瓯海一高黄小乐

瓯海一高瓯海一高 黄小乐黄小乐Module1 Unit4 Reading A NIGHT THE EARTH DIDNT SLEEP 解读文本体裁解读文本体裁 解读文本结构解读文本结构 解读文本语段解读文本语段 解读文本语言解读文本语言 解读阅读策略解读阅读策略 解读学生解读学生 Module 1 Unit 4 Earthquake ReadingA NIGHT THE EARTH DIDNT SLEEP 的文本解读的文本解读一、一、解读文本体裁解读文本体裁叙事型记叙文（叙事型记叙文（Narration)l体现记叙文的四个要素，即体现记叙文的四个要素，即时间、地点、人物、事时间、地点、人物、事件（起因、发展、结果）件（起因、发展、结果）l按按时间顺序时间顺序叙述地震前，地震中，到地震后的整个叙述地震前，地震中，到地震后的整个情况。情况。l记叙文常见的表达式是记叙文常见的表达式是记叙、描写、抒情和议论记叙、描写、抒情和议论。本篇文章从本篇文章从第三人称第三人称角度叙述，运用了大量的角度叙述，运用了大量的细节描细节描写写，给人以真切的感受。同时作者，给人以真切的感受。同时作者抒发了强烈的惋惜抒发了强烈的惋惜和悲伤之情，在文章的最后这种情感升华到地震无情和悲伤之情，在文章的最后这种情感升华到地震无情人有情，在任何遭遇面前永不言弃的情感人有情，在任何遭遇面前永不言弃的情感，这也是作，这也是作者所要表明的者所要表明的观点和态度观点和态度。Title：A NIGHT THE EARTH DIDNT SLEEP这个标题用这个标题用拟人的拟人的修辞手法修辞手法告诉读者时间和事件。能告诉读者时间和事件。能吸引读者引起读者思考吸引读者引起读者思考，因此可以让学生先根据标题，因此可以让学生先根据标题预测文章内容预测文章内容。二、二、解读文本结构解读文本结构Part 1:(Para.1)Before the earthquake strange things began to happen but no one paid attention to them.Part 2:(Para.2 and 3)The city lay in ruins and people were shocked at the destruction.Part 3:(Para.4)The army came to help the survivors,bringing hope for a new life.三、三、解读文本语段解读文本语段1）文章整体：）文章整体：贯穿整篇文章脉络的表达时间的贯穿整篇文章脉络的表达时间的5个短语个短语for three days,at about 3:00 am on July 28,1976,at 3:42am,later that afternoon,soon after the quakes2）段落解读）段落解读l主题句清晰主题句清晰 l承上启下的句子承上启下的句子l作者的情感体现在字里行间：作者的情感体现在字里行间：But the one million people of the city,who thought little of these events,were asleep as usual that night.It seemed as if the world was at an end!But how could the survivors believe it was natural?The suffering of the people was extreme.Everywhere they looked nearly everything was destroyed.People began to wonder how long the disaster would last.All hope was not lost.Slowly,the city began to breathe again.Para.3:But how could the survivors believe it was natural?(承承上）上）People began to wonder how long the disaster would last.(启下）启下）Para.4:All hope was not lost.（承上启下）（承上启下）四、四、解读文本语言解读文本语言1）细节的描写）细节的描写(概数和确数的表达使得细节信息更可靠，突概数和确数的表达使得细节信息更可靠，突出了地震造成的危害以及救援工作的成效。）出了地震造成的危害以及救援工作的成效。）Eleven kilometres below the city,more than two hundred kilometers away,eight kilometeres long and thiry metres wide,In fifteen terrible seconds,Two-thirds of them,thousands of families,many children,The number of people reached more than 400,000.All of,75%of,90%of,two dams,tens of thousands of cows,half a million pigs,millions of chickens,some of.,more buildings,150,000 soldiers,hundreds of thousands of people,most of the 10,000 miners 2）定语从句、宾语从句、状语从句的合理使用（）定语从句、宾语从句、状语从句的合理使用（6个定语从个定语从句，句，3个宾语从句，个宾语从句，3个状语从句）个状语从句）3)被动语态使用到位被动语态使用到位4)Simile:5）拟人修辞的使用）拟人修辞的使用 The sound of planes could be heardIt was felt in Beijing,which many children were left without parents.were injured;were trapped;were helped;were rescued;The water was taken It seems as if the world was at an end!Bricks covered the ground like red autumn leaves.Title:A NIGHT THE EARTH DIDNT SLEEPSlowly,the city began to breathe again.五、解读阅读策略 学生能根据标题预测文章内容 学生能对一些生词猜测词义 学生能通过主题句，过渡句和表示时间的短语总结归纳文章结构 学生能够找出各个部分的细节信息内容 学生能推断揣测作者写作意图六、解读学生 大部分学生没有亲身经历过地震，但是对于2008年汶川5-12大地震和2010年玉树地震，学生通过电视网络已有一定的认识。很多学生也看过电影唐山大地震。但是地震的相关词汇还比较陌生，但本文很适合让学生通过语境猜测词义，比如：crack，injure,destroy,rescue,trap,bury,shelter 等等。学生已经经过前面三个单元的学习，对高中英语学习已经有所适应。这个单元的语法是定语从句关系代词的用法，全文总共6个定语从句，涉及到who,that,which,whose四个关系代词。除了这6个定语从句以外，还用到了3个宾语从句和3个状语从句。复合句的比例对于学生来说比较适中。