Unit4NaturalDisastersTheNightTheEarthDidn'tSleep教學(xué)設(shè)計(jì)高中英語人教版2

Thenighttheearthdidn’tsleep

Backgroundinformation

Topic

Unit4Earthquakes

ReadingThenighttheearthdidn’tsleep

LessonLength

40minutes

LessonType

Reading

TargetStudents

Senior1

Analysisofteachingmaterial

ThisisthefourthunitofNewSeniorEnglishforChina’sStudentsBook1(byPEP)Earthquakes.Thethematiccontextofthisunitis“Manandnature”.Thenighttheearthdidn’tsleepisthereadingpartofthisunit.Taskofthepartisdescribinganaturaldisaster.Itdescribesthestrangescenesbeforethequakes,damageduringthequakesandrecoveryafterthequakes.Itisanewsreportinthethirdpersonnarrative,ofwhichgeneralcharactersarefactual,importantandtimely.Rhetoricaldevicessuchaspersonificationareused,whichmakethereadingauthenticandvivid.Manyverbsareusedtodescribehowthearmyhelpedthevictims.Theillustrationshowsadisasterenvironment,leadingstudentstounderstandthedestructivenessofearthquakeaswellasunityandkindnessofpeople.Throughreading,studentscanrealizeahumanbeingisinfinitelysmallunderthepowerofnaturebuthumansaregreatwithlove,unityandcourage.

Analysisoftargetstudents

ThetargetstudentareSenior1studentswithalowerleveloflanguageproficiency.

Languageability

Studentshavelearnedthenewwordsinthistext,whichlaysfoundationforreadingprehension.

Studentsfeeldifficultinseizingkeyinformationinaplicatedlongtext.

Thinkingcapacity

Studentscanobtainsuperficialinformationfromthematerial,buttheytendtojudgeonthesuperficialinformationwithoutfurthercontemplationandtheyarenotcapabletointakeandreorganizetheinformationbythemselves.Theyneedafurtherpushonthehabitofinquiry,organization,analysis,criticalthinkingandreflection.

Learningability

Asforreadingstrategy,mostofstudentscangraspmeaningofthepassagebymeansofskimmingandarebasicallycapableoffindingbasicinformationbyscanningwithteacher’sguidance.Buttheabilitytoanalyzethepassageshouldbefurtherdeveloped.

Mostofstudentstendtolearnfromboththereadymadematerialsandothervarioussourceslearningtools(e.g.Internet)tofacilitatetheirlearning.So,studentshavelearnedsomethingaboutearthquakes.Butwheretheylive,Guilinistranquil.Accordingly,theyhavecuriosityaboutthistopic.

Culturalawareness

Studentshavesomebasicknowledgeaboutearthquakesandhavetheunderstandingof“ahumanbeingisinfinitelysmallunderthepowerofnaturebuthumansaregreatwithlove,unityandcourage”throughsomedisasterslikeCovid19.

Teachingobjectives

Bytheendoftheclass,studentswillbeableto:

Identifythemainideaandstructureofthetext(linguisticpetence)

Describenaturaldisastersaccordingtopictures(linguisticpetence)

Analyzethechangeofpeople’smood

Explorehowtoprotectthemselvesandothersindisasters;(linguisticpetence,qualityofthinking,abilityoflearning)

TeachingAids:puter,Textbook,Handouts,PPTandBlackboard

TeachingStrategies

ZPD

ThemunicativeApproach

SituationalTeachingApproach

ActivitybasedApproachtoEnglishlearning

Teachingprocedures

Prereading

Step1Warmingup(3mins)prehension

TshowsSspicturesaboutearthquakeandraisestwoquestions.(IW)

Whatkindofdisasterisshowninthepictures?

Doyouknowsomesignsbeforetheearthquake?

[Purpose]BasedontheconceptofZPD,theactivityisdesignedtoactivateSs’backgroundknowledgeandarousetheirinterest,whichbelongstothelevelofprehensionaccordingtoActivitybasedApproachtoEnglishLearning.

Step2Prediction(2mins)prehension

TguidesSstopredictthemainideaofthetextaccordingtothetitleandillustration.(IW)

Whenisthenight?

Whytheearthcan’tsleepinthenight?

[Purpose]ThisactivityaimsatraisingSs’readingexpectationandenhancetheirskillof“viewing”.

Whilereading

Step3Skimming(5mins)prehension

TasksSstoreadthetextquicklyandfindoutthemainideaandstructureofthetext.(IW)

What’thetextabout?

What’sthemainideaofeachpart?

[Purpose]ThisactivityhelpsSsidentifythemainideaandstructureofthetextbyskimmingandshowsamodelofdescribingnaturaldisastersinthefollowingpostreadingstage.

Step4Scanning(10mins)prehension

TasksSspletethemindmaponwhathappenedandguessthemeaningofsomekeywordsincontext.Afterpletingthemindmap,TguidesSstoexplorethecausesofdamageandrevival.(IW)

[Purpose]ThisactivitytriestointegratepiecesofinformationinthetextandhelpsSsfindcausesofdamageandrevival.Meanwhile,theactivityhelpsSsrealizetheimportanceofcooperration.Besides,basedonthetopdownreadingteachingmodel,guessingword’smeaninginthecontexthelpsdevelopingSs’learningstrategies.

Step5Deepreading(8mins)Application

TguidesSstoanalyzehowpeople’smoodchangethroughtimebasedonSs’impressivesentencesfromthetext?(GW)

[Purpose]ThisactivityhelpsSsgettheintentionofsomecharacteristicsentencessuchassentenceswithrhetoricaldevices.Byanalyzingthechangeofpeople’smood,Sscanimprovetheirthinkingcapacitysuchasinference.

Postreading

Step6Retelling

Tsetsarealscenario:IfyouarethereporterinTangshanatthattime,howwillyoureporttheearthquake?Then,TinvitesSstoretelltheprocessofearthquakewiththehelpofgivenstructureandpeople’schangeofmood.

[Purpose]TisactivityaimstohelpSsinternalizeknowledgeandretelltheprocessofearthquakeinarealscenario.

Step7Discussion(10mins)Creation

TprovidessomepictureabouttheprocessofvariousnaturaldisastersandinvitesSstodescribeoneofitwiththehelpofthestructureands