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高中英语说课稿-《Module4SandstormsinAsi a》优秀说课稿各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢一、说教材（一）教材内容及分析我说课的内容是外研版《英语》（新标准）高中第三册（必修3）module4SandstormsinAsia本模块介绍了亚洲（主要是中国）沙尘暴的情况，并引入了与沙尘暴和环保有关的词汇。
要求学生了解沙尘暴方面的知识并掌握相关词汇，培养学生用英语谈论沙尘暴及环保的语言技能。
Introduction部分为此模块的warmingup,介绍与“沙尘暴”有关的词汇，并设计了三个练习活动。
通过教材设计的这三个活动，可以让学生初步熟悉这些词的意义，为以后的各项学习活动做好准备。
ReadingandV ocabulary该部分介绍了“亚洲的沙尘暴”。
围绕着课文，编者设计了五个与课文内容和词汇有关的练习。
通过这些练习，学生可以增进对沙尘暴危害性的了解，熟悉有关沙尘暴的词汇。
（二）教学目标根据《新课标》总目标的描述，结合本课的内容，我把本节课的教学目标系统化，分别是：语言知识，能力目标，情感目标，文化意识，和学习策略。
．语言知识目标掌握并能运用下列词汇：与沙尘暴有关：disaster,dune,citizen,dust,desertification,fo recast,strength,cycle,mask与环保有关：process,mass,campaign句子: Tohavebeencaughtinasandstormwasaterribl eexperience.Therewasnothingtobedone. Tobecyclinginasandstormisfrightening.2．语言技能目标：理论依据:高中英语课程标准强调用英语获取和处理信息的能力).能从中获取主要信息并摘录要点2).能理解主旨、作者意图3).能提取、筛选和重组中的信息4).能利用上下文猜测新词汇3．学习策略目标词汇归类在阅读、英语互动、完成任务过程中进行有效自我调控通过各种途径获取相关信息，辨别并运用有效资源3．文化意识和情感态度目标了解亚洲沙尘暴的状况增强环保意识4．重点与难点重点：了解沙尘暴；阅读微技能训练难点：运用所学词汇和短评，围绕主题进行讨论及写作二、说学情在教学过程中，对学情的了解是教师因材施教的关键。
Book 3 module4 Sandstorms in Asia说课稿各位老师：大家好！让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。
多年来，我为实现自己的梦想和追求不懈地努力着。
今天在此，希望各位老师指导我的说课，使我更快的成长。
我说课的内容是Book 3 module4 Sandstorms in Asia。
主要从教材分析、教学策略、教学程序 、板书设计、教学评价等方面作具体的阐述。
下面我先来说第一个板块——教材分析中的第一环节——说教材本单元的话题是natural disasers. 自然灾害是我们生活中经常遇见的，尤其是四川汶川大地震和日本才发生的地震和海啸。
因此本课的知识点是大部分学生熟知的，相信他们也对本课的学习充满期待。
第二环节——说教学目标根据《英语心课程标准》的教学理念，教材特点以及高一年级学生的实际情况，将本课时的教学目标确定如下:[认知目标] 能够听、说、读、写本课的主要内容和关键句型： 亚洲的沙尘暴，成因，防治和成效。
以及短语:appear to have done; wake up to ;forecast ;advise sb to do sth .[能力目标] 能够跟录音朗读对话，并能分角色进行表演。
能够独立或协作地完成postreading中的作业.[情感目标] 通过活动、观看图片使学生产生学习英语的兴趣；让学生敢于、乐于开口，积极参与交流。
并让学生在学习的过程中，培养他们的合作意识和竞争意识。
第二个板块——说教学策略本课主要采用情景教学以及多媒体计算机辅助课堂教学，充分发挥教师的主导作用和学生的主体作用，利用现代教育技术优化教学过程，通过课件为学生创设更多生动中自然灾害的语言环境，把学生吸引到活动中去，并激发他们主动参与学习的欲望内。
努力培养学生的自学能力，把学习的钥匙交给学生，在传授知识的同时授以科学的思维方法。
Teaching PlanKnowledge objective:Improve the students’ writing skills.Activity objective:Enable the students to understand something about sandstorms and improve the students’ speaking skills.Emotion objective:1.Make the students understand the situation of sandstorms and understand the importance of protecting environment.2.Improve students’ awareness of protecting environment.Teaching Important Point & Difficult points:How to express what we are thinking about.Teaching Method:PracticeTeaching Aids:Some pictures, a multimediaTeaching Procedures:Step1 Lead inGreet students as usual.Step 2 Writing（三步写作规范）题目要求：如果说某些自然灾害无法抗拒，那么有些灾害是人类自己造成的,比如沙尘暴(sandstorms)、酸雨(acid rain)等。
请以沙尘暴和酸雨为例并根据以下提示用英语写一篇保护环境的短文,呼吁人们爱护人类的生存环境,造福后代。
1.原因:人类过度砍伐，乱排乱放污染物。
2.措施: ......第一步：准确身体，理行文脉络，拟写作要点。
要点一：人们遭受了许多自然灾害，但一些灾害是由人类造成的，比如沙尘暴和酸雨。