阅读第一课时学习目标预设阅读第一课时学习目标预设:By the end of the class,the majority of the students will be able to:1.know the information about the earthquak happening in Tangshan in 1976,including the strange things before the earthquake,the destruction that the earthquake caused,and the rescue after the quakes.2.find out the topic sentence in each paragraph and summarize the main idea of each part of the passage 3.know the meaning of the following words and phrases through the teachers explanation or word-guessing:crack,think little of,in ruins,injure,gone,destroy,rescue,bury,trap,shelter.4.predict the contexts of the passage 阅读第二课时学习目标预设阅读第二课时学习目标预设:By the end of the class,the majority of the students will be able to:1.sense and analyze the authors feelings between the lines especially through the following sentences.But the one million people of the city,who thought little of these events,were asleep as usual that night.It seemed as if the world was at an end!But how could the survivors believe it was natural?The suffering of the people was extreme.Everywhere they looked nearly everything was destroyed.People began to wonder how long the disaster would last.All hope was not lost.Slowly,the city began to breathe again.2.analyze and conclude the writing purpose of this passage 3.understand the meaning of the title and analyze the reason why the author uses the title.阅读第一课时教学步骤阅读第一课时教学步骤(teaching procedures:）Step 1.Lead in Step 2.Reading 1.Prediction（学生预测文章内容的能力（学生预测文章内容的能力）2.First reading（学生找出文章主旨大意学生找出文章主旨大意)3.Second reading(学生以时间顺序为线索对文学生以时间顺序为线索对文章进行分段和概括章进行分段和概括）4.Third reading（学生对细节信息的了解）学生对细节信息的了解）Step 3.After-readingStep 4.Homework1.Show the following two pictures and ask the students:What do the two dates(12th May,14th April)remind you of?2.Question:What usually happens when an earthquake breaks out(爆发)?Pair-work1).Tell your parter what damage the Tangshan earthquake cuased to the city.2).Discuss with your parter about why the earthquake caused so many deaths and injuries.阅读第二课时 阅读第一课时教学教学步骤阅读第一课时教学教学步骤(teaching procedures:）1)Part1:before the earthquake The students retell the signs before the quake with the aid of pictures after reading the first part of the passage.How did the one million people of the city think of these events?2)Part2:during the earthquakes Data and details 3)Part 3:After the quakes What got the city to breathe again?People were .Those who were trapped were .10,000 miners were .Shelters were .Fresh water was .data(数据数据)v of the nation felt the earthquake.v A huge crack that was kilometers long and meters wide cut across houses,roads and canals.vIn terrible seconds,a large city lay in ruins.v of the people died or were injured during the earthquake.v The number of people who were killed or injured reached more than .vAll of the citys hospitals,of its factories and buildings and of its homes were gone.v dams fell1/3830152/3400,00075%90%TwoDetailsConclusionIn BeijingA huge crackSteamHard hills of rockThe cityMany childrenThe railway trackscowsPigs and chickensWater,food and electricity was felt cut acrossburstriver of dirtlay in ruinswere left without parentsIt was one of the Earthqua-ke of the 20th century.Part 2 detailsuseless pieces of steelnever gave milkdeadhard to getgreatest 阅读第二课时学习目标预设阅读第二课时学习目标预设:By the end of the class,the majority of the students will be able to:1.sense and analyze the authors feelings between the lines especially through the following sentences.But the one million people of the city,who thought little of these events,were asleep as usual that night.It seemed as if the world was at an