高中英语 外研版 B3U6—第5课时—Developing ideas.docx

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1、Stars after the storm (Developing ideas)教学设计教学内容分析本文是一篇记叙文，从一个孩子的视角讲述了受“卡特里娜”飓风袭击后，一个普通 美国家庭的遭遇。本文以时间顺序展开，共分为飓风袭击时、飓风过后、几天之后、一年 之后四个时间点，主要描述了主人公在不同时间内周围环境的变化以及一系列心理活动的 变化由一开始的恐惧、担忧、到充满希望、喜悦再到乐观积极等，旨在向读者传递面对自 然灾害时要团结一致，保持积极乐观的态度和对未来充满希望的信息。本文主要使用一般 过去时，有大量的感情词汇以及意象来描述事件后所遇和所思所想，教师应引导学生关注 这种写作手法。通过这一板

2、块的学习，学生能够加深对记叙散文的理解，学会分析人物在 灾难前后的境遇变化以及心理活动变化。教学目标1 .读懂语篇大意，了解文章结构，获取文章的主要信息2 .体会作者在经历灾害前后的境况变化和相关心理感受；3 .分析标题和语篇中的意向，并联系自身生活，培养积极乐观的人生态度；教学重点难点1.引导学生读懂文章,利用思维导图，分析主人公在灾害前后的心理感受变化，体会语篇的主旨； 2.引导学生梳理篇章结构和语言特点，赏析文章中的语句和实用表达加以掌握和运用3.引导学生分析标题和语篇中的意向，并联系自身生活，培养积极乐观的人生态度教学过程Teaching procedurePurposeTeacher

3、s activityStudents9 activity1. T plays a video about Hurricane Katrina and asks Ss to predict what will happen after the hurricane.2. T asks Ss to talk about Hurricane Katrina by observing the map and answering the questions in Activity.3. T invites some Ss to share their opinion with the class.1. S

4、s watch the video to learn about Hurricane Katrina and answer the question.2.Ss look at the map and talk about Hurricane Katrina from different aspects including its origin, lasting time and effects.Create a positive atmosphere for learning, introduce the theme of the lesson and activate Ss prior kn

5、owledge of the topic.1. T guides Ss to analyze the title, especially what “stars” represent in it.2. T asks Ss to read the passage quickly and check their understanding of the title.3. T invites several Ss to share their understanding with the class.1. Ss analyze the title, especially what stars“ re

6、present in it.2. Ss read the passage and check their understanding of the title.Make Ss generate a general idea of the passage.1. T asks Ss to read the passage quickly and find out in what order the author wrote the passage.1. Ss read the passage, think about the question and underline some key word

7、 to support their ides.Lead Ss to pay attention to the authors writing order.1. T asks Ss to read the passage again and find out words and expressions from it to complete the diagram on Page702. T checks the answers with the whole class.3. T directs Ss to focus on the emotional words and imagery in

8、this passage to identify and interpret the thoughts and feelings of the main character of the passage (Learning to learn).1. Ss read the passage and complete the diagram on Page702. Ss identify and interpret the thoughts and feelings of the main character of the passage by focusing on the emotional

9、words and imagery in the passage.Promote their reading skill of getting specific information from the text; help Ss focus on details of the text and understand it better; enable Ss to have a deeper understanding of the message intended to convey to them in the text.1. T presents some sentences and u

10、seful expressions and1. Ss read and follow the teacherto learn more about theseHave a betterunderstanding of thedirects Ss to analysis them.language pointspassage and try to master some useful expressions.1. T asks Ss to discuss the four questions in Think and Share”.2. T invites some Ss to share th

11、eir opinions.Ss discuss the four questions in groups and then share their own thoughts with the class.Develop Ss higher order thinking skills; make connections between them and the text.教学反思本文是一篇以时间顺序描写的记叙文，文章语言精炼生动，运用了多种写作手法，可读 性很强，除了单纯作为一篇阅读文本进行教学设计以外，还可以就此展开设计相关的写作 教学，如课本中读写局部与主题相关的飓风安全指南，语言简练，使用了大量祈使句来提 供建议，引导学生对该安全指南进行学习，关注安全指南的结构和语言特点，并进行仿写 以此加深学生对记叙散文的理解。