高中英语 Module4《Sandstorms in Asia》Introduction,Reading and Vocabulary课件4 外研版必修3
Grammar 1 -1. Observation(3m)
1. I’m glad to meet you. 2. She invited me to attend the meeting. 3. The boy is old enough to go to school. to + 动词原形表示主动
3. We were told not to leave the house.
4. The work on the house needs to be completed (the work) by the end of the week.
5. Most houses seem to have been destroyed by the storm.
the the exercise at Activity 4, Page13. Answers:
1. prevent you (from) seeing the sun / strong enough to move sand dunes. 2. he experienced a terrible sandstorm. 3. because of desertification. 4. cause deserts and sand-storms to increase. 5. the thick dust makes it difficult to see / the drivers cannot see clearly. 6. prevent the desert coming nearer.
3. We need develop better public transport in
cities.
to
4. The wind is strong enough blow the sand a
the Pacific Ocean.
to
5. Some counties are trying save the forests
5. What the government do to prevent the
desert coming near.
Reading & Vocabulary -3.Exercise (5m) Finish
the exercise at Activity 2, Page 33.
Answers: cycle (v) 1. _______ expert 2. _______ process 3. _______ citizen 4. _______ dust 5. _______ survive 6. _______ forecast 7. _______ situation 8. _______
2. The winds in sandstorm can sometimes be strong
enough to move and dunes; When Ren Jiabao
was in Inner Mongolia he experience a terrible
sandstorm in desert. 3. Sandstorm in China appear to have increased in resent years as a result of “desertificatrcise (5m) Finish the exercise at Activity 3, Answers: P24.
1. It is frightening to be working in the road in a sandstorm. I hope I reach home soon. 2. Experts hope to learn more about the movement of sandstorms. 3. I’d like to be told about the situation before now. 4. The work needs to be completed by the end of the week. 5. My father was out of the city when the sandstorm came. He was very glad to have missed it. 6. The building has to be finished by the end of the year. 7. To see a real sandstorm was very frightening.
Homework
Collect more information on Internet about one of the problems that caused by sandstorm.
Period 2
Module 4 Sandstorms in Asia
Grammar 1 Culture corner
2. What causes deserts? Deserts are created by climate changes. And it is also because people cut down trees and dig up grass. 3. How does the sandstorm affect different places? Sandstorms from Asia have blown across the Pacific Ocean to America. 4. What differences between sandstorms in different areas? The inland region has more sandstorms than the one near the sea.
Reading & Vocabulary –4.Exercise (5m) Finish
the exercise at Activity 3, Page 33.
Answers: 1. _____ B 2. _____ B 3. _____ A 4. _____ A
Reading & Vocabulary –5. Exercise (6m) Finish
Grammar 1 -4. Observation (3m)
1. I’m the only person in my family to have been in a sandstorm. 2. He is not likely to have got my letter. to have + 动词的过去分词
Introduction-2. Answering (5m) Answer the questions with the help from Activity 2, Page31.
1.Where do sandstorms begin?
Sandstorms begin in desert areas.
Reading & Vocabulary-1.Pre-reading (5m)
Look at the photo. Answer the questions.
Answers: 1. There is a sandstorm blowing. 2. They’ve wearing hoods, masks and glasses to protect themselves. 3. It moves very slowly. Because it is not clear to see everything on the road and people must take great care. 4. Stay at home.
Period 1
Module 4 Sandstorms in Asia
Introduction Reading & Vocabulary
Introduction-1. Vocabulary (5m) Use the words in Activity 1, Page 31 to fill the blank.
Grammar 1 -5. Observation(3m)
1. To have been caught in a sandstorm is a terrible experience. 2. The room was said to have been cleaned.
to + have been + 过去分词； 不定式完成式所表示的动作在谓语动词所 表示的动作之前发生。
People arefrightened ________ in the sandstorm. Sometimes the sand can_____the whole bury building.
This is a__________. It sandstorm has______for ten hours lasted and was frightening very____________. The wind is________the blowing sand high around the house.
