高中英语-Book3 Module4 Sandstorms in Asia教学设计学情分析教材分析课后反思

教学设计教学主题Book3Module4SandstormsinAsia一、教学目标1.Tounderstandthepassagecompletelybylearningnewwordsandusingreadingskills2.Tounderstandsandstormsbetterandknowhowtoprotectourselvesinsandstorms.3.Tolovethenatureandprotecttheenvironment二、教学流程设计教学环节教师活动学生活动设计意图ILeading-inShowanEnglishvideoaboutSandstorms1.AppreciateanEnglishvideoaboutSandstorms2.Thinkaboutaquestion:what’sthevideoabout?运用视频激发学生阅读文章，获取更多有效信息的兴趣和愿望，对沙尘暴有初步的直观印象。II.VocabularyShowstudentssomepicturesandsomekeywordsaboutsandstorms.Lookatsomepicturesandtrytoknowtheprocessofdesertification.2.Learnsomekeywordsaboutsandstorms,suchasprocess,desertification,dune,dust,mask,citizen,forcast…让学生先通过图片和语境了解有关沙尘暴的相关词汇，为下面全面的了解沙尘暴和课文阅读做好基础铺垫和准备。IIIListeningandReadingPre-reading:Listentothetextfirstandaskstudentstrytogettheorderofthemainideaofeachparagraphaccordingtothekeypoints.Fastreading:Givestudentssomeminutestoreadthetextquicklyandfinishalltheblanksintheform.Carefulreading:Givestudentssomeminutestoreadthetextcarefullyandchoosethebestchoice4.Grammarpoint“todo”1.Pre-reading:listeningPara._____a.thedescriptionofsandstormsPara._____b.thecausesofsandstormsPara._____c.amajordisasterinAsiaPara.______d.theeffectsofsandstormsPara.______e.thegovernment’smeasuresPara.______f.theforecastandsuggestionsFastreadingDescription:places:______________Feeling:_____________CausesDesertification:_______Effects__________suggestions__________Measures____________Carefulreading:choosethebestchoiceDotheexercisesabout“todo”1).Tohavebeencaught/Tobecycling为_______短语作______语，句子谓语用____数。仿句：乘公交车去那儿将花费我们半个小时。______________2).becaughtin被困于...，突然遭遇...用法一样的短语还有__________________仿句：昨天我被困在交通阻塞长达一个多小时。____________通过听力练习抓住本篇文章的主旨大意，再通过快读和精读更进一步的了解沙尘暴的形成，特征，分布，原因，影响以及措施等。并对文中涉及到的语法点动词不定式进行详解与训练，使学生能够达到全文理解以及细节重难点的理解。IV.Consolidation---retellthepassageandfillintheblanksFillintheblanksSandstormsinChinaappear1.____(increase)inrecentyearsasaresultof“2.______(desert)”.Thisisa3.____(过程)thathappenswhenlandbecomesdesertbecauseof4.___(气候)changesandbecausepeoplecutdowntreesand5.____(挖)upgrass.SandstormssometimesaffectBeijing.6.__(市民)wakeuptoanorangeskyandstrongwindsthatcoverthecityinathick,brown-yellow7.___(尘土).Sotrafficmovesveryslowlybecausethethickdustmakesitdifficulttosee.TheChineseCentralWeatherStationcan8.__(预报)asandstormsomeweeksbeforeitarrivesinBeijing,butthestrengthofthestormsometimessurprisespeople.HuangXiaomei,wholivesinBeijingsays,“9.___(cycle)inasandstormis10.____(frighten).通过填空题,一方面落实并评价学生的词汇掌握情况。另一方面结合高考题型语法填空设计考点与形式。V.PerformingandDiscussionAskSstomakeupashortstoryandperformitinthefrontoftheclassroom.AskSstodiscussthemeasuresofsolvingtheproblemingroups.Discussionandfinishtheteacher’sassignments:1.SupposeyouareBeijingcitizensandabadsandstormstruckthere.Makeupashortstorybyusingwhatwelearnedjustnowandperformit.(Definition,Description,Causes,Effects,Measures…)2.Whatcanwedotoprotecttheenvironmentinourdailylife?(traffic,trees,electricity,waste,water,food,animals…)在对文章内容理解的基础上，运用自己所学的知识进行语言和知识的输出，能充分锻炼学生独立思考的能力，团结协作和语言运用和组织的能力VI.AssignmentPleasewriteacompositionaboutthesituationofourenvironmentandhowtoprotectourearth.

阅读的内容得到了延伸，学生的听说读写能力也得到了锻炼和提高，升华本节课,提高学生的环保意识以及号召行动。学情分析1.

认知基础：高一学生能用英语简单表达个人观点，或表达个人情感，能用基本的词汇、句型描述沙尘暴的特征，原因和措施。

2.

