外研版高中英语必修3module4教案:introduction

Module 4

Sandstorms in Asia

Introduction
整体设计 教材分析 在本节课中学生将会学到一些关于天气的词汇, 重点是用来描述沙尘暴的词汇。 教材设 计了三个活动来逐渐熟悉本模块的话题 , 学生可以通过教材设计的三个活动来加深对本单 元话题的理解, 并能流利地表达沙尘暴发生时的场景。活动一可以设计成看图说话, 教师要 引导学生想象和回想沙尘暴发生时的场景并准确地描述出来。 活动二的判断正误可以使学生 对当今地球的环境恶化有个更深地了解。 最后的小组讨论活动涉及人们在沙尘暴中的自我保 护和对改造环境能够作出什么样的努力。学生通过本节课的学习, 能够对沙尘暴这种天气现 象作出准确的描述并能分析其原因和给出解决方法。 三维目标 1.知识 与技能 1)Make students master some new words. 2)Encourage students to know how to describe a sandstorm. 2.过程与方法 Train students’ speaking ability through individual and pair work. 3.情感与价值 Get students to know the harm that sandstorms do to human beings and try to develop their sense of environment protection. 教学重点 Get to know some information about sandstorms and encourage students to use their own words to describe them. 教学难点 Learn some new words and other information about sandstorms. 教学方法 Individual work, pair work to get every student to participate in class. 教学过程 → Step 1 Background about the topic of this module

1.Talk about the topic of this module as an introduction. Show the following pa ssage to students on the screen. About Sandstorm

The topic of this module is “environmental conservation”(环境保护). This module mainly introduces something about the sandstorms in Asia, especially in China. At the same time, it brings in some words about sandstorms and environmental conservation. What is a sandstorm? A sandstorm, a kind of disastrous(灾难性的)weather system, is a combination of sand and strong wind. What on earth causes sandstorms? In my opinion, severe sandstorms are usually caused by both natural and contrived(人为的)factors, that is, climatic, geographical, social and human factors. Of all the factors, the overuse of natural resources, such as cutting down too many trees and opening up too much untouched land, leads to the frequent occurrence of sandstorms. Where does a sandstorm usually go? As mentioned above, disastrous as it is, a sandstorm does not go everywhere, coming to only those places with dry weather and little vegetation(植物 的总称, 植被). Take China for example, in the northwest of China, where there is little forest, sandstorms are worsened with(因为……而恶化)people’s activities like digging up grass and mining(采矿). Bare land easily gives away its land when strong winds come, interaction of sand and wind forming a sandstorm. And what damage will sandstorms usually cause? In a word, a lot of damage. Sandstorms can kill people and animals, put down buildings and cause poor harvests. What’s more, they can pollute the atmosphere and blow away top soil. 2.Discussion: As senior students, what should you do to prevent sandstorms? Here are some valuable su ggestions: 1)Control air and water pollution; 2)Build green fences along the desert;

3)Forecast sandstorm’s real time to prevent the disaster; 4)All countries should join hands to propose a plan in sandstorm control and prevention. What can you add to these suggestions? Students can discuss and add more to the above suggestions. → Step 2 Activity 1 Introduction is the warming-up of this module. This part mainly introduces some words related to sandstorms. We’ll learn it by finishing the following 3 activities. Activity 1(Page 31) Option One 1.Ask students to look at the pictu re and ask “What happens? ” Students will give their possible answers like this: There is a terrible sandstorm. Some cars are almost buried. That is, they are almost covered with sand. The teacher can lead in and repeat the words in the box. blow bury frightening last(v. ) sandstorm

2.Then ask students to complete the sentences using the correct form of each of these words in the box. There 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. Students can check the answers with their partners. Suggested answers: 1)sandstorm 2)has lasted/been blowing 3)frightening 4)was blowing 5)buried 3.Explain some words: ? It lasted for ten hours and was very frightening.

