【公开课教案】外研版高一英语必修四unit4reading教案

1、Lesson plan for Great ScientistsBasic in formati onType of the less onReadi ngTeach ing materialThis less on is take n from Module 4 “ GreaScie ntists of En glish Book Four, Foreig n Lan guage Teach ing and Research Press.Materialan alysis1. Main idea :The topic of this material is The Student Who A

2、skedQuestions.It introduces a story of Yuan Longping who is a father of hybric rice. It talks about his school life and the important of his contributions to the world.2. Linguistic focus :(1) New phrase: leading figure”(2) Liste ning strategies:stude nts are required to use fast readi ng skill to g

3、et the gen eral idea of the passage and careful readi ng skill to get more detail in formati on about Yuan Longping3. Cultural information : Yuan Longping is a leading figure and his spirit(patriotism, persevera nee, belief) is worth lear ning for every one.Lear ner s an alysis1. Mai n idea:Stude nt

4、s have see n reports about yua n longping on TVfead articles about him on their mobile phon es, and heard about his deeds.2. Linguistic focus :A. May be students havedtknown to use technical terms to describe the life and contributions of a scientist.B. Stude nts should use the readi ng skills to th

5、e gen eral idea and more detail in formati on about the life of Yuan Longping ,the n retell the story.C.Students candescribe a scientist s life and his/her contaiftetionslear ning this less on.3.Cultural information : Students can apply Yuan Long ping s spirit to the daily lives.Teachi n gobjectives

6、Base on the analysis of material and learners, I plan my teaching objectives as followi ngs: by this less on, stude nts are able to:1. Linguistic competency :a. define the meaning of fbading figure”.b. Use the readi ng skills of fast read ing and careful readi ng to get some in formati on about Yuan

7、 Longping, and retell the passage.The n try to describe another scientist life and his/her contribution.2. Culture disposition : Search more information about another scientists who are men ti oned in in troductio n prat, try to compare them with Yuan Longping, and find out the similarities and diff

8、erences between them.3. Thinking Quality: analyze the characters and study spirit of the great scie ntists(such as dilige nt, persiste nce,patie nce,resp on sibility), the n apply them to the daily life.4. Learning Ability : collect and use the words and phrases properly. an alyze ,compare and summa

9、rize the data of some scie ntistsetime.This reflects the comb in ati on of in depe ndent and cooperative explorati onTeachi n g focusKey pointsWays outHow to help the Ss use thereadi ng skills to getBy desig ning two secti onsin formati on from the passage.Firstly, do some fast-readi ng and try to m

10、atch the main idea of each paragraph,the n divide the passage into three parts.Read ing skill： in this secti on, Stude nts needn td read the passage sentence by sentence. Just pay attention to the key word and phrases as well as the first or last sentence in each paragraph.Secon dly, stude nts do so

11、me careful-readi ng, the n an swer more detail questio ns in each part.Readi ng skill： In this secti on, Ss should reac the passage part by part, and try to find more details about Yian Longping.Difficult pointsWays out1. How to help the Ss usethe lin guistic kno wledge to describe a scie ntistlifet

12、ime and improve their readi ng skills as well as Ian guage compete nee.2. How to let students know the reason why the1. Retell the story of Yuan Longping, thentalk about Ss favourite scie ntists.2. By telling students that Yuan do not afraid to ask questi ons and whe n he met problems and difficulti

13、es, he would try his best to find out the an swers.title called The studentwho asked questio ns.I. The teachi ng view of con structivism theory holds that lear nersknowledge is obtained through the construction of meaning with the help of others in a certa in situati on, such as the com muni cati on

14、 and cooperati on betwee n people, the use of n ecessary in formati on, etc. Therefore, teachi ng should make lear ning happe n in the situati on similar to the real situatio n. Therefore, it advocates situati onal teachi ngTeachi ngmethods/strategiesSituational approach which is used in stage2(show

15、 a video to le ad in the topic and explain the meaning of leading figure according to the video.)This method refers to the teachi ng method that teachers purposefully in troduce or create vivid and specific sce nes with certa in emoti onal colors and images as the subject in the teachi ng process, s

16、o as to arouse students certain attitude to experienee, so as to help students understand the teachi ng materials.2. Deweys educational philosophy is based on pragmatism, and its core content is to elarning by doing”Meanwhile task-based teaching method emphasizes that Ianguage learning should bdearn

17、ing by doing ” . soTask-based teach ing method is used in stage2, stage3, stage4, stage5.I design three tasks as following:In order to train the stude ntsreadi ng skills, in therepreshow a video and ask them questi ons to lead in the passage.In the secti on of while-read in g, I pla n differe nt typ

