高中英语《Sandstorms in Asia(1)》优质课教案、教学设计
Sandstorms in Asia
Knowledge objectives：
1.Students can learn some information about sandstorms and sandstorms in Asia.
2.Students can describe a disaster with the key words or sentences properly.
Ability objectives:
1.Students can grasp different reading skills such as skimming and scanning to get the main idea and details.
2.Students can learn to study by themselves, cooperate and compete with others more efficiently.
Emotion objectives:
Students can face the environmental situation and take responsibility for protecting the environment.
Teaching Procedure
Ⅰ. Review the four main disasters in the world by showing pictures.
Ask students a question: Do you still remember the natural disasters in the world?
Can you name them according to the pictures on the screen?
Aims: To arouse students’ memory of the knowledge they have learnt before.
II.Show pictures and a video related to sandstorms.
Aims: To arouse students’ interest in the topic and develop their ability of predicting so as to get prepared for the coming reading steps.
III.Skimming
Read the passage quickly and match the meaning with each paragraph.
Aims: To help students get the main structure and idea by practicing reading skill of skimming and finding out the key sentences.
IV.Scanning--- Read the passage carefully and fill in the blanks.
Sandstorms in Asia
General description Things in Beijing
(Paragraphs - ) (Paragraphs - )
Definition: 1. , 2. winds that carry sand Situation:
4 main places: 3. ● 6.sky
●North America ● strong winds
●Central Africa ● slow traffic
●Australia ● dangerous to cycle
Description of Jianbo: ●difficult to breathe
●a terrible 4. Advice：● not to go out
●nothing to be done ● wear a mask
●the most frightening and dangerous situation Solution: planting 7.
●hoping to survive
Reason for sandstorms increasing:
●5.
Aims: To cultivate the ability of information acquisition and processing by practicing the reading skills of scanning and describing the sandstorm in Asia and Beijing with key words and sentences.
V.Fill in the blanks according to the text.
Sandstorms have been a major for many Asian countries. Scientists have tried many ways (solve) this problem. Sandstorms are strong dry winds carry sand. Sandstorms in China appear (increase) in recent years desertification.
To our relief, the government has taken effective measures (prevent) it coming nearer planting 30 billion trees.
Aims: To help students master the expressions and review the whole passage by close test.
VI.Deep thinking.
Choose a topic to have a discussion.
1)How to protect yourselves when you are caught in a sandstorm?
2)What measures should we take to prevent sandstorms coming?
3)How to protect our environment?
Aims: To help students sense the responsibility of preventing the sandstorms and protecting the environment by thinking deeply, give students the chance to communicate with each other and express their ideas.
Ⅴ II. Group work--Make a dialogue according to the passage.
Suppose you are a reporter from CCTV, and you want to interview some people about sandstorms. Work in groups of 4.
*Key words and expressions may help you：
a terrible experience , in a situation, thick, desertification, be caught in, cut down,
dig up, protect, wear a mask, strength, take measu res, prevent…(from)…,…
You can begin like this:
Reporter : Have you experienced a sandstorm?
RenJianbo/HuangXiaomei: Yes.
Reporter : Can you tell us your feelings about it?
RenJianbo/HuangXiaomei : Ok…..
Reporter : Expert，what is the cause/influence of the sandstorm?
Expert:……
Reporter : what should we do…?
… …
Aims: To help students cooperate with their classmates and put what was learnt from the passage into use and develop their attitude towards the preventing the sandstorms and protecting the environment.
Ⅵ. Conclusion.
Conclude what the students discussed and introduce The Earth Day.
Aims: To conclude the students’ ideas and stress the importance of protecting our environment and our responsibilities.
VII.Homework:
Design a poster that encourages people to protect the environment.
Aims: To consolidate what was learnt in this class and improve students’ ability of writing.
