19学年四川省广安市岳池一中高一英语学案：Module4《Sandstorms in Asia》Period 4 Grammar(外研版必修3)

（120分，100分钟）Ⅰ.单项填空（每小题1分，共20分）1．—It’s a lovely day，isn’t it?—Yes.I love________when the weather is like this.Why don’t we sit outside and have our lunch?A．this B．that C．it D．one2．Of the two lectures，the first was by far________，partly because the speaker had such a dynamic style.A．the best B．betterC．the better D．much better3．Why not look up the new word in a dictionary________you don’t know it?A．if B．thatC．though D．whether4．As________rule，apples are sold by________weight and eggs by________dozen. A．a；/；the B．a；the；theC．a；a；the D．the；/；/5．Which do you enjoy________your weekend，swimming or fishing?A．spending B．being spentC．spend D．to spend6．I don’t have a job.I would find one but I________no time.A．had B．didn’t haveC．had had D．have7．The traveler didn’t know________which direction to go.A．in B．at C．to D．/8．The pen I________I________is on my desk，right under my nose.A．think；lost B．thought；had lostC．think；had lost D．thought；have lost9．The customer didn’t choose________of the coats and went away without looking at a third one.A．both B．allC．any D．either10．—Is anything________？—I can’t decide which dress I should wear at my friend’s wedding party.—I don’t think it________.A．the matter；the matterB．matter；mattersC．the matter；mattersD．matter；the matter11．Playing football and watching TV________both interesting.A．were B．wasC．are D．is12．It must be he that has stolen Mr.Smith’s purse，________？A．hasn’t he B．isn ’t heC．mustn’t it D．isn’t it13．In which play is________your brother appear?A．that where B．this whenC．it that D．it where14．He wishes to make friends with________shares his hobbies and interests. A．someone B．no matter whoC．whoever D．anyone15．Because of the bad weather，my mother________and lay in bed.She________for a week.A．has been ill；was illB．fell ill；has fallen illC．fell ill；has been illD．fell ill；is ill16．Has all that________without delay________yet?A．can do；being doneB．done；been doneC．ought to be done；to doD．should be done；been done17．The way she thought of________money was to sell her hair.A．got B．gettingC．to get D．get18．—Oh，Rose.________you gave us!—Really?A．How a pleasant surpriseB．How pleasant a surpriseC．What pleasant surpriseD．How pleasant surprise19．My parents always let me have my own________of living.A．way B．methodC．manner D．fashion20．When he realized the police had seen him，the man________the exit as quickly as possible.A．made up B．made forC．made out D．made offⅡ.完形填空（每小题1分，共20分）“Today is the day I start the big diet，” I told my wife as I raised my hand and__21__，“No chocolate today！”“Oh，has the hospital gift shop__22__selling it？” she asked.“No，” I said.“I’ll just have to__23__my strong determination.”But when I arrived at the hospital，my little friend Benton had been there__24__.I knew my promise would__25__disappear.Because if Benton had things his way，I’d always be eating a piece of candy from the__26__bag he often shared with me. Benton was an eight­year­old boy who was__27__because of a kind of cancer，which caused him to live in the darkness，when he was fifteen__28__old.For the next twenty­six months，he was in and out of our hospital.For nearly four years，it seemed__29__Benton could beat the disease，until one Friday afternoon in April 2009，when he__30__a headache and lost__31__on his right side.His mom__32__him to the hospital.Over the next several months，Benton came to our__33__many more times.Each time he came，we__34__say hello，while Benton answered the__35__by holding out a candy from his bag.So，on that first day of my diet，I went to his room and found Benton lying in his bed，his eyes__36__but not looking into this world.“We brought his candy bag with us.Would you like to have some？” his mother asked. Without thinking of my diet，I__37__into the bag and pulled out the first piece my fingers touched.It was my favorite as if Benton had saved one last piece__38__me.At home that evening，I answered a phone ab out Benton’s__39__.As I__40__it up，I opened the candy and ate it.21．A.shouted B．answeredC．stated D．promised22．A.stopped B．continued C．kept D．tried23．A.base on B．depend on C．insist on D．keep on 24．A.once B．yet C．again D．early25．A.suddenly B．quickly C．quietly D．shortly 26．A.bottomless B．countless C．endless D．beltless 27．A.ill B．injured C．deaf D．blind28．A.years B．seasons C．months D．days29．A.even though B．as though C．if only D．as with 30．A.found B．developed C．managed D．provided 31．A.movement B．touch C．motion D．sight32．A.hurried B．brought C．rushed D．carried 33．A.home B．room C．office D．hospital 34．A.would B．could C．should D．must35．A.meeting B．greeting C．encouraging D．praising 36．A.closed B．glimpsed C．glared D．opened37．A.ran B．touched C．reached D．felt 38．A.at B．forC．with D．on39．A.illness B．blindnessC．death D．sadness40．A.put B．hungC．set D．gaveⅢ.