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福建省莆田市第八中学高二英语必修四《Unit2Workingtheland》教学设计1.教材分析本单元的中心话题是“农业”,学生通过讨论和阅读了解有关农业、农村和农作物种植的内容。让学生了解农业在整个人类生活中的重要性,了解农村生活,了解中国农民的生活现状,提高他们对农业的认识,并且帮助他们更深刻地理解农业科学家袁隆平的科学研究的价值。培养学生从小养成爱惜粮食,不铺张浪费的好习惯。同时让学生了解organicfarming以及它对人们生活的重要性,进一步扩大学生的关于农业方面的词汇量,并通过写一则海报提高学生的写作水平。1WARMING-UP通过提问有关农业、农村和农作物种植的内容,让学生谈谈自己对农村和农业劳动的认识或经验。教师可通过讨论让学生互相学习,相互交流经验以增加他们的农业知识。2PRE-READING部分有两组问题。在第一组问题中,讨论大米在东亚和东南亚国家人民生活中的重要性;而第二组问题则提出世界部分地区所面临的饥饿问题。由此激发学生对世界的关注,培养学生的同情心。3READING部分介绍中国著名的农业科学家袁隆平的生平和他的杂交水稻。第一段描述了袁博士的外表——他更象一个农民而不象一个科学家,农村就是他做科研的殿堂。他的科研成果就是超级杂交水稻。第二段描述他的家庭出身,学业,献身水稻科研的原因及所取得的成就。第三段告诉我们袁博士过着跟普通人一样的生活却干着伟大的事业。即使在功成名就之后,他也淡泊名利,有着无私奉献的高尚精神。4COMPREHENDING部分设计了三个练习。第一个是判断练习,学生根据课文中理解和收集的信息做出判断,甚至通过讨论才能做出判断。第二个是词语理解题。第三个练习提出问题,要求学生在阅读课文后作出回答,以检验他们的理解力和训练他们的归纳总结能力。5LEARNINGABOUTLANGUAGE部分学习本单元重点词汇和语法项目。词语学习部分采用给出词义而让学生从课文中找出与之匹配的词,然后用所找的词汇完成第二个练习中的短文,以及用课文中意义相近的词汇替换练习三句中划线部分。通过这三种练习帮助学生理解并能熟练应用课文中所学的词汇。语法部分通过从课文中找同义句引出动词的-ing形式,教师此时可引导学生找出其他的句子,以启发学生理解-ing形式的句法功能。练习二通过模仿例句,用-ing形式做主语代替动词不定式改写句子。练习三要求学生连接短语造句,让学生学习-ing形式作宾语的用法,并列举后面接动词-ing形式作宾语的动词。练习四则训练学生v-ing形式在实际生活中的应用能力。练习五则设计了一个游戏以丰富学生的想象力。6USINGLANGUAGE部分综合训练学生的听说读写能力。第一部分读写结合,学生先阅读文章,文章写的是OrganicFarmingorgreenfood,读完后要求学生写一个摘要。在此教师要首先强调写摘要时学生一定要抓住文章的主题并且运用所学的重要词语。听力部分通过回答问题来提高学生的理解能力和理解的正确性。Reading,speakingandwriting部分把读,说和写有机地结合在一起。假设你是一个“绿色食品”farmer,通过背景阅读,你要有充分的理由,利用所提供的句型,以对话的形式说服他人购买你的食品。最后为你的食品设计一个有说服力的广告。7SUMMINGUP部分要求学生归纳总结本单元内容、词汇和语法结构三个方面。8LEARNINGTIPS部分对如何提高表达能力提出建议。Period1WarmingupPre-reading,Reading&ComprehendingTeachingProcedures:Period1TeachingGoals:TodevelopSs’abilityofusingwordsandexpressions.TodevelopSs’abilityofspeaking.ToenrichSs’knowledgeoffarmingStepⅠGreetingandleadingin
1.Whatarethepeopledoing?2.Canyoutellmesomethingaboutrice?
StepⅡWarmingup
1.Discussion:(groupwork)Haveyouevergrownanyplants?Ifso,whatdidyoudotogrowthem?Ifnot,whatkindofplantwouldyouliketogrow?Howwillyougrowit?StepⅢPre-reading
1.Whataretheseriousproblemstheworldfacestoday?
