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人教版高中英语必修一U4 Earthquakes阅读课教学设计（英文详案含板书）

教学内容和章节

Book1 Unit4 Earthquakes Reading: A night the earth didn’t sleep

Reading

课时安排

40 mins

课程类型

Teaching objectives：

Knowledge objectives By the end of this class, students will be able to 1)

know the meaning of some words and sentences: rescue, dig out, damage, lay in ruins, destroy, shelter, all hope was no lost, etc. 2)

know the signs before the earthquake. 3)

figure out the reasons why the earthquake caused so many deaths. 4)

use some adjectives to describe people’s feeling. Ability objectives By the end of this class, students will be able to 1)

use reading skills of scanning and skimming to find the basic information and the topic sentences of each paragraph. 2)

analyze the function of numerals. 3) know and appreciate two kinds of figure of speech: simile and personification. Emotional objectives By the end of this class, students can be able to 1)

feel people’s suffering during the earthquake.

Teaching points and difficulties：

Teaching points:

1) find out the topic sentences of each paragraph. 2) analyze the reasons why did the earthquake cause so many deaths.

Teaching difficulties: 1) analyze the function of numerals 2)know and appreciate two kinds of figure of speech: simile and personification.

Teaching Procedures Pre-reading Activity 1 Brain storming(3mins) Ss figure out some natural disasters according to their common sense and the pictures. T:Good morning, class! Do you know any natural disasters? Can you figure out some words about natural disasters? S:Earthquake. T:Earthquake, yes. It's a very serious disaster, right? And in this summer vocation, there was an earthquake, a big earthquake, where was it? you know? S:... T:Do you know any other natural disasters? S:Typhoon. T:Yes,台风. You are familiar with typhoon, right? And where and when did it always take place? S: In Zhejiang province/in southeast China. T: And when? In which season? S: Summer or autumn. T: Let me show you some pictures about natural disasters. What are they? S:Snow storm/flood/tornado/typhoon/earthquake. T:There are many natural disasters on the earth, right? And today we are going to learn one of these natural disasters. Now please look at your book,turn to page 26. T:First please look at this picture. Can you tell me what are they doing? S:They are doing some work... T:They are doing some rescue work, right? Do you know rescue? And they are digging out something or some people, do you think so?Do you know "dig out"? T:So can you guess what disaster happened? S:Earthquake. Notes: To read in to the topic earthquake and to attract students’ attention and interest.

While reading Fast reading Activity 1 scanning&skimming(6mins) Ss read the passage quickly to find the basic information about the earthquake and the topic sentences of each paragraph. T:This passage talks about one of the greatest earthquakes in Chinese history. Now please read the passage quickly, find some basic information about the earthquake,

in the meanwhile, try to find the topic sentence of each paragraph.

When you are reading, try to circle or underline some keys. (Ss reading) T: Have you finished? OK time’s up. XX, can you tell me when did it happen?

S1: At 3:42 am on July 28, 1976. T: Yes good job. And where did it happen? XX, please. S2: In the countryside of northeast Hebei, Tangshan city. T: Well done. Now let’s see the topic sentences of each paragraph. Where can we find topic sentence usually? The first paragraph.

S3: Strange things were happening... T: Do you agree with her/him? Ss:Yes. T: And the second paragraph? What’s your opinion?

S4: It seemed as if the world was at an end. T: Do you agree with her/him? Does anyone have different opinion? S5: In 15 terrible seconds, a large city lay in ruins. T: Oh you think this sentence is the topic sentence. Which one do you agree with?

T:OK, actually both of these two sentences can be the topic sentence. Do you think so? They both talk about the general idea of this paragraph. And how the third paragraph? What’s your opinion?

S6:Everywhere they looked nearly everything was destroyed. T:The second sentence. Why not the first sentence? S6: It’s just a question.

T:Yes that’s true. And the last paragraph. Can you say it together?

Ss:All hope was not lost. T:Yes that’s right.

T:So we can see that topic sentences can be find at the beginning of every paragraph. But not always, right? Sometimes it can be in the middle of the paragraph such as this sentence. From these topic sentence, we can see the general idea of each paragraph. For example, paragraph 1, it may talk about some strange things. And paragraph 2 and 3, do you know the meaning of these words, "at an end", "lay in ruins", "be destroyed"? Ss: 成为废墟、被毁灭。

T:So maybe there were some serious results or damages about the earthquake, do you think so? And the last paragraph is about the hope, right? Notes: this activity is to train the fast reading skill of skimming and scanning

Careful reading

Para.1

Activity2 read for details (5mins) Ss read para.1 carefully, tell what strange things happened from 4 aspects and what was people’s attitude.

