外研版高中英语必修三【教学设计】Module-4
英语必修ⅲ外研版module4period4教案
Module 4 Sandstorms in AsiaPeriod Three Listening, everyday English, function & writing （1）三维目标A．Knowledge and skills1)Make students learn to write a paragraph describing environmental problems.2)Make students practice some useful expressions.B．Process and methods1)Make students learn how to use some simple Everyday English in a conversation.2)Through the analysis of the steps in writing a short paragraph about environmental problem, students may learn some strategies on describing environmental problems.C. Emotion, attitude and valuesThrough the study of this period, ask students to love our only earth and protect environment.（2）教学重点Learn to describe one environmental problem.（3）教学难点1. Use what we have learned to give some solutions.2. How to express what we are thinking about.（4）教学建议Practice & explanation.新课导入设计Sample 1Step 1：Background materials about the environment protection.People today all over the world are beginning to hear and learn more and more about the problem of pollution. Pollution is caused either by the release of completely new and often artificial substances into the environment or by releasing greatly increased amounts of a natural substance, such as oil from oil tankers into the sea. With the development of modern industry, many of the goods and machines we need and use in our daily lives are creating a number of waste products which upset the environment balance. Many of these waste products can be prevented if people pay more attention, but clearly while more and more new goods are produced and made complex, there will be new dangerous wastes to be thrown away, for example, the waste products from nuclear power stations. Many people, therefore, see pollution as only part of a larger and more complex problem.There is no doubt that much of the pollution caused could be controlled if only companies, individuals and government would make more efforts. At home there is an obvious need to control litter and waste. Food comes wrapped up three or four times in packages that all have to be got rid of; drinks are increasingly sold in bottles or tins which cannot be reused. This not only causes a litter problem, but also is a great waste of resources, in terms of glass, metals and paper. Advertising has helped this process by persuading many of us not only to buy things we neither want nor need, but also to throw away much of what we do have. Pollution and waste combine to be a problem everyone can help to solve by cutting unnecessary buying, over consumption(消费)and careless release of the products we use in our daily lives.→ Step 2 WritingStep 1: Lead-in1)Collect the names of types of environment pollution.Students can give a lot on this problem.The teacher can collect the answers on the blackboard.Suggested answers:water pollution, air pollution, noise pollution, desertification, garbage in everyday life2)Give an introduction about the serious pollution you think.Suggestions:(1)what you are worried about(2)the present serious condition(3)cause and result(4)present your solutionSample 2板书设计Step 1: Everyday EnglishWhile learning English, we usually encounter some confusing expressions. If we don’t know their meanings, we’ll misunderstand the speaker. So it’s important for us to learn Everyday English. There are some expressions for you to learn. Choose correct answers for each sentence.1. in a nutshell means_____________ .A. in my opinionB. to explain something very simply2. It’s scary means_____________ .A. It’s frighteningB. It’s interesting3. I’ll do my best means_____________ .A. This is the best(explanation)B. I’ll try as hard as I can4. From what I understand means_____________ .A. This is what I understandB. I think I understand5. You’re absolutely right means_____________ .A. You’re completely rightB. You’re almos t right.Suggested answers:1. B2. A3. B4. A5. AStep 2:In this period, we’ll describe an environmental problem and say what we should to about it.Maybe it’s a little bit difficult for you. So you can follow the steps and example on Page 38.Show a sample:Natural Disaster—Earthquake1. An earthquake is caused by a sudden slip on a fault(断层). A fault is a fracture(断裂)in the crust(地壳)of