外研版高中英语Book3Module4说课稿
英语ⅲ外研版module4教案1
英语ⅲ外研版module4教案1I、教学内容分析本模块以Sandstorms为话题，旨在让学生深入了解沙尘暴的起因和对我国乃至整个亚洲的危害，并通过以“沙尘暴”和“环境保护”为话题的各种任务或活动，让学生掌握与沙尘暴和环境有关的词汇，了解沙尘暴方面的知识。
培养学生用英语谈论沙尘暴及环保的语言技能，同时提高学生的环保意识。
Introduction部分介绍了一些有关“沙尘暴”的词汇，要求通过练习让学生熟悉这些词汇的意义，并通过讨论问题的方式，让学生初步了解沙尘暴。
ReadingandVocabulary部分通过阅读SandstormsinAsia，让学生学习相关词汇，学会分析文章结构,归纳段落大意，同时增进对沙尘暴危害性的了解，为后面的说、写做预备。
Grammar1部分旨在让学生通过三个学习活动，发明规律，理解掌握“动词不定式”的各种时态和语态概念，以达到正确使用各种形式的目的。
ListeningandVocabulary部分先引入大量与环境有关的词汇，然后通过给topics排序，回答以下问题以及用刚学词汇完成句子的活动对词汇加以巩固和掌握。
Grammar2部分为“动词不定式”的一种特别用法，即but后加不带to的不定式。
要求在进行活动的同时加以启发，让学生明确用法。
PronunciationandFunction部分通过听的训练让学生掌握句子的重读，同时掌握如何“表达强烈感情”，并加以练习进行巩固。
Speaking1部分要求学生就“沙尘暴”的话题进行访谈。
Speaking2部分要求教师引导学生认识了解环境污染问题，然后以“环保”为主题，进行讨论，提高学生的环保意识。
Writing部分通过四个步骤的练习掌握写作技巧，学会写有关环保的短文。
EverydayEnglish部分出自本模块听力部分，能够在听力结束后处理本环节。
要紧通过补全对话的形式使学生熟练掌握这几个表达CulturalCorner部分通过介绍欧洲一些国家的环保情况，让学生了解欧洲国家在环保方面的一些做法。
外研版《Book 3 Module 4 Sandstorms in Asia》教学设计
外研版《Book 3 Module 4 Sandstorms in Asia》教学设计作者：刘映来源：《读与写·教育教学版》2017年第11期中图分类号：G632 文献标识码：C 文章编号：1672-1578（2017）11-0245-02一、教材依据高中英语（外研版）《 Book 3 Module 4 Sandstorms in Asia》Reading and Vocabulary 第三课时阅读课二、设计理念本次课采用了任务型教学模式，体现了新课标的思想，引导学生自主观察、体验、探究等积极主动的学习，注重以学生自主学习和合作学习为主，培养学生自主学习能力。
把学生视为学习的主人，让学生自主学习，过程让学生参与，内容让学生总结。
教师以饱满的工作热情和扎实的专业知识投入到课堂教学中，体会教师职业的幸福感和成就感。
学生以饱满的学习情绪投入到课堂的学习中，体验学习的快乐和成功。
师生的关系平等和谐，团结合作，共同完成学习任务。
三、教学分析1.教材分析这是一篇说明文，以“Sandstorms in Asia ”为话题，介绍了亚洲及中国的沙尘暴情况，文章说明了沙尘暴的起因和对我国乃至整个亚洲的危害，旨在了解沙尘暴方面的知识，让学生更好地了解我们的地球，提高环保意识。
2.学生情况分析教学对象是高一A班的学生，学生的英语学习基础一般，因此调动学生积极性，提高阅读水平是关键，根据学生特点，教师采用了任务型教学方式，讨论探究，面向全体学生，便于调动学生积极性，在师生互动、生生互动中完成教学任务和目标。
四、教学准备教师准备：1.制作精美的课件。
2.收集自然灾害图片（洪水、飓风、闪电、雷暴、龙卷风、地震、海啸、沙尘暴），用于导入。
3.设计完美的学案。
学生准备：1.预习全文——亚洲沙尘暴。
2.布置学生网上查询自然灾害的危害，激发学生对环境保护的自觉性，组织学生分组讨论。
通过课前充分的备课，教师做到了心中有目标，眼中有学生，手中有办法。
高中英语说课稿-《Module4SandstormsinAsia》优秀说课稿
高中英语说课稿-《Module4SandstormsinAsi a》优秀说课稿各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢一、说教材（一）教材内容及分析我说课的内容是外研版《英语》（新标准）高中第三册（必修3）module4SandstormsinAsia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。
Introduction部分为此模块的warmingup,介绍与“沙尘暴”有关的词汇，并设计了三个练习活动。
通过教材设计的这三个活动，可以让学生初步熟悉这些词的意义，为以后的各项学习活动做好准备。
ReadingandV ocabulary该部分介绍了“亚洲的沙尘暴”。
围绕着课文，编者设计了五个与课文内容和词汇有关的练习。
通过这些练习，学生可以增进对沙尘暴危害性的了解，熟悉有关沙尘暴的词汇。
（二）教学目标根据《新课标》总目标的描述，结合本课的内容，我把本节课的教学目标系统化，分别是：语言知识，能力目标，情感目标，文化意识，和学习策略。
．语言知识目标掌握并能运用下列词汇：与沙尘暴有关：disaster,dune,citizen,dust,desertification,fo recast,strength,cycle,mask与环保有关：process,mass,campaign句子: Tohavebeencaughtinasandstormwasaterribl eexperience.Therewasnothingtobedone. Tobecyclinginasandstormisfrightening.2．语言技能目标：理论依据:高中英语课程标准强调用英语获取和处理信息的能力).能从中获取主要信息并摘录要点2).能理解主旨、作者意图3).能提取、筛选和重组中的信息4).能利用上下文猜测新词汇3．学习策略目标词汇归类在阅读、英语互动、完成任务过程中进行有效自我调控通过各种途径获取相关信息，辨别并运用有效资源3．文化意识和情感态度目标了解亚洲沙尘暴的状况增强环保意识4．重点与难点重点：了解沙尘暴；阅读微技能训练难点：运用所学词汇和短评，围绕主题进行讨论及写作二、说学情在教学过程中，对学情的了解是教师因材施教的关键。
高中英语 module4sandstorms in asia说课稿 外研版必修3
Book 3 module4 Sandstorms in Asia说课稿各位老师：大家好！让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。
多年来，我为实现自己的梦想和追求不懈地努力着。
今天在此，希望各位老师指导我的说课，使我更快的成长。
我说课的内容是Book 3 module4 Sandstorms in Asia。
主要从教材分析、教学策略、教学程序 、板书设计、教学评价等方面作具体的阐述。
下面我先来说第一个板块——教材分析中的第一环节——说教材本单元的话题是natural disasers. 自然灾害是我们生活中经常遇见的，尤其是四川汶川大地震和日本才发生的地震和海啸。
因此本课的知识点是大部分学生熟知的，相信他们也对本课的学习充满期待。
第二环节——说教学目标根据《英语心课程标准》的教学理念，教材特点以及高一年级学生的实际情况，将本课时的教学目标确定如下:[认知目标] 能够听、说、读、写本课的主要内容和关键句型： 亚洲的沙尘暴，成因，防治和成效。
以及短语:appear to have done; wake up to ;forecast ;advise sb to do sth .[能力目标] 能够跟录音朗读对话，并能分角色进行表演。
能够独立或协作地完成postreading中的作业.[情感目标] 通过活动、观看图片使学生产生学习英语的兴趣；让学生敢于、乐于开口，积极参与交流。
并让学生在学习的过程中，培养他们的合作意识和竞争意识。
第二个板块——说教学策略本课主要采用情景教学以及多媒体计算机辅助课堂教学，充分发挥教师的主导作用和学生的主体作用，利用现代教育技术优化教学过程，通过课件为学生创设更多生动中自然灾害的语言环境，把学生吸引到活动中去，并激发他们主动参与学习的欲望内。
努力培养学生的自学能力，把学习的钥匙交给学生，在传授知识的同时授以科学的思维方法。
外研版高一英语必修3 module4 说课
Sandstorms in Asia (key words)
description causes effects desertification ；________ changes ； ________ trees；_________ grass wake up to an_______ orange sky and _____winds, which cover the city in a strong thick brown-yellow ______,_________ dust. The traffic thick dust moves _____ very ______. slowly The _____ difficult to see. makes it ________
Purpose: to help students to have a whole suggestion understanding of sandstorm, and meanwhile measures make the students prepared for the next task.
Language is used for communication Post-reading & Discussion
Module4
Sandstorms in Asia
Analysis of teaching material Teaching aims Teaching strategy and methods
Important and difficult points Teaching procedures
Analysis of the teaching material
Teaching procedures:
外研版高中英语必修三模块四全套教案
