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1、Topic 2 All these problems are very seriousSection AI . Material analysis本课是第二单元第二话题的第一课时。主活动是 1a。1a通过Kangkang向他的同伴Maria和Jane抱怨恶劣的天气，引出本课的功能 意念：抱怨和责备。同时也初步呈现了本单元的语法点：不定代词和不定副词。1b主要培养听力策略，即重点听对话的大意。1c侧重于考查归纳总结的能力。在2中，通过 用所给词的正确形式填空”这种题型，巩固1a中的重点语言点。借助3的图片和信息提示，进一 步形象地了解沙尘暴形成的过程。通过 4的听力练习，提高学生听取文段细节的能
2、力。本课通过谈论沙尘暴的成因说明了树木对环境保 护的重要作用。同时也让学生了解天气与人类活动的关系，关注全球的环境问题。n .Teaching aims 1.Knowledge aims：掌握本课的重点词汇和短语，谈论沙尘暴的成因。初步感知不定代词和不定副词的用法。2.Skill aims:能听懂谈论沙尘暴成因的对话。能够从所听材料中获得有效的细节信息。能够根据图片和信息提示词描述沙尘暴形成的过程。3. Emotional aims: (optional)让学生了解环境污染的严峻形势，引导学生爱护大自然，爱护花草树木，树立绿色环保意识。4. Culture awareness: (option
3、al)通过课文的学习，让学生了解沙尘暴形成的原因和过程，关注全球的环境问题。m . The key points and difficult points1. Key points:Words and phrases: sand, although, sandstorm, desert, humarbeing, reduce, completely, change into, stopfrom, blow/ wash away, asresultSentences: A lot of water can be saved by forests.Although we have built “
4、The Green Great Wall ” , we still need to do something to protect the environment.Grammar: Indefinite pronoun and adverb.2. Difficult points ：能够从所听材料中获得有效的细节信息来补全句子。能够根据图片和信息提示词描述沙尘暴形成的过程。IV. Learning strategies通过引导学生在听前阅读1b和3,培养学生形成听前熟悉、预测听力材料的学习习惯。通过 3 中的插图预测并描述新话题，培养学生的逻辑推理能力。V . Teaching aids关于沙
5、尘暴的视频和图片，录音机，幻灯片等。VI. Teaching proceduresStage(time period)InteractionpatternsTeacher activityStudent activityRemarks1Getting students ready for learning (3 mins)Class activityPlay a short video about a sandstorm and le Ss guess what kind of weather it is.T: Hi, boys and girls! It s a fine 'day,
6、 isn Ss: Yes.T: Now watch the short movie and guess what kind of weather it is? T: Can you tell me what the weather is?Ss: Yes,沙尘暴.T: Right. We call it sandstorm” .Is a 'kind of storm caused by sand. So we call it sandstorm. Now read after me, “sand't Watch a video about a sandstorm and gues
7、s what kind of wieather it is.Ss: Yes.Ss: Yes,沙尘暴.通过播放与沙尘暴相关视 频，进入本课话题，从视 觉，听觉等方面感知沙尘 暴这种恶劣的天气现象， 为了解环境问题做好准 备。“sand” .(Point to a scene in the video.)Ss: “sand” ,“sand”T: “storm ” ,“storm ”Ss: “storm” ,“storm”T: “sandstorm” , “sandstorm'Ss:“sand” ,“sand”T: “storm ” ,“storm ”Ss:“storm ” ,“storm
8、”Ss:“sandstorm ” ,“sandst教师在教读单词时，注意 使用升调和降调，配上手 势，培养学生的语音语调。orm ”2Lead-in(3 mins)Group workShow the pictures of a sandstorm, let the Ss guess how sandstorm comes into being and number the pictures in 3.T: OK, do you know how sandstorm comes into being? Please look at the pictures, discuss and numbe
9、r them in groups. T: OK, how does the sandstorm come into being? Tell me the right order, please.S1: Its 4-1-5-3-6-2.Look at the pictures about a sandstorm, guess how sandstorm comes into being and number the pictures in 3. S1: Its 4-1-5-3-6-2.先处理3部分，简单描述 】沙尘暴形成的过程，让学生对这种天气，有所了解， 然后在进入1a,详细谈论 沙尘暴形成的
10、原因以及树 木的功能，这样，让课堂 划、节更加流畅。3Pre-listeningGroup workLet the Ss talk about sandstorm accordingTalk about sandstorms according1引导学生通过图片和短语(5-7 mins)to the pictures and the given words in 3 in groups.T: Yeah, you are right. With the help of pictures and the words below, can you talk something about sands
