Unit 4 Earthquake
教材内容分析
人教版第一模块第四单元的话题是“地震”。本课是本单元的第一课时，包含warming up, pre-reading, reading, comprehension几个部分。阅读部分讲述了1976年唐山大地震的情况，共四个段落，具体包括地震前兆，地震破坏，地震救援等情况。
教学目标
（1） 知识目标：使学生学习到地震相关知识，如地震前的异常表现，地震的破坏力以及地震后的救援；学习和地震相关的词汇。
（2） 能力目标：训练学生快速阅读能力：略读，查读，推断；训练学生从文本出发思考相关问题，培养学生的思维能力。
（3） 情感目标：学会对地震受害者表达同情和思考震后能够给予的援助。
教学过程
Step 1 warming up (5 mins)
(1) 看视频，了解话题
教师播放一段云南鲁甸地震的英文报道。
T: Good after class! As we know, disasters happen from time to time. Today we are going to talk about one of them. Let’s watch a report…can you understand it? What is the report about?
Ss: Earthquake.
T: Right. This is what we are going to talk about today.
[意图说明] 通过观看有关云南鲁甸的视频，自然把学生带入今天的话题----地震。同时本节课的最后环节是学生用课堂所学做关于鲁甸地震的现场报道。这段视频对于程度一般的学生作为话题引入也就足够，对于较好程度的学生能够起到启发和提示的作用。
(2) 导入记叙文六要素。
教师启发学生用5Ws和1H来提问以获取一个事件诸多信息。
T: When we talk about an earthquake, we may want to ask some questions about it. As for me, I want to know “when was it? where did it happen?” How about you? What questions do you want to ask?
Ss: Who…why…what…
T: Thank you. Have you noticed that if your questions begin with what, when, where, who, why, how, you will get more information from the answer, right? This is what we usually say 5 Ws and 1 H. When we read a narration, we also want to know about these. These are what we call six factors of a narration.
[意图说明]通过启发学生用5ws和1h来提问，引导学生阅读记叙文的时候关注这六要素，以此过渡到阅读本篇记叙文。
Step 2 Pre-reading
教师启发学生用提问的方式通过标题对文章内容进行预测。
T: When you read this title, some questions may come to your mind. What are the questions?
Ss: Why didn’t the earth sleep? What happened to the earth?...
T: I believe after you read the passage, you will find the answers.
[设计意图]这个标题并没有明确说明文章主题，学生光看标题不一定能懂发生了什么事情。通过简单的对标题的提问，吸引学生关注文本内容。
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Step 3 Reading
1. 第一遍阅读（读大意）
首先教师介绍阅读技巧一“查读”，然后要求学生在一分钟时间内查找出基本信息，并用一句话概括文章主旨。
T: First of all please scan the passage in 1 min. What is scanning? In such a short time what do you think we can get?
Ss: When, where, who, what…
T: Yes. Some basic information: when where who what… and please tell me the main idea in one sentence.
[意图说明]通过介绍阅读技巧一“查读”，让学生正确应用阅读技巧提高短时阅读获取大意的能力。这是本节阅读课的第一遍阅读，只需要一分钟时间就能找出记叙文几要素的相关内容，经过整合就总结出文章大意。
2. 第二遍阅读(读结构)
第二遍阅读教师要求学生用阅读技巧二“略读”，找到各段主题句，并将文章分为三个部分，用一两个词语概括各部分大意。最后点出本文是按照时间顺序发展的。
T: We’ve got the basic information now, but it is far from enough. Besides it, we need to get to know the structure. This time, Please skim the passage. What is skimming? You have 3 mins to skim the passage to get the topic sentence of each paragraph. Don’t care too much about details. Go!
Ss: Topic sentence in each paragraph.
Para 1: Strange things happened.
Para 2: It seemed as if the world was at an end.
Para 3:Everywhere they looked, nearly everything was destroyed.
Para 4:All hope was not lost.
T: Can you divide it into three parts?
Ss: Part 1, para1; part 2, paras2,3; part 3 para4.
T: Can you use one or two words to summarize each part?
Ss: Part 1: warning signs. Before… Part 2: damage. During … Part 3: rescue work, after….
T: So the passage develops in the order of…( Ss：time).
[意图说明]教师介绍第二种阅读技巧“略读”，希望学生能够关注文章框架结构和大意而非细节。通过此方法训练，迅速找出文章各段的主题句，分段，概述各部分大意，时间发展顺序，这使学生很容易对文章的结构和发展脉络有了深刻的理解。
3. 第三遍阅读（读细节）
T: now the structure is clear, right? To make the passage more interesting, we need more details to support it.
1. Part 1
T: Please focus on part 1: warning signs. Scan this part in 1 min and underline strange things happening that day.
