必修4 Unit 2 Working the land教学设计
必修4 Unit 2 Working the land教学设计必修4 Unit 2 Working the land一、课标内容二、教学要求(Teaching demands)三、教学建议(Suggested teaching notes)1、课时分配2、教材各部分教学建议本单元的中心话题是“农业”。
“热身”（Warming Up）部分围绕有关农业、农村和农作物种植的内容提问，让学生谈谈对农村和农业劳动的认识或经验。
采用讨论法，在讨论中，教师可充分调动来自农村的学生的讨论积极性，并给予学生一个互相学习和交流的机会。
对于没有这方面知识和体验的学生，教师应鼓励他们利用这一机会进行社会调查，有条件的最好能到农村体验生活，让学生有机会真正了解农村生活，了解中国农民的生活现状，提高他们对农业的认识，使来自城镇的现代农业知识的中学生对农村和农业有一定感性认识。
“读前”（Pre-reading）部分提了两组问题。
第一组问题讨论大米在东亚和东南亚国家的人民基本生活中所处的地位；第二组问题提出了世界上迫切要解决的现象即饥饿。
有关讨论不仅力图激发学生的创造性思维，帮助对课文的理解，为阅读部分的教学做好铺垫。
同时让学生了解世界上还存在极其严重的饥饿问题，培养了学生的同情心和人道主义精神。
“阅读”（Reading）部分介绍中国著名的农业科学家、“水稻之父”袁隆平和他的巨大成就。
第一段通过对袁隆平的外貌描写，刻画出一个普通中国农民的形象。
袁隆平也称他自己是农民，也和农民一起耕种，他的科研殿堂就是广阔的农村。
然后介绍袁隆平的科研成果—超级杂交水稻。
第二段介绍袁隆平的家庭背景、学业和科研情况。
第三段勾勒出袁博士不图名不图利，无私奉献的高尚品质。
教学中我们可以引导学生从不同角度分析袁隆平的工作、成就、生活及人格魅力等，勾画出一个过着普通人的生活，干着伟大的事业人先进人物；塑造了一个朴实、务实的中国农业科学家的形象。
“理解”（Comprehending）部分设计了三个练习。
第一个是判断练习，一改非此即彼的绝对化思维模式，设计了部分有待进一步收集信息和讨论的题目。
第二个是词语理解题。
第三个练习要求学生在阅读课文后回答问题，锻炼他们的归纳总结能力。
我们教师可以先处理一、三部分，在处理第二部分，以帮助学生对课文进行整体理解。
同时，教师还可以利用完成表格的方式，引导学生分析和整理袁隆平的各方面信息，如出生年月、出生地、形象、所受的教育、成就及爱好等，以培养出学生捕捉信息的能力，帮助他们为学会描述任务、提高写作能力打下基础。
“语言学习”（Learning about Language）部分学习本单元重点词汇和语法项目（动词-ing 形式作主语和宾语的用法）。
词语学习部分采用根据释义从课文中找词、用所找的词汇完成短文，以及用课文中意义相近词汇替换句中划线部分三种练习形式，帮助学生理解并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，教师要启发学生去理解-ing 形式的句法功能。
然后，模仿例句，用-ing形式做主语改写句子。
练习三通过连接短语造句，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。
教学中，可以与不定式的用法进行比较，以提高学生的迁移能力。
练习四具备任务型活动的特色，我们可以在学生动笔之前，向学生提供范例，最好是身边的人或大家熟悉的人。
我们在完成该部分内容的同时，结合Workbook第49----50页Using words and expressions和Using structures部分的练习强化语言训练。
“语言运用”（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，阅读文章介绍的是Organic farming，要求学生读后写一个摘要。
首先，提示学生一篇好的摘要能抓住文章的主题并运用重要的新学的词语。
然后，向学生提出问题，找出阅读文章的主题句，教师可以向学生介绍主题句通常出现的位置和写法。
讨论是提高写作水平的好方法，对摘要进行讨论，不仅提高学生的写作能力，也能提高学生对阅读文章的理解能力。
听力部分要求学生先看问题，这样可以提高听的针对性和理解的正确性。
听之前，还可以让学生试着对这些问题进行回答，这样就可以把学生头脑中已有的知识和听力内容建立起联系，有利于训练学生的听力预测能力。
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”生产商，你要说服他人购买你的食品，通过背景阅读和所提供的句型，进行对话。
然后为你的食品设计一个广告。
“小结”（Summing Up）部分要求学生就话题、词语和语法三个方面进行回顾、小结和评价；归纳语法的时候，可以采用比较和联想的方法。
“学习建议”（Learning Tip）部分针对提高表达能力提出建议。
无论是会话还是写作的过程中，运用笔记都是行之有效的，它可以帮助学生理清思路并合理组织有关观点。
指导学生如何学会使用摘要。
我们应该重视该部分的内容，为学生的终生学习提供有力的保证。
3、评价建议非测试性评价: 学生学完本单元后，应通过Workbook中的Checking yourself进行自我评价，反思自己在本单元中的学习情况、解决了什么问题、学习策略有什么改进、还有什么地方需要加强等，同时力求加深自己对现代农业和高科技农产品的了解。
测试性评价: 建议使用单元测试题进行评估，并对不同学生有不同的要求。
测试的重点应：本单元28个新单词、5条短语以及的doing形式作主、宾语的用法。
四、教学步骤The First & Second Period Warming up and Pre-reading and ReadingTeaching aims and demands:1. Allow Ss to contribute their knowledge and experience of agriculture to a class discussion.2. Learn about an agricultural pioneer namedYuan Longping who worked hard to produceda new strain of rice.1.Target LanguageA.词汇和短语:sunburn, struggle, sup er, expand, circulate, equip, export, rid…of, be satisfiedwith, lead a…life, search for, would rather, thanks to, with the hope of, rather thanB.重点句子1. This special strain of rice makes it possible to produce one-third more of the cropin the same fields. P10 2. He cares little about spending the money on himself or leading a comfortable life. P10 3. He also do esn’t care about being famous. P104. He feels it gives him less freedom to do his research. P105.His other hobbies include playing mah-jong, swimming and reading. P106. Wishing for things, however, costs nothing. P102.Ability goalsEnable students to learn more about agriculture, countryside and farming. By talking they canexchange 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 goalsHelp students learn how to describe Dr Yuan Longping including his personality.A. Teaching important points1. 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.B. Teaching difficult points1.How to help students learn more about agriculture.2.Help students really master the usage of words and expressions.C. Teaching aids ：A tape recorder, a projector and a computer.D. Teaching procedures & waysStep 1 : Brainstorming1.What will you think of when you see the word “agriculture”? irrigation/fertilizer/plain/prairie/field/land/arable land/countryside/grain/food/plants/crop/seed/farmer/farm/GMF2. What agricultural products can you list?