Book3Module4TeachingDesignofSandstormsinAsia(ReadingandVocabulary)Title:SandstormsinAsiaThematiccontext:ManandNatureTypeofteaching:ReadingAnalysisofthepassage:ThearticlenamedSandstormsinAsiaisfromModule4inStudent’sBook3,publishedbyForeignLanguageTeachingandResearchPress.ThepassageisaboutthesituationofsandstormsinAsia,especiallyinChina.Itisveryimportantinthatitfurtherelicitsthetopicofnaturaldisasters,improvingstudents’awarenessofenvironmentalprotection.Besides,thereadingpassagelaysafoundationforotherpartsandisthecarrierofthemainlanguagepointsofthismodule.Analysisofstudents:After

a

term

of

high

school

study,

they’ve

adapted

to

high

school

English

learning,

achieved

relatively

high

English

level

and

mastered

related

learning

strategies.

However,

there

are

still

some

deficiencies

in

their

development

of

thinking

ability,

such

as

logical

thinking

and

critical

thinking.In

this

lesson,

students

canlearntodescribesandstormsbycreatingthemind-mapandprovidesomewaystosolvetheenvironmentalproblems.Meanwhile,studentswillmasterwordsandexpressionsrelatingtothetopic,andusetheminanewcontextundertheteacher’sguidance.DesigningprincipleMaraMentessoriSays“TellmeandIwillforget.ShowmeandImayremember.InvolvemeandIwillunderstand.”SoIadoptaseriesoflearner-centeredmethodsandtheideasofIDEALS----SixsteptoEffectiveThinkingandProblemSolving.Themoreimportant,cultivatestudents’thinkingqualitythroughcreatingthemind-map.Differentreadingtasksaredesignedtoachievelearningobjectivesandemphasizetheimportantpoints.AccordingtotheZoneofProximaldevelopment,Iprovideproperscaffoldsintheprocessoflearning.Therefore,students’abilityofanalyzingthestructureofapassageandtheirawarenessofdeconstructingapassagehasbeenenhanced.Meanwhile,students’creativethinkingandcriticalthinkingarealsostrengthened.Teachingaims:Bytheendoftheclass,studentswillbeableto:1.mastersomenewwordsrelatedtosandstormsandenvironment(desertification,forecast,etc.)andexpressions.2.getsomefactualinformationbyskimmingandscanning,graspthespecificinformationbyintensivereadingandinferring,getthestructureofthetextbyconcludingthroughcreatingthemind-map.3.developtheawarenessofenvironmentalprotectionandimprovethesenseofcooperation.Importantanddifficultteachingpoints1.realizethecausesandtheeffectsofthesandstormstogetherwiththemeasurestopreventthesandstorms.2.cultivatetheabilitiesofstudentstotalkaboutsandstormsandenvironmentalprotection.TeachingmethodTask-basedlanguageteaching,Cooperativelearningmethod,discussionTeachingaidsMulti-media,blackboardTeachingprocedureActivitiesAimsStep1.Leadin1.Presentsomepicturesaboutnaturaldisasters2.WatchavideoandanswerthesequestionsWhathappenedinthisvideo?Howdidyoufeelaboutit?Whatwouldyoudoifyouwereinasandstormleadtothetopic,activatetheirbackgroundinformation,andarousethestudents’interestinreadingthepassage.Step2Pre-reading1.PredictionIfyouwerethewriter，Whatwillyouwrite?readingandcheckstudents’predictionActivity1:getstudents’mindclosertothecontentandarousestudents’curiosityActivity2:1.Trainstudentstoapplyandmasterthereadingstrategy-skimmingstudents’abilityofconcludingthekeywordsStep3While-readingthepassageclosely,underlinetheanswerstothefollowingquestionsandusesomekeywordstoimprovethemind-map.1.Whataresandstorms?dosandstormsoftenoccur?3.Whateffectsdosandstormshave?4.What’sthecausesofsandstorms?5.Whatshouldyoudoifasandstormcomes?6.Whatmeasuresdoesthegovernmenttaketopreventsandstorms?thestructureofthepassageandfindthetopicsentenceofthispassageActivity1:1.Obtaininformationbylocatingkeywordsandsentencesthroughskimmingandscanning2.Throughdrawingthemind-map,developtheirthinkingqualityofconcluding,summarizing,analyzingandgeneralizing.ThepurposeofQ3:Catchthekeywordstodescribetheeffectsofsandstormandsummarizeitsinfluenceonpeople’sdifferentaspectsThepurposeofQ4:1.Developstudents’criticalthinkingbyevaluatingdifferentanswers2.Throughpresentingtheprocessofsandstorm,visualizewhatstudentsreadinthetextandleadthemtocomprehendtheformofsandstormThepurposeofQ6:relatethereceivedinformationwithdailylife,thusstimulatingtheirawarenessofprotectingenvironmentActivity2:helpstudentsunderstandthestructureofthetextandpreparethemforthepresentationStep3Post-reading1.WorkingroupandhavearoleplayIfyouareareporterfromCCTV,youwanttointerviewsomepeopleaboutsandstorms.Workingroupsof3or4.thinking“Whatcanwedotoprotectourenvironment?”Discussthequestioningroup,makealistofyoursuggestionsandimproveyourmind-map.Activity1:RoleplaywhatwehavelearnedaboutthetextandconsolidatetheacquiredinformationActivity2:1.generatetheirownideaandencouragestudents’creativethinking2.arousestudents’awarenessofprotectingenvironmentStep4HomeworkWriteapassageaboutakindofman-madedisasterReviewandconsolidatetheacquiredinformation--thestructureofthispassageandrelatethereceivedinformationwiththeirownknowledgeandexperiences,thusrealizing