全英文優(yōu)質(zhì)說(shuō)課稿資料(共10頁(yè))

1、精選優(yōu)質(zhì)文檔-傾情為你奉上 評(píng)優(yōu)課一等獎(jiǎng)?wù)f課稿（全英文）   說(shuō)課是20世紀(jì)80年代后期隨著教改深入而產(chǎn)生的帶有教育科研性質(zhì)的教研活動(dòng)，其理論和實(shí)踐越來(lái)越受到重視（宋斌華，2007）。它是教師依據(jù)課程標(biāo)準(zhǔn)、教育教學(xué)理念，口頭表述自己對(duì)教學(xué)內(nèi)容、教學(xué)目標(biāo)、教學(xué)重難點(diǎn)、教學(xué)方法、教學(xué)程序等進(jìn)行創(chuàng)造性設(shè)計(jì)的一種教研形式（崔小春，2005）。通俗地說(shuō)，就是闡述“教什么內(nèi)容、為什么教這些、怎么教和為什么這么教”的問(wèn)題。由于說(shuō)課能夠展現(xiàn)出教師在備課中的思維創(chuàng)新過(guò)程，能凸顯出教師對(duì)課程標(biāo)準(zhǔn)、教材、學(xué)生的理解和把握的水平以及運(yùn)用有關(guān)教育理論和教學(xué)原則組織教學(xué)的能力由于時(shí)間短、易操

2、作、見(jiàn)效快，說(shuō)課深受教育行政、科研部門(mén)和基層學(xué)校的青睞，常被應(yīng)用在教師招聘、基本功競(jìng)賽、教學(xué)研究等活動(dòng)中。2008年10月張家港市教育局在張家港外國(guó)語(yǔ)學(xué)校舉行了全市高中英語(yǔ)教師說(shuō)課比賽。說(shuō)課內(nèi)容是牛津高中英語(yǔ)（江蘇版）第11模塊第2單元Project中的一篇閱讀材料，是本單元話題（getting a job）的延伸和拓展。教學(xué)對(duì)象是高三學(xué)生。筆者就以此次活動(dòng)為案例，結(jié)合17位參賽教師的具體表現(xiàn)和主要問(wèn)題，跟英語(yǔ)教師談一談如何說(shuō)好課。問(wèn)題一：說(shuō)課，是背長(zhǎng)篇累牘的教育理論，還是談獨(dú)具匠心的教學(xué)設(shè)計(jì)？在這次活動(dòng)中，有不少教師事先作了大量準(zhǔn)備，收集了許多時(shí)尚的英語(yǔ)教學(xué)理論和教學(xué)方法，把一大半時(shí)間用來(lái)談

3、理論，說(shuō)方法，而本節(jié)課的教學(xué)設(shè)計(jì)卻輕描淡寫(xiě)，一帶而過(guò)。給評(píng)委們的印象是，說(shuō)課變成了教學(xué)理論的演講，內(nèi)容雷同現(xiàn)象嚴(yán)重，而且自己所倡導(dǎo)的理論和方法并沒(méi)有在教學(xué)設(shè)計(jì)中得到體現(xiàn)。說(shuō)道理，講方法，是說(shuō)課的一個(gè)顯著特征，但絕不是說(shuō)課的主體。成功的說(shuō)課，應(yīng)該把教學(xué)設(shè)計(jì)和教學(xué)理論有機(jī)地結(jié)合在一起，且要略側(cè)重于說(shuō)教學(xué)設(shè)計(jì)。教材特點(diǎn)和學(xué)生實(shí)際是說(shuō)課的兩個(gè)重心。教師一定要緊緊圍繞這兩個(gè)重心，精心設(shè)計(jì)教學(xué)活動(dòng)或任務(wù)，以此來(lái)展示自己對(duì)教育教學(xué)理論理解的深度，展示自己對(duì)學(xué)生學(xué)情把握的準(zhǔn)確度，展示自己在教學(xué)設(shè)計(jì)上的獨(dú)到之處。“說(shuō)”是形式，“課”及“課理”是內(nèi)容，只有做到形式與內(nèi)容辯證統(tǒng)一，才能達(dá)到預(yù)期的說(shuō)課目的。換句話說(shuō)，

