1、2019-2020年高一英語 Module 4 Sandstorm in Asia 說課 外研版必修 3Hello, everyone. Today I ' m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is Sandstorms in Asia . It is made up of eight parts Part 1 My understanding of this lessonThe analysis of the teaching material:

2、This lesson is a reading passage. It plays a very important part in the English teaching of this module. By studying Module 4 Reading the students can improve their reading ability, learn more about sandstorms. At the same time, we should get the students to understand some difficult sentences to pr

3、ehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sandstorms better, love the nature and protect the environment.Teaching Aims:1. Knowledge and Skills1) Train the students ' readi

4、ng ability.2) Learn some useful words and expressions.3) Know about some facts about sandstorms.2. Process and Methods1) Make students know much more information about sandstorms in Asia, especially in China.2) Encourage them to find ways to protect our earth and environment.3. Emotion and Values1)

5、Make students have a better understanding of sandstorms.2) Encourage them to protect our earth and environment.Important Points :1 . Help students to understand sandstorms better.2 .Learn and master some important words and phrases used to describe sandstorms in this period.Difficult Point:Try to im

6、prove students ' reading ability and understand the passage better.Teaching Methods:1. Fast reading to get the general idea of the text.2. Intensive reading to understand the passage better.3. Discussion to help students understand what they ve learned better,Teaching aids: multimedia textbookPa

7、rt 3. Teaching steps / proceduresI have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.The entire steps are:Lead-in and preparation for reading, Fast reading ( scanning ) , Listening, Intensive reading, Preparation for deta

8、ils of the text, Consolidation, Discussion, HomeworkTeaching Steps ：Step 1 Lead-inStep 2 Pair workPage 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.Step 2 Pre-readingPage 32 ： Discuss the pictu

9、res together with the students according to the questions at the top of the text.Step 3 Fast reading. Ask the students to read the text fast to find the answers.Step 4 Intensive readingRead again with the sound recording to find the main ideas of each paragraphIt is also called depth reading or stud

10、y reading. It means reading for detailed information.Purpose: Further understand the text ( Train further reading ability ) to find out some different sentences and details of the text.Step 5 ScanningPage 33, Exercise3, 4 and 5:Step6 ConsolidationQuestions: 1. What ' s the cause of sandstorms?2.

11、 How do sandstorms affect people' s life ?3. What should be done to prevent sandstorms?Show them some pictures about the sandstorms andI teach them to dotheir best to help it and do something from now on. Everyone should do something to love and protect our home.Ask students to discuss the quest

12、ions to understand sandstorms better.Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The earth is in danger!Step 7 Summary and HomeworkBlackboard Design2019-2020年高一英語 Module 5 A

13、 Lesson in a Lab 教案 外研版必修1Teaching aims:1. To introduce some general science .2. To learn some words related to the theme of this module .3. To develop speaking ability by practicing saying the numbers, especially the fractions.Important and difficult points:1. Arouse the students ' interests an

14、d love in science.2. Enable the students to understand some elements about the chemistry lab.3. Make the students know how to read the numbers.Teaching procedures:IntroductionActivity 1The aim of the activity is to ask the students to finish the quiz about general science to arouse their interest in

15、 science. The activity can be done as follows:Firstly, ask the students to go through the following the quiz and make their choice on their own.Quiz: How much do you know about general science?1. Water exists(a) as a solid, a liquid and a gas (b) as a solid and a liquid only2. When you heat a metal,

16、 it will(a) expand (b) contract3. Steel is mixture of.(a) iron and other substances. (b) iron and oxygen4.of the earth ' s surface is water.1 a) Two-thirds (b) 50%5 . The distance of the sun from the earth is kilometers.(a) 25,500(b) 150,500,5006 .The earth is 4.6 years old.(a) million (b) billi

17、on7. The earth is the moon(a) twice as large as (b) forty-nine times larger thanThen put the students in pairs to pare their answers and call back the answers from the class.Finally ask them to listen to the tape about the above quiz and check their answers.Answers: 1. a; 2. a; 3. a 4. a; 5. b; 6. b

