高中英语人教版Unit2Workingtheland 优秀作品

高中英语模块四教学设计Unit

2WorkingTheLandWarmingupReading

APIONEERFORALLPEOPLE

教材：人教版《unit2[必修模块4]》设计者：乐东思源高中

李丽丽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）导入并揭题: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?[意图说明]教师先跟学生打招呼询问他们是否吃早餐，早餐吃的什么，感觉学校食堂食物味道如何，估计学生会普遍回答不好吃。接着让学生看两组组国内和国外瘦骨嶙峋的儿童图片来刺激学生产生节约意识并激发学生思考什么导致这种情况的发生，引导学生说出“谁”改变了中国让我们能吃饱饭，以此引出“袁隆平”APioneerforallpeople.介绍文体教师让学生在读前猜测文章的文体是什么，并简单解释人物传记。T：Beforereadinglet’sguesswhatmaybethestyleofthepassage?A.astory

B.atraveljournal

C.abiography(Anintroductiontoaperson)[意图说明]判断文章体裁也是高考阅读理解要求的题型之一，平时教学中逐步引入高考题型和做题技巧有助于提高学生做阅读理解的正确率。同时读前预测是什么文体，可以为下面的阅读做好铺垫。Step2.

While-reading（25mins）

reading：教师让学生快速阅读全文并匹配出各段标题。T：Nowlet’sskimthetextquicklyandthenmatchtheproperheadingsfor

eachparagraph.

reading教师让学生分别阅读每一个段落，并在各段落中设置不同程度的问题，由理解性的浅层问题到深层次的延伸问题。如果学生回答的不是很准确或者不知道怎样回答，教师再根据情况给予指导，并对学生的回答给予评价。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?教师在理解完课文之后让学生总结袁隆平的性格特征，通过quiz的形式，用给出的句子所反映出的有关性格特征的形容词进行选择，培养学生的推断能力和总结归纳的能力。最后用形容词总结归纳出袁隆平的性格特征。

[意图说明]

教师通过让学生带着问题阅读以及各部分深浅层问题的设计让班级里不同层次的学生均有所收获，通过小组讨论以优带差调动同学们回答问题的积极性和参与性，同时学习了袁隆平的科研成果，以及他的杂交水稻技术对我国乃至世界其他国家的巨大影响。最后的形容词归纳竞赛环节使学