2020版高考英语总复习Module4SandstormsinAsia教学案外研版必修3
高中英语Module 4 Sandstorms in Asia (3)教案
Teaching PlanModule 4 Sandstorms in AsiaReading and Vocabulary Teaching aims:1. knowledge and skills:1)Train students’ reading ability.2)Learn some useful words andexpression.3)Know about some facts aboutsandstorms2.P rocess and Methods1)Make students know moreinformation about sandstorms2)Encourage them to find ways toprotect our environment.3.E motion and Value1)Make students have a better understanding of sandstorms2)Encourage them to protect our environmentImportant points:1)Help students to understand sandstorms better.Difficult Points:Improve students’ reading skills and understand the passage better. Teaching Methods:1.Fast reading: to get the general idea of the text2.Careful reading: to get detail information of this passage.3.Discussion: to help studentsunderstand the passage better. Teaching Tools: powerpoint, text Teaching steps:Step 1: GreetingStep 2: Lead-in: play a shortvideo---draw forth the topic“sandstorms〞.Step 3:Pre-reading: Brainstorm: findout as many words as they canto describe sandstoems. Step 4: While-reading:1.fast reading: finish activity 1 to get the general idea of the passage.2.Careful reading: finish activity 2,3 to get detail information.Step 5: Post-reading: Discuss: what we should do to protect ourselves from sandstorms.Step 6: Summary: Let students make a summary about how to describe a kind of natural disaster and call on students to protect our home---the Earth.Step 7: Homework:Let students search for more information about protecting environment on the Internet.。
高中英语外研版高中Module 4 Sandstorms in Asia教学设计
3.给出学生根据校园环境问题拍制的小影再次地练习有关环境问题的句式。
12′
Show Time
First, Make Ss find out their own mistakes.
Saveis the traditional virtue of the Chinese nation.
节俭是我们中华民族的传统美德。
Second,Let Ss complete the sentence.
The school is our home and we have the duty ___________ .
学校是我们的家，我们有责任去保护它。
Third,Make Ss learn translate some useful sentence about environmental problems.
2.如何引导学生运用多种方式去表达他们所想表达的句子。
教学方法
教法：任务型教学法，情景教学法
学法：小组合作+导学案
教学手段
黑板、图片、导学案、多媒体、游戏
二、教学过程
预设
时间
教学步骤
教师活动
学生活动
设计意图
3′
Lead in
1. Greetings.
2.Startthe ley showing picture. Ask the students“our home is changing. There are many threats to are they ?”tomake a simple lead-in.
There is a problem with......，we should......
高中英语《Module 4 Sandstorms in Asia》优质课教案、教学设计
Module 4. Sandstorms in Asia 教学设计I.教学目标：1.知识目标: 在理解文章的基础上掌握新字词。
2.技能目标:学生能够熟练地复述、总结文章的主题，并能够灵活运用知识点。
3.情感目标:学生在学完课文之后应对生态环境的保护问题更加明确，并能有效地采取措施。
II.Teaching and learning methods（教学方法）1.The Audio-lingual Method 听说法2.T he Communicative Language Teaching Method 交际教学法3.Task-based Language Teaching Method 任务型教学法III.Teaching procedures（教学步骤）1.日常小活动（3 分钟）新课开始之初首先以日常小活动开始，主题词为“a funny thing”.通过导入三张搞笑图片使同学们轻松进入学习状态，后引出每日谚语“No discord, no concord.(不打不相识)”2.Lead-in(导入，2 分钟)通过回顾第一模块主题词“E ur o p e”,引出其相邻的大洲亚洲“A s i a”,结合第三模块的主题词“d i saste r s”,引出今日主题“S a nd st o rm s i n A s i a”.3.Pre-reading(读前活动，2 分钟)阅读之前，老师首先通过问题“What have we already known about sandstorms?”引导学生回想对沙尘暴已知的知识，从而方便读中环节对其的深度理解。
4.Fast-reading(快读，5 分钟)学生要求按照略读的提示快速阅读文章后进行段落主题词的连线。
注：文章共6 段，设置的问题为8 选6，衔接高考，加强逻辑判断。
I.How many paragraphs are there in our passage?II.Match each paragraph with its main i dea.Para.1 A. The description of sandstorms and sandstorms in Asia.Para.2 B. The effects of sandstorms on Beijing.Para.3 C. The measures to prevent sandstorms coming to Beijing.Para.4 D. Ren Jianbo and Huang Xiaomei’s opinions on sandstorms.E. Sandstorms have been a major disaster.Para.5 F. What to do in a sandstorm.Para.6 G. Sandstorms in China appear to have increased。
2020版新一线高考英语外研版一轮复习教学案：第1部分必修3Module4SandstormsinAsia含答案
Module 4Sandstorms in Asia[单词拼写应用]核心单词1．mass adj.大量的；大规模的n．大量2．campaign n．战役；活动3．forecast v t.预报；预告4．environment n．环境5．recycle v．重新利用；再循环6．evidence n．根据；证明7．scary adj.恐怖的；吓人的8．absolutely ad v.绝对地；完全地[语境运用]用所给词的适当形式填空。
