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視頻標簽：Sandstorms,in Asia
所屬欄目：高中英語優質課視頻
視頻課題：高中英語外研版必修3Module 4 Sandstorms in Asia Reading and vocabulary天津市濱海新區
本視頻配套資料的教學設計、課件 /課堂實錄及教案下載可聯本站系客服
Book 3 Module4 Sandstorms in Asia 教學設計
課型 閱讀課 課時
第2課時
教學對象
高一（4）班
是否采用 多媒體
是
一、教材分析
本模塊以Sandstorms為話題，旨在讓學生深入了解沙塵暴的起因和對我國乃至整個亞洲的危害，并通過以―沙塵暴‖和―環境保護‖為話題的各種任務或活動，讓學生掌握與沙塵暴和環境有關的詞匯，了解沙塵暴方面的知識。培養學生用英語談論沙塵暴及環保的語言技能，同時提高學生的環保意識。
READING AND VOCABULARY合并為第二課時―閱讀課‖。課文―Sandstorms in Asia‖屬說明文體，介紹了沙塵暴的特點、世界沙塵暴重災區和中國面臨的沙塵暴和荒漠化問題。對于閱讀課如何上，師生各有己見。但閱讀的目的就是培養閱讀策略，培養語感，特別是培養學生在閱讀的過程中獲取和處理信息的能力以及閱讀思維能力。在這個過程中教師起著鼓勵，啟發，引導，幫助，監控，參與，反饋與評價的作用 二、學情分析
這節課在高一第一學期的下半學期，高一年級的學生已經具備熟悉了高中階段基本的學習能力和思維能力，但是還需要繼續鞏固和提高。
三、教學資源與策略
本節課除外研版必修3教材，還通過互聯網搜索了有關沙塵暴的一些資料和圖片。 主要采用的教學策略有: 任務型閱讀教學法和交際式教學法。
四、教學目標
1.Knowledge：
Enable students to get more information about sandstorms in the text and learn how to use it. Enable students to learn words and phrases in the context and how to use them.
2.Skills：
To train students' ability of summarizing.
To Train students' ability of understanding the vocabulary by learning in the real context.
To enable students to understand the text and the logic links and then get the information to answer the questions.
3.Cultural consciousness and feelings：
To learn the situation of the world environmental protection and increase their awareness of how to protect environment.
五、教學重難點
【教學重點】
1. Enable students to learn the structure by grasping main information of each paragraph.
2. Enable students to find and deal with the information in reading to improve students' abilities of analyzing and solving problems.
3. Enable students to use the knowledge learned in the class to make an interview. 【教學難點】
1. Analyze and deal with the text and finish retelling with the expressions they learnt. 2. Make students have a habit of self-learning.
六、教學過程
教學環節
教師活動
學生活動 設計意圖
Step I
Leading-in
Step 1: Leading in
Show a video of a sandstorm and ask students to answer following questions.
Q1: What disaster is happening in the
video?
Q2: What’s the weather like? Q3: What does the man do to protect him
from the disaster?
1. Follow the
guidance of teacher to get involved in
the topic: Sandstorm
2. Watch the video carefully. 3. Discuss some
questions about
sandstorms before
課程開頭通過談論天氣引
入沙塵暴話題 Sandstorms
in Asia。通過帶著問題觀看視頻，可直觀的讓學生感受沙塵暴是什么并發現沙塵暴給人們生活帶來的影響，通過問答可以引入詞匯并讓學生試著來描述沙塵暴。
reading.
Step II
Pre-reading
Step II Pre-reading
Read the title ―Sandstorms in Asia‖ and ask students some questions.
1. Why did the textbook choose a passage with the title ―in Asia‖?
2. Brainstorm：As readers, what do you expect to read in the passage?
Follow the teacher to analyze the title and think about the content and purpose of this passage.
抓住文章標題，探討作者寫文章的目的和意圖，抓住文章中心做出合理預測，養成良好的閱讀習慣。
Step III
While-reading
Fast Reading
1. What is the writing style of this passage? A. An narrative writing B. An expository writing. C. An argumentative writing.
2. Skim the passage and summarize the main idea for each paragraph. (Use only one word)
Paragraph Main idea
Para 1
Lead in Para 2
D__________ Para 3 C__________ Para 4
E__________ Para 5
Advice Para 6
M__________ Task2：Careful Reading Paragraph 1:
What’s the function(功能) of the first paragraph?
A. To lead in the topic of this passage. B. To tell us what sandstorms are.
C. To tell us where the sandstorms occur. 1. Read the text
quickly and find out the writing style and the main idea.
1.訓練學生能在短時間內有效地提取信息，完成相應的閱讀任務。
2.注意細節性信息，準確理解文意。
3.培養學生的閱讀思維品質并形成批判性閱讀思維。
4.通過學習了解沙塵暴，在問題中穿插一些激發學生的深度思維，學生通過對問題的思考，培養思維能力，拓寬知識面。Paragraph 2：
1. What are sandstorms?
2. Where do sandstorms occur often? 【Deep thinking】
3.Why did the writer take down Ren’s experience and feeling?