(Pepper;Cotton;Super hybrid pear;Eggplant;corn;watermelon;cabbage;Super hybrid rice )Step 2. Warming up3. Do you know how to grow the grain?Show the steps: 1). Select the best seeds 2) plough the fields3)grow some young plants 4) insert the young plants into the fields5) take care of the plants 6) get in the crops during the harvest timeStep 3 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.Discussion : Rice is our main food. 1.What do you think would happen if tomorrow there was suddenly no rice to eat? 2. If you had the chance to do one thing to help end hunger in the world, what would you do?How to solve hunger?（making good use of the waste land，developing the technology to make a kind of fertilizer to give rice enough nutrition and let them grow quickly and have high product，inventing a new kind of food，improving the quality of the soil ，preventing the pests from eating our crops）Step 4 1. lead-in and prediction*1) 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:..Yuan3). 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 5 Fast reading1)The purpose of fast reading is to let students find some useful information, and get familiar with the text by doing the true or false statement.1.Dr Yuan is more a farmer than a scientist.2.Dr Y uan’s kind of ric e is the most suitable for China’s farmland.3 Dr Yuan would rather work than relax.4 Dr Y uan has dreams when he is asleep and also when he is awake.5 Dr Yuan enjoys a simpler life than most rich and famous people.2). Skim reading Pairwork：Match the following headings(标题）to each paragraph.A PIONEER FOR ALL PEOPLEPara. 1 A. Dr Yuan’s dreams.Para. 2 B. Dr Y uan’s personalityPara. 3 C. Dr Y uan’s biography(传记).Para. 4 D. Dr Yua n’s appearance and his achievement.(1-d 2-c 3-b 4 –a)3).Careful reading:Answer the following questionsPara1Q1: What does Dr Yuan look like?He has a sunburnt face and arms and a slim, strong body.Heis more like a farmer than a scientist.Q2: What is his achievement?He grows what is called super hybrid rice, which makes it possibleto produce one-third more of the crop in the same fields.Para 2:1.Why did Dr. Yuan want to increase the rice output when he was young?Because at that time, hunger was a serious problem in many parts of the countryside. He saw many people were suffered from hunger when he was young.2. How does he help rid the world of hunger?He works hard to produce the hybrid rice that has a high output.* Put Dr Yuan’s biography in right order: a-c b-e-d-fa. He was born into a poor farmer’s family .b. He graduated from Southwest Agriculture college.c. In 1950,Chinese farmers produced 5.5 billion tons of rice.d. 20 billon tons of rice was produced by growing his hybrid rice.e. He searched a way to increase rice outputs without expanding the area of fields.f. He helps rid the world of hunger by circulating his knowledge in less developed countries.Para 3:Which of the following description about Dr Yuan’s personality(个性) is not true?A.He is satisfied with his life because he is now rich and famous. AB. He cares little about money and fame（名声）.C. He would rather work than lead a comfortable life.D. He enjoys a simpler life than most rich and famous people.Para4: 1.What does “Wishing for things, however, costs nothing.” mean?Dreams are free and everybody can have ideas about what they would like their future life to be.2.What did Dr Yuan’s rice look like in his dream?The rice plants were as tall as sorghum. Each ear of rice was as big as an ear of corn and each grain of rice was as huge as a peanut.3.Dr Yuan has dreams not only when he is _____ but also when he is______. awake ---asleep “Step 6 Discussion: Listen to the tape and get ready for discussion. While students are doing this, the teacher shows the chart on the screen. After they have finished their task,ask them(Group A) toFive minutes later, teachers 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.2) Array Group B:1.YuanLongpinghasgainedgreatachievement.Why does he offer people his skill and knowledge for free? 2. The arable land in our world is less than we need. Should we expand arable land by cutting down trees or changing seas or lakes into fields? Why or why not?3) Group C : Even if Dr. Yuan’s dreams come true, can this really solve starvation?Step 7 Learn language points (omit)Step 8 Listening and Post-readingAt 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 teachers can choose some questions to do. For Exx 1 and 2, teachers can leave some time for students to finish and then check the answers with the whole class.Step 9 Summary and HomeworkToday 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.The Third Period Learning about Language---------- Words and Grammar1.Teaching goals教学目标2.Rarget language 目标语言A. 