人教版（2019）必修 第二册Unit 4 Natural disasters Reading and Thinking 1 教案（表格式）
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| 名称 | 人教版（2019）必修 第二册Unit 4 Natural disasters Reading and Thinking 1 教案（表格式） |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2025-03-03 10:02:43 | ||
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阅读语篇教学设计 Unit 4 The Night the Earth Didn’t Sleep
第一部分 20 分钟正课部分详案
主题语境：人与自然——自然灾害之地震
语篇类型：报告文学 授课时长：20 分钟 文本分析
文章介绍了 1976 年唐山大地震这一历史真实事件，类属报告文学，兼具纪 实性与文学性的特征，是一篇不可多得的、高质量的语言学习素材。在纪实性方 面，详细还原了震前的预兆、震中的惨烈和巨大的破坏，以及震后的救援与重建。 在文学性方面，采用了大量事实性数字、以及重复、对比、夸张、明喻、暗喻、 拟人等修辞手法描述细节、刻画场景，是一篇值得英语学习者深入挖掘、品味、 借鉴的上乘之作。文章传递了“灾害无情、人有情 ”的情感价值观。
教学目标
通过本课学习，学生能够：
1.利用主题句快速提炼文本大意；
2.获取梳理文本中关于震前预兆、震中的破坏以及震后的救援和重建的事实 性信息；
3.识别和阐释文学修辞手法在文本中的使用以及意义；
4.以本课所学内容为依据，进行地震幸存者的角色扮演，描述一段见证了地 震完整过程的经历；
5.总结和表达唐山大地震的经验和教训。
教学重点
学生通过阅读，获取唐山大地震的事实性信息，并识别写作手法的运用，以 及挖掘背后所传递的意义和“灾难无情，人有情 ”的情感价值观。
教学难点
准确把握和阐释写作手法所传达的意义和情感价值观；运用本课所学主题语 料有效整合信息、完成地震幸存者的角色扮演任务。
教学资源 教材、学案、PPT 。
1
教学过程
步骤 教学活动 设计意图 时间
Pre-reading
Activity 1 Discuss the theme T raises the theme related question: which do you think is more powerful, human or nature Why Ss say their answers aloud. T does not make any conclusion but leaves a suspense: whatever your answer is, keep this question in your mind till the end of this lesson. 创设问题，引发 关于人与自然 的关系的思考， 激活单元主题 相关词汇与认 知经验。 ’ 2
While-reading
Step 2 Read for the organization and the content 1. Study the title T guides the students to focus on the title: The Night the Earth Didn’t Sleep and raises questions: 1) What does “didn’t sleep” tellus (What: an earthquake happened) 2) What does “the Earth” tellus (Where: in Tangshan, Hebei Province) 3) What does “The Night” tellus (When: at 3:42 a.m. on 28July 1976) 4 ）What literary device is used in this title (Personification) 4) What kind of writing is the text An article of literary journalism 报告文学 T points out the features of literary journalism: documentary 纪实性（it tells a true historical story）and literary 文学性(it uses beautiful languages and some writing techniques（写作手法) and guides students to the reading focus of such type of text: grasp basic facts 抓取基本事实信息and appreciate the language 赏析语言. 2. Workout the main idea T asks the students to skim the text, highlight the topic sentence and summarize the main idea of each paragraph. Then divide the passage into 3 parts: Part 1: Warning signs before the earthquake (Para. 1)(T presents this part to provide enough hint) ; Part 2: Damage during the earthquake (Para. 2 and 3); Part 3: Rescue and revival after the earthquake(Para. 4 and 5 ） 引导学生通过 标题抓取文章 关键信息并识 别文体，抓取文 体关键特征: 纪 实性和文学性， 为后续内容和 语言的学习做 好铺垫； 利用文体知识 和主题句，快速 建构文本结构 和提炼文本大 意:震前预兆、震 中破坏和震后 救援与重建。 6’
Part 1 Warning signs T raises the questions: 1. What writing techniques are used in these sentences and what does the writer 学生辨识重复、 对比等写作手 法在本段 中的 使用以及作者 ’ 3
2
Step 3 Read for the content and the language want to tellus But...people were asleep as usual that night. (contrast) Suggested answer: A disastrous earthquake was about t0 strike but people were totally unaware of the coming danger. 要传达的意义: 灾难即将来临， 而人类对此毫 无知觉，预示灾 难的巨大破坏 性。
Part 2 Damage T points out the figures and some special writing techniques are used in this part to describe the damage and guides the students to identify them. (1) It seemed as if the world were coming to an end. (exaggeration 夸张) (2) Hard hills of rock became rivers of dirt. （metaphor 暗喻） (3) Bricks covered the ground like red autumn.(simile 明喻） Suggested answer: The earthquake was so powerful, deadly and cruel, while people were so fragile, helpless and hopeless. T asks the lead-in question again: which is more powerful, human or nature 识别和挖掘夸 张、明喻、暗喻、 数字等写作手 法在描述震中 场景里的运用 以及传递的意 义：地震如此强 大和致命，而人 类如此脆弱和 无助。再次抛出 导入部分的问 题：which is more powerful, human or nature 暗示人 类不可小看大 自然的力量。 ’ 3
