Writing教学设计实例

Module 4 Sandstorms in Asia

I单元教学目标

技能目标Goals Talk about sandstorms in Asia. Practice expressing strong opinions. Practice talking about how to improve the environment. Learn to use different types of Infinitive and expressions with but + infinitive. Learn to design a poster that encourages people to look after the environment.

II. 目标语言

Practice expressing strong opinions. I totally agree with you. I couldn’t agree with you more.

功

I think you are absolutely right.

It’s extremely serious.

能

Absolutely!

Practice talking about how to improve the environment. 句

We need to…

We must…

式

We should…

1 四会词汇

sandstorm, frightening, inland, mass, campaign, dune, desertification, process, citizen, dust, forecast, strength, cycle, mask, atmosphere, carbon, dioxide, 词

chemical, environment, garbage, melt, pollution, recycle, coastal, concerned,

evidence, major, urgent, pollute, complain, nutshell, scary, absolutely, protection 汇

2认读词汇

the Pacific Ocean 3 词组

cut down, be caught in, one after another, have a bad effect on, take in, give out, in a nutshell, look through

Different types of Infinitive

do, to do, to be doing, to have done, to have been done Example:

语

1.

The wind is strong enough to move sand dunes.

2.

We were advised not to go outside. 法

3.

It’s frightening to be cycling to work in a sandstorm.

4.

There is nothing to be done. 5.

I am the only person in my family to have been in a sandstorm. 6.

To have been caught in a sandstorm was a terrible experience. Expressions with but + infinitive I can’t help but agree.

We do nothing but talk about it. 重

1.

Complete the sentences using the correct form of these words.

2.

Deserts are also created because people cut down trees and dig up grass.

点

3.

To have been caught in a sandstorm was a terrible experience.

4.

I couldn’t agree with you more.

句

5.

It’s absolutely hopeless.

6.

Agree to spend an hour together each week speaking English.

子

7.

You are absolutely right.

8.

There are laws that do not allow people to burn too much coal.

III. 教材分析和教材重组：

1.教材分析：

本模块以Sandstorms为话题，通过本模块的几篇阅读材料使学生对Sandstorms有所了解，并通过文章中提出的一些深刻的问题，比如，The desert is only 250 kilometers away to the west of Beijing使学生更好地了解我们的地球和我们的生活环境正遭受的破坏，并引发对“我们应该如何保护环境”的热烈讨论，通过这些讨论会激发学生对环境保护的了解和实施的自觉性。通过讨论Sandstorms，让学生表达对沙尘暴的看法，以及我们应采取何种措施来提高环境质量。并能就此设计海报来呼吁人们保护环境。

1.1

INTRODUCTION 复习和学习有关自然灾害的词汇,呈现了一些自然灾害的起因以及造成的危害,使学生对沙尘暴有初步了解。

1.2

READING AND VOCABULARY就有关沙尘暴的图片提出问题来导入课文。阅读文章后并完成练习，培养对词汇的应变力，理解力和分析问题的能力。

1.3

GRAMMAR 1部分不定式的不同表达的区别，并会正确运用。

1.4

LISTENING AND VOCABULARY通过听的活动，了解和学习与环境有关的词汇并学会表达，培养在听的过程中思维能力和获取信息的能力。

1.5

GRAMMAR 2 了解but + infinitive 的用法。

1.6

PRONUNCIATION AND FUNCTION学会express strong opinions的表达法。

1.7

SPEAKING1设置一个情景来表达在沙尘暴中的一次经历。

1.8

SPEAKING2通过词汇练习来了解造成环境污染的一些东西，并就此提出解决措施。

1.9

WRITING先描述一些环境问题，然后再就此提出解决的措施，然后组合在一起形成一小段文章，为本模块的写作任务做铺垫。

1.10

EVERYDAY ENGLISH学习一些短语和句子的表达，并在日常生活中加以运用。

1.11

CULTURAL CORNER了解一些欧洲国家在环保方面所采取的措施。

1.12

TASK 通过设计一个海报来鼓励人们保护环境。

2教材重组

2.1 将READING AND VOCABULARY

作为一节精读课。

2.2 将GRAMMAR 1 和GRAMMAR 2 以及Workbook中的

Grammar整合起来上一堂语法课。

2.3 把LISTENING AND VOCABULARY, EVERYDAY ENGLISH和Workbook中的LISTENING AND SPEAKING整合在一起作为一堂听力课。

2.4 把INTRODUCTION, PRONUNCIATION AND FUNCTION,

SPEAKING 1 和SPEAKING 2放在一起上一堂口语训练课。

2.5 把CULTURAL CORNER和Workbook中的Reading整合在一起上一节泛读课。

2.6 将Writing，Task和Workbook中的Writing整合在一起上一堂写作练习课。

3课型设计与课时分配

1st period

Speaking 2nd period

Intensive Reading

3rd period

Grammar

4th period

Listening 5th period

Extensive Reading 6th period

Writing IV. 分课时教案

The First Period Speaking

Teaching goals 教学目标

1. Target language 目标语言

a 重点词汇与短语

blow, bury, frightening, last(v), sandstorm, dig, protection, sign, earthquake, cut down, give out, dig up b 交际用语：

I couldn’t agree with…

I think…

You are/it is absolutely right. It’s extremely serious.

I have no idea. It couldn’t…

Give one’s ideas:

In my opinion, we…

I think…

We should/need to / must…

2. Ability Goals能力目标

Enable the students to talk about the sandstorms, the reasons for causing sandstorms and the important of protecting environment. 3. Learning ability goals 学能目标

Help students to learn how to talk about the sandstorms, the reasons for causing sandstorms and the important of protecting environment. Teaching important points 教学重点及难点

1. How to describe sandstorms & environmental protection. 2. How to express one’s opinions.

Teaching methods 教学方法

1. Discussion;

2. Listening;

3. pair work. Teaching aid 教学准备

A computer, a projector, and a tape recorder. Teaching procedures

教学过程

Step 1 Presentation T: Good morning, everyone! Today we are going to learn a new module, Module 4 Sandstorms in Asia. Look at the screen please. I will show you some pictures. Talk about them in your own words. (Show them the pictures of sandstorms.)