1. In China, masses(mass) of graduates go abroad to have a further study every year.2．She declined to forecast(forecast) movements in housing prices and rents.3．These materials can be recycled(recycle) into other packaging products.4．People who grow up in different environments(environment) will have their cultural differences. 5．Fear of danger is ten thousand times more scary(scary) than danger itself.拓展单词1．fright n．害怕；恐惧→frighten v t.使害怕→frightened adj.害怕的→frightening adj.吓人的；可怕的2．dust n．沙尘；灰尘→dusty adj.满是灰尘的3．strong adj.强壮的；坚强的→strength n．力量；力气→strengthen v t.加强4．cycle v i.骑自行车；循环→cyclist n．骑自行车的人→recycle v．重新利用；再循环5．pollute v t.污染→pollution n．污染6．concern n．& v t.关心；担心；与……相关→concerned adj.关心的；担心的；有关的→concerning prep.关于；就……而言7．major adj.主要的；多数的→majority n．大多数8．urge v t.催促；极力主张→urgent adj.紧急的→urgency n．紧急情况9．complain v i.抱怨；发牢骚→complaint n．抱怨10．protect v．保护→protection n．保护[语境运用]用所给词的适当形式填空。
Module 4 Sandstorms in Asia 教学设计1
Module 4 Sandstorms in Asia 教学设计1Period 1Teaching goals1．Target language(A) important vocabulary and phrasesblow，bury，frightening，last(v)，sandstorm，dig，protection，sign，earthquake，cut down，give out，dig up(B) important sentence structureI couldn't agree with---------，I think-------，You are /It is absolutely right------，It's extremely serious-------，I have no idea-------，It couldn't--------，Give one's ideas-------，In my opinion，we---------，We should/ need to/ must----，2. Ability goalsEnable the students to talk about the sandstorms，the reasons for causing sandstorms and the importance of protecting environment3. Learning ability goalsHelp the students to how to talk about the sandstorms，the reasons for causing sandstorms and the importance of protecting environment.Teaching important points1. How to describe sandstorms and environmental protection2. How to express one’s opinionsTeaching difficult pointsLearn to look for the general idea and specific information.Teaching aidsA tape recorder and a computerStep 1 Revision1. Check the homework2. Ask students to read the words together and check their pronunciationStep 2 Pre-listeningT: Good morning，everyone. Today we are going on to study a new module，Module 4 Sandstorms in Asia . I will show you some pictures of sandstorms.Talk about them in your words.Show them some pictures.T: No 1S1: In the first picture I can see a woman is riding a bike hard. The sky is yellow.T: Can you see the buildings clearly？S2：No，I Can't see them，they are not clear.T: Look at this picture，can you describe it？S3: I can see many people riding bikes wearing masks. The weather is very cold，so they wear gloves and more clothes.Step 3 Warming upT: Open your books on Page 31. Look at the pictures in your books.S: There is strong wind carrying sand in the sky .and a car covered with sand with running slowly T: Right. Now complete the sentences using the words in the box .Three minutes late ，check the answersAnswers: sandstorms .lasts. frightening. blows.T: From this short paragraph ，we can see sandstorms is very frightening ，Have you ever experienced the sandstorms ？How is it created？Now please look at the words in the box. Explain the meanings of the words in class together .Then divide the whole class into four groups to discuss the questions in Activity2. At last，call back the answers.Step 4 Pronunciation and FunctionNow listen to the tape and ask students to underline the words stressed and conclude when and where the word will be stressed .Then ask students to practice Activity1&2. Listen again to check the answers. Ask students to complete the sentences in EX3 using expressions from EX1&2Step 5 TalkingSuppose you are a citizen. There is a sandstorm in you city. A reporter wants to interviewyou about this sandstorm. Make a dialogue about your interview with your partner.S1:S2:Step 6 Homework1. Write a composition according to the pictures.2. Write a short passage to describe the pollution around you.Period 2Teaching goals1．Target language(A) important vocabulary and phrasesmass，dune，desertification，citizen，dust，forecast，cycle，mask，affect，strengthen，situation，survive，start to---------，wake up to -----------，advise sb (not ) to do sth，one after another.