阅读理解（每小题2分，共40分）AIt was the first snow of winter—an exciting day for every child but not for most teachers.Up until now，I had been able to dress myself for recess (课间休息)，but today I would need some help.Miss Finlayson，my kindergarten teacher at Princess Elizabeth School near Hamilton，Ontario，had been through first snow days many times in her long career，but I think she may still remember this one.I managed to get into my woollen snow pants.But I struggled with my jacket because it didn’t fit well.It was a hand­me­down from my brother，and it made me wonder why I had to wear his ugly clothes.At least my hat and matching scarf were mine，and they were quite pretty.Finally it was time to have Miss Finlayson help me with my boots.In her calm，motherly voice she said，“By the end of winter，you will be able to put on your own boots.” I didn’t realize at the time that this was more a statement of hope than of confidence.I handed her my boots and stuck out my feet.Like most children，I expected the adult to do all the work.After much wiggling and pushing，she managed to get the first one into place and then，with a sigh，worked the second one on too.I announced，“They’re on the wrong feet.” With the grace that only experience can bring，she struggled to get the boots off and went through the joyless task of putting them on again.Then I said，“These aren’t my boots，you know.” As she pulled the offending boots from my feet，she still managed to look both helpful and interested.Once they were off，I said，“They are my brother’ s boots.My mother makes me wear them，and I hate them！” Somehow，from long years of practice，she managed to act as though I wasn’t an annoying little girl.She pushed and shoved，less gently this time，and the boots were returned to their proper place on my feet.With a great sigh of relief，seeing the end of her struggle with me，she asked，“Now，where are your gloves？”I looked into her eyes and said，“I didn’t want to lose them，so I put them into the toes of my boots.”41．According to the passage，the little girl got________from her brother. A．the woollen snow pants and the jacketB．the jacket and the bootsC．the jacket and the hatD．the boots and the gloves42．What made it so hard for the teacher to help the little girl put her boots on? A．The gloves in the toes of the boots.B．The slowness of the teacher.C．The wrong size of the boots.D．The unwillingness of the girl.43．It can be inferred that before the little girl finally went out to enjoy the first snow of winter，the teacher had to help her put on her boots________. A．once B．twiceC．three times D．four times44．Which of the following sentences from the text best indicates that the teacher is very considerate?A．In her calm，motherly voice she said，“By the end of winter...”( Paragraph 2) B．With the grace that only experience can bring，she struggled to...(Paragraph 4) C．...she still managed to look both helpful and interested.(Paragraph 4) D．...she managed to act as though I wasn’t an annoying little girl.(Paragraph 4) BAn increase in students applying to study economics at university is being attributed to the global economic crisis awakening a public thirst fo r knowledge about how the financial system works.Applications for degree courses beginning this autumn were up by 15% this January，according to UCAS，the Universities and Colleges Admissions Service.A spokesman for the Royal Economic Society said applications to do economics at A level were also up.Professor John Beath，the president of the society and a leading lecturer at St Andrews University，said his first year lectures—which are open to students from all departments—were drawing crowds of 400，rather than the usual 250.“There are a large number of students who are not economics majors，who would like to learn something about it.One of the things I have done this year is to relate my teachin g to contemporary events in a way that one hasn’t traditionally done，” he added.University application s rose 7% last year，but there were rises above average in several subjects.Nursing saw a 15% jump，with people’s renewed interest in careers in the public sector(部门)，which are seen as more secure in economic crisis.A recent study showed almost two thirds of parents believed schools sh ould do more to teach pupils about financial matters，and almost half said their childre n had asked them what was going on，although a minority of parents felt they did not understand it themselves well enough to explain.Zack Hocking，the head of Child Trust Funds，said，“It’s possible that one good thing to arise from the downturn will be a generation that’s fin ancially wiser and better equipped to manage their money through times of economic uncertainty.”45．Professor John Beath’ s lectures are________.A．given in a traditional wayB．connected with the present situationC．open to both students and their parentsD．warmly received by economists46．Careers in the public sector are more attractive because of their________. A．greater stability B．higher payC．fe wer applications D．better reputation47．In the opinion of most parents，________.A．economics should be the focus of school teachingB．more students should be admitted to universitiesC．the teaching of financial matters should be strengthenedD．children should solve financial problems themselves48．What’s the main idea of the text?A．Universities have received more applications.B．Economics is attracting an increasing number of students.C．College students benefit a lot from economic uncertainty.D．Parents are concerned with children’ s subject selection.CA volcanic eruption in Iceland has sent ash across northern Europe.Airlines have stopped or changed the flights across the Atlantic Ocean，leaving hundreds of passengers stuck in airports.Grimsvotn is one of the largest and most active volcanoes in Europe.What makes Grimsvotn different is that it lies under a huge glacier(冰川) of ice up to 12 meters thick.The hot volcano heats up the ice above it，which then forms a layer of water between the glacier and the volcano.This layer of water puts pressure on the volcano，keeping it stable.As the water flows out from under the glacier，the pressure lifts.The lava from the volcano then comes up to the surface.This is exactly what happened today.。