Book3Module4 Sandstorms in AsiaListening and VocabularyLearning objectives:1.Students will know more expressions about environmental problems.2. Students will improve skills of listening.3.Students will be aware of the environmental problems that we are facing.Key points and Difficult points:1.Help students apply the useful expressions concerning the global warming into realsituation.2.Help students to write the key words as quickly as possible while listening.Teaching Procedures:Step1: Lead-inThe teacher shows three questions and asks them to discuss and share opinions.Free –talk1. When it comes to global warming, what comes into your mind first?2. Does global warming matter to you? Is it important ? Tell me your reasons.3. How does global warming come about? What are the causes?Step 2: Word StudyIn order to listen effectively, the teacher designs a word study task.Match the words with their definitions.1.The air around the earth2.To have a bad effect on someone of something3.A substance used in chemistry4.The natural world-the land, air, water, plants and animals5. To change from solid to liquid, e.g. ice becomes water6. To treat something so that we can use again7.One of the gases in the air8. The most northern and southern points on earth9. Rubbish10. Damage to the environment because of chemicals11.the facts, signs or objects that make you believe that something is true12. located on or near or bordering on a coast13. feeling or showing worry or solicitude14. very large or important15. that needs to be dealt with or happen immediatelyAfter finishing this task , the teacher asks a question, “why do we have to learn these words?” (Because all these words will be mentioned in the listening material.)Step 3: Listening Task1).Listen and find what type of writing it is.A. argumentation (议论文)B. exposition (说明文)C. narration(记叙文)D. interview(访谈)Listening Strategy访谈类体裁的文本语言通常较正式，着重客观事实。
Teaching Plan forModule 4,Seniorbook3, New StandardEnglishTopic:Sandstorms in AsiaDesigner:Wu Xin教材分析：本文介绍了亚洲，主要是中国沙尘暴的情况，并引入了有关沙尘暴和环保的词汇。
通过本课的学习，学生能够增进对沙尘暴危害的了解熟悉有关沙尘暴的词汇，同时培养其环境保护意识。
学生分析：本次授课班级为高二170班的学生。
班级学生英语基础薄弱，但学习态度比较认真。
多数学生对英语感兴趣。
Learning Objectives:Knowledge objectives:1.Master the new words and phrases.2.Improve the Ss’speaking skills.Activity objectives：Enable the Ss tounderstand somethingabout sandstormsinAsia,some new wordsand phrases, and improve Ss’reading skill.Emotion objectives:1.MakeSsunderstandthesituationofsandstormsandunderstandtheimportanceofp rotecting environment.2. Improv e Ss’awareness of protecting environment.Teaching important & difficult points:learn and master the vocabulary, phrases and sentence patterns.Teaching methods:Discussion, Pair- work, Group-work and task-based learning.Teaching aids:Some pictures, some video, some slides, multimedia.Teaching Procedures:Stage1: lead in1:TleadsinthelessonbyshowingavideoofsandstorminBeijing,tomakeSsunderstand the information from the visual materials.2:Accordingtothisvideo,Ssareabletoknowwhatsandstormis,andtalkaboutwhether they have ever been in a sandstorm and try to guess what the passage they thinkwill talk about.Stage2: ReadingStep1:Task1-Pre- reading (activity 2).1:. Ss learn the words in activity 2 with the T to help Ss to understand the passagebetter.2:. Ss finish the matching in activity 2 individually.3: Ss report their answers by groups.Step2: Task2- skimming (choose the main idea of each paragraph)1: Ss read the passage and try to match the main idea of each paragraph.2. Ss report their answers by groups.Step3: Task3-Scanning (activity6).1:SsreadreadthepassagecarefullyandfillintheblanksgivenbyTtogetmoreinformati