S1: In the first picture I can see a man is riding a bike hard. The sky is yellow. T: Can you see the buildings clearly? S1: No, they are not clear. T: Thank you, sit down please. S2: In the second one I can find some buildings, but I cannot see them clearly. May be the city is in the sand or anything like that. S3: In the third one I can see a very tall building only. There is much sand in the sky. T: Very good. Thank you. S4: In the next picture, I can see many people riding bikes wearing masks. The weather is very cold, because they wear gloves and more clothes. T: How about the air? Is it clean? S4: The air is not clean. There is something like sand in the air. T: Quite right! S5: In the fifth picture, there is a strong wind carrying sand. It looks like smoke. S6: In the last one, there are some buildings covered with thick, yellow dust. T: Excellent job! Thank you every much. Now, who can tell us why there is so much sand in the sky? The wind that carry sand are called…

S7: Sandstorm. T: Very good. Yes, they are called sandstorm. If you want to know more about sandstorm, let’s come to Module 4 Sandstorms in Asia.

Step II Warming up

T: Open your books on page 31. Look at the picture in your books, what can you see in the picture? S1: There is a strong wind carrying sand in the sky, and a car covered with sand

running slowly. T: Right. Now, complete the sentences using the correct form of words in the box. Three minutes. Answers: sandstorm, lasts, frightening, blows, buried, After 3 minutes, ask some students to share their answers. T: From this short paragraph, we can see the sandstorm is frightening. Have you ever experienced the sandstorm? How does it be created? Before we discuss these questions, let’s look at some words on the screen. Dig, earthquake, protect, sign, the Pacific Ocean (show the words on the screen, and explain the meaning to the students. Divide the whole class into several groups to discuss questions in activity 2. Then call back the answers) S1: Most of the sandstorms begin in desert areas. Because there are no trees and grasses in the desert areas. The wind is very strong. S2: Climate changing can create deserts, but nowadays, the deserts are being enlarged because of humanity. S3: Deserts are also created because people cut down trees and dig up grass. T: Why people cut down trees? S3: They want to get wood or to plant crops. S4: Few years ago, Japan was affected by the sandstorms coming from northwest China. And America is also affected by sandstorms. Some are caused by humanity; some are from Asia blown across the Pacific Ocean. Sandstorm has been a global issue. T: Very good, thank you. Can we prevent it? S5: Yes. At present, our China has carried out many plans to prevent sandstorm. For example, China has formed a professor committee to study how to prevent sandstorms. We have planted many trees every year. Cutting down the trees is unlawful. The degree of sandstorm is on decline. So we can prevent it. We believe ourselves.

T: Quite right. I believe too. Where does the sandstorm often happen? S6: the inland region has more sandstorms than the one near the sea. Because the inland is drier than the one near the sea. T: Can you give us the reason? S6: Dry weather is one of the main reasons for sandstorms. T: Quite right. You’ve done very well. From this activity, you’ve got much information on sandstorms. Sandstorm is very bad. It pollutes the air, affects our daily life. If you are in a sandstorm what should you do? Now work in pairs to discuss the questions in activity 3. (5 minutes later, call back the answers) S1: If I am in a sandstorm I will wear a mask to protect my mouth and throat, wear a pair of glasses to protect my eyes. S2: Besides mask and glasses I will wear a hat. Because there is much sand in the air, it will make my hair dirty. T: You are right. In a sandstorm, you should wear a mask and a hat, a pair of glasses is also necessary. Which one is more dangerous, earthquake and sandstorm? S3: I think earthquake. Because in sandstorm we can stay at home to protect us, but in earthquake everywhere is dangerous. T: I agree with you. Where in China do sandstorms usually happen? What is the first sign? S4: In the west and northwest China. S5: But it also happens in Beijing often. S6: Before the sandstorm, there is usually a heavy wind and dry weather. S7: The sky is yellow. S8: One afternoon of last spring, when I was at school, the sky was yellow. There was much sand in the sky. The wind was very strong with some drops of rain. In fact, it was not rain. It was mud. At that time, I thought the earthquake was coming. It was very terrible. T: It was really terrible. Thank you. Now I think all of you have known about something of sandstorm. The sandstorm is terrible and harmful. We should work

hard to protect our environment. Step III Pronunciation and Function Listen to the tape and ask students to underline the words stressed and conclude when and where the word will be stressed. Then ask students to practice activity 1&2. Listen again to check if the stress is right. Ask students to complete the sentences in Ex.3 using expressions from Ex.1&2.

Step IV Talking

T: Suppose you are a citizen. There is a sandstorm in your city. A reporter wants to interview you about this sandstorm. Make a dialogue about your interview with your partner. S1: Good afternoon sir, I am a reporter of local television station. May I ask you some questions about the sandstorm happened in the morning? S2: Ok. S1: When the sandstorm happened, what were you doing? S2: I was cycling on the road. S1: Before the sandstorm coming, did you know it was the sandstorm? Or were there some signs of the coming sandstorm? S2: Yes. I learn some sandstorm signs from TV. So I tried hard to ride, but the wind was so strong. S1: Can you tell me some signs of that sandstorm? S2: First, the wind was becoming stronger and stronger, it looked like the rain was coming. I can hardly ride my bike. The dust on the ground was whirled into the sky. And the sky was turned into yellow. The dust became more and more. I can hardly open my eyes. I knew it would be a sandstorm.

S1: It was terrible. Can you give us some ideas to prevent the sandstorm? S2: From television, we can see most of the sandstorms are caused by human. Instead of cutting down trees and digging grass we should plant more trees and grasses.