词汇和短语sunburnt, hunger, expand, circulate, struggle, export , output, satisfied , strain , rid ……of , lead a ….life, would rather , thanks toB. 语法The-ing form as subject and object.C. Ability goals能力目标Enable students to master the usage of the words and expressions above and use the –ing form as subject and object correctly and freely.3. Learning ability goals 学能目标Help students learn how to use these words and expressions freely to express their ideas and use the–ing form as subject and object as they like. They can also practise actively and attentively do that they reach their goalsA. Teaching important points 教学重点The usage of the important words and the-ing form used as subject and object .B. Teaching important words points :How to use the expressions and the-ing form freely .C. Teaching method : Explaining , discussing and practicing .D. Teaching aids : A projector and a computer.E. Teaching procedures & waysStep 1 Greeting and revisionFree talk: 1. What’s your breakfast ?2. When you are eating at the dinning-room, do you often find some food thrown away ?Three minutes later , the teacher may ask some students to read out their answers and give the Chinese meaning of each sentence . The teacher corrects any mistake and gives some explanations.（Answers to the sentences: 1.exporting 2.super 3.Thanks to 4. is leading a …life 5.sunburnt6.would rather7.output8.export9. was strained 10.struggled ）B. Finish the Exx 1,2 and 3 on Page 11---Page 12.Step 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 1A. The following sentences are from the text. There are some useful structures in them . Let studentsCheck the answers and correct mistakes if there is any and do some explanations at the same time .Task 2A .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 youadmire.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.The Four Period Using Language Reading IITeaching language1.Target languageA 重点词语mineral , reduce ,supply, organic,level ,whatever ,bacteria ,refer to ,year after yearB 重点句型: There are 8 sentences with –ing as subj.or obj.2.Ability goals 能力目标Enable Ss to master the main idea of the text and know the ways of organizing articles.3.Learning ability goals 学能目标Help students learn how to enlarge the words and know the ways of the same topic.A. Teaching important and difficult points1.How to grasp the main idea of the passage.2.How to grasp the words and phrases and be able to use them of the same topic.B. Teaching methodsShow questions, read fast, find the main idea carefully and finish all the tasks.C. Teaching aids : A recorder and a projector.D. Teaching procedures & waysStep 1 GreetingStep 2 Lead –in Group work discussion :Ask your parents whether they buy vegetables from local farmers or supermarkets?Why?The answers may be quite different. One thing they will find is that now people need various kinds of food every day. Another thing is that they choose green food. It’s natural that Ss found that nowadays people pay much attention to green food.They prefer healthy fruit and vegetables.So it’s important to develop organic farming. And it’s very necessary for us to learn today’s passage: ORGANIC FARM.Step 3 ReadingThere are three tasks in this. Teachers can ask students to read the articles one paragraph by one paragraph. Ask them some questions about the passages. There are three paragraphs in the article. In each passage, there is one or two questions. When students finish these questions, they will find that the structure of the text has turned up.Read the text one paragraph by one paragraph and answer the questions.Task 2: Structure of the textLook at the screen. This is the structure of the text. Read it and retell the text