Unit 6 Disaster and hope教学设计-外研版高中英语(2019)必修第三册
Unit6 Disaster and hope developing ideas stars after the storm教学设计
教材分析
本单元的主题语境是人与自然，涉及的主题语境内容是自然灾害及其防范和应对措施。本单元从介绍人类历史上和影片中的自然灾害开始，展现自然灾害对人类生存和发展的影响，以及人类面对灾害时的积极态度，介绍灾害防范，应对与救援措施，引发学生的环保意识和灾害防范意识，培养学生积极乐观的人生态度。
1. 教学内容：外研版教材 Book3 Unit6 Disaster and hope--- stars
after the storm 这是一篇以阅读为主的课堂教学。
2. 教材处理：这是一堂以训练学生阅读能力，在阅读中寻找信息能力的一节课。我根据 2022年新课程标准,结合本人对阅读教学方法的实践积累和思考进行设计的一堂探究课。该课创造性地选择了授课内容，对实用性较强的阅读方法和技巧进行了整理与补充，改变了主要以传授知识为导向的的课堂教学模式，采用“任务型”教学模式，采用互动的教学方法进行了一次实验和探究。
该课的中心话题是“Disaster and Hope”，本课呈现了从另一个角度反映单元主题的课文，语篇类型为个人故事的记叙性散文，课文从一个孩子的视角记述了一个美国家庭遭受卡特里娜飓风袭击后的遭遇，表达了团结一心战胜灾害的决心和对未来生活充满希望的乐观的人生态度。引发学生对自然灾害的自我反思意识，培养乐观积极面对自然灾害的生活态度，对人与自然的关系又更深入的解读；通过主题内容的学习，发展学习兴趣，保持积极主动的学习态度，本课所授课程是本单元中的 Developing ideas，本课为 1个课时的教学内容，旨在为完成本课程教学目标而设计。阅读课后，教师设计相关的
homework 来聚焦语言知识学习与
运用的教学内容，进一步夯实学生的语言知识，提高语言在真实语境中的运用能力。
教学目标：
1.To learn something about Hurricane Katrina
2.To learn to divide the passage in the order of time
3.To learn to take a positive attitude when facing a disaster
教学重点难点：
1.learning to learn 部分，学习记叙文文体中使用表达感情的词汇和意象来描述重要时间或难忘经历的写作手法。
2.was/were doing ... when 是描述突发事件或状况的常用表达，教师要通过语言活动帮助学生理解适当运用这些表达，引导学生体会语言丰富的表现力。
教学过程：
Step 1: Lead in用一段视频引入本课话题，让学生对 hurricane 有一个初步了解。然后通过图片让学生来寻找关于飓风的更多细节，进一步了解飓风，激起学生对本课的学习兴趣。
Step2: Fast—reading
Read the passage quickly and silently and then finish the 3 tasks.
1. What is the text mainly about? 2. In what order is the passage developed?
3. Divide the text into FOUR parts according to the answer to Q2.
Step 3: Careful Reading
Read Para1-2 (during the hurricane) and complete the diagram with
words and expressions from the passage:
Read Para 3（ right after the hurricane） and complete the diagram with
words and expressions from the passage:
Read Para 4（ right after the hurricane） and complete the diagram
with words and expressions from the passage:
Q：What do you think of Mom according to her words ?
Read 5（a few days later）and complete the diagram with words and
expressions from the passage:
Q: why does the author say “Although it was only a few days before we
were rescued, it felt like months” ?
Read Para 6（one year later）and complete the diagram with words and
expressions from the passage:
Q: What sort of attitude to life is reflected in the author’s experience of looking at the night sky?
Step 4 Think and share
1.Does stars just refer to the bright stars in the sky ?
2.Does storm only refer to extremely bad weather? Learning to learn
People often use emotional words and imagery(形象的描述, 意象)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.
Discussion：
1.If you were in the same situation as the author, what would you think
and do ?
2.What do you think could be done to help the local people rebuild
their homes?
Homework
1.Search online and choose one disaster that you want to learn about
most, then find out1.What is it caused by？
2.What damage did it cause to the area?
3.What efforts do the people make to survive this disaster?