它(沙尘暴)持续了十个小时, 而且是非常可怕的。 frightening adj. causing fear; alarming 吓人的; 可怕的 a frightening experience 一次可怕的经历

[来源:学.科.网]

frighten vt. fill sb. with fear; make afraid 使害怕; 使(人)感到恐惧 The storm frightens the baby. 暴风雨使那个婴儿受惊吓。 frightened adj. in a state of fear; afraid; scared 感到恐惧的; 受到惊吓的 He looked frightened as he spoke. 他说话时显得非常恐惧。 【辨析】 frightening 与 frightened 形容词 frightening 意为“令人惊吓的, 恐怖的”, 常用来说明事物。类似的形容词还有 exciting, interesting, disappointing, puzzling, surprising, astonishing, shocking, moving, amusing, encouraging, boring, pleasing, inspiring, tiring, worrying 等, 如: The situation is encouraging. 形势使人感到鼓舞。 与 frig htening 相对应的过去分词型的形容词是 frightened, 常用来修饰人。类似的形容 词还有 excited, interested, disappointed, puzzled, surprised, astonished, shocked, moved, amused, encouraged, bored, delighted, inspired, pleased, tired, worried 等。 注意: 若说明或修饰的名词是 face, look, smile, voice 等能表现出人的情感的词, 通常用过去分 词型的形容词。如: There was an excited look on his face. 他的脸上有种兴奋的表情。 Her voice sounded excited. 她的声音听起来很兴奋。 The girl stared at the man with frightened eyes. 这女孩以惊恐的眼神凝视那位男子。

练习

(1)Mr. Smith,_____________ of the_____________ speech, started to read a novel. A. tired; boring B. tiring; bored C. tired; bored D. tiring; boring ( 2 ) I was cycling in the street when I heard an old woman_____________ out a _____________ cry and then saw her bleeding badly. A. give; frightening B. give; frightened C. to give; frightening D. to give; frightened (3)_____________ the big snake, the little girl stood under the tree,_____________ out of her life. A. Seen; frightening B. Seeing; frightening C. To see; frightened D. Seeing; frighte ned 答案: (1)A 第一个空形容史密斯先生累了, 指人, 用过去分词。第二个空指 speech“演讲”, 指物, 用现在分词表示“令人厌倦的”。 (2)B 第一个空是 hear sb. do sth. 结构, “听见某人做某事”, 第二个空修饰的是 cry 这一表现出老妇人的情感的词, 所以用 frightened。实际上,此时若强调“我”的感受,选 A 项也可以。 (3)D 第一个空“看见大蛇”, “看”的逻辑主语是 the little girl, 所以要用现在分词表示 主动;后一个空指的是小女孩吓得掉了魂, 指人, 用过去分词。 ? last v. &adj. continue, go on“持续, 延续(无被动)”, 后面常接表示一段的时间状语, 且状

(1)v.

语前可带或不带 for。 The hot weather will last until September. 酷热天气将会延续到九月。

The war lasted(for)5 years. 战争持续了 5 年。 (2)v. to remain of use 耐久; 耐用 This kind of cloth lasts long. 这种布耐穿。 (3)v. to be enough for 足够 The food will last for three days. 食物还能维持 3 天。 (4)adj. the one after all the others 最后的 He was the last person to arrive at the party. 他是最后一个到达聚会的。 Saturday is the last day of a week. 星期六是一周的最后一天。 (5)adj. not possible 最不可能的 He is the last man to tell lies. 他是最不可能说谎的人。 (6)adj. past 过去的 Great changes have taken place in China in the last ten years. 在过去 10 年里中国发生了很大变化。 (7)n. things or people remaining in the end 最后的人或事物 These are the last of our books. 我们就剩下这些书了。 [拓展] at last 最后 the last. . . but one 倒数第二的 to the last 直到最后 last of all 在最后 lasting adj. 持久的, 永恒的 练习 It is said that the weather will_____________ hot for another three or four days.

A. look

B. last

C. stay

D. get

答案:C 天气将继续热三四天。last 后面通常要加表示时间的短语。 ? The wind blew the sand high around the houses, and some cars were almost completely buried by the sand. 强劲的风吹得房子周围的沙尘四处飞扬, 有些小汽车几乎被沙尘所埋没。 blow vt. & vi. be moving 吹, 吹动, 刮。例如: The winds blow across the sea, pushing little waves into bigger and bigger ones. 风吹过海面, 把小的波浪推向前进, 变成越来越大的波浪。 The wind has blown my hat off. 风把我的帽子刮走了。 blow n. hard stroke; sudden shock 打, 打击, 奇袭, 猛攻。例如: give sb. a blow on the head 给某人头上一击 blow away 刮走 blow down 刮 倒 blow over 刮倒, 吹倒 blow off 吹掉 blow out 吹灭 4.Check the answers. Option Two 1.Pair work. Students read the word in the box and talk about their meanings or refer to the dictionaries. 2.Fill in the blanks and check with each other. 3.Let some individual students read their answers and correct the mistakes. 4.Explain some words: the same as Option One, 3. → Step 3 Activity 2(Page 31) Check the meaning of these words. 1.Read out the words and ask students to repeat them after you. Take care with the stress on these two words: protect, Pacific. 2.Pair students to decide on the meanings with or without dictionaries. 3.Then ask students to work in pairs to decide which of the following statements 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. Suggested answers: The fifth is false. 4.Explain some language points. ? Deserts are also created because people cut down trees and dig up grass.