(B) important sentence structureScientists have tried many ways to solve the problem and in China a mass campaign has been started to help solve it.You just had to hope you’d survive.This is a process that happens when land becomes desert because of climate change and because people cut down trees and dig up grassWeather experts advise people not to go outTo be cycling in a sandstorm is frighteningThere was nothing to be done2. Ability goalsImprove the students’ability to read for specific facts. Know the cause and result of the sandstorm，and what to do in sandstorm and foster their sense of responsibility of protecting the environment.3. Learning ability goalsHelp students to learn how to describe a phenomenon and express the feeling.Teaching important points1，Learn some characters and result of the sandstorm.2，Ask students to think ways to protect the environment.Teaching difficult points1，Discuss the answers to the questions.2，Generalize the characteristics of sandstorm.Teaching aidsA tape recorder and a computerStep 1 Greeting and RevisionCheck the students’homework by asking some of the students to read their short passage about pollution around them.T: Good morning/afternoon，boys and girls. Who want to share your short passage about the pollution around them？Ss: I’d like to. Our earth used to be a beautiful place. Thick trees and green grass covered the hills and the earth was the best home for birds and animals What a beautiful scene it was！However，as time went on，people destroyed the forest to grow crops. What were worse，people let their cattle eat up the grass. So you can see a stretch of wasteland instead of green hills，strong wind blow away the rich soil that lies on the top of the field. We do hope all the people will take good care of our forests and plant more trees to improve the environment in which we are living. I'm sure as long as we try every possible means，we're sure to have a beautiful environment again.T: Excellent！Thank you. Yesterday，we have talked about something about sandstorm. Today，we are going to learn more about it. Open your books on Page 32. Have you previewed it？Step 2 Pre-listeningT: Now，I will give you five minutes and read the whole passage quickly，find the questions on the top of this passage1，There is a terrible sandstorm.2，She wears a mask，scarf，and heavy clothes. Because there is a strong sandstorm.3，Traffic moves very slowly because the thick dust makes it difficult to see.4，The expert advises people not to go out.After five minutes，check the answers.T: Now，who'd like to talk about the first question？V olunteer？S1: I’d like to try. ------S2: -------S3:-------S4: --------Step 3 ReadingT: Turn your books on Page 33. Look at the Activity 2and 3，read the text quickly again and complete the activities. Three minutes.Skimming: cycle (v)，expert，process，citizen，dust，survive，forecast，situation，b，b，a，a.After 3 minutes，ask some students to check the answers.Intensive reading:T: Read the whole passage very carefully and complete Ex. 4 and 5 0n Page 33. While reading the underline phrases and sentences that you think are important. Read it silently and try to get the general idea of this passage.Ten minutes:1. The winds in a sandstorm can sometimes be strong enough to move sand dunes.2. When Ren jianbo was living in Inner Mongolia he experienced a terrible sandstorm in desert.3. Sandstorms in China appear to have increased in recent years as a result of “desertification”.4. Cutting down the trees and digging up the grass can cause the climate to change and make the land become desert.After 10 minutes ask students to check the answers and show the answers on the screen.1: forecasted 2: frightening3: survived 4: dustStep 4 ExplanationDuring the procedure，the teacher will explain the text and deal with language points.T: We have gotten the main ideas of the text，and general idea of each paragraph. Now let’s deal with some language points. Who have any difficulties with the text？I'll give you three minutesto look through the text，and then mark the difficulties.Three minutes later，.T: Who has any difficulties？S1: Would you please explain “you just had to hope you’d survive”？What's the meaning of “survive”？T: Good question. “Survive”means continue to live or exist.”For example，“Many strange customs have survived from earlier times.”Ss: -------T: -------Step 5 Homework1. Read the whole passage.2. Write a summary of the text.Period 3Teaching goals 教学目标1．Target language 目标语言(A) important vocabulary and phrasesatmosphere，carbon，dioxide，chemical，environment，garbage，melt，pollution，recycle，coastal，concerned，evidence，major，urgent，pollute.(B) important sentence structureTrees take in carbon dioxide and give out oxygen.What happened to your rubbish？