accordingThis is the structure of the text. Read it and text according to it.Give students some time to retell the text by themselves if time permits.Teacher can ask some of them to read out his or her passage.Task 3: Exercises on Page 14Listening and discuss the advantages of organic farming.For Exercise 3, here is a simple:Organic farming means crops growing with natural fertilizers instead of chemical ones. Yhe natural fertilizer which is natural waste from animals does good to soil. It makes the soil richer in minerals while chemical fertilizers damage the soil, leaving chemicals fertilizers in the ground for a long time and killing both helpful and harmful bacteria and pests. Organic farmers keep the soil rich and healthy by changing plants every two or three years, planting different crops in different layers and planting grass between crops to prevent wind or water from carrying away the soil.Step 4 Learn the Language pointsStep 5 Discussion group work:Divide the class into groups of four，and each of them has to do one of the following discussion.Show students the questions:1.What is the advantage of using natural fertilizer?2.What is the disadvantage of using chemical fertilizers?3. Talk about the agriculture programmes in your hometown.Then give the students enough time to share their findings with other groups.At last, it is a good idea to ask the students to speak out what they find to the class. And the teacher gives some evaluation.前面两题围绕着课文，为了熟悉课文，我们设计第三个问题是出于我们随着人民生活水平的提高，在我们这些地方农业问题不是温饱问题，无危害的粮食和蔬菜，生态示范园的建立，更是人们关注的重点与热点。
人教版高中英语必修4《Unit 2 Working the land》教案2篇
人教版高中英语必修4《Unit 2 Work ing the land》教案2篇Teaching plan of unit 2 working the land编订：JinTai College人教版高中英语必修4《Unit 2 Working the land》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文档下载后内容可按需编辑修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语必修4《Unit 2 Working the land》教案2、篇章2：人教版高中英语必修4《Unit 2 Working the land》教案篇章1:人教版高中英语必修4《Unit 2 Working the land》教案教学准备教学目标（1）知识目标：让学生通过阅读课文更多地了解我国著名的农业科学家袁隆平的科研成果及其影响。
（2）能力目标：让学生进一步使用恰当地阅读方式与技能，如略读（skimming），快速阅读（fast reading），细读（close reading）等（3）情感目标：让学生不但学习袁隆平的科研精神，更要学习他不计较名利，踏踏实实的生活态度。
教学重难点1.阅读课文更多地了解我国著名的农业科学家袁隆平的科研成果及其影响。
教学过程1.话题的引导。
（Pre-reading）1）.开头通过设计了一首熟悉的诗歌，让学生知道话题---farming.2）.涉及到提高产量从而解决世界饥荒问题，从而引出本节课的中心话题--伟大人物袁隆平。
新人教版高中英语必修4《Unit 2 Working the land》教学案
Teaching designTeaching aimsnguage goalsa. Words and phrasessunburn, 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 thanb. Sentences1. Thanks to his research, the UN has more tools in the battle to rid the world of hunger.2. He would much rather keep time for his hobbies.2. Ability goalsEnable 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.Teaching important pointsa. 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 pointsa.How to help students learn more about agriculture.b. Help students really master the usage of words and expressions.Teaching aidsMultimedia and a computer.Teaching proceduresSong: Enjoy the song I have a dream before class.设计意图：提高学生学习英语的兴趣。
高中英语人教版必修四Unit2WorkingthelandReading教案系列二
Unit 2 Working the landReading教案Teaching goals 教学目标1. Target Language知识目标a. 词汇sunburnt, struggle, decade, super, output, crop, hunger, disturbing, expand, Vietman, circulate, satisfied, freedom b. 重点句子Thanks to his research, the UN has more tools in the battle to rid the world of hunger.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1)To help ss have a better understanding of the great value of the scientific research done by Dr Yuan Longping.2)To cultivate ss’ sense of sympathy and humanism.Teaching important points 教学重点a. Help to prehend 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, questioningandanswering activity and reading.Teaching aids 教具准备A tape recorder, a projector and a puter.Teaching procedures & ways 教学过程与方式Step 1 Greeting and leading inlook at the two pictures on Page 9 and answer the questions:1. What are the people doing?2. Can you tell me something about rice?Step 2 Warming upDiscussion: (group work)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?Step 3 PrereadingThe 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.1.What do you think would happen if tomorrow there was suddenly no rice to eat?2. If