T: (pictures) Look at the pictures. What appeared in the sky? What happened to mice? How about fish? This is a well. The well wall had deep cracks. Pigs, dogs and chickens were too nervous to eat.
2. Part 2:
T: Well done. Now please scan part 2 damage to find out data only.
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T: Good job. What do these data show? They show how terrible the earthquake is. You see, the city lay in ruins in 15 seconds.
3. Part 3: Fortunately, after the quake, people came to help. You have only 30 seconds to scan this part to find out how people carried out rescue work.
T: Thanks to their help, Tangshan recovered. This is Tangshan’s new look today.
[意图说明]通过分段查读，搜寻设问中需要的信息，主要培养学生获取文章细节的能力，加深对文本的理解。
4. Part 4: feelings
T: we have mentioned facts about the earthquake, what else have we missed?
We are going to read two sentences. This time, we need the third reading skill, inferring. What is inferring? Read between the lines to get the meanings that are not clearly stated. Try to understand the sentences.
Sentence 1: It seemed as if the world was at an end. The world was really at an end? No. this is exaggeration. What does it mean?
Ss: The city was completely destroyed.
T: How did people feel?
Ss: They felt extremely desperate, shocked, helpless, hopeless, worried..
Sentence 2: Not all hope was lost.
T: What does it mean?
Ss: After the quack, help came from all side. People felt hopeful/encouraged.
T: from these two sentences, we know the writer not only simply reports what happened, but also expresses his…( Ss: feelings.)
[意图说明]当学生看完每个段落，回答完每个部分的相关问题后，他们可能只体会到三个有关地震的事实，教师此时启发学生发现作者在描述事实的同时，还表达了他的情感。此环节要求学生用阅读技巧三“推断”深入探究文章字里行间可能透露出的深层内涵，同时也促使学生进入到语境中理解受灾难中和灾难后人们的心情，激发他们的同情之心。由此由学生不难总结出文章的四个方面的内容：预警，破坏，救援以及感觉。
4．深层次理解
在文本的基础上，教师设计三道题目，让学生进行深层次解读。
T: I think it is easy to understand the passage. Now it’s time to challenge yourself. Think about following questions.
In part 2. the writer shows us some data. This is one of them. The number….reached more than 400,000.
Q1: Why did such a number of people die in Tangshan earthquake?
I give you some key words: place, time, knowledge, equipment, prediction…They may help you. Please discuss in a group of four. While you are discussing, please take some notes.
Ss: The buildings were not strong enough.
People thought little of the strange things.
It happened at midnight.
The equipment was not advanced.
There was no warning system at that time…
Q2: How can we reduce the losses caused by earthquakes?
Ss: Ordinary people: rich knowledge of self-protection
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Rescue work: experienced workers and hi-tech equipment
Warning system: developed system.
T: It is a long way to go to predict earthquakes. I hope one day one of you can be the expert in this field to improve the system so that we can prevent such terrible damage from happening.
Q3: In part 3, besides what the rescue work did, what else should be done after the quake. Discuss in pairs.
Ss: medical treatment,
donation
psychological aids
[意图说明]学生通过三遍的阅读，已经对文章的大意，结构和细节有所理解。在文本的基础上，教师设计这三道题，基于文本又超越文本。对于并不容易回答的问题，教师给予一定的文字，语言和图片的提示，由学生进行小组或者两人的讨论，解读文本内容，讨论文本之外的问题，引导学生在关注社会事件的同时，也能关注自身和他人的关系，自身和社会的关系，这是情感价值观的渗透。学生的小组讨论能让学生间互相学习取长补短，答案的呈现又是一种知识和情感的分享。学生不仅在课堂收获知识，还应该收获沟通的能力以及知识分享所带来的成就感。
Step Post-reading
学生两人一组对鲁甸地震进行现场报道。
T: In this lesson, we have learnt a lot about earthquake. Can we try to use what we have learnt to give a live report? Work in pairs. Imagine you are a reporter who is sent to Ludian to cover the news about the earthquake. Please organize a passage, and then give us a live report.
[意图说明]通过对“唐山大地震”文本的学习，教师对学生输入了对地震相关知识和词汇，现在通过对鲁甸地震的现场报道又进行了知识的输出。从输入到输出，是本节课的升华。学生把所学知识进行了应用才是真正实现了对语言知识的掌握。
Step 5 Homework
1. P 28 Ex 1,2,3
2. Writing: Based on the live report, write a passage about Ludian earthquake
[意图说明]本节阅读课重点关注阅读技巧，对于词汇没有太多学习，因此通过作业一进行词汇学习和巩固。作业二体现了学生从读到说再到写的过程。课堂已经给予了读和说的输入，现在再过渡到写，对于学生来说难度不会太大，更是学生学习能力的一个提高。
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