T: Who can help him? S4: It s difficult for me to tell the differences between an event and a situation. But I know that the answer to Question 3 is: ".later that afernoon, another big quake shook Tangshan " And the answer to Question 4 is: "Some of the rescue workers and doctors were trapped under the ruinS. More buildings fell down. Water: fo and electricity were hard to get. People began to wonder how long the disaster would last T: Right! In my opinion, an event is about what has happened; while a situation is about the influence caused by the event. Are you clear? S3: Yes, Madam. Thank you Step v Extension(8 minutes) T: All of you did very well. Now I still have some questions to let you think over Please look at the questions on the screen 1. From whose point of view are events described? How do you know? 2. What is the mood of this passage? How is it created? 3. Why do you think the writer chooses to express his feelings about the quake rather 4. Why is the title A NIGHTTHE EARTH DIDN TSLEEP? 5. What does the sentence"Slow, the city began to breathe again " mean? The teacher can ask the students to have a discussion in groups of four at first and then ask some of them to show their ideas Suggested answers SI: He uses a third-person's way to describe the quake. His description is very objective. For example, the second sentence in the third paragraph. The writer says," Every here they looked nearly everything was destroyed. The writer uses they instead of we S2: The mood is serious and a bit sad. It is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed. S3: Although the writer was not there, he felt sad for the people of Tangshan. He
T: Who can help him? S4: It’s difficult for me to tell the differences between an event and a situation. But I know that the answer to Question 3 is: “… later that afternoon, another big quake shook Tangshan.” And the answer to Question 4 is: “Some of the rescue workers and doctors were trapped under the ruins. More buildings fell down. Water, food, and electricity were hard to get. People began to wonder how long the disaster would last.” T: Right! In my opinion, an event is about what has happened; while a situation is about the influence caused by the event. Are you clear? S3: Yes, Madam. Thank you. Step Ⅴ Extension (8 minutes) T: All of you did very well. Now I still have some questions to let you think over. Please look at the questions on the screen: 1. From whose point of view are events described? How do you know? 2. What is the mood of this passage? How is it created? 3. Why do you think the writer chooses to express his feelings about the quake rather than simply reporting what happened? 4. Why is the title A NIGHT THE EARTH DIDN’T SLEEP? 5. What does the sentence “Slowly, the city began to breathe again” mean? The teacher can ask the students to have a discussion in groups of four at first and then ask some of them to show their ideas. Suggested answers: S1: He uses a third-person’s way to describe the quake. His description is very objective. For example, the second sentence in the third paragraph. The writer says, “Everywhere they looked nearly everything was destroyed.” The writer uses they instead of we. S2: The mood is serious and a bit sad. It is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed. S3: Although the writer was not there, he felt sad for the people of Tangshan. He
knows that some personal feelings will make the reading more interesting S4: I think the reason is that, as usual, night is the time to sleep, and usually night should be safe and quiet. But that night everything changed. The writer uses A NIGhT THE EARTH DIDN'T SLEEP as a title is to show how terrible and how unusual the night was S5: Here we can see that the writer compared the city to a person who sufered a lot in the disaster: He felt her pain, and he worried about her: So when he said that people came to help her; we can feel his feelings to the city. The city will not die, e has hope and she can recover from the pain Step VI Comprehending(5 minutes) By now, the students have had a further understand ing about the text. So it's time to have a summary about what they have learned in this class. The comprehending part on Page 27 gives them a good chance to do this. Exercise 1 is about the details in the text, which is easy to finish. Exercise 2 is about the important functional item of this unit--sequence. Exercise 3 asks the students to write a summary at the first glance, it seems difficult, and some students may feel that it is impossible for them to write it In fact, this exercise gives them the way to write a