外研社高中英語(yǔ)必修3Module4SandstormsinAsia.ppt

外研社高中英語(yǔ)必修 Module4 Sandstorms in Asia,說(shuō)教材,吳忠高級(jí)中學(xué) 王平,Module4,A.說(shuō)課標(biāo),B.說(shuō)教材,課標(biāo)要求,教材內(nèi)容分析,模塊解讀,E.重點(diǎn)難點(diǎn),C.學(xué)情分析,D.教學(xué)目標(biāo),F.教學(xué)策略,G.高考鏈接,高一年級(jí)英語(yǔ)必修三,一、課標(biāo)對(duì)本課的要求,一、課標(biāo)對(duì)本課的要求,教材內(nèi)容分析,Module 4 Sandstorms in Asia本模塊介紹了亞洲（主要是中國(guó)）沙塵暴的情況，并引入了與沙塵暴和環(huán)保有關(guān)的詞匯，要求學(xué)生了解沙塵暴方面的知識(shí)并掌握相關(guān)詞匯，培養(yǎng)學(xué)生用英語(yǔ)談?wù)撋硥m暴及環(huán)保的語(yǔ)言技能。 Introduction 部分為此模塊的warming up,介紹與“沙塵暴”有關(guān)的詞匯，并設(shè)計(jì)了三個(gè)練習(xí)活動(dòng)。通過(guò)教材設(shè)計(jì)的這三個(gè)活動(dòng)，可以讓學(xué)生初步熟悉這些詞的意義，為以后的各項(xiàng)學(xué)習(xí)活動(dòng)做好準(zhǔn)備。 Reading and Vocabulary 該部分介紹了“亞洲的沙塵暴”。圍繞著課文，編者設(shè)計(jì)了五個(gè)與課文內(nèi)容和詞匯有關(guān)的練習(xí)。通過(guò)這些練習(xí)，學(xué)生可以增進(jìn)對(duì)沙塵暴危害性的了解，熟悉有關(guān)沙塵暴的詞匯。,教材內(nèi)容分析,Grammar該部分圍繞動(dòng)詞不定式設(shè)計(jì)了三個(gè)活動(dòng).要求學(xué)生理解動(dòng)詞不定式各種形式所表示的時(shí)間語(yǔ)態(tài)概念,并能在句子中正確運(yùn)用其各種形式. Pronunciation and fuction 該部分介紹了交際功能表示強(qiáng)烈感情和句子的重讀,并通過(guò)有關(guān)的練習(xí)幫助學(xué)生鞏固這方面的知識(shí). Speaking 該部分以?xún)扇诵问介_(kāi)展說(shuō)的活動(dòng),主題是沙塵暴.接著以環(huán)保話題為展開(kāi),對(duì)學(xué)生說(shuō)的活動(dòng)進(jìn)行環(huán)保教育,教材內(nèi)容分析,Writing 該部分中寫(xiě)作聯(lián)系分四個(gè)步驟進(jìn)行:1.描述一到兩個(gè)環(huán)境問(wèn)題;2.提出解決的建議;3.將問(wèn)題和建議分寫(xiě)下來(lái);4.寫(xiě)兩至三個(gè)句子概括全文. Everyday English這一模塊來(lái)自模塊的聽(tīng)力部分，側(cè)重習(xí)語(yǔ)在日常交際中的作用。 Cultural Corner 該部分內(nèi)容為 “綠色運(yùn)動(dòng)”,介紹了歐洲一些國(guó)家的環(huán)保情況,讀后可增強(qiáng)學(xué)生的環(huán)保意識(shí).,模塊解讀：教材的前后銜接,層 層 深 入 逐 步 提 高 奠 定 基 礎(chǔ),任務(wù),模塊解讀：教材的前后銜接,層 層 深 入 逐 步 提 高 奠 定 基 礎(chǔ),模塊解讀：教材的前后銜接,層 層 深 入 逐 步 提 高 奠 定 基 礎(chǔ),教材語(yǔ)法的前后銜接,學(xué) 情 分 析,在教學(xué)過(guò)程中，對(duì)學(xué)情的了解是教師因材施教的關(guān)鍵。高中的學(xué)生注意力有一定的穩(wěn)定性，觀察能力很強(qiáng)，具有一定的目的性，系統(tǒng)性和全面性，已經(jīng)初步實(shí)現(xiàn)從具體思維向抽象思維的過(guò)渡。他們喜歡富有個(gè)性化的教學(xué)設(shè)計(jì)，喜歡接受新鮮事物。同時(shí)，自我意識(shí)增強(qiáng)，擁有強(qiáng)烈的主觀能動(dòng)性。他們更是擁有很強(qiáng)烈的自我展現(xiàn)意識(shí)與欲望，不但在乎別人對(duì)自己的評(píng)價(jià)，更渴望得到別人的關(guān)注和贊賞。他們已具有了一定的自主合作和探究的能力，具有了一定的英語(yǔ)語(yǔ)言知識(shí)和英語(yǔ)應(yīng)用的能力，具備了基本的英語(yǔ)思考和英語(yǔ)表達(dá)的基本技能。 因此，設(shè)計(jì)這節(jié)課時(shí)，我充分考慮到學(xué)生的主體性，把自己作為與學(xué)生一起探討的一員，以亦師亦友的身份走進(jìn)他們，以基礎(chǔ)的語(yǔ)言啟發(fā)他們，以輕松的話題開(kāi)始，以愉快的交流展開(kāi)合作，充分創(chuàng)造機(jī)會(huì)讓同學(xué)們都擁有成功的喜悅，在和諧的氛圍中探究并完成教學(xué)任務(wù)。,教學(xué)目標(biāo),語(yǔ)言知識(shí)目標(biāo),語(yǔ)言技能目標(biāo),語(yǔ)言技能目標(biāo) 高中英語(yǔ)課程標(biāo)準(zhǔn) 強(qiáng)調(diào)用英語(yǔ)獲取和處理信息的能力 1).