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1、Module 4 Sandstorms in Asia 外研版高中英語必修3 Module?4??Sandstorms in?Asia Period 1 Introduction(vocabulary) Background information School: The First Middle School Teacher: Emily Time & date: 2:30-3:10 pm, Thursday, 11th September, 2014 Students: 40 senior high school students, Grade one(Level 6)

2、 Type of lesson: Vocabulary Material:外研版英語Module 4, Book 3 I. Teaching objectives 1. Main objectives: 1) Students are able to use the new active words to make sentences, e.g. forecast, last, survive, frightening, blow, cycle. 2) Students are able to pronounce the new words correctly.

3、 3) Students are able to recognize the new passive words, e.g. sign, citizen, earthquake, expert, process, sandstorm, situation, dust. 4) Students are able to be familiar with the structure of the infinitive. 5) Students are able to predict some information about text according to their pri

4、or knowledge on sandstorm. 2. Simultaneous objectives: 1) Students should be able to remember the new words in the context. 2) Motivate students’ enthusiasm and interest to this unit by setting the scene. 3) Students are able to know some information about sandstorms. 4) The teacher b

5、ecomes clear about students’ interest in natural scenes. 5) Make good preparation for the next period----reading class. II. Teaching contents 1. Vocabulary: ①. forecast ['f??kɑ?st] vt.預報，預測；預示 ②. last [lɑ?st] vi.持續(xù)；維持 ③. sign [sa?n] n. 跡象；符號 ④. survive [s?'va?v] vt. 幸存；生還；幸免于 ⑤. citizen ['s?

6、t?z(?)n] n. 公民；市民 ⑥. earthquake ['??θkwe?k] n. 地震 ⑦. expert ['eksp??t] n. 專家；行家 ⑧. process ['pr??ses] n. 過程，進行；方法 ⑨. sandstorm ['s?n(d)st??m] n. [氣象] 沙暴；大風沙 ⑩. situation [s?tj?'e??(?)n] n. 情況；形勢；處境 ?. frightening ['fra?t(?)n??; 'fra?tn??] adj. 令人恐懼的 ?. dust [d?st] 塵土，灰塵 ?. blow [bl??] vi. 風吹

7、；喘氣vt. 風吹 ?. cycle ['sa?k(?)l] vi. 騎自行車 ?. desertification [d??z?:t?f??ke??n] n.（土壤）荒漠化；沙漠化 2. Phrases: ①. cut down 削減；砍倒 ②. dig up挖出；掘起；開墾 3. Information about sandstorms III. Focal points & Difficult points 1. Focal points: Pronunciation: survive [s?'va?v], expert ['eksp??t], sandstorm

8、 ['s?n(d)st??m] , situation [s?tj?'e??(?)n] , blow [bl??], desertification [d??z?:t?f??ke??n] 2. Difficult points: Correctly pronounce the long words: sandstorm ['s?n(d)st??m] , situation [s?tj?'e??(?)n], desertification [d??z?:t?f??ke??n] IV. Teaching materials & Teaching aids 1. Teaching a

9、ids: blackboard, chalk, computer, PPT 2. Teaching materials: 1) Lead-in material: The living environment of Beibei in Chongqing 2) Revealing material: Four pictures about four natural disasters 3) Extending material: Some pictures about sandstorm 4) Consolidation material: Spell the words ac

10、cording to phonetic symbol 5) Returning material: A task called “ free association” 6) Checking material: Words-spelling exercises according to the first letter of each word given V. Teaching rearrangement & Time allotment 1. Teaching rearrangement: Period 1 Introduction(Vocabulary & Predict

11、ion) Period 2 Reading (Text) Period 3 Grammar1 Period 4 Grammar 2 & Listening & Speaking 1 Period 5 Pronunciation and Function & Speaking 2 Period 6 Writing & Cultural corner & Task 2. Time allotment: 1) Leading in (5 mins) 2) Revealing (8 mins) 3) Extending (7 mins) 4

12、) Consolidating(3 mins） 5) Returning (10 mins) 6) Application (7 mins) VI. Procedures &Teaching methods 1. Leading in Stage 1 Greetings (make students clear about the planning of this module) T: Good afternoon, boys and girls! Ss: Good afternoon! T: T

13、he topic of this module is Sandstorm in Asia. Now, please look at the ppt. This is our planning of this module. Today, we will step into the first part----Introduction and Vocabulary. T: You know that Beibei rains a lot. But sometimes the weather here is so wonderful, just like the pictur

14、e here. So there are many people who love Beibei very much. But there are still some people who complain about it. What about you? Do you like it or not? Why? Now I will give you two minutes to think about it and talk with your partner. T: Time is up. Is there any volunteer to share your o

15、pinion with us? S1:... S2:... ... Stage 2 Presentation Step 1 Make preparation for introducing the topic Task 1 Look at the pictures and guess the reasons. T: As a citizen of Beibei, I do like it very much. Do you know the reasons? Can you just gu

16、ess according to these pictures? S3: ... S4: ... T: Yes, you two did a great job! Now, I’d like to tell you some reasons. From these pictures, we can see that Beibei is covered with trees and grasses. The air is fresh. There is no dust on the road. It is so nice to live here. What’s m

17、ore, it is a safe city without big disasters. The citizens['s?t?z(?)n] here is so lucky. But many people living in other places often suffer some big natural disasters. Do you know ‘dust’? (Picture: The thick dust makes the sky difficult to see.) 2. Revealing Step 2 Teach the new vocabulary in

18、cluding meanings and pronunciations and get them into the topic. Task 2 Look at the following pictures and talk about some big natural disasters. T: Now, I will show you some pictures about some frightening['fra?t(?)n??] natural disasters. Let’s look at the first picture. Are

19、 there any volunteers to describe this picture for us? S5: .... T: It looks so frightening ,right？And it is so hard to survive[s?'va?v] in such a terrible situation[s?tj?'e??(?)n]. And then let’s look at the second one. Are there any volunteers to describe this picture for us?

