貴州省頂效開發(fā)區(qū)頂興學校高中英語必修三Module4教案1

教案沈靈必修三module42018秋季第7周SandstormsinAsia（教案正文內(nèi)容）Reflectiononeducationandteaching:Talentshow:Singasong(3minutes)I．教學內(nèi)容分析 本模塊以Sandstorms為話題，旨在讓學生深入了解沙塵暴的起因和對我國乃至整個亞洲的危害，并通過以“沙塵暴”和“環(huán)境保護”為話題的各種任務或活動，讓學生掌握與沙塵暴和環(huán)境有關(guān)的詞匯，了解沙塵暴方面的知識。培養(yǎng)學生用英語談論沙塵暴及環(huán)保的語言技能，同時提高學生的環(huán)保意識。Introduction部分介紹了一些有關(guān)“沙塵暴”的詞匯，要求通過練習讓學生熟悉這些詞匯的意義，并通過討論問題的方式，讓學生初步了解沙塵暴。ReadingandVocabulary部分通過閱讀SandstormsinAsia，讓學生學習相關(guān)詞匯，學會分析文章結(jié)構(gòu),歸納段落大意，同時增進對沙塵暴危害性的了解，為后面的說、寫做準備。Grammar1部分旨在讓學生通過三個學習活動，發(fā)現(xiàn)規(guī)律，理解掌握“動詞不定式”的各種時態(tài)和語態(tài)概念，以達到正確使用各種形式的目的。ListeningandVocabulary部分先引入大量與環(huán)境有關(guān)的詞匯，然后通過給topics排序，回答問題以及用剛學詞匯完成句子的活動對詞匯加以鞏固和掌握。Grammar2部分為“動詞不定式”的一種特殊用法，即but后加不帶to的不定式。要求在進行活動的同時加以啟發(fā)，讓學生明確用法。PronunciationandFunction部分通過聽的訓練讓學生掌握句子的重讀，同時掌握如何“表達強烈感情”，并加以練習進行鞏固。Speaking1部分要求學生就“沙塵暴”的話題進行訪談。Speaking2部分要求教師引導學生認識了解環(huán)境污染問題，然后以“環(huán)?！睘橹黝}，進行討論，提高學生的環(huán)保意識。Writing部分通過四個步驟的練習掌握寫作技巧，學會寫有關(guān)環(huán)保的短文。EverydayEnglish部分出自本模塊聽力部分，可以在聽力結(jié)束后處理本環(huán)節(jié)。主要通過補全對話的形式使學生熟練掌握這幾個表達CulturalCorner部分通過介紹歐洲一些國家的環(huán)保情況，讓學生了解歐洲國家在環(huán)保方面的一些做法。Task部分為社區(qū)活動，要求寫一張海報，列出有關(guān)環(huán)保的建議，鼓勵人們采取行動。ModuleFile部分對本模塊內(nèi)容進行歸納，學生對自己的學習進行反思和檢驗，教師獲得反饋信息。II．教學重點和難點1.教學重點掌握一些與沙塵暴和環(huán)保有關(guān)的詞匯。學習不定式的各種形式。學習表達有關(guān)沙塵暴和環(huán)保的話題。2.教學難點掌握不定式的各種形式。談論沙塵暴和環(huán)保。(3)寫有關(guān)環(huán)保的短文。III．教學計劃本單元分五個課時：第一課時：Introduction,Speaking1第二課時：ReadingandVocabulary,第三課時：VocabularyandListening,Pronunciationandfunction,EverydayEnglish第四課時：Grammar1andGrammar2第五課時：CulturalCorner,Speaking2第六課時：Writing,Task,ModuleFileIV．教學步驟Period1Introduction,Speaking1TeachingGoals:1.ToarouseSs’interestaboutsandstormsandenvironmentalprotection;2.TogetSstolearnsomewordstodescribesandstorms;3.TogetSstotalkaboutsandstorms.TeachingProcedures:Step1.Introduction1.PresentsomepicturesandletSsknowwhatisSandstorm..2.AskSstoworkinpairstomakesureofthemeaningsofthewordsintheboxofActivity1.Andthenpletethesentences.3.AskSstodiscussthesequestionsinActivity3.Step2.Speaking11.AskSstodiscussthefollowingquestionsingroups.(1)Dosandstormsoftentakeplaceinyourcity?(2)Whatdoyouusuallydowhenyoucyclingtoschoolinsandstorms?(3)Whataboutthetrafficinsandstorms?(4)Whatabouttheskyandtheairinsandstorms?(5)Dosandstormsaffectyourstudyandlife?(6)Whatisyourfeelinginsandstorms?2.SupposeStudentAhasjustexperiencedasandstorm,andareporter(StudentB)isinterviewinghimorher.Asksomepairstoperformtheinterviewfortheclass.Step3.Homework1.AskSstocollectmoreinformationinEnglishaboutsandstorms.2.AskSstopracticedescribingsandstorms.3.PreviewReadingandVocabulary.Blackboardwriting:

be

caught

in

cut

down

as

a

result

of

advise

sb.

to

do

prevent/stop

sb.

(from)

doing

sth.

take

in

give

out

help

but

do/can’t

but

do

nutshell/in

short

improve

the

environment

Period2ReadingandVocabularyTeachingGoals:TogetSstolearnhowtoguessnewwordsinthecontext;TogetSstolearnmorewordsandphrasesaboutsandstorms;ToletSsgraspsomereadingskillsandreadingstrategy;TohelpSslearnhowtotalkaboutsandstormsfurther.TeachingProcedures:Step1.PrereadingAskSstoanswerthefollowingquestionstoleadtothetopicofthisperiod.(1)What’syourdefinitionofsandstorm?(2)Canwepreventsandstorms?How?(3)Supposeyouareanexpert,whatwillyouadvisepeopletodointhissituation?Step2.Whilereading.1.FastreadingAskSstoreadthepassagequicklyanddecidehowtodividethewholepassage.Thengivethemainideaofeveryparagraph.SuggestedAnswers:(1)Thestructureofthepassage:Part1:para1Part2:paras24Part3:paras56(2)ThemainideaofeveryparagraphPara1:MajordisasterinAsia—Sandstorms.Para2:Thedescriptionofsandstorms.Para3:Thecausesofsandstorms.Para4:Theinfluenceofsandstorms.Para5:Theforecastandsuggestionsofsandstorms.Para6:Themeasurestakenbythegovernment.2.Intensivereading(1)AskSstoreadthepassagecarefullyinpairsandcheckthemeaningsofthenewwordsordifficultywordswitheachother.Iftheyhavedifficulty,theymayrefertothedictionary.(2)CheckwhetherSsunderstandsomewordsorphrasesinthepassage.Askthemtofindwordstomatchthedefinitions.①torideabicycle______②someonewhoknowsalotaboutaparticularsubject________③thingsthathappenoneafteranother,andhavearesult________④someonewhofirstlivesinaparticulartownorcountry________⑤verysmallbitsofdirtorearth,onthegroundorintheair______⑥tocontinuetoliveafteradifficultordangeroussituationorevent_____⑦tosaywhatwillprobablyhappen______⑧everythingthatishappeningataparticulartime_______⑨sandhills_______⑩tocauseachange________eq\o\ac(○,11)somethingthatiswornoverone’sface_______eq\o\ac(○,12)thenounformofstrong_______SuggestedAnswers:①cycle②expert③process④citizen⑤dust⑥survive⑦forecast⑧situations⑨sanddunes⑩affecteq\o\ac(○,11)maskeq\o\ac(○,12)strength可以自己多出一些題目，也可以就書上的練習把怎樣引導學生的過程給出。Step3.LanguagePoints1.AskSstoworkinpairsandfindsentencesinthepassagetoreplacethefollowingsentences.(1)RenJianboisfromInnerMongolia.Hedescribedaterriblesandstormthatheexperiencedinthedesertwhenhewasachild.(2)Whencitizenswakeup,theyfindthattheskyhasanorangecolorandtherearestrongwindswiththick,brownyellowdust.SuggestedAnswers:(1)RenJianbo,formInnerMongoliadescribedaterriblesandstormheexperiencedasachildinthedesert.(Paragraph2,Page32)(2)Citizenswakeuptoanorangeskyandstrongwindsthatcoverthecityinathick,brownyellowdust.(Paragraph4,Page32)2.AskSstodiscusstheimportantanddifficultlanguagepoints.(1)Theyaresothickthatyoucannotseethesun,andthewindissometimesstrongenoughtomovesanddunes.沙塵暴能見度經(jīng)常很低以至于看不見太陽，風有時得能移動沙丘。