S1: I agree with you. I think after this sandstorm most of people will be waken. Thank you. T: Well done. Thank you. Now we have known most of the sandstorms have been

caused by the destroyed environment. Are there any other things that are bad for the environment?

Ss: Yes. For example, coal. T: In what way? Ss: It gets off lots of smoke and pollutes the air. T: You’re right.

Ss: Plastic. In our daily life, people use many plastic bags and throw them around. When there is wind, the plastic bags thrown will fly everywhere.

Ss: In canteen many students use plastic bags to hold their meal and throw them away then. I think we should not use them first and set a modal. Ss: Like refrigerator, more and more cars have come into families. They give out much chemical smoke, especially in cities. It is bad for our health. Ss: Cutting more trees will not only cause sandstorms but also enlarge the sand area.

T: Well done, boys and girls. Since we have known so many things are bad for the environment, what should we do to protect our environment? Ss: We should plant more trees to fresh our air. Ss: We should throw the rubbish into the dustbin and not throw them anywhere. Ss: I think the most important thing we should do is to organize an organization to make people around us know the importance to protect the environment.

T: Ok, what you talk about is very helpful. Please prepare it after class if you want. If you need help, please let me know. This class we have learnt something about sandstorms, and have discussed things that pollute the environment. Since the pollution is so serious, we should try our best to protect our environment. Now what you should do after class is to turn your idea into practice.

Step V Assignment

1.

Write a composition according to the pictures. (A 类) 根据以下四幅图,撰写一篇短文,呼吁人们爱护森林,保护我们赖以生存的环境

注意:1.描述准确全面;2.题图衔接连贯;3.词数:120左右

Write a short paragraph to describe the pollution around you. (B 类) 2. Preview the text on page 32. The Second Period Reading and vocabulary Teaching goals 教学目标

1. Target language目标语言

a 重点词汇和短语

mass, dune, desertification, citizen, dust, forecast, cycle, mask, affect, strength, situation, survive, start to…, wake up to…, advise sb (not) to do sth., one after another,

b 重点句子

Scientists have tried many ways to solve this problem and in China, a mass campaign has been started to help solve it. You just had to hope you’d survive.

This is a process that happens when land becomes desert because of climate changes and because people cut down trees and dig up grass. Weather experts advise people not to go out. To be cycling in a sandstorm is frightening. There was nothing to be done. 2. Ability goals 能力目标

Enable students to gain knowledge about the sandstorm. Know the cause and result of sandstorm, and what to do in sandstorm and to foster their sense of responsibility of protecting the environment. 3. Learning ability goals 学能目标

Help students to learn how to describe a phenomenon and express their feelings.

Teaching important points教学重点

Learn some characteristics and result of sandstorm. Ask students to think ways to protect the environment. Teaching difficult points教学难点

a. Discuss the answers to the questions b. Generalize the characteristics of sandstorm. Teaching methods教学方法

a. Fast reading and deal with comprehension questions. b. Intensive reading. c. Discussion. d. Student-centered vocabulary learning. Teaching aids教具准备

A projector, a computer and a recorder.

Teaching procedures & ways教学过程与方式

Step 1 Greeting and revision Check the students’ homework by asking some of students to read their short passage about pollution around them. T: Good morning/ afternoon, boys and girls. Who wants to share your short passage about the pollution around you? Ss: I’d like. Our earth used to be a beautiful place. Thick trees and green grass covered the hills and it was the best home for birds and animals. What a beautiful scene it was! However, as time went on, people destroyed the forest to grow crops. What were worse, people let their cattle eat up the grass. So you can see a stretch of wasteland instead of green hills now. As a result, when it rains, the soil is washed down the hills, strong winds blow away the rich soil that lies on the top of the fields. We do hope all the people will take good care of our forests and plant more trees to improve the environment in which we are living. I'm sure as long as we try every possible means; we're sure to have a beautiful environment again. T: Excellent! Thank you. Yesterday, we have talked about something about sandstorm. Today, we are going to learn more about it. Open your books on page 32. Have you

previewed it?

Ss: Yes. T: Very good.

Step 2 pre-reading T: Now I will give you five minutes and read the whole passage quickly, find the answers to the questions on the top of this page. 1. There is a terrible sandstorm. 2. She wears a mask, scarf, and heavy clothes. Because there is a strong sandstorm.

3. Traffic moves very slowly because the thick dust makes it difficult to see. 4. The expert advises people not to go out. After 5 minutes, check the answers. T: Now, who’d like to talk about the first question? Volunteer!

S1: I’d like to try. From picture I know that a sandstorm happens. It is frightening. T: Quite right. Next question? Who want to have a try? S2: There is a woman pulling a bike in a frightening sandstorm. The cyclist wears a mask and a pair of gloves. She wears a hat. T: Thank you, very well. How about next question? S3: The traffic will be very slow, because in the sandstorm there is much sand in the sky. The driver cannot see thing clearly. T: Quite right. The last one, who got the answer? S4: I think the experts advise people to stay at home and not go out. While going out, you should wear a mask. T: Thank you. Sit down please. Now, after we’ve learnt this text, we will know how to protect ourselves, if there is a sandstorm in our city. Of course, we do not hope it happens in our city.

Step 3 Reading T: Turn your books on page 33. Look at the activity 2& 3, read the text quickly again and complete these two activities. Three minutes. ★

Skimming:

Cycle (v), expert, process, citizen, dust, survive, forecast, situation

b, b, a, a After 3 minutes, ask some students to check the answers. Show the answers on the screen. ask students to read it silently ★Intensive Reading T: Read the whole passage very carefully and complete Ex.4&5 on page 33. While reading underline phrases and sentences that you think are important. Read it silently and try to get the general idea of this passage. 10 minutes. 1.