on about sandstorms2: Ss are invited to report their answers and T checks.Step4: Task4-Post-reading (Discussion).1:ToimproveSs’awarene ssofprotectingenvironmentandenabletodiscussthesoluti on of improving environment, T simply summaries the passage and guides Ssto talk about how to stop the sandstorms.2. Ss discuss with their partners and then give out their opinions to the whole class.Then T shows his own suggestions to Ss by the PPT.Stage3:Summary1. Ss summary what they have learn by reading some words, phrases and topics.Homework:Write a short passage according to what they have learned today.。
教学设计外语教学与研究出版社普通高中课程标准实验教科书（必修3）Module 4 Sandstorms in Asia萝北县高级中学教师张春艳教学设计Module 4 Sandstorms in Asia一、教学内容分析本模块介绍了亚洲，主要是中国沙尘暴的情况，并引入了与沙尘暴有关的词汇。
教师可以以沙尘暴和环境保护为题材，设计和组织各项活动，如组织学生开展社会调查，了解当地的环保情况，让学生用英语口头或笔头介绍所见所闻，在活动中发展学生的语言能力，同时加强学生环保方面的知识，培养其环境保护的意识。
Introduction 部分介绍了与“沙尘暴”有关的词汇，并设计了三个练习活动。
通过教材设计的这三个活动，可以让学生初步熟悉这些词的意义，为以后的各项学习活动做好准备。
Reading and vocabulary 部分介绍了“亚洲的沙尘暴”。
围绕着课文，设计了五个与课文内容和词汇有关的练习。
通过这些练习，学生可以增进对沙尘暴危害性的了解，熟悉有关沙尘暴的词汇。
Grammar1 部分围绕语法“不定式”设计了三个活动。
要求学生理解“动词不定式”各种形式所表示的时间和语态概念，并能在句子中正确运用其各种形式。
Listening and vocabulary 部分引入了与环境有关的词汇，并通过填词、听、问答等活动帮助学生掌握这些词汇。
Grammar 2 部分语法处理“动词不定式”的一种特殊形式，即but 后面不带to的动词不定式，同时要求学生理解but 在各种场合的意义。
Pronunciation and Function 部分介绍了交际功能“表示强烈的情感”（expressing strong opinions）和句子重读，并通过有关的练习帮助学生巩固这方面的知识。
Speaking 1部分以两人活动的形式开展说的活动，主题是沙尘暴。
活动可以在复习课文的基础上进行。
Speaking 2 该部分进一步引入了与环境有关的词汇，说的活动以环保为主题而展开。
学情分析学习者为淄博周村实验中学高一五班学生。
大部分学生有一定英语基础。
有较强的求知欲。
但是有些学生在学习英语时，易产生厌倦感。
很多同学反映，感觉学英语很没有信心，于是感觉英语学习很困难，很枯燥，对英语学习失去信心，产生厌倦感。
这不能不说是我们实际教学中的一大遗憾。
为了能够结决这些问题，提高他们的学习兴趣，通过使用网络教学培养学生的积极性。
提高他们归纳文章主旨，分析解决文章的问题的技能。
设计这节课时，我充分考虑到学生的主体性，把自己作为与学生一起探讨的一员，以亦师亦友的身份走进他们，以基础的语言启发他们，以轻松的话题开始，以愉快的交流展开合作，充分创造机会让同学们都拥有成功的喜悦，在和谐的氛围中探究并完成教学任务。
整个教学学生全面参与，提高了他们的学习积极性，从而能较好的提高他们的听说读写的能力。
效果分析新课程提倡运用任务型教学途径，围绕核心问题，设定小任务；围绕文章内容，尽可能提供训练学生技能的机会；开展自主性学习的课堂活动，强调合作探究与独立思考相结合。
任务型教学：任务型教学强调语言学习应该是在“做中学”“用中学”。
任务设计应该贴近学习者的生活，才能激发学习者的背景知识，激发他们的学习的兴趣，语言才能在经意中习得(incidental acquisition).这节课本人主要采用任务型教学法和活动教学法，借助多媒体展开教学活动。
（1）在授课中，我通过动态分析、适当改错和自我控制，以保证学生的安全感（feeling of safety）。
英语教学要求教会学生听说读写，听说读写又是语言的运用过程，学习英语如无安全感，自然会束缚创造性而影响效果。
（2）在这节课中，通过学生自己听说读写和个别对待、因材施教以培养学生的成就感（feeling of accomplishment）。
每个人都渴望有所成就和发挥自己的才能。
一旦证实了自己的成就而产生成就感之后，就会兴趣盎然干劲十足，情不自禁地要求更上一层楼。
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。
《Sandstorms in Asia》教学设计与反思 周 姣 TIME Apr.13,2015 CLASS A6 GRADE1 TEACHER ZhouJiao EDITION Fltrp
TITLE Module 4 Sandstorms in Asia TYPE Writing [Teaching Aims]三维目标 1.Knowledge and Skills 知识与技能 ①To learn the useful expressions about natural disasters ②To use the expressions learned to describe natural disasters ③To finish the writing task showing their ideas on protecting the environment 2.Methods and Procedures方法与过程 ①Teaching Methods教学方法 Discovering Method Guiding Method ②Learning Methods学习方法 Discussing Method Practising Method ③Teaching Procedures教学过程 use simle questions and a video to lead-in to the class; use some simple questions to guide the students sothat they may take an active part in discussion,preparing the students for the writing task;wring a composition of smog will help strengthen what we've learned;group activities by