贵州省顶效开发区顶兴学校高中英语必修三Module4教案1

教案沈灵必修三module42018秋季第7周SandstormsinAsia（教案正文内容）Reflectiononeducationandteaching:Talentshow:Singasong(3minutes)I．教学内容分析 本模块以Sandstorms为话题，旨在让学生深入了解沙尘暴的起因和对我国乃至整个亚洲的危害，并通过以“沙尘暴”和“环境保护”为话题的各种任务或活动，让学生掌握与沙尘暴和环境有关的词汇，了解沙尘暴方面的知识。培养学生用英语谈论沙尘暴及环保的语言技能，同时提高学生的环保意识。Introduction部分介绍了一些有关“沙尘暴”的词汇，要求通过练习让学生熟悉这些词汇的意义，并通过讨论问题的方式，让学生初步了解沙尘暴。ReadingandVocabulary部分通过阅读SandstormsinAsia，让学生学习相关词汇，学会分析文章结构,归纳段落大意，同时增进对沙尘暴危害性的了解，为后面的说、写做准备。Grammar1部分旨在让学生通过三个学习活动，发现规律，理解掌握“动词不定式”的各种时态和语态概念，以达到正确使用各种形式的目的。ListeningandVocabulary部分先引入大量与环境有关的词汇，然后通过给topics排序，回答问题以及用刚学词汇完成句子的活动对词汇加以巩固和掌握。Grammar2部分为“动词不定式”的一种特殊用法，即but后加不带to的不定式。要求在进行活动的同时加以启发，让学生明确用法。PronunciationandFunction部分通过听的训练让学生掌握句子的重读，同时掌握如何“表达强烈感情”，并加以练习进行巩固。Speaking1部分要求学生就“沙尘暴”的话题进行访谈。Speaking2部分要求教师引导学生认识了解环境污染问题，然后以“环保”为主题，进行讨论，提高学生的环保意识。Writing部分通过四个步骤的练习掌握写作技巧，学会写有关环保的短文。EverydayEnglish部分出自本模块听力部分，可以在听力结束后处理本环节。主要通过补全对话的形式使学生熟练掌握这几个表达CulturalCorner部分通过介绍欧洲一些国家的环保情况，让学生了解欧洲国家在环保方面的一些做法。Task部分为社区活动，要求写一张海报，列出有关环保的建议，鼓励人们采取行动。ModuleFile部分对本模块内容进行归纳，学生对自己的学习进行反思和检验，教师获得反馈信息。II．教学重点和难点1.教学重点掌握一些与沙尘暴和环保有关的词汇。学习不定式的各种形式。学习表达有关沙尘暴和环保的话题。2.教学难点掌握不定式的各种形式。谈论沙尘暴和环保。(3)写有关环保的短文。III．教学计划本单元分五个课时：第一课时：Introduction,Speaking1第二课时：ReadingandVocabulary,第三课时：VocabularyandListening,Pronunciationandfunction,EverydayEnglish第四课时：Grammar1andGrammar2第五课时：CulturalCorner,Speaking2第六课时：Writing,Task,ModuleFileIV．教学步骤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可以自己多出一些题目，也可以就书上的练习把怎样引导学生的过程给出。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.沙尘暴能见度经常很低以至于看不见太阳，风有时得能移动沙丘。So…that…与such…that…句型归纳eq\o\ac(○,1)such+a/an+adj+单数可数名词+thatclauseeq\o\ac(○,2)such+adj+复数可数名词+thatclauseeq\o\ac(○,3)such+adj+不可数名词+thatclauseeq\o\ac(○,4)so+adj/adv+thatclauseeq\o\ac(○,5)so+adj+a/an+单数可数名词+thatclauseeq\o\ac(○,6)so+many/few+复数可数名词+thatclauseeq\o\ac(○,7)so+much/little(少)+不可数名词+thatclause(2)Tohavebeencaughtinasandstormwasaterribleexperience.陷在风尘暴中是一次可怕的经历。becaughtintheheavyrain/snowstorm/traffic突然遭到(雨,暴风雪，堵车等)。如：Hewascaughtintheheavysnowonhiswayhomelastnight.※【拓展】catch常用词组：catchsbdoingsth撞见/发现某人正在做……catchupwith赶上(3)Therewasnothingtobedone.什么也干不了。这是一个动词不定式作定语的therebe句型,动词不定式用主动和被动都可以,但也略有区别.当说话人考虑的是必须有人去完成某事时，用主动；如强调的是事情本身必须完成，则用被动。如：Therewasnothingtobedone（某东西坏了，无法使之恢复）Therewasnothingtodo.(无事可做，十分乏味)Thereisalotofworktodo.(Somebodyhastodothework.)Thereisalotofworktobedone.(Theworkhastobedone.)(4)SandstormsinChinaappeartohaveincreasedinrecentyearsasaresultof“desertification”.因“荒漠化”越发严重，中国近年来发生沙尘暴的次数明显增加了。asaresultof因为……的结果。如：Hegotillasaresultofthebadweather.※【拓展】相关词组：=1\*GB3①asaresult因此。如：Asaresult,hegotagreatsuccessinhisexperiment.=2\*GB3②resultfrom因于，因……而起。如：Hissuccessresultedfromhishardwork.