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Module 4  Sandstorms in Asia

(2010-05-26 12:44:28)
标签:

教育

分类: 高中英语

Module 4  Sandstorms in Asia

Foreign Language Teaching and Research Press Book 3

Designed by Yu Jing

                            

I. The function of this period:

The Reading part---- Sandstorms in Asia is in the second period of the whole module. It introduces the status of sandstorms in Asia, especially in China, and some words about sandstorms and environmental protection. It includes the key words, sentence patterns and grammar of this module.

 

II Teaching aims and demands:

1.      Cognitive aims:

1)      Get the students to review the violence of nature and know more about sandstorms and how to protect the environment.

2)      Get the students to master the words and phrases:

citizen, cycle, dust, expert, forecast, process, situation, survive, affect, mask

try many ways to do sth., as a result of, forecast a sandstorm, wear a mask

2.      Cultural awareness:

Enable the students to talk about the cause and influence of sandstorms,and the ways to solve the problem in order to increase their sense of protecting the environment.

3.      Learning strategies:

Through discussion and the comprehension of Reading, develop the students’ listening, speaking, reading and writing, mainly reading. Also develop their ability of speaking.

 

III Teaching Aids : ( Realia )

A computer, powerpoint   A tape recorder

 

IV Teaching Methods:

1.  CAI—Computer analog input

2.   Speaking ,Listening , Reading& Writing

3.   Pair/Group/Class Work

4.  Inducing method with questions and answers

 

V Teaching Strategy

Conclude and collect the words and phrases related to environment and environmental protection. Encourage the students to search the information on the Internet to gain more knowledge of sandstorms and environmental protection.

 

VI Teaching Procedures:

Step 1 Greetings and Daily Report

1.      Teacher and students greet to each other.

2.      Daily report

(The student who is on duty may give us a report related to the content of this module and prepare one or two questions for the other students to answer.)

 

Step 2 Revision and lead-in:

(get the students to list the natural disasters they have known. )

T: In last module we’ve motioned a lot of natural disasters. Can you list some of them?

S: tornado, hurricane, earthquake, tsunami

, sandstorm, lightening, volcanic

  eruption, flood, drought, etc.

T: In module 3, we mainly talked about tornado and hurricane, today we are going 

  to focus on sandstorms.

T: How much do you know about sandstorms?

S: open answers.

Step 3 Speaking

1.      (Show the pictures on the screen and get the students to describe them. Then know the causes of sandstorms, what sandstorms are, the experience in sandstorms, the influence on people’s life, the main places in the world where there are sandstorms, and how to prevent sandstorms. )

T: We’ve known something about sandstorms from our life experience, newspapers and TV programs. Now I am going to show you some pictures related to it. You may use the words you know or the words on the screen to describe these pictures. Look at the first picture, can you use some adjectives to describe it? (grassland and forest)

S: (open answers) the adjectives they may use: green, beautiful, vast, fantastic, etc.

T: Are they beautiful? Of course they are, but as the time went on, something unfortunate happened. People began destroying the plain. Look at these pictures and say something about them. You may use the words given on the screen.

(words: desertification, cut, dig, overgraze)

S: possible answers: some of the land became deserts. Sandstorms appear to have increased as a result of desertification. Climate changed. People cut down trees and dig up grass.

T: As a result, these beautiful grassland and forest became deserts. When strong wind blows, the sand will come across the cities, just like this picture. Can you describe what the weather is like? Use the words to make up sentences.

(words: frightening, orange sky, strong wind, thick, brown-yellow)

S: possible answers: The sky is orange in sandstorms. The wind is strong. The city is covered in a thick, brown-yellow dust. Experiencing in sandstorms is frightening and dangerous.

T: How do the sandstorms affect people’s life?

S: possible answers: traffic is slow because the thick dust makes it difficult to see. It’s dirty everywhere. Cycling in a sandstorm is frightening. It’s difficult to breath. It delays the flights. It spread illnesses. The visibility drops.

 (This step is to train the students oral English and gain some knowledge of sandstorms.)