11、torm?Ss: Yes.T: Now discuss with your group members. T: OK, who can try?S1: Long ago, there were lots of trees and forests. But people needed some wood to build houses and do other things, so they cut down the trees day by day. And the forests have gone slowlyS2:to the pictures and the given words i
12、n 3.Ss: Yes.S1: Long ago, there were lots of trees and forests. But people needed some wood to build houses and do other things, so they cut down the trees day by day. And the forests have gone slowly S2:提示，正确排列图片顺序， 对沙尘暴形成的过程进行 描述，训练学生连词成句， 连句成片的能力。为了降 低难度，可以这样操作： 先让小组内的每个成员根 据提示词写一个或者几个 相关的句子，再一起将
13、这 些句子串起来，最后注意 加上止确的连接词。在展 示环节，可以让学生以小 组为单位，T上台做一 个关于沙尘暴的 presentation,展小小组合 作的成果，体现小组的风 米。4While-listening(8 mins)Individual workStep 1: Present the picture in 1a. Let the Ss listen to 1a once and do 1b alone.T: Right. Now look at this picture. What s the weather like?51: Its a sandstorm.T: How do y
14、ou like the weather?52: I think it s terrible.T: People can' stee things clearly. And it s' bad for our health. Now listen to the tape and choose the best answer in 1b. When yo are listening, pay attention to the main idea.T: Now please check answers. The boy and girls are talking aboutS1: B
15、, the reasons for sandstorms. Look at the picture in 1a, listen and choose the best answer in 1b. .51: It s a sandstorm.52: I think it s terrible.uS1: B, the reasons for sandstorms. 通过课文插图，引导学生 预测课文内容，为完成听 力降低难度。1b的听力是 抓对话的主题，不能直接 找到主旨句，而是要通过 归纳的方式得出，如果教 师提示学生用排除法”， 可以帮助学生作出止确的 选择。Pair workStep 2: L
16、et the Ss listen to 1a again and complete the functions of trees in 1c. They can discuss in pairs.T: Listen to 1a again and find the functions in 1c. T: What are the trees' functions?51: Trees can stop the wind from blowing the earth away.52: They can also stop the water from washing the earth a
17、way.Read and complete the functions in 1c. Discuss in pairs.51: Trees can stop the wind from blowing the earth away.52: They can also stop the water from washing the earth away.如果学生基础较好，也可 以将1c调整成听的活动， 学生能够找到答案，但会 很难记卜来。因此，可以 用听读结合的方式，先听 两遍，记卜关键词，再通 过朗读，检查答案。5Post-listening(10 mins)Group workGroup w
18、orkStep 1: Let the Ss read 1a in groups and then role play it.T: Read 1a with your group members and act it out.Step2: Let the Ss read again and find the important phrasesin 1a. Then write themRead 1a in groups and then role play it.Read 1a sentence by sentence, and underline the important在处理知识点时，教帅
19、要让学生自己去发现重难down on the Bb.T: Now read 1a sentence by sentence, underline the important phrases and then write them down on the Bb behind. T: OK, lets'look at your notes. No.1, “change into ” .Who can tell us its meaning?51: It means“turn into ” .T: Right. Who can make a sentence with it?52: We c
20、an change ice into water.T: Wonderful! If your group also has this phrase, please tick it out. Now next one, “stop frordoing sth. "Who can make a sentence with it?S3:phrases.51: It means “turn into ” .52: We can change ice into water.点，这有助于学生调整复 习方向。如果他们组呈现 的都是本课的重点知识， 教师要给予肯定和鼓励。在讲解过程中，注意综合 所有