end!But how could the survivors believe it was natural?The suffering of the people was extreme.Everywhere they looked nearly everything was destroyed.People began to wonder how long the disaster would last.All hope was not lost.Slowly,the city began to breathe again.2.analyze and conclude the writing purpose of this passage 3.understand the meaning of the title and analyze the reason why the author uses the title.Step3Step2Step4Step 2 Further reading and understanding about the passagea.Why do you think the author uses“But”in the beginning of this sentence?What kind of feelings do you think the author wants to convey（传达）（传达）?(pity)b.From the data and details we have talked about in the last period,what feelings can you sense about the author?(the authors sadness)c.Group discussion:Besides the details,find out emotional sentences in Part2 that show the sadness of the authour.d.The earthquake is a natural disaster,but what was the survivors reaction to the disaster?(shocked,sad,worried)e.Does the author only feel sad or hopelss?f.Why does the author think so?What was the result at last?g.What does the sentence“Slowly,the city began to breathe again”mean?以开放性的问题或讨论引导学生体会分析作者的情感以开放性的问题或讨论引导学生体会分析作者的情感Step 3.the students analyze and conclude the purpose of the passage:Which of the following statements do you think is the purpose of the writing?(the answer is more than one)A.The author shows the facts of the Tangshan earthquake in 1976.B The author wants to show we have no choice but to face the fact we can do nothing when an earthquake happens.C.The author shows his sadness toward the city between the lines.D.The author wants to tell us if we learn the signs of an earthquake,we may get preparation before an earthquake and we may have chances to survive and get less losses.E.The author wants to tell us we should keep clam when an earthquake happens.F.The author wants to tell us whatever difficulty we meet,we can overcome it and create wonders if we dont give up.The teacher guides the students to discuss:Do you think the title is good or not?Why or why not?(Possible answer:The title arouse readers curisosity and leads them to think why the night was usuanl.As usual,night is the time to sleep,and night should be safe and quiet.But that night everything changed.Besides,the title shows the readers the time and the event in a way of personification.)Step 4.understanding the title :A reporter interviews Fang Da(a survior in the film The Tangshan Earthquake about what he experienced 38 years ago.An InterviewR:So nice to meet you!Did you experience the Tangshan Earthquake in 1976?F:Yes,it was really a terrible night!R:Do you remember what happened before the quake?F:Of course.I still remember strange things were happening.One of them was that .R:Did people pay much attention to these events?F:.(但是人们没有把这当一回事，当天晚上照常睡着了。）但是人们没有把这当一回事，当天晚上照常睡着了。）R:Was the damage serious or not?F：Of course it was serious.(世界似乎到世界似乎到了末日！人们无论朝哪里看，哪里的一切都几乎被毁了了末日！人们无论朝哪里看，哪里的一切都几乎被毁了R:It sounds sad.Did people feel hopeless?F:Fortunately,(不是所有的希望都破灭了。）不是所有的希望都破灭了。）We got lots of help from people around the nation.Slowly,(这座城市这座城市又开始出现了生机。又开始出现了生机。)Step 5 ConsolidationStep1.Lead inStep 2.Further reading and understanding about the passageStep 3.the students analyze and conclue the purpose of the passageStep 4.Understanding the titleStep 5.ConsolidationStep 6.Homework 阅读第二课时教学步骤阅读第二课时教学步骤(teaching procedures:）