Thank you very much!。
高中英语_优质课sandstorm in Asia 教学设计学情分析教材分析课后反思
信息化教学设计模板作者信息教学设计学情分析本模块为高一下学期教材内容，尽管学生已经掌握了近2000个单词并具备一定的听说能力，但大部分学生的阅读能力和表达能力较为薄弱，具体表现在：具体表现在在听力方面，在考试听力的最后一段材料中，学生得分较低，因此需要加强相关的训练。
阅读技能需要进一步加强，尤其是从文章中提取信息的能力较差，并且总结概括能力也较为薄弱，通过学生平日的考试还发现在阅读中通过上下文猜测词义的题目失分较严重。
学生的书面表达能力也较为薄弱，经常在批改作文的时候发现，学生的英语表达不地道，中式英语现象非常严重，这是平时缺乏作文写作训练的表现。
还有我校学生大部分学生都来自烟台，并且为寄宿制，平时除了课堂，他们能接触到信息较少，对中国沙尘暴的缺乏直观的了解。
最近几年环保问题较为突出，各位学生的环境保护意识增强，对环境问题有着浓厚的兴趣。
本篇课文是一篇说明文，简单易懂，在设计课程的时候，更多地考虑了说明文这种题材的特点，注意文章篇章结构的分析，为以后写类似的自然灾害的文章打下了基础。
其次在对于学生的阅读能力的培养方面，这次主要培养学生的预测/速读/查读/猜测词义等方法。
并且在读中活动中采取了填写表格这种方法，使学生对文章的结构，乃至说明文的结构有一个清楚的理解，为以后学生在做这类的作文时有章可循。
谈到教与学的创新方面，我认为我这节阅读课的读后任务，指向写作输出，有利于学生对说明文的写作。
但是通过这节课的教学，我们可以通过课堂教学氛围观察到，学生能够完成课上的略读/详读/查读/猜测词义等的训练，但是深入到文章的写作结构，学生就有点不知所措了。
而这又是从输入到输出的关键。
从学生的课堂氛围来看，每个学生都能认真地学习，记下所学的内容。
但由于一些实际的困难，作为老师，我是第一次给学生上课，因此学生都比较紧张，尤其又是在录播教室，学生们都害怕回答错老师所提出的问题。
因此课堂气氛显得比较紧张。
但是，总而言之，这堂阅读课完成了所预设的教学目标，完成了从阅读输入到写作输出的过程，效果较好。
Sandstorms-in-Asia(外研版高中英语必修3第
专家点评（交大附中陈江丽）
亮点：
1. 本节教学设计的教材分析非常到位：分别详细论述了本单元的教学内容，本课教学的内容；本节课是本单元的第几课时，本节课在本单元起着开篇引领的作用和教师的设计思路。
非常全面，到位。
2. 学情分析具体细致，涉及到目前学生已有的基础，展现的问题和弱项。
3. 教师的任务型阅读教学法和交际式教学法和策略定位合理，科学。
不足之处：
1. 本节课的知识技能目标与教学重点中都提到重点词汇，但是在教学环节中没有体现教师是如何让学生掌握这些词汇的。
2. 阅读的层次设计不够科学。
原则上在学生skimming 的环节中，学生要掌握阅读材料的大意。
然后学生scanning寻找理解文章的细节信息；其次学生研读一些关键句子或段落，理解生词汇的意义，对长难句进行分析；最后学生再次阅读重点段落找出作者的写作手法，作者的隐含意等等，加深对阅读材料的理解。
本教学设计把文章的主题理解没有放在第一步阅读中进行。
3. 在读后环节教师设计了summary，并把它设置成短文填空的形式，降低了难度。
但此环节只是对文章的简单的总结，并没有上升到对文章深层次的理解。
建议教师在此设计一些创造性的问题，发散性思维的问题，或评价性的问题，引导学生运用所学的英语做事的能力，培养学生的综合运用英语语言的能力。
Sandstorms in Asia》教学设计与反思
组成部分。英语作为一种语言，听说读写是英语教学对学生最基本的要求，而英
语写作是学生英语学习综合能力的体现。但是针对我所带班级学生英语学习的现
状，我觉得很多学生在平时的考试中作文得不上分。因此，平时加强英语写作训
练是相当关键的。本节课主要采用过程教学法训练学生的写作。写作前已经进行
了大量的语言输入，有效的写作指导，学生熟悉了必要的语言表达形式和语篇结
构；二是写作的内容和形式都较贴近学生的实际生活，贴近真实的交际行为，难 度较小。
首先通过简单问题的问答，导入沙尘暴话题。在通过播放沙尘暴视频，让学 生通过听，观察并开口描述视频展示内容，为写作奠定基础。教学过程通过 5 个问题贯穿始终。通过相关图片的展示和问题的引导，让学生在自主学习合作探 究中积极参与讨论，采访表演，在一系列相关活动中，让学生弄清楚沙尘暴对人 们生活的影响，产生沙尘暴的原因，以及防止沙尘暴的措施及自我保护方法。在 给出沙尘暴解决措施时，让学生把自己的观点写在绿色卡片上，收集起来 shap ed into a tree,通过此次活动 revive a tree,让学生感知参与后的喜悦与成就， 进一步增强其动手能力。最后一个问题 How can you arrange your passage? Please make an outline(提纲) for your writing.画龙点睛，让学生通过讨论与 思考，了解自己在写作方面存在的问题。很多学生在写作时不审题，或者说不会 审题。通过设计这个问题向学生渗透写作课的学法指导，让学生明白如何审题。 通过沙尘暴写作的当堂练习与总结，让学生掌握其他自然灾害的写作步骤与思路 在合作学习中促进学生写作能力的发展，升华主题。
students so they may finish
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。
SandstormsinAsia教学设计
SandstormsinAsia教学设计Teaching design of Sanders in AsiaSandstormsinAsia教学设计前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是高中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文下载后内容可随意修改调整及打印。
1．沙尘暴经常如此浓厚以至于看不见太阳，并且有时候强烈的大风足能移动沙丘。
2．遭遇沙尘暴是一件可怕的事情。
3．在沙尘暴种汽车真吓人。
4．因“荒漠化”越发严重，中国近年来发生沙尘暴的次数明显增加了。
5．为了防止沙漠靠近，政府在植树种林。
6．什么也干不了了。
7．树木吸收二氧化碳放出氧气。
8．把垃圾装入不同的带子，然后把垃圾带走，如有可能循环利用。
9．对此事我们什么也没做只是谈论了一下。
10．我只感到担心。
11．我禁不住想知道要发生什么。
12．我非常同意你的看法。
情况糟透了。
浏览对------有坏影响module 51.己所不欲勿施于人。
2．古代中国是一个诸国之间经常发生战争的地方。
3．孟子是一位思想家，他的理论和孔子的理论很相似。
4．孟子认为人不同于动物的原因是人是善良的。
5．他是母亲养大的。
6．因此，他花多年时间寻找一个人们遵循他的教导的国家。
7．他是一个让中国自豪的人。
8．这就是那位发明家居住的房子。
module 61．毛泽东写过一首词，词中他表达了“更立西江石壁，截断巫山云雨，高峡出平湖”.2．如今，他的理想变成了现实。
3．中国四分之三的能量是通过燃烧煤获得的。
4．1993年，中国燃烧了十二亿吨煤用于供热和发电。
5．现在他们在不同的地区过上了幸福的生活。
sandstormsinasia公开课教案（5篇）
sandstormsinasia公开课教案（5篇）第一篇：sandstorms in asia 公开课教案Teaching Plan for Module 4, Senior book3, New StandardEnglish Topic: Sandstorms in Asia Designer:Wu Xin 教材分析：本文介绍了亚洲，主要是中国沙尘暴的情况，并引入了有关沙尘暴和环保的词汇。
通过本课的学习，学生能够增进对沙尘暴危害的了解熟悉有关沙尘暴的词汇，同时培养其环境保护意识。
学生分析：本次授课班级为高二170班的学生。
班级学生英语基础薄弱，但学习态度比较认真。
多数学生对英语感兴趣。