20、 S6: ... flood typhoon drought frightening natural disasters sandstorm earthquake T: Just now we have talked about four kinds of frightening natural disasters. Can you remember what they are? Ss: .... T: Yeah, you did a good job. Now I will introduce y

21、ou another frightening disaster. 3. Extending Task 3 What can you see in the following pictures? T: Now, please look at the pictures. What can you see in the picture? Volunteer? S7: .... T: Yes. The wind blows[bl??] the dust[d?st] high around the house. T: How about the second picture?

22、There is a man with a mask cycling in the street full of dust. Because of so much dust, it is very difficult to cycle. Task 4 Now work in pairs. Discuss these statements about sandstorm and decide whether they are true (T) or false (F). T: What else do you know about sandstorm? Now try to finish

23、 the task. T: Yeah, you all do a good job! Now, try to think in your mind, how much things you have remember in this task…. 4. Consolidating Stage3 Practice Task 5 Name the objects indicated in the picture with the help of the phonetic symbols. It is a/an_____['s?nd'st?rm] It is a/a

24、n_____['??θkwe?k] Both disasters are very __________ ['fra?t(?)n??] . It is also a ____________['s?nd'st?rm] Can______['eksp?:ts]_____['f??kɑ?st] the ______['s?nd'st?rm] It is hard to ['sa?k()l] What is it on the car? It is_____[d?s

25、t] Imagine that if you are a Beijing citizen, what trouble or bad situation will you face? .... 5. Returning Task 6 Guide the students remember the words they have just learned with free association First, you are given a word. Second, think of any word assoc

26、iated with the given word in your mind and write down it. Third, continue to imagine a word based on the word you have just written down, then write down it. Go on in the same way until you get 10 words. For example: dog loyalty soldier war peace h

27、ome ....... Any volunteer to have a try with “dog”? S12: .... Now, the given word is “natural disaster”. Have a try! ( after one minutes, invite 3 students to share their words.) 6. Application Task 7 Complete these sentences using the words we have learned ju

28、st now. The first letter is provided for you. 1. P______ is more important than result. 2. She is German by birth but is now a French c______. 3. Bikes are very popular in China. Many people prefer c_______ to work. 4. Weather experts have f_______

29、another big sandstorm in a week’s time. 5. There’s lot of d______on your face. 6. The Wenchuan earthquake in 2008 was very f________. Stage 4 Assignment 1. Complete the tasks after class in Guided Learning Plan 2. Read the text carefully and find

30、 out all of sentences with the different types of infinitive. VII. Main blackboard design Module 4 Sandstorms in Asia Period 1 Introduction(vocabulary) I. New words & Phrases 1. New words: 1) forecast ['f??kɑ?st] vt.預報，預測；預示 2) last [lɑ?st] vi.持續(xù)；維持 3) survive [s?'va?v] vt. 幸存；生還；幸免于 4) f

31、rightening ['fra?t(?)n??; 'fra?tn??] adj. 令人恐懼的 5) blow [bl??] vi. 風吹；喘氣vt. 風吹 6) cycle ['sa?k(?)l] vi. 騎自行車 7) desertification [d??z?:t?f??ke??n] n.（土壤）荒漠化；沙漠化 2. Phrases: 1) cut down 削減；砍倒 2) dig up挖出；掘起；開墾 II. Natural disasters drought, flood, typhoon, earthquake, sandstorm… Lesson Pre

32、sentation （說課稿） Good afternoon, ladies and gentlemen. It is my great honor and pleasure to be here making presentation for my lesson planning. And I would like to make this representation from the following three aspects. Firstly, I would like to make a brief introduction about the topic of this

33、 module. The topic of this module is sandstorm. And it introduces some situation about sandstorm in Asia, especially in China. Besides, it also introduce some measures about improving environment. The first period of this module is about some new vocabularies related to the topic, which aims to mak

34、e good preparation for learning text. Therefore, I would like to present the new vocabularies from the text, to introduce some information about sandstorm, and to show some structures of the infinitive in period 1 in order to make preparation for period 2. Secondly, I want to introduce the reason a

35、nd basis on my design of lesson planning. In order to lead in the topic and motivate students’ interest on the topic, I put some beautiful and real pictures about Beibei, Chongqing, to show the living environment in Beibei is nice and safe. Then I compare Beibei with other cities which have some fri

36、ghtening natural disasters to lead the topic “sandstorm”. With the topic being led in, some pictures describing sandstorm are provided to Ss to encourage Ss to discover some information about sandstorm. During this process, the new vocabularies have been presented by using situational?teaching?metho

37、d. Therefore, the next step comes to consolidate what they learned just now through some words-spelling exercises. Next, I design an interesting task(free association) to return the topic. Finally, using a more difficult words-spelling exercise to check whether Ss are able to use the new words flexibly. Thirdly, I would like to introduce the teaching methods used in my lesson planning. For achieving my teaching objectives, I will use these teaching methods: communicative approach, task-based teaching, situational?teaching?method. That’s all! Thanks a lot! 第 14 頁 共 14 頁