the earth along which rocks on one side have moved relative to those on the other side. Stresses in the earth’s oute r layer push the sides of the fault together, builds up and the rocks slips suddenly, releasing energy in waves that travel through the rock to cause the shaking that we feel during an earthquake.Earthquakes tend to be concentrated in narrow zones. There are 7 major crustal plates on earth, about 80 km(50 miles)thick, all in constant motion relative to one another. They move at between 10 and 130 mm(from less than one half to 5 inches)per year. It is estimated that there are several million earthquakes in the world each year. Many of these earthquakes go undetected because they occur in remote areas or have very small magnitudes(震级). The USGS Earthquake Info Center locates 12 000 to 14 000 earthquakes each year(about 35 per day). On average, about 60 earthquakes per year are classified as significant, with 19classified as major. A significant earthquake is one of magnitude 6. 5 or higher or one of lesser magnitude that causes casualties or considerable damage. Major earthquakes havea magnitude larger than 7. 0.2. Ask students to read through the steps on Page 38 with the whole class and ensure them to know what to write down next. And discuss the structure of their short passage.First, briefly describe the problem with a partner, taking down notes and key words. Then, give students about 15 minutes to write down a short passage individually. Try to use the suggestions given.After that, exchange their writing with each other to correct mistakes.At last, the teacher displays some excellent writing for the whole class to enjoy.Some samples about this topic.(samples 1)Many students are taking part in the practice of improving the environment through selling used paper and planting trees. They even set up a website to help others take practice in protecting the environment. Although people care much about the environment problems but they don’t know how. So some organizations also published measures to encourage public participation in environment protection. The measures tell us what we can do to protect the environment.We surely cared much about the environment protection but didn’t do much. Actually there is much we can do in our daily life. Buy less to reduce waste. Don’t throw away things before we have made the most use of them. Use electricity, water and gas only when necessary. Switch them off when we don’t need them. Everyone can participate in making the planet suitable for future generations. Everybody can join in and make our world more fantastic. Just do it!(samples 2)Besides giving off gases and dusts into the air, humans produce waste that is poured on the environment. Often, this waste produced by major industries and people is harmful to both nature and human life.Every year, major health problems result from dangerous waste. Sadly, it is often only after someone has died or become seriously ill that the governments will take measures to reduce levels of harmful waste.Some governments have realized how serious the dangerous waste problem is and are now trying to settle this problem. They are also trying to limit the amount of waste industries are allowed to produce.Not only governments but ordinary people as well must work together to solve the problem. They can choose not to buy those products which require the production of dangerous waste, and produce less harmful waste themselves. Many scientists think that waste production can be cut. The waste can be reduced by at least one third using existing technologies and methods.。
外研版高中英语必修三【教学设计】Module 4
Module 4 Sandstorms in Asia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，根据上述教材的分析特征，根据《高中英语教学大纲》对英语阅读的要求，根据素质教育中要培养学生综合素质能力的要求，我为这一课确定了如下三项目标：（1） 知识与能力：首先帮助学生复习掌握必要的生词及培养学生掌握良好的阅读习惯和阅读方法---跳读、略读和详读等。
同时注意开发和培养学生的记忆能力，观察能力、想象、比较和分析能力，以及实践运用能力等。
（2） 过程与方法：以课文整体教学为中心，让学生通过group work 、pair work 等小组合作形式，运用不同的阅读方法，创设不同的情境，设置各种任务，使学生积极主动参与到课堂的各项活动中；充分发挥多媒体的作用，使课堂内容丰富，形象直观，从而为完成本节课的教学目标奠定基础。
（3） 情感态度与价值观：了解沙尘暴方面的知识。
同时提高学生的环保意识。
【教学重点】(1) 掌握一些与沙尘暴和环保有关的词汇。
(2) 学习不定式的各种形式。
(3) 学习表达有关沙尘暴和环保的话题。
【教学难点】(1) 掌握不定式的各种形式。
(2) 谈论沙尘暴和环保。