Learning Objectives: Knowledge objectives: 1.Master the new words and phrases.2.Improve the Ss’ speaking skills.Activit y objectives：Enable the Ss to understand something about sandstorms in Asia, some new words and phrases, and improve Ss’ reading skill.Emotion objectives: 1.Make Ss understand the situation of sandstorms and understand the importance of protecting environ ment.2.Improve Ss’ awareness of protecting environment.Teaching important & difficult points: learn and master the vocabulary, phrases and sentence patterns.T eaching methods: Discussion, Pair-work, Group-work and task-based learning.Teaching aids: Some pictures, some video, some slides, multimedia.Teaching Procedures: Stage1: lead in1: T leads in the lesson by showing a video of sandstorm in Beijing, to make Ss understand the information from the visual materials.2: According to this video, Ss are able to know what sandstorm is, and talk about whether they have ever been in a sandstorm and try to guess what the passage they think will talk about.Stage2: Reading Step1:Task1-Pre-reading(activity 2).1:.Ss learn the words in activity 2 with the T to help Ss to understandthe passage better.2:.Ss finish the matching in activity 2 individually.3: Ss report their answers by groups.Step2: Task2-skimming(choose the main idea of each paragraph)1: Ss read the passage and try to match the main idea of each paragraph.2.Ss report their answers by groups.Step3: Task3-Scanning(activity6).1: Ss read read the passage carefully and fill in the blanks given by T to get more information about sandstorms2: Ss are invited to report their answers and T checks.Step4: Task4-Post-rea ding(Discussion).1: To improve Ss’ awareness of protecting environment and enable to discuss the solution of improving environment, T simply summaries the passage and guides Ss to talk about how to stop the sandstorms.2.Ss discuss with their partners and then give out their opinions to the whole class.Then T shows his own suggestions to Ss by the PPT.Stage3: Summary1.Ss summary what they have learn by reading some words, phrases and topics.Homework:Write a short passage according to what they have learned today.第二篇：公开课教案7．4．2简单的线性规划时间：10月11日一．教学目标:（一）教学知识点：1．线性规划问题，线性规划的意义。
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.。
《Sandstorms in Asia》 教学设计
《Sandstorms in Asia》教学设计一、教学目标1、知识目标（1）学生能够了解亚洲沙尘暴的形成原因、主要影响地区和危害。
（2）掌握与沙尘暴相关的重点词汇和表达方式，如“duststorm”“arid”“wind erosion”等。
2、技能目标（1）能够通过阅读相关文章，获取关键信息并进行总结概括。
（2）能够运用所学知识，用英语描述沙尘暴的现象和影响。
3、情感目标（1）培养学生对环境问题的关注和保护意识。
（2）激发学生探索自然科学的兴趣。
二、教学重难点1、教学重点（1）亚洲沙尘暴的形成机制和主要影响。
（2）相关英语词汇和句型的理解与运用。
2、教学难点（1）如何引导学生深入理解沙尘暴形成的复杂原因。
（2）帮助学生用准确、流畅的英语表达对沙尘暴的认识和看法。
三、教学方法1、讲授法讲解亚洲沙尘暴的基本概念、形成原因和影响。
2、讨论法组织学生讨论沙尘暴的防治措施和个人在环保中的责任。
3、阅读法指导学生阅读相关英语文章，提高阅读技巧和理解能力。
4、多媒体辅助教学法运用图片、视频等多媒体资料，让学生更直观地感受沙尘暴的危害。
四、教学过程1、导入（5 分钟）通过播放一段亚洲沙尘暴的视频片段，引起学生的兴趣，提问学生对沙尘暴的初步印象，从而导入新课。
2、知识讲解（15 分钟）（1）介绍亚洲沙尘暴的定义和主要发生地区，如中国北方、蒙古等。
（2）详细讲解沙尘暴的形成原因，包括干旱气候、过度开垦、放牧等人类活动导致的土地沙漠化，以及强风等自然因素。
3、小组讨论（10 分钟）将学生分成小组，讨论以下问题：（1）沙尘暴对人们的生活和健康有哪些危害？（2）我们应该采取哪些措施来预防和减少沙尘暴的发生？4、阅读练习（15 分钟）分发一篇关于亚洲沙尘暴的英语文章，让学生阅读并完成相关练习题，如回答问题、填写表格等，以检验学生对文章的理解和对所学知识的运用。
5、语言表达（10 分钟）要求学生根据自己的理解，用英语描述沙尘暴的现象和影响，教师给予指导和纠正。
高中必修moduleSandstorms in Asia学案教案