Part 3 Rescue and revival T asks students to identify the writing techniques used in this part: (1) Slowly, the city began to breathe again. (2) Tangshan started to revive itself and get back up on its feet. （Personification 拟 人） (3) What does the writer want to tellus by the above two sentences (The rescue work was very eficient and that people unify and stay positive are very important.) T asks the lead-in question for a third time: which is more powerful, human or nature 学生识别和阐 释拟人等写作 手法的运用以 及表达的意义： 救援工作及时 有效、团结与乐 观是人类战胜 自然灾难的法 宝。 再次抛出导入 部分的问题： which is more powerful, human or nature 暗示只 要人类团结互 助，就能战胜灾 难。 ’ 3
Post-reading
Step 4 Role-play T presents the role-play task and students try to imagine and talk about their 创设情境，实现 本课知识的创 ’ 1
3
possible experience: Suppose you were a survivor of this earthquake. You were at school when the earthquake struck. Imagine what you might experience before, during and after the earthquake. Then give a talk about your experience. 新迁移。学生选 定地震幸存者， 描述地震经历 和感受。地震幸 存者的角色设 定可实现本课 的核心目标：描 述地震场景。
Step 5 Summary Ss brainstorm what lessons they’ve learned from the earthquake. -The strong support from the government and people around are very important. -We must unify and act quickly in face of disasters. -We should stay positive and never give up. -We should arm ourselves with more knowledge to predict and prepare for the disasters. ... Teacher has a final ask about the lead-in question again: which is more powerful, human or nature and uses the quote from President Xi Jinping to conclude the best relationship between human and nature: Human and nature form a life of community. We should respect nature, follow its way and protect it. 小结地震经验 与教训，再次以 问 题 which is more powerful, human or nature 提升主 题，并引用平主席的语录 （人与自然是 生命共同体。我 们作为人类要 尊重自然、顺应 自然 、保护自 然）概括人与自 然的理想关系。 ’ 2
Homework Write an article to describe your imagined experience as a survivor in Tangshan earthquake in 150 words.
第二部分 5 分钟答疑部分简案
答疑课题：How can we use context to understand new words？我们该如何利用上 下文猜测生词词义？
设计意图：落实本阅读课中“根据上下文猜测词义 ”的阅读微技能，引导学生掌 握“根据上下文猜测词义 ”的技巧。
答疑过程：
步骤 意图 时间
展示课题： How can we use context to understand new words？我们该如何 点明此课题的重要性：根据上下文猜测 生词含义是一项重要的阅读技能，形成 猜测词义的习惯能提高阅读的效率。 40 秒
4
利用上下文猜测生词词 义？
展示任务： Scan the text and find the words below. Guess what they mean from the context. Ruin, brick,trap,bury 以本课四个生词 ruin, brick,trap,bury 为 例，让学生回归文本，通过上下文推断 词义。 30 秒
验证过程 Ruin ： This word describes the city straight after the earthquake. In a short time, a lot of damage was done, so it might describe a place that has been badly damaged. Brick：This word is used to describe the buildings that have fallen. They are red like leaves, but also heavy, because the wind cannot move them. They sound like the things commonly used to build buildings. Trap: This verb is used to describe people who are not dead, but they need help to be dug out, so it might mean they cannot move because the are stuck somewhere. Bury：This verb is used to describe what happens to the dead bodies. They are often put into the ground and covered, so that could be what this means. 2 分 30 秒
练习巩固 Read the sentences describing what happened after a huge plete the sentences with the correct forms of the above 4 new words. 1 分 钟 10 秒
5
1. The huge earthquake left nearly the whole city in . 2. Soldiers and volunteers worked as hard as they could to pull away 10and rocks, and rescue those who were under the ruins. 3. A few buildings were still standing, but people were afraid to use them as shelters, worrying they would be if the buildings fell. Answers: ruins, bricks, trapped, buried