EnvironmentPopulationNaturalresources
WarsPovertyHunger…
Morethan800millionpeoplegotobedhungryeveryday.-theWorldHealthK]Whatcanwedotosolveworldhunger?
Controlthepopulation
Openmoreareasforgrowing
IncreasetheoutputofcropsStepIVPre-readingThepurposeofthisstepistoletstudentsknowtheimportanceofrice.Byansweringthetwoquestions,studentscaneasilyunderstandwhywecallDrYuanLongpingapioneerforallpeople,andwhyhedevotesallhislifetothericeresearch.1.Whatdoyouthinkwouldhappeniftomorrowtherewassuddenlynoricetoeat?2.Ifyouhadthechancetodoonethingtohelpendfamineintheworld,whatwouldyoudo?Period2ReadingComprehending&LanguagePointsTeachingGoals:1.
Help
to
comprehend
the
text
and
grasp
the
main
idea
of
the
text.
2.Grasp
the
usage
of
some
words
and
expressions.
3.How
to
help
students
make
up
their
minds
to
make
contributions
to
motherland
in
the
future
like
Dr
Yuan.Step
1.
lead-in
and
prediction
Ask
your
parents
what
they
ate
during
their
childhood(about
30
years
ago).
(sweet
potato番薯
;buckwheat
n荞麦;
corn;
millet小米
“粟”
)
2).
Compared
with
your
parents’
childhood,
what
about
your
childhood?
You
have
enough
food,
especially
rice.
Do
you
know
who
did
his
research
and
produce
rice
product?
S:..Yuan
.
Look
at
the
picture.
Who
is
he?
(A
farmer
pioneer
called
“Father
of
Hybrid
Rice”)
Can
you
describe
the
picture?Predicting:
From
the
title,
what
do
you
think
the
text
is
about?
And
what
will
this
passage
mainly
tell
us?
(Now
let’s
read
and
then
check
)
Step
2FastReadingThepurposeoffastreadingistoletstudentsfindsomeusefulinformation,andgetfamiliarwiththetext.Sointhisstep,somequestionsaredesignedforstudents,sothattheycaneasilyfindtheanswersandfinishthereadingtask.1.WhatdoesDrYuanlooklike?2.What’shisachievement?3.Whatdoyouthinkofhim?Step3CarefulReadingandExplanation1.Givestudents3minutestoreadandfindthemainideaofthetext.Whilestudentsaredoingthis,showthechartonthescreen.Aftertheyhavefinishedtheirtask,askthemtolookatthescreenandfillinit.APIONEERFORALLPEOPLE1.APIONEERFORALLPEOPLE1.Hewantseveryonetocallhimafarmer.2.Hisbiography.3.Hispersonality.4.Hisdreams.Fiveminuteslater,teacherscanasksomeofthemtofulfilthechart.Theycanusewords,phrases,orsentencestodothis.Hereisasampleforteachertoreferto.APIONEERFORALLPEOPLEHewantseveryonetocallhimafarmer.(1)Ascientistworkstheland.(2)Sunburntfaceandarms,slim,strongbody.(3)Growhybridrice.(4)Thefirstagriculturalpioneer.2.Hisbiography.(1)In1931,born.(2)In1953,graduatedanddevotedhislifetofindingwaystogrowrice.(3)Lastyear,twentybilliontonsofricewasproduced.Now,DrYuaniscirculatinghisknowledge.3.Hispersonality.Heissatisfiedwithhislife.Becausehedoesn’tlikemoneyandfame.4.Hisdreams.(1)Thefirstdream.(2)Theseconddream.Step
4
Learn
language
points1)“…forthat’showheregardshimself”.“howheregardshimself”,meanshowhethinksofhimself.Itreferstoaperson’sself-image.2)“…hasmore,ratherthanfewertroubles.”