4、說(shuō)課不是長(zhǎng)篇大論地演講教學(xué)理論，而是要談自己任何運(yùn)用教學(xué)理論解決教學(xué)中所遇到的實(shí)際問(wèn)題。本次說(shuō)課材料具有兩個(gè)特點(diǎn)：一是，篇幅長(zhǎng)，全文長(zhǎng)達(dá)688個(gè)詞；二是，話題新，“休學(xué)實(shí)踐年（a gap year）”，對(duì)絕大部分中國(guó)學(xué)生來(lái)說(shuō)是一個(gè)新事物。于是，如何合理使用教學(xué)理論突破這兩個(gè)難點(diǎn)就成了本次說(shuō)課的重點(diǎn)和亮點(diǎn)所在。朱俊爽老師大膽創(chuàng)新，用夾敘夾議的方式敘述了自己的獨(dú)特思考，令評(píng)委有耳目一新的感覺(jué)，其主要亮點(diǎn)是：把閱讀材料分解為主要事實(shí)和評(píng)價(jià)兩個(gè)部分，即三個(gè)學(xué)生參加休學(xué)實(shí)踐年的經(jīng)歷體會(huì)，和英語(yǔ)政府、雇主、大學(xué)對(duì)這種做法的評(píng)價(jià)，便于學(xué)生掌握文章的主要事實(shí)和觀點(diǎn)；調(diào)整部分段落的處理順序，把第4、5、6自然段

5、這三段視為一個(gè)整體，當(dāng)做聽(tīng)力材料，放在閱讀之前就處理掉，緩解學(xué)生的閱讀心理負(fù)擔(dān)；分析篇章結(jié)構(gòu)，讓學(xué)生體會(huì)到，盡管第2、3自然段和第7、8自然段的表述方式迥異，但內(nèi)容大致相同，并設(shè)計(jì)了相應(yīng)的任務(wù)（similar sentences）。問(wèn)題二：說(shuō)課，是紙上談兵，還是上課前的模擬預(yù)演？通過(guò)這次說(shuō)課比賽，有8名教師勝出，參加了接下來(lái)的評(píng)優(yōu)課比賽。這其中發(fā)生了一個(gè)奇怪現(xiàn)象：有個(gè)別教師在說(shuō)課時(shí)顯得理念時(shí)尚、手段新穎，什么三維目標(biāo)、任務(wù)型教學(xué)、小組合作探究、多媒體運(yùn)用等比比皆是，而在后來(lái)的評(píng)優(yōu)課中卻顯得舉步維艱，缺乏管理和調(diào)控課堂的實(shí)踐智慧和教學(xué)藝術(shù)。為什么會(huì)出現(xiàn)這種“說(shuō)得好，不一定上得好”的窘境呢？在說(shuō)課

6、之前，組織者就告知說(shuō)課教師，此次活動(dòng)的優(yōu)勝者將在一個(gè)普通高中展示自己的教學(xué)設(shè)計(jì)。按道理說(shuō)，說(shuō)課教師已經(jīng)事先已經(jīng)了解學(xué)生的情況。但是，有的說(shuō)課教師為了趕時(shí)髦盲目跟風(fēng)，或迎合評(píng)委的口味，而不顧學(xué)生和教材的實(shí)際情況，不顧語(yǔ)言教學(xué)的基本規(guī)律，一味地去挖空心思設(shè)計(jì)奇異新穎的任務(wù)或活動(dòng)。說(shuō)課本身的不足之處是，說(shuō)課的全過(guò)程缺少了學(xué)生的參與。為了避免不切實(shí)際的隨意發(fā)揮，說(shuō)課活動(dòng)組織者一定要事先告知說(shuō)課教師學(xué)生的英語(yǔ)實(shí)際水平；說(shuō)課教師要緊緊抓住學(xué)生和教材，圍繞這兩個(gè)重心設(shè)計(jì)教學(xué)。教學(xué)目標(biāo)的確立、內(nèi)容的分析、問(wèn)題的設(shè)置、練習(xí)的安排及教學(xué)方法的運(yùn)用，都必須以學(xué)生的實(shí)際情況為參照物。否則，再漂亮的說(shuō)課也是空中樓閣。要