you had the chance to do one thing to help end famine in the world, what would you do?Step 4 Fast ReadingThe purpose of fast reading is to let students find some useful information, and get familiar with the text. So in this step, some questions are designed for students, so that they can easily find the answers and finish the reading task.1. What does Dr .Yuan look like?2. What’s his achievement?3. What do you think of him?Step 5 Careful Reading and Explanation1. Give students 3 minutes to read and find the main idea of the text. While students are doing this, show the chart on the screen. After they have finished their task, ask them to look at the screen and fill in it.Show the chart on the screen.Five minutes later, teachers can ask some of them to fulfill the chart. They can use words, phrases, or sentences to do this. Here is a sample for teacher to refer to.Step 6 HomeworkAccording to the resume, write a passage about Yuan Longping using 5 sentences.。
必修4Unit2Workingtheland（教学设计）
Unit 2 Working the landUsing language -- Chemical or Organic Farming主备教师：杨云婷一、内容与解析本节课要学的阅读课文是一篇说明文，介绍有关化肥危害和有机耕种的知识。
本节课的核心一是理解文章大意、划分文章结构；二是了解化肥危害和有机耕种并掌握重点词汇。
本节课是在学生学过相关农业知识的基础上，进一步了解化学农耕的危害以及有机耕种的好处。
本节课属于泛读课，教学的重点是从整体上把握文章内容，理解句子含义，掌握阅读技巧。
解决重点的关键是使用恰当的阅读方法与技能，如跳读、寻读、细读，来把握课文内容，掌握相关词汇。
二、教学目标及其解析1、教学目标（1）理解文章大意、划分文章结构；（2）了解化肥危害和有机耕种，掌握相关话题词汇。
2、目标解析理解文章大意、划分文章结构指的是通过快速阅读，了解本文介绍的是有关化肥危害和有机耕种的知识，并通过找出段落主题句来划分文章结构。
了解化肥危害和有机耕种并掌握相关话题词汇指的是了解两种耕种方式的优缺点，掌握重点词汇，如：keep...free from; build up; prevent...from; bacteria等。
三、问题诊断分析部分学生对用自己的话说出段落大意会有困难，原因是积累的相关词汇太少。
针对这一问题，教师可做示范来引导学生多加练习以解决问题。
部分学生在完整表达语句时有困难，原因在于造句能力较弱，教师可先给示范，再让学生自己运用语言。
四、教学支持条件分析在本节课中阅读课文的教学中，准备利用多媒体展示相关内容。
因为使用多媒体展示更直观，有利于给学生深刻的印象且节省时间。
五、教学过程问题一：Do you know something about farming设计意图：通过问学生是否知道关于农业的知识来引出话题。
问题1：What is the substance(物质) we put on the soil which makes crops growKey: It is fertilizer.chemical fertilizer natural fertilizer问题2: Do you know which kind of farming method it is in the picturesKey: It is organic farming.问题二：Fast reading设计意图：通过快速浏览文章，学生能理解文章大意，找出段落主题句并划分文章结构。
人教版高中英语必修4Unit2_Working_the_land教案
Unit2 Working the land单元总体教案1.重点难点1. In many ways, he is one of them, and he struggled for the past five decades to help them.In a way; in one way; in some ways 在某种程度上2．However, he cares little about spending the money on himself or leading a comfortable life.care v. 在乎,在意，喜欢，有兴趣spend sth. … on … 在某方面花费spend … (in) doing sth. 花费…做某事3．Wishing for nothing, however, costs nothing.wishing for nothing 动名词短语做主语，谓语动词用单数。
however是插入语，表示语气的一种转折。
4．It also refers to crops growing with natural rather than chemical fertilizers.refer to 与…有关，关系到某人、某事；提到，涉及；参考5．Instead, organic farmers insist on changing crops every two or three years.insist on 坚持要求；insist后面可以跟从句，其中谓语动词常用should + 动词原形构成6．Dr. Yuan awoke from his dream with the hope of producing a kind of rice that could fees more people.with the hope of 带着某种希望7．He used to walk to his fields twice a day, but now he prefers to ride his motorcycle.used to 过去常常（现在已经不是如此）be used to doing 意思是―习惯于‖prefer to do (rather than do) 相比之下更喜欢做某事8．But whatever they grow they make sure that what is left in the ground after harvesting becomes a natural fertilizer for the next year’s crop.whatever引导让步状语从句，表示―无论怎样‖，相当于no matter what.Eg: Whatever you do, don’t give up.2．功能句型建议（Suggestion & advice）I would rather …I don’t like … because …I’d prefer … because …It’s a great pity that …Should we/I …?It’s better to …If I have a choice I’d choose … because … You need to …May I suggest …? Let me suggest … because …Perhaps we should suggest … because … But what/how about …?3. 重点单词及短语单词① hunger n. 饥饿，食欲；v. 渴望得到某事物，某人hunger for/after sth./sb.② struggle vi.Struggle with sb. 与某人争斗，搏斗struggle (against/with sb./sth.)struggle against/with sb./sth. (for sth.) 争斗，拼搏，奋斗，努力③ expand vi. (使某事物)变大，增强，伸展，张开expand on sth. 阐述或详述expansion n. 扩大，扩展，膨胀④ equip vt.equip sb./sth. (with sth.) 配备，装备equipment n. 设备，装备⑤ export vt. 输出；n. 出口业，出口品import vt. 进口⑥ circulate vi. vt. 使某物循环，流通，传播；vt. 发侧知告知某人circulation n. 循环，流传，传播⑦ confuse vt. 把某人弄糊涂，使为难，打乱confusion n. 混乱，混淆⑧ reduce vt. 缩减，减小，降低reduction n. 减少，缩小⑨ supply vt. 供给，供应，满足；n. 供应，供给之物⑩ exchange vt. 交换，交易；n. 交换，更换，互访，交流exhange sth. with sth.exchangeable adj. 