高一必修4 Unit2 教材分析与reading教案(新课标版高一英语必修四教案教学设计)
中学英语教学资源网 → 英语教案 → 教学设计 手机版


Unit 2 Working the land
Ｉ．单元教学目标
技能目标Skill Goals
Talk about agriculture: a pioneer in farming -Yuan Longping
Talk about organic farming & green food
How to write a brief summary
Try to consolidate how to express suggestions & advice
Master the usage of the -ing form as the subject and object
Learn how to design English posters
II． 目标语言
功
能
句
式 建议（ Suggestions & advice）
I would rather ...
If I have a choice I’d choose because ...
I don’t like ... because ...
You need to ...
I’d prefer ... because ...
May I suggest ...
It’s a great pity that ...
Let me suggest Leng Jianli because...
Should I/We ...?
Perhaps we should consider Leng Jianli because...
It’s better to ...
But what/how about ...
词
汇 1. 四会词汇
hunger, sunburn, struggle, super, output, expand, circulate, satisfied, equip, freedom, violin, motorcycle, grain, export, suitable, chemical, confuse, mineral, reduce, supply, bacteria, pest, level, whatever, summary, exchange, nutrition, certain
2. 认读词汇
hybrid, strain, sorghum, peanut, darken, organic, fertilizer, fertile, soybean
3. 词组
rid ... of, be satisfied with, lead a ... life, would rather, refer to, search for, thanks to, rather than, with the hope of ...
语
法 动词的 -ing 形式作主语和宾语的用法
（The -ing form as the subject & object）
a. Wishing for things, however, costs nothing.
b. His other hobbies include playing mah-jong,swimming and reading.
重 点 句 子 1. However, he cares little about spending the money on himself or leading a comfortable life. P10
2.His other hobbies include playing mah-jong, swimming and reading. P10
3. Wishing for things, however, costs nothing.P10
4. It also refers to crops growing with natural rather than chemical fertilizers. P13
5. Putting this in their fields, they argue, makes the soil ... P13
6. This is important because developing a healthy soil reduces diseases ...P13
7. However, using chemical fertilizers is a big problem. P13
8. Instead, organic farmers insist on changing crops every two or three years.P14
9. These put the minerals back into the soil, making it rich and healthy ...P14
10. ... make sure that what is left in the ground after harvesting becomes a ...P14
11. He advised farmers to clear weeds from the ground before planting crops. P52
12. He suggested changing crops in the field every year. P52
Ⅲ. 教材分析与教材重组
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。同时让学生了解organic farming 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。
1.1 WARMING-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。
1.2 PRE-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。
1.3 READING 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。
1.4 COMPREHENDING 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。
1.5 LEARNING ABOUT LANGUAGE 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。
1.6 USING LANGUAGE 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 Organic Farming or green food,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, speaking and writing 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。
1.7 SUMMING UP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。
1.8 LEARNING TIPS 部分对如何提高表达能力提出建议。
2. 教材重组
2．1 把Warming up 和Pre-reading 作为reading 的导入内容，将这三部分与Comprehending整合成一节阅读课。
2.2 将 Learning about Language on Page 11, USING STRUCTURES (P50)设计成一节词汇和语法课。
2.3 将 Using Language 中的 Reading 和 READING TASK in Workbook (P51) 还有USING WORDS AND EXPRESSIONS on P51设计成一节泛读课。
2.4 将Using Language 中的Listening（P14），LISTENING TASK（P50）和LISTENING（P48）设计成一节听力课。
2.5 将 Speaking and Writing（P15）和SPEAKING AND WRITING TASK（P53）及TALKING（P48）设计成一节写作课。
2.6将 SUMMING UP (P16), USING WORDS AND EXPRESSIONS (P49), PROJECT和CHECKING YOURSELF (P47) 设计成一节复习课。
3. 课型设计与课时分配 （经过教材分析，本单元可用五课时完成。）
1st period Reading
2nd period Words and grammar
3rd period Reading
4th period Listening
5th period Writing
6th period Summary
Ⅳ. 分课时教案
The First Period Reading
Teaching goals 教学目标
1. Target Language 目标语言
a. 词汇和短语
sunburn, struggle, super, expand, circulate, equip, export, rid ... of, be satisfied with, lead a ... life, search for, would rather, thanks to, with the hope of, rather than
b. 重点句子
This special strain of rice makes it possible to produce one-third more of the crop in the same fields. P10
He cares little about spending the money on himself or leading a comfortable life. P10
He also doesn’t care about being famous. P10
He feels it gives him less freedom to do his research. P10
His other hobbies include playing mah-jong, swimming and reading. P10
Wishing for things, however, costs nothing. P10
2. Ability goals 能力目标
Enable Ss to learn more about agriculture, countryside and farming. By talking they can exchange their experience with each other. By reading they will realize the role that agriculture plays in human life. In fact this world faces a serious problem—starvation. So after reading the passage about Dr Yuan students will know the importance of his achievement to man. Of course they will learn from Dr Yuan some noble character.
3. Learning ability goals 学能目标
Help Ss learn how to describe Dr Yuan Longping including his personality.
Teaching important points 教学重点
a. Help to comprehend the text and grasp the main idea of the text.
b. Grasp the usage of some words and expressions.
c. How to help students make up their minds to make contributions to motherland in the future like Dr Yuan.
Teaching difficult points 教学难点
a. How to help students learn more about agriculture.
b. Help students really master the usage of words and expressions.
Teaching methods 教学方法
Talking, questioning-and-answering activity and reading.
Teaching aids 教具准备
A tape recorder, a projector and a computer.
Teaching procedures && ways 教学过程与方式
Step Ⅰ Greeting and leading in
T: Hello, everyone.
Ss: Hello, teacher.
T: In last unit we learnt some great women. Today we’ll learn a famous man. Who will it be? At first let’s look at the two pictures on Page 9. What are the people doing?
Ss: They are planting rice.
T: Can you tell me something about rice?
S: Rice grows in the south.
S: But in some place of the north we can also find rice.
T: Yeah. You are right. In fact rice is a cereal grain that has been grown for at least 5,000 years and is eaten by 2.4 billion people everyday throughout the world. In Australia, farmers have had to struggle with their harsh environment to grow rice.
Ss: Really?
Step Ⅱ Warming up
T: Have you ever grown any plants? If so, what did you do to grow them? If not, what kind of plant would you like to grow? How will you grow it?
S: I have ever grown corn and potatoes. In autumn, my father and I ploughed the soil deep for the first time, then in the next spring, we ploughed the soil for a second time, this time I put the corn seeds into the tunnel following my father. Finally my father covered the corn seeds by ploughing again.
S: I never grow any plant. I’d like to plant sunflowers. They look beautiful. They always face the sun when they are young. I dig some holes in my garden, put some sunflower seeds in them, water them and finally cover them with some more soil.
T: Very well. Have you ever been to the countryside? What did you do there?
S5: Yes, I went there to see my grandfather. In the village I played with other boys in the little stream and caught little fish. I even helped my grandfather get in the corn by cutting the corn stems, which made me tired.
T: Are you from a farmer’s family? What do you know about farming?
S: Yes, my father is a farmer. In my view, farming is hard work. People have to plant crops, smooth away weeds and get in the crops at the right time. They have to get up early to work in the field so as to protect themselves from the sunshine.
T: That’s right. In the north, the biggest worry that farmers have is the drought. When it doesn’t rain, and they can’t irrigate the crops, the crops will die and they will have nothing after hard working.
Step Ⅲ Pre-reading
The purpose of this step is to let students know the importance of rice. By answering the two questions, students can easily understand why we call Dr Yuan Longping a pioneer for all people, and why he devotes all his life to the rice research.
T: Food is the basic need for man. Rice is a main food in all Eastern Asian and Southeastern Asian countries. It is said that there are 2.4 billion people to eat rice everyday throughout the world. What do you think would happen if tomorrow there was suddenly no rice to eat?
S: I think if that happened, people there would suffer from starvation. They would be panic and the whole country would get into trouble. Maybe the situation that human beings eat human beings will happen.
T: That’s too terrible. But this kind of thing once happened in history. Well, if you had the chance to do one thing to help end famine in the world, what would you do?
S: I would invent a new kind of plant to produce more food.
S: I’ll make a kind of fertilizer to give rice enough nutrition and let them grow quickly and have high product. But first without pollution to our environment.
T: A great idea! Your idea is just the same with Dr Yuan Longping. Do you know Yuan Longping?
S: I heard that he is an expert on agriculture.
T: Yeah, today we are going to read a passage about him. Let’s see how he helped the world to solve the problem- starvation. Please open your books to Page 9.
Step Ⅳ Fast Reading
The reading material is about an agricultural pioneer named Yuan Longping who worked hard at a new strain of rice. It has proved so successful that his technology spread into other countries. The purpose of fast reading is to let students find some useful information, and get familiar with the text. So in this step, teacher can design some questions for students, so that they can easily find the answers and finish the reading task.
T: Please scan the passage and find out the answers to the questions on the screen. Then I’d like to ask you to answer them.
Show the questions on the screen and give students three minutes to read the text quickly.
1. What does Dr Yuan look like?
2. What’s his achievement?
3. What do you think of him?
Three minutes later.
T: Now who’s the first volunteer to answer Question 1?
S: He has a sunburnt face and arms and a slim, strong body. He is more like a farmer than a scientist.
T: Good! What about his achievement?
S: He grows what is called super hybrid rice, which makes it possible to produce one-third more of the crop in the same fields. Thanks to his research, the UN is trying to rid the world of hunger. Using his hybrid rice farmers’ producing harvests twice as large as before.
T: What do you think of Dr Yuan?
S: It isn’t a quick question. I think Dr Yuan doesn’t like money. He gives millions of yuan to equip others for their research in agriculture. He doesn’t like fame too. Because he feels it gives him less freedom to do his research, and he would rather keep time for his hobbies. Besides, he is a man with colourful dreams. He wants to produce a kind of rice that could feed more people, and he can export his rice so that it can be grown all of the world.
T: I think that your eyes are like a scanning machine. You can find so many good points of Dr Yuan Longping in such a short time. That’s very good. But I can describe Dr Yuan in one word. Guess which word?
S: I don’t know.
T: Wise. In this world, many people warship material and fame. But just as you said Dr Yuan didn’t like money and fame. Because he knows he can’t own these things forever. All the money and fames are chains, which can trip a person’s happiness and freedom. So he is a wise man. Giving up all the fame and money means liberation. Here I’d like to praise him using a Chinese poem. That is “有如莲花出于水, 又如日月不住空。”. Don’t you agree with me?
Ss: Yes, we agree with you.
T: Thank you. Now let’s read the text again to find the main idea of the text. Doing this we can find how the writer designed the text. This can give us an idea to write an biography.
Step Ⅴ Careful Reading and Explanation
Give students 3 minutes to read and find the main idea of the text. While students are doing this, teacher can show the chart on the screen. After they have finished their task, ask them to look at the screen and fill in it.
T: Well. In last unit, we learn how to make a poster to tell everyone about a theme. Do you remember? Make a large heading, then make a smaller heading giving a little more information. Write down most of the information using the smallest size writing. Now, let’s practice it again. Look at the chart on the screen, in which I have written the large heading of each paragraph. What you should do is to fill in the smaller headings to finish the poster. Now, let’s begin. You may work in pairs to have a discussion to see what you should fill in. Should I give you some suggestions to finish this task?
Ss: Yes.
T: OK, 5 minutes is enough, I think.
Show the chart on the screen:
A PIONEER FOR ALL PEOPLE
1. He wants everyone to call him a farmer.
2. His biography.
3. His personality.
4. His dreams.
Five minutes later, teacher can ask some of them to fulfil the chart. They can use words, phrases, or sentences to do this. Here is a sample for teacher to refer to.
A PIONEER FOR ALL PEOPLE
1. He wants everyone to call him a farmer.
1) A scientist works the land.
2) Sunburnt face and arms, slim, strong body.
3) Grow hybrid rice.
4) The first agricultural pioneer.
2. His biography.
1) In 1931, born.
2) In 1953, graduated and devoted his life to finding ways to grow rice.
3) Last year, twenty billion tons of rice was produced. Now, Dr Yuan is circulating his knowledge.
3. His personality.
He is satisfied with his life. Because he doesn’t like
money and fame.
4. His dreams.
1) The first dream.
2) The second dream.
T: Wonderful! I believe that you have mastered the way to write a biography. Now do you have any trouble in understanding the sentences? Please go ahead.
S1: Yes, I don’t understand the sentence “... for that’s how he regards himself”.
S2: Can you explain the sentence “... has more, rather than fewer troubles.”?
T: OK, the phrase, “how he regards himself”, means how he thinks of himself. It refers to a person’s self-image; while“... has more, rather than fewer troubles” means that you expect fewer troubles but in fact you get more than you thought you would.
T: Now please look at the screen. Here are some explanations about the boldface words in our text. Copy the English explanation of these words and read the examples.
Show the following points on the screen.
1. struggle v to make great efforts
e.g. They have struggled for years to free their country from the enemy.
I’m struggling to finish the huge helping you gave me.
2. sunburnt adj sun-tanned
e.g. His sunburnt skin looks healthy.
3. super adj (infml) excellent; splendid
e.g. You’ll like her, she’s super.
You look super in your new clothes.
It was super of you to help.
4. expand v
(cause sth to) become greater in size, number or importance
e.g. Metals expand when they are heated.
Why not try to expand your story into a novel?
5. circulate v
(cause sth to ) pass from one person, place, etc to another
e.g. People who circulate false news are to be blamed.
Yet reports of this kind have been circulated by our newspapers.
The news of the enemy’s defeat quickly circulated round the town.
6. equip v
supply sb/sth (with what is needed, for a particular purpose)
e.g. Now all fishing boats are radio-equipped.
They can’t afford to equip their army properly.
Please equip yourself with a sharp pencil and a rubber for the exam.
7. export v
send (goods) to another country for sale
e.g. India exports tea and cotton to many different countries.
This company has a large home market but doesn’t export.
8. rid ... of make sb/ sth free from (sb/ sth unpleasant)
e.g. We all wish that we would rid the world of famine.
The farmer recently tried to rid the house of rats.
9. lead ... a life, live ... a life
e.g. Now we are leading a happy life.
In the old days farmers led a terrible life in the country.
10. be satisfied with, be content with
e.g. The young lady isn’t satisfied with the peaceful life.
Are you satisfied with his answers?
11. would rather, prefer to
e.g. I’d rather walk than take a bus.
I’d rather you knew that now, than afterwards.
Step Ⅵ Listening and Post-reading
At first, let students listen to the tape, and then finish the exercise in Comprehending. In Step Ⅳ and Ⅴ, we have involved some questions in Exercise 3, so teacher can choose some questions to do. For Ex 1 and 2, teacher can leave some time for students to finish and then check the answers with the whole class.
Step Ⅶ Summary and Homework
T: Today we talked about agriculture. And we also read about Dr Yuan Longping. We have known much about the great scientist. Of course we have learned some words and expressions about farming. Please try to grasp these words and expressions after class. Now please look at the poem on the screen:
Farmers weeding at noon,
Sweat down the field soon.
Who knows food on a tray,
Due to their toiling day?
T: Do you know it? Read it and say what does it mean?
Ss: Of course. It’s 悯农 written by Li Shen.
T: Right. The title is A HARD - WORKING FARMER. This is my gift to you. Please read it together. OK, hope you can remember it when you are having your dinners. Besides, I’d like you to think: even if Dr Yuan’s dreams come true, can this really solve the starvation? Why? This is the homework. Think it over. Next time I’ll ask some of you to give your opinion in the class. Another one is to finish the exercises in Learning about Language. Exercise 1, 2 and 3 are about useful words and expressions. Finish them. Next time we’ll check the answers. Ok, class is over. See you next time.
附件:
课文复述
Retell the text in about 150 words.
Notes:
1. Use the first person to retell the story.
2. Try to use the proper conjunctions.
3. Refer to the chart while retelling.
4. The possible version below can be used as a material for both retelling and dictation.
One possible version:
I’m Yuan Longping. Look at my sunburnt face and arms and my slim, strong body and you will think I’m more like a farmer than a scientist. In fact I have struggled for the past five decades to help farmers. In 1974, I began to grow a so-called super hybrid rice. This special strain of rice makes it possible to produce one-third more of the crop in the same fields.
I was born into a poor farmer’s family in 1931. When I was young, I saw many people go hungry often. So I have devoted myself to finding ways to increasing rice harvest without expanding the area of fields since I graduated from Southwest Agriculture College in 1953. Now more than 60 % of the rice produced in China each year is from this hybrid strain. I am circulating this knowledge in India, Vietnam and other less developed countries to increase their harvest. Perhaps you think I am rich. Actually I live a simple life. I care little for money. In my opinion a person with too much money will have more troubles. I don’t want to be famous because I prefer to have more time to do my research. In my free time I love listening to music, playing mah-jong and reading. I once had a dream, in which I saw rice plants as tall as sorghum and each ear of rice was as big as an ear of corn and each grain of rice was as huge as a peanut. Now I have another dream—to export my rice so that it can be grown all over the world.
详细内容请订阅
《名师说课》

·语文课件下载
·语文视频下载
·语文试题下载

·语文备课中心



『点此察看与本文相关的其它文章』『搜索相关课件』


【上一篇】【下一篇】   【教师投稿】 
本站管理员：尹瑞文 微信：13958889955