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Unit 4 Natural Disasters The Night the Earth Didn’t Sleep Teaching Plan
Teaching Philosophy Now, let’s first take a look at the theoretical basis.This lesson takes the teaching philosophy from the English Curriculum Criteria for regular high school released in 2017 as a guiding principle based on the concept of big ideas[1]. It aims to develop students’ core competencies through the activity-based English learning approach[2],so three levels of activities are carefully designed, including learning and understanding, applying and practicing as well as transferring and creating. According to the schematic theory[3], mind-map is a good way to cultivate students’ thinking ability, which is used in this lesson.
Teaching Modes USE[4]Mode：Understanding , Sharing and Expressing PWP[2]Mode：Pre-reading , While-reading and Post-reading
Analysis of Teaching Material ①What: The selected teaching material is from PEP Compulsory Course 1 , unit 4. The thematic context is human and nature and unit theme is natural disasters. This lesson is the second part of this unit.The text is about an earthquake that happened at night and caused great damage to the city and people. ②How: This discourse is described in time order. It includes 5 paragraphs and they can be divided into 3 parts. The 1st part talks about the warning signs before the earthquake, the 2nd tells what happened during the earthquake and its immediate effects and the last part is about the rescue work and the revival of the city. As for the language features, many rhetorical devices are used in the article such as simile, metaphor, exaggeration and personification. ③Why: Get students to form a positive attitude of “Disasters have no emotion, but people do.” Let them know what we should do for survivors if we were volunteers in an earthquake-stricken area.
Analysis of Students As for the learners, The students I teach are the freshman in senior high school.They are active in class and eager for knowledge and have gained the basic reading skills.In the previous Listening and Speaking part, they have already learned something about natural disasters,including earthquake.But on the whole, they are still lower level language learners and short of vocabulary and lack such skills, especially have difficulty in deep reading and logical expression. Although they are familiar in topic in some ways, they know little about expressions. So I will employ proper methods to help them.
Teaching Objectives Language Competence: 1.Learn about the basic information of the Tangshan earthquake; 2.Identify the language features of literary journalism and the structure of the text. Learning Competence: Master the ability to guess words according to the context. Thinking Quality: Grasp and use some words and phrases to describe a natural disaster. Cultural Awareness: 1.Reflect on the lessons that we can learn from the earthquake; 2.Adopt a more positive attitude towards natural disasters.
Teaching Focal Points Lead students to better understand the language features of literary journalism and the structure of the text; Help students to figure out the writing purpose and emotion expressed in the text.
Teaching Difficult Points 1.Enable students to grasp and use some words and phrases to describe a natural disaster; 2.Lead students to appreciate the figures of speech in the text.
Teaching Methods The activity-based approach, Communicative approach
Learning Methods Self-directed learning, Cooperative learning, Inquiry-based language learning
Teaching Resources Textbook, multimedia courseware, students’ worksheets, blackboard, and chalk
Type of the Lesson Reading and Thinking—The Night the Earth Didn’t Sleep
Lesson Duration 45 minutes
Teaching Procedures
Steps/Time Activities Purpose Activity
Step 1: Pre-reading (6 minutes)
Activity 1: Warming-up (3 minutes) T show the picture on page 47 and ask students to answer the following question: Q:What can happen to a city during a big earthquake Activate students’ own knowledge about natural disasters and serve as a warm-up activity for the reading passage. Learning and understanding
Activity 2: Prediction (3 minutes) T shows the picture and title on Page 50 and asks students to predict the content of the text . To motivate students’ reading interests and reading expectation as well as practise the skill of predicting. Learning and understanding
Step 2: While-reading (27 minutes)
Activity 3: Reading for main idea (5 minutes) Students skim the passage to catch the main idea and the structure of the text. 1. What’s the main idea of the text 2. Read the text and underline each paragraph’s topic sentence in the text. (Pay attention to the first and second as well as the last sentence of each paragraph.) 3. Match the main ideas with each paragraph. In what order did the writer write the passage Divide the passage into three parts. It can train Ss’ reading skill in skimming to get the general information and understand the article as a whole, paving the way for in-depth analysis. Learning and understanding
Activity 4: Reading for details (20 minutes) Teacher asks students to read the passage again to find some detailed information in each period. It can help Ss sort out detailed information, deepening their understanding of the text while improving their logical thinking. Learning and understanding
Activity 5 Reading for language features (2 minutes) Have students choose the correct figure of speech to fill in the blanks. Help students appreciate the language features of the text. Learning and understanding
Step 3: Post-reading (12 minutes)
Activity 6: Think and Share (7 minutes) After watching the video of Tangshan’s new look, students think and answer the following questions. 1.What lessons can we learn from these events 2.If you have a chance to be a volunteer to help the survivors of an earthquake area, what will you do This part guides students to further understand the themes and significance of this lesson, and enhance students' ability to think and express. Applying and practicing
Step 4: Summary and Homework ( 4 minutes)
Summary (3 minute) Students summarize what they have learned with the help of a mind map. Transferring and creating
Homework (1 minute) Transferring and creating
Self-evaluation (1 minute) ItemsYesNoHave you got the main idea of the text？Have you sorted out the detailed information from the passage by using reading skills？Can you analyze the structure and language features of the text Have you reflected on the lessons that we can learn from the earthquake Have you formed a positive attitude of “Disasters have no emotion, but people do”？Teaching reflectionWith the help of related activities, the students have a deep understanding of the text and all the teaching objectives are basically achieved, but there are still some problems in this lesson. There's too much to achieve and the students still have some difficulty in transferring and creating. So first, we should finish assessment checklist after class so that the students can spend more time in fully discussing. Besides, more language and structure support should be provided. Blackboard Design

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