 

 

Step 4:  Reading

T: Just now, we have seen many pictures related to sandstorms, do you want to know what the textbook tells us? Now, open your textbooks, read the passage as fast as you can, and then do some choices. First, let’s go through the questions together:

1.      Sandstorms are strong winds carrying _____ through the air. 

         A. dirt and mud  B. rain and heat  C. sand and dust  D. cloud and snow    

2.      What do the experts advise people to do when a sandstorm arrives in the city?  A

         A. Don’t go out  B. Don’t wear masks.  C. Don’t go to work as usual.

         D. Don’t ride bicycles  

3.      The factors that cause land to be desert are ______.  D

         A. cutting down trees.   B. digging up grass

         C. climate changes      D. all of the above

     4. From the last paragraph we know _____ A

A.    the government is taking measures to prevent sandstorms.

B.     the distance between the desert and the center of Beijing is only 250 kilometers.

C.     more than 30 million trees have been planted in Beijing .

D.    the government won’t plant trees any more in five years.

(After reading the passage, ask four students to read each of the sentences.)

T: Listen to the tape recording and repeat to get more information about it. After reading and listening, fill in the blanks.

T: Listen to the first paragraph and finish this sentence:

1)      Scientists have tried many ways to solve the problem because sandstorms have been a major disaster.

  T: listen to the second paragraph and finish these sentences:

2)      When Ren Jianbo was living in Inner Mongolia he experienced a terrible sandstorm.

3)      Central Asia, North America, Central Africa and Australia are the places where there are sandstorms. (show the students a map of the world)

  T: listen to the third paragraph and answer this question:

    4) Cutting down trees and digging up grass can cause deserts and sandstorms to  

       increase.

  T: listen to the fourth and fifth paragraphs

5) Traffic moved very slowly because the drivers cannot see clearly.

T: listen to the last paragraph

6) The government is planting trees to the west of Beijing to prevent the desert  

   coming nearer.

 (Through listening and reading, the students may get the general idea of this passage. The questions will help them to understand the passage well.

By filling the blanks, students may know the details of the text.)

Step 5 Discussion

  

T: From what we learned in the text and the knowledge we already have, we know that sandstorms bring us so much trouble. So scientists in the world are trying their best to find ways to prevent them. Now, suppose all of you are environmental experts and now you are discussing how to solve this problem. In group of four, discuss the ways and reasons to support your ideas. One of you should write down the opinions. 5 minutes later, I’d like you to report your solutions in the front.

S: Control air and water pollution. Build green fences along the desert. Forecast sandstorm’s real time to prevent disaster. Establish sandstorm data bank and collect information about sandstorms. All countries should join hands to propose a master plan in sandstorms control and prevention.

  (Encourage the students to discuss and find out more ways to solve this problem. Asking several students to be reporters to read the group’s opinions. At last give more solutions to the students on the screen)

  Conclusion: Spring is coming, and sandstorms are coming, too. So we must join up and take measures to protect our environment and live happily.

Step 6 Homework

1. Find more information about sandstorms on the internet or other books and write a short passage about sandstorms.
2. Design a poster that encourages people to protect the environment.

Language points and Garmmar:

1.last

(1)  vi ;vt延续;持续

①Iexpected the cease-fire to last. 我希望停火会持久。

②Our holidays are to last three weeks. 我们有三周的假期。

(2)  vi; vt 耐用;经久;经受住

①   This cloth lasts well. 这种布很耐穿。

②   They didn’t have enough materials to last the war.

他们没有足够的物资来持续这场战争。

(3)last for…持续…;维持…

① The performance lasted for three hours. 表演持续了三个小时。

(4)last out 坚持下去;活(一段时间)

①I think they will last out till they are rescued.  我想他们能坚持到被营救出来。

②He’s very ill, and probably won’t last out the night.

他病得很重,很可能活不到天亮。

2. mass

1)      adj. 一大群的,人数众多的,一大批的

e.g. mass communication 大众传播

   mass media 大众传媒

   mass unemployment 大批失业

   mass production 大量生产

n. 块、堆、群

e.g. a mass of earth   large masses of clouds

3. appear

1)      vi. 出现

e.g. A car suddenly appeared out of the fog.

