“新標準”杯英語網(wǎng)絡教案、課件大賽參賽作品
《英語》（新標準）（供高中階段使用）
第三冊（必修三）第四模塊教案
編寫教師：賈衛(wèi)華
工作單位或通訊地址：山東省濱州市濱城區(qū)第二中學英語組
郵編：256600
E-mail：jwh0710@163.com
聯(lián)系電話：0543-3201790（office）
《英語》（新標準）（供高中階段使用）
第三冊（必修三）第四模塊教案
Module 4 Sandstorms in Asia
教學內(nèi)容：介紹沙塵暴、環(huán)保方面的知識并學習相關詞匯。系統(tǒng)學習動詞不定式的用法。培養(yǎng)與沙塵暴有關的語言技能。
教學目標：
1 語言知識、技能目標：掌握與沙塵暴有關的詞匯、短語；能讀懂課文并理解語段之間的邏輯關系，從中獲取信息并回答有關問題；能深刻理解動詞不定式各種形式的含義；能聽懂教材配套材料并根據(jù)要求完成練習；能敘述沙塵暴在我國的危害、提出自己的想法，并書面表達出來。
2 素質教育目標：了解世界環(huán)保情況，培養(yǎng)環(huán)保意識。
基本設想：基本按照教材編寫順序進行各個部分的教學并略作改動：首先，在模塊教學開始時先進行模塊內(nèi)集中識詞，以利于學生進行預習，并使閱讀更順利。其次，課本38頁的Writing與練習冊中的Writing異曲同工，而且練習冊中提供了段落標題和范文，有助于學生更加順利的寫作，因此，寫作練習就采用練習冊中的。
第一課時
課型：Vocabulary
教學內(nèi)容：1, Word list and names and places of Module 4
2, Exercises related to vocabulary
教學重點：Pronunciation
教學難點：Correctly pronounce the long words
教學方法：Listening, reading and practicing
教學用具：錄音機，課本
教學過程：
Step1 Introduction
We have learned many kinds of natural disasters such as Tornados, hurricanes and earthquakes, and we know that we can’t stop them from happening, but we can reduce the damage they bring by studying them. Do you know that there is other kind of disasters caused by both climate changes and human beings? (Leave a few seconds for the students to think.) Sandstorms are one of this kind of disaster. In this module, we will talk about sandstorms. First, let’s deal with the new words in this module.
Step 2 Presentation
Page 114, Word list of module 4;
Play the tape of the word list, Module 4 for the students to follow at least twice. Listen to the long words a few times more for the students to listen more clearly and repeat.
Step 3 Practice
Allow the students at most ten minutes to practice reading these words and then check the pronunciation. While checking, the students read the words one by one, and each student reads only one word. Meanwhile, correct the wrong pronunciations together with the students.
Step 4 Presentation
Briefly explain a few words, such as desertification, forecast, and so on. Write them on the blackboard
Step 5 Practice
Page 31, Part 1 and 2; Page 33, Part 2 and 3; Page 35, Part 1.
Allow the students enough time to practice, when most of them have finished, check the answers.
Step 6 Homework
1 Read the word again.
2 Preview the text.
Step 7 Teaching reflections
Most of the students can read the word list correctly and fluently. Encourage the quick students to help those who have difficulties in pronouncing.
板書設計：
Word list of Module four
1 desert n. 沙漠------desertification n. 沙漠化;
2 forecast n./v. forecast(ed) a weather forecast 天氣預報
3 concerned adj. 1) be concerned about 關心…
2) as far as I’m concerned 我認為/就我來說
第二課時
課型：Reading
教學內(nèi)容：Sandstorms in Asia
教學重點：1 Read to get certain information
2 Language points
教學方法：Pair work, discussing and Reading
教學用具：電腦，屏幕，課本
教學過程：
Step 1 Revision
Ask three or four students to read the word list and other students to correct their wrong pronunciations.
Step 2 Pair work
Page 33, Exercise 2, ask the students to read the words in the box for each other and discuss to make clear their meanings. After a while, check the answers. Exercise 3, in pairs, students discuss first and then check the answers.