四川省岳池县第一中学高一英语 Book 4 Module 4 Great Scientists导学案外研版课标要求：本模块通过介绍对人类社会做出了重大贡献的世界杰出的科学家以及其高尚的人格从而培养学生热爱科学崇尚科学的品德以及培养学生勤奋学习科学知识独立思考善于思考勤于思考的习惯，同时通过对著名科学家的事迹的介绍能让学生学到有关科学知识方面的英语词汇及句式表达。

Period 1 Words and expressions & Introduction学习目标：1. 深入把握本模块的重点单词，短语的用法。

2. 自主学习，探究共赢；掌握和对比分析，归纳总结词汇的用法。

3. （1）To know about some great scientists and their achievements;（2）To introduce your familiar scientists学习重点：本模块重点单词，重点短语的用法。

学习难点：重点单词，重点短语的正确使用与对比分析。

课前预习使用说明与学法指导：1. 学生首先自学拼读单词，初步掌握单词形式变换。

单词和短语的识记学生自学为主，小组合作为辅。

2. 完成时间15分钟。

1. Word Forms（Chinese to English）1）_________________ ( vt.) 领导；带领_________________ (n.) 领袖；领导者_________________ (adj.) 主要的2）_________________ (n.)支持者_________________ (vt.) 支持3）_________________ ( vt.)取代_________________ (adj.)可替代的_________________ ( n.) 更换4)__________________ (vt.) 教育__________________ (n.) 教育__________________ (n.) 教育工作者5) ________________（vt）与…...相关___________________ (adj.) 与相关的___________________(n.) 关系___________________ (n.) 亲戚___________________ (n.) 相对论2. Word Forms (English to Chinese)1) agriculture (n.) ___________________agricultural (adj.).________________ 2) production (n.) ___________________produce (n.)___________________ produce (vt.)____________________ product (n.)__________________3) explode (vi.) __________________ explosion (n.) ___________________4) publish (vt.) ____________________ publisher (n.) ___________________5) origin ( n) ______________________original (adj)_____________________ (the original 原文，原著)Originally (adv) __________________ origin (v) _____________________ (源自于by origin)6) convert (vt.) _____________________ converted(adj.) __________________3. Phrases and Expressions1) 维持生计 _____________________ 2) 以悠久的历史 _________________ 3) 上台执政 _____________________ 4) 被诊断为 _____________________ 5) 在医学领域 ___________________ 6) 养育 ________________________ 7) 寻找失踪的孩子 _______________ 8)解决问题的关键________________ 9) 从很小的时候 _________________ 10) 上升了（增加了）_________________ 11) take the place of___________________ 12) break through _____________________13) bring in________________________14) as a result________________________15) as a result of_____________________16) by accident_____________________17 ) attach……to______________________18) In …… direction___________________4. Important Sentences1) He thought there was _________ _________ _________ ________ _________ _________ (做到这一点的唯一办法) ---- by crossing different species of rice plant, and then he could _________ ___________ __________ (生产一种新的品种) which could ________ ______ _________ ________ ________ ________ ______ _______ ________ _________(比原先任何一种水稻产量都要高).2) ____________ _____________ _______ ___________ _________________ (他的实验结果) _____ _______________ (发表) in China in 1966.3)The research _______ _____________ _______ _______ _______________ (得到了政府的赞助).4)____ ____ __________ _______ ___________ ______________ (由于袁隆平的发现) Chinese rice production _________ ________ (增长了) 47.5% _____ ________ _________ (在20世纪90年代).5) 50 