So…that…與such…that…句型歸納eq\o\ac(○,1)such+a/an+adj+單數(shù)可數(shù)名詞+thatclauseeq\o\ac(○,2)such+adj+復數(shù)可數(shù)名詞+thatclauseeq\o\ac(○,3)such+adj+不可數(shù)名詞+thatclauseeq\o\ac(○,4)so+adj/adv+thatclauseeq\o\ac(○,5)so+adj+a/an+單數(shù)可數(shù)名詞+thatclauseeq\o\ac(○,6)so+many/few+復數(shù)可數(shù)名詞+thatclauseeq\o\ac(○,7)so+much/little(少)+不可數(shù)名詞+thatclause(2)Tohavebeencaughtinasandstormwasaterribleexperience.陷在風塵暴中是一次可怕的經(jīng)歷。becaughtintheheavyrain/snowstorm/traffic突然遭到(雨,暴風雪，堵車等)。如：Hewascaughtintheheavysnowonhiswayhomelastnight.※【拓展】catch常用詞組：catchsbdoingsth撞見/發(fā)現(xiàn)某人正在做……catchupwith趕上(3)Therewasnothingtobedone.什么也干不了。這是一個動詞不定式作定語的therebe句型,動詞不定式用主動和被動都可以,但也略有區(qū)別.當說話人考慮的是必須有人去完成某事時，用主動；如強調(diào)的是事情本身必須完成，則用被動。如：Therewasnothingtobedone（某東西壞了，無法使之恢復）Therewasnothingtodo.(無事可做，十分乏味)Thereisalotofworktodo.(Somebodyhastodothework.)Thereisalotofworktobedone.(Theworkhastobedone.)(4)SandstormsinChinaappeartohaveincreasedinrecentyearsasaresultof“desertification”.因“荒漠化”越發(fā)嚴重，中國近年來發(fā)生沙塵暴的次數(shù)明顯增加了。asaresultof因為……的結(jié)果。如：Hegotillasaresultofthebadweather.※【拓展】相關(guān)詞組：=1\*GB3①asaresult因此。如：Asaresult,hegotagreatsuccessinhisexperiment.=2\*GB3②resultfrom因于，因……而起。如：Hissuccessresultedfromhishardwork.=3\*GB3③resultin致使，導致，造成……的結(jié)果。如：Hishardworkresultedinhissuccess.(5)Thisisaprocessthathappenswhenlandbeesdesertbecauseofclimatechangesandbecausepeoplecutdowntreesanddigupgrass.①cutdown砍倒,削減(數(shù)量,開支)。如：Enoughhasbeendonetostoppeoplecuttingdownmanytrees.②digup/digout掘出；挖出；發(fā)掘。如：(a)Hehasdugupsomevegetables.(b)Wehavetodigoutthecarfromthesnow.(6)Thestormssometimescontinuealldayandtrafficmovesveryslowlybecausethethickdustmakesitdifficulttosee.暴風有時持續(xù)一整天，車輛開得很慢，因為濃濃的塵埃降低了能見度。makeit+adj(n)+(forsb)todotodo為真正賓語，it是形式賓語。如：①Theholesinthewindowmadeitveryhardtokeeptheroomwarm.②ThishasmadeitnecessaryforustolearnEnglishwell.(7)…butthestrengthofthestormsometimessurprisespeople.surprisevt使驚奇，使震驚。如：①Thathecheatedintheexamsurprisedme.②Thenewssurprisedme.類似的動詞還有：excite,disappoint,frighten,interest,etc.(8)Tobecyclinginasandstormisfrightening.在沙塵暴中騎車真可怕。tobecycling為動詞不定式，在句子中做主語。如：Torefusehimisnoeasythistime.(9)Topreventitingnearer,thegovernmentisplantingtrees.為阻止沙漠的逼近，政府已經(jīng)開始植樹。①Topreventitingnearer,動詞不定式作目的狀語。②prevent…(from)doing…防止或阻止……干……如：Hisadvicepreventedmefrommakingaseriousmistake.類似的短語還有：stop…(from)doing…,keep…fromdoing…Theheavyrainstopped/keeptmefromgoingshopping.3.AskSstolistentothepassageandpletethesentences.Thewindsinasandstormcansometimes________.WhenRenJianbowaslivinginInnerMongolia_________.SandstormsinChinaappeartohaveincreased________.Cuttingdowntreesanddiggingupgrasscan_______.Trafficmovedveryslowlybecause_______.ThegovernmentisplantingtreestothewestofBeijingto______.SuggestedAnswers:preventyoufromseeingthesunheexperiencedaterriblesandsbecauseofdesertificationcausedesertsandsandstormstoincreasethedriverscannotseepreventthedesertingnearer.Step4.PostreadingAskSstoworkinpairsanddiscussthesequestions.Q1.WhatdoyouknowaboutsandstormsinBeijing?Q2.Whatcausedsandstorms?Q3.Whatcanwedotostopsandstorms?Step5.HomeworkAskSstofinishtheReadingexercisesintheWorkbookonP87~88.Blackboardwriting:

So…that…與such…that…句型歸納eq\o\ac(○,1)such+a/an+adj+單數(shù)可數(shù)名詞+thatclauseeq\o\ac(○,2)such+adj+復數(shù)可數(shù)名詞+thatclauseeq\o\ac(○,3)such+adj+不可數(shù)名詞+thatclauseeq\o\ac(○,4)so+adj/adv+thatclauseeq\o\ac(○,5)so+adj+a/an+單數(shù)可數(shù)名詞+thatclauseeq\o\ac(○,6)so+many/few+復數(shù)可數(shù)名詞+thatclauseeq\o\ac(○,7)so+much/little(少)+不可數(shù)名詞+thatclausePeriod3VocabularyandListening,PronunciationandFunction,EverydayEnglishTeachingGoals:ToenableSstoknowsomeskillsoflistening.ToletSsknowthestressofsentences.ToenableSstoexpressstrongopinions.Tostudysomedailyexpressions.Teachingprocedures:Step1.RevisionChecktheanswerstotheReadingexercisesintheWorkbook.Step2.VocabularystudyAskSstomatchthewordswiththedefinitionsinActivity1onpage35.Step3.Listening1.AskSstolistentotheconversationandfinishActivity2onpage35.2.GetSstocheckandexplainthemeaningofthewordsintheboxinActivity3inpairs.3.GetSstolistenagainandaskthemtoanswerthequestionsinActivity3.4.AskSstolistenagainandpletethesentencesinActivity4.Step4.PostlisteningAskSstothinkaboutthefollowingquestion:Asaseniorhighstudent,whatshouldwedotoimproveourenvironment?Step5.PronunciationandFunction1.AskSstolookatthesentencesinActivity1and2.AskSstodiscussthestressofthesentencesandunderlinethestressedwords.Letthemlistentothetapeandchecktheanswers.2.LetSsknowthatthesentencesinStep4canbeusedtoexpressstrongopinions.ThenaskSstofinishActivity3usingthesentences.Step6.EverydayEnglish1.AskSstofinishtheexercisesinEverydayEnglishonpage38.2.GiveSstheexplanationsoftheexpressions.(1)Inanutshell：簡言之(2)It’sscary：很害怕(3)I’lldomybest：盡我最大努力(4)FromwhatIunderstand：我所理解的是……(5)You’reabsolutelyright：你完全正確Step6.HomeworkAskSstofinishtheVocabularyexercisesintheWorkbookonP86.Period4Grammar1,Grammar2TeachingGoals:ToenableSstoknowabouttheactivevoiceandpassivevoiceoftheinfinitive;ToenableSstoknowaboutthreetensesoftheinfinitive;ToenableSstoknowaboutaspecialuseoftheInfinitive:but+doTeachingprocedures:Step1.RevisionChecktheanswerstotheVocabularyExercisesintheWorkbook.Step2.Grammar11.AskSstodividetheexamplesinActivity1onpage34intotwogroups.Thesentencesingrouponeusetheactivevoiceandthoseintheothergroupusethepassivevoice.SuggestedAnswers:Groupone:(a)Thewindisstrongenoughtomovesanddunes.(b)Wewereadvisednottogooutside.(c)It’sfrighteningtobecyclingtoworkinasandstorms.(d)Iamtheonlypersoninmyfamilytohavebeeninasandstorm.Grouptwo:(e)There’snothingtobedone.(f)Tohavebeencaughtinasandstormwasaterribleexperience.2.AskSstoobservethevariousformsoftheinfinitiveandfindtherulesoftheformation.3.RewritethesentencesusinginfinitivestructuresinActivity2.4.AskSstoputtheverbsinbracketsintothecorrectinfinitiveformsinActivity3onP34.5.AskSstodiscussandmakethefollowingconclusion.