(共12张PPT)
A Night the earth didn't sleep
Unit 4 Earthquakes
Why didn't the earth sleep?
Skim the passage quickly and find out the topic sentence of each paragraph.
Para 1
Para 2
Para 3
Para 4
Strange things were happening in the countryside of northeast Hebei.
Everything began to shake and it seemed as if the world was at an end.
Everywhere they looked nearly everything was destroyed.
All hope was not lost.
Part 1: read the paragraph one to finish the follwing chart.
places Strange things
Under the ground
On the ground
In the sky
water:rose and fell；deep cracks;
smelly gas:came out of
chickens and pigs:too nervous to eat
mice:ran out to hide
fish:jumped
water pipes:cracked and burst
bright lights;
the sound of planes:could be heard
Part 2:
of the nation felt the earthquakes
A huge crack that was eight kilometres long and metres wide cut across houses.
In terrible seconds a large city lay in ruins.
of the people died or were injured during the earthquakes.
The number of people who were killed or injured reached more than .
All of the city's hospitals, of its factories and buildings and of its homes were gone.
pigs and chickens were dead.
One-third
thirty
Two-thirds
fifteen
400,000
75%
90%
Half a million
millions of
what do these numbers stand for?
Part 3: Find some sentences in Para.4 to describe the pictures below.
The army organized teams to _________ those who were _______and to ____ the dead.
Workers built ______ for _________whose homes had been ___________ .
Fresh water was _______ to the city by train, truck and plane.?
dig out
trapped
bury
shelters
survivors
destroyed
taken
Tangshan's new look
Group work:
Choose a part and make an interview between a reporter and survivors from the Tangshan earthquake?
Interview
R: What did you see before/during/after the earthquake?
S: I saw the water rise and fall...
R: How did you feel?
S: I thouht little of it and I was calm...
R: What can we do before/during/after the earthquake?
S: We should be prepared for danger in time of peace.
.......
Where there is life, there is hope!
Where there is hope, there is life
Remember
Exercise: Finish the mind map
Good Day!
Lesson plan
content Unit 4 A night the earth didn’t sleep
Analysis of learners The students have heard about or seen some natural disasters, such as flood, fire, drought, snow, typhoon, tsunami, volcanic eruption and earthquake. The disasters aren't strange to them. But perhaps they don't know much about the Tangshan earthquake and how to help others in an earthquake.
Teaching aims Knowledge aims:Enable students to know basic knowledge about natural disastersGet the students to learn about the Tangshan earthquake. Ability aims: Enable the students to describe the earthquake of Tangshan Get students to learn different reading skills. Emotional aims:1. Enable the students to understand the significance of living a life with hope and love.
Teaching key points and difficult points Present a sequence of events to introduce to the students and try to describe an earthquake. Let students pay attention to some useful words sentences and way to describe an earthquake. Let the students know what the correct attitude towards a disaster and what we should do in a disaster for ourselves and for the other people.
Teaching methods Task-based language teaching methodCooperative learning method.
Teaching aids A computer PPT slides
Teaching procedures Step1. Lead-in (4 minutes)Teacher asks students what they were doing at 4 o’clock am last night.Teacher plays a video about Tangshan earthquake for students and students are required to answer why the earth didn’t sleep after watching the video. T: Good morning, boys and girls. What were you doing at 4 o’clock last night? S: sleeping. T: Yes, the night is time for sleeping, but there is a night that the earth didn't sleep. Why? I don't know. But I have a short movie about that night. After you watch the movie. Please tell me why the earth didn't sleep? Do you like watching movie? Here we go. T: Why the earth didn't sleep? Yes, because there was an earthquake. Do you know where the earthquake happened? Yes, it happened in Tangshan. Today we will learn something about Tangshan.(Justifications: The small talk and short movie are helpful in arousing students’ interest and making the class lively. The short movie introduces some information about Tangshan earthquake, which is good for students to understand the background of the passage.)Step2. Pre-reading (5 minutes)Teacher asks students to skim the passage and find out the topic sentence of each paragraph.Teacher guides students to divide the passage into three parts: before the earthquake, during the earthquake and after the earthquake. T: T: Open your book and turn to page 26, read the title together. It is a report about Tangshan earthquake. Now scan the passage and find out the topic sentence of each paragraph. T: Any volunteers? T: Look at these topic sentences. They are all at the beginning of paragraph. So we can find the topic sentence at the beginning of