?while“…hasmore,ratherthanfewertroubles”meansthatyouexpectfewertroublesbutinfaceyougetmorethanyouthoughtyouwould.3)strugglevtomakegreateffortse.g.Theyhavestruggledforyearstofreetheircountryfromtheenemy.I’mstrugglingtofinishthehugehelpingyougaveme.4)sunburntadjsun-tannede.g.Hissunburntskinlookshealthy.5)superadj(infml)excellent;splendide.g.You’lllikeher,she’ssuper.Youlooksuperinyournewclothes.Itwassuperofyoutohelp.6)expandv(causesthto)becomegreaterinsize,numberorimportancee.g.Metalsexpandwhentheyareheated.Whynottrytoexpandyourstoryintoanovel?7)circulatev(causesthto)passfromoneperson,place,etctoanothere.g.Peoplewhocirculatefalsenewsaretobeblamed.Yetreportsofthiskindhavebeencirculatedbyournewspapers.Thenewsoftheenemy’sdefeatquicklycirculatedroundthetown.7)equipvsupplysb/sth(withwhatisneeded,foraparticularpurpose)e.g.Nowallfishingboatsareradio-equipped.Theycan’taffordtoequiptheirarmyproperly.Pleaseequipyourselfwithsharppencilandarubberfortheexam.9)exportvsend(goods)toanothercountryforsalee.g.Indiaexportsteaandcottontomanydifferentcountries.Thiscompanyhasalargehomemarketbutdoesn’texport.10)rid…ofmakesb/sthfreefrom(sb/sthunpleasant)e.g.Weallwishthatwewouldridtheworldoffamine.Thefarmerrecentlytriedtoridthehouseofrats.11)lead…alife,live…alifee.g.Nowweareleadingahappylife.Intheolddaysfarmersledaterriblelifeinthecountry.12)besatisfiedwith,becontentwithe.g.Theyoungladyisn’tsatisfiedwiththepeacefullife.Areyousatisfiedwithhisanswers?13)wouldrather,prefertoe.g.I’dratherwalkthantakeabus.I’dratheryouknewthatnow,thanafterwards.Step
5
Summary
and
Homework
Today
we
talked
about
agriculture.
And
we
also
read
about
Dr
Yuan
Longping.
We
have
known
much
about
the
great
scientist.
Now
please
look
at
the
poem
on
the
screen:
Finish
the
exercises
in
learning
about
language.
Exercise
1,2
and
3
are
about
useful
words
and
expressions.
Finish
them.
After
you
read
the
achievements
that
Dr
yuan
has
made,are
you
inspired?
What
have
you
learnt
from
Dr
Yuan?
What
do
you
think
you
will
do
in
future?Write
a
short
passage
about
100
words.Period3LearningaboutLanguage&GrammarTeachingGoals:
1.Enable
students
to
master
the
usage
of
the
words
and
expressions2.The
usage
of
the
important
words
and
the-ing
form
used
as
subject
and
object
.
Step
1
Greeting
and
revisionStep
2
Word
study
Complete
the
sentences
with
the
words
from
the
box
in
proper
forms.
Some
words
may
not
be
used
:Sunburnt,
strain,
output
,
export
,
rid
…of
,
would
rather
,
increase
,
satisfied
,
super
,lead…a
life
,
thanks
to
,
struggle
1.With
the
development
of
science
and
technology
China
is
____
many
kinds
of
electric
products
to
developing
countries.
2.Yao
Ming
plays
basketball
in
NBA
and
he
is
a
____
basketball
star.
3.
_____
bad
weather
,our
football
match
has
to
be
put
off.
4.
Now
the
old
couple
_____
simple
but
happy
_____
in
the
countryside
.
5.
Judging
from
his
____face
and
arms
,
he
works
in
the
open
air
.
6.
I’m
very
tired
.
I
_____
have
a
good
sleep
than
go
to
the
cinema
.
7.
The
____
of
corn
this
year
is
double
that
of
last
year
.
8.
We
____
wheat
to
Russia
and
import
silk
from
Japan
.
9.
The
basketball
league
_____
by
adding
four
new
terns
.
10.The
people
_____
to
get
out
of
the
burning
buildingStep
3
GrammarThere
are
two
tasks
in
this
step.
One
is
to
do
some
explanations
about
the
structure
the
other
is
to
do
some
exercises
in
the
discovering
useful
structures
in
page
12.
Task
1
The
following
sentences
are
from
the
text.
There
are
some
useful
structures
in
them
.
Let
students
translate
them
and
pay
attention
to
these
boldface
words
.
translate
them
and
pay
attention
to
these
boldface
words
.
1…,he
cares
little
about
spending
the
money
on
himself
or
leading
a
comfortable
life.
P.10
2.
He
also
doesn’t
care
about
being
famous.
P.10
3.
