英语 课堂教学综合训练2.docx
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英语课堂教学综合训练2
课堂教学综合训练教程
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SandstormsinAsiaLessonPlanning
Teachingobjectives
1.Mainobjectives:
a）Studentsareabletousethenewwordslearnedinthisclasstomakesentences.
b）Studentsareabletopronouncethenewwordscorrectly.
c）Studentsareabletobefamiliarwithinfinitive.
d）StudentsareabletodescribesandstormsinEnglishbyusingthenewwords.
e）StudentsareabletopredictsomeinformationaboutthetextbyusingTrue/Falsequestionwiththeirowncommonsense.
2.Simultaneousobjectives:
a）Studentsshouldbeabletolearnnewwordsinthecontext.
b）Motivatingstudents’enthusiasmandinteresttothisunitbysettingthescene.
c）Studentsareabletoknowsomeinformationaboutsandstormfromthepresentation.
TeachingContents
1.Vocabulary:
forecast['fɔːkɑːst]（fore-/cast）预报，预测
earthquake['ɜːθkweɪk]（earth/quake）地震
sandstorm['sænd'stɔrm]（sand/storm）沙尘暴
citizen['sɪtɪz（ə）n]（city）居民
last[la:
st]持续sign[saɪn]迹象
survive[sə'vaɪv]幸存expert['ekspɜ:
ts]专家process['prəʊses]过程
situation[sɪtjʊ'eɪʃ（ə）n]情境
frightening['fraɪt（ə）nɪŋ]可怕的dust[dʌst]灰尘
blow[bləʊ]吹cycle['saɪk（ə）l]骑自行车
2.Phrases:
cutdown砍伐digup挖光
3.Informationaboutsandstorms
Focalpointsanddifficultpoints:
Pronunciationandcorrectlypronouncethelongwords
Teachingmaterials
1.Introductionmaterials:
TalkabouttheweatherinBeibeiandthereasonswhyIlikeit.Bycomparingwithothercities,cometothetopic.
2.Disclosingmaterials:
Talkaboutfourfrighteningnaturaldisasters（flood,typhoon,droughtandearthquake）
3.Intensifiedmaterials:
Words,pronunciation
4.Extensionmaterials:
Usageofthewords;phrase（moremeaningsbesidestheoneinthetext）
5.Regressionmaterials:
Summaryfornewwords（guidethestudentstothinkaboutwhattheyhavelearned）
6.Examinationmaterials:
Dosomeexercises
Timeallotment
40minutesinoneclass
Introducingmaterials:
4mins
Discoveringmaterials:
12mins
Strengtheningmaterials:
15mins
Extendingmaterials:
3mins
Regressingmaterials:
3mins
Testingmaterials:
3mins
Proceduresandmethods
1.Introduction（pppmodelmethod）
Stage1Greetings
（makestudentsclearabouttheplanningofthismodule）
T:
Goodafternoon,boysandgirls!
Ss:
Goodafternoon!
T:
ThetopicofthismoduleisSandstorminAsia.Now,pleaselookattheppt.Thisisourplanningofthismodule.Yesterday,youhavefinishedthetasksbeforeclassofthismoduleintheLearningGuide.Today,wewillstepintothefirstpart--introduction.
T:
YouknowthatBeibeirainsalot.Butsometimestheweatherhereissowonderful,justlikethepicturehere.SotherearemanypeoplewholoveBeibeiverymuch.Buttherearestillsomepeoplewhocomplainaboutit.Whataboutyou?
Doyoulikeitornot?
Why?
NowIwillgiveyoutwominutestothinkaboutitandtalkwithyourpartner,andthenI’dliketoinvitesomeofyoutoshareyourideawithus.
T:
Timeisup.Isthereanyvolunteertoshareyouropinionwithus?
S1:
...
S2:
...
...
2.Discovering
Stage2Presentation
Step1Makepreparationforintroducingthetopic
Task1Lookatthepicturesandguessthereasons.
（Task-basedteachingmethod）
T:
AsacitizenofBeibei,Idolikeitverymuch.Doyouknowthereasons?
Canyoujustguessaccordingtothesepictures?
S3:
...
S4:
...
T:
Yes,youtwodidagreatjob!
Now,I’dliketotellyousomereasons.Fromthesepictures,wecanseethatBeibeiiscoveredwithtreesandgrasses.Theairisfresh.Thereisnodustontheroad.Itissonicetolivehere.What’smore,itisasafecitywithoutbigdisasters.Thecitizens['sɪtɪz（ə）n]hereissolucky.Butmanypeoplelivinginotherplacesoftensuffersomebignaturaldisasters.Doyouknow‘dust’?
（Picture:
Thethickdustmakestheskydifficulttosee.）
Step2Teachthenewvocabularyincludingmeaningsandpronunciationsandgetthemintothetopic.
Task2Lookatthefollowingpicturesandtalkaboutsomebignaturaldisasters.
T:
Now,Iwillshowyousomepicturesaboutsomefrightening['fraɪt（ə）nɪŋ]naturaldisasters.Let’slookatthefirstpicture.Arethereanyvolunteerstodescribethispictureforus?
S5:
....
T:
Itlookssofrightening,right？
Anditissohardtosurvive[sə'vaɪv]insuchaterriblesituation[sɪtjʊ'eɪʃ（ə）n].Andthenlet’slookatthesecondone.Arethereanyvolunteerstodescribethispictureforus?
S6:
...
T:
Justnowwehavetalkedaboutfourkindsoffrighteningnaturaldisasters.Canyourememberwhattheyare?
Ss:
....
T:
Yeah,youdidagoodjob.NowIwillintroduceyouanotherfrighteningdisaster.
