設計、講解人：黎桂華

Period 1

1. Background about the topic of this module

2. Introduction

I Talking about the topic of this module

The topic of this module is “environmental conservation”(環境保護).This module mainly introduces sth about the sandstorms in Asia, especially in China. At the same time, it brings in some words about sandstorms and environmental conservation.

What is a sandstorm? A sandstorm, a kind of disastrous [dizα:strs]（災難性的）weather system, is a combination of sand and strong wind.

What on earth causes sandstorms? In my opinion, severe sandstorms are usually caused by both natural and contrived[kntraivd]（人為的）factors, that is, climatic, geographical, social and human factors. Of all the factors, the overuse of natural resources, such as cutting down too many trees and opening up too much untouched land, leads to the frequent occurrence of sandstorms.

Where does a sandstorm usually go? As mentioned above, disastrous as it is, a sandstorm does not go everywhere, coming to only those places with dry weather and little vegetation.（植物的總稱）.Take China for example, in the northwest of our country, where there is little forest, sandstorms are worsened with（因為---而惡化）people’s activities like digging up grass and mining（采礦）.Bare land easily gives away its land when strong winds come, interaction of sand and wind forming a sandstorm..

And what damage will sandstorms usually cause? In a word, a lot of damage. Sandstorms can kill people and animals, put down buildings and cause poor harvests. What’s more, they can pollute the atmosphere and blow away top soil.

As a senior student, what should we do to prevent sandstorms? Here are some valuable suggestions: ①Control air and water pollution;②Build green fences along the desert;③Forecast sandstorm’s real time to prevent disaster;④All countries should join hands to propose a master plan in sandstorm s control and prevention.

Ⅱ Dealing with Introduction

Introduction is the warming up of this module. This part mainly introduces some words related to sandstorms. We’ll learn it by finishing the following 3 activities.

Activity 1 (at P31)

1. Ask the Ss to look at the picture and ask “What happens?” The Ss will give their possible answers like this: There is a terrible sandstorm. Some cars are almost buried. That is, they are almost covered with sand.

2. Then ask the Ss to complete the sentences using the correct form of each of these words in the box..

3. Explain some words:

1) frighten: (vt)“使害怕”、“使（人）感到恐懼”

eg: The storm frightens the baby.（暴風雨使那個嬰兒受驚嚇）

He looked frightened as he spoke.（他說話時顯得非常恐懼）

Nuclear war is very frightening.（核戰爭是非常恐怖的）

2) last: (vi) “持續”、“持久”、“足夠維持”, 后面常接一端的時間狀語，且狀語前可帶或不帶for.

eg: The war lasted (for) 5 years.（戰爭持續了5年）

How long do you think the fine weather will last?（你認為這樣的好天氣會持續多久呢？）

We have enough food to last a week.（我們的食物足夠維持一個星期）

[extend]（拓展）：

⑴last: (adj)“最后的”、“過去的”

eg: Saturday is the last day of a week.（星期六是一周的最后一天）

Great changes have taken place in China in the last ten years.（在過去10年里中國發生了很大變化）

(2)last: (n)“最后的人或事物”

eg: These are the last of our books.(我們就剩下這些書了)

Activity 2 (at P31)

1. Read out the words and ask the Ss to repeat them after you.

2. Then ask the Ss to work in pairs to decide which of the following states is false.

3. Explain the word “sign”.

1)作n:

①“標志牌”、“符號”、“動作”、“手勢”

eg: Haven’t you seen the sign “No parking”?（你沒有看到牌子上寫著“不許停車”嗎？）

Shaking heads is a sign of disagreement.（搖頭是表示不同意的動作）

②“跡象”、“征兆”、“痕跡”

eg: Very often dark clouds are a sign of rain.（烏云常常是下雨的征兆）

Scientists have found no signs of life on Mars[mα:z](火星) so far.

2)作vt:

①“簽名”、“簽約”

eg: He signed his name on the book.（他在那本書上簽上了他的名字）

Lu Dehua has signed with the television station to act in the new movie.（劉德華已經和那家電視臺簽約在新劇中出影）

②“示意”、“作手勢”

eg: He signed me to be quiet.（他示意要我安靜）

The policeman signed for them to stop.（警察作手勢要他們停下來）

Activity 3 (at P31)

1. Ask the Ss to choose one discussion question which interests them most, then ask them to discuss it in groups.

2. Give the Ss some requirements on how to discuss as follows:

①Each member in the group is supposed to speak.

