教学设计：SandstormsinAsia（市一等奖）

Module4SandstormsinAsiaPeriod4ListeningandVocabulary;Speaking教学设计教材分析本节是听说课，听力材料中有一些新鲜的内容，所以需要学生首先来了解一些生词并记住其意思，让学生单独完成活动一的意思注释练习。记住这些词汇然后在听力材料播放过程中印证所学单词的意思。通过听时和听后练习，学生会体会到逐渐进步的乐趣。会话课中新加入的单词让学生深入联系现实，讨论现实中的环境保护问题并得出结论。课程内容在听说活动中与现实联系了起来。三维目标1.知识与技能1)Letstudentsknowthemeaningsofthenewwordsandtrytousethem.2)Traintheirlisteningskills.3)Traintheirspeakingskills.2.过程与方法1)ListeningActivitytotraintheirlisteningskills.2)Encouragestudentstospeakinclassthroughorganizingsomepairorgroupwork.3.情感与价值Throughlearningnewworksandinformationlearnedinthetext,trytoexpressyourattitudetowardsenvironmentprotection.教学重点1.Motivatestudentstoworktogether.2.Listencarefullytocatchtheimportantpoints.教学难点1.Somenewwordsandhowtoimprovetheenvironment.2.Speakfreelyonthetopicofenvironmentprotection.教学方法Inductionanddeduction.教学过程→Step1RevisionThegrammarwelearnedlastperiodistheinfinitive.Nowwe’lldosomeexercisestoconsolidateit.(Showthefollowingonthescreen.)1.Thedoctoraskedus_____________somuchnoise.A.don’tmakeB.notmakeC.notmakingD.nottomake2.—Didyoudrinkanywineattheparty?—I’dlove_____________much,butIhadastomachachethatday.A.todrinkB.tohavedrunkC.drinkingD.havingdrunk3.CharlesBabbageisgenerallyconsidered_____________thefirstcomputer.A.toinventB.inventingC.tohaveinventedD.havinginventedSuggestedanswers:1.D2.B3.C→Step2ListeningandVocabulary1.Inthefollowingsectionwewilllearnsomenewwordsandthenwewilllistentoashortdialogue.Firstlookatthewordsintheboxandreadafterme.Payattentiontothewordswherethestressisnotonthefirstsyllable:dioxide,environment,pollution.Thenaskstudentstomatchthewordswiththedefinitionsindividually.Thencheckwiththeirpartners.Afterthat,askbacktheanswersinawholeclasssetting,havingonestudentreadthedefinitionandanotherprovidetheword.Ifpossible,askmoregroupstodothat.atmospherecarbondioxidechemicaldamageenvironmentgarbagemeltpollutionrecyclethePoles1.theairaroundtheearth2.tohaveabadeffectonsomeoneorsomething3.asubstanceusedinchemistry4.thenaturalworld—theland,air,water,plantsandanimals5.tochangefromsolidtoliquid,e.g.icebecomeswater6.totreatsomethingsothatwecanuseagain7.oneofthegasesintheair8.themostnorthernandsouthernpointsonearth9.rubbish10.damagetotheenvironmentbecauseofchemicalsSuggestedanswers:1.atmosphere2.damage3.chemical4.environment5.melt6.recycle7.carbondioxide8.thePoles9.garbage10.pollution2.Listentoanenvironmentalexpert’sspeech.Putthetopicsbelowintheorderyouhearthem.First,readthroughthelistoftopics.Second,playthetapeoncewhilestudentsjustlisten.Thenplayitagainforthemtorankthetopics.Third,playitoncemoreforthemtochecktheiranswers.A.garbageB.treesC.pollutionD.meltingiceatthePolesE.theclimateSuggestedanswers:1.E2.D3.C4.B5.A3.HaveaquicklookatthewordsandquestionsinActivity3.Afterthat,playthetapetwiceforstudentstoanswerthequestions.Then,playagainforthemtochecktheiranswers.1Whatisthemosturgentproblemofall?2WhatexamplesofcoastalcitiesdoesDavidgive?3Whyistheclimategettingwarmer?4Whatisdescribedasamajorproblem?5Whathappenswhenwecutdownalotoftrees?6Howdoestheinterviewerfeelaboutthesituation?Askmorepairstogivetheiranswers,havingonestudentreadoutthequestionandanotheranswerit.Suggestedanswers:1Theclimate.2NewYorkandShanghai.3Becausepollutionisstoppingthesun’sheatleavingtheatmosphere.4Carbondioxidefromcars.5Thereislessoxygenandmorecarbondioxideintheatmosphere.6Optimistic.4.InActivity4,askstudentstoreadthroughthesentencesandtrytoanticipatewhatthemissingwordsmightbe.1Asaresult,theiceat_____________isbeginningtomelt.2Theseamayriseandcitiesonthecoastmay_____________.3Toomuchcarbondioxidepollutesthe_____________.4Treestakein_____________andgiveout_____________.5We_____________garbageandpollutetheatmosphere.6Instead,weshould_____________thegarbage.Thenplaythetapeforthemtocompletethesentencesindividually.Ifnecessary,playthetapeagain,isolatinganyproblemsectionsforintensivelistening.Suggestedanswers:1thePoles2disappear(underwater)3atmosphere4carbondioxide,oxygen5burn6recycle→Step3Speaking21.TurntoPage37,andhavealookatSpeaking2.First,askstudentstorepeatthewordsintheboxes.Coalplasticrefrigerators(fridges)carscuttingdowntreesPayattentiontoword“refrigerators”wherethestressisonthesecondsyllable.Thenpairstudentstotalkabouttheproblemstheycaused.damagegiveoutenvironmentcarbondioxidechemicalspolluteBeforethediscussion,theteachercanaskquestions,suchas1.When“coal”and“plastic”areburned,whatresultswilltheycause?2.Ifyoucutdowntoomanytrees,whatmayhappen?Ifstudentsarenotclearabouttheproblems,theninitiateaclassdiscussionandlistthemontheblackboard.(Ifpossible,usemultimedia.)coalsmokepollutes,plasticdoesn’tbiodegradeeasily,fridgescontainCFCswhichdestroyozone,carsemitcarbondioxidewhichpollutes,cuttingdowntreescausesdesertificationandreducesoxygenwhileincreasingcarbondioxide.Wehavealreadyknownthatthingsintheboxareharmfultoenvironment.Buthowcanweimproveit?Nowthinkoftenthingsweneedtodotoimprovetheenvironment.Workinpairsandexchangeinformationwitheachother.Theteachercanwalkaroundtheclassroomtomonitorandhelpstudents.Severalminuteslater,asksomepairstoreadouttheirmeasuresandthereasons.→Step4SummaryandHomeworkInthisperiodyoupracticedlisteningandspeaking.It’simportanttoprotectourenvironment.Weshoulddowhateverisusefulandmeaningfultoenvironmentandcallonpeoplearoundyoutoprotectouronlyearth.Homework:Readmorematerialsab