Book3Module4 Sandstorms in AsiaTeaching Aims:1. Knowledge and Skilla.Get the students to review the violence of nature and know more about sandstorms and how to protectthe environment.b.Through discussion and the comprehension of Reading, develop the st udents’ listening, speaking,reading and writing, mainly reading.c.Encourage the students to search the information on the Internet to gain more knowledge ofsandstorms and environmental protection.d.Improve the students’ ability to read for specific facts.e.To grasp the usage of infinitive, pay more attention to the usage of but + infinitive.2.Emotion and Valuesa.Enable the students to talk about the cause and influence of sandstorms，and the ways to solve theproblem in order to increase their sense of protecting the environment.b.To encourage the Ss to talk about the damage caused by sandstorm and their own feelings about it.3. Cross-cultural awareness:a.Understand the environmental protection of the whole world and strengthen their awareness ofenvironment protection.4. Character-building:a.To strengthen their confidence of protecting the environment we are living in.b.Enable the students to talk about the sandstorms, the reasons for causing sandstorms and theimportance of protecting environmentDifficulties and Importance:a. Conclude and collect the words and phrases related to environment and environmental protection.b. Ask students to think ways to protect the environment.c.Improve the student’s ability of grasping the general idea of the passage.Teaching Method:a.Task-based methodologymunicative ApproachTeaching Time:Five periods:Period 1 vocabulary and WritingSpeaking 1Period 2 Reading and V ocabularyPeriod 3 Grammar 1 InfinitiveListening and V ocabularyPeriod 4 Grammar 2 but + infinitiveEveryday EnglishPeriod 5 Cultural cornerSpeaking 2WritingTeaching Procedures:Period 1Step 1. Warming upLook at the picture. Complete the sentences using the correct form of these words Then answer the following questions.blow bury frightening last sandstormThere has been a ______. It _____ for ten hours and wasvery _______. The wind _______the sand high aroundthe houses, and some cars were almost completely ______by the sand.Suggested answers:1. sandstorm2. has been blowing / has lasted3. frightening4. was blowing5. buriedQ1. What is a sandstorm?Q2. What’s the weather like when a sandstorm occurs?Q3. What’s the bad influence of a sandstorm?Suggested answers:Q1. Sandstorm is a kind of bad weather, which is becoming increasingly common in Northwestern China, and it usually happens in spring and fall. When a sandstorm comes, the wind blows strongly with dust and sand.Q2. There is strong, dry wind and the sky is yellow.Q3. cars slow down and have to turn on headlight;the visibility dropsdifficult for us to breathedangerous to go out or driveStep 2 Further understandingWork in pairs. Discuss the following statements and decide whether it is true or false.1.Sandstorms begin in desert areas.2.Deserts are created by climate changes.3.Deserts are also created because people cut down trees and dig up grass.4.Sandstorms from Asia have blown across the Pacific Ocean to America.5.Sandstorms can’t be prevented.6.The inland region has more sandstorms than the one near the sea.Suggested answers:1,2,3,4,6 T 5, FStep 3 DiscussionsQ1. What’s the cause of sandstorm?Q2. What should you do in a sandstorm to protect yourself?Suggested answers:Q1. climate changes; trees cut down; desertification; serious air and water pollution;the growing population of the world and so on.Q2: This is an open question.Step 4 SpeakingWork in pairs. Suppose there has been a bad sandstorm in your city.A: You are a reporter. You interview a man who has cycled to work in the sandstorm. Before you do the interview, write down the questions you want to ask.B: You felt frightened but you put on a mask and cycled to work in the sandstorm. Tell the reporter how you feel about the sandstorm. Describe how things looked in the sandstorm.Homework:1.Memorize the new words related to sandstorms.2.Preview the passage of Sandstorms in Asia.Period 2Step 1 Pre-readinga. Look at the photo and answer the following questions.1. Get Ss to come up with as many words as possiblewhile looking at the picture.2. What is happening?3. What is the cyclist wearing and why?4. What do you think happened to traffic in this situation?Why?5. What do you think experts advise people to do in thissituation?Suggested answers:1. mask cycle cyclist dustcitizen frightening