summary. In other words, what they should do is to write down the main idea of each paragraph. And in the course of skimming, the teacher has guided them to find these main ideas. So this exerc shouldn't be a difficult one. The teacher should explain this to the students. Give the students two minutes to finish the exercises and then check the answers with the whole class Step VIl Translation(2 minutes) The purpose of this step is to let students know the meanings of some complex sentences, and let them learn the sentences by heart. If time permits, do this at once, or leave it as homework 1. Farmers noticed that the well walls had deep cracks in them 2. The number of the people who were killed or injured reached more than 400,000 3. It seemed as if the world was at an end 4. It was a city whose hospitals, 75% of its factories and build ings and 90% of its
knows that some personal feelings will make the reading more interesting. S4: I think the reason is that, as usual, night is the time to sleep, and usually night should be safe and quiet. But that night everything changed. The writer uses A NIGHT THE EARTH DIDN’T SLEEP as a title is to show how terrible and how unusual the night was. S5: Here we can see that the writer compared the city to a person who suffered a lot in the disaster. He felt her pain, and he worried about her. So when he said that people came to help her, we can feel his feelings to the city. The city will not die, she has hope and she can recover from the pain. Step Ⅵ Comprehending (5 minutes) By now, the students have had a further understanding about the text. So it’s time to have a summary about what they have learned in this class. The comprehending part on Page 27 gives them a good chance to do this. Exercise 1 is about the details in the text, which is easy to finish. Exercise 2 is about the important functional item of this unit—sequence. Exercise 3 asks the students to write a summary. At the first glance, it seems difficult, and some students may feel that it is impossible for them to write it. In fact, this exercise gives them the way to write a summary. In other words, what they should do is to write down the main idea of each paragraph. And in the course of skimming, the teacher has guided them to find these main ideas. So this exercise shouldn’t be a difficult one. The teacher should explain this to the students. Give the students two minutes to finish the exercises, and then check the answers with the whole class. Step Ⅶ Translation (2 minutes) The purpose of this step is to let students know the meanings of some complex sentences, and let them learn the sentences by heart. If time permits, do this at once, or leave it as homework. 1. Farmers noticed that the well walls had deep cracks in them. 2. The number of the people who were killed or injured reached more than 400,000 3. It seemed as if the world was at an end. 4. It was a city whose hospitals, 75% of its factories and buildings and 90% of its
homes were gone 5. Then, later that afternoon, another big quake which was almost as strong as the first one shook tangshan 6. The army organized teams to dig out those who were trapped and to bury the dead 7. Workers built shelters for survivors whose homes had been destroyed Step Vill Homework(1 minute) T: Now, it's time for assignment. Today we have two tasks to finish after class. The first one is Exercises 1, 2, 3 and 4 in Learning about language on Page 28. These exercises give us a chance to practice the words and expressions we ve just learned The second one is Exercises 1, 2 and 3 in the Using language on Page 30. For the writing, we have two things to consider while we are writing: 1. Who is the audience? 2. How can we express ourselves clearly? OK. Thats all for today. See ou tomorrow l 附: I. Text retelling Notes 1. The main idea of each paragraph 2. The main details of each paragraph 3. The feelings of the writer 4. Some new words and expressions Strange things happened in Tangshan. For a few days, water in the wells rose and fell From the cracks of wells smelly gas came out. Mice, chicken, pigs and even fish became nervous. At 3 am, everything began to shake. It seemed that the world was at an end. One-third of the nation felt it. a huge crack cut across the city. The city lay in ruins. Two-thirds of the people died or were injured. Then later that afternoon, another big quake shook Tangshan. People began to wonder how long the disaster would last. But all hope was not lost. Sold iers came to help those survivors. Slowly the city began to breathe again Ⅱ. Moral education Small events foretell big events
