【中小学】高一上下册Lesson 2 Reading and Thinking 1教学设计(3).docx

阅读语篇教学设计 Unit 4 The Night the Earth Didn't SleepXXXXX 中学 XXX第一部分20分钟正课部分详案主题语境：人与自然一一自然灾害之地震语篇类型：报告文学授课时长：20分钟文本分析文章介绍了 1976年唐山大地震这一历史真实事件，类属报告文学，兼具纪 实性与文学性的特征，是一篇不可多得的、高质量的语言学习素材。在纪实性方 面，详细还原了震前的预兆、震中的惨烈和巨大的破坏，以及震后的救援与重建。 在文学性方面，采用了大量事实性数字、以及重复、对比、夸张、明喻、暗喻、 拟人等修辞手法描述细节、刻画场景，是一篇值得英语学习者深入挖掘、品味、 借鉴的上乘之作。文章传递了 “灾害无情、人有情”的情感价值观。教学目标通过本课学习，学生能够：1 .利用主题句快速提炼文本大意；2 .获取梳理文本中关于震前预兆、震中的破坏以及震后的救援和重建的事实 性信息；3 .识别和阐释文学修辞手法在文本中的使用以及意义；4 .以本课所学内容为依据，进行地震幸存者的角色扮演，描述一段见证了地 震完整过程的经历；5 .总结和表达唐山大地震的经验和教训。教学重点学生通过阅读，获取唐山大地震的事实性信息，并识别写作手法的运用，以 及挖掘背后所传递的意义和“灾难无情，人有情”的情感价值观。教学难点准确把握和阐释写作手法所传达的意义和情感价值观；运用本课所学主题语 料有效整合信息、完成地震幸存者的角色扮演任务。教学资源教材、学案、PPT 。教学过程XX教学活动设计意图XXPre-readingActivity 1 Discuss xxxxxxmeT raises the theme related question: which do you think is more powerful, human or nature? Why? Ss say their answers aloud. T does not make any conclusion but leaves a suspense: whatever your answer is, keep this question in your mind till the end of this lesson.创设问题，引发关 于人与自然的关 系的思考，激活 单元主题相关词 汇与认知经验。2While-readingStep 2 Read for the organization and the content1. Study the titleT guides the students to focus on the title: The Night the Earth Didn't Sleep and raises questions:1) What doesudidn,t sleeptell us? (What: an earthquake happened)2) What doesHthe Earthntell us? (Where: in Tangshan, Hebei Province)3) What doesHThe NighHell us? (When: at 3:42 a.m. on 28July 1976)4 ) What literary device is used in this title? (Personification)4) What kind of writing is the text?An article of literary journalism 报告文学T points out the features of literary journalism: documentary xxx (it tells a true historical story) and literary 文学，性(it uses beautiful languages and some writing techniques (写作手法)and guides students to the reading focus of such type of text: grasp basic facts抓取基本事实信息and appreciate the language 赏析语言.2. Work out the main ideaT asks the students to skim the text, highlight the topic sentence and summarize the main idea of each paragraph. Then divide the passage into 3 parts: Part 1: Warning signs before the earthquake (Para. 1)(T presents this part to provide enough hint) ; Part 2: Damage during the earthquake (Para. 2 and 3); Part 3: Rescue and revival after the earthquake(Para. 4 and 5)引导学生通过标题 抓取文章关键信息 并识别文体，抓取 文体关键特征：纪 实性和文学性，为 后续内容和语言的 学习做好铺垫；利用文体知识和主 题句，快速建构义 本结构和提炼文本 大意:震前预兆、震 中破坏和震后救援 与重建。Part 1 Warning signsT raises the questions:1. What writing techniques are used in these sentences and what does the writer学生辨识重复、对 比等写作手XX本 段中的使用以及 作者yStep 3 Read for the content and the languagewant to tell us?But.people were asleep as usual that night, (contrast)Suggested answer: A disastrous earthquake was about to strike but people were totally unaware of the coming danger.要传达的意义：灾难 即将来临，而人 类对此毫无知觉 ,预示灾难的巨 大破坏性。Part 2 DamageT points out the figures and some special writing techniques are used in this part to describe the damage and guides the students to identify them.(1) It seemed as if the world were coming to an end. (xxxxxxxxxxxx 夸张)(2) Hard Mils of xxxx became rivers of dirt, (metaphor 暗喻)(3) Bricks covered the ground like red autumn.(simile xx)Suggested answer: xxx earthquake was so powerful, deadly and cruel, while people were so fragile, helpless and hopeless.T asks the lead-in question again: which is more powerful, human or nature?识别和挖掘夸张、 XX、暗喻、数字等 写作手法在描述震 中场景里的运用 以及传递的意义： 地震如此强大和致 命，而人类如此脆 弱和无助。再次抛 出导入部分的问 题:which is more powerful, human or nature?暗示人类 不口小看大自然的 力量。