高中英语 Module 4　Sandstorms in Asia Period 4教案 外研版必修3

1、Period 4Listening and Vocabulary; Speaking整体设计教材分析本节是听说课, 听力材料中有一些新鲜的内容, 所以需要学生首先来了解一些生词并记住其意思, 让学生单独完成活动一的意思注释练习。记住这些词汇然后在听力材料播放过程中印证所学单词的意思。通过听时和听后练习, 学生会体会到逐渐进步的乐趣。会话课中新加入的单词让学生深入联系现实, 讨论现实中的环境保护问题并得出结论。课程内容在听说活动中与现实联系了起来。三维目标1. 知识与技能1)Let students know the meanings of the new words and try to us

2、e them.2)Train their listening skills.3)Train their speaking skills.2. 过程与方法1)Listening Activity to train their listening skills.2)Encourage students to speak in class through organizing some pair or group work.3. 情感与价值Through learning new works and information learned in the text, try to express yo

3、ur attitude towards environment protection.教学重点1. Motivate students to work together.2. Listen carefully to catch the important points.教学难点1. Some new words and how to improve the environment.2. Speak freely on the topic of environment protection.教学方法Induction and deduction.教学过程 Step 1 RevisionThe g

4、rammar we learned last period is the infinitive.Now well do some exercises to consolidate it.（Show the following on the screen. ）1. The doctor asked us_ so much noise.A. dont make B. not make C. not makingD. not to make2. Did you drink any wine at the party?Id love_ much, but I had a stomachache tha

5、t day.A. to drinkB. to have drunk C. drinking D. having drunk3. Charles Babbage is generally considered_ the first computer.A. to inventB. inventingC. to have inventedD. having inventedSuggested answers:1. D2. B3. C Step 2 Listening and Vocabulary1. In the following section we will learn some new wo

6、rds and then we will listen to a short dialogue.First look at the words in the box and read after me. Pay attention to the words where the stress is not on the first syllable: dioxide, environment, pollution.Then ask students to match the words with the definitions individually.Then check with their

7、 partners.After that, ask back the answers in a whole class setting, having one student read the definition and another provide the word.If possible, ask more groups to do that.atmospherecarbon dioxidechemicaldamageenvironmentgarbagemeltpollutionrecyclethe Poles1. the air around the earth2. to have

8、a bad effect on someone or something3. a substance used in chemistry4. the natural worldthe land, air, water, plants and animals5. to change from solid to liquid, e. g. ice becomes water6. to treat something so that we can use again7. one of the gases in the air8. the most northern and southern poin

9、ts on earth9. rubbish10. damage to the environment because of chemicalsSuggested answers:1. atmosphere2. damage3. chemical4. environment5. melt6. recycle7. carbon dioxide8. the Poles9. garbage10. pollution2. Listen to an environmental experts speech. Put the topics below in the order you hear them.F

10、irst, read through the list of topics.Second, play the tape once while students just listen. Then play it again for them to rank the topics.Third, play it once more for them to check their answers.A. garbageB. treesC. pollutionD. melting ice at the PolesE. the climateSuggested answers:1. E2. D3. C4.

11、 B5. A3. Have a quick look at the words and questions in Activity 3.After that, play the tape twice for students to answer the questions.Then, play again for them to check their answers.1 What is the most urgent problem of all?2 What examples of coastal cities does David give?3 Why is the climate ge

12、tting warmer?4 What is described as a major problem?5 What happens when we cut down a lot of trees?6 How does the interviewer feel about the situation?Ask more pairs to give their answers, having one student read out the question and another answer it.Suggested answers:1 The climate.2 New York and S

13、hanghai.3 Because pollution is stopping the suns heat leaving the atmosphere.4 Carbon dioxide from cars.5 There is less oxygen and more carbon dioxide in the atmosphere.6 Optimistic.4. In Activity 4, ask students to read through the sentences and try to anticipate what the missing words might be.1 A

14、s a result, the ice at_ is beginning to melt.2 The sea may rise and cities on the coast may_ .3 Too much carbon dioxide pollutes the_ .4 Trees take in_ and give out_ .5 We_ garbage and pollute the atmosphere.6 Instead, we should_ the garbage.Then play the tape for them to complete the sentences indi

15、vidually.If necessary, play the tape again, isolating any problem sections for intensive listening.Suggested answers:1 the Poles2 disappear(under water)3 atmosphere4 carbon dioxide, oxygen5 burn6 recycle Step 3 Speaking 21. Turn to Page 37, and have a look at Speaking 2.First, ask students to repeat

16、 the words in the boxes.Coalplasticrefrigerators(fridges)carscutting down treesPay attention to word “refrigerators” where the stress is on the second syllable.Then pair students to talk about the problems they caused.damagegive outenvironmentcarbon dioxidechemicalspolluteBefore the discussion, the

17、teacher can ask questions, such as1. When “coal” and “plastic” are burned, what results will they cause?2. If you cut down too many trees, what may happen?If students are not clear about the problems, then initiate a class discussion and list them on the blackboard. (If possible, use multimedia. )co

18、al smoke pollutes, plastic doesnt biodegrade easily, fridges contain CFCs which destroy ozone, cars emit carbon dioxide which pollutes, cutting down trees causes desertification and reduces oxygen while increasing carbon dioxide.We have already known that things in the box are harmful to environment

19、.But how can we improve it?Now think of ten things we need to do to improve the environment.Work in pairs and exchange information with each other.The teacher can walk around the classroom to monitor and help students.Several minutes later, ask some pairs to read out their measures and the reasons. Step 4 Summary and HomeworkIn this period you practiced listening and speaking. Its important to protect our environment. We should do whatever is useful and meaningful to environment and call on people around you to protect our only earth.Homework: Read more materials about the environment prot