T:Now please read paragraph 1 carefully and tell me what strange things happened, you can see from these four aspects. Don’t forget to underline.

(Ss reading) T:Have you found them? Can you tell me what happened to the water. S1:The water in the village wells rose and fell. T:Can you show us the move "rose and fell""rose and fell"? S1:... T:And how about the animals? Could you please. S2:Mice ran out of the fields to look for places to hide.Fish jumped out of their bowls. T:Yes. They were so nervous right? They may feel that something will happen. And what about the sky? What happened in the sky? S3:Some people saw bright lights in the sky at around 3 am... T:Yes. People saw bright lights and heard sounds of planes. And the last one. How about the well walls and the pipes? S4:Farmers notice that the well walls had deep cracks in them. Smelly gas came out of the cracks. In the city, the water pipes in some buildings cracked and burst. T:Good job. So the wells and pipes cracked and burst. We can see all of these things are the signs in which period of earthquake? Before,while, or after? Ss:Before. T:So towards these signs, what was people's attitude? What was people's reaction? Can you find a sentence? You can say it together. Ss:But the one million people of the city, who thought little of these events, were asleep as usual that night.

T:Can you use your own words to describe people's attitude? In English. You can think about what’s the meaning of "thought little of". S: People paid no attention to all these signs. T: Yes, people paid no attention to these signs. They ignored these signs. So what would happen to these people as the earthquake began? Let's continue to read.

Notes: This activity is design to lead students to careful reading and to make them know the signs.

Para.2-3 Activity 3 find and analyze (8mins) Ss read para.2-3 carefully, find out the great damages caused by the earthquake, and

analyze the functions of numerals. T:Let's come to the paragraph 2 and 3. You still remember the topic sentence of this two paragraphs right? Yes, they talked about some damages? So read it carefully and find out what damages did the earthquake cause. Find out some examples from the text that talk about the damages. (Ss reading). T:OK, have you finished? XX, have you found some examples? S1:A huge crack that was 8km long and 30m wide cut across houses, roads and canals. T:Yes, can you imagine the distance of eight kilometers? It's just like the distance from here to the south Wenzhou station. And it's wider than our classroom. Do you think so? Do you find any other examples? How about people? How about people? Do you find something? Ss: A huge crack that was 8km long and 30m wide cut across houses, roads and canals. In fifteen terrible seconds a large city lay in ruins. The number of people ....reached more than 400,000. All of the city's hospitals, 75% of its factories and buildings and 90% of its homes were gone. Half a million pigs and millions of chickens were dead. ......

T:So from these sentences you can see the great damages caused by the earthquake,right? Look at these sentences,can you find some special words? The author use what kind of word to describe the damage? S: Numbers. T:Numbers, right? We called them numerals. So here comes the question, why did the author use so many numerals? He wants to describe the damages in which kind of way? You can think about the functions or characteristics of the numerals.

S: To show the earthquake's results directly. T: Good job!And any other opinion? What about you? S: To describe the damage accurately/ in details./ To make the results impressive. T: Well done! Notes: In this activity, Students find out the damages caused by the earthquake and know the function of numerals.

Activity 4 Discussion(4mins) Students discuss the reasons why did the earthquake cause so many deaths and injures. T: So from these numerals,we know that more than 400,000 people died or were injured, right? Why did this earthquake cause so many deaths and injures? Can you find some reasons? You can talk with your partner. List some reasons if necessary. Then I will invite some of you to share with us. (Ss discuss) T: Time's up. Let's invite this group. Ss: The earthquake began at 3:42 am while people were asleep.

The earthquake was one of the greatest earthquakes of the 20th century. There was another big quake following. People paid no attention to the signs before the earthquake.

Notes: This is a underlying problem for deep understanding, it can train Ss’ ability of analyzing the text. In the meanwhile, Ss’ communication and cooperation ability can be trained.

Activity 5 Answer the question(5mins) Students find the expressions and figure of speech used to describe people’s feelings.