sandstorm2. There is a sandstorm blowing.3. She is wearing hoods, masks and glasses.4. The traffic moves slowly. Because it’s not clear to see everything on the road and people must take great care.5. Experts advise people to stay at home in this situation.b. PredicationIf you are to write the article named “Sandstorms in Asia”, how many parts will you include in it? What will you write in each part?Step 2 While-readinga.Skimming and scanningRead the passage quickly and fill in the diagram with one proper word.Part 1(Para1) d__________Part 2(Para2-5) c_______d_______S_______i________s________Part 3(Para.6) m________Suggested answers:Part 1 disasterPart 2 Sandstorm cause description influence suggestionsPart 3 measuresb.Detailed Reading1)Read the passage carefully and answer the following question.1 What are sandstorms?2 In what places do they often happen?3 What does Ren Ji anbo’s example tell us?4 Are there sandstorms in China? Where?5 Have sandstorms in China increased or decreased recently? Why?6 Why does traffic move slowly during the sandstorm?7 What does the government do to protect Beijing from sandstorms?Suggested answers:1.Sandstorms are strong, dry winds that carry sand.2.Central Asia, North America, Central Africa and Australia.3.It is dangerous to go out when a sandstorm occurs.4.Yes. Northwest China.5.Increased. As a result of desertification.6.Because the thick dust makes it difficult to see.7.Plant more trees.2) Read the passage carefully and then fill in the chart with suitable words.Suggested answersa. Decide if the following statements are true( T ) or false( F ).①Scientists have tried many ways to deal with sandstorms②Land becomes desert only because people cut down trees and dig up grass.③The Chinese Central West Station can not forecast sandstorm before it comes.④The desert is 25o kilometers away to the west of Beijing. So there is no need to take somemeasures.⑤Southwest China is part of the sandstorm center in Central Asia.Suggested answers:1.T2. F3. F4. F5. Fb. Read the text again and complete the following sentences1.The winds in a sandstorm can sometimes______________________________2.When Ren jianbo was living in Inner Mongolia ______________________________3.Sandstorms in China appear to have increased ______________________________4.Cutting down trees and digging up grass can______________________________5. Traffic moved slowly because ______________________________6.The government is planting trees to the west of Beijing to______________________________ Suggested answers:1. prevent you from seeing the sun2.he experienced a terrible sandstorm3.because of desertification4.cause deserts and sandstorms to increase5.the drivers can’t see6.prevent the desert coming nearerStep 4 language explanations1. blow v. (blew ,blown) (风，空气等)吹，吹动n.强风，风暴；(用拳、武器等)重击,殴打；打击。
外研版必修3 Module4教案
Module Four Sandstorms in AsiaPeriod OneTeaching content:Introduction; Reading and V ocabularyTeaching important points:1.Learn some new words and phrases and other information about sandstorms.2.Help students understand the passage and sandstorms better.3.Help the students learn some difficult language points.4.Train the students` reading skill.Teaching difficult points:1.Help them make sense of the new words and phrases.2.Help them improve reading ability and understand the passage better.3.Help them master language points in this passage.4.Describe the natural disasters.Teaching procedures:Step 1 Lead-in and Introduction1.Lead-in: Last module,we talked about natural disasters,such as earthquake, tornado, hurricane, flood, drought, and so on.This module,we`ll talk about a similar topic,another kind of natural disaster—sandstorms.2.Activity1 on P31Look at the picture,and what can you see in the picture?Yes,we can see sands flying in the air and the road is all covered by sands.It`s a sandstorm.OK,now please complete the short passage using the correct form of these words in the box.Read through the given information to understand and try to complete;Call back the answers and explain if necessary;Read out the words in the box aloud in class together and read through the passage again quietly and individually to understand it better.3.Activity2 on P31Read through the given information to understand and try to decide which statement is false;Compare the answers and explain if necessary;Read out the words aloud together.