2/2Unit6Developingideas板塊教學(xué)設(shè)計Developingideas板塊教學(xué)設(shè)計（建議時長80–90分鐘，教師可根據(jù)教學(xué)實際酌情調(diào)整。）課型Reading+Writing主題語境人與自然——災(zāi)害防范、自然災(zāi)害與防范內(nèi)容分析本文是一篇記敘文，從一個孩子的視角講述了受“卡特里娜”颶風的影響，一個普通的美國家庭的遭遇。該語篇以時間順序展開，共分為颶風襲擊時、颶風過后、幾天之后、一年之后四個階段，主要描述了主人公在不同階段生活環(huán)境的變化以及隨之引起的恐懼、擔憂、充滿希望、喜悅再到樂觀積極等一系列心理活動的變化，旨在向讀者傳遞面對自然災(zāi)害時要團結(jié)一致，保持積極樂觀的態(tài)度和對未來充滿希望的信息。該語篇主要使用一般過去時，有大量的感情詞匯以及意象來描述事件后所遇和所思所想，教師應(yīng)引導(dǎo)學(xué)生關(guān)注這種寫作手法。讀寫部分的語篇是與主題相關(guān)的颶風安全指南，語言簡練，使用了大量祈使句來提供建議，教師需要引導(dǎo)學(xué)生對該安全指南進行學(xué)習(xí)，關(guān)注安全指南的結(jié)構(gòu)和語言特點，并進行仿寫。通過這一板塊的學(xué)習(xí)，學(xué)生能夠加深對記敘散文的理解，學(xué)習(xí)安全指南的問題特點和寫法。教學(xué)目標1.讀懂語篇大意，獲取文章的主要信息，體會作者在經(jīng)歷災(zāi)害前后的境況變化和相關(guān)心理感受；2.分析標題和語篇中的意向，并聯(lián)系自身生活，培養(yǎng)積極樂觀的人生態(tài)度；3.通過完成閱讀任務(wù)了解安全指南的寫法和語言特點；4.運用所學(xué)內(nèi)容，參照颶風安全指南寫一則防洪安全指南；教學(xué)重點1.引導(dǎo)學(xué)生讀懂文章，利用思維導(dǎo)圖，分析主人公在災(zāi)害前后的心理感受變化，體會語篇的主旨；2.引導(dǎo)學(xué)生梳理安全指南的篇章結(jié)構(gòu)和語言特點，運用所學(xué)詞匯和祈使句進行類主題安全指南的寫作。教學(xué)難點1.引導(dǎo)學(xué)生分析主人公在災(zāi)難前后的境遇變化以及心理活動變化；2.引導(dǎo)學(xué)生掌握安全指南的篇章結(jié)構(gòu)和實用表達。教學(xué)策略交際教學(xué)法、任務(wù)型教學(xué)法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstotalkaboutHurricaneKatrinabyobservingthemapandansweringthequestionsinActivity.2.TinvitessomeSstosharetheiropinionwiththeclass.SslookatthemapandtalkaboutHurricaneKatrinafromdifferentaspectsincludingitsorigin,lastingtimeandeffects.Createapositiveatmosphereforlearning,introducethethemeofthelessonandactivateSs’priorknowledgeofthetopic.Activity21.TguidesSstoanalyzethetitle,especiallywhat“stars”representinit.2.TasksSstoreadthepassagequicklyandchecktheirunderstandingofthetitle.3.TinvitesseveralSstosharetheirunderstandingwiththeclass.1.Ssanalyzethetitle,especiallywhat“stars”representinit.2.Ssreadthepassageandchecktheirunderstandingofthetitle.MakeSsgenerateageneralideaofthepassage.Activity31.TasksSstoreadthepassageagainandfindoutwordsandexpressionsfromittocompletethediagraminActivity2.Tcheckstheanswerswiththewholeclass.3.TdirectsSstofocusontheemotionalwordsandimageryinthispassagetoidentifyandinterpretthethoughtsandfeelingsofthemaincharacterofthepassage(Learningtolearn).4.TasksSstoretellthestoryaccordingtothediagramandwhattheyhaveanalyzed.1.SsreadthepassageandcompletethediagraminActivity2.Ssidentifyandinterpretthethoughtsandfeelingsofthemaincharacterofthepassagebyfocusingontheemotionalwordsandimageryinthepassage.3.Ssretellthestoryaccordingtothediagramandwhattheyhaveanalyzed.Promotetheirreadingskillofgettingspecificinformationfromthetext;helpSsfocusondetailsofthetextandunderstanditbetter;enableSstohaveadeeperunderstandingofthemessageintendedtoconveytotheminthetext.Think&Share1.TasksSstodiscussthefourquestionsin“ThinkandShare”.2.TinvitessomeSstosharetheiropinions.Ssdiscussthefourquestionsingroupsandthensharetheirownthoughtswiththeclass.DevelopSs’higherorderthinkingskills;makeconnectionsbetweenthemandthetext.Activity41.TasksSstoworkinpairsandactoutaninterviewwiththeauthorabouttheirexperienceofHurricaneKatrina.2.Tinvitesseveralpairstopresenttheirinterviewinfrontoftheclass.1.Ssreadthepassageagainandunderlinetheimportantinformation.2.Ssworkingroupsandpreparequestionsfortheinterviewusingtheinformationtheyunderlined.3.Ssdecidetherolesofinterviewerandinterviewee,andthenactouttheinterview.Consolidateandapplythelanguageandcontentlearnttorealsituations.Activity51.TinvitesSstorecallhowdangerousahurricaneis.2.TguidesSstoreadthehurricanesafetyguidelinesandanswerthequestions:Whatisthepurposeofsafetyguidelines?Whattypeoflanguageisusedinsafetyguidelines?3.TguidesSstosummarizethewritingfeaturesofpropersafetyguidelines.1.Sssharetheirimpressionsofhurricaneswiththeclass.2.Ssreadthehurricanesafetyguidelinesquickly,andanswerthequestions.3.Sssummarizethewritingfeaturesofsafetyguidelines.Readtoextractandsummarizethewritingfeaturesofsafetyguidelines.Activity61.TasksSstodiscussingroupsandmakenotesforfloodsafetyguidelinesbasedonthehurricanesafetyguidelinesinActivity2.TasksSstowritefloodsafetyguidelinesaccordingtothenotes,andremindsthemtousetheusefulexpressionstheyhavelearnedinthisunit.1.Sscompletethenoteswiththeirownexperiencesandexchangenoteswithgroupmembers.2.Sswritetheirfloodsafetyguidelinesaccordingtothenotes.Practicesafetyguidelineswritingandapplywhattheyhavelearnedtorealsituationinacreativeway.Activity71.Tshowssomebasiccriteriaofagoodwriting,demonstrateshowtoevaluateawritingandinvitesSstoaddmorecriteriaifnecessary.2.TaskssomeSstoshowtheirfloodsafetyguidelinestotheclass,andinvitestheresttomakeevaluations.Sspresentth