18、e of questi ons to dofast-readi ng and careful-read ing.In the secti on of post readi ng, let the stude nts discuss and summarize this text which they have learned. This requires the students to combine the stories about yua n Longping that they have lear ned in this class. The an swer of each Ss ar

19、e differe nt, it gives Ss an opport unity to express their thoughts.3. Accord ing to the new curriculum sta ndard(2017), high school En glish teachi ng should emphasize the stude nt-ce ntered philosophy, so I use the PWP model to design the reading course.(in stage2,3,4).In the whole readi ng, 1 des

20、ig n pre-readi ng, while-readi ng, and post-read ing to train the stude nts readi ng skills as well as thei compete ncy.Teachi ng aidsComputer,PPT, whiteboard,pe nTeach ing ProceduresTeacher activitiesStages(Teacher activities should be clearly described in each step, in cludi ng teach ing behaviors

21、, teach ing aids/resource, learni ng tasks, etc.)Stage 1 Show three pictures in in troducti on part to lead in the class, ancin vite the stude nts to take part in the discussi on:Warmi ngup3mi ns(Engage)Teacher will ask 3 questi ons one by one in each pictureTake picture 1 as an example:1, Who is he

22、?He is Ei nstei n.2, What theory did he set?He set the theory of relativity.3, When did he set it?Desig ning purposeHe set it in 1905.1. Engage students to focus on the topic by showing these pictures of scie ntists.Stude nts are more likely to be attracted by the picture, it will give stude nts a c

23、ha nee to speak freely, arousetheir in terests, it can also give those stude nts who dont actively speak in class have the opport unity to express their ideas naturally .Stage 2Pre-readin g(7mi ns)Task 1(En gage)2. It desig ns the classroom teachi ng structure from the aesthetic point of view, so th

24、at connect the students larning with explori ng character, and cultivate their sen time nt.1. Show a video about Yuan Longping, then asks Ss what in formati on can they get from the video.This video is a report about Yuan Longping, in which Yuan Longpin gs hybrid rice tech no logy has helped to in c

25、rease rice production in Pakistan. Yuan Longping was awarded the China-Africa friendship contribution by the China-Africa friendship association. Yuan Longping has never stopped researchi ng ways to in crease grain yields, and he rema ins in excellent health, exercising every day and going to test f

26、ields every day to in spect his super rice.2. Learn the new phrase fbading figure” by explaining the meaning of it .Teacher will indicates that fbading figure ” can be used to describe some on ewho is in flue ntial or a leader in an area, and according to the video and students real experienee, they

27、 have knew that Yuan discovery had great in flue nce in agriculturalin dustry, so teacher can in duce stude nt to speak out that Yuan is leadi ng figure.Desig ning1. The video shows the topic intuitively, the question can let thepurposestudents quickly enter the state of classroom learning and start

28、 to thi nk about the lear ning topics, so that develop their ideas.When watching the video, students will be moved by yuan longpings great contribution to the grain production of China and other coun tries, and the n in spire stude nts admirati on for yua n longping. With this emotion, students will

29、 be more conducive to their study of the text and pave the way for reading the text later. 2. Learning the phrase fbading figure ” can guide students to appreciate the character of the great scie ntists, it can help them have a better un dersta nding of this passage.Stage 3Step1. Fast Readi ng (in d

30、ividual work)6m insWhile-re1.Match the gen eral idea of each paragraph. Give Ss 3 mins to d(adi ngthe fast read ing , the n ask Ss to share the an swer.Task 2Para1A.He discovered a new type of rice.20mi nsPara2B.The yield of the new hybrid rice is much greater(study)tha n that of other types grow n

31、in Pakista n.Para3C. Yuan Longping is a leading figure in therice-grow ing world.Para4 D.As a boy, he liked ask ing questi ons.Para5 E.As a young teacher, he bega n experime nts in crop breedi ng.Para6 F.His discoveries have brought in great profit收益 ).The an swers will be prese nted in ran dom orde

32、r on the scree n, T asks Ss to match the para and its main idea, and then reveal tl correct an swer.2.How to divide the passage into three parts?Give Ss 3 mi ns to do discussi on , the n ask 3 Ss to share their an swers.Step2. Careful-Readi ng (pair work) 14mi ns1. Students read the first paragraph