3'Part 3 Rescue and revivalT asks students to identify the writing techniques used in this part:(1) Slowly, the city began to breathe again. (2) Tangshan started to revive itself and get back up on its feet. (Personification 拟人)(3) What does the writer want to tell us by the above two sentences? (xxx rescue work was xxxx eficient and that people unify and stay positive are xxxx important.)T asks the lead-in question for a third time: which is more powerful, human or nature?学生识别和阐释 拟人等写作手法 的运用以及表达 的意义：救援工 作及时有效、团 结与乐观是人类 战胜自然灾难的 法宝。再次抛出导入部分 的问题:which is more powerful, human or nature?暗示只要 人类团结互助，就 能战胜灾难。31Post-readingStep 4 Role-playT presents the role-play task and students try to imagine and talk about their创设情境，实现本 课知识的创rpossible experience:Suppose you were a survivor of this earthquake. You were at school when the earthquake struck. Imagine what you might experience before, during and after the earthquake. Then give a talk about your experience.新迁移。学生选定 地震幸存者，描述 地震经历和感受 O地震幸存者的 角色设定可实现 本课的核心目标： 描述地震场景。Step 5 SummarySs brainstorm what lessons they've learned from the earthquake.-The strong support from the government and people around are very important.-We must unify and act quickly in face of disasters.-We should stay positive and never give up. - We should arm ourselves with more knowledge to predict and prepare for the disasters. .Teacher has a final ask about the lead-in question again: which is more powerful, human or nature? and uses the quote from President Xi Jinping to conclude the best relationship between human and nature: Human and nature form a life of community. We should respect nature, follow its way and protect it.小结地震经验与 教训，再次以问题 which is more powerful, human or nature?提升主 题，并引用xx平主 席的语录（人与 自然是生命共同 体。我们作为人 类要尊重自然、顺应自 然、保护自然） 概括人与自然的理 想关系。2，HomeworkWrite an article to describe your imagined experience as a survivor in Tangshan earthquake in 150 words.第二部分5分钟答疑部分简案答疑课题：How can we use context to understand new words?我们该如何利用上下文猜测生词词义？设计意图：落实本阅读课中“根据上下文猜测词义”的阅读微技能，引导学生掌 握“根据上下文猜测词义”的技巧。答疑过程：XX意图XX展示课题：How can we use context to understand new words ?我们该如何点明此课题的重要性：根据上下文猜测生词 含义是一项重要的阅读技能，形成 猜测词义的习惯能提高阅读的效率。40秒利用上下文猜测生词词义？展示任务：Scan the text and find the words below. Guess what they mean from the context.xxxx, brick,xxxx,xxxx以本课四个生词ruin, brick,xxxx,xxxx为例， 让学生回归文本，通过上下文推断词义。30秒验证过程xxxx : This word describes the city straight after the earthquake. In a short time, a lot of damage was done, so it might describe a place that has been badly damaged.Brick : This word is used to describe the buildings that have fallen. They are red like leaves, but also heavy, because the wind cannot xxxx them. They sound like the things commonly used to build buildings.Trap: This xxxx is used to describe people who are not dead, but they need help to be dug out, so it might mean they cannot xxxx because the are stuck somewhere. Bury : This xxxx is used to describe what happens to the dead bodies. They are often put into the ground and covered, so that could be what this means.2分30秒练习巩固Read the sentences describing what happened after a huge earthquake. Complete the sentences with the correct forms of the above 4 new words.1分钟10秒1. xxx huge earthquake left nearly the whole city in.2. Soldiers and volunteers worked as hard as xxxx could to pull awayWandrocks, and rescue xxxxx who were under the ruins.3. A few buildings were still standing, but people were afraid to use them as shelters, worrying xxxx would beif thebuildings fell.Answers: ruins, bricks, trapped, buried小结Remind that students next time xxxx come across a new word, try to understand it by studying the context.10秒