*4.Activity3 on P31【*For our students,they just need to read through the questions to understand.They can also think about the questions by themselves but they don`t need to present their opinions in class.】Step 2 Pre-reading1.Activity2 on P33Read through to understand and try to match;Call back the answers and explain if necessary;Read out the words in the box aloud in class.2.Activity1 on P32Look at the photo and answer the questions in Activity1 on P32.Suggested answers:1)There is a sandstorm blowing.2)She is wearing a hood(hood[hud] n. 头巾) and a mask to protect herself.3)The traffic moves slowly.Because it`s not clear to see everything on the road so people must take great care.4)Experts advise people to stay at home in this situation.Step 3 While-reading1.Fast readingRead through the passage quickly to get the main idea and then match the main idea of each paragraph.The main idea of every paragraphPara 1: Sandstorms—a major disaster in Asia.Para 2: The description of sandstorms.Para 3: The causes of sandstorms.Para 4: The influence of sandstorms.Para 5: The damage to people of sandstorms.Para 6: The measures taken by the government.2.Careful reading[Activity3 on P33]Read through the passage carefully to get more details and then finish Activity3 on P33.nguage points【Ref:Notes to the text】Go through the passage with the students together to explain some language points.4.ConsolidationRead through the passage again quietly and individually to understand it better.【*If possible,finish Activity4 on P33.This part is difficult for our students,so it can also be omitted.】Suggested answers:1. Prevent you from seeing the sun2.He experienced a terrible sandstorm3.Because of desertification4.Cause deserts and sandstorms to increase5.The drivers can`t see6.Prevent the desert coming nearerStep 4 Post-reading[Activity5 on P33]Read through the sentences to understand and try to complete;Call back the answers and explain if necessary;Read through the sentences quietly and individually again to understand them better.Step 5 Summary and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Reading on P87-88 in workbook.Appendix: Notes to the text1.To have been caught in a sandstorm was a terrible experience.陷在沙尘暴中是一次可怕的经历。
Module 4 英语说课稿高三
Module 4 英语说课稿高三
【摘要】英语说课稿的内容一般包括：讲解课文、制定学习目标、分析
教学重点等，为老师们准备了英语说课本的范文Module 4 英语说课稿欢迎老师们浏览参考!
一、说教材
(一)教材内容及分析
我说课的内容是外研版《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。
Introduction 部分为此模块的warming up,介绍与沙尘暴有关的词汇，并设计了三个练习活动。
通过教材设计的这三个活动，可以让学生初步熟悉这些
词的意义，为以后的各项学习活动做好准备。
Reading and Vocabulary 该部分介绍了亚洲的沙尘暴。
围绕着课文，编者设计了五个与课文内容和词汇有关
的练习。
通过这些练习，学生可以增进对沙尘暴危害性的了解，熟悉有关沙
尘暴的词汇。
(二)教学目标。
外研版高中英语Book3 Module4说课稿
Book3 Module4 Reading and Vocabulary说课稿尊敬的各位评委，下午好！很高兴有机会向大家展示一下我对第三册第四模块Reading and V ocabulary部分的教学设计。
（同时板书: Book3 - Module4 Reading and V ocabulary）新课标要求我们要围绕三维教学目标开展教学，整合发展学生语言知识、语言技能、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力。
根据这一要求，针对学生的实际情况，我重新整合教材完成了教学设计。
它由教材分析、目标和方法分析、过程分析和板书设计四部分组成。
第一：教材分析该模块的主题是：Sandstorms in Asia（亚洲沙尘暴）。
Reading and V ocabulary是整个模块的核心。
它以文章Sandstorms in Asia为载体，为我们了介绍了亚洲（主要是中国）沙尘暴的情况。
同时呈现出了本模块的重点词汇、句型、语法和语言功能。
第二：目标和方法分析这节课的语言知识目标有三个：一是识记与自然灾害有关的14个单词，学会运用4个重点单词和7个重点短语，这是基础也是重点；二是理解并运用一个so ... that...引导的状语从句，2个动词不定式作主语的句子和1个即含有同位语从句又时间状语从句和原因状语从句的长句子。
这是重点也是难点；三是注意动词不定式在文中的运用，这为下节语法课的学习做了铺垫。
我把这节课的能力目标定位在：重点操练学生整体把握文章结构和捕捉细节的阅读能力；重点操练学生skimmimg 和scanning的阅读技巧。
为了实现这些目标，我将采用：分层教学、合作学习和循环大课堂与PWP相互穿插的教学模式。
针对不同环节，我分别运用了直观法、头脑风暴法、讨论法和归纳法等教学方法。
用融合法和旁白法让学生了解自然灾害的危害，激发学生以实际行动与自然灾害作斗争的决心。
这是本课的文化意识目标。
高中英语外研版必修3教案Module 4 (12页)
Teaching planModule FourSandstorms in AsiaTeaching Aims:1. Knowledge and Skilla.Get the students to review the violence of nature and know more about sandstorms and how to protect theenvironment.b.Through discussion and the prehension of Reading, develop the students’ listening, speaking, reading andwriting, mainly reading.c.Encourage the students to search the information on the Internet to gain more knowledge of sandstorms andenvironmental protection.d.Improve the students’ ability to read for specific facts.e.To grasp the usage of infinitive, pay more attention to the usage of but + infinitive.2.Emotion and Valuesa.Enable the students to talk about the cause and influence of sandstorms，and the ways to solve the problemin order to increase their sense of protecting the environment.b.To encourage the Ss to talk about the damage caused by sandstorm and their own feelings about it.3. Cross-cultural awareness:a.Understand the environmental protection of the whole world and strengthen their awareness of environmentprotection.4. Character-building:a.To