18、; 7. b.Activities 2 & 3The teacher can prepare some cards about different things for the class at first. Before showing the students the cards, the teacher can say to the whole class: Things can be divided into three kinds, natural, man-made, and either natural or man-made, now I ' ll show y

19、ou some cards in my hand, can you tell me which are natural, man-made or both?After this, the teacher can continue to say to the whole the class: Can you give some examples? Then divide the whole class into two big groups to pete. The teacher can ask the Ss to speak out as many examples as possible

20、and write down the words in the table on the blackboard as follows:NaturalEg: wood,Man-madeEg: glass,Either natural orEg: water,man-madeFinally, ask the Ss to open their books at Page 41 and read the words in the box aloud. If possible, they can look up the words to know what they mean. Of course, t

21、he above petition will continue, that is to say, at this moment, the teacher can ask the Ss to put the words in the box on Page 41 in their books in the above table.Vocabulary and SpeakingActivity 1The aim of the activity is to have the students know how to read the long numbers. So the activity can

22、 be done like this:Before dealing with the activity, the teacher had better build up a long number by having the students say an increasing sequence, eg:3three33thirty-three333 three hundred and thirty-three3, 333 three thousand, three hundred and thirty-three33, 333 thirty-three thousand, three hun

23、dred and thirty-threeAt this time, most of the Ss will know the way of reading these long numbers: where to say “million ” , “thousand” , and “hundred” . So in order to consolidate what they just learned, the teacher can practice saying the numbers at the top of Page 42 with the students to make sur

24、e the Ss have the correct intonation.Then ask the Ss to go through the rest of the numbers in Activity 1 and find the errors individually according to the directions.Finally the teacher calls back the answers from the class.Answers: 1)The word “thousand“ is missing after“four hundred and seventy&quo

25、t;2)The word "one" (or"a" ) is missing before ahundred million ".Activity 2Firstly, the teacher point at the fractions and say them in English. At the same time the teacher have the Ss repeat them after him or her.Then the teacher and the Ss makean analysis about the rules o

26、f reading fractions in English together.Finally the teacher ask the Ss to read the rest of the fractions in Activity2 on Page 42 in their books in English on their own. If necessary,the teacher can write down the correct answers on the blackboard to check what they read.Answers: 1. two-fifths; 2. fi

27、ve-eighths; 3. nine-tenths4.three-eighths; 5.five-sixths.Activity 3The teacher should introduce the concept of percentage at first, and then the teacher write down some percentages on the blackboard and read them out in English.Eg: 35 % thirty-five percent (or: 35 percent); 50 percent equals a half.

28、Then have the Ss practice reading aloud the following percentages: 40%; 55%; 85%.Finally have the Ss work in pairs to describe the fractions in Activity 2 as percentages in English .Answers: 1. A quarter is the same as 25%; 2.One third is the same as33.33r%(thirty-three point three three recurring p

29、ercent); 3.Four-fifths is thesame as 80%; 4. One tenth is the same as 10%; 5. Three-quarters is the same as 75%;6. Onehalf is the sameas 50%; 7. Two-thirds is the sameas 66.66r%(sixty-six pointsix six recurring percent); 8. Two-fifths is the same as 40%; 9. Five-eighths isthe sameas 62.5%(sixty-two

30、point five percent); 10. Nine-tenths is the sameas 90%;11 . Three-eighths is the same as 37.5%(thirty-seven point five percent);12 .Five-sixths is the same as 83.33r%(eighty-three point three three recurring percent).Homework:1. Preview the reading part.2. Work in pairs to finish Activities 4& 5

31、 on Page 43 .Teaching aims and demands:1. To learn about some vocabulary and knowledge related to science and experiments2. To know about some metals and get to know their main uses in our lives3. To makethe students know how to do a simple experiment and write the report about it in English4. To de

32、al with all the activities" about passage A and passage B on page 44-455. To develop students ' expression ability as well as reading ability by practicing these two passages6. To raise students 'interestsin science and form the rigorous scientificattitude.Teaching key points:1- To make