必修三模块四Sandstorms in Asia学案（佘承玉）课型设计与课时分配:1st period Vocabulary Learning2nd period Speaking（introduction,pronunciation,speaking1&2）3rd period Intensive Reading(reading and vocabulary)4th period Grammar (grammar 1&2)5th period Listening(listening and vocabulary, everyday English)6th period Extensive Reading(cultural corner)7th period Writing(writing and task)Period 1 Vocabulary LearningI. 单词重现1. 沙尘暴n.) ______2. 吓人的可怕的(adj.) ________使..害怕(v.)___________(感到)害怕的（adj.）_________3. 内陆的(adj.) __________4.大量的的，规模的(adj.)_______5. 战役活动(n.) ____________6. 沙丘(n.) ____________7. 沙漠化(n.)__________________沙漠(n.) _________遗弃的（adj.）______________8. 进程过程(n.) ______________9. 公民市民(n.) _________________10. 沙尘灰尘(n.) _________沾满沙土的（adj）__________11. 预报预告(v. )____________预报员(n.)________________12. 力量力气(n.) _______________加强增强（v）_________________13. 骑自行车(v.) _________,骑自行车者（n）. __________14. 面罩(n.) __________15. 大气（层），气氛(n.) _________16. 碳(n.) _____________17. 化学药品(n.) ，化学的（adj.）___________化学（学科）（n.）___________18. 环境(n.) _________周围的，环境的（adj.）________________19. 废料，垃圾(n.)___________20. 融化(vi.)________融化的，溶解的(adj.) _______21. 污染（n.）________污染(v.) __________22. 再循环(v.n.) ______________23.沿海的（adj.）__________________海岸线（n.）__________________24.关心的，担心的(adj.)_________________25.证据，证明（n.）____________________明白的明显的（adj.）___________________26.主要的多数的（adj.）_________________多数大半（n.）___________________________27. 紧急的(adj.)____________________迫切地（adv.）___________________28.污染（v.）____________________污染（n.）____________________29.抱怨（v.）__________________抱怨（n.）____________________30.简单一句话（n.）___________________31.恐怖的吓人的（adj.）________________恐吓惊吓某人（v.）_____________________32.绝对地完全地（adv.）_________________绝对的（adj.）_______________________33.保护（n.）________________________保护（v.）___________________________II.短语集锦1.砍到__________________2. 阻止…干… __________________3. 保护…不受…的侵害______________4. 只有做…. ___________________5. 挖出______________6. 放出发出_________________7. 简言之______________8. 醒来后面对…清醒地意识到____________________9. 遭遇到… _________________10.吸收欺骗__________________11. 对…有影响__________________12. 带走拿走________________13. 一个接一个地__________________14. 允许某人做… ______________________15.认真严肃地考虑…_________________Ⅲ.单词演练1 Match the words on the left with their definitions on the right..Forecast to treat something so that we can use it againCycle to change from solid to liquid, e.g. ice becomes waterPollution a series of natural developments or events that produce gradual change Melt to say what will probably happenRecycle damage to the environment because of dirty thingsMass a person who lives in a particular town or countryConcerned the physical power and energy that makes someone strongMajor to ride a bicycleComplain a large number ofUrgent important, greatCampaign say that one is dissatisfied, unhappy,…citizen worriedprocess need immediate attention, action or decision …strength military operations or particular or planned activities with a particular social, commercial or political aim2 Fill in the blanks in each sentence according to the meaning. Change the form if necessary.1.Sandstorms can be f__________ just a few hours before they arrive.2.This box is too heavy and it’s too much for his s_________.3.They discussed the problem in a friendly a___________.4.As the development of science and technology, the world is face more and more serious environmentalp_____________.5.As children we should be much c__________ about our parents’ health.6.Don’t always _________ (抱怨) your partners mistakes.7. A ________(化学) change takes place in any substance when it burns.8.As Chinese ________(公民), we should try our best to improve the environment.9.Under the _________(保护) of the sun glasses, our eyes won’t hurt in the strong light of the sun.10.His suggestions are _________ (完全地) reasonable.3. Do all the activities about Vocabulary in the textbook, including the ones in the Workbook. For example: P31, Activity 1&2; P33,Activity 2&3; P35, Activity 1; P86 Activity 6,7 &8.Period 