strengthen their confidence of protecting the environment we are living in.b.Enable the students to talk about the sandstorms, the reasons for causing sandstorms and the importance ofprotecting environmentDifficulties and Importance:a. Conclude and collect the words and phrases related to environment and environmental protection.b. Ask students to think ways to protect the environment.c.Improve the student’s ability of grasping the general idea of the passage.Teaching Method:a.Task-based methodologyb.municative ApproachTeaching Time:Five periods:Period 1 vocabulary and WritingSpeaking 1Period 2 Reading and VocabularyPeriod 3 Grammar 1 InfinitiveListening and VocabularyPeriod 4 Grammar 2 but + infinitiveEveryday EnglishPeriod 5 Cultural cornerSpeaking 2WritingTeaching Procedures:Period 1Step 1. Warming upLook at the picture. plete the sentences using the correct form of these words Then answer the following questions.blow bury frightening last sandstormThere has been a ______. It _____ for ten hours and wasvery _______. The wind _______the sand high aroundthe houses, and some cars were almost pletely ______by the sand.Suggested answers:1. sandstorm2. has been blowing / has lasted3. frightening4. was blowing5. buriedQ1. What is a sandstorm?Q2. What’s the weather like when a sandstorm occurs?Q3. What’s the bad influence of a sandstorm?Suggested answers:Q1. Sandstorm is a kind of bad weather, which is being increasingly mon in Northwestern China, and it usually happens in spring and fall. When a sandstorm es, the wind blows strongly with dust and sand.Q2. There is strong, dry wind and the sky is yellow.Q3. cars slow down and have to turn on headlight;the visibility dropsdifficult for us to breathedangerous to go out or driveStep 2 Further understandingWork in pairs. Discuss the following statements and decide whether it is true or false.1.Sandstorms begin in desert areas.2.Deserts are created by climate changes.3.Deserts are also created because people cut down trees and dig up grass.4.Sandstorms from Asia have blown across the Pacific Ocean to America.5.Sandstorms can’t be prevented.6.The inland region has more sandstorms than the one near the sea.Suggested answers:1,2,3,4,6 T 5, FStep 3 DiscussionsQ1. What’s the cause of sandstorm?Q2. What should you do in a sandstorm to protect yourself?Suggested answers:Q1. climate changes; trees cut down; desertification; serious air and water pollution;the growing population of the world and so on.Q2: This is an open question.Step 4 SpeakingWork in pairs. Suppose there has been a bad sandstorm in your city.A: You are a reporter. You interview a man who has cycled to work in the sandstorm. Before you do the interview, write down the questions you want to ask.B: You felt frightened but you put on a mask and cycled to work in the sandstorm. Tell the reporter how you feel about the sandstorm. Describe how things looked in the sandstorm.Homework:1.Memorize the new words related to sandstorms.2.Preview the passage of Sandstorms in Asia.Period 2Step 1 Pre-readinga. Look at the photo and answer the following questions.1. Get Ss to e up with as many words as possiblewhile looking at the picture.2. What is happening?3. What is the cyclist wearing and why?4. What do you think happened to traffic in this situation?Why?5. What do you think experts advise people to do in thissituation?Suggested answers:1. mask cycle cyclist dustcitizen frightening sandstorm2. There is a sandstorm blowing.3. She is wearing hoods, masks and glasses.4. The traffic moves slowly. Because it’s not clear to see everything on the road and people must take great care.5. Experts advise people to stay at home in this situation.b. PredicationIf you are to write the article named “Sandstorms in Asia”, how many parts will you include in it? What will you write in each part?Step 2 While-readinga.Skimming and scanningRead the passage quickly and fill in the diagram with one proper word.Part 1(Para1) d__________Part 2(Para2-5) c_______d_______S_______i________s________Part 3(Para.6) m________Suggested answers:Part 1 disasterPart 2 Sandstorm cause description influence suggestionsPart 3 measuresb.Detailed Reading1)Read the passage carefully and answer the following question.1 What are sandstorms?2 In what places do they often happen?3 What does Ren Jianbo’s example tell us?4 Are there sandstorms in China? Where?5 Have sandstorms in China increased or decreased recently? Why?6 Why does traffic move slowly during the sandstorm?7 What does the government do to protect Beijing from sandstorms?Suggested answers:1.Sandstorms are strong, dry winds that carry sand.2.Central Asia, North America, Central Africa and Australia.3.It is dangerous to go out when a sandstorm occurs.4.Yes. Northwest China.5.Increased. As a result of desertification.6.Because the thick dust makes it difficult to see.7.Plant more trees.2) Read the passage carefully and then fill in the chart with suitable words.a. Decide if the following statements are true( T ) or false( F ).