=3\*GB3③resultin致使，导致，造成……的结果。如：Hishardworkresultedinhissuccess.(5)Thisisaprocessthathappenswhenlandbeesdesertbecauseofclimatechangesandbecausepeoplecutdowntreesanddigupgrass.①cutdown砍倒,削减(数量,开支)。如：Enoughhasbeendonetostoppeoplecuttingdownmanytrees.②digup/digout掘出；挖出；发掘。如：(a)Hehasdugupsomevegetables.(b)Wehavetodigoutthecarfromthesnow.(6)Thestormssometimescontinuealldayandtrafficmovesveryslowlybecausethethickdustmakesitdifficulttosee.暴风有时持续一整天，车辆开得很慢，因为浓浓的尘埃降低了能见度。makeit+adj(n)+(forsb)todotodo为真正宾语，it是形式宾语。如：①Theholesinthewindowmadeitveryhardtokeeptheroomwarm.②ThishasmadeitnecessaryforustolearnEnglishwell.(7)…butthestrengthofthestormsometimessurprisespeople.surprisevt使惊奇，使震惊。如：①Thathecheatedintheexamsurprisedme.②Thenewssurprisedme.类似的动词还有：excite,disappoint,frighten,interest,etc.(8)Tobecyclinginasandstormisfrightening.在沙尘暴中骑车真可怕。tobecycling为动词不定式，在句子中做主语。如：Torefusehimisnoeasythistime.(9)Topreventitingnearer,thegovernmentisplantingtrees.为阻止沙漠的逼近，政府已经开始植树。①Topreventitingnearer,动词不定式作目的状语。②prevent…(from)doing…防止或阻止……干……如：Hisadvicepreventedmefrommakingaseriousmistake.类似的短语还有：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…与such…that…句型归纳eq\o\ac(○,1)such+a/an+adj+单数可数名词+thatclauseeq\o\ac(○,2)such+adj+复数可数名词+thatclauseeq\o\ac(○,3)such+adj+不可数名词+thatclauseeq\o\ac(○,4)so+adj/adv+thatclauseeq\o\ac(○,5)so+adj+a/an+单数可数名词+thatclauseeq\o\ac(○,6)so+many/few+复数可数名词+thatclauseeq\o\ac(○,7)so+much/little(少)+不可数名词+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：简言之(2)It’sscary：很害怕(3)I’lldomybest：尽我最大努力(4)FromwhatIunderstand：我所理解的是……(5)You’reabsolutelyright：你完全正确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.形式时态概念语态todo与主动词同时发生或发生在主动词之后主动tobedoing主动词发生时，不定式动作正在进行。主动tohavedone发生在主动词之前主动tobedone与主动词同时发生或发生在主动词之后被动tohavebeendone发生在主动词之前被动6.AskSstotranslatethefollowingsentences.妈妈警告我不要独自到河里游泳，因为太危险了。我不想被别人看到穿这么糟糕的衣服。不用假装在睡觉，我知道你醒着呢。你似乎已经知道这个消息了，我就不必再告诉你了。SuggestedAnswers:Mymotherwarnedmenottoswimintheriveralonebecauseit’sdangerous.Idon’twanttobeseeninsuchanawfuldress.Don’tpretendtobesleeping.Iknowyouareawake.Youseemtohaveknownthenews.Idon’tneedtotellyouthat.Step3.Grammar21.AskSstoreadthesentencesinActivity1onpage36anddiscussthequestionsinpairs.2.AskSstofinishActivity2onP36.3.AskSstodiscussthecorrectsentencesinActivity2onpage36andletthemfindtherulesoftheinfinitivewithout“to”.Foryourreference:常见的关于不带“to”的不定式的用法如下:cannotbut;cannotchoosebut与cannothelpbut之后的不定式一般都不带to,常翻译成“不得不”。在连词but之前如有动词do,其后的不定式不用to,即:donothingbutdo,译为“只……”,但如果but之前的动词不是do,其后的不定式一般不带to.4.AskSstotranslatethesentencesintoEnglish.那件事事关重大,我只好请警察来。听到这个消息,他忍不住哭了起来。我们不得不拒绝他的建议。我不得不承认他对了,我错了。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