3.Consolidation
Task3Whatcanyouseeinthefollowingpictures?
T:
Now,pleaselookatthepictures.Whatcanyouseeinthepicture?
Volunteer?
S7:
....
T:
Yes.Thewindblows[bləʊ]thedust[dʌst]higharoundthehouse.
T:
Howaboutthesecondpicture?
Thereisamanwithamaskcyclinginthestreetfullofdust.Becauseofsomuchdust,itisverydifficulttocycle.
4.Expansion
words:
forecast（n./v.）
digup
last（adj./v.）
5.Integration
Stage3Practice
Task4Nametheobjectsindicatedinthepicturewiththehelpofthephoneticsymbols.
Itisa/an_____['sænd'stɔrm]Itisa/an_____['ɜːθkweɪk]
Bothdisastersarevery__________['fraɪt（ə）nɪŋ].
Itisalsoa____________['sænd'stɔrm]
Can______['ekspɜ:
ts]_____['fɔːkɑːst]the______['sænd'stɔrm]
Itishardto['saɪk（）l]
Whatisitonthecar?
Itis_____[dʌst]
ImaginethatifyouareaBeijingcitizen,whattroubleorbadsituationwillyouface?
....
6.Application（production）
（Knowledgetransferringmethod）
Task5Guidethestudentsrememberthewordstheyhavejustlearnedwithfreeassociation
First,youaregivenaword.
Second,thinkofanywordassociatedwiththegivenword
inyourmindandwritedownit.
Third,continuetoimagineawordbasedonthewordyou
havejustwrittendown,thenwritedownit.
Gooninthesamewayuntilyouget6words.
Forexample:
dogloyaltysoldierwarpeacehome.......
Anyvolunteertohaveatrywith“dog”?
S12:
....
Now,thegivenwordis“naturaldisaster”.Haveatry!
（afteroneminutes,invite3studentstosharetheirwords.）
Task6Completethesesentencesusingthewordswehavelearnedjustnow.Thefirstletterisprovidedforyou.
1.Processismoreimportantthanresult.
2.SheisGermanbybirthbutisnowaFrenchcitizen.
3.BikesareverypopularinChina.Manypeopleprefercyclingtowork.
4.Weatherexpertshaveforecastedanotherbigsandstorminaweek’stime.
5.There’slotofdustonyourface.
6.TheWenchuanearthquakein2008wasveryfrightening.
Stage4Prediction
Task7Nowworkinpairs.Discussthesestatementsaboutsandstormanddecidewhethertheyaretrue（T）orfalse（F）.
T:
Whatelsedoyouknowaboutsandstorm?
Nowtrytofinishthetask.
（）1.Sandstormsbeginindesertareas.
（）2.Desertsarecreatedbecauseofclimatechangeand
becausepeoplecutdowntreesanddigupgrass.
（）3.Sandstormsarestrong,drywindsthatcarrysand.They
areoftensothickthatyoucannotseethesun.
（）4.Sandstormscan’tbeprevented.
（）5.Theinlandregionhasmoresandstormsthantheone
nearthesea.
（）6.Thefourmainplacesintheworldwherethereare
sandstormsareCentralAsia,NorthAmerica,Central
Africa,andAustralia.
Afterthestudentsfinishtheirprediction,theywillberequiredtochecktheanswersbyscanningthetext.
Stage5conclusion
Stage6Assignment
1.CompletethetasksafterclassinGuidedLearningPlan
2.Readthetextcarefullyandfindoutallofsentenceswiththedifferenttypesofinfinitive.
Designofthemainblackboard-writing
WeatherinBeibei（wordsandphrase）
typhoon,drought
Fournaturaldisastersflood,earthquake
MainblackboardSandstorms（naturaldisaster;topic）
Speaking（practicespeakingskills）
prediction
Informationaboutsandstormscommonsense
T/Fquestions
SandstormsinAsia第一课时说课稿
SandstormsinAsia共分为6个课时，第一课时为引入部分，帮助学生熟悉并灵活运用单词，熟悉部分语法，即本课主要内容为教单词，顺便提及语法及一些有关沙尘暴的信息为以后的课做铺垫。
以教学中普遍采用任务型教学方法为主，结合针对词汇教学的ppp模型以及交际法，情景法等方式进行课时安排。
在导入过程中，通过讲诉北碚的天气以及老师自己喜欢北碚的原因，突显北碚无大的自然灾难，自然引出话题。
于此同时教授新单词，并运用不定式形式
在探究过程中，介绍学生熟知的4个自然灾害来讲述新单词，这一方法，使单词讲解变得有趣，不再是以往的词汇教学方法。
老师通过各种单词呈现方式让学生很快记住单词，减轻学生的学习负担，让学生更容易学有所成。
于此同时继续教授新单词并体现不定式形式的特征。
这些方法是以“支架”理论为基础的，让学生学的更轻松。
在巩固与迁移过程中，通过图片讲述沙尘暴，仍继续学习一些新单词并呈现前面出现的单词。
该方法能不断让学生在学习新知识的过程中复习学过的知识，让学生记得更牢，学的更轻松。
在拓展过程中，适当讲一些重要词语或词组的多个意思，在学生能努力达到的范围内给予知识的扩充。
这也是符合“最近发展区”理论的。
在整合过程中，让学生来归纳总结，将知识点整合起来。
先采用口头表述的形式带着学生完成较为简单知识的整合，后通过一些练习，让学生自己查缺补漏，并带领学生将重难点知识整合出来。
在运用过程中，通过一些形式多样的练习题，激发学生寻求答案的动力，让学生在做练习的过程中运用所学知识。
孰能生巧，融会贯通。
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