(3) 写有关环保的短文多媒体课件辅助Step 1. Warming upDescribe the picture in your own words.Step 2 Introduction 1 1. Complete the sentences using the correct form of the words.blow bury frightening last(v) sandstormThere has been a _______. It ________for ten hours and was very___________. The wind _________the sand high around the houses, and some cars were almost completely ___________by the sand .2. Look at the pictures and answer the questions.1).What is happening?2).What is the cyclist wearing and why?3).What do you think happens to traffic in this situation? Why?Keys: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 peoplemust take great care.Discussion ：Where in China do sandstorms begin?Xinjiang, Gansu and Western Inner MongoliaBeijing and Northeast Inner MongoliaStep 3 : Introduction-2: discuss these statements and decide which statement is 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.Step 4. Fast readingTask 1: Read the text and tell the definition of sandstormSandstorms are strong dry winds that carry sand.Task 2: What other aspects are mentioned in this passage?causes and effects suggestions measures …Task 3. How many parts can this article be divided into ?Part 1(para1) major disaster in Asia- SandstormPart 2(para2_5) description: cause influence suggestionPart 3(para6) measures to prevent sandstormsTask 4. Fill in the form with the detailsThink about : any other measures?Step 5 detailed readingTask 1. Choose the correct answer1. sand dunes means _____a) plants growing in sand b) sand hills2. affect means _____a) to kill b) to cause a change3. You wear a mask over your _____a) face b) body4. strength is the noun of _____a) strong b) strange5. desertification (in Paragraph 3) means _____a) making land desert; b) throwing sth awaykeys: bbaaaTask 2. Describe the feeling of Ren JianboIt is a ________ experience, the most _________ and the most dangerous ________. Task 3.analyze the cause of sandstormsThe cause of sandstorms is ______________(a_______ in which land becomes desert).A. ________ changesB. People __________ trees and _________ grass.Task 4 . think about the harm of sandstorms to citizens.A. Thick _ ______ covers the city.B. ________ moves very slowly.C. To be ________ in a sandstorm is frightening.D. ________ makes people breathe difficult.Task 5. The measures of reducing the harm of sandstormsA.________ a sandstorm before it occurs.B. Take ________ advice and do not go out.C. Wear a ________.D. Plant trees to ________ it coming nearer.Task 6. General structure of the passageStep 6. Group work“A Press Conference （记者招待会）about Sandstorms”Suppose you are attending a press conference about sandstorms. Some are government spokesmen , some are journalists and citizens. Now work in groups of 4. You can refer to the following problems ..sandstorm of last month in Beijing.the cause of sandstorm.effect of sandstorms.measures to prevent sandstormPeriod 2 Language points in reading原文再现(Reading)1.一个主要的灾难2.大规模的战役/运动3.被困在沙尘暴中4.次数好像增加了5.伐树挖草6.醒来看到昏黄的天空和夹杂着黄沙在城里肆虐的狂风7.车辆行驶很慢因为浓浓的尘埃降低了能见度8.建议人们不要出门9.阻止其接近10.计划继续种树11.一个接一个发生12.清扫走；卷走1.a major disaster2.a mass campaign3.be caught in the sandstorm4.appear to have increased5. cut down trees and dig up…6.wake up to an orange sky and strong winds that cover the city in a thick…dust7.traffic moves very slowly because the thick dust makes it difficult to see.8. advise people not to go out9. prevent it coming near10. plan to c ontinue planting…11.happen one after another12. sweep away1. 1. major: adj. 主要的，重大的What do you see as a major problem with the environment?One of the major aims of reading about sandstorms is to raise awareness of environmental protection.China now ____________________ in international affairs.minor: 次要的a minor illnessEnglish was my major in university.= I majored in English in university.majority: 多数，大部分(n.)the majority of sth/sb = most of sth/sbminority: 少数；少数民族2. A mass campaign has been started to help solve it.1)mass: adj. 大规模的, 大众的mass productionmass destruction weaponsmass media 大众传媒mass n. n. 1. 大团/块/群2. 质量3. 体积4. 众多; 大量, 大宗[(+of)]a mass of/masses of = a lot of/lots of + C n./U n.I’ve got masses o f work to do and masses of books to read.the masses 群众2) anti-smoking campaignan advertising campaign3.Para.2When asked about his experience in a sandstorm, Ren Jianbo said. “__________________________ a sandstorm was terrible and it was the most ____________ andthe most dangerous ___________ I’ve ever been _____. There was nothing ____________.”