可交换的，可退换的，可兑换的短语rid … of清除，摆脱be satisfied with = be contented 感到满足，满意的would rather do sth. 宁可做某事refer to 与…有关，关系到某人，某事，提到，参考search for 寻找，搜寻thanks to 多亏，由于rather than 而不，宁愿…而不分课时教案Period 1 Warming up and Pre-reading.Step 1. Lead-in.Poem By Li ShenFarmers weeding at noon,Sweat down the field soon.Who knows food on a tray,Due to their toiling day.Then let one student recite the poem in Chinese.Step 2. Warming up by questioningHello, everyone. We shall read about man who works the land today. Have you ever grown any plants? If not, what kind of plant would you like to grow? How will you grow it?(For reference: Mr. Li, I worked with my father in the rice field last year. We grow hybrid rice and use animal wastes to make the soil rich.)Has anyone of you ever been to the countryside? What did you do there?(For reference: I went to Chuankou the day before yesterday. It is a small mountain village 75 li north of Beijing. I went there to visit my uncle’s family. I like that small beautiful village very much. )Who are from a farmer’s family? What do you know about farming?Step 3. Pre-reading and talkingQuestioning and answeringRice is main food in South China. What do you think would happen if tomorrow there was suddenly no rice to eat?(For reference: Then the south people would have to change their eating habit. They could turn to potatoes, wheat flour, cow and sheep cheese, cabbage, onions and garlic for food. They are the bases of the traditional food in North China. )If you had the chance to do one thing to help end hunger in the world, what would you do?(For reference: I would try to end hunger by popularizing the advanced farming techniques. Modern techniques could be introduced to increase the rice output, and expand the area of fields.) Giving background information about Professor Yuan LongpingHave you ever heard of a man called Professor Yuan Longping? Would anyone of you tell the class something about him?(For reference: Professor Y uan Longping is a Chinese agricultural scientist. Professor Yuan's breakthrough scientific achievement led to the world's first successful and widely grown hybrid rice varieties, revolutionizing rice cultivation in China and tripling production over a generation. His approach to rice breeding then spread internationally throughout Asia and to Africa and the Americas, providing food for tens of millions and leading to his becoming known as the "Father of Hybrid Rice."Step 4. ReadingReading aloud to the recordingComprehension—understanding what you are reading—is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. Now turn to page 9 and read aloud to the recording of the text A PIONEER FOR ALL PEOPLE. Pay attention to the thought groups in the sentences while listening and reading aloud.A brief introduction:Yuan Longping is known as China’s ―father of hybrid rice‖. It’s said that in China, we eat depending on ―Two Ping‖ ---- Deng Xiaoping, who made the policy of System of Production Responsibility, & Yuan Longping, who invented hybrid rice.Yuan Longping, who was born in September, 1930, graduated from Agriculture Department in Southwest Agricultural Institute. He has been working on agriculture education & the research into hybrid rice since he left the institute.In the 1960s, when China was suffering from serious famine, he came up with the idea of hybrid rice, which has a high yield ( or output). Ten years later, he succeeded in inventing a new species that produced a 20 percent higher yield than common types of rice.Yuan devoted himself to the research into agriculture, & was honored by UNESCO & FAO(联合国教科文组织）. Although he is 74 years old, he is still working on the research into agriculture. Step 5 课后反思：Period 2 ReadingStep 1. Lead-in. Listen to the tape carefully then answer these questions.1）When and who did become the first agricultural pioneer in the world to grow rice that has a high output?2）What did Yuan Longping invent?Step2. Read the passage once again,then find out these sentences true or false.1）Dr Yuan is more a farmer than a scientist.2）Dr Yuan’s kind of rice is the most suitable for China’s farmland.3）Dr Yuan would rather work than relax.4）Dr Yuan has dreams when he is asleep and also when he is awake.5）Dr Yuan enjoys a simpler life than most rich and famous people.Step3. Find out the topic sentences of each paragraphPara. 