33、 the students understand and grasp the vocabulary and knowledge related to science and experiments2. To enable the students to know how to read some passages about simple scientific experimentsTeaching difficulties:To make students learn how to write an experiment report in EnglishTeaching methods:1

34、. municative Approach2. Task-based Approach3. Aural-oral Approach with the help of the multi-media puter and the recorderTeaching aids:Multi-media puter; Software; PowerPoint; RecorderTeaching procedures:Step 1: Lead-inAt first show the students the picture of a lab with the help of puterThen design

35、 the following questions and ask the students to discuss them in groups:1. Are you interested in doing scientific experiments?2. Suppose you want to do a chemical experiment about some metals, do you think it is necessary to know about how they react with other substances?3. In order to carry out an

36、 experiment successfully, what should you prepare for it?to speak English'daily life,now let ' sThis step is to warmup the students and raise their interests in class. Because all these questions are very close to the students and studyingStep 2 : Pre-readingTeacher: Since you are interested

37、 in doing scientific experiments get to know some vocabulary and knowledge related to science and experiments.At the same time I can type out some pictures about some metals on the screen with the help of the puter as follows: potassium（ 鉀） sodium（鈉） calcium（鈣） magnesium（鎂）iron（鐵） copper（銅）As I type

38、 out each of the above pictures, I can ask the students like this:What' s this? And what can it be used for?At this moment the students ' interests are probably approaching a climax.So I further ask them like this: Do you want to know more about these metals? And do you know how we can use t

39、hese metals better? Well, this is what we' ll studyvery soon.This step is employed to create a language environment for students ' munication and arouse their interests in reading passage A and passage B on page 44-45Step 3: Re adingPassage AT: Well, let ' s read through passage A with t

40、he tape of it very quickly to try to catch its main idea. Then finish Activity 2 on page 44 and give your reasons.Next, ask the Ss to read passage A very carefully to find out the answers inActivity 3 on page 44. Finish this activity by multi-media puter. It can be designed as follows:1. Which of th

41、e metals in the table reacts the most with oxygen and water? Potassium, calcium and sodium.2. What happens when you heat calcium in oxygen?It burns to form an oxide.3. Which metals react with steam?Magnesium, aluminium and zinc.4. Does iron have a slow or fast reaction with steam?It has a slow react

42、ion.5. Does copper react with water?No, it doesn ' t.Passage BT: Well, from passage A we can see how interesting the experiment about the reaction of metals is! But do you know how we can carry out a chemical experiment in a lab successfully? And what is the correct order to describe a scientifi

43、c experiment?Ask the Ss to look at Activity 1 on page 44 and give them about 2 minutes todiscuss it. Then collect the answers from them. At the sametime type out the correct answer on the screen with the puter as follows:T: Now, let ' s e to see “ A simple scientific experiment " !Then play

44、 the tape of passage B for the students and ask them to read the passage with the tape quickly and finish Activity 4 on page 44.In order to lead the students to read the text very carefully, the following task-based questions can be signed to ask them to answer: Can you guess the meaning of the word

45、 a apparatus " through the context? Have you known all of the apparatuses of this experiment? In the second part of the experiment, why must you boil the water? And then why do you add some oil to the water?For Question 1, some students maybe feel strange to some apparatuses. If so , the follow

46、ing pictures can be typed out with the help of puter to help Ss to know about:Then in order to make the Ss consolidate what they read in passage B and check if they have understood the experiment very well, Activity 5 on page 46 can be typed out on the screen with the help of puter as a task-based a

47、ctivity。Step 4 : Discussion1. Do you think it is easy or difficult for you to carry out a scientific experiment well? And can you describe how to do it successfully in simple words?2. If you want to learn science subjects well, what qualities do you think you should have? (Possible answers: We shoul

48、d be careful / serious / diligent /patient /thoughtful/ etc.)This step is to consolidate what Ss have learnt in this lesson, in addition to penetrating the moral education to love science and form the rigorous scientific attitude.Homework:1. Write a plete scientific experiment report in simple Engli