(bite)“___________________by a dog was not a delightful experience,” he told the doctor.bite) In the countryside _________________ by a dog is common occurrence.To have been caught in such a traffic jam was a terrible experience.(特定情况)Being caught in such a traffic jam is a common occurrence in cities.(一般情况)be/get caught in sth. 被困在…中=be/get trapped/stuck inOn seeing their car _______________,the police came to their rescue.He was late because he had been caught in a traffic jam.= _______ in a traffic jam, he was late.4.Cut downPeople in the poor village have to cut down trees to make a living.Russia and America have agreed on cutting down nuclear weapons.“The article is too long,” said the editor. “Could you cut it down to 2000 words?”响应“绿色出行”号召，很多市民减少了开车上班。
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 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。
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。
外研版高中英语必修三教学设计Module4
Module 4 Sandstorms in AsiaPeriod 1 Introduction设计思路说明【Pre-learning】通过图片讨论沙尘暴的危害。
【While-learning】学习关于沙尘暴词汇以及讨论沙尘暴的起因。
【Post-learning】讨论应对沙尘暴的方法。
教材分析本模块以Sandstorms为话题，通过本模块的几篇阅读材料使学生对Sandstorms有所了解，并通过文章中提出的一些深刻的问题，比如，The desert is only 250 kilometers away to the west of Beijing使学生更好地了解我们的地球和我们的生活环境正遭受的破坏，并引发对“我们应该如何保护环境”的热烈讨论，通过这些讨论会激发学生对环境保护的了解和实施的自觉性。
通过讨论Sandstorms，让学生表达对沙尘暴的看法，以及我们应采取何种措施来提高环境质量。
并能就此设计海报来呼吁人们保护环境。
INTRODUCTION 复习和学习有关自然灾害的词汇,呈现了一些自然灾害的起因以及造成的危害,使学生对沙尘暴有初步了解。
教学目标【知识与能力目标】Enable the students to talk about the sandstorms, the reasons for causing sandstorms and theimportant of protecting environment.【过程与方法目标】Help students to learn how to talk about the sandstorms, the reasons for causing sandstorms and the important of protecting environment.【情感态度价值观目标】To realize the importance of protecting environment.教学重难点【教学重点】How to describe sandstorms & environmental protection.【教学难点】How to express one’s opinions.课前准备1. A projector2. A computer教学过程Step I. Pre-learningT: Good morning, everyone! Today we are going to learn a new module, Module 4 Sandstorms in Asia. Look at the screen please. I will show you some pictures. Talk about them in your own words. (Show them the pictures of sandstorms.)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. While-learningT: 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.T: Right. Now, complete the sentences using the correct form of words in the box. Three minutes.T: From this short paragraph, we can see the sandstorm is frightening. Have you ever experienced the sandstorm? How does it be created? Before we discuss these questions, let’s look at some words on the screen.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.Step III. Post-learningT: 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 the earthquake 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.Homework:1. Recite the new words.2. Preview the passage in Reading and V ocabulary.教学反思略Period 2 Reading and Vocabulary设计思路说明【Pre-reading】Show some pictures of sandstorms to the students and let them to describe the pictures so as to arouse the students’ interest and learn some words)【While-reading】Get the students to have an idea of the organization of the whole text and let the students know more detailed information about sandstorms to train the students’ ability of seeking the needed information.【Post-reading】Have the students watch a video of a sandstorm that happened in Inner Mongolia and ask them to work in pairs to prepare an interview about the sandstorm.教材分析本模块以Sandstorms为话题，通过本模块的几篇阅读材料使学生对Sandstorms有所了解，并通过文章中提出的一些深刻的问题，比如，The desert is only 250 kilometers away to the west of Beijing使学生更好地了解我们的地球和我们的生活环境正遭受的破坏，并引发对“我们应该如何保护环境”的热烈讨论，通过这些讨论会激发学生对环境保护的了解和实施的自觉性。
英语必修ⅲ外研版module4period3教案
