高中英語人教版Unit2Workingtheland 優(yōu)秀作品

高中英語模塊四教學(xué)設(shè)計Unit

2WorkingTheLandWarmingupReading

APIONEERFORALLPEOPLE

教材：人教版《unit2[必修模塊4]》設(shè)計者：樂東思源高中

李麗麗Teachinggoals:1.Knowledgegoal:tomemorizeandusekeywordsand,struggle,decade,super,output,crop,hunger,disturbing,expand,Vietman,circulate,freedom,besatisfied

with,rid...of...,thanksto,wouldratherb.toknowtheinformationaboutagriculture.2.Abilitygoals:cultivatestudents’readingskills

andputthemintopractice.

goals:Ss

formthesenseofsaving.SslearnhowtodescribeDrYuanLongpingincludinghispersonality.Teachingimportantpoints:a.Helptocomprehendthetextandgraspthemainideaofthetext.b.Grasptheusageofsomewordsandexpressions.c.HowtohelpstudentsmakeuptheirmindstomakecontributionstomotherlandinthefuturelikeDrYuan.Teachingdifficultpointsa.Howtoputreadingskillsintopractice..b.Helpstudentsreallymastertheusageofwordsandexpressions.TeachingmethodsTalking,questioning-and-answeringactivityandreading.TeachingaidsAblackboard

andMultimediaTeachingprocedures&ways:Step1.

Lead-inandpre-reading（5mins）導(dǎo)入并揭題:T:Goodmorning,Class.Ss:Goodmorning,MissLee.T:Didyouhavebreakfast?Ss:Yes./No.T:(NO?Remembertoeatsomethingbeforethewell;studywell.)Whatdidyoueatforyourbreakfast?Ss:Baozi,Mantou,cakes,bread,snacks...T:BaoziiscalledsteamedstuffedbuninEnglish.Mantouiscalledsteamedbun.Doyoulikethefoodinourschool’scanteen?NO?OK!Letmeshowyoulookat

thescreenandtellmewhathappenedtothem?….Whosavedusandhelpedussolvetheproblemofhunger?[意圖說明]教師先跟學(xué)生打招呼詢問他們是否吃早餐，早餐吃的什么，感覺學(xué)校食堂食物味道如何，估計學(xué)生會普遍回答不好吃。接著讓學(xué)生看兩組組國內(nèi)和國外瘦骨嶙峋的兒童圖片來刺激學(xué)生產(chǎn)生節(jié)約意識并激發(fā)學(xué)生思考什么導(dǎo)致這種情況的發(fā)生，引導(dǎo)學(xué)生說出“誰”改變了中國讓我們能吃飽飯，以此引出“袁隆平”APioneerforallpeople.介紹文體教師讓學(xué)生在讀前猜測文章的文體是什么，并簡單解釋人物傳記。T：Beforereadinglet’sguesswhatmaybethestyleofthepassage?A.astory

B.atraveljournal

C.abiography(Anintroductiontoaperson)[意圖說明]判斷文章體裁也是高考閱讀理解要求的題型之一，平時教學(xué)中逐步引入高考題型和做題技巧有助于提高學(xué)生做閱讀理解的正確率。同時讀前預(yù)測是什么文體，可以為下面的閱讀做好鋪墊。Step2.

While-reading（25mins）

reading：教師讓學(xué)生快速閱讀全文并匹配出各段標(biāo)題。T：Nowlet’sskimthetextquicklyandthenmatchtheproperheadingsfor

eachparagraph.

reading教師讓學(xué)生分別閱讀每一個段落，并在各段落中設(shè)置不同程度的問題，由理解性的淺層問題到深層次的延伸問題。如果學(xué)生回答的不是很準確或者不知道怎樣回答，教師再根據(jù)情況給予指導(dǎo)，并對學(xué)生的回答給予評價。T：Ok,let’sreadthetextcarefullyandanswermyquestionsonthe

screen,ifyoucan’tdoitbyyourself,youcandiscussthemwithyourdeskmate.Nowbegin.【Para1:Q1】InformationofDr.Yuan’sappearanceandachievementsAppearance:Achievement:WhydoesDr.Yuanconsiderhimselfasafarmer?【Para2:Q2】InformationofDr.Yuan’s

biography.1)FindoutthedetailedinformationaboutDr.Yuan

accordingtothetime.2)PuttheDrYuan’sbiographyinrightorder.【Para3:Q3】InformationofDr.Yuan’s

personalityandhobbies.

1)FindoutthetopicsentenceofandthinkaboutwhatDr.Yuan’s

personality

is?2)Whatarehishobbies?【Para4:Q4】InformationofDr.Yuan’sdreams1)Findoutthetopicsentenceofandthinkaboutthemeaningofthesentence.2)Whatarehistwodreams?&Homework:ReviewthetextandtrytocreateDrYuan'sresume.

:Fillintheblankswithproperwordsaccordingtothetext.DrYuanLongpingwasapioneerofagricultureinChina.He(graduate)fromSouthwestAgricultureinthenhedevotedhislifefindingwaystogrowmorerice.Thericefarmersarenowproducingharvesttwicelargeasbeforeby(use)thiskindofwasnotsatisfiedwithhiswork.

Althoughnowheleadsarichlife，hestillinsistsonhiswork(develop)hisrice.Ithinkhisworkisreallyimportanttotheworld.Becauseofhishardwork，theproductionoffood(improve).Andtheproblemof(hungry)canbesolved.(thank)toYuanLongping’sgreatwork，millionsofpeoplecanbenefithisextraordinarywork.:DiscussionWhatkindofpersonisYuanLongping?教師在理解完課文之后讓學(xué)生總結(jié)袁隆平的性格特征，通過quiz的形式，用給出的句子所反映出的有關(guān)性格特征的形容詞進行選擇，培養(yǎng)學(xué)生的推斷能力和總結(jié)歸納的能力。最后用形容詞總結(jié)歸納出袁隆平的性格特征。

[意圖說明]

教師通過讓學(xué)生帶著問題閱讀以及各部分深淺層問題的設(shè)計讓班級里不同層次的學(xué)生均有所收獲，通過小組討論以優(yōu)帶差調(diào)動同學(xué)們回答問題的積極性和參與性，同時學(xué)習(xí)了袁隆平的科研成果，以及他的雜交水稻技術(shù)對我國乃至世界其他國家的巨大影響。最后的形容詞歸納競賽環(huán)節(jié)使學(xué)