7、說(shuō)好課、上好課，取得預(yù)想效果，教師就必須對(duì)教材、課程標(biāo)準(zhǔn)有充分的認(rèn)識(shí)，理解教材內(nèi)容，掌握教材各個(gè)知識(shí)點(diǎn)之間相互的關(guān)系，了解學(xué)生的需要和實(shí)際。說(shuō)課不是說(shuō)給自己一個(gè)人聽(tīng)，也不是自編、自導(dǎo)、自演，而是一場(chǎng)實(shí)彈演習(xí)。說(shuō)課教師要在同行或評(píng)委面前，說(shuō)自己對(duì)教材、對(duì)課準(zhǔn)的認(rèn)識(shí)，說(shuō)自己對(duì)知識(shí)點(diǎn)的講解，說(shuō)自己采取什么樣的方法給學(xué)生上課，說(shuō)有可能在什么地方學(xué)生會(huì)存在問(wèn)題，當(dāng)問(wèn)題出現(xiàn)時(shí)采取什么樣的方法去解決，針對(duì)不同的問(wèn)題和學(xué)生，選擇什么樣的教學(xué)方法等等。在這樣的一個(gè)過(guò)程中，同行或評(píng)委就會(huì)對(duì)說(shuō)課者的說(shuō)課情況加以分析研究，看看還存在著什么問(wèn)題，運(yùn)用什么樣的方法來(lái)幫助說(shuō)課者提高。應(yīng)該說(shuō)，說(shuō)課的過(guò)程就是發(fā)現(xiàn)問(wèn)題、解決問(wèn)題

8、的過(guò)程，是說(shuō)課者和評(píng)課者共同提高的過(guò)程。盡量做到在還沒(méi)有上課之前就多發(fā)現(xiàn)一些問(wèn)題，而且把問(wèn)題解決掉，提高課堂教學(xué)效益。問(wèn)題三：說(shuō)課，該采用哪一種語(yǔ)言和敘述方式？在這次說(shuō)課活動(dòng)中，全部參賽教師都采用英語(yǔ)說(shuō)課，在展示自己教學(xué)設(shè)計(jì)的同時(shí)，也充分凸顯了嫻熟的英語(yǔ)表達(dá)能力。能用流利的英語(yǔ)展示自己的教學(xué)思想和設(shè)計(jì)，是我們英語(yǔ)教師共同追求的理想目標(biāo)。但是，英語(yǔ)畢竟是一門(mén)外語(yǔ)，會(huì)對(duì)說(shuō)課的預(yù)期效果產(chǎn)生一定程度的損傷。因此，至于說(shuō)課是采用英語(yǔ)還是漢語(yǔ)，說(shuō)課活動(dòng)的組織者，要考慮到實(shí)際情況，要因時(shí)、因地、因人而定，不能盲目跟風(fēng)。此外，在本次說(shuō)課活動(dòng)中，還有部分教師在肢體語(yǔ)言、敘述方式、能否脫稿說(shuō)課三方面上還存在缺憾。

9、有的說(shuō)課教師身姿僵硬，表情呆板；有的采用不適當(dāng)?shù)臄⑹龇绞剑谡麄€(gè)說(shuō)課過(guò)程中把評(píng)委都當(dāng)成學(xué)生，使用了過(guò)多的課堂用語(yǔ)；有的說(shuō)課教師不能做到脫稿，而是把備課稿從頭到尾朗讀了一遍。在實(shí)際教學(xué)中，教學(xué)的肢體語(yǔ)言、手勢(shì)、與學(xué)生的眼神交流對(duì)教學(xué)目標(biāo)的達(dá)成也起著重要的輔助作用。因此，說(shuō)課教師要適當(dāng)借助于適當(dāng)?shù)闹w語(yǔ)言、手勢(shì)來(lái)表述自己的設(shè)計(jì)和意圖，注意和評(píng)委做好眼神交流，不媚不冷，在平等中溫情交流。說(shuō)課教師要盡量做到脫稿，必要時(shí)再參照說(shuō)課提綱，恰當(dāng)?shù)剡\(yùn)用好肢體語(yǔ)言、手勢(shì)、和眼神，聲情并茂地說(shuō)課，把評(píng)委的注意力吸引到自己預(yù)設(shè)情景中去，使他們受到感染，產(chǎn)生共鳴。說(shuō)課教師面對(duì)的是同行或者教學(xué)研究者，宜采用陳述性語(yǔ)言，

