“Sandstorms In Asia”教學案例與反思

【概述】“Sandstorms In Asia”是外研社必修3教材第四模塊的一篇主課文，是高一年級學生要學習的有關環境方面的文章。本模塊分四課時進行，本節為第二課時泛讀課，45分鐘。通過本模塊的學習，主要培養學生快速進行英語閱讀的能力和語言表達能力。課文內容是描寫一場北京沙塵暴的嚴重危害以及亞洲沙塵暴的成因。由于本課通過多媒體進行教學，為學生提供了比課本更生動，更真實，更豐富的資源，更容易引起學生的興趣，因此有助于培養學生觀察、判斷、理解事物的能力和表達能力。

【目標】Knowledge and ability：To broaden the students’horizons and know more about disasters， esp. Sandstorms；To improve the students’s kills of fast reading and summing up. Process and method：To encourage the students to think and talk in English through communicative tasks and provide students with chances of cooperation .

（學生通過參與──體驗──合作──交流的方式，討論沙塵暴給我們帶來的危害以及在生活中如何有意識地進行環境保護。）Emotion-attitude-value：To get the students to know more about sandstorms and other disasters and call on them to protect the environment.

【學情分析】學生來自學校高一理科實驗班，學生整體落差小，教學起點容易把握，學生具備一定的英語表達能力，能夠用英語講述身邊發生的事情。學生對“Sandstorms In Aisa”這個主題很感興趣，思維活躍，視野較寬。但深層次討論亞洲沙塵暴的成因仍有一定難度，因而教師安排學生課前預習，利用資源開發策略和任務型活動策略輔助教學，力求達到更好的效果。

【教材分析與處理】

1.“課程標準”要求：了解有關天氣、音樂、人物、運動等與生活息息相關的內容。

2.本課的地位和作用：本模塊的話題是亞洲沙塵暴，描述沙塵暴給人們的生產、生活帶來的危害，旨在引起學生對保護環境的重視，在生活中身體力行。本模塊是必修三教材中相對嚴肅的話題之一，起著承上啟下的作用。通過本課的學習，能起到教育學生愛護環境的作用。

【嘗試與探究】

根據新課程改革的要求，本節課在任務型教學法上做了進一步探究。按照讀前、讀中、讀后三個主要環節布置學習任務，在內容要求上層層深入，以二人組、四人組的小組合作的學習方式，將任務型教學法貫穿課堂教學始終。

首先，在課題探究方面，本節課使用網絡視頻，讓學生認識到沙塵暴的危害。其次，采用China Daily上我國投入一億元防止沙塵暴的新聞，引發作為一個公民如何保護環境的討論，從而增強學生的社會責任感和環保意識，緊扣省級課題“高中英語教學資源的應用研究”。

Teaching methods：1.Ss-centered；2.Cooperative learning approach；3.Whole-language teaching.

Teaching aids：multi-media computer；blackboard；recorder.

Teaching Procedure：

Step 1：Revision

T: In module 3 we’ve learned about the Violence of Nature，now let’s go over two definitions. The first one：What is a tornado?

S: A tornado is a rotating column of air from a thunderstorm to the ground.

T: Yes， very good. The second one: What is a hurricane?

S: Hurricanes are strong tropical storms， and they usually occur in the southern Atlantic Ocean.

（復習兩個與惡劣天氣有關的單詞，目的是引出自然災害這一話題。）

Step 2: Lead-in

T:You are right.And what other natural disasters do you know?

Ss: Flood，earthquake， fire， etc.

T: Now，look at the screen，let’s go over some of them. The first picture，what’s happening?

Ss: Earthquake，fire，flood，thunderstorm，eruption，drought，tsunami.

T: Next picture， this is one picture of the snow and ice disaster in January 2008. What do you know about the disaster? Say anything you like.

S: It happened in the south of China， and Hunan had the most serious one.

……

T: Very good. I’m glad that you are so concerned about the current affairs.And the last picture，what’s happening?

Ss: Sandstorms.

T: Yes， these years sandstorms happen much more often than in the past and it’s a very serious environmental problem. What happens when there is a sandstorm and what should we do? To find out the answers， let’s learn the new lesson: module 4， sandstorms in Asia.

（用圖片的方式復習學過的詞匯，給學生強烈的視覺沖擊的同時，激發興趣，為本節課的深入探究做個鋪墊。同時聚焦熱點，突出2008年我國南方的冰雪災害并引出本課主題。)

Step 3: Pre-reading

T: Before we read the passage， let’s think about the words related to environment. What can you think of?

Ss: Recycle， protection， pollution， garbage ，etc.

T: And next let’s come to word-guessing. Let’s guess some key words in the reading material.

Ss: Cycle， expert， process， citizen， dust， survive， forecast， situation.