The winds in a sandstorm can sometimes be strong enough to move sand dunes. 2.

When Ren Jianbo was living in Inner Mongolia he experienced a terrible sandstorm in desert. 3.

Sandstorms in China appear to have increased in recent years as a result of “desertification”.

4.

Cutting down trees and digging up grass can cause the climate changes and make the land become desert. 5.

Traffic moved very slowly because the thick dust makes it difficult to see. 6.

The government is planting trees to the west of Beijing to prevent the desert coming near.

(After 10 minutes ask some students to check the answers and show the answers on the screen.) 1. forecasted 2. frightening 3. survived 4. dust 5. process 6. citizens (After students to give possible answers, then show them on the screen) 1.

Scientists have tried many ways to solve this problem and in China, a mass campaign has been started to help solve it. 2.

You just had to hope you’d survive.

3.

Sandstorms in China appear to have increased in recent years as a result of “desertification”.

4.

This is a process that happens when land becomes desert because of climate changes and because people cut down trees and dig up grass. 5.

When a sandstorm arrives in the city, weather experts advise people not to go out. 6.

To be cycling in a sandstorm is frightening. 7.

Already the government has planted more than 30 billion trees and plans to continue planting for the next five years.

(After having finished the exercises, show the important sentences on the screen. Ask the students to pay more attention to them.) Complete the summary of the text: (1st paragraph) Sandstorms have been a major_______ for many Asia countries _____ centuries. Scientists have tried many ways to ____ this problem and in China, a ______ campaign has been started to help solve it.

Suggest answers: Sandstorms have been a major disaster for many Asia countries for centuries. Scientists have tried many ways to solve this problem and in China, a mass campaign has been started to help solve it.

(2nd paragraph) The wind in the sandstorm is often strong enough to move _________. Ren Jianbo, from _____________ described a terrible sandstorm he ___________ when he was a child. “ to have been ______ in a sandstorm is a ____________. There was nothing ________. It was the most _________ and the most dangerous ________ I have been in. You just had to hope you’d _______. Suggest answers

The wind in the sandstorm is often strong enough to move sand dunes. Ren Jianbo, from Inner Mongolia described a terrible sandstorm he experienced when he was a child. “to have been caught in a sandstorm is a terrible experience. There was nothing to be done. It was the most frightening and the most dangerous situation I have been in. You just had to hope you’d survive. (3rd

& 4th paragraphs) Sandstorms begin in______ area. Sandstorms in China ______ to have been increased in recent years as a result of “______________”. This is a ________ that happens because people _________ trees and ________ grass. Sandstorms sometimes _______ Beijing. _______ wake up to an orange sky and ______ strong winds that ______ the city in a thick, brown-yellow _____. The sandstorms sometimes __________ all the day and traffic ______ very slowly. Suggest answers: Sandstorms begin in desert area. Sandstorms in China appear to have been increased in recent years as a result of “desertification”. This is a process that happens because people cut down trees and dig up grass. Sandstorms sometimes affect Beijing. Citizens wake up to an orange sky and strong winds that cover the city in a thick, brown-yellow dust. The sandstorms sometimes continue all the day and traffic moves very slowly. (The last two paragraphs) The Chinese Central Weather Station can______ a sandstorm some weeks before it arrives in Beijing. When the sandstorm arrives in the city, weather _______ advise people not to ________. Huang Xiaomei, who lives in Beijing says, “to be ______ in a sandstorm is _________. It’s difficult to _______ in the strong wind and _____ makes me _____. So if you want to go out, you’d better wear a ______. The desert is only 250 kilometers away to the west of Beijing. To ________ it coming nearer, the government is planting trees.

The Chinese Central Weather Station can forecast a sandstorm some weeks before it arrives in Beijing. When the sandstorm arrives in the city, weather experts advise people not to go out. Huang Xiaomei, who lives in Beijing says, “to be cycling in a sandstorm is frightening. It’s difficult to breathe in the strong wind and dust makes me ill. So if you want to go out, you’d better wear a

mask. The desert is only 250 kilometers away to the west of Beijing. To prevent it coming nearer, the government is planting trees.

(As to this part, listen to whole passage first, and then listen again paragraph by paragraph. After listening to a paragraph, ask students to look the screen and fill the blanks with their books closed. Step 3 Explanation T: Now let’s deal with some language points.

◆

You just had to hope you’d survive. Survive vi. continue to live or exist

~ (from sth), ~ ( on sth),

E.g. many strange customs have survived from earlier time.

I can’t survived on 30£ a week. Vt. Continue to live or exist in spite of nearly being killed or destroyed

~ an earthquake, ~ shipwreck survivor n.

person who survived ◆as a result of “ desertification”.

…. 由于沙漠化的结果

desert + ify

“-fy / -ify” 后缀

变为verb. desertify → desertification

◆

……… because people cut down trees and dig up grass. Cut sth down (cause sth to fall down by cutting it at base)

~ a tree, 砍倒一棵树，~ trousers, 改短裤子，~ one’s expenses, 减少开支

dig sth up ①break up(soil,etc) by digging，

②remove sth from the ground by digging

Dig up the land for a new garden. 为建一座花园而垦地。

We dig up the tree by his roots.我们将树连根拔起。

◆

…… weather experts advise people not to go out.

advise sb. (not) to do sth.

give advice to sb; recommend

Step 4 Homework 1.

Retell the whole passage. 2.

Write a summary of the text. The Third Period Grammar Teaching goals 教学目标

1 Target language目标语言

a重点词汇和短语

thunderstorm, infinitive, by the end of,

b重点句子

Experts hope to learn more about the movement of sandstorm. I’d like to tell about the situation before now.

My father was out of the city when the sandstorm came. He was very glad to miss it. And yet we do nothing but talk about it. I can’t help but feel very concerned. I can’t but wonder what will happen.