homes were gone. 5. Then, later that afternoon, another big quake which was almost as strong as the first one shook Tangshan. 6. The army organized teams to dig out those who were trapped and to bury the dead. 7. Workers built shelters for survivors whose homes had been destroyed. Step Ⅷ Homework (1 minute) T: Now, it’s time for assignment. Today we have two tasks to finish after class. The first one is Exercises 1, 2, 3 and 4 in Learning about language on Page 28. These exercises give us a chance to practice the words and expressions we’ve just learned. The second one is Exercises 1, 2 and 3 in the Using language on Page 30. For the writing, we have two things to consider while we are writing: 1. Who is the audience? 2. How can we express ourselves clearly? OK. That’s all for today. See you tomorrow! 附： Ⅰ. Text retelling Notes: 1. The main idea of each paragraph. 2. The main details of each paragraph. 3. The feelings of the writer. 4. Some new words and expressions. Strange things happened in Tangshan. For a few days, water in the wells rose and fell. From the cracks of wells smelly gas came out. Mice, chicken, pigs and even fish became nervous. At 3 am, everything began to shake. It seemed that the world was at an end. One-third of the nation felt it. A huge crack cut across the city. The city lay in ruins. Two-thirds of the people died or were injured. Then later that afternoon, another big quake shook Tangshan. People began to wonder how long the disaster would last. But all hope was not lost. Soldiers came to help those survivors. Slowly the city began to breathe again. Ⅱ. Moral education Small events foretell big events
It's better to be safe than sorry People can find hope for a brighter future even after a bad earthquake II. Writing style and Writing characteristics 这是一篇记叙文,用第三人称的形式讲述了1976年唐山大地震。分前兆、经 过、结果三个段落来叙述。在行文中体现了作者对地震这一灾害所造成的危害的 震惊和对唐山人民的同情 本篇以事情发生的先后顺序为线索来写作,运用了大量的细节来描述地震带 来的可怕后果。如:One- third of the nation felt it. A huge crack… cut across. Steam. burst. Hard hills.生动而清晰地反映了地震这一自然灾害,表达了 对灾区人民的同情心。同时作者还运用比喻、拟人等手法。如: Bricks covered the ground like red autumn leaves. (Eta)P26 A night the earth didn i sleep. Slowly, the city began to breathe again. (A)P26 这些修辞手法的运用使得文章生动而富有感染力。 This reading passage recounts the terrible earthquake that nearly destroyed the city of Tangshan. A sequence of events is presented to introduce students to this functional item in the whole article The use of literary devices(exaggerated, simile and personification) adds to the drama of the event. Small events and details in the first paragraph are intended to build suspense. And in the last paragraph the writer uses personification to form a ivid image in the readers mind Ⅳ. Main idea 通过对地震的预兆、过程、结果和对救灾过程的描述,告诉我们地震的可怕 性,并提醒人们注意震前预兆,鼓励人们要正确面对灾难,迎接光明未来。 Natural disasters occur throughout the world, and China has a particular problem with earthquakes. So the article describes the cause, the course and the result of Tangshan earthquake in 1976. It shows us the terrible image of earthquakes. At the same time it hints us that we must realize that we can do some things to min im ize the d amage caus ed by quakes
It’s better to be safe than sorry People can find hope for a brighter future even after a bad earthquake. Ⅲ. Writing style and Writing characteristics 这是一篇记叙文，用第三人称的形式讲述了1976年唐山大地震。分前兆、经 过、结果三个段落来叙述。在行文中体现了作者对地震这一灾害所造成的危害的 震惊和对唐山人民的同情。 本篇以事情发生的先后顺序为线索来写作，运用了大量的细节来描述地震带 来的可怕后果。如：One-third of the nation felt it. A huge crack …cut across…. Steam…burst…. Hard hills… 生动而清晰地反映了地震这一自然灾害, 表达了 对灾区人民的同情心。同时作者还运用比喻、拟人等手法。如: Bricks covered the ground like red autumn leaves. (比喻) P26 A night the earth didn’t sleep. Slowly, the city began to breathe again. (拟人) P26 这些修辞手法的运用使得文章生动而富有感染力。 This reading passage recounts the terrible earthquake that nearly destroyed the city of Tangshan. A sequence of events is presented to introduce students to this functional item in the whole article. The use of literary devices (exaggerated, simile and personification) adds to the drama of the event. Small events and details in the first paragraph are intended to build suspense. And in the last paragraph the writer uses personification to form a vivid image in the reader’s mind. Ⅳ. Main idea 通过对地震的预兆、过程、结果和对救灾过程的描述，告诉我们地震的可怕 性，并提醒人们注意震前预兆，鼓励人们要正确面对灾难，迎接光明未来。 Natural disasters occur throughout the world, and China has a particular problem with earthquakes. So the article describes the cause, the course and the result of Tangshan earthquake in 1976. It shows us the terrible image of earthquakes. At the same time it hints us that we must realize that we can do some things to minimize the damage caused by quakes