Step 2 Discussion
Page 32： Discuss the picture together with the students according to the questions at the top of the text.
Answers to these questions:
1 There is a sandstorm blowing.
2 She is wearing hoods, masks and glasses.
3 The traffic moves slowly. Because it’s not clear to see everything on the road and people must take great care.
4 Experts advise people to stay at home in this situation.
Step 3 Skimming
Show some questions on the screen or hand out a piece of paper with the questions on it. Ask the students to read the text fast to find the answers.
Questions:
1 What are sandstorms?
2 In what places do they often happen?
3 What does Ren Jianbo’s example tell us?
4 Are there sandstorms in China? Where?
5 Have sandstorms in China increased or decreased recently? Why?
6 Why does traffic move slowly during the sandstorm?
7 What’s the expert’s advice when a sandstorm arrives?
8 What does the government do to protect Beijing from sandstorms?
Step 4 Scanning
Page 33,Exercise 4 and 5: Allow the students enough time to read the text carefully and then do the two exercises. When most of them have finished, check the answers. (The answers can be found in the Teacher’s Book.)
Step 5 Language points
Type the language points on the computer and show them on the screen.
1 mass adj. 大規(guī)模的 a mass campaign 一場大規(guī)模的戰(zhàn)役
n. 團，塊，堆
a mass of clouds /hot air
a mass of =masses of 許多，大量
the masses 群眾
2 be caught in 被困于…,遇到…
He was late for work yesterday afternoon because he was caught in the traffic jam.
Charles Chaplin was once caught in a snowstorm for several days.
3 appear v. 1）出現(xiàn)，出版，發(fā)行
His book will appear in the bookshop next week.
A smile appeared on his face when he heard the good news.
2) 看起來，似乎。 系動詞
She appeared very tired.
She appears to want to leave.
4 prevent somebody from doing, stop somebody from doing,
keep somebody from doing
阻止某人做某事。
Note: keep sb. from doing 中from 不可以省略，因為keep sb. doing 意為：讓某人一直做某事。其他兩個詞組中from省略后意思不變。
I’m sorry to keep you waiting so long. 很抱歉讓你等了這么久。
We must keep him from complaining all day.
我們不能讓他整天抱怨了。
Step5 Summary
In this class, first, we learned that the sandstorm is a serious environmental problem and Chinese government is making efforts to deal with it. Try to describe the damage that sandstorms bring and say what you think we should do that is helpful in dealing with sandstorms. Think about this question after class. Second, we learned some new words and phrases. Let’s go through the new words in Exercises 2 and 3 on Page 33 and the language points again quickly.
Step 6 Homework
1 Describe the damage that sandstorms bring and suggest your ideas about how to deal with sandstorms in the exercise books.
2 Remember the new words and language points you learned in this class.
Step 7 Teaching reflections
Now, the students have learned about and can say something about sandstorms. But the sentences containing infinitives are difficult to understand, so ask the students to underline them. After they have learned Grammar 1 in this module, they will understand.
板書設計 Sandstorms in Asia
1 Skim to answer questions
2 Scan to do Exercises 4 and 5
3 Language points:
第三課時
課型：Grammar and listening
教學內(nèi)容：Grammar 1 and listening
教學重點：
1）Make clear the uses of Infinitive.
2) Listen to find certain information from the listening material.
教學難點：動詞不定式不同時態(tài)，語態(tài)的含義及功能
教學方法：Interpretation, practice and listening
教學用具：講義，課本，錄音機
教學過程：
Step 1 Revision
Ask a few students to describe the sandstorm situation in Asia and China.
Step 2 Grammar
Page 34: Infinitive
Part 1, read these sentences together with the students. Then in Chinese introduce the different types of infinitive and explain what part of speech they act in a sentence. Allow the students a few minutes to do Exercise 2 and 3 silently and then check the answers.
Hand out a piece of paper with the following on it.
Infinitive
一）不定式的句法功能是做主語，表語，賓語，賓語補足語，主語補足語，定語，目的狀語和結果狀語，分別給出一個例句 ：
1） To master a foreign language is necessary for a college student.