His
other
hobbies
include
playing
mah-jong
,swimming
and
reading
.
P.10
4.
Wishing
for
things
,
however
,
costs
noting
.
P.10
B.
Complete
the
sentences
with
the
given
words
in
proper
forms.
1.Fancy
Mary
_____
(do
)
a
thing
like
that
!
2._____
(
take
)
physical
exercise
every
day
is
profitable
to
our
health
.
3.That
is
a
matter
of
importance
,
it
wants
______
(
handle
)
carefully
.
4.
Her
not
_____
(come
back
)
made
us
disappointed
.
5.
I
must
apologize
for
______
(
not
let
)you
know
ahead
of
time
.
6.
Mr
Brown
regretted
______
(beat
)
his
son.
Task
2
A
.Do
some
exercises:
Please
do
Ex
2
on
Page
12.
You
are
asked
to
rewrite
the
following
sentences
using
the
-ing
form
as
the
subject
.
Ask
some
students
to
do
them
one
by
one
.
B.
Do
Exercise
3.
This
time
join
the
two
halves
to
sentences.
C.
Finish
Ex.
4
in
Page
13.
Use
the
following
phrases
with
the
–ing
form
to
describe
a
person
you
admire.
Teacher
can
give
students
four
minutes
to
write
a
short
passage
by
themselves
and
then
ask
one
or
two
students
to
give
their
answers.
Step
4
Using
Structures
A.
Finish
Ex.
1
on
P.
50.
Check
their
answers
with
the
whole
class
.
B.
Exercise.
Now
work
in
pairs
or
groups
to
finish
this
task.
Step
5
Homework
Finish
all
exercises
on
Page
49.Peroid4UsingLanguageReadingIITeachinggoals:EnableSstomasterthemainideaofthetextandknowthewaysoforganizingarticles.HelpstudentslearnhowtoenlargethewordsandknowthewaysofthesametopicStep1GreetingStep2Lead–inGroupworkdiscussion:Askyourparentswhethertheybuyvegetablesfromlocalfarmersorsupermarkets?Why?Theanswersmaybequitedifferent.Onethingtheywillfindisthatnowpeopleneedvariouskindsoffoodeveryday.Anotherthingisthattheychoosegreenfood.It’snaturalthatSsfoundthatnowadayspeoplepaymuchattentiontogreenfood.Theypreferhealthyfruitandvegetables.Soit’simportanttodeveloporganicfarming.Andit’sverynecessaryforustolearntoday’spassage:ORGANICFARM.Step3ReadingTherearethreetasksinthis.Teacherscanaskstudentstoreadthearticlesoneparagraphbyoneparagraph.Askthemsomequestionsaboutthepassages.Therearethreeparagraphsinthearticle.Ineachpassage,thereisoneortwoquestions.Whenstudentsfinishthesequestions,theywillfindthatthestructureofthetexthasturnedup.Task1:Readandthenanswerthequestionsaboutthetext.ShowQonthescreen:1.Whatistheorganicfarming?2.Whatistheadvantageofusingnaturalfertilizer?3.Whatisthedisadvantageofusingchemicalfertilizers?4.What’sthemainideaofparagraph3?5.Whydofarmersgrowtheircropsinsuchways?Readthetextoneparagraphbyoneparagraphandanswerthequestions.Task2:StructureofthetextLookatthescreen.Thisisthestructureofthetext.ReaditandretellthetextaccordingThisisthestructureofthetext.Readitandtextaccordingtoit.OOrganicFarmingI.CropsgrowingwithnaturalfertilizersII.FarmersprefernaturalwastefromanimalsNaturalfertilizerChemicalfertilizer1make…richerandmorefertile1.leaving…isnotgoodforthesoiland2reduce…andhelp…strong2grow…yearafteryearandhealthy3.killboth….bacterialandpests3thefertilizerskeep…fromchemicalsIII.Farmerschangecropseverytwoorthreeyearstomakesurewhatisleft…Givestudentssometimetoretellthetextbythemselvesiftimepermits.Teachercanasksomeofthemtoreadouthisorherpassage.Task3:ExercisesonPage14Listeninganddiscusstheadvantagesoforganicfarming.Whataretheadvantagesoforganicfarming?Findtheinformationinthepassage.AdvantagesoforganicfarmingReasonsFarmersusenaturalwastefromanimals.Thesoilisnotexhausted.Theyusethesoiltobestadvantage.1.Thismakesthesoilricherinmineralsandsomorefertile.2.PeasandsoybeansrenewthemineralsintheSoilbecomesrichandhealthy.3.Theyplantcropsthatneedsurfacesoilandnextcropsthatgrowatadeeperlevel.Sothewindandwaterdoesnotcarryawaythesoil.Alltherichnessofthesoilisused.ForExercise3,hereisasimple:Organicfarmingmeanscropsgrowingwithnaturalfertilizersinsteadofchemicalones.Yhenaturalfertilizerwhichisnaturalwastefromanimalsdoesgoodtosoil.Itmakesthesoilricherinmineralswhilechemicalfertilizersdamagethesoil,leavingchemicalsfertilizersinthegroundforalongtimeandkillingbothhelpfulandharmfulbacteriaandpests.Organicfarmerskeepthesoilrichandhealthybychangingplantseverytwoorthreeyears,plantingdifferentcropsindifferentlayersandplantinggrassbetweencropstopreventwindorwaterfromcarryingawaythesoil.Step4LearntheLanguagepointsShowthefollowingsentencesonthescreen:1.reducev.makesthsmallerinsize,number,degree,price,etce.g.Thiscompanytriestoincreaseprofitsbyreducingcosts.2.Wehavereducedexpensesthisyear.3.supplyv.givesbsththatisneededorusefule.g.HekeptmewellsuppliedwithcupsofcoffeewhileIwrotethereport.Theshopwasunabletosupplywhatshewanted.InBritainmilkissuppliedtoeachhouseinbottles.4.whateverpron.anyorevery(thing)e.g.wewillbegratefulforwhateveramountyoucabafford.WhateverIhaveisyours.5.refertov.mentionorspeakofsb./sth.e.g.WhenIsaidsomepeoplearestupid,Iwasn’treferringtoyou.Don’trefertothismateragain.6.yearafteryeare.g.ThevillagersplanttreesonthehillyearafteryearStep5Discussiongroupwork:Dividetheclassintogroupsoffour,andeachofthemhastodooneofthefollowingdiscussion.Showstudentsthequestions:1.Whatistheadvantageofusingnaturalfertilizer?2.Whatisthedisadvantageofusingchemicalfertilizers?3.Talkabouttheagricultureprogrammesinyourhometown.Thengivethestudentsenoughtimetosharetheirfindingswithothergroups.Atlast,itisagoodideatoaskthestudentstospeakoutwhattheyfindtotheclass.Andtheteachergivessomeevaluation.Period5WorkbookTeachergoals1.TargetlanguageIwouldrather...Idon't...because...I'dprefer...because...It'sagreatpitythat...ShouldI/we...?It'sbetterto...Thisisgoodvaluebecause...IfIhaveachoiceI'dchoose...because...Whatistheadvantageof...?Youneedto...2.Howtowriteanattractiveposter.StepILead-inTherearethreemaintasksintheseperiod.1.Dealwiththereading.SpeakingandWritingonPage15.2.DoSPEAKINGANDWRITINGTASKonPage53.3.FinishTALKINGonPage48StepⅡReading1.ThisisthefirststepofReading,SpeakingandWriting.Inthethreesteps,teachershouldremindstudentsthefollowing:forreading,theyshouldgetthekeywordsofthepassage,inordertogetagoodunderstandingandmakeagoodbaseforthewriting;forspeaking,theyshouldattendtowhattheywilldo.Becarefulnotbeoffthepoint;forwriting,themostimportantthingistopractisewritingusingphrases,insteadofthewholesentences.Givestudentsaminutetoreaditandthenshowachartonthescreentoletthemmakesuretheimportantpointsofthispassage.Advantage:HealthyandsafeFreeofchemicalfertilizersGrownawayfromindustrialareasAwayfromdirtywatersuppliesDisadvantage:Peopledon’tknowaboutthefoodandhowgooditisMoreexpensivethanotherfoodwhichisnotsosafeStepⅢSpeakingThreeminuteslater,teachercancollectstudents'ideas.Therearetwokindsofwaystodothistask.Oneistheseller'sspeech;heotherisdialoguebetweentwostudents.Studentscanchooseeitherofthemtopractisethephrasesbel
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