2 Speaking（introduction,pronunciation,speaking1&2）Step1 Talk about the following pictures in your own words. (Show them the pictures of sandstorms. )For example:S1: In the first picture I can see a man is riding a bike hard. The sky is yellow.T: Can you see the buildings clearly?S1: No, they are not clear.T: Thank you, sit down please.S2: In the second one I can find some buildings, but I cannot see them clearly. May be the city is in the sand or anything like that.S3: In the third one I can see a very tall building only. There is much sand in the sky.T: Very good. Thank you.S4: In the next picture, I can see many people riding bikes wearing masks. The weather is very cold, because they wear gloves and more clothes.T: How about the air? Is it clean?S4: The air is not clean. There is something like sand in the air.T: Quite right!S5: In the fifth picture, there is a strong wind carrying sand. It looks like smoke.S6: In the last one, there are some buildings covered with thick, yellow dust.T: Excellent job! Thank you every much. Now, who can tell us why there is so much sand in the sky? The wind that carry sand are called…S7: Sandstorm.T: Very good. Yes, they are called sandstorm. If you want to know more about sandstorm, let’s come to Module 4 Sandstorms in Asia.Step II Warming upT: Open your books on page 31. Look at the picture in your books, what can you see in the picture?S1: There is a strong wind carrying sand in the sky, and a car covered with sand running slowly.After 3 minutes, ask some students to share their answers.T: From this short paragraph, we can see the sandstorm is frightening. Have you ever experienced the sandstorm?(show the words on the screen, and explain the meaning to the students. Divide the whole class into several groups to discuss questions in activity 2. Then call back the answers)S1: Most of the sandstorms begin in desert areas. Because there are no trees and grasses in the desert areas. The wind is very strong.S2: Climate changing can create deserts, but nowadays, the deserts are being enlarged because of humanity.S3: Deserts are also created because people cut down trees and dig up grass.T: Why people cut down trees?S3: They want to get wood or to plant crops.S4: Few years ago, Japan was affected by the sandstorms coming from northwest China. And America is also affected by sandstorms. Some are caused by humanity; some are from Asia blown across the Pacific Ocean. Sandstorm has been a global issue.T: Very good, thank you. Can we prevent it?S5: Yes. At present, our China has carried out many plans to prevent sandstorm. For example, China has formed a professor committee to study how to prevent sandstorms. We have planted many trees every year. Cutting down the trees is unlawful. The degree of sandstorm is on decline. So we can prevent it. We believe ourselves.T: Quite right. I believe too. Where does the sandstorm often happen?S6: the inland region has more sandstorms than the one near the sea. Because the inland is drier than the one near the sea.T: Can you give us the reason?S6: Dry weather is one of the main reasons for sandstorms.T: Quite right. You’ve done very well. From this activity, you’ve got much information on sandstorms. Sandstorm is very bad. It pollutes the air, affects our daily life. If you are in a sandstorm what should you do? Now work in pairs to discuss the questions in activity 3.