形式時態(tài)概念語態(tài)todo與主動詞同時發(fā)生或發(fā)生在主動詞之后主動tobedoing主動詞發(fā)生時，不定式動作正在進行。主動tohavedone發(fā)生在主動詞之前主動tobedone與主動詞同時發(fā)生或發(fā)生在主動詞之后被動tohavebeendone發(fā)生在主動詞之前被動6.AskSstotranslatethefollowingsentences.媽媽警告我不要獨自到河里游泳，因為太危險了。我不想被別人看到穿這么糟糕的衣服。不用假裝在睡覺，我知道你醒著呢。你似乎已經(jīng)知道這個消息了，我就不必再告訴你了。SuggestedAnswers:Mymotherwarnedmenottoswimintheriveralonebecauseit’sdangerous.Idon’twanttobeseeninsuchanawfuldress.Don’tpretendtobesleeping.Iknowyouareawake.Youseemtohaveknownthenews.Idon’tneedtotellyouthat.Step3.Grammar21.AskSstoreadthesentencesinActivity1onpage36anddiscussthequestionsinpairs.2.AskSstofinishActivity2onP36.3.AskSstodiscussthecorrectsentencesinActivity2onpage36andletthemfindtherulesoftheinfinitivewithout“to”.Foryourreference:常見的關(guān)于不帶“to”的不定式的用法如下:cannotbut;cannotchoosebut與cannothelpbut之后的不定式一般都不帶to,常翻譯成“不得不”。在連詞but之前如有動詞do,其后的不定式不用to,即:donothingbutdo,譯為“只……”,但如果but之前的動詞不是do,其后的不定式一般不帶to.4.AskSstotranslatethesentencesintoEnglish.那件事事關(guān)重大,我只好請警察來。聽到這個消息,他忍不住哭了起來。我們不得不拒絕他的建議。我不得不承認他對了,我錯了。Suggestedanswers：ThematterwassoseriousthatIdidnothingbutcallinthepolice.Hearingthenews,hecannothelpbutcry.Wecannotchoosebutrefusehisproposal.IcouldnotbutadmitthathewasrightandIwaswrong.Step4.Homework1.AskSstoreviewGrammar1andGrammar2.2.AskSstofinishtheGrammarexercisesinWorkbookonP8586.Period5CulturalCorner,Speaking2TeachingGoals:1.TointroducetheenvironmentalprotectioninsomeEuropeancountries;2.ToenableSstotalkaboutenvironmentalprotection;3.TodevelopSs’senseofenvironmentalprotection.TeachingProcedures:Step1.RevisionChecktheanswerstotheGrammarexercisesintheWorkbook.Step2.CulturalCorner1.LeadinginAskSstolookatthepictureonpage39andanswerthequestions.(1)Whatisthechilddoing?(2)Whyishedoingso?2.WhilereadingAskSstoreadthepassageanddiscussthefollowingquestionsinpairs.WhichcountriesinEuropeworkhardtoimprovetheenvironment?HowdothecountriesinEuropetrytoimprovetheenvironment?Whatdoesthe“Green”movementtrytodo?Howdoesitwork?SuggestedAnswers:InEurope,GermanyandnorthernEuropeancountriesworkhardtoimprovetheenvironment.Theyrecycleeverything,dodifferentialcollectionofrubbishandhavegreenmovement.The“Green”movementtriestogetgovernmentstothinkseriouslyabouttheenvironmentandhowtolookafterit.Itcollectsinformationabouthowindustryisdamagingtheenvironmentandgivesthisinformationtonewspapers.3.PostreadingAskSstoworkingroupsanddiscussthefollowingquestions.ArethereanyorganizationsinChinawhoseaimistoprotecttheenvironment?Whatdoyouknowabouttheseorganizations?Step3.Speaking1.PresentthefollowingpicturesandletSssaywhatarebadfortheenvironment.Ifnecessary,offerthefollowingwords:damage,giveout,environment,carbondioxide,chemicals,pollute,whitepollution,digout,desertification.