What need to be done to improve the situation？2. Ability goals 能力目标Enable students to understand the damage caused by the natural disaster.Enable students to have a good understanding of the importance of the protecting environment.3. Learning ability goalsEnable students to take some measures to protect our environmentTeaching important pointsListen to the speech about environmental situation made by an expert and different measures taken by different countries.Teaching difficult pointsListen for correct information and find out ways to solve the problems.Have a further discussion on dealing with rubbish.Teaching methods1，discussion.2，listening.3，Cooperative learning.Teaching aids 教具准备A tape recorder and a computerStep 1 RevisionCheck the homework exercises on Page 85Choose the best answers1，Such people are _________A，respect B，to respectC，to be respecting D，to be respected2，There is nothing to do but ________ till it stops snowing.A，to wait B，waitingC，wait D，waits3，I'm sorry _______ you so much trouble. And thank you for your help.A，to give B，to have givenC，giving D，gave4，Tom is said _______ abroad，but now I don't know what country he studied in.A，to have studied B，to studyingC，to be studying D，to have been studying5，______ late in the morning，Bob turned off the alarm.A，To sleep B，SleepingC，Sleep D，Having sleepKeys to the exercise:1，D 2，C 3，B 4，A，5，AStep 2 listening and vocabulary (Page 35)Deal with the vocabulary first to make preparations for listening. Then the students will hear a speech about environmental problems made by an expert. Then solve all the questions in this part.T: First，let's have a revision of some words. Take out your exercises book and we will have a dictation. Write down the words that you hear. Listen to me carefully. No 1. What's the air around the earth called？S: AtmosphereT: Ok. Write down the word. The second one，when we breathe，we breathe in oxygen and breathe out _______S: Carbon dioxide.T:S:T:S:(Play the tape)T: Have got the answers？S:T: Let’s listen to the tape again. Please pay attention to the questions.(Play the tape again)T: Have you got the answers？S: Yes.T:Step 3 Listening and speaking (WB P88)1. Activity 12. First make sure the students understand all the words. Then match the words with the definition.2. Activity 13. Ask the students to read through the six questions.3. Activity 15. Ask the students to work in pairs and make a list of things that they have thrown away in the last week. Give them some types to choose.4. Activity 16. Discuss the following questionsStep 4 WorkbookAsk the students to finish the exercises. Check the answers with students.Step 5 HomeworkFinish the exercises on the blackboard (translation)。
module4sandstorms教案
Module 4 Sandstorms in Asia教案I. Teaching Content1. Teaching MaterialThe topic of this module is “Sandstorms”. It is chosen from Module4 Book 3 for senior middle school students , published by Foreign Language Teaching and Research Press.The reading material presents information about sandstorms in Asia, especially in China, and some words about sandstorms and environmental protection. It aims to improve the students reading and writing abilities. So it is very important in the textbook. This class is the second period of the module ----Reading and vocabulary.2. Teaching aims1). Knowledge: To help students to know the causes and effects of a sandstorm and solutions;To learn useful words and expressions2). Ability: To get useful information and improve reading ability;To write a short passage3). Moral: To increase students’ sense of duty to protect the environment.3.Teaching important and difficult points1.) to help the students master the new words and phrases.2.)to improve the reading skills3.) to find out the essential factors for describing Sandstorms through reading.II. Analysis of StudentsAll of my students are art lovers. They are lovely, energetic, creative, but weak in English, and cannot put all their attention into cultural class. So, the teachers must try to arouse their interests in study and find ways to draw their attention using modern teaching information technology.In the teaching process, a lot of information will be presented and some several methods of teaching will be used, such as working in groups, games, competition, questioning