(主語)
2） Your job is to wash dishes.（表語）
3） She promised to give him a chance. (賓語)
4） The teacher told his students to pay attention to their pronunciation.（賓語補足語）
5） I was asked to help him with his lessons.（主語補足語）
6） Have you got a pencil to draw pictures with?（定語）
7） Some scientists went to Germany to attend a medical conference.（狀語）
8） He was too excited to say anything.（狀語）
二）注意不定式的不同時態(tài)與語態(tài)及其含義：
1）它的一般式to do表示不定式動作與主動詞處于同一時間層面或動作發(fā)生于主動詞之后。
He seems to know French.
I have so much work to do now, so I can’t go shopping with you.
2) 它的進行式表示不定式動作與主動詞處于同一時間層面并且動作正在進行。
He pretended to be listening attentively when the teacher looked at him.
3) 它的完成式表示動作發(fā)生在主動詞之前。
He seems to have read the novel.
4) 它的被動式表示動作與邏輯主語之間是被動關系。
The meeting to be held tomorrow is about how to stop the pollution.
I’d like to have been told the news earlier.
三）不定式的復合結構。
1）“疑問詞+不定式”可以做主語，賓語，表語，同位語。
The problem is how to persuade him to change his mind.
2) 帶有邏輯主語的結構of/ for sb. to do sth
The first thing to do is to clean the room.
It is foolish of you to say such words.
Page34, Part 2 and 3, allow the students a few minutes to do these exercises and then check the answers.
四）Practice
1 As air pollution has been greatly reduced, the city is still____.
A a good place to live B a good place for living
C a good place to be lived in B a good place for living in
2 the headmaster is the right person ____.
A for talking B to talk to C talking D talking to
3 I picked up a few books about history ____during your trip to Beijing.
A to be read B to read C reading D to have been read
4 I spoke to her kindly ____ her.
A to frighten B not to frighten C not for frightening D frightening
5 The boy wanted to ride his bicycle , but his mother told him _____.
A not to B not to do C not do it D don’t to
Key: ABABA
Step 3 Listening
Page 35, Part 2,3and 4, allow the students about three minutes to go through the topics in exercise 2, the questions in exercise 3 and the incomplete sentences in exercise 4, and then play the tape three times continuously, asking the students to do the exercises one by one . After that, check the answers.
Step 4 Summary
Briefly go through the knowledge of infinitive.
Step 5 Homework
1 Revise the use of infinitive.
2 Listen to the tape, the passage on Page 32 and the dialogue in the Listening on Page 35.
Step 6 Teaching reflections
Infinitive is both important and difficult for Senior High students to learn. They need much practice later to consolidate it. The listening practice here is not very hard since they have learned the word list ahead of time.
板書設計
Infinitive
1 否定式: not to 2 進行式：to be doing
3 完成式：not have done 4 被動式： to be done
5 完成被動式： to have been done
第四課時
課型：綜合課
教學內(nèi)容：Page 36, 38 and 39
教學重點：
1 Grammar: but+infitive
2 Learn to express strong opinions.
3 Learn something about environment protection in the world.
教學難點：Express strong opinions by stressing certain words.
教學方法：Pair work and Practice
教學用具：錄音機和課本
教學過程：
Step 1 Revision
Complete the sentences using infinitive structures.
1) It’s good manners _____ people in trouble.(help)
2) All I did was _____him some advice.(give)
3) He does nothing but ____all day.(play)
4) It has no choice but _____down and sleep.(lie)
5) Is there anyone ____ care of these children?(take )
6) ______ a friend, he got off the train in Beijing.( see)
7) He hurried to the station, _____that the train had gone.
8) He happened ______out when I went to see him.(go)
9) I’d like _____the news earlier.(tell)
10) It’s foolish of you ____such words.(say)
Answers : 1 to help 2 give 3 play 4 to lie 5 to take
6 To see/In order to see 7only to see 8 to have gone out
9 to have been told 10 to say
Step 2 Grammar 2
Page 36, Exercise 1: Students discuss in pairs the three questions below the sentences in Exercise 1 after reading them and the six sentences in Exercise 2. After a while, collect the answers.