Grammar 1 -6.Exercise (5m)
finish the exercise at Activity 2, Page 34.
Answers:
1. It is dangerous to be traveling during a sandstorm.
2. Experts hope to learn more about the movement of thunderstorms.
1. Sandstorms have been a major disaster for many Asia countries for a long time.
高中英语Module4SandstormsinAsiaPeriod1IntroductionReadingandVocabulary文本研读课课堂10分钟达标外研版
Module 4 Sandstorms in Asia Period 1 Introduction Reading andVocabularyA sandstorm, also known as a dust storm, is exactly what it soundslike. A very strong windstorm especially in the desert carriesclouds of sand or dust that greatly reduces visibility. This windis usually caused by convection currents(对流气流), which arecreated by intense heating of the ground, and is usually strongenough to move entire sand dunes. Air is unstable when heated, and this instability in the air will cause higher winds to mix with winds in the lower atmosphere, producing strong surface winds.Sandstorms can disturb people’s travel, and can sometimes destroy whole roads, and dry flat areas. Similar dust storms can be found on the planet Mars, and are thought to be seasonal. Today, the destruction of forests and too much farming of farmland can lead to sandstorms. Too much use of water resources can also cause sandstorms.In the United States of America, sandstorms are rare because of the lack of large deserts and more importantly the development of proper agricultural techniques. The last recorded destructive sandstorm in American history was the Dust Bowl, which occurred on July16, 1971and was widely recorded by meteorologists(气象学家).To protect themselves from sandstorms, some people wear protective suits. Special equipment can be fixed in some cars to prevent sand from getting into the engine. Sandstorms can cause coughs, and the sand and dust has also been known to carry “infectious diseases”. Sand particles, unlike dus t ones, will block air passages, and cause a person who breathes them in to choke. Dust particles may cause an allergic(过敏的)reaction.Ⅰ. Skim the passage and find the main idea quickly.____________________________________________________________答案：The passage aims to tell us the formation and damage of sandstorms.Ⅱ. Read the passage again and choose the best answers.1. Which of the following plays the first part in forming sandstorms?A. The instability of the sand.B. The instability of the wind.C. The intense heating of the ground.D. The speed of the wind.【解析】选C。
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 Module 4《Sandstorms in Asia》说课稿 新人教版必修1
说课稿Module 4 Sandstorms in Asia--Grammar: The InfinitivePart I My understanding of the lesson and analysis of the studentsMy topic today is the infinitive. The students have learnt something about the infinitive in Junior High school, and they often meet the infinitive in reading materials, so I think the grammar is not strange to them.In the passage- Sandstorms in Asia, the writer uses the infinitive to express his ideas, so I think this module aims to help the students grasp how to use the infinitive. As we know, the infinitive is one of the most important grammars, and it is also one of the most difficult grammars. To help the students grasp the infinitive, I should make the students interested in the class first. So I use a story to heat the classroom atmosphere. Most of our students are from rural middle school, so they lack confidence and are shy to express their ideas in English, so I design some interesting and easy work to try to involve all the students in taking part in the class activities, so that all of them can achieve some success in class. Meanwhile, I lay particular emphasis on developing students’interest in English and provide the students with a good environment, relaxing atmosphere and more chances for individual and group practice.It is requested in the New Standard English that we should improve the students’ integrating skills of listening, speaking, reading and writing, so I set some activities to develop the students’ integrating skills and the ability of imagination and creativity. According to these, I set my teaching aims as follows:Teaching aims:Ability goals: 1. listening: get information from the listening materials2. Speaking: express one’s ideas in English3. Reading: sum up grammatical rules by themselves4. Writing: make up a whole story using the infinitiveKnowledge goals: 1. Make the students learn to sum up grammatical rules by themselves2. Make sure the students master the grammatical itemsMoral goals: 1. To arise the students’ interest in learning English2. To encourage students to be active in classImportant points: 1. Work together to sum up the grammatical rules of the infinitive2. Encourage students to think in the English