the paragraph. If I want to divide these topic sentences into different parts. How can we divide it? For example, the first part is paragraph 1 Because it talks about What happened before the earthquake. So the part 2 is from paragraph 2 to paragraph 3. Because it talks about what happened during the earthquake. And paragraph 4 is part 4. It talks about what happened after the earthquake. (Justifications: it aims to help students make clear of the structure and order of the passage.)Step3. While-reading (15 minutes)Students are required to read the paragraph one carefully and finish the following chart.T: Now, Let's look at part one. Read paragraph 1 and finish the table on the PPT. T: Time's up. Any volunteers? T: Look at the strange things. They are all the signs before the earthquake. So how did people think when they felt it?...They felt calm and thought little of it.Student are required to read part two and find out the numbers that are used to describe the damage during the earthquake.Teacher guides students to think the damage that Tangshan earthquake caused and think about the people’s feelings during earthquake. T: Then the earthquake burst. What happened during the earthquake? Read part two and finish the fill these blanks. T: Time's up. Any volunteers? T: Look at these numbers. What do they stand for? Yes, they stand for the damage caused by the earthquake. So how did people feel when they faced these?Students are required to read the part three and find out why all hope was not lost.T: They felt helpless, desperate and hopeless. But all hope was not lost. Why? Read the paragraph 4 and fill these blanks. T: Any volunteers? T: These are the rescue work after the earthquake. So how did people feel when they saw these?Students are required to discuss how the survivors felt before/during/after the earthquake. T: They felt warm, grateful and hopeful. They are hopeful. So Tangshan came to breathe again. After 43 years later, Tangshan has a new look. In the earthquake. Tangshan was heart-broken. But now, Tangshan has a new look. Why? Why can Tangshan have a new look?T: Any volunteers? T: Yes. Our army, our country, our countrymen helped them and gave them a hand. Any other opinions? T: Yes. It is the people themselves are determined, faithful and hopeful to be strong again. So we can learn a lot from them. What can we learn?T: Yes. We should be hopeful and faithful before the disasters.(Justifications: The questions in this step aim to help students have a good understanding of the passage in details. Students will be able to know what happened before/during/after the earthquake. They are able to feel what the survivors suffered in the earthquake and learn to cherish the present life.)Step4. Post-reading (15 minutes) Students are required to make an interview between survivors and reporter if they were the survivors and reporters in Tangshan earthquake in group of four.Some students are required to make an interview in front of the whole class.Teacher makes comments on their interviews.Students are required to discuss what they can do before and after the earthquake in groups.Teacher guides students to introduce what they can do before and after the earthquake. T: Now, if you are the survivors or the reporter in Tangshan earthquake. Make an interview about the earthquake. For example, If I am the reporter. He is the survivor. Hi, What did you see before the earthquake? How did you feel?...Now try to make an interview about Tangshan earthquake in group of four. T: Time's up. Any volunteers? T: These groups talks about what happened before the earthquake. We can learn a lot from their interview. Think about what could we do before the earthquake? T: Any volunteers? T: Yes, we can make preparations. We can pay more attention to the details in our life and we can study hard to learn more knowledge about how to predicate the earthquake... T: Next group, Any volunteers? T: These groups talk about what happened after the earthquake. Their performance was active. It was interesting. Think about what we could do after the earthquake.T: Any volunteers?... For the people in the earthquake, we should give them a hand and help them. If we are the survivor, what should we do?T: Yes, we should never give up. Because our country and many people will help us. We should never give in and never give up. Because where there is hope, there is life. Where there is life, there is hope. Stand up and read the sentence together.(Justification: It aims to help students have a better understanding of what the people in the earthquake suffered and cultivate their consciousness of cherishing life and keeping hope.)Step5. Summary (1 minute)Teacher leads students to summarize what they have learnt after learning Tangshan earthquake.T: Today, we learnt Tangshan earthquake. We know…….Now, Here comes your homework. T: class over.(Justifications: It aims to help students make clear what they have learnt in this class.)
Homework Finish exercise 2 on page 28 in the textbook.