33、(part1),then answer the following questionsA. Which country is the world largest rice producer?B. Where is rice grown in the world?C. Who is the leading figure in the rice-growing world?2. Students read the part 2(para2-4), then finish the sentencesWhat did he do?As a boy, As a college student,As a

34、teacher, In 1966,In 1970,3.Stude nts read part3(para5-6), and an swer the questio ns The last two paragraphs ma in ly talk about.a. China s agriculture developmentb. Yuan Longping s elderly lifec. foreig n coun tries agriculture revoluti ond. Yuan Longping s contributions to China and the world What

35、 is the most importa nt crop in Pakista n? What s the feature of the new hybrid rice?Desig ningpurposePredicti on : In this stage, based on the task-based teachi ng method, Ss will pay more atte nti on to read if T pla ns some tasks before read ing, the an swers are differe nt. Because Ss n eed to r

36、ead the passage carefully and combine with their thoughts to find out answers. Actually the answers of each questions are not fixed, because every student has his/her own understanding of the passage,so in this stage, Ss are give n the opport unity to speak out their thoughts, this will train their

37、ability of thi nking.Base on the student-centered,teacher-lecfphilosophy, I design lots of activities to train their readi ng strategy.1. Fast readi ng is a way to obta in in formati on quickly, and let stude nts grasp the main idea of the article as soon as possible in a limited time. Train them to

38、 catch key words and get the most important information in the shortest time. That is to say , this reading skill cultivates the students ability of finding and process ing in formati on. In dividual work cultivates stude nts ability of thi nking.2. careful readi ng is a way to get more details from

39、 the article. A variety of activities desig ned can help the stude nts un dersta nd the article deeply. Pair work cultivates their ability of cooperation and exploratio n.Stage4Post-read ingTask 3 12mi ns (Activate) 12mi ns1.Retell the story about Yuan Longping. (group work)Stude nts have a discussi

40、 on and choose one to show the class as the following model.Yuan Longping is He was born and brought uWhen he was a boy, he was give n the nickn ameLater he studied-Then he bega n.At last he discovered-As a result of his discoveries-2. Make an in terview (pair work)The topic is talk ing about your f

41、avourite scie ntistTwo stude nts in a group, one is jour nalist and ano ther one isinterviewee, then they will make a conversation as following:Journalist: Who is your favourite scientist?In terviewee: .Jour nalist: Why do you like him/her?In terviewee:Because he/she.Jour nalist: What did he /she in

42、ven t/discover?In terviewee: .Jour nalist: what can you lear n from he/her?In terviewee:T walks around the classroom and joi n some groups to discuss with Ss. After discussion, T chooses 2 groups to share their conv ersati on.3. Thinking (individual work )Ask stude nts to thi nk about the two questi

43、 ons. In your opinion, what has made Yuan Longping a great scie ntist? What have you lear ned from Yuan Longping ?creative创造性的curious有求知欲的inno vative有创新精神的dilige nt勤勉的brillia nt杰出的sedulous勤勉的In this secti on, teacher will list some words which can be used to describe the character of the scientists

44、on the screen. Why is the title called The student who asked questi ons?In this step, teacher will guide students to think about that why Yuan was give n that nickn ame.Designing Base on “ learn by doing ” philosophy, I design the activities of purposeretell in g,th inking and talk ing.Firstly, rete

45、lling is a challenge work for the students, it can train their ability of integrate information and Ianguage compete nee, as well as con solidate what has bee n lear ned.Secon dly, by an in terview to talk about their favourite scie ntist in pairs .In this stage, an In formatio n-gap activity is inv

46、 oled, it requires stude nts to com muni cate with each other to complete a task.Fin ally, the secti on of thi nking cultivates the stude ntsf thinking quality. The question what has made Yuan Longping a great scie ntist?What have you lear ned from Yuan Longping ?” will in spire stude nts admirati o

47、n for great scie ntists and in flue nce their thoughts and acti ons. The questi on why is the title called The stude nt who asked questi ons? will in flue nce stude ntsf thi nking. Because the reas on why Yuan was give n the nickn ame was that he do not afraid to ask questio ns and whe n he met prob

48、lems and difficulties, he would try his best to find out the an swers. This will enhance stude nts con fide nce in overco ming difficulties.Predictio n: In the in terview activity, Ss are n ot simply asked to share their conv ersati on, so T should en courage them, and give some award such as plus poin ts. So that they will greatly en gagein this activity.Stage5 (3mi ns) Summary and homewor k1. SummaryTeacher invites the students to summarize what theyve learnt in class .2. HomeworkUse the readi ng skills to do an outside readi ng comprehe ns