and so on. III. Teaching Methods1.Task-based language teaching method ,2. Situational language teaching method3.Brain storming teaching methodIV. Learning Methods1.Teach the students how to be successful language learners.2.Let the students pass “observation -imitation-practice” to study language3.Improve the students cooperative learning skills to make them active in class.V . Teaching proceduresStep1. Lead-in1.Show students some pictures about sandstorms. And then watch a video about sandstorms.2.Let students describe their impression of sandstorms.Step 2. Fast-readingAsk the students to read the text fast to answer the 5 w questions:1. What are andstorms?____________________________________________________2. Where do sandstorms occur often?________________________________________3. Why have sandstorms increased in China?_____________________________________4. Who appear in this text?____________________________________________________5. How can the sandstorms be prevented?________________________________________ Step 3. Careful-readingI divide the text into two parts: Part1 (1-3) &Part2 (3-6)For part 1, In order to arouse their interests and make an active class. With the help of computer, I designed a game for my students. Students can compete in groups.Once they Big windTerrible Difficult to seesucceed in answering the questions, they can win relative points.For part 2, I designed a form for my students to fill in. The content of the form includes all the important points in the left part of the text. That is, the causes of sandstorms, the influences and the solutions to sandstorms. In order to help students understand them better, I added plenty of pictures , so they can see them directly.Step 4.Discussion in groupsWhat caused sandstorms?What can we do to stop sandstorms?Step 5.Summary：Today we have learned some information about sandstorms. We have known that some human activities have caused sandstorms, such as cutting down trees, digging up grass, and so on.Many famous stars have taken actions to help protect the earth, like Michel Jackson.Do you like to enjoy his song?(Watch MV ---Earth Song.)Now ,it’s time for us to do something to help. We have only one earth, let’s cherish her! Step 6. Homework1.Surf the internet to find more about sandstorms.2.Write a short passage to appeal people to do something to help prevent sandstorms. VI．Writing on the blackboardVII Reflections on teaching (教学反思)Interest is the best teacher.I designed this class, based on the interests of my students. Making full use of the international recourses and computer information technology, I provided a vivid and lively language learning environment. In this way , I managed to make my students feel the real facts of sandstorms and inspired their further exploration into sandstorms, its causes , influences and solutions. In the meanwhile , increased their sense of environmental protection, and finally achieved the teaching aims.That’s all.Thank you!。
高中英语Module 4 Sandstorms in Asia (1)教案
Module 4 Sandstorms in AsiaTeaching content：Reading and vocabularyTeaching goals：1. Knowledge objectivesTo learn some words, phrases and sentencestructures.2. Ability objectivesTo improve the students’reading ability byfast-reading and careful reading.3. Emotion objectiveTo build up the students’sense of responsibility ofenvironmental protection.Teaching important points: To train the students’ reading ability. Teaching difficult points: How to make the students be active in theclass.Teaching methods: Fast reading ,careful reading and discussion. Teaching procedures :Step I GreetingStepⅡLead-inShow a short radio to arouse the students’ interests.StepⅢV ocabulary1.Ask the students to read the words following the teacher.2.Work in pairs and match the words with the definitions. If theyhave any question, they can use their dictionaries. Then check theanswers together.StepⅣPre-readingShow some pictures and ask some students to answer these questions.StepⅤFast- reading1.Ask the students to read the passage quickly to match the mainideas with paragraphs. Then check the answers together.A. the description of sandstormsB. the influence of sandstorms in Beijing.C. the measures the government takes to preventsandstormsD. Sandstorms have been a major disaster in Asia forcenturies.E. the suggestions the weather experts give to peopleF. the cause of the sandstorms in the northwest China.2. Ask the students to divide the passage into to parts.StepⅥCareful- reading1. Ask the students to read the passage carefully and decide if the following sentences are True or False .