10、有條理地說(shuō)明自己的設(shè)計(jì)意圖及具體的操作策略。偶爾，說(shuō)課教師要預(yù)演課堂中將會(huì)出現(xiàn)的教學(xué)場(chǎng)景時(shí)，可以暫時(shí)把自己的身份切換成教師，仿佛置身于課堂上，面對(duì)著學(xué)生，通過(guò)自己繪聲繪色的課堂語(yǔ)言把預(yù)設(shè)的教學(xué)內(nèi)容或環(huán)境展示在評(píng)委眼前。問(wèn)題四：在英語(yǔ)說(shuō)課中，還有哪些細(xì)節(jié)值得注意？細(xì)節(jié)決定成敗。一些細(xì)節(jié)問(wèn)題處理不好，也會(huì)影響說(shuō)課的效果。在本次活動(dòng)中，我們發(fā)現(xiàn)以下一些普遍存在的細(xì)節(jié)問(wèn)題：1不知道如何說(shuō)教材。有的說(shuō)課教師忽略這一環(huán)節(jié)，有的教師則長(zhǎng)篇大論。其實(shí)，說(shuō)教材就是說(shuō)明如何依據(jù)某一課在全冊(cè)或單元中的地位，確定教學(xué)目標(biāo)、教學(xué)的重難點(diǎn)，主要是介紹該課在教材中的地位和作用以及和前后課文的知識(shí)聯(lián)系，還要進(jìn)行簡(jiǎn)單的教材分析

11、，依據(jù)教材內(nèi)容和學(xué)生實(shí)際，說(shuō)明自己對(duì)教材的處理以及這樣處理的理論依據(jù)。值得注意的是，說(shuō)教材時(shí)要點(diǎn)到為止，不要過(guò)多的展開(kāi)。2教學(xué)設(shè)計(jì)缺乏創(chuàng)新。說(shuō)課是上課的預(yù)演，強(qiáng)調(diào)從學(xué)生和教材實(shí)際出發(fā)，來(lái)設(shè)計(jì)教學(xué)任務(wù)。但這并不意味著，說(shuō)課教師在設(shè)計(jì)教學(xué)時(shí)固步自封，不求創(chuàng)新。這次說(shuō)課的課型是閱讀教學(xué)，不少說(shuō)課教師的教學(xué)活動(dòng)設(shè)計(jì)就缺少新意，雷同現(xiàn)象嚴(yán)重，教學(xué)步驟一般都分為讀前、讀中、讀后，教學(xué)活動(dòng)局限于回答問(wèn)題、課文填空、判讀正誤、復(fù)述等常規(guī)活動(dòng)。朱俊爽老師緊緊抓住學(xué)生和閱讀材料實(shí)際，做了一些成功的嘗試，例如：她設(shè)計(jì)了任務(wù)Similar Sentences，讓學(xué)生在文章第2、3、7、8自然段中找出意思相近而表達(dá)不同

12、的句子，增加了學(xué)生的可理解性輸入，為后面口頭和書(shū)面表達(dá)做好鋪墊。3主線不突出，語(yǔ)言表述混亂。在此次活動(dòng)中，占相當(dāng)比例的教師在說(shuō)課時(shí)沒(méi)有選準(zhǔn)角度或分清層次，東一錘子西一棒，想到那里說(shuō)到那里，以至于評(píng)委聽(tīng)得一頭霧水，根本弄不清楚說(shuō)課教師的教學(xué)步驟。其原因之一，說(shuō)課教師沒(méi)有凸顯出一個(gè)主線索，把多個(gè)教學(xué)活動(dòng)串聯(lián)起來(lái)，從而導(dǎo)致表述雜亂無(wú)章；另外一個(gè)最主要的原因是出在項(xiàng)目編號(hào)格式上。在書(shū)面語(yǔ)中，類(lèi)似于“I、II、III”，“1、2、3”，“、”的項(xiàng)目編號(hào)可以很清楚地表明敘述內(nèi)容的層次，但在口頭語(yǔ)就不行了，因?yàn)樗鼈兟?tīng)上去都是一樣。因此，說(shuō)課教師要善于用“Step1, Step 2, Step 3 ”，“Pr