、2.AskSstodiscussthecausesofenvironmentalpollutionandmakealist.Thencollecttheinformation.Foryourreference:(1)Seriousairandwaterpollution.(2)Cuttingdowntoomanytrees.(3)Desertification.(4)Thegrowingpopulationoftheworld.(5)Climatechanges.(6)Wasteintheuseofwater.(7)Hightemperatureandlittlerain.(8)Gasfromtherunningcars.(9)Plasticsintherubbish.3.AskSstododiscussion:(1)AskSstoworkinpairsandthinkofseveralthingsweneedtodotoimprovetheenvironmentandsaywhy.(2)Askeachpairtoparethesolutionswithanotherpair.Thenworkingroupsandchoosetwosolutionsthattheyarethemostimportant.(3)Chooseagroupnumbertotelltheclasswhythesearethetwomostimportantsolutions.Foryourreference:=1\*GB3①Controlwaterandairpollution.=2\*GB3②Buildgreenfencesalongthedesert.=3\*GB3③Reducethenumberofthepopulation.=4\*GB3④Producenewtypesofcars.=5\*GB3⑤Plantmoretrees.=6\*GB3⑥Reducethenumberofthecattletoprotectthegrassland.=7\*GB3⑦Preventpeopleusingplasticsbagsascontainers.4.Asseniorhighstudents,whatshouldwedotoimproveourenvironmentinourdailylife?Step4.HomeworkAskSstofindoutmoremeasuresourcitytakestoprotecttheenvironmentafterclass.Period6Writing,Task,ModuleFileTeachingGoals:1.ToenableSstodescribeoneenvironmentalproblem;2.ToimproveSs’writingskills;3.TohelpSsreviewwhatwehavelearnedinthismodule.Teachingprocedures:Step1.Writing1.AskSstoworkinpairsandtalkabouttwoorthreeenvironmentalproblems.Makenotesandwritedownthekeywordsandphrases.Herearesomesentencepatterns:Onemajorenvironmentalproblemis…Thereisaproblemwith….2.AskSstoworkinpairsandfindoutasmanysolutionsaspossibletotheproblemsandwritedownthekeywordsandphrases.Herearesomesuggestionsforlanguage.Weshould…Weneedto…Wemust…3.AskSstowritedowntheproblemsandsolutions.Andthenwritetwoorthreesentencestosummarize.Oneexample:Onemajorenvironmentalproblemiscars,becausetheypollutetheairwithcarbondioxide.Weneedtofindacleanerwaytotravel.Peopleshouldcycleandwalkmore.4.AskSstoexchangetheirwritingwithapartnerforpeercorrectionofcontent,structureandlanguage.OnepossibleversionHumanschangetheenvironmentinmanywaysandthemostseriousenvironmentalproblemsareairpollutionandwaterpollution.Withthedevelopmentofindustryandagriculture,theairandwaterhavebeenseriouslypolluted,whichisdoingharmtoushumanbeings.Andmanykindsofwildanimalsaredyingout.Sowemustgetaclearunderstandingofthedangeroussituationweareinan