2 Ability goals 能力目标

Learn to use infinitive structure 3 Learning ability goals 学能目标

Let the students learn how to use the infinitive structure Teaching important points教学重点

a. Teach the use of the infinitive structure.

b. Some words followed by the infinitive structure. c. but+ infinitive. Teaching difficult points教学难点

The usage of the infinitive structure. The structure of but + infinitive. Teaching methods教学方法

a.

Explanation of grammar.

b. Learn grammar through practice.

Teaching aids教具准备

A projector and a computer.

Teaching procedures & ways教学过程与方式

Step I Revision

Check the homework. Step II Preparation

T: Look at the screen please. Pay attention to the phrases in color. Do they have something in common? What is the common thing?

1.

To see her is to love her. 2.

She likes to play with the child. 3.

I am very glad to see you. 4.

The next train to arrive

was from New York. 5.

I stayed there to see what would happen. S: Yes. They all have the word “to”.

T: Very good. This is the grammar – infinitive structure we will learn this class. Who knows what the infinitive structure is. S: The infinitive structure is the phrase that has “to do sth”.

T: Very good, but not always. Infinitive structure has two types. One is to-infinitive, the other is bare infinitive. For example:

You cannot do better than go.

(bare infinitive) To see is to believe. (to-infinitive) T: Ok, let’s look some usages of the infinitive structure

①

Infinitive structure acts as subject. E.g. To err is human. (subject)

It takes me ten days to finish this project. (英语中常用it做形式主语，真正的主语是

不定式) ②

Infinitive structure acts as predicate E.g. He is yet to come. (be + to come) The important thing is to save lives.

③

Infinitive structure acts as object.

E.g. She likes to play with the child.

He seems to know the way. ④

The adjective followed by the infinitive structure E.g. I am very glad to see you.

He is eager to win. ⑤

Infinitive structure acts as attribute. E.g. He was always the first to come and last to leave.

The next train to arrive was from New York. ⑥

Infinitive structure acts as adverbial modifier. E.g. I stayed there to see what would happen.

(doing this with explanation) Step III Grammar 1 T:

Now please go through the activity 1 and to find all infinitive structures, then tell us if they give essential or extra information. Possible answers: The wind is strong enough to move sand

The adjective followed by the infinitive dunes. We were advised not to go outside. structure Infinitive structure acts as object. It’s frightening to be cycling to work in a Infinitive structure acts as subject sandstorm There is nothing to be done. Infinitive structure acts as attribute I am the only person in my family to have Infinitive structure acts as attribute been in a sandstorm. To have been caught in a sandstorm was a Infinitive structure acts as subject terrible experience. (Ask students to check the answers) Ask students to finish activity 2&3 then call back the answers. 1.

It is dangerous to travel during a sandstorm. Infinitive structure acts as

subject 2.

Experts hope to learn more about the movement of Infinitive thunderstorms. structure acts as object. 3.

We were told not to leave the house. Infinitive structure acts as object. 4.

The work on the house needs to be completed by the end of Infinitive the week. structure acts as object. 5.

Most houses seem to have been destroyed by the storm. Infinitive structure acts as predicate

1. to work

2. to learn 3. to tell 4. to be completed 5. to miss 6. to be finished 7. to see

Explanation: ①

Some adjectives must be followed by “to”: glad, sorry, lucky, free, sure, likely, able, afraid, willing, ready, anxious, careful, foolish etc. ②

have to means“不得不…….”

③

Some verbs must be followed by “to” as objective：like, want, hope，expect, wish, try etc. ④

Set phrases：

so + adj.+ as to;

such (…) as to….;

… enough (for sb) to….; too……to…; only to…. ( 表示未曾料到的结果) etc. Step IV Grammar 2 T: Please turn your book to Page36. At the beginning of the class, I told you that the Infinitive structure has two types. One is to-infinitive, the other is bare infinitive. Now let’s look at the second type of the Infinitive structure. “but + infinitive” is

one of the bare infinitive. Who knows how to use this structure? S: We don’t know.

T: If there is a word “do” before the conjunction “but” we should use bare infinitive.

e.g. we have nothing to do now but wait.

Tom never does anything but talk. If there is no “do” before the

conjunction “but” we should use to-infinitive. e.g. They desired nothing but to succeed.

I have no choice but to accept the fact. T: Now, look at the Ex.1&2 on page 36 and find the answers.

Possible explanations: 1.

We do nothing except to talk. ( 可换成

“but”, 但要去掉

“to”)

2.

I have to feel very concerned because I can’t do help. ( 我只能担心，因为我帮不了你help 是名词

) 3.

I can’t do anything but wonder what will happen. ( 除了想知道将要发生什么，我不想作任何事情，言外之意就是，我非常想知道将发生什么事)

1. but

2. think

3. choose

4. complaining

5.love

6. nothing

Possible explanations: 1.

help vt.

应有宾语，所以判断此句中help 是名词，完整形式应是

“do help”.

2.

同上

3.

chose vt.

又

因but 后是原型。

4.

因为but 前有"do”

5.

同1 6.

do 应有宾语

其他结构：

①

口语中

go, come后可不用to Go tell her. 去告诉他吧。

Come have a glass. 来喝一杯吧。

②

在than 后不带

to

I would rather go than stay You cannot do better than go. ③

在一些固定词组中省去to hear, make, let, see, 但在被动语态中要加上。

疑问词why 引导的省略句中省去to. Why not try again？

Step V Homework Complete the exercises 1, 2, 3&4 on Page 85

The Fourth Period Listening

Teaching goals 教学目标

1 Target language目标语言

a重点词汇和短语

atmosphere, carbon, dioxide, chemical, environment, garbage, melt, pollution, recycle, coastal, concerned, evidence, major, urgent, pollute

b重点句子

Trees take in carbon dioxide and give out oxygen. What happens to your rubbish? What needs to be done to improve the situation? 2 Ability goals 能力目标

Enable the Ss to understand the damage caused by natural disasters.

