sandstorminAsia教学设计与反思.doc

Teaching plan
Module Four Sandstorms in Asia
Reading and writing
Teaching Aims:
1. Knowledge aims(知识目标)：Comprehend the text thoroughly.
2. Ability aims(能力目标)：Improve the ability of reading and writing.
3. Emotion aims(情感目标): Protect the natural environment.
Difficulties and Importance:
1. Conclude and collect the words and phrases related to environment and environmental protection.
2. Ask students to think ways to protect the environment.
3. Improve the student’s ability of grasping the general idea of the passage.
Teaching Method:
1. Task-based methodology
2. Communicative Approach
Teaching Time:
Teaching Procedures:
Step 1: watch a video and answer questions.
Step 2: leading to the new lesson according to the answers of the students.
Step 3: Skimming:
Task 1: Match the main idea with each paragraph.
Step 4: Scanning:
Task 2: Scan the text and answer the following questions.
1. What are sandstorms?
2. Where do the sandstorms often occur?
3. Why have sandstorms increased in China?
4. When sandstorms happen in Beijing, what is the weather like?
5. Who advise us not to go out?
6. How is the government stopping the sandstorm?
Step 5: retelling the text according to the related words on the screen.
Step 6:careful reading:
Task 3: Read the text carefully and choose the correct answer to the following questions.
1. When the sandstorms arrive, traffic moves very slowly because_____.
A. It’s difficult to breathe B. There are too many cars in the road.
C. The winds are very strong D. The thick dust makes it difficult to see clearly
2. From the last paragraph, we know_____.
A. The distance between the desert and the centre of Beijing is only 250 kilometers.
B. The government is taking measures to prevent sandstorms.
C. More than 30 million trees have been planted in Beijing.
D. The government won’t plant trees any more in the next five years.
3. According to the text, the following statements are true except_____.
A. Asian people have tried a lot to solve the problem of sandstorm.
B. Northwest China is the sandstorm center in Asia.
C. Ren Jianbo thought to be caught in a sandstorm is frightening and dangerous.
D. Huang Xiaomei said to be cycling in a sandstorm makes her ill.
Step 7:translation
Step 8: post-reading: writing practice:
Task 4: Writing exercise: write a short passage about the haze weather in China.
近年来我国很多地区的雾霾天气不断增多，极大地影响了人们的健康与生活。假如你是李华，请你根据提示用英文写一篇文章，向某英语报社投稿。要点包括：1. 雾霾天气实况描述 2. 雾霾天气的起因 3. 雾霾天气对生活造成的影响 4. 提出防治雾霾天气的建议 注意：1 上下文连贯，行文流畅。 2 词数100词左右

分层任务设计：组员完成有关雾霾的作文，每组小组长完成一篇有关环保的作文。
Step 9：summary and homework: finish the two compositions after class.

教学反思：本节课的教案设计是围绕“亚洲地区的沙尘暴和环境污染“问题这个大任务而展开不同层面的小任务。 从发现问题到解决问题，从口头复述到书面写作，刚好符合本单元本课时reading, speaking, writing的课型特点。 写作利用学生已知知识，进行了有目的的输出，从学生的个人仿写到集体创作，符合学生写作训练的规律，也体现了不同的写作层次和”写作是一定情景中自然的创作”而不是从一开始就瞄准的“赤裸裸”的目标。 弥补了教材上语言输入的不足；用不同的语言形式表达同一种意思的复述训练，引导学生进行语言知识的复习拓展；总的来说， 这堂课围绕一个话题进行读写，说写，写说，说听的综合技能的训练，总体设计上比较合理并具较强的可操作性。通过课堂操作，学生能在轻松的氛围中较好的完成上课任务，教师能达到预设的教学目标。
遗憾的是如果有足够的时间，可以让学生自评，互评，相互学习， 语言输出水平会更高，整堂也就被处理得更细致。但由于时间的关系全班参与面不广。