Unit4 Natural Disasters Reading and Thinking 教学设计-2024-2025学年高中英语人教版（2019）必修第一册

Instructional Design Unit 4 Natural Disasters Reading The Night the Earth Didn’t Sleep Teaching objectives After the class, students will be able to: · Sort out the structure of the text and the factual information about the Tangshan earthquake; · Identify the language features of literary journalism, appreciate figures of speech used in the text and infer people’s changing feelings; · Apply the learned knowledge to describe a natural disaster and make a report by using them in a real situation; · Promote the value of unity and hope and develop a positive attitude towards natural disasters. Teaching key points & Difficulties Key points: · Sort out the structure of the text and the factual information about the Tangshan earthquake; · Identify the language features of literary journalism, appreciate figures of speech used in the text and infer people’s changing feelings; Difficulty: · Apply the learned knowledge to describe a natural disaster and make a report by using them in a real situation; · Promote the value of unity and hope and develop a positive attitude towards natural disasters. Teaching procedures ( 45 mins in total) Ⅰ.Lead in (3 mins) Activity 1: Watching and Talking Learning and comprehending (3 mins) 【Individual work】 The teacher presents a short film clip about Tang shan’s earthquake and asks students to speak out what happened in the clip. T: Can you speak out what happened after watching the clip?【introduce 10 学科网（北京）股份有限公司 the topic】 S: 【free speaking】 T: Today’s class mainly talks about Tang shan’s earthquake. What do you already know about it? 【activate background knowledge/schema】 S：What: Earthquake(7.8 级) Where: Tangshan, Hebei When: 3:42a.m., July 28, 1976(Night) 【Purposes】 1. To introduce the topic and activate background knowledge; 2. To perceive the severe destruction of the earthquake. Ⅱ. Pre-reading (5 mins) Activity 2: Predicting------Learning and comprehending(5 mins) 【Individual work】 T asks Ss to read the title and compare the two pictures to predict the content of the text. T: What do you think the text is mainly about? 【What+ Where+ When】 S: The passage mainly talks about a/an earthquake (what) that happened in Tangshan(where) in 1976(when). 【Purposes】 1. To predict the theme and main content; 2. To motivate reading interests. Ⅲ. While-reading (25 mins) Activity 3: Fast reading------Learning and comprehending(5 mins) 【Individual work】 The teacher asks students to skim the text quickly and find out the information covered in the text. 【Skimming for main information】 1. What kind of text is it? The type of the text is literary journalism(纪实性报告文学). Literary journalism usually describes real historical events and real characters. 2. How are the events arranged? The text is organized in chronological/time order. 3. What’s the topic sentence and main idea of each paragraph? How many parts can the passage be divided into? Topic sentence Main idea 【Purposes】 To get the general information and understand the article as a whole, paving the way for in-depth analysis. Activity 4: Detailed reading------Learning and comprehending(15 mins)【Pair work】 T asks Ss to read the text again and draw a mind-map in pairs to describe the Tangshan earthquake to better Ss’ understanding. Part 1(Para 1): Warning Signs before the earthquake T1: What strange things happened before the earthquake? T2: What was the attitude of the people in the city towards those strange things? Part 2(Para 2&3): Happening and effects/damage during the earthquake T1: How does the author describe the damage of the earthquake? S: Numbers T: What’s the function of the figures? S: To show the disastrous destruction and suffering; to make the passage true and convincing. T2: What are the effects of the earthquake? T3: How did people feel during the earthquake?/What was the people’s feeling at that time? S: People felt shocked and hopeless at that time. Part 3(Para 4&5): rescue work and revival of the city after the earthquake T1: Who brought hope to the survivors?/Who came to the rescue? And what did they do? T2: What do you think helped in the revival of Tangshan city? S: The strong support of the government and the people who all worked in unity T3: How did people feel after the earthquake? S: hopeless hopeful 【Purposes】 1. To use factual information to analyze questions and infer people’s feelings: ignorant---shocked, terrified, hopeless---hopeful and get back on their feet; 2. To have a further understanding of the text and improve students' problem analysis and solving ability. Activity 5: Deep reading------Applying and practicing 【Pair work】 T asks Ss to find out the change of people’s feeling as well as sort out figures of speech(language features and writing skills) in the text. T1: The change of people's feeling T2: What rhetorical devices/ figures of speech are used in the text? 【language features and writing skills】Or Which sentences impress you most? Why? S： ①The night the earth didn’t sleep. ②Slowly, the city began to breathe again. figure of speech: personification 拟人 Function: to make the language vivid and expressive, and resonate with readers. ③....the water in the village wells rose and fell, rose and fell... figure of speech: Repetition 重复 Function: to make the description more vivid and involve the readers in the atmosphere ④It seemed as if the world were coming to an end. figure of speech: exaggeration 夸张 + simile 明喻 Function: to show the destruction was extremely severe. ⑤Bricks covered the ground like red autumn leaves. figure of speech: simile 明喻 Function: to make the description more vivid. ⑥Hard hills of rock became rivers of dirt. figure of speech: metaphor 暗喻 Function: to make the description more vivid. 总：The usage of the figures of speech can stimulate readers' feelings and thus touch the readers. 【Purposes】 1. To appreciate language features and writing skills of literary journalism; 2. To feel the power of language; the extremely severe destruction of the earthquake; the great efforts made by the government, the rescue workers and the city and people from the whole country; 3. To analyze and evaluate the title of the article. Ⅳ. Post-reading (10mins) Activity 6: Group Discussion Transferring and creating (10 mins) Suppose you are a survivor from the Tangshan earthquake, your American friend Tom wants to know something about the earthquake and other cities or towns having gone through similar events. It can be carried out in different forms, like dialogues, interviews, speeches.【scaffolding: pictures】 What would you like to tell him? Discussion: Wenchuan county and some other towns near Wenchuan have the similar experiences. These towns were built up from the ruins. In addition to developing better ways to detect and prepare for these disasters, we have learnt that acting quickly and in unity is the best way to get over such disasters. The strong support from government and people around are also very important. 【Purposes】 1. To create a real situation and instruct students to internalize and use language to express their feelings and thoughts; 2. To inspire students to learn from historical events about disasters and further think about the relationship between human and society, human and nature. Ⅴ. Summary (1 min) T clarifies the basic information of Tangshan earthquake based on “before, during and after”. Also, T promotes the value of unity and hope according to the previous activities. T: Disasters can be merciless, love will always prevail. Enhance the national identity and family-country feelings. Ⅵ. Assignments (1 min) Compulsory: Ss write a letter to their American friend Tom at the post- reading stage (80 words). Optional: Do some research on other natural disasters by surfing the Internet and make a report about how to deal with natural disasters. Blackboard design $$