21、小组的重点，并让学 生自己想办法解决，通过 造句等方式在情境中来运 用该知识点。在处理完课文知识点后， 检验学生学习情况最好的 方式就是做题，本课2,就Class activity(Teach other phrases in the same way.) Step 3: Lead the Ss to complete the sentences with the correct forms of the given phrases in the box in 2.T: OK, we have learnt the key phrases. Now let s'fill in the
22、blanks in 2 with the correct forms of the phrases.T: Lets check.51: People have cut down such a large number of trees that the land has changed into desert.52: ，so the wind always blows the earth away.53: ，so we must do something to reduce it.S4:Complete the sentences with the correct forms of the g
23、iven phrases in the box in 2.51: People have cut down such large number of trees that the land has changed into desert.52: ，schfe wind always blows the earth away.:S3: ，so we must do somethin to reduce it.S4:是对1a知识点的巩固训练 和学习情况的检测，也是 提高学生综合运用语言的 能力。1gS5:S5:6Finishing Task4 (10 mins)Class activityLead
24、 the Ss to look at the phrases. Listen to the passage and circle the phrases you hea Then listen twice to complete the sentences Finish 4.T: Look at these phrases, whats the meaning of “ become weaker ” ？ S1: It means 变得更虚弱" in Chinese.T: Right. How about “destroy the environment ” ？S2: It mean
25、s破坏环境 . T: Now listen carefully and circle the phrases you hear. .T: OK, now check the answer together.Look at the phrases,listen and. circle for the first time. Then listen twice to complete the sentences. Finish 4.51: It means变得更虚弱" in Chinese.52: It means破坏环境 .听力4的B部分较难，教 师指导学生在做填空类” 听力题时注意策
26、略：听前， 可以带领学生根据题目预 测听力内容，降低难度； 听时，先把握句子的整体 意思，只需要写出单词的 前两个字母就行；听后， 结合语境，将句子补充完 整（如果是动词短语，要 特别注意时态，如果是名 词，要注意单复数形式， 如果是形容词等，则要关 注词性的变化）。Which phrases did you hear?S41S5 T: Well done. Now listen again and fill in the blanks. When listening, you can only write the first two letters of each word. After f
27、inishing listening, you have some time to complete your answers. Ready? T: OK. It 8 a bit difficult. So you have one more minute to complete the sentenceand pay attention to the forms of verbs. T: Lets check the answers together.S6: Now some kinds of animals are becoming S41S5 S6: Now some kinds of
28、animals are becoming S7: Some animals are dying out completely.S8:and had food.S7: Some animals are dying out completely.S8:and had food.7Summarizing and Assigning homework (3 mins)Class activityStep 1: Sum up what they have learnt in this class.T: Please work in pairs.Tell your partner what we have
29、 learned today including words, phrases and sentences.51: change into52: stop from 53: wash away 54: blow away Step 2: HMK: Write a passageabout how sandstorm comes into being.Sum up what they have learnt in this class. Tell their partner what they have learned today including words, phrases and sen
30、tences.51: change into52: stop from 53: wash away 54: blow away Write a passage about how sandstorm comes into being according to 3.VU. Blackboard designAll these problems are very serious.Section AWords:sand / sandstormalthoughdesertreducecompletelyPhrases:Sentences:change intostop fromblow/ wash awayhuman beingas a result1.A lot of water can be saved by forests.2.Although we have builtThe Green GreweWOillllneed to do something to protect the environment.