A-Night-the-Earth-Didn’t-Sleep-英语说课

Lesson Plan for Unit 4A Night the Earth Didn’t Sleep Lesson Plan for Unit 4 A Night the Earth Didn’t Sleep Teaching objectives and demands A. Get the students to know something about the San Francisco earthquake in 1906. Activate their relevant vocabulary and knowledge about earthquake. B. Get the students to understand the text and language points. C. Get the students to appreciate the literary devices the author used in the text. Teaching contents A. key words and phrases to describe an earthquake Destroy, in ruins, great damage, deep cracks, fall down B. difficult sentences Never before in history has a city been so completely destroyed. Never in all San Francisco’s history were her people so kind as on that terrible night. Nothing is left of it but memories and some houses far from the center of the city. A list of ..only a few addresses. A list ofwill fill a library. A list of ..will never be made. C. Class activity discussion about the author’s description of the earthquake. Important points and difficult points A. Important points Activate the students’ relevant vocabulary and knowledge about earthquake. Improve the students’ ability of analyzing the text and get them to develop the skills of obtaining the main idea of the text in the limited time. B. Difficult points Get the students to understand some difficult sentences. Guide the students to appreciate the literary devices. Teaching approach A. Task-based learning B. Activity-based teaching class work, individual work, group work Teaching aids PowerPoint Time allocations Step1. Lead-in 2minutes Step2. Pre-reading 5minutes Step3. Fast-reading 8minutes Step4. Intensive reading Step4.1 difficult sentences 10minutes Step4.2 literary devices 8 minutes Step5. Discussion 5minutes Step6. Homework 2minutes Teaching procedures Step1leading-in A. Relate this story to the previous reading a night the earth didn’t sleep and lead in naturally. B. Introduce something about the author. Rationale get the students to have a short review of what they have learnt before and activate their existing knowledge so that they will have a whole concept of this unit. Step2 pre-reading A. Give the students some background knowledge about the earthquake in San Francisco by showing them some pictures. B. Ask the students to describe the pictures in their own words. Rationale Activate the students’ relevant vocabulary and knowledge about earthquake and make it less difficult for students to further understand the text. Step3fast-reading A. Ask the students to read the passage quickly and think about the following questions What’s the main idea of each paragraph How did the author feel about the earthquake How did the author feel about the people during the earthquake B. check the answers their answers may vary C. Guide the students to find proofs in the text. Rationale get the students to find out the main idea of the text and the author’s attitude expressed in the text. Step4Intensive-reading Step4.1Difficult Sentences 1. Never before in history has a city been so completely destroyed. 2. Never in all San Francisco’s history were her people so kind as on that terrible night. A. Introduce the concept of inverted sentence, ask the students to read the first paragraph and find out sentence1. B. Put sentence1 in the normal word order and explain its meaning. C. Ask one student to put sentence in the normal word order and explain its meaning. Rationale get the students to know the meaning of the sentences so that they will not be an obstacle in their understanding of the text. Encourage the students to explore by themselves. 3. Nothing is left of it but memories and some houses far from the center of the city. Divide the sentence into two parts and explain them in the detailed way. Rationale this one is a little bit difficult to understand. 4. A list of ..only a few addresses. 5. A list ofwill fill a library. 6. A list of ..will never be made. Explain the three sentences roughly. Step4.2Literary Devices Introduce the students some literary devices used in the article Negative words/ Repetition/ Contrast/ Parallel 1. Negative words a. list three sentences on the screen and invite one student to the read them and ask him whether the three sentences have something in common b. Ask students why the author put negative words at the beginning of the sentence. 2. Repet