教案6 speaking.doc

Sandstorm in AsiaI. Content Module 4 speaking1 and 2II. Teaching studentsavailable to online resources (news, esp, current affairs) concerned about the world we live inCertain knowledge basis related to the topics of environmental protection.III. Teaching aimsA. Knowledge objectives: familiarize ss with some knowledge of sandstorm and some words related to natural disaster.B. Ability objectives: By the end of this class, Sss speaking ability can be enhanced.C. Emotion objective: Get Ss to become interested in speaking learning and can raise their awareness of environmental protection.IV. Important points and difficult pointsA. Important points: the meaning and usage of the words in this part, the awareness to speak actively and the awareness of environmental protection.B. Difficult points: the usage these words and speak skillfully with these words and improve speaking ability.V. Class type: new class.VI. Teaching method:Task-based teaching and learning,Communicative approach, Cooperative learningVII. Teaching aids: computer, print media, PPT, blackboard design and chalkVIII. Teaching procedures Step1 greeting and lead in to attract the interests of the students. Video: CCTV News An active volcano might not be the most conventional way of cooking food, not perhaps the safest. But in the Spanish Canary Islands, thats exactly whats on offer, at the EI Diablo restaurant in Lanzarotte. Sounds a little dangerous? Perhaps a touch exciting? Let take a look at this unique restaurant and see if youd like to dine on the shoulder of a monster.Step2 speaking1 A. Brainstorm : ask the students to think out some words that is related to the natural disaster. Such as: 地震 earthquake 雪崩 avalanche 火山泥流 lahar 泥石流 mudflow/landslide 超级火山爆发 supervolcano 洪水 flood 大(或急剧的)漩涡 maelstrom 海啸 Tsunami 暴风雪 blizzard 干旱 Drought 雹暴 Hailstorm 热浪 heat wave damage, environment, garbage, pollution, carbon dioxide, pollute. B. Ask the students work in pairs to suppose there has been a bad sandstorm in your city. Student a is a reporter and he need to write down the questions that he want to ask. Student b is a man who ha cycled to work in the sandstorm and tell how you feel about the sandstorm and describe how things looked in the sandstorm. Suggested conversation:A: hello, Mr li, nice to meet you.B: nice to meet you too.A:So now i will ask you some questions about your experience in the sandstorm.B:OK, i will try to answer your questions.A:please tell me how do you feel when you are in the sandstorm?B. I feel frighted but i have to put on a mask to help the people in the sandstorm.A. Then how thins looked in the sandstorm?B. In the sandstorm, i can not totally see all the things and nearly can not open my eyes and every thing looks blurry.A: what your first reflection in the sandstorm?B: i nearly can not stand, so i try to hold my body.A: Do you think what lead to the sandstorm?B: i think might be the pollution and the damage of the environment.A: ok, great , thanks for answering.B:Not, its my pleasure.Step3 speaking2A. Talk about the specific meaning of the words in part one. Coal plasticRefrigerator cars cutting down treesDamage give outChemicals pollute b. Ask the students work in pairs to talk about how these thing are bad for the environment and think out ten things we need to improve the environment.and say why. Suggested conversation: A: do you think how these things are bad for the environment? B: i think all these things will release the harmful gas to pollute the environment and destroy the balance of nature. A: yes, i think so. Do you thing that we can do some things to improve environment? B: firstly, we need to reduce the harmful gas, we can use the clean energy, and try not drive a car as usual. A: any else? B: we can also need to protect nature and plant more trees. A: in my opinion, we can also need to enhance our awareness of environmental protection. B: its the first that we need to do.C. Now work with another pair too compare the solution without looking at the reading passage or any notes you have made. And then tell all the class two most important solutions that you think of. Suggested answer: Group a: after discussing, our group hold the view that we need to reduce the release the harmful gas and plant more trees. Group b: in our opinion, the most important that we need to do are to increase more publicity of environmental protection and use clean en