课后反思
本节课授课后反思如下：主要优点：达成了课标对于高中英语核心素养能力的培养。通过本节课的语篇学习，学生达成了思维品质和文化意识的培养目标。通过教学设计，教师引导学生通过获取与梳理、概括与整合、表达与阐释、分析与判断、内化与运用、批判与评价、想象与创新等一系列英语学习活动，理解语篇内容，如通过引导学生梳理文章中的两条线来学习本课相关语言知识，通过寻找时间线，让学生学习如何分段；寻找情感线来感受作者的心理和情感变化，实现和发展语言技能；同时通过教师设置的开放性问题（对课文标题中的
stars 和 storm 进行探讨）帮助学生深入探究主题意义，增强思辨能力，鼓励分析表达，发展思辨能力，培养高阶思维。提高了学生英语语言能力的提升。教师设计的学习理解、应用实践和迁移创新的学习活动应有效地融入学生的学习策略。如学习理解类活动中，学生为了完成信息获取与梳理、理解词义在语境中的含义等所采取的认知策略；应用实践类活动中，围绕主题意义，开展的描述、归纳、分析等交流活动所运用的认知策略；迁移创新活动中，为与同伴有效合作与交流而采取的交易策略和情感策略；整个学习活动中不断调整自己的学习节奏，了解自己的学习状态的元认知策略。以上学习活动体现出培养学生的学习策略意识，提升学生学习能力。
主要缺点：教师口语流畅度还需提高，教态，课堂的氛围还需提高，本节课属于常态课，教师的语言仪态稍有随意。另外，对于学生的评价语言还需要多变一些。驾驭课堂的能力还需要进一步提高。
外研版英语(三起点)六年级下册Module 6 unit 2教学设计
Module 6
The name of the spaceship is Shenzhou V
教学目标：
1.听说读写以下词汇flew became spent hour son proud fly -- flew
become -- became spend – spent see -- saw make – made
2. 运用句型A: Shenzhou V flew into space with Yang Liwei.
B: Daming and Simon made a model of a Chinese
spaceship .
C:In 2003, it took a Chinese taikonaut into space for
the first time.
教学重点：
一般过去时态及动词的不规则变化
教学难点：
flew (fly), became (become) spent (spend), taikonaut,的读音
教学准备：
课件，点读笔，图片，光盘
教学过程：
Step 1：Warm-up
1. Let’s chant and clap the hands.
Fly ,fly ,flew am, is, was；
become ，become became make ，make， made
see, see ,saw spend ,spend ,spent Step 2：Lead-in
2、出示神舟五号飞船、杨利伟、杨利伟儿子图片
Ask：What is this ? Who is he? 引导学生做出正确回答，并根据回答板书三个单词：son，pilot，taikonaut，（学生拼写并齐读）
3、T: My kids, Do you want to know more about Shenzhou V?
高中英语选修6：Unit+2+Poems+教学设计1+
英语学习讲义
好好努力 梦想终会实现 1 Unit 2 Poems 教学设计
Analysis of the students Students in this stage is lovely, enthusiastic, eager to
learn and active in class. They have been accustomed to life and study in Senior high
school after two years’ study here. Since poems are beautiful in sound and
picturesque in creating the imagery, students are interested enough and well
prepared to understand some simple English poems and ready to try to write the
poems of their own.
Analysis of the teaching materials The text, Poems, is from Unit 2 in New
Senior English For China Student’s Book 3, published by the People’s Education
Press. Five simple kinds of English Poems are listed in the reading, among which
cinquain and haiku show a clear character. Students can learn to write their own
poems of this category.
Teaching Objectives:
外研版小学英语 六年级下册 Module10 Unit 2 What are you going to study 教学设计
1 Unit 2 What are you going to study
课 题 Unit 2 What are you going to study? 主备人
授课班级 六年级 授课人 授课时间
教学目标 一、知识与技能
1.学习单词history, geography, physics, chemistry.
2.学习目标语句：What are you going to study? I’m going to
study Science.