②Support your idea with proper reasons

③Write down key words and sentences.

Homework:

Discuss the rest of the questions of Activity 3 at Page 31 after class.

Periods 2~3

1. Reading and Vocabulary

2. Cultural Corner

The fist period of the reading teaching

Ⅰ. Lead-into

The teacher can lead the Ss into the topic of the text by talking about the weather as follows:

T: What’s the weather like today?

S: It’s sunny(or: rainy/windy---)

T: Is the weather nice or bad?

S: (Suppose today’s weather is sunny. The Ss will answer like this.) Very nice.

T: En, nice, very nice. But the weather is not always nice, sometimes there is a lot of bad or even terrible weather. We can call the bad or even terrible weather “natural disaster”. Do you know “disaster”?

S: Yes, we do. It means “災害”in Chinese.

T: Good. Can you speak out the names of some disastrous [dizα:strs]（災難性的）weather in the last module-Module 3 The Violence of Nature?

S: Yes. Such as flood, hurricane, lightning and tornado.

T: Oh, it’s wonderful! And in this module-Module 4, we’ll continue to learn about another disastrous weather named sandstorms. Let’s go!

Ⅱ. Open discussion before reading

The teacher can design a discussion question like this:

Have you ever been in a sandstorm? / Have you ever experienced a sandstorm? If yes, describe it to us. If not, please imagine what it will be like.

Ⅲ. Show the Ss some pictures below to ask them to recognize which one refers to sandstorms. And say why.

Ⅳ. Fast reading

This teaching step can be designed as follows:

1.T: If we want to learn more about sandstorms. Let’s get close to them. Now please read the text quickly with the tape of it and try to find out the answers to the following 3 questions:

1) What’s a sandstorm?

(A possible key: Sandstorms are strong, dry winds that carry sand)

2) Where in the world are the main four sandstorm places/areas? And how about in China?

(A possible key: Central Asia, North America, Central Asia & Australia. Northwest China)

3) What’s the weather experts’ advice when a sandstorm comes?

(A possible key: They advise us not to go out. If we have to , we’d better wear a mask.)

2.In order to help the Ss (to) read the text better, the teacher can ask the Ss to finish Activity 2 at Page 33.

Ⅴ. Careful reading

T: This time you should read the text very carefully. Then finish the following 3 activities designed by myself

Activity 1

Directions: Decide if the following statements are true( T ) or false( F ).

⑴Scientists have tried many ways to deal with sandstorms. ( T )

⑵Land becomes desert only because people cut down trees and dig up grass. ( F )

⑶The Chinese Central West Station can not forecast sandstorm before it comes. ( F )

⑷Our government has planed more than 30 billion trees and plants to continue planting for the next 5 years. ( T )

Activity 2

Directions: Ask the Ss to choose the correct answer by the context（上下文）of this text.

⑴Sand dunes mean ________

(a) plants growing in sand (b) sand hills

⑵strength is the noun of _________

(a) strong (b) strange

⑶If you want to wear a mask, you should wear it over your _________

(a) face (b) body

Activity 3

Directions: Fill in the blanks according to what you read. The first letter is provided for you.

Sandstorms have been a major disaster for many Asian countries for centuries. Northwest China is part of the sandstorm center in Central Asia. Sandstorms begin in desert areas. This is a process that happens when land becomes desert because of climate changes and because people cut down trees and dig up grass. It was frightening to be outside in a sandstorm. I was in a very big sandstorm some years ago. Luckily, everyone survived.

Ⅺ. Further discussion.

Sandstorms brings us not only “sand” but also-----?

(traffic environment health travel )

Homework:

How to make our earth more beautiful?

The second period of the reading teaching

I Focus on the main language problems in the text of this module

1.辨析solve / settle : (v.)

⑴ solve作v，主要有以下兩個用法：

①“解答、解決（難題等）”；“解答、揭示（秘密等）”

eg: With the help of my friends, I finally solved the problem.（在朋友的幫助下，我最終把那道題解答出來了）

He tried to solve a crossword puzzle.（他試圖去把那個縱橫字謎猜出來）

②“解決（困難等）”

eg: Helped me to solve my financial troubles. （他幫我解決經濟困難）

⑵ settle作v，主要有以下幾個用法：

①“解決、處理（爭論、分歧等）”；“終于或圓滿地安排好某事物”

eg: It’s time for you to settle your dispute（爭論）with him.