⑴.A government campaign has been started to help solve the sandstormproblem.⑵.The winds in a sandstorm can sometimes prevent you from seeing thesun.⑶.Northwest China is the sandstorm centre in Central Asia.⑷.The Chinese Central Weather Station can only forecast a sandstormsome months before it arrives.⑸.It is frightening to be cycling in a sandstorm.⑹.The government is planting trees to the east of Beijing to prevent thedesert coming nearer.2. Read Sandstorms in Asia again. Finish activity 4 on page 33.StepⅦPost-reading DiscussionWhat measures should we take to prevent sandstorms coming?Step ⅧHomeworkFinish activity 5 on page 33.。
高中英语Module 4 Sandstorms in Asia 教案
The First Period Reading and vocabularyTeaching goals 教学目标1. Ability goals 能力目标Enable students to gain knowledge about the sandstorm. Know the cause and result of sandstorm, and what to do in sandstorm and to foster their sense of responsibility of protecting the environment.2. Learning ability goals 学能目标Help students to learn how to describe a phenomenon and express their feelings. 3.Teaching important points教学重点Learn some characteristics and result of sandstorm.Ask students to think ways to protect the environment.4.Teaching difficult points教学难点a. Discuss the answers to the questionsb. Generalize the characteristics of sandstorm.Teaching methods教学方法a. Fast reading and deal with comprehension questions.b. Intensive reading.c. Discussion.Teaching aids教具准备A projector, a computer .Teaching procedures & ways教学过程与方式Step 1 Greeting and revisionCheck the students’ homework by asking some of students to read their short passage about pollution around them.Step2 Lead-inLook at some pictures about sandstorms, talk about it with some useful expressions. Watch a video, feel the strong force of a sandstorm.Step 3 Pre-readingT: Now I will give you five minutes and read the whole passage quickly, find the answers to the questions on the top of this page.1. There is a terrible sandstorm.2. She wears a mask, scarf, and heavy clothes. Because there is a strong sandstorm.3. Traffic moves very slowly because the thick dust makes it difficult to see.4. The expert advises people not to go out.Step 4 ReadingI. Match the main idea of each paragraph.II. True or False.1. Fewer measures have been taken to help solve the sandstorm problem.2. Sandstorms are strong, wet winds that carry sand.3. Sandstorms sometimes affect Beijing.4. Northwest China is the sandstorm centre in Central Asia.5. Deserts are caused only by climate changes.6. The Chinese Central Weather Station can only forecast a sandstorm three days before it arrives in Beijing.7. It is frightening to experience a terrible sandstorm.8. The desert is only 250 kilometres away to the east of Beijing.★Intensive ReadingSandstormDefinitionFeaturesPlacesCausesAdviceMeasureIV. Fill in the blanks and try to retell the passage according to it.V. Fill in the blanks to finish the Summary of the text and then try to retell it. Sandstorms are strong, dry winds that carry sand. Sandstorms have been a major disaster for many Asian countries ____ centuries. Northwest China is _______ the sandstorm centre in Central Asia. Sandstorms begin in ______ areas. They are often ____ thick ______ you can’t see the sun, and the wind is sometimes strong enough _________ sand dunes. Because of climate changes and because people _________ trees and _______ grass, desertification in China is serious. Sandstorms sometimes _______ Beijing, which makes the traffic ______ slowly. When it comes, people are advised ____________ or wear a mask. _________ it coming nearer, the government is planting trees.Post-reading:I. InterviewWork in pairs. Suppose one of you is a host and the other is an expert on environment. The host is interviewing the expert about the situation of sandstorms in Asia.II. DiscussionWhat measures should we take to prev ent sandstorm’s coming?Step 3 ExplanationT: Now let’s deal with some language points.