二、过程与方法
通过听说、演唱等游戏活动运用所学语句，达到巩固提高的目的。
三、情感、态度、价值观
通过学生自己发现新课，组织对话等活动，培养学生自主学习，积极合作探究的意识和能力。
教学重点 1.句型：—What are you going to study？—I’m going to
study…的用法。
2. 一般将来时的意义及应用。
教学难点 一般将来时的意义及应用。
教学准备 录音机、图片
教学环节 教学内容及教师活动 学生活动 二次备课 2 一、复习
导入 1.检查上节课的单词。
2.对话练习上节课的句型。
1.学生默写。
2.对话练习。
二、新授 1.课文导入：
请学生上前展示上节课后的调查结果，并进行对话表演，老师给予肯定并表扬。
2.请学生将书翻到SB第二单元活动1，看图说一说图中的书所代表的科目名称，播放CD—ROM，让学生听一听图中的男孩和女孩要在中学学习哪些科目，进行新科目单词的教学(出示单词卡，再次操练，可请单个学生进行发音，然后再出示单词卡背后的音标，全班一起进行订正，分组、齐读交叉进行。)请学生再听录音充分理解录音的内
情景教学师生操练。
学生边听边看书，看看自己的猜测是否正确。
跟读课文听音仿读。
3 容，然后请学生复述录音的内容。
3.请学生从SB第二单元活动3代表各学科的小图中圈出三个自己喜欢的科目作为自己的个人信息。然后在同学之间寻找搭档进行对话：“What
外研版英语八年级下册Module 6 Unit 2 教学设计 教案
Book 4 Module6 Hobbies
一、教学内容：Unit2 Hobbies can make you grow as person.
二、课型：Reading and writing
三、 教学目标：
1、能够正确使用下列单词和词组： person, interest, skill, activity, sailing, result,
pleasure, success,as a result, as well as, come out, develop one’s interest.
2、能够读懂关于大卫的爱好（David’s hobbies）的短文，捕捉主旨大意；能根据阅读任务获取细节信息。
3、能够运用短语（as well as ,such as及as a result ）和不同的简单句句型写一篇关于介绍同班同学的爱好（My classmate’s hobby）的短文。
4、通过更多地了解他人的爱好以及爱好的优点，培养良好的兴趣爱好。
四、 教学重难点：
1、能够读懂关于爱好的短文，捕捉主旨大意；能根据阅读任务获取细节信息。。
2、能够运用短语（as well as ,such as及as a result ）和不同的简单句句型写一篇关于介绍同班同学的爱好（My classmate’s hobby）的短文。
五、 教学准备：
课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。本课指导学生通过阅读获取信息，培养学生阅读技能。在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品。
六、 教学过程：
教学
步骤 教师活动 学生活动 设计意图
Step One
Warming-up (3’)
1.Lead in
（1）Revision
Have two students make a
外研版英语(三起点)六年级下册Module 8 unit 2教学设计
Module 8
Unit2 Why are you wearing a hat?
教学目标
1.知识与技能
掌握本课重点短语和句型
2.过程与方法
（1）通过师生问答、看图说话等多种言语交际活动，培养和提高口语交际能力和在日常生活中迁移运用英语的能力；
（2）能够仔细倾听老师和同学的发言，有语言表达和同学交流的愿望。
3.情感、态度与价值观
培养学生观察身边人和事的能力。
教学重点：
能正确运用Why询问不理解的事情，并用because来表达原因
教学难点：灵活运用Why…？ Because…。
教学准备
录音机、卡片
教学过程
一、复习导入
师问几个问题，学生讨论回答。
T: Why are you wearing a raincoat?
S: Because it’s going to rain. T: Why are you wearing a hat?
S: Because it’s going to be sunny.
T: Why are you wearing a T-shirt?
S: Because I’m going to play basketball.
…
二、合作学习、探究新知
1.老师放录音，让学生认真看图片。听第一遍录音时，老师要求学生找出录音中提及的图片。
2.放第二遍录音，让学生试着找出句中的人物。
3.再放录音，让学生模仿录音中的语音和语调跟读。
4.学生两人一组进行操练，重点练习Why…？ Because
5.教师精讲why because 的用法，学生整理随堂笔记。…
放录音，学生跟读后，同桌交流。
三、巩固练习
1.完成课本活动3
2.学习英语歌曲Why, why, why…?
3.完成课本活动5
4.完成课本写作6
四、总结
说说今天有什么收获？
五、作业
朗读课文，并背诵重点句子。 板书设计
高中英语课时作业16Unit6Disasterandhope教学知识细解码外研版必修第三册
1 课时分层作业(十六)
Ⅰ.单词拼写
根据首字母或汉语提示完成句子。
1．The disaster of 2019 caused great loss to many southern cities in America.
2．The mice ran away through the tube buried in the earth.
3．The volcano beside the city is most likely to erupt suddenly in a few days.
4．Hearing the news，he ran down the stairs immediately and got there.
5．The announcement made the headmaster surprised.
6．Accidents of this kind rarely occur (发生) in our community these days.
