Unit 4 Natural Disasters The Night The Earth Didn't Sleep 教学设计-2024-2025学年高中英语人教版（2019）必修第一册

The night the earth didn’t sleep Background information Topic Unit 4 Earthquakes Reading-The night the earth didn’t sleep Lesson Length 40 minutes Lesson Type Reading Target Students Senior 1 Analysis of teaching material This is the fourth unit of New Senior English for China’s Students Book 1 (by PEP) ---Earthquakes. The thematic context of this unit is “Man and nature”. The night the earth didn’t sleep is the reading part of this unit. Task of the part is describing a natural disaster. It describes the strange scenes before the quakes, damage during the quakes and recovery after the quakes. It is a news report in the third person narrative, of which general characters are factual, important and timely. Rhetorical devices such as personification are used, which make the reading authentic and vivid. Many verbs are used to describe how the army helped the victims. The illustration shows a disaster environment, leading students to understand the destructiveness of earthquake as well as unity and kindness of people. Through reading, students can realize a human being is infinitely small under the power of nature but humans are great with love, unity and courage. Analysis of target students The target student are Senior 1 students with a lower level of language proficiency. Language ability a. Students have learned the new words in this text, which lays foundation for reading comprehension. b. Students feel difficult in seizing key information in a complicated long text. Thinking capacity Students can obtain superficial information from the material, but they tend to judge on the superficial information without further contemplation and they are not capable to intake and reorganize the information by themselves. They need a further push on the habit of inquiry, organization, analysis, critical thinking and reflection. Learning ability a. As for reading strategy, most of students can grasp meaning of the passage by means of skimming and are basically capable of finding basic information by scanning with teacher’s guidance. But the ability to analyze the passage should be further developed. b. Most of students tend to learn from both the ready-made materials and other various sources learning tools (e.g. Internet) to facilitate their learning. So, students have learned something about earthquakes. But where they live, Guilin is tranquil. Accordingly, they have curiosity about this topic. Cultural awareness Students have some basic knowledge about earthquakes and have the understanding of “a human being is infinitely small under the power of nature but humans are great with love, unity and courage” through some disasters like Covid 19. Teaching objectives By the end of the class, students will be able to: (1) Identify the main idea and structure of the text (linguistic competence) (2) Describe natural disasters according to pictures (linguistic competence) (3) Analyze the change of people’s mood (4) Explore how to protect themselves and others in disasters; (linguistic competence, quality of thinking, ability of learning) Teaching Aids: Computer, Textbook, Handouts, PPT and Blackboard Teaching Strategies 1. ZPD 2. The Communicative Approach 3. Situational Teaching Approach 4. Activity-based Approach to English learning Teaching procedures Pre-reading Step 1 Warming up (3mins) Comprehension T shows Ss pictures about earthquake and raises two questions. (IW) 1) What kind of disaster is shown in the pictures? 2) Do you know some signs before the earthquake? [Purpose]Based on the concept of ZPD, the activity is designed to activate Ss’ background knowledge and arouse their interest, which belongs to the level of comprehension according to Activity-based Approach to English Learning. Step 2 Prediction (2mins) Comprehension T guides Ss to predict the main idea of the text according to the title and illustration. (IW) 1) When is the night? 2) Why the earth can’t sleep in the night? [Purpose]This activity aims at raising Ss’ reading expectation and enhance their skill of “viewing”. While-reading Step 3 Skimming (5mins) Comprehension T asks Ss to read the text quickly and find out the main idea and structure of the text.(IW) 1) What’ the text about? 2) What’s the main idea of each part? [Purpose]This activity helps Ss identify the main idea and structure of the text by skimming and shows a model of describing natural disasters in the following post-reading stage. Step 4 Scanning (10 mins) Comprehension T asks Ss complete the mind map on what happened and guess the meaning of some key words in context. After completing the mind map, T guides Ss to explore the causes of damage and revival. (IW) [Purpose]This activity tries to integrate pieces of information in the text and helps Ss find causes of damage and revival. Meanwhile, the activity helps Ss realize the importance of cooperration. Besides, based on the top-down reading teaching model, guessing word’s meaning in the context helps developing Ss’ learning strategies. Step 5 Deep reading (8 mins) Application T guides Ss to analyze how people’s mood change through time based on Ss’ impressive sentences from the text? (GW) [Purpose]This activity helps Ss get the intention of some characteristic sentences such as sentences with rhetorical devices. By analyzing the change of people’s mood, Ss can improve their thinking capacity such as inference. Post-reading Step 6 Retelling T sets a real scenario: If you are the reporter in Tangshan at that time, how will you report the earthquake? Then, T invites Ss to retell the process of earthquake with the help of given structure and people’s change of mood. [Purpose]Tis activity aims to help Ss internalize knowledge and retell the process of earthquake in a real scenario. Step 7 Discussion (10mins) Creation T provides some picture about the process of various natural disasters and invites Ss to describe one of it with the help of the structure and some useful sentences and phrases. [Purpose] This activity belongs to the level of creation. In this activity, Ss will transfer the knowledge from the process of earthquake to describe other natural disasters. Homework (2mins) Creation Must: Suppose you are a resident in an island and you are interviewed by a reporter because typhoon hits your hometown, how will you describe the disaster? The pictures of the progress of typhoon have given to you in your handout. Optional: Do a study on how to protect yourselves and others in earthquake and share it with us next class. Blackboard design Teaching Reflection Finish it immediately after class. 学科网（北京）股份有限公司 $$