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

这是一份外研版 (2019)Unit 6 Disaster and hope教学设计，共5页。
课题
Unit 6 Disaster and Hpe
Perid 4 Stars after the strm
教学目标
Knwledge aims:
T grasp the general idea f the text thrugh extensive and independent reading.
T experience the authr’s situatin changes and related psychlgical feelings befre and after the disaster thrugh intensive and independent reading and pair wrk.
Ability aims:
T analyze the structure f the text.
T analyze the imagery in the title and the text.
Strategy aims:
T use relevant reading skills, such as skimming and scanning.
T make prper use f pair wrk and grup wrk.
Emtinal aims:
T develp a psitive attitude twards life.
T be the “stars”in thers’ lives.
教学重点：
Hw t guide students t understand the passage better accrding t “Fur lines”-timeline, feelings line, causes line and behavirs line thrugh intensive and independent reading and pair wrk.
教学难点：
Hw t guide students t develp a psitive attitude twards life and be the “stars” in ther peple’s lives.
教学方法
Task- based teaching methd(任务教学法)
Situatinal teaching methd(情境教学法)
“P-W-P” reading pattern(“P-W-P”阅读模式)
教具
天学网
教学助手
互动课堂
PwerPint
Teaching Cntent
教学
内容
Prcedures教学程序
Purpses
目的
Teacher’s activity
教师活动
Students’ activity
学生活动
Lead-in
（导入）
T greets Ss warmly.
T shws 4 pictures t Ss with 1 questin.
What are they?
T puts frwards anther questin.
D yu knw any ther disasters?
Ss greet T warmly.
Ss lk at the pictures and answer the questins.
T intrduce the tpic f this unit-disaster t Ss.
Pre-reading
（读前）
T asks Ss t bserve the map abut Hurricane Katrina and find ut the answers t the questins.
2. T invites sme Ss t share their answers with the class.
1. Ss lk at the map and try t get infrmatin abut Hurricane Katrina frm different aspects including its rigin, lasting time and effects.
2. Ss share their answers with the class.
T create a psitive atmsphere fr learning.
T intrduce the theme f the lessn and activate Ss’ prir knwledge f the tpic.
Extensive reading
(Fast-
reading)
（快读）
T asks Ss ne questin.
What’s the title f the text?
Hw many paragraphs are there?
T asks Ss t read the whle passage fast and cmplete 3 learning tasks.
Task1: The text develps in_____rder.
Task2:Match the timeline t Paras.
During the hurricane
Right after the hurricane
A few days later
One year later
Task3: What’s the type f the text?
A. Argumentatin.(议论文)
B. Narratin.(记叙文)
C. Expsitin.(说明文)
Befre the fast-reading, T shares ne tip with Ss.
(Reading Tip: Pay attentin t the key wrds, phrases and sentences.)
T guides Ss t find ut the answers t the questins and asks Ss t share the answers with the class ne by ne.
T guides Ss t find ut 6 elements f narratin and share ne writing tip with the class.
(Writing Tip: Make full use f 6 elements when yu d the cntinuatin writing.)
T asks Ss a questin.
What d “strm” and “stars” in the title represent after yur fast-reading?
T checks Ss’ pinins tgether and put frward anther questin.
D “strm” and “stars” have deeper meanings?
T guides Ss t read the text mre carefully t find ut the answer.
Ss lk at the title and the text and answer hw many paragraphs there are.
Ss fllw T’s tip befre reading the text fast.
Ss read the whle passage fast and cmplete the 3 learning tasks carefully.
Ss listen t the teacher carefully and try t understand the text better.
Ss get the writing tip shared by T and will apply the knwledge t their writing.
Ss answer the questin actively and are ging t read the text mre carefully t check their answers.
T analyze the type, the rder and the structure f the text.
T grasp the general idea and imagery in the text and the title.
T get prepared fr the later further-reading.
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Intensive
Reading
(Further-
reading)
（精读）
T asks Ss t read the text mre carefully accrding t the diagram and remind Ss t pay mre attentin t the “Fur Lines”-Timeline, Feelings, Causes, Behavirs. The “Fur Lines” will help Ss t better understand the authr’s experience f Hurricane Katrina.
T asks Ss t share their answers ne by ne.
T guides Ss t watch a vide t experience Hurricane Katrina clser and truly.
T reminds Ss t pay mre attentin t “lk up at the stars” with 2 questins and guides Ss t say ut the their pinins.
