“SandstormsInAsia”教学案例与反思-精品文档

1、“Sandstorms In Asia ”教学案例与反思【概述】“Sandstorms In Asia ”是外研社必修 3 教材第四模块的一篇主课文， 是高一年级学生要学习的有关环境方面的文章。 本模块分四课时进行，本节为第二课时泛读课， 45 分钟。通过本模块的学习，主要培养学生快速进行英语阅读的能力和语言表达能力。 课文内容是描写一场北京沙尘暴的严重危害以及亚洲沙尘暴的成因。 由于本课通过多媒体进行教学，为学生提供了比课本更生动，更真实，更丰富的资源，更容易引起学生的兴趣，因此有助于培养学生观察、判断、理解事物的能力和表达能力。【目标】 Knowledge and ability：To b

2、roaden the studentshorizons and know more about disasters， esp. Sandstorms；Toimprove the students s kills of fast reading and summing up. Process and method：To encourage the students to think and talk in English through communicative tasks and provide students with chances of cooperation .（学生通过参与体验合

3、作交流的方式，讨论沙尘暴给我们带来的危害以及在生活中如何有意识地进行环境保护。）Emotion-attitude-value：To get the studentsto know more aboutsandstorms and otherdisastersand callon them to protecttheenvironment.【学情分析】学生来自学校高一理科实验班，学生整体落差小，教学起点容易把握， 学生具备一定的英语表达能力，能够用英语讲述身边发生的事情。学生对“ Sandstorms In Aisa ”这个主题很感兴趣，思维活跃，视野较宽。但深层次讨论亚洲沙尘暴的成因仍有一定难

4、度，因而教师安排学生课前预习， 利用资源开发策略和任务型活动策略辅助教学，力求达到更好的效果。【教材分析与处理】1. “课程标准”要求：了解有关天气、音乐、人物、运动等与生活息息相关的内容。2. 本课的地位和作用：本模块的话题是亚洲沙尘暴，描述沙尘暴给人们的生产、生活带来的危害，旨在引起学生对保护环境的重视，在生活中身体力行。 本模块是必修三教材中相对严肃的话题之一， 起着承上启下的作用。 通过本课的学习， 能起到教育学生爱护环境的作用。【尝试与探究】根据新课程改革的要求， 本节课在任务型教学法上做了进一步探究。按照读前、读中、读后三个主要环节布置学习任务，在内容要求上层层深入，以二人组、四人

5、组的小组合作的学习方式，将任务型教学法贯穿课堂教学始终。首先，在课题探究方面，本节课使用网络视频，让学生认识到沙尘暴的危害。其次，采用 China Daily 上我国投入一亿元防止沙尘暴的新闻，引发作为一个公民如何保护环境的讨论， 从而增强学生的社会责任感和环保意识，紧扣省级课题“高中英语教学资源的应用研究”。Teaching methods ：1.Ss-centered ；2.Cooperative learningapproach ；3.Whole-language teaching.Teaching aids ：multi-mediacomputer ；blackboard ；recor

6、der.Teaching Procedure：Step 1 ：RevisionT: In module 3 weve learnedabout the Violenceof Nature ，now let s go over two definitions. The first onetornado?S: A tornado is a rotatingcolumn of airto the ground.：What is a from a thunderstormT: Yes ， very good. The second one: What is a hurricane?S: Hurrica

7、nes are strong tropical storms ， and they usually occur in the southern Atlantic Ocean.（复习两个与恶劣天气有关的单词，目的是引出自然灾害这一话题。）Step 2: Lead-inT:You are right.And what other natural disasters do youknow?Ss: Flood ，earthquake ， fire， etc.T: Now，look at the screen ，let s go over some of them.The first picture，w

8、hats happening?Ss: Earthquake ，fire ，flood ，thunderstorm ，eruption ，drought ，tsunami.T: Next picture ， this is one picture of the snow and ice disaster in January 2008. What do you know about the disaster? Say anything you like.S: It happened in the south of China most serious one.， and Hunan had th

9、eT: Very good. Im glad thatyou are so concerned about thecurrent affairs.And the last pictureSs: Sandstorms.，whats happening?T: Yes，theseyears sandstorms happen much more oftenthanin the past and it s a very serious environmental problem. What happens when there is a sandstorm and what should we do?