wayDifficult points:The definition of different forms of the infinitive and how to use themTeaching Aids:pictures; tape-recorder; multi-mediaPart II My teaching theories and methods to deal with the lessonIn the course of dealing with the lesson, I’ll make every effort to carry out the following theories: situational teaching and communicative teaching; task-based teaching; inquiry teaching; making the students the real masters while the teacher acts as a director and helper. I’ll try to encourage the students to learn by discussion, cooperation and free talk.In addition, I’ll make the best of multi-media and slides to make the class more lovely, interesting and high-effective.Part III Teaching proceduresStep 1 Revision1. Review some phrases in the text(1). advise sb. to do sth. (2). try many ways to do sth.(3). allow sb. to do sth. (4). decide to do sth.(5). persuade sb. to do sth. (6). prevent sb. from doing sth.(purpose: to review some phrases , because the phrases will be used in the later activity)2. Show the students some pictures and ask them to make up some sentences to describe the pictures using some of the phrases reviewed just now(Here, the students can have a discussion)Example sentences:1. My mother doesn’t allow my father to smoke in the room. (object complement)2. I advised him to give up smoking. (object complement)3. I tried many ways to persuade him, but I failed. (attributive)4. So I decided to go to my teacher to ask for help. (object) (adverbial)5. My teacher’s suggestion is to make my father understand the harm of smoking. (predicative)6. But it is difficult for my father to give up smoking. (subject)(purpose: to attract the students’ interest in the topic and by asking “These sentences have something in common and have you found?” lead to the next part)Step2 Function of the Infinitive1. Encourage the students to sum up the function of the infinitive by themselves(1)subject (2) object (3) object complement(4)predicative (5) attributive (6) adverbial2. To consolidate, get the students to listen to some sentences and write them down, then tell the function of the infinitive in each sentence.(1). I open the door to enter the classroom. (adverbial)(2). He happens to be reading a novel when I came in. (object)(3). He is the man to have invented the computer. (attributive)(4). To be loved is happy. (subject)(5). My job is to teach English. (predicative)(6). The teacher asks the students to be careful in class. (object complement) (purpose: this part is designed to make the students understand the function of the infinitive, and practice the students' listening ability, at the same time lead to the next part)Step3 The tense and voice of the infinitive2. To practice, I will show the students some other pictures to continue our story. And make up some sentences.(1). My father was considered to have given up smoking.(2). My father pretended to be reading a newspaper when I came in.(3). I was so sad and burst in to tears, saying “You should be the person to be trusted, why you cheat us?”(4). To be a good father, he had to give up smoking.(purpose: to practice the different tense and voice of the infinitive, and lead to next part)Step 4. The infinitive without “to”Say: Here I want to introduce some sentence patterns to express “have to do”:1. I have no choice but to do sth.2. I can do nothing but do sth3. can’t help but do4. can’t but doSay: there are also some other words can be followed by the infinitive without “to”The pithy of formula is: 五看三使（室）两听（厅）一感觉五看：see; look at; watch; observe; notice三使：make; let; have两听：listen to; hear一感觉：feel(purpose: make the students know some verbs can be followed by the infinitive without “to”)Step 5 PracticeGive the students some exercises to do to consolidate the grammatical rules. Ask the students to choose the best answers, then collect from the students.Step 6 SummaryFirst, ask the students to discuss “What have you learned this class?”Then give the summary: This class we use a story to learn the grammatical items of the infinitive. We know the function of the infinitive can be: subject; predicative; object; object complement; attributive and adverbial. We also know the tense and the voice of the infinitive, and some verbs should be followed by the infinitive without “to”.At last, to make the students remember, I’d like to give them another pithy formula:本领最多不定式，主、表、宾、补、定和状。
高中英语 高中英语 Module 4 SandstormsinAsia-introduction
the influence: people have to wear hoods, masks and glasses
the influence: cars slow down and have to turn on headlight
Sometimes delay the flights
the influence: It spreads illness
• bury: 埋葬 1. bury the hatchet : 言归于好 2. bury oneself in sth. 埋头或专心致志于 e.g. In the evenings he buried himself in his books.