①Scientists have tried many ways to deal with sandstorms②Land bees desert only because people cut down trees and dig up grass.③The Chinese Central West Station can not forecast sandstorm before it es.④The desert is 25o kilometers away to the west of Beijing. So there is no need to take some measures.⑤Southwest China is part of the sandstorm center in Central Asia.Suggested answers:1.T2. F3. F4. F5. Fb. Read the text again and plete the following sentences1.The winds in a sandstorm can sometimes______________________________2.When Ren jianbo was living in Inner Mongolia ______________________________3.Sandstorms in China appear to have increased ______________________________4.Cutting down trees and digging up grass can______________________________5. Traffic moved slowly because ______________________________6.The government is planting trees to the west of Beijing to______________________________Suggested answers:1. prevent you from seeing the sun2.he experienced a terrible sandstorm3.because of desertification4.cause deserts and sandstorms to increase5.the drivers can’t see6.prevent the desert ing nearerStep 4 language explanations1 mass adj. 大规模的a mass campaign 一场大规模的战役n. 团,块,堆a mass of clouds /hot aira mass of =masses of 许多,大量the masses 群众2 be caught in 被困于…,遇到…He was late for work yesterday afternoon because he was caught in the traffic jam.Charles Chaplin was once caught in a snowstorm for several days.3 appear v. 1)出现,出版,发行His book will appear in the bookshop next week.A smile appeared on his face when he heard the good news.2) 看起来,似乎。
外研版必修 三module 4 教案
Module 4 Sandstorms in AsiaI．教学内容分析本模块以Sandstorms为话题，旨在让学生深入了解沙尘暴的起因和对我国乃至整个亚洲的危害，并通过以“沙尘暴”和“环境保护”为话题的各种任务或活动，让学生掌握与沙尘暴和环境有关的词汇，了解沙尘暴方面的知识。
培养学生用英语谈论沙尘暴及环保的语言技能，同时提高学生的环保意识。
Introduction 部分介绍了一些有关“沙尘暴”的词汇，要求通过练习让学生熟悉这些词汇的意义，并通过讨论问题的方式，让学生初步了解沙尘暴。
Reading and Vocabulary 部分通过阅读Sandstorms in Asia，让学生学习相关词汇，学会分析文章结构,归纳段落大意，同时增进对沙尘暴危害性的了解，为后面的说、写做准备。
Grammar 1 部分旨在让学生通过三个学习活动，发现规律，理解掌握“动词不定式”的各种时态和语态概念，以达到正确使用各种形式的目的。
Listening and Vocabulary 部分先引入大量与环境有关的词汇，然后通过给topics排序，回答问题以及用刚学词汇完成句子的活动对词汇加以巩固和掌握。
Grammar 2部分为“动词不定式”的一种特殊用法，即but后加不带to的不定式。
要求在进行活动的同时加以启发，让学生明确用法。
Pronunciation and Function部分通过听的训练让学生掌握句子的重读，同时掌握如何“表达强烈感情”，并加以练习进行巩固。
Speaking 1 部分要求学生就“沙尘暴”的话题进行访谈。
Speaking 2 部分要求教师引导学生认识了解环境污染问题，然后以“环保”为主题，进行讨论，提高学生的环保意识。
Writing部分通过四个步骤的练习掌握写作技巧，学会写有关环保的短文。
Everyday English部分出自本模块听力部分，可以在听力结束后处理本环节。
主要通过补全对话的形式使学生熟练掌握这几个表达Cultural Corner部分通过介绍欧洲一些国家的环保情况，让学生了解欧洲国家在环保方面的一些做法。
英语：外研版高一英语必修三模块4教案.doc
Giants and storm hit northern China如果你生活在北方，你可曾目睹过沙尘暴袭来时天地昏黄、日月无光的景象呢？你可曾想过谁是造成这种灾害的罪魁祸首呢？其实就是我们人类自己。
On March 10, 2004, strong winds from Russia^ Siberia kicked up clouds of dust and sand・Thus northern China was hit by the season^ first major sandstorm・The thick yellow glooms lowed traffic and forced airports and schools to close, giving the sky a yellow appearance・Northwestern Gansu Province was the worst affected area. One villager said, n There?s nothing to do but dig away the sand nonstop and wait to see what happens・ Sometimes I dream of the sand falling around me faster than I can dig away・ I worry that in real life, the sand will win."His worry is understandable・ Every year, about 110 million people suffer from desertification and another 2,500 sq km turns to desert each year・Few people think of China as a desert nation, but it is among the worlds largest. What causes the terrible sandstorm? The answer is obvious・ Years of heavy farming and animal grazing in the northern China are the major reasons・ Due to this, the land of vegetation that protects the soil is disappearing. The exposed earth becomes a dust bowl easily swept up by the strong winds.As early as in the 4th century B.C., our ancestors began to notice the environmental problem・Chinese philosopher Mencius （孟子）once wrote about desertification and its human causes, including tree-cutting and overgrazing. Our former Premier Zhu Rongji also called it H an alarm for the entire nation". He called on the whole nation to plant trees to fight the growing desertification・However, Chinese deserts are still on the move・ Sandstorm threatens even Beijing. Beijing, which will host the 2008 Olympic Games, has told the world it will hold a n Green OlympicsThe government has promised to make the capital into a H garden city "for the Games by creating belts of trees ・ So a great project named "Green Wall H is in process. The green wall, like the Great Wall, will block invasion of the enemy・ However, the enemy are not foreign invaders, but sand・小字典gloom n•阴沉nonstop adv.