10、 To findout the answers， lets learn the new lesson: module 4，sandstorms in Asia.（用图片的方式复习学过的词汇，给学生强烈的视觉冲击的同时，激发兴趣，为本节课的深入探究做个铺垫。同时聚焦热点，突出 2008 年我国南方的冰雪灾害并引出本课主题。 ) Step 3: Pre-readingT: Before we read the passage， let s think about the words related to environment. What can you think of?Ss: Recycle

11、，protection，pollution，garbage，etc.T: And next lets cometo word-guessing.Let s guess somes in the reading material.Ss: Cycle ， expert ， process ， citizen， dust ， survive，forecast ， situation.（用头脑风暴法复习与本课有关的单词， 使得学习有困难的学生在其他同学的引领下不由自主地温习学过的单词， 为更好地理解课文做准备。）Step 4: ReadingT: OK. thats all forthisexerci

12、se.NowI d likeyou toread the passage and then do activity 4. Are you clear?Ss: Yes.T: OK. Lets fill in the blanks. Who can try?（培养学生快速阅读并找出文中关键性细节的能力。）T: Well done. Follow the tape and try to get the main ideaof the passage.To get the main idea of the passage， you needto find out the topic sentence

13、of each paragraph. Do you think so?（本着“听说在先，读写在后”的原则，此环节让学生听音跟读后找主题句或归纳中心句， 从学生的表现来看， 他们的生成能力是不可估量的，教师要多给学生这样的机会。 T: From the s on the blackboard)we can get the generalideaof the reading passage. Next let s come to the details passage. I give you a few minutes to prepare ask-and-answerof thequestion

14、s.Nowlets ask and answer questionsaccordingto thepassage.（让学生以小组竞赛的方式互问互答，培养小组合作精神和学生的团队意识。但从课堂效果来看，操作的形式和方法还有待改进。）Step 5: Added materialsT: By now we have grasped the main idea and some detailsof the reading passage. Next I d like you to watch a video and have a little rest. （学生观看。）What information

15、 have you got? What are your feeling?Ss: Terrible， scared ， unhappy.（在观看沙尘暴视频，目睹其带来得到危害，感受可怕场面的同时达到缓和紧张学习气氛，使学生的大脑得到调节的目的。）T: Sandstorms are terrible，but we can take measures topreventthem. Ihave preparedanotherreadingmaterialforyou，let s see what our country has done to prevent sandstorms.Itis an a

16、rticle from China Daily ， read the article on the right and try to answer the questions on the screen.T：What is the money used for?S：The money is used for tree-planting to prevent sandstorms.T: In which aspect （方面） will Beijing cooperate with neighboring regions?S: In sandstorm mornitoring.T: What p

17、roject has Beijing already launched?S: The Beijing-Nanjing windblown sand sources controlproject.T: What s the aim of the project?S: To plant 40 ，000 hectares of trees on hills and speedup the sand control on 16，000 hectares of desert land.（根据外研社教材必修1 至 4 相对基础，阅读量不大的特点，教师从 China Daily 上截取类似题材和体裁的文章，

18、限时让学生阅读并回答，培养学生的快速阅读和捕捉有用信息的能力。）Step 6: DiscussionT: Our country has invested a lot of money to preventsandstorms. So as a citizen or a student， what should we doto protect environment in our daily life? Let discussion in groups of four.s have aSs: Save water ， usepaper on both sides，don t throwgarb

19、age everywhere ，recyclerubbish ， plantmore trees ，etc.T: Excellent. Next task ，design a slogan and give a short speech to call on others to protect the environment.Ss: Protectingthe environmentiseverybodys duty. Bearfewer children and plant more trees. The earth is our family and we should love it.

20、Etc.，（学生小组讨论生活中应该如何保护环境，通过小组合作的学习方式来提高他们的学习能力。同时通过海报的形式， 让学生在活动中得到启示，从而从我做起，从现在做起，保护环境。完成本节课的情感、态度、价值观目标。）Step 7: Summary and homeworkT: Well done. All of you have performed very well .You have made greater progress in English as you can express yourselvesmore clearly . In this period weve learned a lot aboutsandstorms ， and we sho