1: He became the first agricultural pioneer in the world to grow rice that has a high output. Para.2:He has devoted his life to finding ways to grow more and more rice..Para.3:He cares little about spending the money on himself and would rather keep time for his hobbies.Para.4 Dr. Yuan’s dreams.Step4. Write down Y uan Longping’s personal informationIn pairs, read the text, find information to complete the following form.Facts about Yuan Longping Facts abou t Yuan’s super hybridriceage capacityeducation applicationmajor contributionhobby overseasideal futureStep 5 课后反思：Period 3 using languageStep 1. Language points:1. Struggle for…为争取……而斗争Struggle against…为反对……而斗争Struggle wi th… 与……争斗1）The swimmer struggled against the tide.2）We had to struggle with/against all kinds of difficulties.3）The slaves struggled for the freedom2. 使做…成为… make +it +adj./n. +to do好天气使游泳成为可能The fine weather makes it possible( for us )to swim.他将每早跑步做为一个规则He makes it a rule to run every morning.其他可用这种结构的词:feel, find, think, consider…3.搜查,搜索search (sb. / sth.) for …He searched all the rooms for the missing person.They searched the man all over for money.4.由于,多亏thanks to 相当于because of5.是从前两倍那么多twice as large as before相当于once larger than before6.对……感到满意be satisfied with…相当于be pleased withadj. satisfactory/satisfyingn. satisfaction7.在乎，在意care about比较care forMy aunt cared for me when my parents were away last week.Dr Yuan never cares about money and fame.8. Indeed, his sunburn face and arms and his slim, strong body are like those of millions of other Chinese farmers.e.g: The streets in Beijing are wider than those in my hometown.The number of students in our school is larger than that in their school.9. Dr Yuan grows what is called super hybrid rice.e.g: He came to what is called America.10. This special strain of rice makes it possible to produce one -third more of the crop in the same fields.e.g: That made it possible for life to begin to develop.The development of science makes it possible for us to know more about the universe.11. Dr Yuan awoke from his dream with the hope of producing a kind of rice (that could feed more people).e.g: He went to the U.S with the hope of finding a better job there.Step 2. Closing down by having a dictationTo end the period you will take a dictation. It is about Yuan Longping, ―Father of Super hybrid rice‖.Yuan Longping, China's Most Famous "Farmer"Yuan came up with the idea of hybridizing rice for the first time in the world in 1960s. Since then, 50 percent of China's total rice cultivation fields have grown such rice, which added some 300 billion kilograms to the country's grain output. Furrows grown on his sunburnt face, aslim figure and coiled-up trousers legs would confuse foreign reporters who came to interview the most famous scientist in China, who would rather be called ―a farmer‖. Indeed, like many Chinese farmers, Yuan in his 70s and has devoted most of his life growing rice in paddy fields, but unlike those farmers, he reaps the seed from experimental fields only for hybridizing rice.Step 3 课后反思：Period 4 Listening, Speaking and WritingLearning Aims：To help students read the passage Organic Farming.To help students to use the language by reading, listening, speaking and writing.Teaching Procedures：Step 1. Warming up by listening and reading aloudLanguage is created to be listened to and spoken first. So open your book to page 13 and read it aloud while listening to the recording. Watch your pauses between the thought groups.Step 2. Guided reading1. Reading and translatingRead the text sentence by sentence, and put it into Chinese. Who will be the first to try. I will only have four of you to do this task.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from textgain a meaning, refer to…, make the soil fertile, natural waste from animals, put…in the field, make the soil rich, become healthy, develop a healthy soil, reduce diseases, grow strong and healthy, keep…free from…, leave…in the ground, as a result, get exhausted, kill bacteria and pests, insist on…, change crops, be followed by…, put…back into …, need a deeper level of soil, prefer doing sth., plant…between crops, prevent…from…, carry away…, make sure that3. Doing exercisesNow you are going to do exercises No. 1, 2 and 3 on page 14 following the article.4. ListeningFor listening turn to page 14 and then 15 for the listening exercises 1, 2 and 3. Are you ready? 