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Unit2SavingtheEarthTopic2AlltheseproblemsareveryseriousSectionAⅠ.Materialanalysis本课是第二单元第二话题的第一课时。主活动是1a。1a通过Kangkang向他的同伴Maria和Jane抱怨恶劣的天气，引出本课的功能意念：抱怨和责备。同时也初步呈现了本单元的语法点：不定代词和不定副词。1b主要培养听力策略，即重点听对话的大意。1c侧重于考查归纳总结的能力。在2中，通过“用所给词的正确形式填空”这种题型，巩固1a中的重点语言点。借助3的图片和信息提示，进一步形象地了解沙尘暴形成的过程。通过4的听力练习，提高学生听取文段细节的能力。本课通过谈论沙尘暴的成因说明了树木对环境保护的重要作用。同时也让学生了解天气与人类活动的关系，关注全球的环境问题。Ⅱ.Teachingaims1.Knowledgeaims：掌握本课的重点词汇和短语，谈论沙尘暴的成因。初步感知不定代词和不定副词的用法。2.Skillaims:能听懂谈论沙尘暴成因的对话。能够从所听材料中获得有效的细节信息。能够根据图片和信息提示词描述沙尘暴形成的过程。
3.Emotionalaims:(optional)让学生了解环境污染的严峻形势，引导学生爱护大自然，爱护花草树木，树立绿色环保意识。4.Cultureawareness:(optional)通过课文的学习，让学生了解沙尘暴形成的原因和过程，关注全球的环境问题。Ⅲ.Thekeypointsanddifficultpoints1.Keypoints:Wordsandphrases:sand,although,sandstorm,desert,humanbeing,reduce,completely,changeinto,stop…from,blow/wash…away,asaresultSentences:Alotofwatercanbesavedbyforests.Althoughwehavebuilt“TheGreenGreatWall”,westillneedtodosomethingtoprotecttheenvironment.Grammar:Indefinitepronounandadverb.2.Difficultpoints：能够从所听材料中获得有效的细节信息来补全句子。能够根据图片和信息提示词描述沙尘暴形成的过程。Ⅳ.Learningstrategies通过引导学生在听前阅读1b和3，培养学生形成听前熟悉、预测听力材料的学习习惯。通过3中的插图预测并描述新话题，培养学生的逻辑推理能力。
Ⅴ.Teachingaids关于沙尘暴的视频和图片，录音机，幻灯片等。Ⅵ.TeachingproceduresStage(timeperiod)InteractionpatternsTeacheractivityStudentactivityRemarks1Gettingstudentsreadyforlearning（3mins)ClassactivityPlayashortvideoaboutasandstormandletSsguesswhatkindofweatheritis.T:Hi,boysandgirls!It’safineday,isn’tit?Ss:Yes.T:Nowwatchtheshortmovieandguesswhatkindofweatheritis?…T:Canyoutellmewhattheweatheris?Ss:Yes,沙尘暴.T:Right.Wecallit“sandstorm”.It’sakindofstormcausedbysand.SowecallitWatchavideoaboutasandstormandguesswhatkindofweatheritis.Ss:Yes.Ss:Yes,沙尘暴.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。
sandstorm.Nowreadafterme,“sand”“sand”.(Pointtoasceneinthevideo.)Ss:“sand”,“sand”T:“storm”,“storm”Ss:“storm”,“storm”T:“sandstorm”,“sandstorm”Ss:“sand”,“sand”T:“storm”,“storm”Ss:“storm”,“storm”Ss:“sandstorm”,“sandstorm”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。2Lead-in(3mins)GroupworkShowthepicturesofasandstorm,lettheSsguesshowsandstormcomesintobeingandnumberthepicturesin3.T:OK,doyouknowhowsandstormcomesintobeing?Pleaselookatthepictures,discussandnumberthemingroups.…T:OK,howdoesthesandstormcomeintobeing?Tellmetherightorder,please.S1:It’s4-1-5-3-6-2.Lookatthepicturesaboutasandstorm,guesshowsandstormcomesintobeingandnumberthepicturesin3.…S1:It’s4-1-5-3-6-2.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。
3Pre-listening(5-7mins)GroupworkLettheSstalkaboutsandstormaccordingtothepicturesandthegivenwordsin3ingroups.T:Yeah,youareright.Withthehelpofpicturesandthewordsbelow,canyoutalksomethingaboutsandstorm?Ss:Yes.T:Nowdiscusswithyourgroupmembers.…T:OK,whocantry?S1:Longago,therewerelotsoftreesandforests.Butpeopleneededsomewoodtobuildhousesanddootherthings,sotheycutdownthetreesdaybyday.Andtheforestshavegoneslowly…Talkaboutsandstormsaccordingtothepicturesandthegivenwordsin3.Ss:Yes.S1:Longago,therewerelotsoftreesandforests.Butpeopleneededsomewoodtobuildhousesanddootherthings,sotheycutdownthetreesdaybyday.Andtheforestshavegoneslowly…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。
S2:…S2:…4While-listening(8mins)IndividualworkStep1:Presentthepicturein1a.LettheSslistento1aonceanddo1balone.T:Right.Nowlookatthispicture.What’stheweatherlike?S1:It’sasandstorm.T:Howdoyouliketheweather?S2:Ithinkit’sterrible.T:Peoplecan’tseethingsclearly.Andit’sbadforourhealth.Nowlistentothetapeandchoosethebestanswerin1b.Whenyouarelistening,payattentiontothemainidea.…T:Nowpleasecheckanswers.Theboyandgirlsaretalkingabout…S1:B,thereasonsforsandstorms.…Lookatthepicturein1a,listenandchoosethebestanswerin1b..S1:It’sasandstorm.S2:Ithinkit’sterrible.S1:B,thereasonsforsandstorms.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。
