stars after the storm” has two meanings. First, it stands for the midnight sky after the storm, on which the author saw the Big Dipper, the Little Dipper and the Milky Way. Second, the stars stand for the hope after the disaster. 2.Read for the general information What is the text mainly about? A. The cat’s being lost and found in the terrible storm. B. The autho’s experience and optimistic attitude in the storm. C. The star’ looking more beautiful and attractive after the storm. D. The author’s habit of watching the stars after the storm. 【答案】B Genre: author: 【答案】Narration(记叙文)；a child 3.Look through the passage again and try to get its structure. In time order 【答案】 During the hurricane Right after the hurricane A few days later One year later Para.1&2 Para. 3& 4 Para. 5 Para. 6 4.Complete the diagram with the words and expressions from the passage. Feelings Causes During the hurricane The roof 2___________. The street turned into a river and we were going nowhere. Right after the hurricane worried It was hot and 3_______. hopeful Mom told us to 4_____________________. The amazing stars at night gave us hope for the future A few days later We were rescued. Smartie 6_________________. One year later optimistic Many families have come back to New Orleans and are working together to 7 ____ . 【答案】frightened；flew off；smelled so bad everywhere；always try to see the good sides of things ；happy；came home just in time；rebuild our homes and our lives Feelings changing with Katrina Katrina is coming Right after Katrina A few days later One year later 【答案】 Feelings changing with Katrina Katrina is coming Right after Katrina A few days later One year later 1. Hurricane Katrina 2. The author, Mom & Smartie 3. Surroundings 1. Staying inside/In the open air 2. Difficulties 3. Amazing stars 1. Being rescued 2. A faraway county 3. Smartie 1. Coming back 2. Reminders 3. Rebuild our homes frightened worried yet hopeful happy optimistic Learning to learn People often use emotional words and imagery(意象,照片) to describe an important event or memorable experience. These words and phrases help us identify and interpret the thoughts and feelings of the author of the passage. ●分层解读文本，从标题深意到结构脉络再到情感变化，落实记叙文阅读核心任务，突破教学重点。 18min Activity4 Post-Reading Work in groups. What sort of attitude to life is reflected in the author’s experience of looking at the night sky? 【答案】Not afraid of disasters, challenges, setbacks, and failures, with hope for the future. Learn to be optimistic in face of disaster or other challenges. Everything has two sides. We should view the bad side correctly, take proactive measures to deal with it, firmly believe that hard work can change the outcome, and strive for a better future ●结合文本情感升华主题，引导学生体悟乐观精神，实现语言学习到思维育人的转化。 7min Activity 5 Writing 本单元的写作任务是安全指南，属于指导性说明文,文章以祈使句为主。 写作要求：目的明确，简单明了，步骤清晰，操作性强。 审题谋篇： 时态：以一般现在时为主 人称：常用第一、二人称 文章结构: 1. 引入话题，介绍分析遇到的危险主体； 2. 说明如何施救：1)介绍危险来临前的各种准备； 2）危险中各种应对措施；3)危险后不该做的事。 3. 总结以上措施的重要性 Read the hurricane safety guidelines and answer the questions. 1What is the purpose of safety guidelines? 【答案】To increase readers’chances of surviving a natural disaster. 2. What type of language is used in safety guidelines? 【答案】Concise and simple language is used, with many imperative sentences as tips. Make notes for flood safety guidelines based on the hurricane safety guidelines in Activity 5. Now write flood safety guidelines. Use the expressions in the box to help you. 【答案】Flood Safety Guidelines Flood is one of the most dangerous natural disasters. It may come suddenly and sweep away everything. It is important to learn some safety guidelines and get prepared for a flood, especially for those living near a river. Here are some tips on flood safety. Things to do before a flood: The first thing to do is listen to the weather warnings. Move to a safe place immediately if there is an order. Prepare enough food and clean water. Remember to prepare a safeguard and a first kit. Things to do during a flood: Try to move to a place high enough to keep clear of floodwater, like the top floor, the roof, etc. Hold to a tree or a wood block if you are in water. It's important to keep away from electricity. Things not to do during a flood: Do not drink floodwater as it is dangerous. Do not take too many personal belongings with you. Never give up hope. ● 以飓风安全指南为范例，拆解写作要点，搭建写作支架，落实指导性说明文写作教学。 15min 应用实践 Activity 6 Presenting ideas Work in pairs. Tell your story to other group members. Use the notes in Activity 1 and the expressions in the box to help you. ● 以口语展示完成语言输出，检验学习效果，提升学生口语表达与自信展示能力。 12min Activity 7 Summary ●梳理本课知识与情感主线，引导学生自我评价，巩固学习成果。 4min Activity 6 Assessment 1.To understand the content of the text, experience the changes in the author’s situation and related psychological feelings before and after the natural disaster. 2.To cultivate a positive attitude towards life based on your own reality. 3.Develop a positive attitude towards difficulties in life. ●梳理本课知识与情感主线，引导学生自我评价，巩固学习成果。 3min 迁移创新 作业内容 作业设计意图 3min 本节课作业为写作，衔接课堂内容。 Write an article about your experience in the period of the breakout of NCP. Writing points: 1.What did you experience ? 2. how you feel? 3.What attitude did you hold to the period? ●衔接课堂内容，实现课内外语言运用迁移，强化写作能力。 板书设计 必修三Unit 6 Disaster and hope Developing ideas & Presenting ideas 教学反思 （1） 优点 读写融合，教学闭环完整：以阅读为输入、写作为输出、展示为检验，环环相扣，精准落实读写课教学目标，语言训练与主题升华高度统一。 情境真实，育人导向鲜明：以卡特里娜飓风为真实案例，文本情感真挚，引导学生感悟灾难中的希望，兼顾语言教学与价值引领，贴合单元育人主题。 （2） 缺点 写作指导时间紧张：安全指南写作的细节打磨、学生习作纠错时间不足，部分基础薄弱学生难以快速掌握祈使句运用。 展示覆盖面有限：pair work 展示仅能抽取部分小组，多数学生缺少当众表达机会，口语输出效果难以全面检验。 （三）改进 优化写作教学：提前发放写作支架，课上增加 5 分钟小组互改环节，针对性讲解祈使句易错点，分层指导不同水平学生。 丰富展示形式：采用 “小组内展示 + 代表全班展示 + 同桌互评” 结合模式，扩大学生参与面，利用课后录音打卡补充展示，提升全员参与度。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $