福建省晋江市首峰中学高中英语《Unit 2 Working the land》教学设计 新人教版必修4

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