Sandstorm in AsiaI.Content Module 4 speaking1 and 2II.Teaching studentsavailable to online resources (news, esp, current affairs)concerned about the world we live inCertain knowledge basis related to the topics of environmental protection. III.Teaching aimsA.Knowledge objectives: familiarize ss with some knowledge of sandstormand some words related to natural disaster..B.Ability objectives: By the end of this class, Ss’s speaking ability can beenhanced.C.Emotion objective: Get Ss to become interested in speaking learning andcan raise their awareness of environmental protection.IV.Important points and difficult pointsA.Important points: the meaning and usage of the words in this part, theawareness to speak actively and the awareness of environmentalprotection.B.Difficult points: the usage these words and speak skillfully with thesewords and improve speaking ability.V.Class type: new class.VI.Teaching method:Task-based teaching and learning,Communicative approach, Cooperative learningVII.Teaching aids: computer, print media, PPT, blackboard design and chalk VIII.Teaching proceduresStep1 greeting and lead in to attract the interests of the students.Video: CCTV NewsAn active volcano might not be the most conventional way of cooking food, not perhaps the safest. But in the Spanish Canary Islands, that’s exactly what’s on offer, at the EI Diablo restaurant in Lanzarotte. Sounds a little dangerous? Perhaps a touch exciting? Let take a look at this unique restaurant and see if you’d like to dine on the shoulder of a monster.Step2 speaking1A. Brainstorm : ask the students to think out some words that is related to the natural disaster. Such as: 地震earthquake 雪崩avalanche 火山泥流lahar 泥石流mudflow/landslide 超级火山爆发supervolcano 洪水flood 大(或急剧的)漩涡maelstrom 海啸Tsunami 暴风雪blizzard 干旱Drought 雹暴Hailstorm 热浪heat wave damage, environment, garbage, pollution, carbon dioxide, pollute.B. Ask the students work in pairs to suppose there has been a bad sandstorm in your city. Student a is a reporter and he need to write down the questions that he want to ask. Student b is a man who ha cycled to work in the sandstorm and tell how you feel about the sandstorm and describe how things looked in the sandstorm.Suggested conversation:A: hello, Mr li, nice to meet you.B: nice to meet you too.A:So now i will ask you some questions about your experience in the sandstorm.B:OK, i will try to answer your questions.A:please tell me how do you feel when you are in the sandstorm?B. I feel frighted but i have to put on a mask to help the people in the sandstorm.A.Then how thins looked in the sandstorm?B.In the sandstorm, i can not totally see all the things and nearly can not open my eyes and every thing looks blurry.A: what your first reflection in the sandstorm?B: i nearly can not stand, so i try to hold my body.A: Do you think what lead to the sandstorm?B: i think might be the pollution and the damage of the environment.A: ok, great , thanks for answering.B:Not, it’s my pleasure.Step3 speaking2A. Talk about the specific meaning of the words in part one.Coal plasticRefrigerator cars cutting down treesDamage give outChemicals polluteb. Ask the students work in pairs to talk about how these thing are bad for the environment and think out ten things we need to improve the environment.and say why.Suggested conversation:A: do you think how these things are bad for the environment?B: i think all these things will release the harmful gas to pollute the environment and destroy the balance of nature.A: yes, i think so. Do you thing that we can do some things to improve environment?B: firstly, we need to reduce the harmful gas, we can use the clean energy, and try not drive a car as usual.A: any else?B: we can also need to protect nature and plant more trees.A: in my opinion, we can also need to enhance our awareness of environmental protection. B: it’s the first that we need to do.C. Now work with another pair too compare the solution without looking at the reading passage or any notes you have made.. And then tell all the class two mostimportant solutions that you think of.Suggested answer:Group a: after discussing, our group hold the view that we need to reduce the release the harmful gas and plant more trees.Group b: in our opinion, the most important that we need to do are to increase more publicity of environmental protection and use clean energy.Step 4 homework.Watch a movie about the natural disaster and learn the words in the movie and imitate the sentences in the movie. And share the feeling of the movie in the next class.IX.Blackboard designX.Teaching reflection。
外研版五年级下册英语书第六模块作文Title: My Experience with Module 6 of the Grade 5 English Textbook, Foreign Language EditionModule 6 of the Grade 5 English textbook is an exciting and engaging unit that explores different aspects of the environment and the importance of protecting it. Throughout this module, students are exposed to a variety of vocabulary related to nature, animals, and the planet, as well as grammar structures that help them express ideas and opinions about environmental issues.One of the highlights of Module 6 is the reading materials that are included in the textbook. These texts often feature stories or articles about famous environmentalists, endangered species, or ways to reduce pollution. Reading these texts not only improves students' reading comprehension skills but also raises awareness about important environmental issues.In addition to reading materials, Module 6 also includes various writing tasks that allow students to express their own ideas and opinions about the environment. For example, students may be asked to write a letter to a local politician advocating for the protection of a specific animal species, or to create a poster that raises awareness about recycling. Thesewriting tasks not only help students practice their writing skills but also encourage them to think critically about environmental issues and consider their role in protecting the planet.Another key component of Module 6 is the speaking and listening activities that are included in the textbook. These activities often involve group discussions, role-plays, or debates about environmental topics. By participating in these activities, students not only improve their speaking and listening skills but also learn how to effectively communicate their ideas and opinions to others.Overall, Module 6 of the Grade 5 English textbook is a valuable resource for students to learn about the environment and the importance of protecting it. Through a combination of reading, writing, speaking, and listening activities, students are able to develop their language skills while also gaining a deeper understanding of environmental issues. I highly recommend this module to both students and teachers alike.。
外研版（一起）六年级英语下册 Module 6 Unit 2 练习题【模拟试题】一、根据所给中文或首字母提示完成下列单词.1. The most important thing people in poor countries need most is ____（教育).2. His grandfather didn’t have the money for m_____ treatment at that time。
3. His ___（失明） brings him a lot of trouble in his daily life.4。
Dr. Bethune was busy with ___（手术） on the blind people.5. The weather suddenly became very cold， so there were many p___ _ in the hospital。
6. I left very p____ when our team won the game。
7. We’d better try our best to i_____ our environment.8. He has looked for his bike e____ in the school，but he hasn’t found it yet。
9。
The story happened in a small v____ far away.10. They should be ___（对待) with kindness。
二、同义句转换。
1。
I was so weak that I couldn't walk any more.I was ____ weak ____ walk any more.2。
They usually went hiking on Sundays。
