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导读
这节课是一个浓缩版的说课，感觉李老师的发音很舒服，而且课程设计问题链思想贯穿始终，是很值得学习的一节课～
基本信息
课型：高中阅读课
授课教师：广州市第二中学 李丽茹老师
教学文本：【人教版必修一 Unit4】 the Night the Earth Didn't Sleepz Z】
素材来源：广州共享课堂
课型：高中阅读课
授课教师：广州市第二中学 李丽茹老师
教学文本：【人教版必修一 Unit4】 the Night the Earth Didn't Sleepz Z】
素材来源：广州共享课堂
教学文本
展开剩余90%授课过程
（紫色字体为教师逐字稿）
【Lead-in】
比较常规的Q&A：一开始老师抛出一个问题：Which do you think is more powerful, human or nature? （这个问题其实是贯穿课堂始终的），老师接着补充：Alright, whatever your answer is, please keep this question in your mind till the end of this lesson.（我自己设计lead-in环节用的guessing game：播放一段地震的音频让学生推断里面有什么声音，比如：collapse, glass, shouts, bursts等等）
【Pre-reading】
因为这篇课文的标题有很多值得挖掘的点，所以读前环节就是标题预测，分别提问：the night, the earth, didn’t sleep 代表的信息：We are going to read a passage whose title is the Night the Earth Didn't Sleep. Actually, it tells us the main idea of this passage. It tells us when, where, and what happened.
其次是因为标题运用到了修辞手法，这个点相信大家备课基本都能想到，属于personification（拟人）。
Look at the title once again. What literary device is used in the title? Can you tell? Exactly, personification. So the use of personification makes the title so impressive, do you agree?
但是李老师还分析了它的 text features 和 text type，接下来的文本分析就从 documentary（纪实性）和literary（文学性）两个方面展开。文本体裁属于报告文学（literary journalism），这里属于可以给学生拓展的点。
Actually, the title shows the features of this article. It is both documentary and literary. What do you call this type of writing, do you know? Let me help you, it is literary journalism, let's explore the passage from these two aspects, documentary to get the facts and literally to study the language features.
【While-reading】
根据读前内容先分析第一个特征：documentary
skimming：让学生概括每一段的内容，老师在这个过程引导学生根据 topic sentence 总结（有的段落是第一句，有的是第二句话）。
First, let's work out what really happened. Please skim the passage, highlight the topic sentence of each paragraph, and write down the main idea of each paragraph.
学生概括完每段内容后，老师提问文章的组织架构是按照什么顺序展开的，比较容易猜出来是时间顺序(time/chronological order)
According to time order, we can easily divide this passage into three parts. Part 1: before the earthquake, part 2: during the earthquake, and part 3: after the earthquake.
接着分析第二个特征：literary，老师逐一展示每个段落的划线句子，让学生猜测此处用的修辞手法（我觉得或许可以让学生自行找，因为给出句子猜测的话会有点简单）。
So far, we have made clear of what happens before, during and after this earthquake. Now let's explore the language features of this passage. Let's see how the writer describes the earthquake and why things are described that way.
接着也是逐一分析段落 （不过我自己准备的时候没有观察的这么细，比较明显的是列数字、做比较和打比方的修辞手法）。
Look at the three highlighted sentences, the first one, it seemed as if the world were coming to an end. What literary device is used here? That's right, it's an exaggeration. It was not really the end of the world, it was a way to show how destructive the earthquake was.
…..
Lots of figures are used in this part, why? Because figures means objective fact. It shows us that the writer is not making enough a story, he is telling us the truth.
分析完第三段老师插入了Lead-in环节问的问题，提问学生的感受。
How do you feel for Tangshan and people now? Okay, sympathetic and upset, right? Now, let me ask you this question again. Human or nature, which is more powerful? At this moment? I believe you will feel the same way as me. When nature gets angry, it can be so powerful and destructive. Do agree? Now let's come to part 3, the rescue work and the revival of the city.
最后老师接着分析 part3 部分：rescue and revival after the earthquake，最后总结：
Now we come to the same question the third time. Which is more powerful, human or nature?I think you won't deny the fact that we humans can also be so powerful as long as we unify and stay positive. Now challenge yourself with this task. 这里和前面的回答形成了对比，好巧妙！
【Post-reading】
活动产出：假设你是地震的幸者，对于这次地震发表你的感想（这个活动设计的挺好的！如果是我的话会让学生用上刚才所学的修辞手法）。
Suppose you are a survivor of this earthquake. You were at school when the earthquake struck. Imagine what you might experience before, during, and after the earthquake. Then give a talk to describe your experience.
范文很有质量～
【Homework】
Write an article to describe your imagined experience as a survivor in Tangshan earthquake in about 150 words. That's all for today.
糍糍笔记
1.这堂课我自己设计了两次，其实文章本身并不难，而且按照文体特征来讲确实比较清晰易懂，想到沪教版the voyages of Zheng He的文章也是可以按照biography的Authenticity（真实性）和Literariness（文学性）进行分析，这种思路大家都可以迁移到其他文本的分析中。
2.问题链的思想很重要！文本中 Human or nature, which is powerful? 在文章中出现了三次，答案也不尽相同，对于激发学生的批判性思维很重要～
END
来源 | 爱英语的糯米糍
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