Stage (time period) |
Interaction patterns |
Teacher activity |
Student activity |
Remarks |
1 |
Getting students ready for learning （3 mins) |
Class activity |
Play a short video about a sandstorm and let Ss guess what kind of weather it is. T: Hi, boys and girls! It’s a fine day, isn’t it? 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”. It’s a kind of storm caused by sand. So we call it sandstorm. Now read after me, “sand” “sand”. (Point to a scene in the video.) Ss: “sand”, “sand” T: “storm”, “storm” Ss: “storm”, “storm” T:“sandstorm”,“sandstorm” |
Watch a video about a sandstorm and guess what kind of weather it is. Ss: Yes. Ss: Yes, 沙尘暴. Ss: “sand”, “sand” T: “storm”, “storm” Ss: “storm”, “storm” Ss: “sandstorm”, “sandstorm” |
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。 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。 |
2 |
Lead-in (3 mins) |
Group work |
Show 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 number them in groups. … T: OK, how does the sandstorm come into being? Tell me the right order, please. S1: It’s 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: It’s 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原因以及树木的功能，这样，让课堂环节更加流畅。 |
3 |
Pre-listening (5-7 mins) |
Group work |
Let the Ss talk about sandstorm according 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 sandstorm? 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 slowly… S2: … |
Talk about sandstorms according to the pictures and the given words in 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: … |
引导学生通过图片和短语提示，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，再一起将这些句子串起来，最后注意加上正确的连接词。在展示环节，可以让学生以小组为单位，一起上台做一个关于沙尘暴的presentation，展示小组合作的成果，体现小组的风采。 |
4 |
While-listening (8 mins) |
Individual work Pair work |
Step 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? S1: It’s a sandstorm. T: How do you like the weather? S2: I think it’s terrible. T: People can’t see things clearly. And it’s bad for our health. Now listen to the tape and choose the best answer in 1b. When you are listening, pay attention to the main idea. … T: Now please check answers. The boy and girls are talking about… S1: B, the reasons for sandstorms. … Step 2: Let 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? S1: Trees can stop the wind from blowing the earth away. S2: They can also stop the water from washing the earth away. |
Look at the picture in 1a, listen and choose the best answer in 1b. . S1: It’s a sandstorm. S2: I think it’s terrible. S1: B, the reasons for sandstorms. … Read and complete the functions in 1c. Discuss in pairs. S1: Trees can stop the wind from blowing the earth away. S2: They can also stop the water from washing the earth away. |
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”，可以帮助学生作出正确的选择。 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，但会很难记下来。因此，可以用听读结合的方式，先听两遍，记下关键词，再通过朗读，检查答案。 |
5 |
Post-listening (10 mins) |
Group work Group work Class activity |
Step 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 phrases in 1a. Then write them 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, let’s look at your notes. No.1, “change into”. Who can tell us its meaning? S1: It means “turn into”. T: Right. Who can make a sentence with it? S2: We can change ice into water. T: Wonderful! If your group also has this phrase, please tick it out. Now next one, “stop…from doing sth.” Who can make a sentence with it? S3: … (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 blanks in 2 with the correct forms of the phrases. … T: Let’s check. S1: People have cut down such a large number of trees that the land has changed into desert. S2: …, so the wind always blows the earth away. S3: …, so we must do something to reduce it. S4: … S5: … |
Read 1a in groups and then role play it. Read 1a sentence by sentence, and underline the important phrases. S1: It means “turn into”. S2: We can change ice into water. Complete the sentences with the correct forms of the given phrases in the box in 2. S1: People have cut down such a large number of trees that the land has changed into desert. S2: …, so the wind always blows the earth away. S3: …, so we must do something to reduce it. S4: … S5: … |
在处理知识点时，教师要让学生自己去发现重难点，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。 |
6 |
Finishing Task 4 (10 mins) |
Class activity |
Lead the Ss to look at the phrases. Listen to the passage and circle the phrases you hear. Then listen twice to complete the sentences. Finish 4. T: Look at these phrases, what’s the meaning of “become weaker”? S1: It means “变得更虚弱” in Chinese. T: Right. How about “destroy the environment”? S2: It means “破坏环境”. … T: Now listen carefully and circle the phrases you hear. ... T: OK, now check the answer together. Which phrases did you hear? S41… S5… … 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 finishing listening, you have some time to complete your answers. Ready? … T: OK. It’s a bit difficult. So you have one more minute to complete the sentence and pay attention to the forms of verbs. … T: Let’s check the answers together. S6: Now some kinds of animals are becoming… S7: Some animals are … dying out completely. S8: … and had … food. |
Look at the phrases, listen and circle for the first time. Then listen twice to complete the sentences. Finish 4. S1: It means “变得更虚弱” in Chinese. S2: It means “破坏环境”. S41 … S5… … S6: Now some kinds of animals are becoming… S7: Some animals are … dying out completely. S8: … and had … food. … |
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）。 |
7 |
Summarizing and Assigning homework (3 mins) |
Class activity |
Step 1: Sum up what they have learnt in this class. T: Please work in pairs.Tell your partner what we have learned today including words, phrases and sentences. S1: change into S2: stop … from … S1: wash … away … S2: blow … away … … Step 2: HMK: Write a passage about 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 sentences. S1: change into S2: stop … from … S1: wash … away … S2: blow … away … Write a passage about how sandstorm comes into being according to 3. |
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