◆You just had to hope you’d survive.Survive vi. continue to live or exist ~ (from sth), ~ ( on sth),E.g. many strange customs have survived from earlier time.I can’t survived on 30£ a week.Vt. Continue to live or exist in spite of nearly being killed or destroyed~ an earthquake, ~ shipwrecksurvivor n. person who survived◆as a result of “ desertification〞.…. 由于沙漠化的结果desert + ify “-fy / -ify〞后缀变为verb. desertify → desertification ◆……… because people cut down trees and dig up grass.Cut sth down (cause sth to fall down by cutting it at base)~ a tree, 砍倒一棵树，~ trousers, 改短裤子，~ one’s expenses, 减少开支dig sth up ①break up(soil,etc) by digging，②remove sth from the ground by diggingDig up the land for a new garden. 为建一座花园而垦地。
module4SandstormsinAsia教案
The Teaching Plan for Module 4Sandstorms in AsiaI. School No.9 Middle School Book Three II.Content Module 4 Sandstorms in Asia Type ReadingIII.Teaching aims and demands. 1.Knowledgefocus1.The students can learn some language points.2.The students will talk something about sandstorms2.Abilitygoals1.To train the students’ reading skills.(Fast-reading andIntensive- reading)2.To practice the students’ ability of readingcomprehension.3.Feeling andattitudesLet the students know the importance of protecting ourenvironment.4.Learningstrategies1.The students should read the text quickly and carefully,and then find the answers to the questions.2.The students should talk something about sandstorms inEnglish.3.The students should do something in co-operation.4.The students should learn by themselves.IV.Teachingdifficult pointTalk something about “ S andstorms in Asia”.V.Teachingimportant point.To train the students’ reading ability and l anguage pointsVI.Teaching methods 1.Lead in by pictures of sandstorms and then read and talk.2.Learner-center approach and based learning.3.Learn individually, learn in groups.VII.Teaching aids MultimediaVIII.TeachingproceduresTeacher’s activiti es Students’ activities Aims and skillsStep1 Lead in Show pictures and somequestionsListen to thequestions , and thenanswer.Let students knowsomething aboutsandstorms.Step2Fast-reading Give some tasks. Skin the text quicklyand find the answersto the questionsTo train thestudents’ readingskillsStep3 Intensive-reading Give some tasks. Scan the textcarefully and choosethe best answers.To train thestudents’ readingskillsStep 4 Discuss the passage Let the students go throughthe passage and discuss thedifficulties.Read and discuss. Learn somelanguage points.Step 5Listen and Practice reading Let the students listen andread .Listen and read. To train thestudents’pronunciationstress andintonationStep 6An interview Give some tasks. Ask and answer. To train thestudents’listeningand speakingStep 7HomeworkWrite a letter .Blackboard DesignModule 4 Sandstorms in AsiaSandstormsdefinitions places examples Feedback评课实录课题:必修三Module 4 Sandstorm in Asia Period 2 Reading and Vocabulary执教人：刘艳秋刘颖：刘老师这节课目标非常明确。
高中英语_Book3 Module4 Sandstorms in Asia教学设计学情分析教材分析课后反思
教学设计学情分析1.认知基础：高一学生能用英语简单表达个人观点，或表达个人情感，能用基本的词汇、句型描述沙尘暴的特征，原因和措施。
2.心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，自我意识发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。
3.学习能力：学生对词汇和基本语法的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。
效果分析：1. 学生从沙尘暴相关的词汇的学习到沙尘暴的形成，特征，分布，原因，影响以及措施全方面的进行了了解和深入学习。
通过设计不同层次的题目设置，层层递进，由略读到详读到口头表达到写作，自然的过渡有利于写作目标的达成。
充分体现了以阅读能力为主线，在考察学生阅读能力的基础上，听说读写能力的相辅相成都有提高。
2. 通过表演沙尘暴情景小故事和讨论应对沙尘暴和保护环境的措施，让学生合作完成任务。
充分发挥了学生的主体作用，鼓励学生讨论、感知、思考、生成。
借助阅读，通过小组讨论，分享自己的见解，提升表达写作技巧，并体现学生学习策略的提高和情感的升华。
3．题目设计以全体学生共同参与为主，让所有不同英语水平的学生积极参与课堂全过程，真正成为课堂的主人。
利用电子白板展示各项阅读任务，分层次完成对文本的阅读和掌握。
课下利用网络资源，了解更多的信息，有意识地利用现代化信息技术手段，我们将优化我们的课堂，提高学生的兴趣，提升课堂教学的有效性；同时提高学生学习的有效性，使我们的教学活动更加丰富，更加新鲜，更加高效。
教材分析：本课为外研版《英语》（新标准）高中第三册（必修3）Module 4 Sandstorms in Asia。
本模块介绍了亚洲（主要是中国）沙尘暴的情况，并引入了与沙尘暴和环保有关的词汇。
要求学生了解沙尘暴方面的知识并掌握相关词汇，培养学生用英语谈论沙尘暴及环保的语言技能。
READING AND VOCABULARY 合并为第二课时的阅读课。
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Module 4 Sandstorms in AsiaStep 1 课前准备——模块考点自查自测1.词汇分层级识记过关2.语境活用填写过关3.经典句式背诵仿写过关4.类词巧积累事半功倍(一)分门别类攻单词——识形辨意·拓展应用(二)写用结合记短语——译写短语·语境活用(三)仿写活用练句式——经典句型·仿写背诵Step 2 课堂探究——核心考点点点突破1.重点难点考点学通练透2.归纳总结拓展开阔视野3.方法规律技巧权威点拨4.面面俱到打创高效课堂第一时段Introduction, Reading And Vocabulary1．complain v．抱怨；发牢骚；投诉[教材原句] He does nothing but complain.他除了抱怨什么事也没做。
