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1、Lesson Plan for Unit 4A Night the Earth Didnt Sleep Lesson Plan for Unit 4A Night the Earth Didnt Sleep Teaching objectives and demands：A. Get the students to know something about the San Francisco earthquake in 1906. Activate their relevant vocabulary and knowledge about earthquake.B. Get the stude
2、nts to understand the text and language points.C. Get the students to appreciate the literary devices the author used in the text.Teaching contents:A. key words and phrases to describe an earthquake: Destroy, in ruins, great damage, deep cracks, fall downB. difficult sentences: Never before in histo
3、ry has a city been so completely destroyed. Never in all San Franciscos history were her people so kind as on that terrible night. Nothing is left of it but memories and some houses far from the center of the city. A list of .only a few addresses. A list ofwill fill a library. A list of .will never
4、be made.C. Class activity: discussion about the authors description of the earthquake.Important points and difficult points:A. Important points: Activate the students relevant vocabulary and knowledge about earthquake. Improve the students ability of analyzing the text and get them to develop the sk
5、ills of obtaining the main idea of the text in the limited time.B. Difficult points: Get the students to understand some difficult sentences. Guide the students to appreciate the literary devices.Teaching approachA. Task-based learning B. Activity-based teaching (class work, individual work, group w
6、ork)Teaching aidsPowerPointTime allocationsStep1. Lead-in (2minutes) Step2. Pre-reading (5minutes) Step3. Fast-reading (8minutes) Step4. Intensive reading Step4.1 difficult sentences (10minutes) Step4.2 literary devices (8 minutes) Step5. Discussion (5minutes) Step6. Homework (2minutes)Teaching proc
7、edures:Step1leading-inA. Relate this story to the previous reading a night the earth didnt sleep and lead in naturally.B. Introduce something about the author.Rationale: get the students to have a short review of what they have learnt before and activate their existing knowledge so that they will ha
8、ve a whole concept of this unit.Step2 pre-readingA. Give the students some background knowledge about the earthquake in San Francisco by showing them some pictures.B. Ask the students to describe the pictures in their own words.Rationale: Activate the students relevant vocabulary and knowledge about
9、 earthquake and make it less difficult for students to further understand the text.Step3fast-readingA. Ask the students to read the passage quickly and think about the following questions: Whats the main idea of each paragraph? How did the author feel about the earthquake? How did the author feel ab
10、out the people during the earthquake?B. check the answers (their answers may vary)C. Guide the students to find proofs in the text.Rationale: get the students to find out the main idea of the text and the authors attitude expressed in the text. Step4Intensive-reading Step4.1Difficult Sentences 1. Ne
11、ver before in history has a city been so completely destroyed. 2. Never in all San Franciscos history were her people so kind as on that terrible night. A. Introduce the concept of inverted sentence, ask the students to read the first paragraph and find out sentence1. B. Put sentence1 in the normal
12、word order and explain its meaning. C. Ask one student to put sentence in the normal word order and explain its meaning. Rationale: get the students to know the meaning of the sentences so that they will not be an obstacle in their understanding of the text. Encourage the students to explore by them
13、selves. 3. Nothing is left of it but memories and some houses far from the center of the city. Divide the sentence into two parts and explain them in the detailed way. Rationale: this one is a little bit difficult to understand. 4. A list of .only a few addresses. 5. A list ofwill fill a library. 6.
14、 A list of .will never be made. Explain the three sentences roughly. Step4.2Literary Devices Introduce the students some literary devices used in the article: Negative words/ Repetition/ Contrast/ Parallel 1. Negative wordsa. list three sentences on the screen and invite one student to the read them and ask him whether the three sentences have something in commonb. Ask students why the author put negative words at the beginning of the sentence.2. Repet