We have settled that we will leave next week.（我們已經安排好下星期走）

②“安居”、“安家落戶”

eg: I’m going to settle in Hangzhou in the future.

③“在某處停歇或停留一時”

eg: The bird settled on a branch （那只鳥落在樹枝上了）

④“使（某人/某物）平靜、放松”

eg: The pill will help to settle your nerves. （這藥丸有助于讓你的神經放松）

2.辨析so----that----- / such-----that------

這兩個句型都可以引導結果狀語從句，譯為“如此----以致于----”，但so為副詞，修飾后面的形容詞或副詞；而such為形容詞，修飾最后的中心名詞。分以下幾種情況掌握：

㈠后跟可數名詞單數時，位置關系如下：

⑴so + adj + a/an + 單數可數名詞+that + --------

⑵such + a/an + adj +單數可數名詞+that + --------

eg: It is so fine a day that we all want to go out for a walk.

It is such a fine day that we all want to go out for a walk.

㈡其他情況時，用法如下：

⑴so + adj / adv + that + --------

⑵such + adj + n +that + --------

eg: This book is so interesting that we all enjoy it (adj)

He ran so fast that we couldn’t catch up with him. (adv)

You are such good students that all the teachers like you. (可數名詞復數)

He gave me such bad advice that I refused him. （不可數名詞）

[Notes]（備注）：

當情況㈡中⑵such + adj + n +that + --------結構中的n前的adj為表示數量的adj時，此結構中的such應改用so. 如：so many / few students that---; so much / little money/time that-----

但要注意當little作“小的”含義講時，仍用such. 如：They are such little boys that we all like them.（他們是如此小的孩子，以致于我們大家很喜歡）

3.be caught in-----“遭遇------”、“被圍困于-------”

eg: I was caught in a heavy rain yesterday.（我昨天遭大魚淋了）

They were caught in a hole on the hill.（他們被圍困在一個小山洞里）

4.辨析cut down / cut up / cut off

⑴cut down主要用法如下：

①“砍倒” eg: cut down a tree

②“縮短或刪減（某物）” eg: This coat is too large on Mary, so her mother had to cut it down..

⑵cut up“切碎”、“煎碎” eg: cut up vegetables.（把蔬菜切碎）

⑶cut off (常用于被動語態) 主要用法如下：

①“切斷電話線路”、“使某人通話中斷” eg: We were cut off in the middle of our conversation

②“停止向某人供應某物” eg: If you don’t pay your gas bill soon you may be cut off

③“切斷某人/某物的去路”、“使某人/某物與外界隔絕” eg: an army cut off from its base.(一支與基地失去聯系的軍隊)

5.cover: (v)主要用法如下：

⑴“（用東西）遮蓋、遮掩”；“平鋪在（某物）之表面”

eg: The mother covered the baby with a blanket （那位母親用毛毯子蓋著她的孩子）

Snow covered the ground.（積雪覆蓋了大地）

⑵“采訪”、“報道”

eg: We’ll send a reporter to cover the event.

⑶“行走（距離）”、“覆蓋（面積）”

eg: The Red Army covered 25,000 li on the Long March.（紅軍在長征中走了兩萬五千里）

Ningjin City covers an area of 9 square kilometers.（寧津城區覆蓋了9平方公里的面積）

⑷“涉及”、“包括“、”處理“

eg: His report covered all aspects of the problem.（他的報告涉及到問題的方方面面）

6.“為了防止 / 阻止--------干----------”可以用以下幾種結構表達：

⑴prevent------(from) doing-------;

⑵stop------(from) doing-------;

⑶keep------from doing-------; 但結構⑶中的介詞from不可以省略，因為省略后是另外的意思。

eg: “大雨阻止了我們按時抵達那兒”可作如下翻譯均正確：

The heavy rain prevented / stopped them (from) getting there on time. 或 The heavy rain kept them from getting there on time.

但：Sorry to have kept you waiting so long.（對不起，讓您久等了）

Ⅱ Deal with Cultural Corner

If time permits, deal with Cultural Corner in class. Otherwise, leave it after class as homework.

Period 4

1. Grammar 1 Infinitive

2. Grammer 2 but + infinitive

My teaching suggestion：Had better have the Ss discover some rules by themselves before explaining to them as follows.