   The ad will appear in tomorrow’s paper.

 2) vi. 似乎、看起来好象、显得(比seem更强调视觉上的“看法” )

   *appear (to be) + n. / adj.

   She appears to be happy at the news.

   *appear to do…

   He appears to have done it.

   It appears to be raining.

   *It appears (to sb) that ( as if)…

   It appears that (as if)he will win the game.

   It appears to me that he is right and you are wrong.

4.dust

(1)  vi. vt.  拂;掸

①She dusts every day. 她每天都掸尘。

②He dusted the books as he took them from the shelf.

他从书架上拿下书时,掸了掸灰尘。

(2)dust off 掸去灰尘;

Before we sat down she hurried and dusted off each of the chairs.

我们就坐之前她赶紧把每张椅子掸干净。

(3)dust …off 开始复习…

I’ll have to dust off my French if we’re going to move to Paris.

如果我们要搬到巴黎去,我就要重新复习一下法语。

(4)dust  n. 尘土;尘埃

The old furniture was covered in dust. 旧家具上布满了尘埃。

A dust-cloud swept across the plain.漫天尘土横扫平原。

5.concern

 (1) vt. 关系到;有关

①   This is a great event that concerns the future of our company.

这是关系到我们公司前途的大事。

②   In short, the style concerns not what a writer says but how he says.

简而言之,风格不是跟作者说什麽有关,而是跟如何说有关。

(2)  使担忧,使烦恼

Our losses are beginning to concern me.我们的损失使我担心起来。

(3)concern for…为…担心

He said he had concerned for me very much last night.

他说他昨晚很为我担心。

(4)be concerned in…与…有牵连;

     He was concerned in the crime. 他与那起罪案有关。

be concerned with…与…有关.

Her latest documentary is concerned with youth unemployment.

她最近的一部纪录片是有关青年人失业问题的。

4.survive

(1)vi.幸存;活下来;

These plants cannot survive in very cold conditions.

这些植物在严冬很难存活。

(2) vt.幸免

   Did anyone survive the explosion? 那次事故中有人幸免吗?

  (3)survival  n.存活;幸存

         the survival of some people in the air crash 空难中人们死里逃生

5.   辨析: damage; destroy; ruin

这三个词均有“破坏”,“损害”,“破坏”的意思,但各自的含义和用法不同。

①damage 指“部分”损坏,破坏,或是价值有所降低。它既是动词,也是名词。

 1)Hundreds of houses in this area were damaged by the storm.

         暴风雨损坏了这个地区数以百计的房屋。

2)The accident did a lot damage to his car.

  这次车祸是它的车受到很大损坏。

②destroy 只做动词,指“彻底”破坏,以至不能修复。

1)The earthquake destroyed almost the whole town.

          地震几乎毁坏了整个城镇。

2)His hope of being a writer was destroyed.

          他的作家梦破灭了。

③ruin表示破坏严重以至不能修复,强调使该物的使用价值不复存在。既可用做动词也可用作名词

1)The fire ruined the castle.    那场大火使城堡夷为平地。

2)The house fallen into ruin.   房子倒塌了。

 

专家点评:语言流畅。每日报告的前期准备工作好,充分利用了学生资源。在词汇教学中,应把词汇例句与课文主题或现实相结合,形成有情节的内容,而不是死的句子。让学生多活动,在课下查阅重点词汇,在课堂上交流。对学生要多鼓励、表扬,提高学生学习英语的兴趣和自信心。

教学反思:词汇教学始终是英语教学的一个难点和重点,在以前教学中,我往往把教词汇简单化为翻译句子,与课文相结合的不多。听了专家点评,我觉得如果精心设计,上词汇课同样也能精彩,把词语、句子与课文主题相结合,与学生的实际、与现实社会相结合,不仅仅是单纯的词的教学,单纯让学生记住句子会在考试中应用,而是教会学生在不同情境的下单词句子的使用,给学生更多的空间去想象,去利用。还有一点,要让学生多动手,查阅重点词汇,以此来加深记忆。

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