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让学生了解环境污染的严峻形势，引导学生爱护大自然，爱护花草树木，树立绿色环保意识。
4. Culture awareness: (optional)
通过课文的学习，让学生了解沙尘暴形成的原因和过程，关注全球的环境问题。
教学重难点1. Key points:
Words and phrases: sand, although, sandstorm, desert, human being, reduce, completely, change into, stop … from, blow/ wash … away, as a result
Sentences: A lot of water can be saved by forests.
Although we have built “The Green Great Wall”, we still need to do something to protect the environment.
Grammar: Indefinite pronoun and adverb.
Difficult points：
能够从所听材料中获得有效的细节信息来补全句子。
能够根据图片和信息提示词描述沙尘暴形成的过程。
学习者特征分析分析九（1）班学生特征：
1. 学习方式逐渐成型，可塑性较强，逻辑思维逐渐发展。
2. 可以进行部分知识的自学，对新知识有判断的能力，对不同方面的知识产生偏好
教学策略选择与设计通过引导学生在听前阅读1b和3，培养学生形成听前熟悉、预测听力材料的学习习惯。通过3中的插图预测并描述新话题，培养学生的逻辑推理能力。
教学环节教师活动设计时间学生活动设计设计意图Getting students ready for learning
Play a short video about a sandstorm and let Ss guess what kind of weather it is.
T: Hi, boys and girls! It’s a fine day, isn’t it?
Ss: Yes.
T: Now watch the short movie and guess what kind of weather it is?
…
T: Can you tell me what the weather is?
Ss: Yes, 沙尘暴.3分钟Watch a video about a sandstorm and guess what kind of weather it is.
Ss: Yes.
Ss: Yes, 沙尘暴.
通过播放与沙尘暴相关视频，进入本课话题，从视觉，听觉等方面感知沙尘暴这种恶劣的天气现象，为了解环境问题做好准备。
Lead-in
1.Learn the new words
2.Show the pictures of a sandstorm, let the Ss guess how sandstorm comes into being and number the pictures in 3.
T: OK, do you know how sandstorm comes into being? Please look at the pictures, discuss and number them in groups.