Module 4 Sandstorms in AsiaGrammar（1）三维目标A．Knowledge and skills1)Make students learn to sum up grammatical rules by themselves.2)Make sure students master the grammatical items.3)Express strong feelings through special sentence patterns.B．Process and methods1)Motivate students’ enthusiasm in taking part in the class.2)Try to think in a negative way when express feelings with negative sentences.C. Emotion, attitude and valuesThrough the study of this period students will surely know more about different types of infinitive.（2）教学重点1. Encourage students to sum up grammatical rules.2. Encourage students to think in the English way.（3）教学难点1. The definitions of different forms of infinitive and how to use them.2. How to think in the English way.（4）教学建议1. Individual work and pair work to make every student work in class.2. Deduction.3. Practice.新课导入设计Sample 1→ Step 1 Grammar 11. In this period we are going to talk about the infinitive.(Show the following sentences on the screen if possible. )Paraphrase them by using the infinitive.1)The wind is strong enough. It can move sand dunes.2)We were advised, “Don’t go outside. ”3)I’m cycling to work in a sandstorm and it’s frightening.4)There is nothing anyone can do.5)I am the only person in my family who has been in a sandstorm.6)I’ve been caught in a sandstorm. It was a terrible experience.Suggested answers:1)The wind is strong enough to move sand dunes.2)We were advised not to go outside.3)It’s frightening to be cycling to work in a sandstorm.4)There is nothing to be done.5)I am the only person in my family to have been in a sandstorm.6)To have been caught in a sandstorm was a terrible experience.2. Consolidate the infinitive and make sure that students can use different types of infinitive.Ask students to finish Activities 2 and 3 individually, and then check their answers with their partners. Then ask some students to share their answers with the whole class. （Show the following on the screen. ）1. I’m traveling during a sandstorm. It’s dangerous.It’s dangerous to_____________ .2. Experts hope that they will learn more about the movement of thunderstorms.Experts hope to_____________ .3. We were told, “Don’t leave the house. ”We were told not_____________ .4. The men need to complete the work on the house by the end of the week.The work on the house needs to_____________ .5. It seems that most houses have been destroyed by the storm.Most houses seem to_____________ .Suggested answers:1. travel during a sandstorm2. learn more about the movement of thunderstorms3. to leave the house4. be completed by the end of the week5. to have been destroyed by the storm（Show the following on the screen. ）1. It’s frightening_____________ (walk)in the road in a sandstorm. I hope I reach home soon.2. Experts hope_____________ (learn)more about the movement of thunderstorms.3. I’d like_____________ (tell)about the situati on before now.4. The work needs_____________ (complete)by the end of the week.5. My father was out of the city when the sandstorm came. He was very glad_____________(miss)it.6. The building has_____________ (finish)by the end of this year.7._____________ (see)a real sandstorm was very frightening.Suggested answers:1. to walk2. to learn3. to be told4. to be completed5. to have missed6. to be finished7. To seeSample 2 Grammar 2短语but+不定式介词but后面跟不定式的情况有以下几种:1. can’t help but+原形动词。
外研高一英语必修三Module 4课程教学设计
Module 4 Sandstorms in AsiaTopic:Environmental protectionFunction:Expressing strong opinions1 I couldn’t agree with you more2 I think you are absolutely right.3 I can’t help but think that it was a mistake.4 I can’t help but fee very concerned.Important words:sandstorm frightening inland mass campaign dune desertification process citizen dust forecast strength cycle mask atmosphere carbon dioxide chemical environment garbage melt pollution recycle coastal concerned evidence major urgent pollute complain nutshell scary absolutely protectionRalative vocabulary:1 forecast ---- foretell (同义词)2 frightening --- frightful(adj同义词) --- frighten(vt)---3 fright (n)—frightened (adj)4 survive – survival (n)5 protection- protect (v) – protective (adj)6 major--- majority (n)7 scary—scare (n&v)—scared (adj)8 pollution --- pollute(v)9 environment --- environmental(adj)Important phrases:cut downdig upbe caught inprevent … doingtake ingive outprotect against / fromImportant grammar:1 Different types of infinitive2 Expressions with but+ infinitiveWriting:写一篇环境保护的短文Period 1 Introduction and ReadingStep 1: RevisionComplete the two charts as a consolidation for the new