thousand square kilometers of rice fields _________ ____________ _____(转变成) growing vegetables and other _______ __________ (经济作物).6)What _____ Einstein __________ _______ (因------而出名)?.7) _____ Stephen Hawking’s _________ (就-----而言), ______ _______ ______________ _________ (人们发现) he was _____ ______________ _______________(杰出的科学家).8) Stephen Hawking is _______ ______ ______ ________ __________ ______________ ______ _______ __________ (世界上最著名的科学家之一) _________ ___________ ______ ______ ________ _________________(部分原因是他的科学发现) and ________ ___________ ______ _______ ____________ _______________ (部分原因是他身体的残疾).9) He _______ _____ ________ _____ _______ ___________ (得到一份办公室的工作) to ________ ________ ___________（谋生）.10) When ________ __________ ___________(烟雾散去) Wan Hu and his chair ________ _____________(不见了).5. Match the words in the box with their meanings.regularly ___________________plants people grow for food. ___________________quantity (e.g. of food) ___________________give food to ___________________two different plants ___________________a type of plant or animal ___________________to give help ___________________the science of farming ___________________a very important discovery ____________________10. not produce seeds ____________________我的疑问_____________________________________________________________________课内探究1. Check answersT & Ss check the answers of the previewing part.2.Introduction(1). There are some great scientific achievements that have changed the world. Can you name some of them?Match the achievements with the scientists below.Scientists AchievementsGalileo Galilei lighteningBenjamin telephoneNewtown the theory of falling objectsAlexander Bell the theory of relativityAlbert Einstein the law of gravity(2). Turn to Page 3A. (Speaking) Work in pairs. Look at the photos of great scientists below and answer the questions. (Activity 1 on P31)B. Match the words and definitions. (Activity 2 on P31)C. (Short-writing) Work in pairs. Write some facts about a famous scientist. (Activity 3 on P31)4. HomeworkMemorize the key words, phrases and sentence patterns.课后反思_______________________________________________________________________________ 课后训练1.Give the right forms of the English words according to the Chinese version1. 人称；个人(n.) ___________________ →个人的(adj.) _____________________2. 毕业(vi.) _______________________ →毕业(n.) ________________________3. 简短的(adj.) ____________________ →简洁地(adv.)_____________________4. 杰出的; 辉煌的(adj.) ____________________ →才华；壮丽(n.) __________________2. Translate the Chinese sentences into English1) 为了发明电灯，爱迪生用不同的材料做实验。

新教材高一英语Unit 4 Sandstorms in Asia仁怀市酒都高级中学周洪敏课堂教学是高中英语教学的主要途径，而课堂教学又是在教学活动中得以体现。

在新课程背景下，构建以学生为主体的有效课堂教学活动成为英语教学的追求。

然而在当前的高中英语教学实践中，我们也可看到：The same teacher , the same class and the same students’ books , but the diffe rent effects on students .反思我们目前的课堂教学，不能只注意活动的多样性而忽略对学生认知水平的了解；不能只关注活动却缺少语言；于是，要上好一堂学生听得懂的课，上一优质课，是教学的关键，所以，应从课堂教学的两个重要方面即课堂活动的设计和实施，并结合课例，探讨如何提高英语课堂教学活动的有效性。

一．课堂教学活动设计的有效性课堂活动设计的有效性是课堂活动有效性的基础和起点，要想提高课堂活动的质量，首先要靠教师精心设计课堂的活动内容。

无效的设计是不可能牵动有效的课堂学习活动的。

课堂活动应有利于学生获得语言知识和发展语言的技能。

教师设计和安排的各项活动都必须有明确的目的，每个活动都应以达成教学目标为导向。

如果教学活动脱离了教学内容，偏离了教学目标，那么再有趣的教学活动也难以收到理想的教学效果。

二．活动的设计要有利于激发学生学习英语的兴趣案例1：现以新教材高一英语Unit 4 Sandstorms in Asia中的Reading and V ocabulary部分的教学为例，来介绍一下阅读课教学活动的设计和应用。

设计思路如下：先让学生进行课前几分钟的free talk以持续发展学生听和说的技能；接下来通过和学生用英语就weather的对话导入本单元模块的中心话题“sandstorms”（沙尘暴），并让学生就这一中心话题进行open discussion；然后要求学生完成通过多媒体课件设置的有关本阅读文中语言知识方面的一系列Task-based activities来体验和运用语言；再然后要求学生通过小组讨论的形式进一步巩固所学的内容并共同评价活动的落实情况；最后由教师引导学生将课文知识进行适当的延伸。

Period 4: Grammar学习目标：1. 复习情态动词的用法2. 了解不同情态动词的意义区别3. 利用例句归纳出语法规则学习重点：复习情态动词的用法学习难点：利用例句归纳出语法规则课前预习使用说明与学法指导：1. 利用例句归纳出语法规则2. 15分钟之内完成预习自测：观察下列从Reading and Vocabulary中选取的句子，体会情态动词的用法。

①They could go anywhere they wished.②You shouldn't go on those ships.③There won't be any other foreigners.④We just had to show our passports.⑤We could see the sun setting behind the white pagoda.情态动词有一定的，表示某种感情和语气，但不能单独作，要和其他动词(原形)一起构成。

我的疑问：________________________________________________________________________________ __________________________________________________________课内探究质疑探究：情态动词情态动词表示说话人对某一动作或状态的态度，但本身词义不完全，不能单独作谓语动词。

情态动词没有人称和数的变化。

每—个情态动词都有自己的具体含义和特点。

情态动词的否定式一般是在它们的后面加否定词not构成的。

1．can和 could(could是can的过去式，也可表示语气委婉)(1)表示能力He can do the work by himself. 他能独自做这项工作。

Could the girl read before she went to school.这个女孩上学前会读书吗？(2)表示推测(用于否定句和疑问句)He can't be over sixty.他不可能超过60岁。

高一英语教案：《Sandstorms in Asia》教学设计高一英语教案：《Sandstorms in Asia》教学设计Module 4 Sandstorms in Asia (Book Ⅲ)Learning paper 11. New words and phrases沙尘暴_________沙丘_________ 沙漠化____________沙尘 _____ 大气层__________ 废料_________ Mass_________ campaign _________ process ________ citizen ________forecast _________ Pollution ______ 化学药品________ 环境___________ 力气_______ 重新利用___________ Concerned ________ urgent__________complain________scary___________absolutely _________ protection _________cut _____ (砍倒) be _____ in (突然遭受)汲取_______ one ____ another (一个接一个地)对有影响 _________________放出__________In a nutshell ___________ look through ____________2. Match the words with the definitions.①To continue to live after a difficult or dangerous situation or event __________② To say what will probably happen. __________③Someone who lives in a particular town or country________④the air around the earth. _________⑤damage to the environment because of chemicals⑥to treat something so that we can use again⑦completely __________⑧Scary __________⑨to have a bad effect ___________⑩ someone who knows a lot about a particularsubject_______3.Fill the blanks (依据汉语提示或首字母写出单词)①The sight was so f_______ that he stood there, unable to move.②Planting trees is the best way to deal with d________.③A group of representatives of the citizens were invited to watch the p______ of the vote.④Every day he c______ to school instead of taking a bus.⑤The use of ______(化学药品)does great harm to the environment.⑥ The chairman was much _______ (关怀)about the living conditions of the farmers.⑦ We still need _______ (证据)to prove that there is life on the Mars.⑧If you think you have passed the exam, you are_________ (肯定地)wrong.⑨Weather experts have _______(预报)another big sandstorm in a weeks time.⑩Sandstorms sometimes ________(影响)Beijing.参考译文亚洲的沙尘暴几个世纪以来，沙尘暴始终是困扰很多亚洲国家的主要灾难。