(1)complain (to sb.) of/about (doing) sth.(向某人)投诉/抱怨(做)某事；(向某人)发牢骚complain (to sb.) that... (向某人)抱怨……(2)complaint n. 抱怨；投诉；控告make a complaint about/of sth. 抱怨/投诉某事make a complaint to sb. 向某人抱怨/投诉单句语法填空①She often complains ________ not feeling appreciated at work.②Several passengers complained ________ the air company about the bad service on the flight.③If you wish to make a ________(complain) about that, you should see the manager.句型转换④They complained about the low wages.→They _________________________________ the low wages.→They ____________________________ the wages were too low.[答案] ①about/of ②to ③complaint ④made a complaint about; complained that2．concerned adj.关心的；担心的；有关的[教材原句] I can't help but feel very concerned.我禁不住感到很担心。
(1)be concerned with... 与……有关，涉及be concerned about/for... 关心/担心……be concerned in... 有牵连；与……有关系be concerned that... 担心……as far as... be concerned 就……而言/来说(2)concern n. 关注；担心；利害关系vt. 使担忧；涉及；关系到show/express one's concern about/for对……表示关心/担心(3)concerning prep. 关于；涉及单句语法填空①However, I think we should show more concern ________ our friends.②Everyone ________(concern) in the incident was questioned by the police.③I am writing to see if it is possible for you to provide me with information ________(concern) the club.补全句子④____________________________________, I am completely infavor of the policy.就我而言，我完全支持这项政策。
[答案] ①for/about ②concerned ③concerning④As far as I'm concerned[易错提醒] concerned作形容词时，意为“关心的；挂念的；担心的”，充当前置定语；表示“相关的；有关的”，作定语时要后置。
例如：a concerned look“关心的神色”；the aut horities concerned“有关部门”。
3．urgent adj.紧急的；迫切的[教材原句] What is the most urgent problem of all?最要紧的事是什么？(1)in urgent need of 急需(2)urge vt. 催促；极力主张；强烈要求n. 冲动；强烈的愿望；迫切的要求urge sb. to do sth./into doing sth.力劝/敦促某人做某事urge that... 强烈要求；极力主张[从句谓语动词用(should＋)动词原形](3)urgency n. 紧急；紧急情况urgently adv. 急需地；迫切地单句语法填空①Parents should actively urge their children ________(take) advantage of the opportunity to join sports teams.②It's of great ________(urge) that we need to make the relative laws with the rapid growth of online shopping.补全句子③The people in the earthquake－stricken area are _______ food, medicine and shelters.地震灾区的人们急需食品、药品和住的地方。
句型转换④Our teacher urges us to study hard with the College Entrance Examination drawing near.→Our teacher urges that we ___________with the College Entrance Examination drawing near.[答案] ①to take ②urgency ③in urgent need of④(should) study hard4．cut down砍倒；削减；缩小(尺寸、数量)[教材原句] Deserts are also created because people cut down trees and dig up grass.人们砍伐树木和铲除草地也会导致沙漠的形成。
cut up 切碎，剁碎；使……难过cut away 切除；剪掉cut out 裁剪；删掉cut in 插嘴cut through 抄近路穿过；穿透cut off 停止，中断(供给、通话)选用上述短语填空①When their children lived far away from them, these old people felt ____________ from the world.②The community college has to ____________ on staff so as to save money.③It is impolite for children to ____________ when their seniors are talking.④Many big trees along the road have been ____________ for building houses, many of the branches of which have been ____________ for firewood.[答案] ①cut off②cut down③cut in④cut down; cut up5．take in吸收；收留；包括；理解；领会；欺骗；改小[教材原句] Trees take in carbon dioxide and give out oxygen.树木吸收二氧化碳并释放氧气。
take away 拿走take back 取回；收回take on 雇用；呈现take over 接管；占领take down 取下来；拆掉；记下take up 占据；开始做；从事选用上述短语填空①It's reported that he will ____________ the company next year.②Learning English ____________ a lot of my time, but I think it's all worth it.写出下列句中take in的含义③This is the t otal cost of the holiday, taking everything in.____________④This dress needs to be taken in at the waist.____________⑤He was homeless, so we took him in.____________⑥It was several minutes before I could take in what he was saying.____________⑦Don't be taken in by products promising to make you lose weight quickly.____________⑧(2016·四川卷)The more fat you take in before bedtime, the greater burden you will put on your body at night.____________[答案] ①take over②takes up③包括④改小⑤收留⑥理解；领会⑦欺骗⑧吸收[答案] 1.to solve 2.that 3.where 4.to have increased5.happens6.covering7.slowly8.it第二时段Integrating Skills1．strength n．力量；力气；长处；优势；强度[教材原句] The Chinese Central Weather Station can forecast a sandstorm some weeks before it arrives in Beijing, but the strength of the storm sometimes surprises people.中国中央气象台能够在沙尘暴到达北京前几周预测到，但是有时沙尘暴的强度还是令人吃惊。