words in module 4Teachers can ask students to finish the chart individually or answer together. Step 2: Lead – inPresent some pictures of natural disasters to the students and see whether they know them. And then present a video clip for them to guess. After that show a flash object to let the students understand how sandstorms come into being. Teachers can explain the process in English to the music.Step 3: Look at the picture below. And complete the sentences using the correct form of these words.blow, bury, frightening, last sandstormThis part is used as a warming-up for the studying of the main text. Ask the students to work in pairs and try to give the correct answers.Step4: Fast readingRead and choose the best answers.First show a map of China and one of the worlds to locate the places that are suffering from the sandstorms.Next ask the students to read the whole passage quickly to get the main idea and choose the best answers.Step5: Careful readingWork in pairs and complete the sentences.For this part, teachers can ask students to form groups of two and discuss the questions and give the complete sentences.Step6: Complete the sentences using words from the text.Step 7: DiscussionThis part is used as a high spot of this class. Meanwhile, it is a good practice to encourage them to work together and get to know some knowledge for preventing sandstorms.Work in groups of four, and then ask the representative to read out the passage for the whole class.Step8: SummaryAfter the teacher has checked several groups, he/she can present some main points on the screen.Step 9: WritingWrite a short passage according to the demands. Ten minutes may be enough.And then let students exchange their work with their desk mates to pick out mistakes.Step 10: HomeworkDesign a poster that encourages people to protect our environment.Period 2 GrammarStep1: The usage of the infinitiveThe teacher can first ask students to summarize the usage of the infinitive. Then present the usage and the examples on the screen. The main point is placed on comprehension not memory.Step2: ExerciseThis step is to consolidate what we have learned in step 1.Step3: The tenses and the voices of the infinitive.Step4: ExercisesThis part is again for the purpose of revise the knowledge learned in step3. Step5 but+ infinitive.In this section, the teacher should pay more attention to the usage of:1>can’t help but can’t choose but, can’t but.2>不定式在介词but , except, besides, other than 后面时,如果这些介词之前有行为动词do(非助动词)的各种形式时,那么这些介词后面的不定式不带to ,否则带to . Eg:Step 6: SummaryThis part is to let students practice what we learned in this class .Step7: HomeworkHave a revision of what we have learned in this class.Period 3 Listening and Everyday EnglishStep1: RevisionMatch the words with their definitions because these words are related to what we will learn in the listening.Step2: Listen and put the topics in the order you hear them.This is just for the main idea of the passage not the details.Step3: Listen again and answer the questions:Work in pairs and discuss the questions if necessary.Then complete the sentences.Step4: Everyday EnglishThe expressions in this section are from the listening text.If time permits, ask students to make up a short dialogue using the expressions.Period 4 Cultural Corner and WritingStep1: Lead-inShow some pictures related with environmental pollution. And teachers should make some English comments for the pictures.Step2: Read and answerAsk students to look at the picture and ask what he is doing ( putting some garbage into different kinds of boxes.Then let them read the passage and answer the questions.Step3: Fill in the blanksRead again and fill in the blanks.The teacher can play the tape for the students with the books closed if the students are advanced ones.Step4: Discussion and WritingWork in groups of four. Describe one environmental problem and say what we should do about it.Step5: HomeworkWrite this passage on your exercise books.。
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。
高一外研必修3Module4教学设计
高中英语教学设计Module 4 Sandstorms in Asia一. 教学设计理念：(一)通过给学生创设问题情景，图文并茂，充分调动学生的积极性，使学生自主学习，让学生成为问题的“发现者”，然后学生与学生实行合作性的探究，让老师成为问题的“点拨者”。
当然，在整个教学过程中，教师也是学生学习的合作者、引导者和参与者，形成师生互动，但教师要“少动”，学生要“多动”，多给学生自由发展的平台。