心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，自我意识发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。

3.

学习能力：学生对词汇和基本语法的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。效果分析：1.学生从沙尘暴相关的词汇的学习到沙尘暴的形成，特征，分布，原因，影响以及措施全方面的进行了了解和深入学习。通过设计不同层次的题目设置，层层递进，由略读到详读到口头表达到写作，自然的过渡有利于写作目标的达成。充分体现了以阅读能力为主线，在考察学生阅读能力的基础上，听说读写能力的相辅相成都有提高。2.通过表演沙尘暴情景小故事和讨论应对沙尘暴和保护环境的措施，让学生合作完成任务。充分发挥了学生的主体作用，鼓励学生讨论、感知、思考、生成。借助阅读，通过小组讨论，分享自己的见解，提升表达写作技巧，并体现学生学习策略的提高和情感的升华。3．题目设计以全体学生共同参与为主，让所有不同英语水平的学生积极参与课堂全过程，真正成为课堂的主人。

利用电子白板展示各项阅读任务，分层次完成对文本的阅读和掌握。课下利用网络资源，了解更多的信息，有意识地利用现代化信息技术手段，我们将优化我们的课堂，提高学生的兴趣，提升课堂教学的有效性；同时提高学生学习的有效性，使我们的教学活动更加丰富，更加新鲜，更加高效。教材分析：本课为外研版《英语》（新标准）高中第三册（必修3）Module4SandstormsinAsia。本模块介绍了亚洲（主要是中国）沙尘暴的情况，并引入了与沙尘暴和环保有关的词汇。要求学生了解沙尘暴方面的知识并掌握相关词汇，培养学生用英语谈论沙尘暴及环保的语言技能。READINGANDVOCABULARY合并为第二课时的阅读课。课文”SandstormsinAsia”属于说明文体，介绍了沙尘暴的特点，世界沙尘暴重灾区和中国面临的沙尘暴和荒漠化问题。阅读的目的就是培养阅读策略，培养语感，特别是培养学生在阅读的过程中获取和处理信息的能力。在这个过程中教师起着鼓励，启发，引导，帮助，监控，参与，反馈与评价的作用。StepOnePre-reading:listeningPara.1a.thedescriptionofsandstormsPara.2b.thecausesofsandstormsPara.3c.amajordisasterinAsiaPara.4d.theeffectsofsandstormsPara.5e.thegovernment’smeasuresPara.6f.theforecastandsuggestionsSteptwoFastreadingPara.1AmajordisasterinAsia__________________Para.2DescriptionofsandstormsMainplaces:______________Feeling:__________________Para.3CausesofsandstormsDesertification:____________Para.4Effectsofsandstorms_________________________Para.5Forecastandsuggestions_________________________Para.6GovernmentMeasures_________________________StepThree.Carefulreading1.

Why

did

Ren

Jianbo

think

he

was

going

to

disappear

under

the

sand?

A.

Because

he

was

buried

in

a

dune

B.

Because

he

was

frightened

by

the

sandstorm.

C.

Because

he

was

blown

away.

D.

Because

he

was

a

child.

.2.From

the

last

paragraph

we

know__________

.

A.

the

government

is

taking

measures

to

prevent

sandstorms

B.

the

distance

between

the

desert

and

the

center

of

Beijing

is

only

250kmC.

more

than

30

million

trees

have

been

planted

in

Beijing

D.

the

government

won’t

plant

trees

any

more

in

five

years

3.According

to

the

text,

which

of

the

following

statements

is

TRUE?

A.

Sandstorms

begin

in

desert

areas

and

big

cities.

B.

Northwest

China

is

part

of

the

sandstorm

center

in

Central

Asia.

C.

Traffic

moves

very

slowly

because

there

are

sand

and

thick

dust

on

the

road.

D.

When

a

sandstorm

arrives,

nobody

will

go

out.

Stepfour:Keypoints:1. Tohavebeencaughtinasandstormwasaterribleexperience.2. Tobecyclinginasandstormisfrightening.1).Tohavebeencaught/Tobecycling为_______短语作______语，句子谓语用____数。仿句：乘公交车去那儿将花费我们半个小时。______________________2).becaughtin被困于...，突然遭遇...用法一样的短语还有_________仿句：昨天我被困在交通阻塞长达一个多小时。_____________________StepFive:Let’sperform!SupposeyouareBeijingcitizensandabadsandstormstruckthere.Makeupashortstorybyusingwhatwelearnedjustnowandperformit.(Definition,Description,Causes,Effects,Measures…)____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________StepSix.Groupwork:Discussionandcomposition.Whatcanwedotoprotecttheenvironmentinourdailylife?(traffic,trees,electricity,waste,water,food,animals…)____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________StepSeven.HomeworkPleasewriteacomposition