Note : In sentence a, “but” means “except”.
In sentence b and c, “can’t help but do” and “can’t but do” means “have to do”.
區(qū)別：can’t help doing… 禁不住…
Hearing that she was admitted to a famous college, she can’t help jumping.
Do exercise 2 orally together with the students.
Step3 Function
Exercise 1, listen to underline stressed words. After listening, check the answers.
Exercises 2 and 3, students do pair work discussing the stressed words and complete the dialogues. After a while, check the answers.
Ask the students to read the three sentences in Exercise 1 together following the tape and then the three sentences in Exercise 2, paying attention to the stressed words.
Note : “I have no idea.” means “ I don’t know.”
Step 4 Everyday English
Students do pair work to discuss the right answers and then check the answers.
Answers: 1b, 2 a, 3 b, 4 a, 5a.
Step 5 Culture corner
Page39, discuss the picture: what is the little boy doing? What do you think of his action? Go through exercise 1 together with the students, and then ask the students to read and find the answer. (Answer: They put the garbage into different bags. There are laws that don’t allow people to burn too much coal. In the 1970s, they started a “green” movement).
Note: 1 CFCs: chlorofluorocarbons 含氯氟烴 （一種化學有機物）
2 aerosol cans 氣溶膠罐；aerosol, 浮質（氣體中的懸浮顆粒，如煙霧等。）
Step6 Summary
Briefly summarize what we did in this class.
Step 6 Homework
1 Revise what we learned in this class.
2 Read “The Green Movement” again, and then think about the things you do everyday, and whether they are good or bad for our environment. Write a short passage about 80 words on the exercise book.
Step 7 Teaching reflections
Expressing strong opinions by stressing certain words is not very easy to master. Encourage students to practice whenever possible.
板書設計:
1 can’t but do, can’t help but do 不得不，不會不
區(qū)別：can’t help doing 禁不住做 can’t help to do 不能幫忙作
can’t …too/over 總不嫌過分，越…越好
eg. You can’t be too careful when crossing the road.
過馬路時越小心越好。
3 I have no idea.
It couldn’t be be worse.
It’s absolutely hopeless.
第五課時
課型：speaking and writing
教學內(nèi)容：Page 37 and 90
教學重點：Write a message about environmental problems
教學難點：Organize the discussion
教學方法：Group work, reading and writing
教學用具：課本
教學過程：
Step 1 Group work
We have learned from the previous class that some European countries are better than us at looking after the environment. It’s high time for us to realize the importance of protecting our planet and do something that is actually helpful. Now please turn to Page 37, look at Speaking 2, Exercise 1, let’s discuss how the things in the first box are bad for the environment, using the words in the second box to help you. Using “We need to…”, “We must…”, “We should…” to discuss solutions. Divide the class into groups of four to discuss in the charge of the group leaders. Each group chooses only one of the five topics. While they are discussing, the group leaders keep records. After about ten minutes, ask two group leaders to give a short talk about their discussion to the class.
Step2 Reading
Page 90, Exercise 17, allow the students three minutes to read the passage and think about the questions at the top of the passage. After that, orally discuss the headings of each paragraph.
Step3 Writing
Page 90, Exercise 18, ask the students to choose a heading from the first part, then write a message with the help of the paragraph headings in Part 2, using the message in Exercise 17 as a model. After about ten minutes, ask a few quick students to read their writings.
Step 4 Summary
In this class, we discussed how to solve environmental problems closely related to our lives. I hope every one of us can make some efforts to improve our environment. And we learned how to write this kind of article.
Step 5 Homework
1 Hand in their writings after class when they have finished
2 Revise the whole module.
3 Finish the workbook exercises.
Step 6 Teaching reflections
The discussion in this class was successful and this kind of writing is very suitable for the students to practice writing.
板書設計: Writing
Paragraph headings:
1 What you are worried about
2 Causes and results
3 What we should /need to / must do about it
4 Conclusion：Why it’s important to do something