Unit5 Reading and Thinking 名師教學設計-章鳳寶

2/2Unit5ReadingandThinking名師教學設計教學目標Bytheendofthisperiod,studentswillbeableto:Figureoutthestructureofthepassagebyanalysingthemainideaofeachparagraph.knowthecharacteristicsandwritingtechniqueofbiography.GetthedetailedinformationofeachpassageandsummarisethemoralfeaturesofYuan.Expresstheirideasonthegiventopicsthroughcriticalthinking.教學重點Letthestudentsknowthemainideaofeachparagraph.Letthestudentsknowthecharacteristicsandwritingtechniqueofbiography.教學難點SummarisethemoralfeaturesofYuan.Expresstheirideasonthegiventopicsthroughcriticalthinking.教學資源教材、多媒體、黑板和粉筆教學過程Step1free-talk1.Whoisthemaninthephoto?Whatcropisheholdinginhishands?2.Whatdoyouknowabouttheman?Whatelsedoyouwanttoknowabouthim?(設計意圖：通過圖片導入，開門見山，引出本節(jié)課的主題；同時，問題引領，激活學生的背景知識。)Step2FastreadingTask1Readthetitleandthefirstsentenceofeachparagraph.Whatkindofwritingdoyouthinkthisis?Wherecanyoufindsuchapieceofwriting?(設計意圖：幫助學生迅速把握文章類型，引導學生關注傳記文體的特征。)Task2Readthetext.Matchthemainideawitheachparagraph.Para.1A.Yuanconductedresearchanddevelopedhybridrice.Para.2B.Yuanisoldbutstillworkinghardtofulfilhisdreams.Para.3C.Yuanconsidershimselfafarmer.Para.4D.Yuandecidedtostudyagriculture.Para.5E.Yuan’sinnovationhashelpedtofeedmorepeople.Para.6F.Yuancareslittleforfameorwealth.（設計意圖：通過找尋段落主旨有利于學生迅速把握文章內(nèi)容，同時引導學生關注文本中的轉(zhuǎn)折詞。）Step3:Carefulreading(設計意圖：給學生充分的時間去閱讀、理解文章，培養(yǎng)自主學習、分析文本的能力。)Step4:Analysis（analysethetext,passagebypassage，payingmoreattentiontothethreeaspectsinthetable.）Readthefirstpassagecarefullyandtrytounderstandthefollowingaspects:What’sthefunctionofthefirstsentence?WhydoesYuanconsiderhimselfafarmer?Thewritingtechnique:contrastThemoralfeaturereflectedinthepassage.Readthesecondpassagecarefullyandtrytounderstandthefollowingaspects:Abiographyisusuallywrittenintimeorderfrombirth.WhydidYuandecidetostudyagriculture?Thewritingtechnique:contrastThemoralfeaturereflectedinthepassage.Readthethirdpassagecarefullyandtrytounderstandthefollowingaspects:whatishybridrice?What’sthemainadvantageofhybridrice?HowdidDr.Yuandevelophybridrice?Isitaneasyortoughtask?Thewritingtechnique:contrastThemoralfeaturereflectedinthepassage.Readthefourthpassagecarefullyandtrytounderstandthefollowingaspects:(1)What’sthemainideaofthepassage?(2)HowhasYuan’sworkhelpedChinaandothercountries?Readthefifthpassagecarefullyandtrytounderstandthefollowingaspects:(1)Thewritingtechnique:contrast(2)Themoralfeaturereflectedinthepassage.Readthesixthpassagecarefullyandtrytounderstandthefollowingaspects:（1）Drawoutthestructurechartofthepassage.（2）UseasentencetosummarizeYuan’sdream.（3）Themoralfeaturereflectedinthepassage.(設計意圖：此部分為細節(jié)理解，目的在于讓學生較為詳細地把握文章細節(jié)，使袁隆平的人物形象在學生腦海中更加豐滿。同時，引導學生根據(jù)細節(jié)推斷文物個性。并學會運用對比手法描寫人物。)Step5:checkStep6:ThemeAnalysisHowcanweunderstandthetitleofthepassage“APioneerforAllPeople”?（設計意圖：主題討論使學生對袁隆平和引言內(nèi)容有更為全面的了解，并用相對高級的表達表達出來。）Step7:FurtherInformationOtherthanhybridrice,whatotherhybridproductsdoyouknow?Canyouthinkofnewhybridideas?(設計意圖：通過此部分使學生更為了解Hybrid的含義，以及了解Hybrid對我們生活的重大影響。)Step8:CriticalThinkingDoyouwanttomakegreatcontributionstootherslikeYuanLongping,TuYouyou,LinQiaozhi?Ifso,whatpreparationsareyousupposedtomake?(設計意圖：該部分為批判性思考，體現(xiàn)了由人及己的思維過程。鼓勵學生通過自身努力為社會作出貢獻。)Step9：AssignmentReadthetexttwiceandtrytowriteexpressionstoreplacethefollowing:shortage,tacklethiscrisis,boostyields,beconvinced,attain,conventional,intenseeffort,becomprisedof,generated,alifeofleisure,envision,vision.Writeapassagetitled“YuanLongping’sDevotiontoHybridRice”within100wordsfromtheseaspects:motivation,process,achievement,viewoflif