不断地grazing n•放牧vegetation n•植被dust bowl干旱尘暴区ancestor n•祖先invasion n•入侵Open question:As a student, what will you do for the "Green Olympics"?重点短语透视【词条1] be caught in【课文原句】"To have been caught in a sandstorm was a terrible experience,1 *... （Page 32）【点拨】be caught in此处意为”遭遇上”。
外研版必修三模块四Sandstorms in Asia 说课材料
Sandstorms in Asia 说课稿Good afternoon, everyone. In the next following 10 minutes, please allow me to say something about my design about Module 4 Book III. The main content I want to talk about is Introduction and Reading part in this module. But at first I’d like to say something about the whole module.I. Analysis of Teaching Material1.Status and functionAccording to New Curriculum Standard and Teaching Program, Module 4 is very important in this book, for the grammar in infinitive, which is very hard to understand for the Ss, and in the passage in Reading part appear many infinitive structures. Moreover, in last module we have learnt some words and knowledge about natural disaster, and in this module the main topic “sandstorm” is also a natural disaster, so we can say it is expanding last module.Introduction and Reading part refer to sandstorms in Asia, especially in China, at the same time many words related to sandstorm and environment appear here. So we Ss should learn the damage and effect of sandstorms and realize the importance of protecting environment. After learning this passage, Ss not only master the expressions and knowledge of sandstorms, but also develop speaking ability to talk about sandstorm and environmental protection.2. Teaching aims○1. Knowledge & skills : Understand the new words in this moduleLearn to describe sandstorm with the new words○2. Process & methods: Learn the text by reading and completing exercisesGuide the Ss to learn and research actively by discussing and activities ○3. Feelings, attitude & values: Develop Ss’ sense of cooperationLearn about the damages of sandstorms, and strengthen Ss’sense of protecting environment.3. Important and difficult pointsImportant point: Learning about sandstorms；Training reading skillsDifficult point: Talking about sandstorms using words and expressions in this moduleII．Analysis of Ss’ SituationDuring teaching, it is a key to know your Ss well. English levels of my Ss vary very much. More than a third failed in each exam. However, they like to learn new thing. On the other hand they like to show themselves and have a desire to receive other’s praise. Most Ss in my class have spirit of teamwork and ability of exploration. And most of them can express themselves in English, but not very well.In order to encourage all the Ss to be active, in the teaching process , a lot of information will be presented and some several teaching methods will be used ,such as working in groups , competition , questioning and so on.III. Teaching strategy and methodsThe main methods I will use are task and activity, by means of slide show and recorder. Train Ss’ability of reading by fast-reading and scanning, to develop their reading skills. Around this topic ”sandstorm” ,we will do many activities, such as open-talking, discussing, quiz game and soon, whose aim is to develop Ss’ good habits of autonomic learning and cooperative learning.IV. Teaching Process1. Lead-inPlay a movie clip and some pictures about fog and haze. Begin with a piece of CCTV news about Beijing’s bad weather----fog and haze. Meanwhile, I will introduce people’s attitudes and some other popular item, such as PM 2.5.And then lead Ss to think of another natural disaster, which is more serious and violent than fog and haze.2. New lesson: Introduction & Reading○1Damage and effect of sandstorm○2Regions of sandstorms in the world and China○3Causes of sandstormsFirstly, ask the Ss to give their answers to this question. Secondly, ask the Ss to read the passage following the record. and then check the answers.