A-Night-the-Earth-Didn’t文档格式.doc

A-Night-the-Earth-Didn’t文档格式.doc

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C. 

Getthestudentstoappreciatetheliterarydevicestheauthorusedinthetext.

Teachingcontents:

A.keywordsandphrasestodescribeanearthquake:

Destroy,inruins,greatdamage,deepcracks,falldown

B.difficultsentences:

Neverbeforeinhistoryhasacitybeensocompletelydestroyed.

NeverinallSanFrancisco’shistorywereherpeoplesokindasonthatterriblenight.

Nothingisleftofitbutmemoriesandsomehousesfarfromthecenterofthecity.

Alistof…..onlyafewaddresses.

Alistof……willfillalibrary.

Alistof…..willneverbemade.

C.Classactivity:

discussionabouttheauthor’sdescriptionoftheearthquake.

Importantpointsanddifficultpoints:

Importantpoints:

²

Activatethestudents’relevantvocabularyandknowledgeaboutearthquake.

Improvethestudents’abilityofanalyzingthetextandgetthemtodeveloptheskillsofobtainingthemainideaofthetextinthelimitedtime.

Difficultpoints:

Getthestudentstounderstandsomedifficultsentences.

Guidethestudentstoappreciatetheliterarydevices.

Teachingapproach

Task-basedlearning

Activity-basedteaching（classwork,individualwork,groupwork）

Teachingaids

PowerPoint

Timeallocations

Step1.Lead-in（2minutes）

Step2.Pre-reading（5minutes）

Step3.Fast-reading（8minutes）

Step4.Intensivereading

Step4.1difficultsentences（10minutes）

Step4.2literarydevices（8minutes）

Step5.Discussion（5minutes）

Step6.Homework（2minutes）

Teachingprocedures:

Step1 leading-in

Relatethisstorytothepreviousreadinganighttheearthdidn’tsleepandleadinnaturally.

Introducesomethingabouttheauthor.

Rationale:

getthestudentstohaveashortreviewofwhattheyhavelearntbeforeandactivatetheirexistingknowledgesothattheywillhaveawholeconceptofthisunit.

Step2 pre-reading

GivethestudentssomebackgroundknowledgeabouttheearthquakeinSanFranciscobyshowingthemsomepictures.

Askthestudentstodescribethepicturesintheirownwords.

Activatethestudents’relevantvocabularyandknowledgeaboutearthquakeandmakeitlessdifficultforstudentstofurtherunderstandthetext.

Step3 fast-reading

A.Askthestudentstoreadthepassagequicklyandthinkaboutthefollowingquestions:

• 

What’sthemainideaofeachparagraph?

Howdidtheauthorfeelabouttheearthquake?

Howdidtheauthorfeelaboutthepeopleduringtheearthquake?

B.checktheanswers（theiranswersmayvary）

Guidethestudentstofindproofsinthetext.

getthestudentstofindoutthemainideaofthetextandtheauthor’sattitudeexpressedinthetext.

Step4 Intensive-reading

Step4.1 DifficultSentences

1.Neverbeforeinhistoryhasacitybeensocompletelydestroyed.

2.NeverinallSanFrancisco’shistorywereherpeoplesokindasonthatterriblenight.

A.Introducetheconceptofinvertedsentence,askthestudentstoreadthefirstparagraphandfindoutsentence1.

B.Putsentence1inthenormalwordorderandexplainitsmeaning.

C.Askonestudenttoputsentenceinthenormalwordorderandexplainitsmeaning.

Rationale:

getthestudentstoknowthemeaningofthesentencessothattheywillnotbeanobstacleintheirunderstandingofthetext.Encouragethestudentstoexplorebythemselves.

3.Nothingisleftofitbutmemoriesandsomehousesfarfromthecenterofthecity.

Dividethesentenceintotwopartsandexplaintheminthedetailedway.

thisoneisalittlebitdifficulttounderstand.

4.Alistof…..onlyafewaddresses.

5.Alistof……willfillalibrary.

6.Alistof…..willneverbemade.

Explainthethreesentencesroughly.

Step4.2 LiteraryDevices

Introducethestudentssomeliterarydevicesusedinthearticle:

Negativewords/Repetition/Contrast/Parallel

1. 

Negativewords

a. 

listthreesentencesonthescreenandinviteonestudenttothereadthemandaskhimwhetherthethreesentenceshavesomethingincommon

b. 

Askstudentswhytheauthorputnegativewordsatthebeginningofthesentence.

2. 

Repet