Enable the Ss to have a good understanding of the importance of protecting environment. 3. Learning ability goals 学能目标

Enable the Ss to take some measures to protect our environment. Teaching important points教学重点

Listen to the speech about environmental problems made by an expert and different measures taken by different countries. Teaching difficult points教学难点

Listen for correct information and find out ways to solve the problems. Have a further discussion on dealing with rubbish.

Teaching methods教学方法

a. Discussion. b. Listening. c Cooperative learning. Teaching aids教具准备

A recorder, and a slide projector. Teaching procedures & ways教学过程与方式

Step I. Revision Check homework exercise on Page 85. Choose the correct answer. 1. Such people are_______.

A. respect

B. to respect

C. to be respecting

D. to be respected 2. There is nothing to do but________ till it stops snowing.

A. to wait

B. waiting

C. wait

D. waits 3. I’m sorry ________ you so much trouble. And thank you for your help.

A. to give

B. to have given

C. giving

D. gave 4. Tom is said ______ abroad, but I don’t know what country he studied in.

A. to have studied

B. to study

C. to be studying

D. to have been studying 5.______ late in the morning, Bob turned off the alarm. A. To sleep

B. Sleeping

C. Sleep

D. Having slept Key to the exercise: 1. D

2.C

3.B

4.A

5.A Step II. Listening and Vocabulary (Page35) Deal with vocabulary first to make preparations for listening. Then the Ss will hear a speech about environmental problems made by an expert. Then solve all the questions in this part. T: First let’s have a revision of some words. Take out your exercise book and we’ll have a dictation. Write down the words that you hear. Listen to me carefully. No.1, what’s the air around the earth called?

S1: Atmosphere.

T: OK, write down the word. The second one, when we breathe, we breathe in oxygen and breath out__________. S2: Carbon dioxide. T: Write down this word, too. No.3 is a substance used in chemistry. What is it? S3: Chemical. T: No.4, it means a bad effect on someone or something caused by an earthquake or a sandstorm. S4: Damage. T: No.5 refers to the damage to the environment because of chemicals, cars and smokes. S5: It’s pollution.

T: No.6 refers to the natural world: the land, air, water, plants and animals. S6: It’s environment.

T: No.7, what’s another name for rubbish?

S7: Garbage. T: No.8, it describes a process that a matter changes from solid to liquid. S8: Melt. T: No.9 refers to treating something so that we can use again. S9: Reuse or recycle. T: The last one refers to the most northern and southern points on earth. S10: The Poles. T: That’s all for our dictation. Now exchange your exercise book with your partner. Then turn to P35. Check the answers. Listen to the tape for the first time and pause where it’s necessary. Then check the answers with the whole class. T: Are you ready? Let’s listen

for the first time. Please pay attention to the topics mentioned in Activity2. Play the tape. T: Have you got the answers? S1: Yes.

Ask students to present their answers. Go through the words in the table and make sure they understand all the meaning of each word. Then give students some time to read the questions and listen for the answers. T: Let’s listen to the tape again. Please pay attention to the six questions.

Play the tape again. T: Have you got the answers? S1: Yes.

S2: …

S3: …

S4: …

S5: …

S6: …

T: Excellent answers!

T: Listen for the third time, and fill in the blanks. Then check the answers. S1: …

S2: …

S3: …

S4: …

S5: …

S6: …

T: I think we’ve solved this problem. Now turn to Page38.Let’s listen to the tape for the last time and deal with Everyday English. (After play the tape.) T: Have you got the answers? S: Yes. T: Now we’ll check the answer.

Ask several students to present their answers. T: Now read the expressions carefully and we’ll do some exercises.

1.

To put it _________________, we’re bankrupt.

2.

The story was so _________ that the boy began to cry. 3.

---Can you finish the work before this weekend? ---I’m not sure, but _____________________.

4.

---Is it she who has got the first prize? ---Yes. ____________________________. 5.

______________________, I think he wants me to go there, in fact. Suggested answers: 1. in a nutshell 2. scary 3. I’ll do my best. 4. You’re absolutely right. 5. from what I understand Step III Listening and speaking (WB P88) 1. Activity12. First make sure the students understand all the words. Then match the words with the definitions. 2. Activity13. Ask students to read through the six questions and the answers, and predict the answers according to the questions and answers supplied. Play the tape and let students choose the answer. Discuss the answers with the whole class and collect the answers. T: OK. Now we’ll listen to a conversation about different measures taken by different countries. First, go through the six questions in Activity13. Now listen to the tape. (After listening) T: Have you got that? Now read the questions and tell us the answer that you choose. Ask students to read them and check the answers with the whole class. 3. Activity15. Ask students to work in pairs and make a list of things that they have thrown away in the last week. Give them some types for Ss to choose. plastic, metal, wood, paper, leftover food. 4. Activity16. Discuss the following questions. What’s waste?

What happens to your rubbish? How much could be recycled? Why should the rubbish be recycled? How is the rubbish recycled?

Would you say that rubbish is a problem in your town? What needs to be done to improve the situation? Before they discuss the questions, present some reading materials. Materials: Waste can be defined as: "any material, solid, liquid or gas, that is unwanted and/ or unvalued, and discarded or discharged by its owner."

Every bag of household and gardening rubbish thrown away in your wheeled bin is more than half full of potentially valuable resources. You can also rethink how you deal with rubbish by reducing and recycling it. Recycling - Recycling your rubbish has many benefits:- Saves Resources: Most of the things that we throw away are made from natural resources that are running out or that can not be replaced quickly enough to compensate for the amount that we use. Saves Energy: Making products out of recycled materials saves energy. For example, making aluminum cans from recycled aluminum uses 20 times less energy than from making the cans from new aluminum. Creates jobs: Businesses based around recycling are on the increase. If we all tried to recycle our rubbish this could grow even further

Re-using waste extends the life of everyday things. By re-using waste we can significantly reduce how much ends up in the wheeled bin. 1. Take unwanted clothing, shoes, toys and bric-a-brac to your favorite charity shop.