I 動詞不定式的時態和語態形式

時 態 主 動 被 動

一般式 to do to be done

進行式 to be doing

完成式 to have done to have been done

1. 動詞不定式的一般式：表示與主動詞處于同一時間層面或動作發生于主動詞之后。

eg: He seems to understand what I said

I hope to visit Paris again.

2. 動詞不定式的進行式：表示與主動詞同時發生且動作正在進行。

eg: The two cheats pretented to be working hard.

3. 動詞不定式的完成式：表示不定式動作發生于主動詞之前。

eg: She seems to have seen this film.

He happened to have gone out when I went to see him

4. 動詞不定式的被動式：表示與邏輯主語之間的被動關系。

eg: The meeting to be held tomorrow is about how to stop the pollution.

I want to have been told the news earlier.

Ⅱ 復習并拓展動詞不定式的句法功能

1. 動詞不定式作主語, eg:

To teach you English is my job.(可用it作形式主語替換它，為：It’s my job to teach you English).

2. 動詞不定式作表語, eg:

My job is to teach you English.

[Notes]: 當作表語的不定式用來解釋主語中do的意義時，to可以省略，如：All I did was (to) give you some advice.

3. 動詞不定式作賓語, eg:

I hope to go home as quickly as possible.

She promised to give him a chance.

[Notes]:英語中有些介詞，如but、except之后可以接動詞不定式作賓語，但要注意句子中的主動詞是do時，動詞不定式要省去to，否則就必須帶to. 如下列句子所示：He does nothing but play all day. // There was nothing left to do but drop herself onto the bed and weep. 而 I have no choice but to lie down and sleep.// At the news she didn’t say anything but to cry.

4. 動詞不定式作賓語補足語

I ask you to pay attention to your handwriting.

[Notes]:有以下三種情況要注意：

⑴根據表達需要可在不定式前加上how ,when, where ,what 等疑問詞。

Please tell me how to do the experiment .

No one tell him when to go back home .

⑵在感觀動詞see, hear, watch, notice, feel等和使役動詞let, make, have等后要省略不定式符號to；在help后可加可不加；而在使役動詞get后必須帶to。

I never saw him wear black glasses.

Don’t make your child stay in the house all day.

Can you help me (to) carry this heavy box?

I couldn’t get the car to start.

⑶當句子變為被動語態時，作賓語補足語時原來省去to的應該加上去。

He was never seen to wear black glasses.

Her child was made to stay in the house all day.

但原來是分詞轉化為被動語態時，形式不變。

She was heard practicing singing a song / playing the piano yesterday .

5. 動詞不定式作定語

在邏輯上與前面的被修飾n.的有以下幾種關系：主謂關系，動賓關系和同位關系。

She was the first girl to work out the problem . (主謂關系)

I’ve an important meeting to attend . (動賓關系)

He keeps his promise to marry her in the future . (同位關系)

[Notes]當作定語的不定式與前面的名詞在邏輯上為動賓關系時，若動詞是不及物動詞，后面應加上相應的介詞。He hired a room to live in when he was in the USA.

但如果被不定式修飾的名詞為place, time, way時，不定式后面的介詞習慣上可以省去。

The old man is looking for a quiet place to live.

6. 動詞不定式作目的狀語

I got up very early this morning to / in order to / so as to catch the early bus.

[Notes]

⑴ 不定式作目的狀語時，可以用in order to / so as to來代替to，強語氣，但so as to能置于句首。

⑵ 表示目的時，否定式為in order not to和so as not to，而不能說not to.

I got up very early this morning in order not to / so as not to miss the early bus (但不能說not to miss the early bus)

7. 動詞不定式作結果狀語

He was too excited to say anything.

My brother is old enough to go to school / to join the army.

I hurried to the station, only to see that the train had left.

Ⅲ 不定式的復合結構

辨析：⑴ It is + adj.+ of sb + to do sth.;// ⑵It is + adj.+ for sb + to do sth.

差別：以上（1）結構中的adj是用來說明主語的特征的，并作其表語； 而結構（2）中的adj是用來說明句中動詞的特征的。

Eg: It’s foolish of you to do such things 可轉化為：You’re foolish to do such things.

但:It’s easy for you to learn English well不可以象上邊那樣轉化。

Period 5

1. Listening and Vocabulary

2. Pronunciation and Function

3. Everyday English

All the parts can be taught as a whole Different teachers, different methods.