observing,discussing,and expressing will last from the begining to the end. 3.Emotions and Attitudes情感与态度 To raise students'awareness on protecting the environment To build students'confidence through group discussing and oral expressing To raise their team spirit through various class activities [Teaching Important Points]教学重点 the useful expressions used to describe natural disasters and show the effects, causes and solutions to prevent them [Teaching Difficult Points]教学难点 How to organize paragraphs and finish the writing task How to arouse and keep their interest in class [Teaching Aids]教学用具 Multi-media facilities; pictures [Teaching Design]教学设计 Steps 教学环节 Teaching Contents教学内容
Teacher'work 教师活动 Students' activity 学生活动 Purpose
of Design 设计意图
Lead-in导入 ①Asking and answering activity to lead:natural disasters-sandstorm-video to learn more about sandstorm②The teacher should give the students certain questions to guide them so that they may kown what they're sked to do after watching the video ①Greetings②Lead-in by asking some simple questions ①Follow the teacher's instructions②Think quickly and answer the questions actively③Watch the video To raise their interest and draw their attention to sandstorm
pre-writing 写作前
①Three questions to help students figure out the effects,causes of sandstorms and give proper solutions to prevent sandstorms. ②Observe the pictures given and discuss in groups to find the answers to these questions ③Pair work to show the effects and causes of sandstorms through interviews ④Form a tree on the blackboard to show their suggestions about protecting the environment ①Show pictures and present questions in proper order to guide the students ②Monitor, explain and help if necessary ①Discuss in groups ②Finish the exercises given ③Show the results through interviews and other activities ①To guide the students so that they may know what to do ②To encourage more students to take part in these activities
Writing ①Discussing in ①Help ①Discuss and Guide the groups to arrage the passage and make an outline for the writing ②Discussing in groups to collect the useful expressions,sentence patterns link-words and so on ③Make sure of the tense ④Finish the writing task the students to make an outline ②Add some prectical sentence patterns ③Offer help if necessary make an outline ②Collect words, phrases, sentences and prepare for writing students so they may finish
the writing task effectively
post-writing ①Present their compositions on the blackboard ②Share some excellent ones through resding ③Eveluate and encourage the students in time so that they may make more progress Guide and encourage the students to present and share their achivements bravely Take an active part in these activities To develop their interst in English learning and build confidence
Summary
and Homework 小结与作业
Now that you can describe natural disasters freely, please write an article about smog to strengthen what you have learned
After-class reflections 教后反思
众所周知，书面表达是高中英语教学的基本要求，也是高考英语试题的重要组成部分。英语作为一种语言，听说读写是英语教学对学生最基本的要求，而英语写作是学生英语学习综合能力的体现。但是针对我所带班级学生英语学习的现状，我觉得很多学生在平时的考试中作文得不上分。因此，平时加强英语写作训练是相当关键的。本节课主要采用过程教学法训练学生的写作。写作前已经进行了大量的语言输入，有效的写作指导，学生熟悉了必要的语言表达形式和语篇结