(5 minutes later, call back the answers)S1: If I am in a sandstorm I will wear a mask to protect my mouth and throat, wear a pair of glasses to protect my eyes.S2: Besides mask and glasses I will wear a hat. Because there is much sand in the air, it will make my hair dirty.T: You are right. In a sandstorm, you should wear a mask and a hat, a pair of glasses is also necessary. Which one is more dangerous, earthquake and sandstorm?S3: I think earthquake. Because in sandstorm we can stay at home to protect us, but in earthquake everywhere is dangerous.T: I agree with you. Where in China do sandstorms usually happen? What is the first sign?S4: In the west and northwest China.S5: But it also happens in Beijing often.S6: Before the sandstorm, there is usually a heavy wind and dry weather.S7: The sky is yellow.S8: One afternoon of last spring, when I was at school, the sky was yellow. There was much sand in the sky. The wind was very strong with some drops of rain. In fact, it was not rain. It was mud. At that time, I thought theearthquake was coming. It was very terrible.T: It was really terrible. Thank you. Now I think all of you have known about something of sandstorm. The sandstorm is terrible and harmful. We should work hard to protect our environment.Step III Pronunciation and Function on P36Listen 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 activity 1&2. Listen again to check if the stress is right. Ask students to complete the sentences in Ex.3 using expressions from Ex.1&2.Step IV Speaking1 &2 on P37T: Suppose you are a citizen. There is a sandstorm in your city. A reporter wants to interview you about this sandstorm. Make a dialogue about your interview with your partner.S1: Good afternoon sir, I am a reporter of local television station. May I ask you some questions about the sandstorm happened in the morning?S2: Ok.S1: When the sandstorm happened, what were you doing?S2: I was cycling on the road.S1: Before the sandstorm coming, did you know it was the sandstorm? Or were there some signs of the coming sandstorm?S2: Yes. I learn some sandstorm signs from TV. So I tried hard to ride, but the wind was so strong.S1: Can you tell me some signs of that sandstorm?S2: First, the wind was becoming stronger and stronger, it looked like the rain was coming. I can hardly ride my bike.The dust on the ground was whirled into the sky. And the sky was turned into yellow. The dust became more and more. I can hardly open my eyes. I knew it would be a sandstorm.S1: It was terrible. Can you give us some ideas to prevent the sandstorm?S2: From television, we can see most of the sandstorms are caused by human. Instead of cutting down trees and digging grass we should plant more trees and grasses. S1: I agree with you. I think after this sandstorm most of people will be waken. Thank you.T: Well done. Thank you. Now we have known most of the sandstorms have been caused by the destroyed environment. Are there any other things that are bad for the environment?Ss: Yes. For example, coal.T: In what way?Ss: It gets off lots of smoke and pollutes the air.T: You’re right.Ss: Plastic. In our daily life, people use many plastic bags and throw them around. When there is wind, the plastic bags thrown will fly everywhere.Ss: In canteen many students use plastic bags to hold their meal and throw them away then. I think we should not use them first and set a modal.Ss: Like refrigerator, more and more cars have come into families. They give out much chemical smoke, especially in cities. It is bad for our health.Ss: Cutting more trees will not only cause sandstorms but also enlarge the sand area.T: Well done, boys and girls. Since we have known so many things