(二)教学的真正目的是让学生通过知识的探索形成对大自然的亲近、热爱、和谐相处的情感，同时，最终的目的明显体现在让学生意识到学科之间的相互渗透性，尤其是现实生活中的环境保护。
(三)教学中水平的培养（如：阅读水平）与知识的学习相互结合。
二. 教学设计的背景：（一）学习需要的分析：结合本课内容，沙漠化导致的一连串的恶性后果，能够扩充文化信息，拓展学生的视野；结合相关沙尘暴的图片谈论保护生态的重要性。
（二）学习内容的分析：这个册书中的每一个单元都是围绕一个独立的话题展开，包括听、说、读、写等综合技能的训练。
本课是Module Four Sandstorms in Asia综合技能部分的阅读，其标题是“Sandstorms in Asia”，当然阅读的语篇自然与本单元的中心话题“沙尘暴”相关。
（三）学生分析：这个阶段学生正好在地理课本中学习了保护生态环境，他们已对沙漠化的相关知识有了较清楚的理解，本课我用了一个沙尘暴的视频引发他们的兴趣，让他们用英语来谈论。
也能够让他们认知新课标下各学科相互渗透的理念。
三. 教学设计的过程及内容（一）教学目标的设计1．知识目标：结合本课内容让学生谈论沙漠化的原因。
2.学习方法水平目标：培养学生的阅读水平—略读和细读。
3.情感目标：让学生感受保护生态环境的重要性。
（二）教学策略的设计：1．教学重点：培养学生的阅读水平。
2．教学难点：使用英语谈论“生态环境”。
3. 突破方法：对于重点的突破：设计出快速阅读和精读的问题，让学生阅读后做出回答。
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Module 4 Sandstorms in Asia
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
根据上述教材的分析特征，满足《高中英语教学大纲》对英语阅读的要求以及素质教育中要培养学生综合素质能力的要求，结合学生的英语能力普遍薄弱这一学情，我为这一课确定了如下三项目标：
（1） 知识与能力：首先帮助学生复习掌握必要的生词及培养学生掌握良好的阅读习惯和阅读方法---跳读、略读和详读等。
同时注意开发和培养学生的记忆能力，观察能力、想象、比较和分析能力，以及实践运用能力等。
（2） 过程与方法：以课文整体教学为中心，让学生通过group work 、pair work 等小组合作形式，运用不同的阅读方法，创设不同的情境，设置各种任务，使不同层次的学生都能够积极主动参与到课堂的各项活动中；充分发挥多媒体的作用，使课堂内容丰富，形象直观，从而为完成本节课的教学目标奠定基础。
【教学重点】
(1) 掌握一些与沙尘暴和环保有关的词汇。
(2) 学习表达有关沙尘暴和环保的话题。
【教学难点】
(1) 谈论沙尘暴和环保，写有关环保的短文。
多媒体课件辅助
Period 1 Lead in
Step 1. Warming up
Lead the new topic SANDSTORMS in by reviewing what we have learned in Module 3. （2m）
hurricane
earthquake tornado
Natural Disasters
sandstorm
volcanic eruption
lightning
Period 2 Information about sandstorms.
Ask students to show and introduce their mind mapping about sandstorms. （10m）
Period 3. Reading skills
Step1 Fast reading （5m）
Match the main idea with each .paragraph
Para.1 Para.2 Para.3 Para.4 Para.5 Para.6A. the description of sandstorms
B. the effects of sandstorms to
Beijing.
C. the measures the government
takes to prevent sandstorms D. Sandstorms have been a major
disaster.
E. the advice the weather experts
give to people
F. the causes of the sandstorms in
China.
description
effects
measures
a major
disaster
advice
causes
Step2 Listening and Detailed reading (10m)
Do the exercises.
Period 4: Discussion
What can we do to protect our earth?(10m)
Period 5: Summary and Homework. (3m)
Write a short passage about what we can do to protect our earth, according to the suggestions above.
EXERCISE
A sandstorm refers to a high amount of wind occurring in sandy areas, usually in deserts, where the wind speed is able to lift the top layer (层) of sand from the ground, and push it in every direction. The sand involved in the sandstorm can reach heights of about 3.05m—15.24m.
It is very dangerous to experience a sandstorm. Sand can get into the nose, eyes, mouth and lungs. If you happen to be caught in sandstorm, you must protect yourself by wearing masks, scarves(围巾) and so on.
If you’re driving when such a storm approaches, it’s advised that you pull off the road, since it’s difficult to continue driving. This is also important since vehicles can fail in during sandstorms and you could end up stuck on the road.
Most sandstorms occour in spring, and during the daytime. Many of the areas around the Persian Gulf and the Sahara Desert are associated with the most serious storms. Since it’s a natural phenomenon(现象), it can’t be entirely controlled. In areas that are natural desert regions, you can’t
always prevent a sandstorm. There’s much evidence that the planet Mars(火星) has dust storms, and clearly, no human intervention(介入)is responsible for such. Though it can move whole sand dunes and destroy crops, a sandstorm is not without benefit(益处).
1.If you’re driving in a sandstorm, you’d better_______.
A.stop your car in the middle of the road.
B.continue to make your way
C.stop and ask for help
D.stop your car on the side of the road
2.The underlined sentence shows that, anyway, sandstorms are________.
eful
B. useless
C. harmful
D. powerful
3.According to the writer, a sandstorm ___________.
A.is the result of human activities.
B.can be prevented
C.can’t completely disappear on the earth
D.can’t be forecast
4.What will be talked about if there is a fifth paragraph?
A.the cause of sandstorms
B.how to prevent sandstorms
C.the benefit of sandstorms
D.the forecast of sandstorm
THANKS !!!
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