2. Re-use envelopes by sticking an address label over the original address.

3. Use old carrier bags as plastic bin liners.

4. Donate unwanted magazines to the Doctor's or Dentist's waiting room. Other patients will certainly appreciate them.

5. Old boxes, margarine tubs and cardboard tubes can be used for art classes at your local school.

6. Lidded jars make really useful storage containers.

7. Clothing and towels that are too worn to be used by others make ideal cleaning cloths.

8. Reducing what we buy in the first place is the most effective way of reducing our rubbish. If we don't buy it in the first place, it won't end up as rubbish. We need to think about what we are buying: 1. Do we really need this product?

2. Is there an alternative product available that does not create rubbish (or at least creates less rubbish)?

3. Why not pay a little more now so that the product will last longer, (low energy light bulbs, rechargeable batteries).

4. Try not to buy disposable products (razors, nappies, plastic cutlery, paper plates etc).

5. Contact the Mailing Preference Service to stop junk mail being delivered to your home.

6. Composting at home can reduce the amount of waste thrown into your wheeled bin by up to 30%. Then ask the students to discuss the seven questions and collect answers from the whole class.

(The answers are included in the material.) Step IV Homework T: Today we have listened to two materials. One is that our climate is becoming warmer; the other is about different ways to deal with rubbish. After class, you should listen to them again and sum up what you have learnt from them. For the homework, think about a question: What should you do in your daily life to protect our environment? The Fifth Period Extensive Reading

Teaching goals 教学目标

1 Target language目标语言

a.重点词汇和短语

environment, environmental, be better at b.重点句子

Some countries are better than others at looking after the environment.

There are laws that do not allow people to burn too much coal. The Chinese government is fighting desertification by improving farming methods and planting trees and grass. 2 Ability goals 能力目标

a Discuss the ways in which people improve the environment and a global problem: desertification.

b. Discuss the questions about the passage:

How do countries in Europe try to improve the environment?

When did the “Green” movement begin?

What does the “Green” movement try to do?

What was the Dust Bowl and when did it happen?

What parts of the world are affected by desertification? 3 Learning ability goals 学能目标

Enable the Ss to get to know about the way to improve the environment. Teaching important points教学重点

Talk about the way to improve the environment. Teaching difficult points教学难点

a. Discuss the answers to the questions. b. Find the way to solve the problem. Teaching methods教学方法

a. Fast reading. b. Dealing with comprehension questions. c. Discussion.

Teaching aids教具准备

A slide projector, and a computer.

Teaching procedures & ways教学过程与方式

Step I Revision

Check homework

T: Last class we have learned different ways to deal with rubbish in different countries and the result of a warmer climate. Now answer the question: What should you do

in your daily life to protect our environment? S1: We should put waste paper in a special bag in order to recycle it. S2: We should try to avoid using plastic bags. S3: We will put our leftover food into a special can. S4: I won’t step on the grass any more.

S5: I won’t pick the flowers in spring.

S6: I will persuade people who smoke not to smoke. Step II Reading (Page87) This reading passage is about desertification and the Dust Bowl. After the first reading, let the Ss answer some questions in Activity9. Show the questions on the screen. Then, let them finish Activity10 and 11 on Page 88 after reading the text again. (Show some pictures)

T: Look at the pictures first. What can you see from the pictures? S1: The air is dirty. S2: We can see there is a lot of dust in the air. T: I will tell you that the pictures are about the Dust Bowl in the 1930s in the United States. Have you heard of it? S3: No. T: Do you want to know something about it? S4: Yes. T: OK. Today we’ll read a passage about the Dust Bowl.

(Show some other pictures)

T: Look at the pictures. What’s it?

S: It’s desert.

T: The area of the desert is increasing. Do you know the reason? Do you know its bad effect on environment? S: Because people destroyed the forest, turned grassland into farmland and destroyed the balance of nature. The bad effect is that more farmland is turning into desert. There will be less land to plant crops and more people will starve to death. T: Very good. Now we’ll read the passage about desertification. Turn to Page87, read it quickly and try to find the answers to the questions. Questions: 1. What was the Dust Bowl and when did it happen? 2. What parts of the world are affected by desertification? Give the students some time to read through the passage and collect answers from the whole class. T: Now finish Activity10 and 11 on Page 88 after reading the text again. (A few minutes later,) T: All right. We’ll talk about the answers.

Ask several students to answer them one by one, and then show suggested answers. Suggested answers: Activity10: 1.T 2.T 3.F 4.F 5.T 6.F 7.T Activity11: 1.d 2.c 3. e 4.a 5.b Step III Cultural Corner (Page39)

Ask the students to read the passage quickly and answer the questions. Then check the answers.

T: Just now, we learned something about the Dust Bowl and desertification. Now we’ll know something abut green movement. Read the passage and answer the questions. 1. How do countries in Europe try to improve the environment? 2. When did the “Green” movement begin?

3. What does the “Green” movement try to do?

Ask students talk about the following two questions: a. Are there organizations in China whose aim is to protect the environment? b. What do you know about the organizations? If students don’t know any, present them some materials.

Step IV Extra-reading Here are two supplementary reading materials on the screen.

China Adopts Environment-Friendly Way to Dispose Rubbish

China is adopting an environment-friendly way of rubbish disposal by building its largest rubbish-burning fueled power plant in Shanghai, according to Friday's Chinadaily.

The plant to be built in Shanghai's Pudong New District is designed to have the capacity to generate 100,000 megawatts of electricity annually by means of thermal energy generated through burning 365,000 tons of rubbish, the paper said.