are bad for the environment, what should we do to protect our environment?Ss: We should plant more trees to fresh our air.Ss: We should throw the rubbish into the dustbin and not throw them anywhere.Ss: I think the most important thing we should do is to organize an organization to make people around us know the importance to protect the environment.T: Ok, what you talk about is very helpful. Please prepare it after class if you want. If you need help, please let meknow. This class we have learnt something about sandstorms, and have discussed things that pollute the environment. Since the pollution is so serious, we should try our best to protect our environment. Now what you should do after class is to turn your idea into practice.Period 3 Intensive Reading(reading and vocabulary)Step 1 Pre-readingT: Now I will give you five minutes and read the whole passage quickly, find the answers to the questions on the topAfter 5 minutes, check the answers.T: Now, who’d like to talk about the first question? Volunteer!S1: I’d like to try. From picture I know that a sandstorm happens. It is frightening.T: Quite right. Next question? Who want to have a try?S2: There is a woman pulling a bike in a frightening sandstorm. The cyclist wears a mask and a pair of gloves. She wears a hat.T: Thank you, very well. How about next question?S3: The traffic will be very slow, because in the sandstorm there is much sand in the sky. The driver cannot see thing clearly.T: Quite right. The last one, who got the answer?S4: I think the experts advise people to stay at home and not go out. While going out, you should wear a mask.T: Thank you. Sit down please. Now, after we’ve learnt this text, we will know how to protect ourselves, if there is a sandstorm in our city. Of course, we do not hope it happens in our city.Step2 ReadingT: Turn your books on page 33. Look at the activity 2 & 3, read the text quickly again and complete these two activities. Three minutes.After 3 minutes, ask some students to check the answers. Show the answers on the screen.ask students to read it silently★Intensive ReadingT: Read the whole passage very carefully and complete Ex.4&5 on page 33. While reading underline phrases and(After having finished the exercises, show the important sentences on the screen. Ask the students to pay more attention to them.)Step 3 Complete the summary of the text:Suggested answers:(2nd paragraph)Suggested answers:(As to this part, listen to whole passage first, and then listen again paragraph by paragraph. After listening to a paragraph, ask students to look the screen and fill the blanks with their books closed.Step 4 Language points in the textT: Now let’s deal with some language points.◆Y ou 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。
高中英语_Sandstorms in Asia教学课件设计
Have you ever been in a sandstorm? Describe it to your partner.
• Describe the surroundings(环境) , and the feelings of your eyes, nose, mouth and so on.
How did they feel in a sandstorm?
RenJianbo
HuangXiaomei
They experienced the sandstorm in person!
Read the passage and answer the following questions.
Sandstorms are strong ,dry winds that carry sand.
从事多年教师教育工作对教育的理解和经验方面有丰富的经验
Book 3 Module 4 Sa earth is a very beautiful planet.
How beautiful they are!
But one day something happened,making our earth not as beautiful as it was before.
Design an Environmental Protection Proposal in groups. Your proposal should cover the following parts: 1. slogan (标语） 2. purpose 3. suggestions
We have only one EARTH!
殷玉珍 What can we learn from her?