○4Open problemWhat should we do to protect ourselves in a sandstorm?3. Read the passage again and do some exercise.Before the Ss do the exercises, ask them to read the passage again, and pay attention to every detail.Quiz Game: I have plan to have a Question Race. Divide the Ss into two groups ---boy group and girl group. The group which can give the right answer first will get a point. If they give a wrong answer, the other group would get a point.4. Cooperative activitiesWork in pairs. Suppose there has been a bad sandstorm in you city. Student A act as a reporter and interview Student B. Ask Student B to describe the sandstorm and his/her ideas on how to prevent sandstorm from coming nearer.5. HomeworkWrite a short passage about how to reduce or prevent sandstorm, and protect our environment.VI. Expectation & ReflectionThe main aim of this design is to improve Ss’ ability of reading and speaking. but if I speak English throughout this class, some Ss maybe have a little difficulty in understanding what I say. As to the activities, I am sure Ss will love to join in them, esp. the quiz game. On the other hand, I think if all isn’t going well, there will be little time for Pair-work.。
外研版必修3Module4教案
外研版必修3Module4教案一、教学目标1、知识目标学生能够掌握本模块的重点词汇，如 sandstorm, frightening, mass, campaign 等。
理解并能够运用与沙尘暴相关的表达和句型。
2、技能目标能够听懂关于沙尘暴的英语对话和报道。
能够阅读并理解有关沙尘暴的文章，获取关键信息。
能够用英语描述沙尘暴的现象、成因和应对措施。
3、情感目标增强学生对环境保护的意识，培养他们关心环境问题的责任感。
二、教学重难点1、重点掌握本模块的重点词汇和句型。
理解课文中关于沙尘暴的描述和观点。
2、难点用英语准确地表达自己对沙尘暴的看法和建议。
三、教学方法1、情景教学法通过创设与沙尘暴相关的情景，让学生身临其境，更好地理解和运用语言。
2、任务驱动法布置各种任务，如小组讨论、写作等，让学生在完成任务的过程中提高语言能力。
四、教学过程1、导入（这部分咱就来个有趣的导入，引起学生的兴趣）同学们，前几天老师经历了一件特别神奇的事儿。
那天我走在路上，突然感觉天色一下子暗了下来，狂风呼呼地吹，沙子和尘土漫天飞舞，眼睛都快睁不开啦！等我好不容易回到家，发现自己浑身上下都是尘土，简直像个“土人”。
你们猜猜老师遇到了啥？对啦，就是沙尘暴！那今天咱们就一起来学习外研版必修 3Module4 ，看看这沙尘暴到底是怎么回事儿。
2、词汇学习（用生动有趣的方式讲解词汇，帮助学生记忆）先给大家展示一些沙尘暴的图片，然后指着图片说：“Look! This isa sandstorm It's very frightening （做出害怕的表情）” 接着，讲解“frightening”这个词，“frightening 就是让人感到害怕的，比如说，晚上一个人走在黑漆漆的小巷子里，是不是很 frightening 呀？” 再比如“mass”这个词，“想象一下，一大堆沙子像山一样堆在那里，这就是mass of sand 。
”3、听力练习（播放一段关于沙尘暴的英语听力材料）同学们，认真听这段录音，看看里面都提到了沙尘暴的哪些方面。
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高中英语
Book3 Module4 Reading and Vocabulary说课稿
绥滨一中孙海滨
高中英语Book3 Module4 Reading and Vocabulary说课稿
绥滨一中孙海滨
尊敬的各位评委，大家好！
很高兴有机会向大家展示一下我对必修3 Module4Reading and Vocabulary部分的教学设计。
在英语教学中落实新课程标准，就是贯彻执行国家教育部关于课程改革的决定。
新课程标准的三维教学观，具体到英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力。
《基础教育课程改革纲要》中明确指出：“教师在教学才过程中应与学生积极互动、共同发展，要处理好传授知识与培养能力的关系，注重培养学生的独立性和自主性，引导学生质疑、调查、探究，在实践中学习，促进学生在教师指导下主动地、富有个性地学习。
教师应尊重学生的人格，关注个体差异，满足不同学生的学习需要，创设能引导学生主动参与的教育环境，激发学生的学习积极性，培养学生掌握和运用知识的态度和能力，使每个学生都能得到充分的发展。
因此，针对学生的实际情况，我重新整合教材完成了我的教学设计。
它由教材分析、目标和方法分析、学情分析，过程分析和板书设计五个部分组成。
第一：教材分析
该模块的主题是：Sandstorms in Asia（亚洲沙尘暴）。
Reading and Vocabulary是整个模块的核心。
它以文章Sandstorms in Asia 为载体，为我们了介绍了亚洲（主要是中国）沙尘暴的情况。
同时呈
现出了本模块的重点词汇、句型、语法和语言功能。
第二：目标和方法分析
这节课的语言知识目标有三个：一是识记与自然灾害有关的14个单词，学会运用4个重点单词和7个重点短语，这是基础也是重点；二是理解并运用一个so ... that...引导的状语从句，2个动词不定式作主语的句子和1个即含有同位语从句又时间状语从句和原因状语从句的长句子。
这是重点也是难点；三是注意动词不定式在文中的运用，这为下节语法课的学习做了铺垫。
我把这节课的能力目标定位在：重点操练学生整体把握文章结构和捕捉细节的阅读能力；重点操练学生skimmimg 和scanning的阅读技巧。
为了实现这些目标，我将采用：分层教学、合作学习和循环大课堂与PWP相互穿插的教学模式。
针对不同环节，我分别运用了直观法、头脑风暴法、讨论法和归纳法等教学方法。
用融合法和旁白法让学生了解自然灾害的危害，激发学生以实际行动与自然灾害作斗争的决心。
这是本课的文化意识目标。
第三：学情分析
1）高一下学期的学生基本了解和适应了新教材的特点；
2）经过开学一个月的演练，自主学习习惯正在养成；
3）对事物有好奇心，思维活跃，但思考不深入，逻辑性不强；
4）生活历练少，心理承受力弱，缺少应对突发事件的知识和勇气。
第四：过程分析
我设计的教学过程分四个环节，包括五个活动。
它是阅读和处理导学案同步进行的过程。
环节一：Pre-reading (读前) 在这一环节，我设计了一个活动。
大约用时5分钟。
首先，用直观教学法和头脑风暴法，借助于PPT，导出有关的词汇，即完成了导入又检查了学生预习词汇的效果。
再完成Activity Two，以激活学生的背景图式，为阅读做好准备。
再放一段沙尘暴的视频，导入新课。
环节二：While-reading (阅读) 这一环节我设计了两个活动。
用时大约16分钟。
活动一：Fast-reading 这篇文章有六段组成。
首先限时5分钟让学生skim文章找出每段的中心句。
由于答案较明显，让基础稍差
的学生回答，这样有助于调动后进生参与课堂的积极性。
这一
活动主要操练学生整体把握文章结构的能力
活动二：Intensive-reading 我把课本里的活动四作为该活动的练习。
限时5分钟，让学生就课下完成的问题答案进行小组讨论，鼓励学生尽量自己组织语言。
然后call back the answers together。
这一活动主要操练学生捕捉细节的阅读能力。
环节三：Post-reading (读后) 这一环节我设计了三个活动。
大约22分钟。
活动一：处理重点词汇。
（同时板书：Key Words: 1. 2. 3. 4. Key
Phrase: 1. 2. 3. 4.）学生展示课下查出的4个单词和7
个短语的用法。
稍作讲解后，用Activity Five来巩固词汇。
活动二：攻克难点句型。
（同时板书：Key Patterns: 1. 2. 3. 4. ）学生朗读so ... that...引导的状语从句，2个动词不定式作主语的句子和1个即含有同位语从句又时间状语从句和原因状语从句的长句子。
让学生们以小组讨论的形式先自己分析句子的结构，然后在老师的引导下归纳总结出动词不定式作主语的规律和so ... that..的用法, 并让学生板书在黑板上。
比赛背诵这几个句子后，用五个高考选择题，巩固该难点。
活动三：Test (检测) 以活页形式展示课文的缩写，挖掉重点的单词、短语和句型，形成一篇完形填空题。
让学生听并跟读课文
录音后，独立完成该短文。
5分钟后收齐带回批改，便于老师
了解授课效果。
环节四：小结并布置作业
我设计了两个作业。
一是：写一篇100词左右的保护环境的作文。
二是：完成下节语法课的预习导学案。
第五：板书设计
我的板书采用了画龙点睛式。
由老师把教学内容的重点和难点提纲列在黑板上，学生简明扼要地概括并展示出教学内容的重点和难点。
也可以说我画龙，学生来点睛。
以上就是我的教学设计。
请多指教！谢谢！。