7．If the temperature rises to 30 degree plus(多，余)，take your Tshirts.
8．It was the news of hurricane (飓风)that made the residents panic in horror.
9．It is difficult to forecast (预测)how the markets will react.
10．The government has declared a state of emergency(紧急情况)．
Ⅱ.阅读理解
A
(2021·山西运城检测)Parts of Africa are covered by a dark cloud. But this is
no rain cloud. It is a living cloud made of billions of locusts(蝗虫) that are
2021年新教材高中英语Unit6Disasterandhope突破语法大冲关教案外研版必修三
Unit 6 Disaster and hope
省略
[观察例句]
1．It is just typical that my journey is on one of the oldest lines，as well as
one of the deepest (lines)．
2．My office is only on the third floor of the building，so (it is) quite low.
3．He is going to his uncle's (house)．
4．(Is there) Anything wrong?
5．Her job is to take care of the elders and (to) wash their clothes.
6．The child wanted to play in the street，but her mother told her not to(play
in the street)．
7．— Would you like to come to dinner tonight?
— I'd like to (come to dinner tonight)．But I'm too busy.
8．To some smile is very easy，and to others (smile is) so hard.
9．Mary is going to sweep the floor because Alice won't (sweep the floor)．
10．The baby closed his eyes as if (he were) to sleep.
[归纳用法]
1．可省略主语和谓语。
A word about your composition.(省略了I will say...)
我现在谈一下你的作文。
Unit6DisasterandHope单元复习教学设计-高中英语
外研版高中英语B3U6：Disaster and hope单元复习教学设计
Teaching Objectives:
By the end of the class, students will be able to:
Language ability:
Identify, recognize, interpret and articulate the core language of this unit;
Use the target GrammarEllipsis appropriately in the real context.
Learning ability:
Obtain English learning resources from multiple channels;
Choose appropriate strategies and methods to monitor, evaluate, reflect and adjust their own
English learning content and process.
Thinking ability:
Review and summarize the sentences in the news report to express the people's views on disasters;
Use mind map to explain the causes and effects between climate disasters and human activities.
Teaching Procedure:
Step 1: Warmingup
Brainstorm the names of disasters.
T: What disasters do you know?
个人感觉导入部分和第一个任务之间的过渡似乎不够顺滑。
Unit6DisasterandHopeDevelopingideas教学设计-高中英语
新北师大版高中英语必修三
Unit6 Disaster and Hope
Developing ideas教学设计
教学目标：
By the end of this period, students will be able to:
1.Understand the general idea of the text and experience the author’s changes
which related psychological feelings before and after experiencing the disasters;
2.Analyse the intentions in the title and discourse,then connect with one’s own
life to cultivate a positive and optimistic attitude towards life.
教学重难点：
Guide students to understand the article, use mind maps to analyse the
protagonist’s psychological changes before and after experiencing the disasters, and
prehend the main theme of the discourse.
教学方法：
P-WP教学法， Taskbased Teaching Method
教学设计：
Step Ⅰ Leadin
Look at the picture and answer the questions.
1.Where did Hurricane Katrina form?
2.Where did it hit?
3.How long did it last?
最新外研版高中英语必修三Unit6Disaster and hope汉译英单词检测
1 外研版高中英语必修第三册 Unit6 汉译英 单词检测
Words and expression
注： 词汇表中，未加符号的单词为必修单词；加□的为选择性必修单词；加*的为未做要求的单词。
1. __________________ n.灾难，灾祸
2. __________________ n.管子
3. _______________(伦敦的）地下铁道，地铁
4. ___________adj.(用于数字后面表示）多，余
5. __________________ v.(火山）爆发，喷发
6. __________________ adv.即刻，马上
7. __________________ n.飓风
8. *_________________ n.山崩，滑坡
9. __________________ v.发生
10. __________________ n. 通告，公告
11. □_________________ v.预测，预报
12. □_________________ v.攫取，抓住
13. *_________________ n. 海啸
14. □_________________ adj.可信赖的，可靠的
15. □_________________ n.营救，解救
16. □_________________ n.紧急情况．不测事件
17. □_________________ n.台风
18. *_________________ n.暴风雪
19. *_________________ n.雪崩
20. □_________________ adv.极其，非常
21. □_________________ v.(战争、事故等）夺去（生命）
22. □_________________ n.危机
23. □_________________ v.威胁到，危及