Develping ideas板塊教學(xué)設(shè)計(jì)
（建議時(shí)長80–90分鐘，教師可根據(jù)教學(xué)實(shí)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(gè)孩子的視角講述了受“卡特里娜”颶風(fēng)的影響，一個(gè)普通的美國家庭的遭遇。該語篇以時(shí)間順序展開，共分為颶風(fēng)襲擊時(shí)、颶風(fēng)過后、幾天之后、一年之后四個(gè)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(dān)憂、充滿希望、喜悅再到樂觀積極等一系列心理活動(dòng)的變化，旨在向讀者傳遞面對(duì)自然災(zāi)害時(shí)要團(tuán)結(jié)一致，保持積極樂觀的態(tài)度和對(duì)未來充滿希望的信息。該語篇主要使用一般過去時(shí)，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(fēng)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(duì)該安全指南進(jìn)行學(xué)習(xí)，關(guān)注安全指南的結(jié)構(gòu)和語言特點(diǎn)，并進(jìn)行仿寫。通過這一板塊的學(xué)習(xí)，學(xué)生能夠加深對(duì)記敘散文的理解，學(xué)習(xí)安全指南的問題特點(diǎn)和寫法。
教學(xué)目標(biāo)
1. 讀懂語篇大意，獲取文章的主要信息，體會(huì)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(biāo)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(diǎn)；
4. 運(yùn)用所學(xué)內(nèi)容，參照颶風(fēng)安全指南寫一則防洪安全指南；
教學(xué)重點(diǎn)
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(huì)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(diǎn)，運(yùn)用所學(xué)詞匯和祈使句進(jìn)行類主題安全指南的寫作。
教學(xué)難點(diǎn)
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(dòng)變化；
2. 引導(dǎo)學(xué)生掌握安全指南的篇章結(jié)構(gòu)和實(shí)用表達(dá)。
教學(xué)策略
交際教學(xué)法、任務(wù)型教學(xué)法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss t talk abut Hurricane Katrina by bserving the map and answering the questins in Activity.
2. T invites sme Ss t share their pinin with the class.
Ss lk at the map and talk abut Hurricane Katrina frm different aspects including its rigin, lasting time and effects.
Create a psitive atmsphere fr learning, intrduce the theme f the lessn and activate Ss’ prir knwledge f the tpic.
Activity 2
1. T guides Ss t analyze the title, especially what “stars” represent in it.
2. T asks Ss t read the passage quickly and check their understanding f the title.
3. T invites several Ss t share their understanding with the class.
1. Ss analyze the title, especially what “stars” represent in it.
2. Ss read the passage and check their understanding f the title.
Make Ss generate a general idea f the passage.
Activity 3
1. T asks Ss t read the passage again and find ut wrds and expressins frm it t cmplete the diagram in Activity
2. T checks the answers with the whle class.
3. T directs Ss t fcus n the emtinal wrds and imagery in this passage t identify and interpret the thughts and feelings f the main character f the passage (Learning t learn).
4. T asks Ss t retell the stry accrding t the diagram and what they have analyzed.
1. Ss read the passage and cmplete the diagram in Activity
2. Ss identify and interpret the thughts and feelings f the main character f the passage by fcusing n the emtinal wrds and imagery in the passage.
3. Ss retell the stry accrding t the diagram and what they have analyzed.
Prmte their reading skill f getting specific infrmatin frm the text; help Ss fcus n details f the text and understand it better; enable Ss t have a deeper understanding f the message intended t cnvey t them in the text.
Think & Share
1. T asks Ss t discuss the fur questins in “Think and Share”.
2. T invites sme Ss t share their pinins.
Ss discuss the fur questins in grups and then share their wn thughts with the class.
Develp Ss’ higher rder thinking skills; make cnnectins between them and the text.
Activity 4
1. T asks Ss t wrk in pairs and act ut an interview with the authr abut their experience f Hurricane Katrina.
2. T invites several pairs t present their interview in frnt f the class.
1. Ss read the passage again and underline the imprtant infrmatin.
2. Ss wrk in grups and prepare questins fr the interview using the infrmatin they underlined.
3. Ss decide the rles f interviewer and interviewee, and then act ut the interview.
Cnslidate and apply the language and cntent learnt t real situatins.
Activity 5
1. T invites Ss t recall hw dangerus a hurricane is.
2. T guides Ss t read the hurricane safety guidelines and answer the questins:
What is the purpse f safety guidelines?
What type f language is used in safety guidelines?
3. T guides Ss t summarize the writing features f prper safety guidelines.
1. Ss share their impressins f hurricanes with the class.
2. Ss read the hurricane safety guidelines quickly, and answer the questins.
3. Ss summarize the writing features f safety guidelines.
Read t extract and summarize the writing features f safety guidelines.
Activity 6
1. T asks Ss t discuss in grups and make ntes fr fld safety guidelines based n the hurricane safety guidelines in Activity
2. T asks Ss t write fld safety guidelines accrding t the ntes, and reminds them t use the useful expressins they have learned in this unit.
1. Ss cmplete the ntes with their wn experiences and exchange ntes with grup members.
2. Ss write their fld safety guidelines accrding t the ntes.
Practice safety guidelines writing and apply what they have learned t real situatin in a creative way.
Activity 7
1. T shws sme basic criteria f a gd writing, demnstrates hw t evaluate a writing and invites Ss t add mre criteria if necessary.
2. T asks sme Ss t shw their fld safety guidelines t the class, and invites the rest t make evaluatins.
Ss present their fld safety guidelines t the class while the rest making evaluatins.
Prvide Ss with the pprtunity t receive feedback frm peers s that they can receive mre suggestins and ideas fr revisins, ptentially increasing the quality f their writing.

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