The project, expected to be completed in October 2001, will cost 670 million yuan (80.7 million U.S. dollars), including a low-interest loan of 30.17 million offered by the French government.

The majority of the loan will be used to buy some key technology and equipment from France for the new power plant, an official surnamed Tao who is responsible for the construction of the plant and the installation of the equipment was quoted as saying. The plant will keep a close eye on the discharge of waste gas and smoke and fume emissions in accordance with the emission standards set by the European Union, said the official, adding that the new plant will become a pilot project for neighboring areas of Shanghai and other big cities in terms of rubbish disposal.

Shanghai now yields more than 10,000 tons of household waste every day, of which about 80 percent is buried after a fermenting procedure to decrease harmful elements. China's First Home-Made Rubbish Power Plant Operational

China's first power plant using homemade equipment for generating electricity with rubbish was put into operation recently in east China's Zhejiang Province.

Costing a total investment of 90 million yuan (US$10.84 million), this non-government-run plant is able to handle 320 tons of rubbish per day and generate 25 million KWH of electricity per year.

Smoke and gas discharged after treatment, tested by the Chinese Academy of Sciences, has measured up to the environmental standard set by the country.

The Sixth Period Writing Teaching goals 教学目标

1 Target language目标语言

a重点词汇和短语

environmental, summarize, protection b重点句子

Finally, write two or three sentences that summarize what you have said. Then design a poster that encourages people to protect the environment. 2 Ability goals 能力目标

Enable the Ss to design a poster that encourages people to look after the environment. Learn to express personal opinions about environmental problems. 3 Learning ability goals 学能目标

Help the Ss to learn to design a poster and write a short passage to the Internet environment discussion group. Teaching important& difficult points教学重点和教学难点

Teach the Ss how to design a poster and write a short passage to the Internet environment discussion group. Teaching methods教学方法

a. Task-based learning. b. Discussion..

c. Writing. Teaching aids教具准备

A projector, and a computer. Teaching procedures & ways教学过程与方式

Step I Revision The materials about environment protection are put in the Appendix. Step II Writing (Page38) The purpose of this writing is for students to describe one environmental problem and say what we should do about it. It’s a

good opportunity for a discussion about the problems and the solutions. After the discussion, they can write down the problems and the way to solve them. T: Last class we have read some materials about environmental protection. Do you know some major environmental problems? S1: air pollution, petrol pollution, waste water and noise pollution. T: OK. There are many types of pollution. But choose a major one around you and find out the solution to solve it. Now discuss the problem in pairs and write down in a few sentences. T: Have you finished it? I’ll ask some of you to read your short passage.

S1: One major environmental problem is indoor air pollution. There are many sources of indoor air pollution. Tobacco smoke, cooking and heating appliances, and vapors from building materials, paints, furniture, etc. cause pollution inside buildings. Air pollution can affect our health in many ways with both short-term and long-term effects. So we shouldn’t stay in the room for a long time. We need to go outdoors to breathe fresh air and do some exercises. S2: One major environmental problem is black carbon pollution.. Black carbon pollution is the release of tiny particles into the air from burning fuel for energy. Now it constitutes a serious and widespread problem, not only to human health, but also to the entire global environment. We must find a new and less-polluted energy to replace coal. T: Excellent! Now turn to Page40.

Step III Task The purpose of this writing task is for the students to design a poster that encourages people to look after the environment. T: Read through the passages that we have read in this module and find out seven things you can do in your everyday life for environmental protection. T: Have you found them? S1: We should put waste paper in a special bag in order to recycle it. S2: We should try to avoid using plastic bags. S3: We will put our leftover food into a special can. S4: I won’t step on the grass any more.

S5: I won’t catch the bird.

S6: I will persuade people who smoke not to smoke. S7: I will join an organization that protects the environment. T: Now prepare a large piece of paper. Think of a heading for your poster. (The teacher goes around the classroom to help students) T: Now show your headings to the whole class. S1: SAVE OUR EARTH S2: SAVE THE BIRDS S3: KEEP OFF THE GRASS S4: NO SMOKING S5: LEFTOVER FOOD HERE T: Now complete the poster with a few sentences using pictures if necessary. (Ask several students to show their posters) Show sample poster: SAVE OUR EARTH Plant trees every year. Keep off the grass. Ride a bike or walk to work or school. No smoking.

Don’t throw away rubbish.

Step IV Writing Ask students to read the message on an Internet environment discussion group and find out the detailed information. Then write a message to the Internet environment discussion group to show your opinions about an environmental problem. T: Now read the message and answer the three questions on top of Page90, Activity17. (After read the passage) T: Have you found the answers? Now we’ll check the answers. Now we’ll come to Activity18. First you should choose a topic and then follow the instructions to write a message. Suggested message: I’m very concerned about global climate change. It’s a very serious global problem today. From what I understand, there are many factors for global warming. The doubling atmospheric carbon dioxide, a greenhouse gas, would cause rising ocean temperatures, which will cause an increase in evaporation. The added water vapor, also a greenhouse gas, will enhance the greenhouse effect, which would further increase global warming. There is evidence that for nearly two hundred years our planet has been warming. This is seen not only in climate observations, but also in some physical and biological indicators of environmental change. Some scientists, supported by concerned environmental organizations such as Greenpeace and the World Wild Life Fund, have concluded that many of the patterns associated with this warming can be attributed to the growing impact of human activity on the planet.

They have forecast that over the next hundred years we will create a climate on earth

that will be warmer than any so far experienced by the human species. They believe that this rate of change may be unprecedented in the history of our planet and will be so great that many of our ecosystems and wildlife species will fail to adapt. In recent years, more and more people are paying attention to this problem. But few of them take the measures. We need to stop people from doing it. We should do all that we can to reduce such pollution. Step V Homework Sum up the whole unit.