人们把树砍了, 把草挖了, 也是沙漠的一个成因。 cut down (1)to bring down by cutting 通过砍伐使减少 Cutting down so many trees without plan ting some will make the environment worse. 砍伐掉这么多树木而不种植补充会使环境变得更坏。 (2)to reduce in amount 减少 The doctors have advised cutting down smoking and drinking. 医生建议少抽烟, 少喝酒。 (3)to knock down or kill sb. 击倒或杀死某人 The robber cut down the person and ran away in a taxi. 抢劫犯把那个人杀了然后乘出租车跑了。 cut across 抄近路 cut at 对准(某人)猛击

cut back 剪枝 cut up 剪成碎片 cut off 切断 cut out 剪除

练习 He was in hospital for six months. He felt as if he was_____________ from the outside world. A. cut out B. cut off

C. cut up D. cut through 答案:B 根据短语的意思分析, 此处指他住院六个月, 感觉好像跟外界切断了联系。cut through 指“抄近路走过; 刺穿”。 ? If you are in a desert, what is the first sign of a sandstorm?

如果你在沙漠里, 沙尘暴的第一个迹象是什么? sign n. & v. (1) n. board, notice, etc. that directs sb. towards sth. , gives a warning, advertises a business, etc. “标志牌”“符号”“动作”“手势” Haven’t you seen the sign “No parking”? 你没有看到牌子上写着“不许停车”吗? Shaking heads is a sign of disagreement. 摇头是表示不同意的动作。 (2)n. thing that shows that sb. /sth. is present or exists, or that sth. may happen“迹象”“征 兆”“痕迹” Very often dark clouds are a sign of rain. 乌云常常是下雨的征兆。 Scientists have found no signs of life on Mars(火星)so far. 迄今为止科学家们还未在火星上发现生命迹象。 (3)vt. write one’s name on a document, etc. that one agrees with its contents“签名”“签约” He signed his name on the book. 他在那本书上签上了他的名字。 Liu Dehua has signed with the television station to act in the new movie. 刘德华已经和那家电视台签约在新剧中出影。 (4)vt. convey information or a request or an order by making a gesture “示意”“作手势” He signed me to be quiet. 他示意要我安静。 The policeman signed for them to stop. 警察做手势要他们停下来。 si gn in 签到
[来源:Z。xx。k.Com] [来源:Zxxk.Com]

sign out 签名离去 → Step 4 Activity 3(Page 31) 1.Ask students to choose one discussion question which interests them most, and then ask them to discuss it in groups. 1)What should you do in a sandstorm to protect yourself? 2) Which do you think is more dangerous, an earthquake or a sandstorm? Say why. 3)Where in China do sandstorms begin? 4)If you are in a desert, what is the first sign of a sandstorm? 5)Have you ever been in a sandstorm? If yes, describe it to your partner. 2.Give students some requirements on how to discuss as follows: 1)Each member in the group is supposed to speak. 2)Support your idea with proper reasons. 3)Write down key words and sentences. → Step 5 Summary and homework In this module students will learn sandstorms in Asia, especially in China. At first, the teacher asks students to speak out the words they know used to describe weather. Then the teacher shows students a picture about weather, including sandstorms. Explain some new words and expressions. After that the teacher encourages students to say something as they like using the new words. The teacher lets students discuss the topic of sandstorm in groups and then a representative will be asked to rep ort their answer. At the end of this period the teacher chooses one or two topics about weather and asks students to write something about environment protection. Homework: Discuss the rest of the questions of Activity 3 at Page 31 after class.
[来源 :学科网]

板书设计 Module 4 Sandstorms in Asia Introduction Words blow bury Activity 1 Complete the sentences. There has been a sandstorm. It lasted for ten hours and was very frightening.
[来源:学§科§网 Z§X§X§K]

frightening, frightened cut down

frightening last v. & adj. sandstorm dig earthquake protect sign the Pacific Ocean 活动与探究

The wind blew the sand high around the houses, and some cars were almost completely buried by the sand. Activities 2 & 3 Deserts are also created because people cut down trees and dig up grass. If you are in a desert, what is the first sign of a sandstorm?

dig up protect Pacific

Encourage students to think of more natural disasters. Make students discuss with each other and exchange information.


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