Board designing
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A night the earth didn’t sleep 说课稿
一、学情分析 ：
所授课学生为我校高一13班学生，经过初中及高中前几个单元的学习，学生具备基本的阅读能力和一些简单的阅读技巧及方法。但学生在高中英语学习中第一次接触 “灾难”的话题，学生不熟悉此话题。此外学生在学习过程中了解一些合作学习的方法，但很少尝试合作进行对话采访的学习方式，因此如何设计好教学环节，步骤及方法是帮助学生维持学习兴趣，提高阅读能力，进一步巩固和加强英语学习策略的关键。
二、教材分析：
所授课内容为高一人教版课程标准试验教材unit 4 Earthquake。阅读部分A night the earth didn’t sleep 叙述了发生在唐山的大地震。全文以时间顺序描述了地震前反常的现象、地震发生时的情况、地震造成的破坏和震后的救援工作以及人们在不同阶段的感受。
三、教法
根据材料的形式及内容特点，从学生的认知层次和实际学习情况及学习能力出发，按照“语言接触---理解体验---语言聚焦---自主运用”的教学思路，分为pre-reading, while-reading ,post-reading三个环节，首先学生在读前通过阅读题目对课文主要内容进行预测，使学生了解话题并引入阅读内容，在阅读中学生有明确的学习任务，学生通过自主阅读和小组合作阅读等活动形式，借住非语言信息获取和理解文章的主要信息，在阅读后，教师设计了真实的交际任务，进行语言输出，提高学会用英语解决实际问题的能力。
四、教学目标
针对教学内容，学情，我制定了如下教学目标：
（一） 知识与技能目标：
1． 学生通过学习阅读材料，能够按照时间顺序列出唐山地震前后所发生的事情，并用英语简单描述地震对人类造成的危害。
2． 学生通过不同任务驱动，进一步获得用英语获取、处理信息的能力；加强了跳读、扫读、抓主旨、总结、预测等阅读能力；通过读说、说听技能训练的结合，提高综合语言运用能力，为真实语言交际打基础。
（二） 情感与态度目标：
1． 通过了解唐山大地震的情况，引发学生对自然灾害的关注，提高自救意识。
2．通过小组合作，学生提升合作意识；增强自信，维持并提高对英语学习的兴趣。
（三）重点和难点：
1．获取有关描写地震发生前后所发生事件的相关信息。
2．知识及能力的迁移及综合运用语言。
具体的教学过程如下：
五、教学过程：
因为文章的题目a night the earth didn’t sleep 用了拟人的修辞，所以教师以人们日常问候来帮助学生理解题目“what did you do at 4 o’clock last night?” 然后学生观看视频，提问why didn’t sleep? What happened? 结合文章的图片，引导学生对语篇内容进行预测，这样就调动了学生的积极性，使其产生阅读的兴趣，快速进入了阅读状态，处于一种主动认知的状态。学生带着好奇心进入了while reading 部分。首先，学生快速浏览阅读材料，获取文章的基本信息,找出每一段的中心句，并对其进行分类整理。
然后学生进入分段阅读。首先，通过完成表格，了解第一段的主要内容。即震前的反常现象。那么这些反常现象是什么，人们是否注意到它们。带着问题学生再次阅读本段，寻找和获取细节信息。然后教师利用课本25页，pre-reading中的图片，以连线方式，帮助学生理解信息。之后，教师提问学生这些反常的现象预示着要发生什么。学生对下文进行预测。
这样学生进入到第二段和第三段的阅读。首先，学生带着问题快速浏览，了解地震发生的时间，持续的时间，和地震的次数。因为文章用了大量的数据描述地震带来的巨大灾害，所以教师引导学生快速寻找这两段中出现的数字，理解含有这些数字的句子的含义，获取关于地震造成不同种类危害的信息以及人们的感受。学生通过合作阅读获取并理解了关于地震灾害的全部信息以及人们的震惊和绝望。
然后教师提问，面临重大的灾难人们怎么办。学生预测第四段的内容为震后救援。在第四段的阅读中，学生首先进行快速浏览、验证预测。然后，然后通过回答一系列列问题，获取细节信息。并了解人们情感的变化。
在post reading 教师设计了两个输出任务，一是让学生进行小组角色扮演加深学生对文章的了解和感受人们的情感变化。 二是要求学生思考他们在地震发生之前和地震发生之后可以做什么来引导学生珍惜美好生活、保持坚定的信念。学生运用阅读中已知的信息，再次经历信息的筛选、归纳、综合和概括的思维过程，使学生在信息的迁移过程中培养了灵活的思维方式。