13、e-reading, While-reading, Post-reading”等手段來(lái)加以區(qū)分或甄別。4忽視板書(shū)的輔助作用?；蛟S由于受說(shuō)課時(shí)間的限制，有些老師在說(shuō)課時(shí)沒(méi)有板書(shū)。其實(shí)，適當(dāng)?shù)陌鍟?shū)可以對(duì)說(shuō)課起到畫(huà)龍點(diǎn)睛的作用。在說(shuō)課前，教師可以用粉筆把黑板一分為二，一半用作為列舉說(shuō)課內(nèi)容的主要步驟和關(guān)鍵詞。另外一半黑板可用來(lái)展示虛擬課堂教學(xué)的板書(shū)設(shè)計(jì)，或可以幫助評(píng)委或同行在聽(tīng)完后重構(gòu)教學(xué)設(shè)計(jì)，或可以幫助說(shuō)明難以言盡的步驟和設(shè)計(jì)；或可凸顯自己設(shè)計(jì)的獨(dú)特之處。結(jié)束語(yǔ)總而言之，說(shuō)課，是英語(yǔ)教師對(duì)自己教學(xué)基本功和教學(xué)實(shí)踐智慧的一次集中展示。說(shuō)課講究的是教材把握準(zhǔn)確，教法選擇恰當(dāng)，學(xué)法指導(dǎo)有效，板書(shū)提綱挈領(lǐng)

14、，過(guò)程清晰明朗。本文只討論了說(shuō)課當(dāng)時(shí)的一些注意事項(xiàng)，而說(shuō)課的成敗取決于說(shuō)課前的平時(shí)積累。英語(yǔ)教師要說(shuō)好課，就要注重平時(shí)的日積月累，多學(xué)習(xí)教學(xué)理論，多研究教材和學(xué)生，鍛煉好自己的英語(yǔ)表達(dá)能力，培養(yǎng)自己的教學(xué)基本功以下是全市高中英語(yǔ)教師評(píng)優(yōu)課一等獎(jiǎng)的全英文說(shuō)課稿，現(xiàn)刊出來(lái)，希望對(duì)大家有點(diǎn)幫助，說(shuō)課的內(nèi)容是牛津高中英語(yǔ)（江蘇版）第11模塊第2單元Project中的閱讀材料。      Good morning, ladies and gentleman. Today, I feel honored to have the chance to

15、 share my ideas about how to teach reading.In the reading process, I will focus on students long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.My teaching plan will include 3 sections. Theyre an

16、alysis of the reading material, identifying the teaching aims and teaching procedures. Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British s

17、tudents who take a gap year, which is intended to develop the theme of the unit, that is, Getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, its a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic,

18、that is, a gap year. The topic is unfamiliar to most students. Section 2 Indentifying the teaching aimsBased on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:The 1st aim: Students learn the skills and strategies to read a prolonged tex

19、t.The 2nd aim: Students get a better understanding of what a gap year is.The 3rd aim: Students are encouraged to figure out the implied meaning.The 4th aim: Students are familiar with various expression_r_r_r_r_rs or approaches to express the same thing or idea. Section 3 Teachin

20、g proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete differen

21、t tasks. The teaching procedures include four parts. Theyre getting ready, focusing on main facts, reading between the lines and responding the text. Part 1. Getting readyReading begins before a book is opened. Its important to activate students existing background knowledge and draw their atte

22、ntion to the topic of the text. In this part, I will use the pre-reading activities to increase students concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part consists of two tasks: Task 1: A time machine. I start my lesson by asking senio

23、r 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it

24、, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university.Yes, at this time next year, most of you will be studying in a university. (With the task, I inspire students former knowledge and imagination about graduating fro

25、m high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.) Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from high schools, and tell students that

