教学设计（a night the earth didnt sleep）
2018-06-12 10:11阅读：
教学设计
课文标题：A Night the Earth didn’t Sleep
单元名称：Unit 4 Earthquakes
教材版本：人教版 英语 必修一
授课年级：高一
一．整体设计思路
The passage mainly talks about the earthquake in Tang Shan in
1976. My purpose to design the passage is as follows:
1. Warming up
Using pictures to warm up students;
Introducing earthquake-related vocabulary;
Making students prepare to get ready for the
reading.
2. Reading
Reading the passage by skimming and scanning
strategies;
Comprehending the passage by the reading skills.
3. Thinking
Developing the students’ spirit of cooperative and mutual
help.
Getting to know they should give a hand to victims when
disaster hits.
4. Appreciation of the rhetorical devices
Leading the students to find and appreciate the four
rhetorical devices the author used in the passage: repetition,
exaggeration, simile, personification.
Understanding what the four rhetorical devices are, and help
them have a better understanding by giving them more
examples.
Encouraging the students to make more examples by using the
four rhetorical devices with their group members, making the
students more creative and imaginative in the reading
class.
5. Writing
Translating some sentences by using the earthquake-related
vocabulary and the four rhetorical devices they have
learnt.
Writing a passage related to the earthquake by using the new
vocabulary and the four rhetorical devices as much as
possible.
二．教学目标
By the end of the class, students will be able
to
Knowledge aim:
1.
enlarge their vocabularies about the
topic of earthquake;
2.
understand the content of the passage
and can describe what happened before/during/after the
earthquake;
3.
understand what are the repetition,
exaggeration, simile, personification;
Ability aims:
1.
improve their English abilities of
skimming, scanning and writing;
2.
apply the repetition, exaggeration,
simile, personification to their own writings;
Emotional aims:
1.
develop the students’ spirit of
cooperative and mutual help;
2.
appreciate the beauty of the language
and be aware of the damage of the earthquake.
三．教学重点和难点
1.
Learning basic knowledge about the
earthquake;
2.
Improving the reading
skills;
3.
Understanding the definition of the
four rhetorical devices the author used in the passage: repetition,
exaggeration, simile, personification;
4.
Using the four rhetorical devices in
the translation;
5.
Learning the application of the four
rhetorical devices in writing.
四．教学过程
Step1. Warming up
1.
Showing some pictures;
2.
Asking students to speak what are the
phenomena of the buildings, roads and victims, including what the
government did to help them;
3.
Introducing the topic.
Step 2. Presentation
1.
Teacher shows blank filling exercises
on the screen, and then asks students to find the main idea and the
order of the passage
2.
scanning
Main parts
|
Time
|
Events
|
Para
1
________
|
for three
days
|
1. Water in the village
.
2. The well walls
.
3. A smelly gas
.
4. Some animals behaved
.
|
at about 3:00 am on July 28,
1978
|
5. Some people saw
in the sky.
6. People heard the
planes.
7. Some water pipes and buildings
.
But one million people thought little of these
events.
|
Para
2-3
________
|
at 3:42
|
8. Everything began to
.
9. A huge crack
houses, roads
and canals.
10. Steam
from the holes
in the ground.
11. Hard hills of rock became
.
|
In fifteen
seconds
|
12. 2/3
13.
400.000
14. 75%
15. 90%
16. Tens of thousands of
17. Half a million
|
Later that
afternoon
|
18. Another big quake
__________.
19. More buildings _________.
20. ______________ were hard to get.
|
Para
4
________
|
Soon after the
earthquake
|
21. The army sent
.
22. The army organized teams to
.
23. Workers built __________ .
|
3. Thinking
Why did the writer say all hope was not lost?
4. The Appreciation of Rhetorical devices
Ask students to find the four rhetorical devices from the
sentences of the passage.
Help students to understand the definition and application of
the four rhetorical devices.
Group work:
Ask students to make some sentences by using the four
rhetorical devices with their group members; each group has their
own tasks.
Ask students to share them with all the
classmates.
Step3. Consolidation
1.
Divide the students into several
groups, and ask students to translate the sentences by using the
word we have learnt today; encourage them to use rhetorical devices
we have learnt.
2.
Ask students to share them with all the
classmates.
Step4. Assignment
Suppose you
are a survivor in Tangshan earthquake, write a short passage about
what you experienced in Tangshan earthquake.