• feather:羽毛 Birds of a feather (flock together). 物以类聚,鸟以群分 • Show the white feather. 示弱,胆怯
此ppt下载后可自行编辑
初中英语课件
Sandstorm Sandstorm the weather: There is strong, dry wind and the sky is yellow.
the influence: the visibility drops
the influence: It’s dangerous for us to go out
Spቤተ መጻሕፍቲ ባይዱaking
Answers for activity2: • • • • • • • • 1.More than 400km/h. 2. It stays where it was. 3. About 800. 4. More than 700. 5. It has huge waves. 6. 8th September, 1900. 7. No, he wasn’t. 8. His coffin was dropped in the sea by a hurricane and carried to Canada by the Gulf Stream.
高中英语 Module4《Sandstorms in Asia》Introduction,Reading and Vocabulary课件2 外研版必修3
活学巧练： On seeing the man’s_________ face, all are _______ to run away, for he’s got a quite ugly face. A. frightening； frightened B. frightened； frightened C. frightening； frightening；
5. Sandstorms can’t be prevented . 6. The inland region has more sandstorms than the one near the sea .
( \/ ) ( \/ ) (×)
( \/ )
Reading and vocabulary
Look up these words in a dictionary . Then match the words with their definition .
Yesterday The day before yesterday
Look at these pictures .Now work in pairs . Discuss the following statements and decide which statement is false .
高中英语 Module 4 Sandstorms in Asia Period One Intro
2016-2017学年高中英语Module 4 Sandstorms in Asia Period One Introduction & Reading and Vocabulary讲义外研版必修3编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（2016-2017学年高中英语Module 4 Sandstorms in Asia Period One Introduction & Reading and Vocabulary讲义外研版必修3）的内容能够给您的工作和学习带来便利。
同时也真诚的希望收到您的建议和反馈，这将是我们进步的源泉，前进的动力。
本文可编辑可修改，如果觉得对您有帮助请收藏以便随时查阅，最后祝您生活愉快业绩进步，以下为2016-2017学年高中英语Module 4 Sandstorms in Asia Period One Introduction & Reading and Vocabulary讲义外研版必修3的全部内容。
Module 4 Sandstorms in Asia Period One Introduction ＆ Reading and VocabularyBecause of the development of agriculture,the area of land affected by sand has gradually increased.During the 1950s and 1960s the land affected by sand expanded on average into 1，600 square kilometers per year。
By the 1990s，the area had reached 2,500 square kilometers per year.This kind of situation is particularly serious in many regions upwind from Beijing.Fengning City in Hebei Province and Duolun City in Inner Mongolia lie to the north of Beijing，and in the last 50 years the population of these two cities has grown by 2 to 3 times.In order to obtain more resources，the inhabitants have been busy with heavy farming，tree.cutting and keeping animals.The result is that the soil which has sustained damage,and the sand layer below the earth is now exposed on the ground and the ground is rapidly being controlled by the spread of sand。
高中英语 Module 4 Sandstorms in Asia Grammar课件 外研
I came here (in order) to see you.
目的
We were very excited to find nobody there.原因
He hurried to the station only to find the trБайду номын сангаасin
had already left.
结果
常用于形容词后
We watched them play football .
不定式作宾语补足语省略to 的情况有下列口诀： 一感二听三让四看半帮助。但是这些句子如果变 成被动结构时, 就必须带上to。 I often hear him sing the song. He is often heard to sing the song.
【高考链接】 1. (2019·江苏高考T)_o_e_n_j_o_y__ (enjoy)the convenience of digital payment, many senior citizens started to use smart phones. 2. (2018·北京高考)During the Mid-Autumn Festival, family members often gather togetthoesrh_a_r_e____（ share）a meal, admire the moon and enjoy moon cakes.
和only结合，表示出乎 意料的结果
【即学即练】 完成句子 1.She seemed surprisetod m__e_e_t____(meet) us. 2. Yesterday I went to see him ontolyf_in_d_____（find) he had been away on business.