Module 4Sandstorms in AsiaPeriod 3 Grammar 1 ＆Grammar 2 ＆Writing错误!教学内容分析本课时包括Grammar 1，Grammar 2 和Writing三部分。

Grammar 1 主要复习动词不定式的用法.Grammar 2 主要复习but 后跟动词不定式的用法. 本课时最后一部分内容为写作练习.要求学生描述一个环境问题并提出解决问题的方法.三维目标设计Knowledge and skills1．To help the students revise the following words and expression in this period。

Words：dune，sandstorm，cycling，experienceExpression：be caught in2．To help the students learn the usage of different types of infinitive and but＋infinitive.3．To help the students learn how to describe one environmental problem.Process and methods1．To encourage the students to take an active part in the learning activities by giving them clear instructions on what to do.In addition，correct possible mistakes they might make in a proper way by making necessary changes while repeating their sentences.2．To encourage the students to cooperate with the others by working in pairs or in groups of four。

Period 4 Reading and Vocabulary课前预习：利用说明与学法指导：通过完成课前预习练习题温习与有关的辞汇，并把课文通读两遍。

一、重点辞汇saucer n. 茶碟，茶托shrink v. 变小，减少interv al n. 间隙，间隙passerby n. 过路人，行人regulate v. 规定，管理volu ntary adj. 志愿的vacan t adj. 空的liveliness n. 活泼，快乐，生动relief n. 解除，减轻，调剂mop v. 擦，揩suite n. 组曲pedestrian n.行人，步行者plug v. 插上（插头）tunnel n. 隧道，地道二、短语翻译In front of 在……前面be grateful for 对……表示感激fill with 充满，填满give life to 给予……生命plug into 插进push one’s way through 挤着通过ask for 请求，恳求even though 即便，虽然gangs of 一群lift the spirit 鼓舞精神dance to the music 伴着音乐跳舞all of a sudden 突然间我的疑问：课内探讨&检测：三、长难句结构分析:1.All contributions are voluntary, no one has to pay, but th e crowdshrinks as some people slide away.所有捐助都是志愿的, 没有人非掏钱不可。

可是, 随着一些人悄悄走开, 人群一下缩小了。

voluntary adj.志愿的, 主动的, 无偿的(1)The prisoner made a voluntary statement. 那个犯人主动地做了供述。

(2) Charities rely on voluntary donations. 慈善事业依托志愿捐献。

2019-2020年高一英语 Module 4 Sandstorm in Asia 教案外研版必修3Module 4 Sandstorms in Asia- Reading & VocabularyTeaching Aims:1.Knowledge and Skills1)Train the students’ reading abilty.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)Make students have a better understanding of sandstorms.2)Encourage them to protect our earth and environment.Impotant 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 improve students’ reading abilty 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.Dicussion to help students understand what they’ve learned better, Teaching Tools：puter screen textTeaching 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 pictures 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 recordind to find the main ideas of each paragraph Step 5 ScanningPage 33, Exercise3, 4 and 5:Step6 ConsolidationQuestions: 1. What’s the cause of sandstorms?2. How do sandstorms affect people’s life ?3.What should be done to prevent sandstorms?Ask students to discuss the questions to understand sandstorms better.Step 7 Summary and HomeworkBlackboard Design2019-2020年高一英语 Module 4 Sandstorm in Asia 说课外研版必修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: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 theirreading ability, learn more about sandstorms. At the same time, we should get the students to understand some difficult sentences to prehend 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 Skills4)Train the students’ reading ability.5)Learn some useful words and expressions.6)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)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 improve 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 textbookPart 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 details 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 pictures 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 paragraph It is also called depth reading or study 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. How do sandstorms affect people’s life ?3.What should be done to prevent sandstorms?Show them some pictures about the sandstorms and I teach them to do their best to help it and do something from now on. Everyone should do somethingto love and protect our home.Ask students to discuss the questions 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 Design。