Hw many times des“lk up at the stars”appear in the passage?
D yu think“stars”has a deeper meaning?
T shws Ss the title with 2 questins.
What d “strm” and “stars” represent after yur further-reading?
Wh gave the authr the hpe t mve n?
T shws Ss three pictures f rescuing and inspires Ss t cnclude that the rescue wrkers and vlunteers are the stars in the victims’ lives.
T divides Ss int six grups, eight Ss in a grup. T asks Ss t recite the infrmatin f the three parts in circle and try t retell them. (Pay attentin t the key wrds.)
T shws Ss the retelling clues and asks Ss t retell the infrmatin f the three parts ne by ne.
Ss read the passage carefully t have a deeper understanding f it.
Ss fllw T’s tips befre reading the text carefully.
Ss check their answers with the whle class.
Ss watch a vide t experience Katrina clser and truly.
Ss share their deep understanding f the title, “strm”and“stars”.
Ss recite and retell the text.
T have a deeper understanding f the text accrding t the “Fur Lines” by reading carefully and independently.
T experience the authr’s situatin changes and related psychlgical feelings.
T help Ss have a deeper understanding f the imagery used in the text.
T help Ss t get prepared fr the later summary and interview.
Summary
（总结）
When Ss retell the authr’s experience f the hurricane, T help Ss t recall what they have learnt frm the lessn, mainly frm the “Fur Lines”-Timeline, Feelings, Causes, Behavirs.
Ss tries t recall and summarize the cntent f the text with the help f T.
T help Ss t review the learning cntent better and deepen the impressin n it.
T help Ss t get prepared fr the later interview.
Pst-reading
（读后）
T suggests Ss t have an interview with the victims f the hurricane Katrina.
T knw mre abut the hurricane and the victims and call n mre peple t help them rebuild hmes, what abut an interview with the victims?
T guides Ss t plan and rganize the interview with their grup members with the given script ( When, Where, Wh, What, Hw and Why).
Befre their shw, T shares sme useful tips with the class t help them carry ut a successful interview.
T prvides the beginning and ending f the interview and lists ut sme questins fr Ss t chse freely fr their interview shw.
After 5 minutes’ discussin and cperatin with their grup members, T invites Ss t have their perfrmances and shws.
T cmments n their perfrmances and ffers advice t them.
Ss wrk in grups and discuss fr preparing fr the interview.
Ss cme t frnt t share their shw with the thers.
T help Ss digest the text better and mre deeply.
T guide Ss t frm their wn pints f view and express their wn pinins and thughts freely and seriusly after the learning.
Emtin sublimatin
(情感升华)-
Divergent thinking
(发散思维)
T shws Ss a set f pictures abut disasters and guides Ss t cnclude the gd qualities frm the victims, the rescue wrkers, the dctrs,the nurses and the vlunteers and s n.
Self-rescue skills.
Ds and Dn’ts.
Never give up! ptimistic
“stars”
Ss think abut the gd qualities with the guidance f T.
T widen Ss’ cgnitin f disaster.
T think deeper abut what peple shuld d when disaster strikes.
Emtin sublimatin
(情感升华)-
Inspiratin
(启发)
T shws Ss a set f pictures frm which we can find wrds that give strength.
Respect nature, fllw the law f nature and live in harmny with nature!-President Xi
T guides Ss t sublimate emtin.
Ss have a thinking fllwing the T’s line f thught.
T cnnect with their wn life and think abut what shuld d in the face f disasters.
Learning effects (Feedback).
（学习效果/反馈）
T checks the learning effects, asking Ss whether they have achieved the learning aims and thumbs up fr the class!
Ss have a self-assessment with the help f T.
T check the learning effects by themselves.
Assignment
（作业）
Cmpulsry Hmewrk:
Frm an interview reprt(6 elements) based n yur preparatin fr the interview.
Optinal Hmewrk:
Search nline fr mre psitive stries befre and after disasters.
Ss finish the hmewrk with the quality and quantity guaranteed.
T help Ss review what they have learnt in the class and expand the way f thinking.
Blackbard
Design
(板书设计)
T help Ss review what they have learnt in the class.
Teaching reflectin
（教学反思）
T reflects n his/her teaching after class accrding t the Ss’ feedback and Ss’ respnse t T’’ teaching.
“Teaching thers is teaching yurself.”
“We are all teachers and we are all students.”