小结 Remind that students next time they come across a new word, try to understand it by studying the context. 10 秒
6
第一部分 20 分钟正课部分详案
主题语境：人与自然——自然灾害之地震
语篇类型：报告文学 授课时长：20 分钟 文本分析
文章介绍了 1976 年唐山大地震这一历史真实事件，类属报告文学，兼具纪 实性与文学性的特征，是一篇不可多得的、高质量的语言学习素材。在纪实性方 面，详细还原了震前的预兆、震中的惨烈和巨大的破坏，以及震后的救援与重建。 在文学性方面，采用了大量事实性数字、以及重复、对比、夸张、明喻、暗喻、 拟人等修辞手法描述细节、刻画场景，是一篇值得英语学习者深入挖掘、品味、 借鉴的上乘之作。文章传递了“灾害无情、人有情 ”的情感价值观。
教学目标
通过本课学习，学生能够：
1.利用主题句快速提炼文本大意；
2.获取梳理文本中关于震前预兆、震中的破坏以及震后的救援和重建的事实 性信息；
3.识别和阐释文学修辞手法在文本中的使用以及意义；
4.以本课所学内容为依据，进行地震幸存者的角色扮演，描述一段见证了地 震完整过程的经历；
5.总结和表达唐山大地震的经验和教训。
教学重点
学生通过阅读，获取唐山大地震的事实性信息，并识别写作手法的运用，以 及挖掘背后所传递的意义和“灾难无情，人有情 ”的情感价值观。
教学难点
准确把握和阐释写作手法所传达的意义和情感价值观；运用本课所学主题语 料有效整合信息、完成地震幸存者的角色扮演任务。
教学资源 教材、学案、PPT 。
1
教学过程
步骤 教学活动 设计意图 时间
Pre-reading
Activity 1 Discuss the theme T raises the theme related question: which do you think is more powerful, human or nature Why Ss say their answers aloud. T does not make any conclusion but leaves a suspense: whatever your answer is, keep this question in your mind till the end of this lesson. 创设问题，引发 关于人与自然 的关系的思考， 激活单元主题 相关词汇与认 知经验。 ’ 2
While-reading
Step 2 Read for the organization and the content 1. Study the title T guides the students to focus on the title: The Night the Earth Didn’t Sleep and raises questions: 1) What does “didn’t sleep” tellus (What: an earthquake happened) 2) What does “the Earth” tellus (Where: in Tangshan, Hebei Province) 3) What does “The Night” tellus (When: at 3:42 a.m. on 28July 1976) 4 ）What literary device is used in this title (Personification) 4) What kind of writing is the text An article of literary journalism 报告文学 T points out the features of literary journalism: documentary 纪实性（it tells a true historical story）and literary 文学性(it uses beautiful languages and some writing techniques（写作手法) and guides students to the reading focus of such type of text: grasp basic facts 抓取基本事实信息and appreciate the language 赏析语言. 2. Workout the main idea T asks the students to skim the text, highlight the topic sentence and summarize the main idea of each paragraph. Then divide the passage into 3 parts: Part 1: Warning signs before the earthquake (Para. 1)(T presents this part to provide enough hint) ; Part 2: Damage during the earthquake (Para. 2 and 3); Part 3: Rescue and revival after the earthquake(Para. 4 and 5 ） 引导学生通过 标题抓取文章 关键信息并识 别文体，抓取文 体关键特征: 纪 实性和文学性， 为后续内容和 语言的学习做 好铺垫； 利用文体知识 和主题句，快速 建构文本结构 和提炼文本大 意:震前预兆、震 中破坏和震后 救援与重建。 6’
Part 1 Warning signs T raises the questions: 1. What writing techniques are used in these sentences and what does the writer 学生辨识重复、 对比等写作手 法在本段 中的 使用以及作者 ’ 3
2
Step 3 Read for the content and the language want to tellus But...people were asleep as usual that night. (contrast) Suggested answer: A disastrous earthquake was about t0 strike but people were totally unaware of the coming danger. 要传达的意义: 灾难即将来临， 而人类对此毫 无知觉，预示灾 难的巨大破坏 性。
Part 2 Damage T points out the figures and some special writing techniques are used in this part to describe the damage and guides the students to identify them. (1) It seemed as if the world were coming to an end. (exaggeration 夸张) (2) Hard hills of rock became rivers of dirt. （metaphor 暗喻） (3) Bricks covered the ground like red autumn.(simile 明喻） Suggested answer: The earthquake was so powerful, deadly and cruel, while people were so fragile, helpless and hopeless. T asks the lead-in question again: which is more powerful, human or nature 识别和挖掘夸 张、明喻、暗喻、 数字等写作手 法在描述震中 场景里的运用 以及传递的意 义：地震如此强 大和致命，而人 类如此脆弱和 无助。再次抛出 导入部分的问 题：which is more powerful, human or nature 暗示人 类不可小看大 自然的力量。 ’ 3