能從文章中獲取主要信息并摘錄要點(diǎn) 2).能理解文章主旨、作者意圖 3).能提取、篩選和重組文章中的信息 4).能利用上下文猜測(cè)新詞匯,語(yǔ)言知識(shí)目標(biāo) 1語(yǔ)言知識(shí)目標(biāo) 掌握并能運(yùn)用下列詞匯： 與沙塵暴有關(guān)：disaster, dune, citizen, dust, desertification, forecast, strength, cycle, mask 與環(huán)保有關(guān)：process, mass, campaign 句子: To have been caught in a sandstorm was a terrible experience. There was nothing to be done. To be cycling in a sandstorm is frightening.,情感 態(tài)度,情感態(tài)度 通過(guò)對(duì)本節(jié)的學(xué)習(xí)，學(xué)生了解人類(lèi)活動(dòng)對(duì)自然的破壞造成的后果，使學(xué)生認(rèn)識(shí)到保護(hù)環(huán)境迫在眉睫，從而使課堂學(xué)習(xí)成為學(xué)生理論聯(lián)系實(shí)際的過(guò)程，成為語(yǔ)言素養(yǎng)和與自然和諧共存意識(shí)共同提高的過(guò)程。,教學(xué)要點(diǎn),1. 把握與沙塵暴相關(guān)的詞匯及表達(dá) 2. 通過(guò)閱讀如何提高提取信息，分析 信息，解決信息。 依據(jù)：新課標(biāo)倡導(dǎo)從學(xué)生實(shí)際出發(fā)，尊重學(xué)生的個(gè)體差異和學(xué)生身心發(fā)展規(guī)律。課標(biāo)也倡導(dǎo)分層次教學(xué)，從學(xué)生客觀實(shí)際出發(fā)，量體裁衣。,重點(diǎn),難點(diǎn),1. 掌握課文的主旨大意，整理出關(guān)于課文結(jié)構(gòu)的主要信息。 2.把所學(xué)的內(nèi)容運(yùn)用到語(yǔ)言表達(dá)中，圍繞主題進(jìn)行討論及寫(xiě)作。 3.如何調(diào)動(dòng)學(xué)生積極性，表達(dá)自我想法，列舉事例，表達(dá)自己的觀點(diǎn). 依據(jù)：英語(yǔ)教學(xué)必須培養(yǎng)聽(tīng)說(shuō)讀寫(xiě)四大基本技能，尤其是說(shuō)和寫(xiě)的能力。而這兩項(xiàng)在我們的學(xué)生當(dāng)中是空白。作為英語(yǔ)教師我們必須逐步鼓勵(lì)學(xué)生多說(shuō)多寫(xiě)，培養(yǎng)說(shuō)寫(xiě)能力和信息輸出能力！,教 學(xué) 策 略,三、運(yùn)用多元化的評(píng)價(jià)方式，激勵(lì)學(xué)生在英語(yǔ)學(xué)習(xí)中不斷的進(jìn)步。 在學(xué)生的學(xué)習(xí)過(guò)程中，對(duì)學(xué)生的學(xué)習(xí)態(tài)度、學(xué)習(xí)動(dòng)機(jī)、學(xué)習(xí)效果給予積極中肯的激勵(lì)，不僅要關(guān)注學(xué)生 的學(xué)業(yè)成績(jī)，而且要發(fā)展和發(fā)現(xiàn)學(xué)生多方面的潛能。,高考鏈接,單項(xiàng)選擇 （山東）We are invited to a party _in our club next Friday. Ato be held Bheld Cbeing held DHolding （天津）_ the project in time，the staff were working at weekends. ACompleting BHaving completed CTo have completed DTo complete （遼寧）When we visited my old family home，memory came _ back. Aflooding Bto flood Cflood DFlooded （上海）David threatened _ his neighbour to the police if the damages were not paid. Ato be reported Breporting Cto report Dhaving reported,We already know the fastest，least expensive way to slow climate change：Use less energy.With a little effort，and not much money，most of us could reduce our energy diets by 25 percent or moredoing the Earth a favor while also helping our wallets. Not long ago，my wife，PJ，and I tried a new dietnot to lose a little weight but to answer an annoying question about climate change.Scientists have reported recently that the world is heating up even faster than predicted only