Paragraph 3：
Why have sandstorms increased in China? Can you explain it in detail? 【Deep thinking】
Do you know other causes of sandstorms besides the ones mentioned in the passage?
Paragraph 4：
When sandstorms happen in Beijing, what’s the weather like? How about the traffic?
Paragraph 5：
What advice would you give when there is a sandstorm?
Paragraph 6：
What is the government doing to control sandstorms? What can we do? 【Discussion】
What measures has the Tianjin government taken to protect environment?
Task3：Summary
Summarize the knowledge we have learnt from the passage.
2. Try to finish the questions and give more
information about the answers.
3. Try to read and think between the lines.
Step IV Post–reading
Step IV Post- reading Task : Interview
Suppose you are a citizen in Tianjin, there are sandstorms in your city. A reporter wants to interview you about the sandstorms. Make a dialogue with your partners.
S1: Good morning, sir. I’m a reporter from Tianjin TV Station. May I ask you
Try to use the knowledge we have learnt to make an interview.
通過讀后的對話練習環節，學生不僅可以鞏固課上所學知識，還能夠把所學知識運用到實踐中。加
some questions about the sandstorms happening in Tianjin? S2: OK. / Of course.
S1: When the sandstorms happen, what’s the weather like?
強學生知識應用能力。
StepV
Homework
1. Finish the interview with your partners.
2. Try to do more to protect environment in your daily life.
Finish the interview and try to do more to protect environment of our
city.
在這個環節中，我以天津
的環保為背景，運用自己制作的視頻，給學生們一些環保的建議，引用3R’s 這個概念，讓學生們思考如何從小事做起，讓學生們產生社會責任感，真正的意識到到環保的重要性。
七、教學反思
本人在這節閱讀課中基于英語學科的學科素養，從語言能力、文化品格、思維品質和學習能力四個方面對此閱讀課進行設計，并做出以下嘗試。
一、導入引起共情，激發學生的責任感：
課程開頭運用視頻導入話題，讓學生形象的認識沙塵暴這一自然災害，并意識到這種自然災害非常嚴重，它就發生在我們身邊，嚴重影響了我們的生活。通過這樣的導入可以激發他們的共情并產生改變這種現狀的責任感，激發他們的環保意識，從而能夠積極的投入到課程學習中來。
二、通過標題，挖掘作者的寫作意圖
教材為什么會選擇一篇這樣的課文作為學習內容，我相信一定有編者的意圖。例如，編者選擇“in Asia”為什么不選擇世界其他地方，文章中就提到中國北部甚者細化到北京，就是要告訴學生沙塵暴離我們不遠，如果能了解災害的原因和危害，加深學生對與環境保護的意識和責任感，無疑是造福本國，造福世界和造福人類的好事。
三、挖掘文章細節，深刻理解文章內容
在閱讀過程中，注重對文章細節的深度挖掘。例如在文章的第二段描述沙塵暴的過程中為什么要引入Ren’s experience and fellings, 難道直接描述不好么。這是培養學生批判性閱讀的好機會，通過對比，學生們會意識到在說明文中描述事物時，通過實例講述會更具說服力。還有在第三段中對于沙塵暴產
Book 3 Module 4 Sandstorms in Asia
I. Learning Objectives:
1. Students can learn the structure through fast reading.
2. Students can learn the details through careful reading.
3. Students can talk about sandstorms using the knowledge we have learnt in the passage.
4. Students can realize the importance of their participation in protecting environment
II. Learning Procedure
Step 1: Warming up.
Watch a short video and answer following questions
Q1: What disaster is happening in the video?
Q2: What’s the weather like?
Q3: What does the man do to protect them from the disaster?
Step 2: Pre-reading: Prediction and Brainstorming
Step 3: While-reading
1: Fast reading:
Task1: What is the writing style of this passage?
A. An narrative writing (記敘文)
B. An expository writing （說明文）
C. An argumentative writing （議論文）
Task2: Skim the passage quickly and summarize the main idea for each paragraph.
| Para 1 | Lead in |
| Para 2 | D________ |
| Para 3 | C________ |
| Para 4 | E________ |
| Para 5 | Advice |
| Para 6 | M________ |
| Questions | Answers |
| Good afternoon, sir. I’m a reporter from Tianjin TV Station. May I ask you some questions about the sandstorms in Tianjin? | |
| When the sandstorms happen, what’s the weather like? | |
| Does it affect your life? How does it affect your life? | |
| Would you explain the causes of sandstorms in Tianjin? | |
| Would you like to give advice to our citizens to protect them from sandstorms? | |
| If you were an officer of Tianjin Environment Agency, what measures do you think Tianjin government should take to protect our environment? | |
| Other questions … |
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