Part 3 Rescue and revival T asks students to identify the writing techniques used in this part: (1) Slowly, the city began to breathe again. (2) Tangshan started to revive itself and get back up on its feet. （Personification 拟 人） (3) What does the writer want to tellus by the above two sentences (The rescue work was very eficient and that people unify and stay positive are very important.) T asks the lead-in question for a third time: which is more powerful, human or nature 学生识别和阐 释拟人等写作 手法的运用以 及表达的意义： 救援工作及时 有效、团结与乐 观是人类战胜 自然灾难的法 宝。 再次抛出导入 部分的问题： which is more powerful, human or nature 暗示只 要人类团结互 助，就能战胜灾 难。 ’ 3
Post-reading
Step 4 Role-play T presents the role-play task and students try to imagine and talk about their 创设情境，实现 本课知识的创 ’ 1
3
possible experience: Suppose you were a survivor of this earthquake. You were at school when the earthquake struck. Imagine what you might experience before, during and after the earthquake. Then give a talk about your experience. 新迁移。学生选 定地震幸存者， 描述地震经历 和感受。地震幸 存者的角色设 定可实现本课 的核心目标：描 述地震场景。
Step 5 Summary Ss brainstorm what lessons they’ve learned from the earthquake. -The strong support from the government and people around are very important. -We must unify and act quickly in face of disasters. -We should stay positive and never give up. -We should arm ourselves with more knowledge to predict and prepare for the disasters. ... Teacher has a final ask about the lead-in question again: which is more powerful, human or nature and uses the quote from President Xi Jinping to conclude the best relationship between human and nature: Human and nature form a life of community. We should respect nature, follow its way and protect it. 小结地震经验 与教训，再次以 问 题 which is more powerful, human or nature 提升主 题，并引用平主席的语录 （人与自然是 生命共同体。我 们作为人类要 尊重自然、顺应 自然 、保护自 然）概括人与自 然的理想关系。 ’ 2
Homework Write an article to describe your imagined experience as a survivor in Tangshan earthquake in 150 words.
第二部分 5 分钟答疑部分简案
答疑课题：How can we use context to understand new words？我们该如何利用上 下文猜测生词词义？
设计意图：落实本阅读课中“根据上下文猜测词义 ”的阅读微技能，引导学生掌 握“根据上下文猜测词义 ”的技巧。
答疑过程：
步骤 意图 时间
展示课题： How can we use context to understand new words？我们该如何 点明此课题的重要性：根据上下文猜测 生词含义是一项重要的阅读技能，形成 猜测词义的习惯能提高阅读的效率。 40 秒
4
利用上下文猜测生词词 义？
展示任务： Scan the text and find the words below. Guess what they mean from the context. Ruin, brick,trap,bury 以本课四个生词 ruin, brick,trap,bury 为 例，让学生回归文本，通过上下文推断 词义。 30 秒
验证过程 Ruin ： This word describes the city straight after the earthquake. In a short time, a lot of damage was done, so it might describe a place that has been badly damaged. Brick：This word is used to describe the buildings that have fallen. They are red like leaves, but also heavy, because the wind cannot move them. They sound like the things commonly used to build buildings. Trap: This verb is used to describe people who are not dead, but they need help to be dug out, so it might mean they cannot move because the are stuck somewhere. Bury：This verb is used to describe what happens to the dead bodies. They are often put into the ground and covered, so that could be what this means. 2 分 30 秒
练习巩固 Read the sentences describing what happened after a huge plete the sentences with the correct forms of the above 4 new words. 1 分 钟 10 秒
5
1. The huge earthquake left nearly the whole city in . 2. Soldiers and volunteers worked as hard as they could to pull away 10and rocks, and rescue those who were under the ruins. 3. A few buildings were still standing, but people were afraid to use them as shelters, worrying they would be if the buildings fell. Answers: ruins, bricks, trapped, buried
小结 Remind that students next time they come across a new word, try to understand it by studying the context. 10 秒
6