貴州省頂效開(kāi)發(fā)區(qū)頂興學(xué)校高中英語(yǔ)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(xué)內(nèi)容分析 本模塊以Sandstorms為話題，旨在讓學(xué)生深入了解沙塵暴的起因和對(duì)我國(guó)乃至整個(gè)亞洲的危害，并通過(guò)以“沙塵暴”和“環(huán)境保護(hù)”為話題的各種任務(wù)或活動(dòng)，讓學(xué)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(shí)。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，同時(shí)提高學(xué)生的環(huán)保意識(shí)。Introduction部分介紹了一些有關(guān)“沙塵暴”的詞匯，要求通過(guò)練習(xí)讓學(xué)生熟悉這些詞匯的意義，并通過(guò)討論問(wèn)題的方式，讓學(xué)生初步了解沙塵暴。ReadingandVocabulary部分通過(guò)閱讀SandstormsinAsia，讓學(xué)生學(xué)習(xí)相關(guān)詞匯，學(xué)會(huì)分析文章結(jié)構(gòu),歸納段落大意，同時(shí)增進(jìn)對(duì)沙塵暴危害性的了解，為后面的說(shuō)、寫(xiě)做準(zhǔn)備。Grammar1部分旨在讓學(xué)生通過(guò)三個(gè)學(xué)習(xí)活動(dòng)，發(fā)現(xiàn)規(guī)律，理解掌握“動(dòng)詞不定式”的各種時(shí)態(tài)和語(yǔ)態(tài)概念，以達(dá)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(guò)給topics排序，回答問(wèn)題以及用剛學(xué)詞匯完成句子的活動(dòng)對(duì)詞匯加以鞏固和掌握。Grammar2部分為“動(dòng)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(jìn)行活動(dòng)的同時(shí)加以啟發(fā)，讓學(xué)生明確用法。PronunciationandFunction部分通過(guò)聽(tīng)的訓(xùn)練讓學(xué)生掌握句子的重讀，同時(shí)掌握如何“表達(dá)強(qiáng)烈感情”，并加以練習(xí)進(jìn)行鞏固。Speaking1部分要求學(xué)生就“沙塵暴”的話題進(jìn)行訪談。Speaking2部分要求教師引導(dǎo)學(xué)生認(rèn)識(shí)了解環(huán)境污染問(wèn)題，然后以“環(huán)?！睘橹黝}，進(jìn)行討論，提高學(xué)生的環(huán)保意識(shí)。Writing部分通過(guò)四個(gè)步驟的練習(xí)掌握寫(xiě)作技巧，學(xué)會(huì)寫(xiě)有關(guān)環(huán)保的短文。EverydayEnglish部分出自本模塊聽(tīng)力部分，可以在聽(tīng)力結(jié)束后處理本環(huán)節(jié)。主要通過(guò)補(bǔ)全對(duì)話的形式使學(xué)生熟練掌握這幾個(gè)表達(dá)CulturalCorner部分通過(guò)介紹歐洲一些國(guó)家的環(huán)保情況，讓學(xué)生了解歐洲國(guó)家在環(huán)保方面的一些做法。Task部分為社區(qū)活動(dòng)，要求寫(xiě)一張海報(bào)，列出有關(guān)環(huán)保的建議，鼓勵(lì)人們采取行動(dòng)。ModuleFile部分對(duì)本模塊內(nèi)容進(jìn)行歸納，學(xué)生對(duì)自己的學(xué)習(xí)進(jìn)行反思和檢驗(yàn)，教師獲得反饋信息。II．教學(xué)重點(diǎn)和難點(diǎn)1.教學(xué)重點(diǎn)掌握一些與沙塵暴和環(huán)保有關(guān)的詞匯。學(xué)習(xí)不定式的各種形式。學(xué)習(xí)表達(dá)有關(guān)沙塵暴和環(huán)保的話題。2.教學(xué)難點(diǎn)掌握不定式的各種形式。談?wù)撋硥m暴和環(huán)保。(3)寫(xiě)有關(guān)環(huán)保的短文。III．教學(xué)計(jì)劃本單元分五個(gè)課時(shí)：第一課時(shí)：Introduction,Speaking1第二課時(shí)：ReadingandVocabulary,第三課時(shí)：VocabularyandListening,Pronunciationandfunction,EverydayEnglish第四課時(shí)：Grammar1andGrammar2第五課時(shí)：CulturalCorner,Speaking2第六課時(shí)：Writing,Task,ModuleFileIV．教學(xué)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(shū)上的練習(xí)把怎樣引導(dǎo)學(xué)生的過(guò)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(jiàn)度經(jīng)常很低以至于看不見(jiàn)太陽(yáng)，風(fēng)有時(shí)得能移動(dòng)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(fù)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(fù)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(fēng)塵暴中是一次可怕的經(jīng)歷。becaughtintheheavyrain/snowstorm/traffic突然遭到(雨,暴風(fēng)雪，堵車等)。如：Hewascaughtintheheavysnowonhiswayhomelastnight.