49、sh.2. Underline the language points you can ' t understand in the text.3. Go on to read the CUTUL CORNER reading passage of this module on Page 49.Teaching summary:1. we ve learnt about some vocabulary and knowledge related to science and experiments2. We ve finished studying passage A and passa

50、ge B on page44-45.3. We ve known how to carry out a scientific experiment in a lab successfully and write a plete scientific experiment report in simple EnglishPeriod 4Grammar : Degrees of parisonTeaching objectives:To make the students grasp the usage of the degrees of parison.Important and difficu

51、lt points:1. To have the Ss understand all kinds of forms of degree of parison.2. To enable the students to know how to use the degrees of parison correctly.Teaching procedures:Step 1. Lead-inPresent the Ss the following sentences on the Bb and ask them to discover what kind of degrees of parison .(

52、1) Jack speak English as fluently as Tom. _(2) This school is better than that one.(3) This book is more interesting than that one.(4) This room is less beautiful than that one.(5) The weather is getting hotter and hotter.(6) The harder you study, the more you will make progress.(7) He works (the) h

53、ardest in his class.Then call the answers from the class.Answers: 1.原級；2、3、4、5、6、均為.比較級；7.最高級.Step 2. Grammar structureFirstly ask the Ss to make a summary about the structures of the degrees of parison. Then check the answers.(8) wers: 3 forms原級、比較級和最高級。Step 3. Detailed Notes about Grammar UsageL原級

54、的構成和用法(9) 成：形容詞和副詞的原級形式是形容詞和副詞的原形。(10) ：當表示雙方在程度、性質、特征等某方面相等時，用“as+原級adj./adv.+as 的結構；當表示雙方不相等時，用“ not as(so)+原級adj./adv.+as ”的結構；當表示一方是另一方的若干倍時，用“倍數+as+原級adj./adv.+as ”的結構。例如：(11) He is as tall as Jack. / I speak English as fluently as you.(12) Your bike is not as(so) new as hers.(13) This road is

55、three times as long as that one.2.比較級和最高級的構成和用法1)構成：規則變化單音節形容詞以及少數以一er, or結尾的形容詞和副詞加"er" , " est ".例如:fast-faster-fastest; few-fewer-fewest; great-greater-greatest;clever-cleverer-cleverest norrow-norrower-norrowest.以e結尾的單音節形容詞和副詞后以及少數以-ble,-ple結尾的雙音節形容詞和副詞后，力口" r" , &q

56、uot; st".例如：large-larger-largest, able-abler-ablest, simple-simpler-simplest以一個輔音結尾的單音節形容詞，其前面的元音字母發短元音時，該輔音字母要雙寫， 然后加"er" , " est".例如：hot-hotter-hottest以輔音加y結尾的形容詞和少數不是形容詞加ly構成的副詞要將 y改寫為i ,再加“er" , " est ".例如：easy-easier-easiest, happy-happier-happiest early-

57、earlier-earliest一般雙音節詞、多音節形容詞和副詞在原級前more或most.例如：beautiful-more beautiful-most beautiful; carefully-more carefully-mostcarefully少數單音節或雙音節形容詞也加more和most構成比較級和最高級。例如：tired-more tired-most tired; pleased-more pleased-mos pleased;crowded-more crowded-most crowded不規則變化原級比較級最tWj級good, wellbetterbestbad, i

58、llworseworstmany, muchmoremostlittlelessleastoldolder （較老、較舊），elder （較年長）oldest （最老、最舊），eldest （最年長）farfarter （較遠的），further （進一步地）farest （最遠的）furthest（最深刻地）注意辨析few-fewer-fewest 和little-less-least 的差別：前者是規則變化，后 者是不規則變化；前者用來修飾可數名詞，后者用來修飾不可數名詞。2）用法：比較級的用法雙方比較，表示一方超過另一方時，用“比較級 +than”的結構表示。例如：This book is better than that one.表示一方不及另一方時，用"less+原級adj./adv.+than”的結構表示。例如：This room is less beautiful t