高中英语Module4SandstormsinAsiaSectionⅠIntroduction
阻止某人做某事
6．one ________ another
一个接一个地
【答案】 1.down 2.in 3.as 4.to 5.from 6.after
第五页，共12页。
根据提示补全下列教材原句 1．They are often ____so___th__ic_k__t_h_a_t_ you cannot see the sun, and the wind is sometimes ___s_tr_o_n_g___e_n_o_u_g_h__t_o__m__o_v_esand dunes. 沙尘常常如此之厚以至于你看不到太阳，并且有时候风很强，足以移动沙 丘。 2．“__T__o__h_a_v_e___b_e_e_n__c_a__u_g_h_t_ iansandstorm was a terrible experience，”he said. 他说：“被困在沙尘暴中的经历真是太可怕了。”
4．process 5.citizen 6.dust 7.forecast
8．strength 9.cycle 10.mask
第三页，共12页。
看单词 学构词 形容词＋-th→名词，常见的有：wide－width 宽度；long－length 长度；strong －strength 强度，力量；warm－warmth 暖和，温暖；deep－depth 深度，厚度
吓人的；可怕的 大量的；大规模的 战役；活动 进程；过程 公民；市民 沙尘；灰尘
第二页，共12页。
7．_________n.
力量；力气
9．________vi.
骑自行车
10．________n.
面罩
【答案】 1.frightening 2.mass 3.campaign
高中英语 Module 4 Sandstorms in Asia Reading and
现在有很多学生主修心理学。
2). Exercise plays a major part in preventing
disease.
形容词
在预防疾病方面，锻炼起着重要的作用。
2. A mass campaign has been started to help solve it 一场大规模的解决（沙尘暴）问题的行动已经开始了。
复习课件
高中英语 Module 4 Sandstorms in Asia Reading and Vocabulary（II）课件 外研版必修3
Module 4 Sandstorms in Asia
Reading and Vocabulary (Ⅱ)
Learning aims
1. To learn some language points about sandstorms. 2. To improve the ability to solve problems.
为of了pr获od得u更cts大. 的市场份额，我们降低了产品价格。
8. make it + adj. + to do sth.使做某事…… The thick dust makes it difficult to see. 浓浓的尘埃降低了能见度。 it是形式宾语, to do sth. 是真正的宾语。 The heavy rain made it impossible for us to get there on time.大雨使我们不能按时赶到那儿。 This book makes it easier for us to understand this question.这本书使我们更加容易明白这个问题。
【即学即练】完成句子。 1. He had a bad cold, becauhseew_a_s__c_a_u_g_h_t_i_n_____ the heavy rain on his way home after school. 他得了重感冒，因为他在放学回家的路上碰上了大雨。 2. You walk on and I'lcla_t_c_h_u_p__w_i_th____you later. 你继续走，我会随后赶上。
高中英语Module4SandstormsinAsiaSectionⅡIntroductionand
①foretell v .
预言
②foresee v .
预见
③forehead n.
前额
3. frightening adj.吓人的；可怕的
[同义] “可怕的”形容词荟萃
①scary
恐怖的
②terrible
可怕的
③horrible
恐怖的
④terrifying
令人惊恐的
二、这样记短语
记牢固定短语
1. be/get caught in
5. process n.
进程；过程
6. citizen n.
公民；市民
7. mask n.
面罩
Ⅱ.拓展词汇
1. frightening adj .吓人的；可怕的→ frightened adj .害怕的
→frighten v t.使害怕→ fright n．害怕
2. desertification n．(土地的 )沙漠化→ desert n．沙漠
突然遭遇 (风暴等)
2. cut down
砍倒
3. dig up
挖出
4. wake up to
醒来面对；意识到；认识到
5. prevent sb. from doing sth.
阻止某人做某事
6. as a result of/because of
因为，由于
7. in this situation
在这种情况下
Section Ⅱ
Introduction & Reading — Language Points
一、这样记单词
Ⅰ.基础词汇 1. inland adj. 2. mass adj. 3. campaign n. 4. forecast v t.