26、 more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Para.1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university. (With the task,

27、I excite students desire to know more about what their British equivalents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. ) Part 2. Focusing on main factsDuring the part, I will ask the students to answer t

28、he questionWhat does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text. The part includes six tasks: Task 1: Three examples. I move on t

29、o tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table. WhoWhereActivitiesCarol &

30、#160;Daniel  Martin   (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article.) Task 2: Mat

31、ching. After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then theyre required to complete another table with a second reading.Whom do the results belong to?Carol_    Daniel_Martin_A. felt being part of another cultu

32、re.B. become more independent.C. found it challenging and rewarding.D. felt that it was a special experience.E. ready to face challenges in the future.F. learnt how to deal with difficult situations.G. felt like she really made a difference.H. learnt a lot about getting on with local people. (W

33、ith the task, students learn to use a table to gather the main facts about the three British students. Theyll come to know that a table is of great help in their future reading.) Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What

34、do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year. (With the task, students are expected to grasp the theme of the article. The task serves as a bridge,which co

35、nnects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs.) Task 4: Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use t

36、hat time to travel, learn new skills or become a charity volunteer. VCR 1：A gap is space between two things or a break in the passing of time. However, a gap year is the time for students between high school and college, or college or graduate school. Many students use that time to travel, lear

37、n new skills or become a charity volunteer. Today, taking a gap year is growing trend among international students. (The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year.) Task 5: History of the gap year. I pl

38、ay a second VCR and get students to answer the question: When did the gap year start in the UK? VCR 2：The gap year started in the UK in the 1960s. Large number of students used that time to travel. Over time, students did more than just travel. Some students worked part-time in their future car

39、eer field so that they could get the job training. Others did volunteer work, like teaching in Africa or helping to protect the habitats in India. (The task enables students to have a good knowledge of the history of the gap year.) 需要過(guò)渡句一、說(shuō)教材（一）教材內(nèi)容及分析我說(shuō)課的內(nèi)容是外研版英語(yǔ)（新標(biāo)準(zhǔn)）高中第三冊(cè)（必修3）Module 4 Sa

40、ndstorms in Asia本模塊介紹了亞洲（主要是中國(guó)）沙塵暴的情況，并引入了與沙塵暴和環(huán)保有關(guān)的詞匯。要求學(xué)生了解沙塵暴方面的知識(shí)并掌握相關(guān)詞匯，培養(yǎng)學(xué)生用英語(yǔ)談?wù)撋硥m暴及環(huán)保的語(yǔ)言技能。 Introduction 部分為此模塊的warming up,介紹與“沙塵暴”有關(guān)的詞匯，并設(shè)計(jì)了三個(gè)練習(xí)活動(dòng)。通過(guò)教材設(shè)計(jì)的這三個(gè)活動(dòng)，可以讓學(xué)生初步熟悉這些詞的意義，為以后的各項(xiàng)學(xué)習(xí)活動(dòng)做好準(zhǔn)備。Reading and Vocabulary 該部分介紹了“亞洲的沙塵暴”。圍繞著課文，編者設(shè)計(jì)了五個(gè)與課文內(nèi)容和詞匯有關(guān)的練習(xí)。通過(guò)這些練習(xí)，學(xué)生可以增進(jìn)對(duì)沙塵暴危害性的了解，熟悉有關(guān)沙塵暴的詞匯。

41、（二）教學(xué)目標(biāo)根據(jù)新課標(biāo)總目標(biāo)的描述，結(jié)合本課的內(nèi)容，我把本節(jié)課的教學(xué)目標(biāo)系統(tǒng)化，分別是：語(yǔ)言知識(shí)，能力目標(biāo)，情感目標(biāo)，文化意識(shí)，和學(xué)習(xí)策略。1語(yǔ)言知識(shí)目標(biāo)掌握并能運(yùn)用下列詞匯：與沙塵暴有關(guān)：disaster, dune, citizen, dust, desertification, forecast, strength, cycle, mask 與環(huán)保有關(guān)：process, mass, campaign 句子:To have been caught in a sandstorm was a terrible experience.There was nothing to be done.To be cycling in a sandstorm is frightening.2 語(yǔ)言技