T:So in such a hard condition,what was people's feeling about the earthquake? Can you find some adjectives or expressions to describe people's feelings or emotions?Can you give out some adjectives or find some sentences from text? (Ss read and think) T: Any volunteer? XX, any opinion? S1: People were shocked/hopeless/helpless. S2:The suffering of the people was extreme. S3:People began to wonder how long the disaster would last. T: So people felt? They may feel in lost do you think so?

And how about this sentence: Bricks covered the ground like red autumn leaves.No

wind, however, could blow them away. Can you imagine the red autumn leaves? What’s our feelings about that?

S: Sad./ scared.

T: Yes, why? Maybe the red colour make you feel sad/scared right?

Actually, here is a figure of speech. Do you know figure of speech? 修辞手法。In this sentence, do you know what is it? S:比喻。

T: Yes, and it's one kind of 比喻: simile, 明喻. And how do you feel about "couldn't blow them away"? S: The bricks are heavy so people may feel heavy in mood. T: Yes. So this sentence tells us the feelings about people indirectly but more vivid, right? People were shocked. The suffering of the people was extreme. How could the survivors believe it was natural? People began to wonder how long the disaster would last. Bricks covered the ground like red autumn leaves. No wind, however, could blow them away. ... Notes:

This activity is designed to help Ss feel people’s emotions

during the earthquake, and to make them know as well as appreciate the figure of speech: simile.

Para.4 Activity 6 Fill the blanks(4mins) Ss read para.4 and fill the blanks. T: We know, because of the earthquake, people were hopeless right? But do you think they have lost all hope?

Ss: No. T: Why? How do you know that? Ss: All hope was not lost. T: Yeah, what’s the meaning of this sentence?

Ss: 不是所有希望都失去了。

T:Yes. In English, we can also say: not all hope was lost. So there was still hope, right?And, why was there still hope? Look at these two pictures. Can you tell me, why was there still hope?

S: The army came to help the survivors. T: Yes, people came to help the survivors. So what actually did they do? Now please read the paragraph 4 carefully and fill the blanks.

(Ss reading) T:OK, let's check the answers together. The army? Say together, whole class. The army organized teams to dig out those who were trapped and to bury

the dead.

Most miners were rescued from the coal mines there.

Workers built shelters for survivors who lost their homes. Fresh water was taken to the city.

T:These were the rescue work. So what's the result of these rescue work? Can you find a sentence?

Ss:Slowly, the city began to breathe again. T:Yes, the city began to breathe again, so can you tell me the meaning of "breathe"? What does it refer to? Actually it refers to"recover", do you think so? Come to life.活过来. So why did the author use "breathe" but not "recover"?

Here is another figure of speech, what is it? Ss: 拟人。

T: Yes, 拟人，personification. It makes the sentence more vivid, right? Notes: This activity is designed to let students know the rescue work after the earthquake, and know the personification here.

Post- read Activity 1 Review the passage(1.5mins) T:OK, since we have read the passage, now let's have a review. The first paragraph, it talks about what? S:The strange things before the earthquake. T:And what was people's attitude? S:They thought little of that, they ignored the signs. T:And paragraph 2 and 3 talks about? We have mentioned it. S:Damages during the earthquake. And people were extremely suffered.

T:And the paragraph 4 talks about? S:The rescue work, the hope of these people. T: Yes, so that’s the structure of the passage.

Notes: A brief review will help students be more clear about the structure of the whole passage and what they have learned. Activity 2 Discussion and sharing(4.5mins) T:OK, since we have finished reading, now please look at the title. What does this

title mean? And can you suggest another title for this passage? Discuss with you partner in 2 minutes and then I will invite someone to share with us. (Ss discuss) T:What’s your group’s opinion? How do you think about the titiel? Ss:Personification is applied in the title. The title means... T:Good job. Can you suggest another title for this passage? You can imitate the original title or create a new one. Ss: A great shock in Tangshan/...

T:Great! I like your title. Here is my title, A night the city burst into tears, how do you think about it? T: Thank you, all of you have done an excellent job! And here is your

homework. Class is over. Bye. Notes: Appreciating and creating the title can test Ss’ learning of figure of speech and enhance their creativity.

板书设计：

A night the earth didn’t sleep

things

people

Para.1

signs

ignore

before Para.2-3

damages

suffered

during

earthquake Para.4

rescue

hope

after

work