（用頭腦風暴法復習與本課有關的單詞，使得學習有困難的學生在其他同學的引領下不由自主地溫習學過的單詞，為更好地理解課文做準備。）

Step 4: Reading

T: OK. that’s all for this exercise. Now I’d like you to read the passage and then do activity 4. Are you clear?

Ss: Yes.

T: OK. Let’s fill in the blanks. Who can try?

……

（培養學生快速閱讀并找出文中關鍵性細節的能力。）

T: Well done. Follow the tape and try to get the main idea of the passage.To get the main idea of the passage， you need to find out the topic sentence of each paragraph. Do you think so?

……

（本著“聽說在先，讀寫在后”的原則，此環節讓學生聽音跟讀后找主題句或歸納中心句，從學生的表現來看，他們的生成能力是不可估量的，教師要多給學生這樣的機會。)

T: From the key words on the blackboard we can get the general idea of the reading passage. Next let’s come to the details of the passage. I give you a few minutes to prepare ask-and-answer questions. Now let’s ask and answer questions according to the passage.

……

（讓學生以小組競賽的方式互問互答，培養小組合作精神和學生的團隊意識。但從課堂效果來看，操作的形式和方法還有待改進。）

Step 5: Added materials

T: By now we have grasped the main idea and some details of the reading passage. Next I’d like you to watch a video and have a little rest. （學生觀看。）What information have you got? What are your feeling?

Ss: Terrible， scared， unhappy.

（在觀看沙塵暴視頻，目睹其帶來得到危害，感受可怕場面的同時達到緩和緊張學習氣氛，使學生的大腦得到調節的目的。）

T: Sandstorms are terrible， but we can take measures to prevent them. I have prepared another reading material for you， let’s see what our country has done to prevent sandstorms.It is an article from China Daily， read the article on the right and try to answer the questions on the screen.

T：What is the money used for?

S：The money is used for tree-planting to prevent sandstorms.

T: In which aspect（方面）will Beijing cooperate with neighboring regions?

S: In sandstorm mornitoring.

T: What project has Beijing already launched?

S: The Beijing-Nanjing windblown sand sources control project.

T: What’s the aim of the project?

S: To plant 40，000 hectares of trees on hills and speed up the sand control on 16，000 hectares of desert land.

（根據外研社教材必修1至4相對基礎，閱讀量不大的特點，教師從China Daily上截取類似題材和體裁的文章，限時讓學生閱讀并回答，培養學生的快速閱讀和捕捉有用信息的能力。）

Step 6: Discussion

T: Our country has invested a lot of money to prevent sandstorms. So as a citizen or a student， what should we do to protect environment in our daily life? Let’s have a discussion in groups of four.

Ss: Save water， use paper on both sides， don’t throw garbage everywhere， recycle rubbish， plant more trees，etc.

T: Excellent. Next task，design a slogan and give a short speech to call on others to protect the environment.

Ss: Protecting the environment is everybody’s duty. Bear fewer children and plant more trees. The earth is our family，and we should love it. Etc.

（學生小組討論生活中應該如何保護環境，通過小組合作的學習方式來提高他們的學習能力。同時通過海報的形式，讓學生在活動中得到啟示，從而從我做起，從現在做起，保護環境。完成本節課的情感、態度、價值觀目標。）

Step 7: Summary and homework

T: Well done. All of you have performed very well .You have made greater progress in English as you can express yourselves more clearly . In this period we’ve learned a lot about sandstorms， and we should protect the environment in our daily life. Do you think so? And homework for today: Write a passage to call on others to protect the environment. That’s all for today， thank you.

（總結本節課所學內容及學生表現，給予表揚。作業要求學生寫一篇文章來號召他人自覺保護環境，為下一課做好鋪墊。）

【教學反思】

本節課是一節“市級骨干教師”觀摩課。這節課的主要目的是把閱讀與表達有機地結合起來，重點培養學生的語感，快速閱讀能力和表述個人觀點的能力。在教學環節中，力求將閱讀和表達結合起來，如，通過默讀，找準關鍵性細節；朗讀，用自己的語言概括中心句；而且這種結合是循序漸進的，由用文章中的句子來回答到用自己的語言來概括；設計初衷很好，但是個別學生的概括能力有限，不敢表達，所以這個環節似乎是給好學生設計的。教師在今后的教學中要更多地考慮學生因素，因材施教、分層教學。其次，引入課外閱讀材料后，學生快速閱讀并回答相關問題， 由材料中我國政府為保護環境而投資巨大，引出個人行為的問題，讓學生討論，第二次將閱讀和表達聯系在一起。知識的輸入容易，而輸出太難，好在有關環保的話題貼近學生生活和實際，所以學生非常積極，這節課在高潮中結束。閱讀能力和表達能力是相輔相成的，在教學實踐過程中，教師要采取不同的方法來提高學生的這兩種能力，如閱讀之后，讓學生寫作，也會是很好的嘗試。