※【拓展】catch常用詞組：catchsbdoingsth撞見(jiàn)/發(fā)現(xiàn)某人正在做……catchupwith趕上(3)Therewasnothingtobedone.什么也干不了。這是一個(gè)動(dòng)詞不定式作定語(yǔ)的therebe句型,動(dòng)詞不定式用主動(dòng)和被動(dòng)都可以,但也略有區(qū)別.當(dāng)說(shuō)話人考慮的是必須有人去完成某事時(shí)，用主動(dòng)；如強(qiáng)調(diào)的是事情本身必須完成，則用被動(dòng)。如：Therewasnothingtobedone（某東西壞了，無(wú)法使之恢復(fù)）Therewasnothingtodo.(無(wú)事可做，十分乏味)Thereisalotofworktodo.(Somebodyhastodothework.)Thereisalotofworktobedone.(Theworkhastobedone.)(4)SandstormsinChinaappeartohaveincreasedinrecentyearsasaresultof“desertification”.因“荒漠化”越發(fā)嚴(yán)重，中國(guó)近年來(lái)發(fā)生沙塵暴的次數(shù)明顯增加了。asaresultof因?yàn)椤慕Y(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(dǎo)致，造成……的結(jié)果。如：Hishardworkresultedinhissuccess.(5)Thisisaprocessthathappenswhenlandbeesdesertbecauseofclimatechangesandbecausepeoplecutdowntreesanddigupgrass.①cutdown砍倒,削減(數(shù)量,開(kāi)支)。如：Enoughhasbeendonetostoppeoplecuttingdownmanytrees.②digup/digout掘出；挖出；發(fā)掘。如：(a)Hehasdugupsomevegetables.(b)Wehavetodigoutthecarfromthesnow.(6)Thestormssometimescontinuealldayandtrafficmovesveryslowlybecausethethickdustmakesitdifficulttosee.暴風(fēng)有時(shí)持續(xù)一整天，車輛開(kāi)得很慢，因?yàn)闈鉂獾膲m埃降低了能見(jiàn)度。makeit+adj(n)+(forsb)todotodo為真正賓語(yǔ)，it是形式賓語(yǔ)。如：①Theholesinthewindowmadeitveryhardtokeeptheroomwarm.②ThishasmadeitnecessaryforustolearnEnglishwell.(7)…butthestrengthofthestormsometimessurprisespeople.surprisevt使驚奇，使震驚。如：①Thathecheatedintheexamsurprisedme.②Thenewssurprisedme.類似的動(dòng)詞還有：excite,disappoint,frighten,interest,etc.(8)Tobecyclinginasandstormisfrightening.在沙塵暴中騎車真可怕。tobecycling為動(dòng)詞不定式，在句子中做主語(yǔ)。如：Torefusehimisnoeasythistime.(9)Topreventitingnearer,thegovernmentisplantingtrees.為阻止沙漠的逼近，政府已經(jīng)開(kāi)始植樹(shù)。①Topreventitingnearer,動(dòng)詞不定式作目的狀語(yǔ)。②prevent…(from)doing…防止或阻止……干……如：Hisadvicepreventedmefrommakingaseriousmistake.類似的短語(yǔ)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(fù)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(fù)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(jiǎn)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(shí)態(tài)概念語(yǔ)態(tài)todo與主動(dòng)詞同時(shí)發(fā)生或發(fā)生在主動(dòng)詞之后主動(dòng)tobedoing主動(dòng)詞發(fā)生時(shí)，不定式動(dòng)作正在進(jìn)行。主動(dòng)tohavedone發(fā)生在主動(dòng)詞之前主動(dòng)tobedone與主動(dòng)詞同時(shí)發(fā)生或發(fā)生在主動(dòng)詞之后被動(dòng)tohavebeendone發(fā)生在主動(dòng)詞之前被動(dòng)6.AskSstotranslatethefollowingsentences.媽媽警告我不要獨(dú)自到河里游泳，因?yàn)樘ｋU(xiǎn)了。我不想被別人看到穿這么糟糕的衣服。不用假裝在睡覺(jué)，我知道你醒著呢。你似乎已經(jīng)知道這個(gè)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(jiàn)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(dòng)詞do,其后的不定式不用to,即:donothingbutdo,譯為“只……”,但如果but之前的動(dòng)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(qǐng)警察來(lái)。聽(tīng)到這個(gè)消息,他忍不住哭了起來(lái)。我們不得不拒絕他的建議。我不得不承認(rèn)他對(duì)了,我錯(cuò)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