PairworkStep2:LettheSslistento1aagainandcompletethefunctionsoftreesin1c.Theycandiscussinpairs.T:Listento1aagainandfindthefunctionsin1c.…T:Whatarethetrees’functions?S1:Treescanstopthewindfromblowingtheearthaway.S2:Theycanalsostopthewaterfromwashingtheearthaway.…Readandcompletethefunctionsin1c.Discussinpairs.S1:Treescanstopthewindfromblowingtheearthaway.S2:Theycanalsostopthewaterfromwashingtheearthaway.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。5Post-listening(10mins)GroupworkGroupworkStep1:LettheSsread1aingroupsandthenroleplayit.T:Read1awithyourgroupmembersandactitout.Step2:LettheSsreadagainandfindtheRead1aingroupsandthenroleplayit.Read1asentencebysentence,
importantphrasesin1a.ThenwritethemdownontheBb.T:Nowread1asentencebysentence,underlinetheimportantphrasesandthenwritethemdownontheBbbehind.…T:OK,let’slookatyournotes.No.1,“changeinto”.Whocantellusitsmeaning?S1:Itmeans“turninto”.T:Right.Whocanmakeasentencewithit?S2:Wecanchangeiceintowater.T:Wonderful!Ifyourgroupalsohasthisphrase,pleasetickitout.Nownextone,“stop…fromdoingsth.”Whocanmakeasentencewithit?andunderlinetheimportantphrases.S1:Itmeans“turninto”.S2:Wecanchangeiceintowater.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。
ClassactivityS3:…(Teachotherphrasesinthesameway.)Step3:LeadtheSstocompletethesentenceswiththecorrectformsofthegivenphrasesintheboxin2.T:OK,wehavelearntthekeyphrases.Nowlet’sfillintheblanksin2withthecorrectformsofthephrases.…T:Let’scheck.S1:Peoplehavecutdownsuchalargenumberoftreesthatthelandhaschangedintodesert.S2:…,sothewindalwaysblowstheearthaway.S3:…,sowemustdosomethingtoreduceit.Completethesentenceswiththecorrectformsofthegivenphrasesintheboxin2.S1:Peoplehavecutdownsuchalargenumberoftreesthatthelandhaschangedintodesert.S2:…,sothewindalwaysblowstheearthaway.S3:…,sowemustdosomethingtoreduceit.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。
S4:…S5:…S4:…S5:…6FinishingTask4(10mins)ClassactivityLeadtheSstolookatthephrases.Listentothepassageandcirclethephrasesyouhear.Thenlistentwicetocompletethesentences.Finish4.T:Lookatthesephrases,what’sthemeaningof“becomeweaker”?S1:Itmeans“变得更虚弱”inChinese.T:Right.Howabout“destroytheenvironment”?S2:Itmeans“破坏环境”.…T:Nowlistencarefullyandcirclethephrasesyouhear....Lookatthephrases,listenandcircleforthefirsttime.Thenlistentwicetocompletethesentences.Finish4.S1:Itmeans“变得更虚弱”inChinese.S2:Itmeans“破坏环境”.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）。
T:OK,nowchecktheanswertogether.Whichphrasesdidyouhear?S41…S5……T:Welldone.Nowlistenagainandfillintheblanks.Whenlistening,youcanonlywritethefirsttwolettersofeachword.Afterfinishinglistening,youhavesometimetocompleteyouranswers.Ready?…T:OK.It’sabitdifficult.Soyouhaveonemoreminutetocompletethesentenceandpayattentiontotheformsofverbs.…T:Let’schecktheanswerstogether.S6:NowsomekindsofanimalsareS41…S5……S6:Nowsomekindsofanimals
becoming…S7:Someanimalsare…dyingoutcompletely.S8:…andhad…food.arebecoming…S7:Someanimalsare…dyingoutcompletely.S8:…andhad…food.…7SummarizingandAssigninghomework(3mins)ClassactivityStep1:Sumupwhattheyhavelearntinthisclass.T:Pleaseworkinpairs.Tellyourpartnerwhatwehavelearnedtodayincludingwords,phrasesandsentences.S1:changeintoS2:stop…from…S1:wash…away…S2:blow…away……Step2:HMK:Writeapassageabouthowsandstormcomesintobeing.Sumupwhattheyhavelearntinthisclass.Telltheirpartnerwhattheyhavelearnedtodayincludingwords,phrasesandsentences.S1:changeintoS2:stop…from…S1:wash…away…S2:blow…away…Writeapassageabouthowsandstormcomesintobeing
accordingto3.Ⅶ.BlackboarddesignAlltheseproblemsareveryserious.SectionAWords:sand/sandstormalthoughdesertreducecompletelyPhrases:changeintostop…fromblow/wash…awayhumanbeingasaresultSentences:1.Alotofwatercanbesavedbyforests.2.Althoughwehavebuilt“TheGreenGreatWall”,westillneedtodosomethingtoprotecttheenvironment.
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