a few years ago，and that the consequences could be severe if we dont keep reducing emissions(排放)of carbon dioxide(CO2)and other greenhouse gases that are trapping heat in our atmosphere. We decided to try an experiment.For one month we recorded our personal emissions of CO2.We wanted to see how much we could cut back，so we went on a strict diet.The average US household(家庭)produces about 150 pounds of CO2 a day by doing commonplace things like turning on airconditioning or driving cars.Thats more than twice the European average and almost five times the global average，mostly because Americans drive more and have bigger houses.But how much should we try to reduce? For an answer，I checked with Tim Flannery，author of The Weather Makers：How Man Is Changing the Climate and What It Means for Life on Earth.In his book，he had challenged readers to make deep cuts in personal emissions to keep the world from reaching extremely important tipping_points，such as the melting(融化)of the ice sheets in Greenland or West Antarctica.“To stay below that point，we need to reduce CO2 emissions by 80 percent，” he said. .文章大意：我和我的妻子從家庭日常生活細(xì)節(jié)入手進(jìn)行節(jié)能的嘗試。,環(huán)保類(lèi)閱讀 （）福建,（四川）All too often，a choice that seems sustainable(可持續(xù)的)turns out on closer examination to be problematic.Probably the best example is the rush to produce ethanol(乙醇)for fuel from corn.Corn is a renewable resourceyou can harvest it and grow more，almost limitlessly.So replacing gas with corn ethanol seems like a great idea. One might get a bit more energy out of the ethanol than that used to make it，which could still make ethanol more sustainable than gas generally，but thats not the end of the problem.Using corn to make ethanol means less corn is left to feed animals and people，which drives up the cost of food.That result leads to turning the fallow landincluding，in some cases，rain forest in places such as Brazilinto farmland，which in turn gives off lots of carbon dioxide(CO2)into the air.Finally，over many years，the energy benefit from burning ethanol would make up for the forest loss.But by then，climate change would have progresses so far that it might not help. You cannot really declare any practice“sustainable”until you have done a complete lifecycle analysis of its environmental(環(huán)境的)costs.Even then，technology and public policy keep developing，and that development can lead to unforeseen and undesired results.The admirable goal of living susta