2024年3月16日发(作者：)
外研版高中英语（2019）Book 3 Unit 6 reading Stars after the storm教学设计
文本分析与整体设计思路文本选自外研版教材必修三第六模块课文。课文标题为 Stars after the storm——风暴过后现繁星。语篇类型为个人故事。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。该语篇以时间顺序展开，共分为飓风袭击时、飓风过后、几天之后、一年之后四个阶段，主要描述了主人公在不同阶段生活环境的变化以及随之引起的恐惧、担忧、充满希望、喜悦再到乐观积极等一系列心理活动的变化，文本材料中渗透着对学生积极乐观的生活态度的引导与鼓励，又能让学生在阅读时走进人物角色，感同身受，启发学生思考自然灾害的防范和应对措施，思考如何力所能及的去帮助飓风灾区的人们，引发学生对帮助他人、关爱他人的思考，并深入思考人与自然的关系，同时体会文本中表达的团结一心战胜灾害的决心和对未来生活充满希望的乐观人生态度。体会风暴过后繁星现的希望之美，认识到只要心怀希望，积极面对一切，繁星的之美即是永恒，我们生活的世界也会更加美好。本节课的整体设计思路分四个层次。
一是学生通过阅读课本活动一图片和教师展示飓风卡特里娜破坏性图片，引领学生了解飓风卡特里娜造成的危害，认识自然灾害对人类的影响。为引导学生进一步理解人与自然的关系和飓风安全指南的学习和仿写做铺垫。
二是通过文本阅读，引领学生了解和体会作者在经历飓风灾害前后的境况变化和相关心理感受变化，并进行针对细节信息抓取能力的阅读训练和语言概括能力的训练，提升他们的语言能力。在完成这一环节后，学生对文本的脉络也就能够自然而然的掌握。
三是通过问题设计与引领，重点培养和发展学生在基于细节信息基础上进行的逻辑推理和归纳总结的能力，并适时对学生进行点拨与指导。问题设计注
重引发学生在面对自然灾害时的应对与救援措施和积极人生态度的感受与思考，侧重培养和发展学生的思维能力和思维品质。
四是通过让学生小组分工合作创作海报，引领学生进一步深化和巩固对飓风应对与救援的认识、对积极乐观人生态度的认识和对人与自然和谐统一关系的认识。通过海报创作和分享，提高了学生的语言组织能力和表达能力，锻炼了他们的学习能力，同时又引领他们把本节课所学内容内化、吸收，并进一步加深对单元主题意义的理解。
Teaching Objectives:
1. to lead students understand the key information the pictures show by reading
2. to lead students understand the story by reading and answering questions
3. to lead students learn measures against hurricane and the positive attitude
towards life and better their understanding of the title by reading and analyzing4. to
deepen students’ understanding of the unit theme by sharing their posters
Teaching Procedures
Step 1 Lead-in
Activity
1. Look at the map and try to get as much information as possible.
The information you get may not shock you as the following pictures did.
Activity 2. Look at the pictures of New Orleans after Hurricane
Katrina.
设计意图：通过让学生看图，了解飓风卡特里娜的相关信息，对其危害有数字化概念性的认识；通过飓风过后令人心碎的景象图片，给学生以视觉冲击，触动学生，深化学生对飓风卡特里娜造成的危害的理解与感受，从而强化学生
思考与认识自然灾害对人类的影响，为思考如何应对飓风，进一步理解人与自然的关系和飓风安全指南的学习和写作做铺垫。
Step 2 While- reading引领问题：
So class, if you were the boy in the picture, what would
you feel?
Activity3. Read the passage to find what the author felt and the structure for
story. Let’s read the passage Stars after the storm to see what our hero felt in the story
and get the structure of it.
Para. 1&2 During the hurricane
Para. 3&4 Right after the hurricane
Para. 5 A few days later
Para. 6 One year later
It’s very clear. We can divide the passage according to the time order.
What did the author feel?
Let’s see what you guys get.
During
hurricane
the Right after the A few days
hurricane later
One
year later
What
author
felt(feelings)
设计意图：通过文本阅读，学生初步了解故事内容，学习飓风肆虐及过后的情形和其造成的危害的一些具体表达，为后面语言输出环节打好基础；并能the frightened happy
够按时间顺序抓住文章的脉络结构。通过问题设计，引领学生关注和体会作者在经历飓风灾害前后的相关心理感受变化，为后面进一步结合问题学习文本内容做铺垫。
引领问题：Aright, please read the story again to find more about the author’s
feeling.
Activity4. Read the story again to find more about the author’s feeling.
During
hurricane
the Right after the A few days
hurricane later
One
year later
What
author
felt(feelings)
the frightened worried
tough
tortured
miserable
hard to stay
positive
Activity 5 Think about what the author did in the four periods.
During
hurricane
the Right after the A few days
hurricane later
One
year later
What
author did
the Stayed inside Stayed inside Stayed to be Back
rescued homeWorked
together to
rebuild
happy Confident
Optimistic
What should we do?
We can donate some something to them. We can climb stairs to deliver water and
food to elderly people trapped in powerless high-rise buildings. We can create a
website page matching survivors in need with donors who wanted to help.
Anyway, we can do something! We can’t control what happens to us, but
we can always choose how we deal with it!
设计意图：通过再次进行文本阅读，进一步深化了学生对作者在经历飓风灾害前后的境况变化和相关心理感受变化的认识和体会，并通过问题设计，引发学生对积极乐观人生态度的感悟与思考，引领学生进行针对细节信息抓取能力、逻辑推理能力和语言概括能力的阅读实践，提升他们的语言能力。同时在这一过程中，适时引导学生思考在面对自然灾害时的应对与救援措施，思考如何力所能及地去帮助飓风灾区的人们，引发学生对帮助他人、关爱他人的体会和感悟，并为后面语言输出——海报制作中的飓风安全指南创作部分打好基础。
Step 3 Post- reading
Class, now you must have a better understanding of the story. Talk about your
understanding of the title Stars after the storm.
Activity6 Share your understanding of the title.
Students’ opinions
Share:Just as Tagore(泰戈尔) wrote in his poem:
If you shed tears when you miss the sun, you also will miss the stars.
Motto: No matter what happens and how bad it seems today, life goes on and it
will be better tomorrow
Activity7 Make a poster and share
To help more people be aware of hurricane, deal with it and overe it, let’s do
something right now——make a poster and post it on the website. The poster should
at least contain four parts:
a. Hurrican’s impact on the surrounding environment and people living there.
b. What should people do before and during a hurricane
c. What could be done to help people who survived hurricane.
d. Express that we human beings can overe hurricanes and be in harmony with
nature.
设计意图：通过之前学生对文本的阅读和设计问题的引导，学生对文本内容的理解更加深入，也有自己的一些感悟，此时，让他们分享对文本的主题认识和理解，学生才能有话可说，有的放矢，才能起到润物无声地让学生体会故事中人物的积极人生态度，培养和发展学生的思维能力的作用。通过创作海报并分享，让学生巩固本节课所学中飓风的危害和影响以及飓风安全指南，内化并表达积极乐观的人生态度和人与自然和谐统一的关系，锻炼和提高学生的语言组织能力和表达能力，进一步加深了对整个单元主题意义的理解。
Step 4 Homework
Polish your poster and send it to my mailbox 8888888@qq .
