高中英語人教版Unit2Workingtheland 優(yōu)秀作品

高中英語模塊四教學設計Unit

2WorkingTheLandWarmingupReading

APIONEERFORALLPEOPLE

教材：人教版《unit2[必修模塊4]》設計者：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]教師先跟學生打招呼詢問他們是否吃早餐，早餐吃的什么，感覺學校食堂食物味道如何，估計學生會普遍回答不好吃。接著讓學生看兩組組國內(nèi)和國外瘦骨嶙峋的兒童圖片來刺激學生產(chǎn)生節(jié)約意識并激發(fā)學生思考什么導致這種情況的發(fā)生，引導學生說出“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，平時教學中逐步引入高考題型和做題技巧有助于提高學生做閱讀理解的正確率。同時讀前預測是什么文體，可以為下面的閱讀做好鋪墊。Step2.

While-reading（25mins）

reading：教師讓學生快速閱讀全文并匹配出各段標題。T：Nowlet’sskimthetextquicklyandthenmatchtheproperheadingsfor

eachparagraph.

reading教師讓學生分別閱讀每一個段落，并在各段落中設置不同程度的問題，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，并對學生的回答給予評價。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性格特征的形容詞進行選擇，培養(yǎng)學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]

教師通過讓學生帶著問題閱讀以及各部分深淺層問題的設計讓班級里不同層次的學生均有所收獲，通過小組討論以優(yōu)帶差調(diào)動同學們回答問題的積極性和參與性，同時學習了袁隆平的科研成果，以及他的雜交水稻技術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