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课堂教学设计
课题名称 Book1 Unit 4 The night the earth didn’t sleep Reading and Thinking
学科 英语 授课班级 授课时数 1课时
执教者 授课日期
教 材 分 析 The theme context of this lesson is man and nature, and the theme group is natural disasters and prevention, safety knowledge and self-protection.This lesson describes what happened before, during and after the Tangshan earthquake.This text describes what people saw and heard before, during and after the Tangshan earthquake, focusing on the destruction of the whole city during the earthquake.There are five paragraphs in the text. The first paragraph describes the signs before the earthquake and the reaction of Tangshan people from what they saw and felt.The second and third paragraphs mainly describe the scene when the earthquake happened and the tragic scene of ruins caused by the earthquake.The fourth and fifth paragraphs mainly focus on the joint efforts of all departments of society to rescue and help survivors after the earthquake. From the language features of the text, there are many rhetorical devices in the article, for example, the title and the last sentence at the end are personification, which enables readers to be immersive and form a strong contrast.
学 情 分 析 The teaching object is the students of Grade One in Senior High School. Students should be familiar with and interested in the topic of this unit. Before class, students have finished the vocabulary part. This lesson is the second class of this unit. Through the previous listening and speaking lesson, students have a basic understanding of the theme of natural disasters. However, the understanding of the connotation of the text is not deep enough, especially the ability to infer the thoughts and feelings that the author wants to convey through the rhetorical devices and writing skills used in the text is lacking.
教 学 目 标 1. Language ability: summarize the main idea of the text and analyze the text structure. 2. Cultural awareness: Understand major natural disasters from the perspective of historical events, establish awareness of disaster prevention and self-protection, and have a positive attitude of “Disasters have no emotion, but people do”. 3. Thinking quality: use the existing knowledge to read and consolidate basic reading skills through reading, such as skimming and using numbers to quickly locate key information. 4. Learning ability: predict the topic and content of the text according to the title and illustrations of the text, extract information and opinions from the text, and understand the essence of the text.
教 学 重 难 点 1.Help students master the rhetorical devices and writing skills used in the text, and understand the emotions and writing intentions expressed by the author in the text. 2. By analyzing the text, summarize the causes of heavy casualties in Tangshan earthquake, infer the feelings and needs of survivors and people in the text, and summarize the reasons for the recovery and rebirth of Tangshan earthquake.
课 前 准 备 Study subject curriculum standards, textbooks and related reference books. 1. prepare lessons Be familiar with teaching resources such as lesson plans and PPT to ensure that the teaching content is systematic, scientific and personalized. 2. prepare students Understand the class situation of students, such as learning ability, knowledge mastery, learning attitude and learning habits. According to the actual situation of students, adjust teaching strategies and methods and choose the best teaching method to adapt to the teaching purpose and students' characteristics.
教 学 方 法 Task-based learning teaching method is adopted in this class, which combines the content with integration of language, through discourse analysis and pragmatic analysis, and strives to make students express their views while learning the text, so as to realize the integrated development of language, culture and thinking.
教 学 过 程 Step 1 Lead in:(2mins） Observe and answer Show some pictures about natural disasters and ask the following questions. T:What disaster is it？ Ss:It is an drought/flood/landslide... T:What disaster happened Ss:It is an earthquake. Step 2 Prediction（3mins） Activity: Read the title and guess its meaning. Guide students to think that why the earth need to sleep earth didn’t sleep and analyze what rhetorical devices are used. To explain what is personification and its advantages. Step 3 Fast reading (7mins) Activity 1: Skim the whole text and fill in the blanks from the following aspects. What disaster Where When The text mainly talks about a terrible earthquake that happened in Tangshan city on 28,July,1976 . Activity 2 : Match the main idea of each paragraph. Paragraph.2 Warning signs before earthquake. Paragraph.1 The earthquake's happening. Paragraph.5 The earthquake's severe damages. Paragraph.3 The rescue work after earthquake. Paragraph.4 The revival of Tangshan city. Tip: Before the reading, let students pay attention to the first sentence, or the last sentence of each paragraph. Step 4 Careful reading(18mins) Activity 3 : Scan Para. 1 and match. Match the warning signs before the earthquake. A.chickens too nervous to eat B.dogs refused to go inside buildings C.mice ran out and find places to hide D.fish jumped out of water After match the above,think about the following questions. Q1.Why were these animals so strange Q2.Did people know the earthquake was coming Form the last line in this paragraph,students can find that people are unaware. Activity 4: Scan Para.2-3 and fill in the table. During the earthquakedamagesNearly of the whole nation felt it!In less than minute, a large city lay in ruins.More than people were killed or badly injured.people's feelings percent of factories and buildings, percent of homes were gone.People were in .People how long the disaster would last .
Tip: Before the reading, let students pay attention to the numbers. After finishing it, ask students the following questions. Q1.Why did the author use so many numbers After guiding the students to think, they may get the following answers:To show the severe damage caused by the earthquake.To make the text more convincing and shocking. Q2.How did people feel People were in shock. People began to wonder how long the disaster would last. According to the above two sentences in the text, students can draw that people are shocked and hopeless/helpless. Activity 5:Scan Para. 4 and answer the following questions. Q1.But, hope was not lost. How to understand this sentence in Para4？ Q2.Who gave them hope From the following aspects. the army: doctors and nurses: workers: Q3.How did people feel Possible answer:People began to feel hopeful and positive . Activity 6: Scan Para. 5 and choose the right answer . ( ) In which aspects(方面) has Tangshan improved itself A. Industry B. Environment C. Transportation D. All of the above Further thinking: Show two pictures of Tangshan in 1976 and 2024.and ask students this question. Q:How did the damaged Tangshan become a new one Possible answer: The whole nation are united. Therefore, students can draw the conclusion that China people have the spiritual quality of “If one side is in trouble, all sides will support it. ”and “Disasters have no emotion, but people do.” Step 5 Post-reading(5mins) Activity 7: Discussion：If an earthquake happens, what should we do In the classroom, we should... Possible answers: 1.Stay calm; 2.cover our head with ...; 3.hide under ...quickily； 4.find the safety exit and leave the classroom under the guidance of teachers; 5.move to an open safe space. ... Step 6 Summary (4mins) According to the following mind map the teacher guides the students to summarize what they have learned in this lesson. Step 7 Homework (1mins) Write an passage about how Chinese people deal with the COVID-19 epidemic during that period.
板 书 设 计 Unit 4 Natural Disasters Reading and thinking THE NIGHT THE EARTH DIDN'T SLEEP
教 学 反 思 This lesson is a reading class, which aims to help students sort out the context of the passage, obtain key information and consolidate reading skills through the tool of mind map. From the point of view of achieving the goal, this goal has been basically achieved, and students can sort out the text information and structure with the help of mind map after full reading.Students are in the initial stage of high school, and their understanding of text materials is more at the level of information acquisition, and their understanding of the connotation of the text is not deep enough. Especially, it is difficult for some students to infer the purpose of writing by analyzing rhetorical devices and writing skills, which takes more time than expected, so students do not have enough time to internalize and use the language.

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