5. Reading, speaking and writingWhen trying to argue people into or out of doing something we may use the following expressions:I would rather…I don’t like…because…I’d prefer…because It’s a great pity that…Should I / we…?It’s better to…This is good value because…If I have a choice I’d choose…becauseWhat is the advantage of…?You need to…In pairs you are to make up a dialogue to argue each other into or out adopting organic farming. I will argue with your monitor, Liang Bochao. Get started.Step 3. Guided writing1. Writing a posterWriting a poster which includes all the information about the uses of computer so that you will encourage more farmers to buy and use. You are asked to base your poster on the overall pattern of the article you learned Organic Farming. Limit your poster to between 200 and 250 words.2. Writing a speechWrite a speech for Professor Yuan Longping. He is to attend an international conference on modern agriculture. You may also make use of the library and network resources for the task. Step 4. Further applying1. Finding informationRead online to find as much information as possible about Professor Yuan Longping and his research group. Share your findings with you partner next time you are here.2. Writing a reportGo back home to interview your parents or your grandparents about China’s agriculture, its past and present situations. Write a report in English in about 500 words as a weekly project.3. Acting a text playTurn either one of the two articles into a text play. Rehearse it and play it in front of the class. The play shall last at least 10 minutes.Step 5. Closing down1.Closing down by filling a formTo end the period, please fill in the form below.What is organic farming?definitioncharacteristicspotentials2. Closing down by imagingImagine and write about what the agriculture will be like 50 years from now in the future. Use your imagination to compete for ―wild thinking prize‖.Step 6 课后反思：Period 5 Grammar and Useful Structures Learning AimsTo help students learn about The –ing form as the Subject & Object.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.Teaching ProceduresStep 1. Warming upWarming up reading aloud the text A PIONEER FOR ALL PEOPLELanguage is learned in context. So let’s first r eview the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly.Step 2. Discovering useful words and expressionsIn pairs do the exercises 1, 2 and 3 . You must finish them in 5 minutes.Step 3. Learning about grammar1. Read and identifyRead the text about Yuan Longping again, paying attention to the sentences which use the –ing form as the subject and object.In the sentence ―Wishing for things, however, cost nothing. ―the –ing is used as subject.It can be also used as object of the sentence. For example: Yuan Longping likes playing his violin.2. Consolidating by do exercisesTo consolidate your understanding you will be given 10 minutes to go over exercises 1,2,3,4 and 5 on pages 12 and 13. You may just writ e on your text book. I mean the student’s book you are working by.Step 4. Ready used materials for The v–ing form as the Subject & Object)语法学习——动名词1. 动名词作主语1）名词直接放在句首作主语。
人教版高中英语必修4《Unit 2 Working the land》教案
人教版高中英语必修4《Unit 2 Working the land》教案人教版高中英语必修4《Unit 2 Working the land》教案【一】教学准备教学目标(1)知识目标：让学生通过阅读课文更多地了解我国著名的农业科学家袁隆平的科研成果及其影响。
(2)能力目标：让学生进一步使用恰当地阅读方式与技能，如略读(skimming)，快速阅读(fast reading)，细读(close reading)等(3)情感目标：让学生不但学习袁隆平的科研精神，更要学习他不计较名利，踏踏实实的生活态度。
教学重难点1.阅读课文更多地了解我国著名的农业科学家袁隆平的科研成果及其影响。
教学过程1. 话题的引导。
(Pre-reading)1).开头通过设计了一首熟悉的诗歌，让学生知道话题---farming.2).涉及到提高产量从而解决世界饥荒问题，从而引出本节课的中心话题--伟大人物袁隆平。
2. 跟读与限时阅读完成导学案练习贯彻目的与困难策略，指导学生根据不同的阅读目的，在阅读的不同阶段，灵活使用各种阅读策略，捕捉文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。
采用整体语言教学法和任务型语言教学法。
1)、通过限时阅读训练，引导学生如何利用略读(skimming)的方法把握文章的大意，侧重培养快速阅读理解能力和文章中心把握能力。
2)、精读各个段落语段，侧重培养快速捕捉文章重要细节的能力和猜测生词的能力，学会欣赏文章中的优美句子。
3：阅读过程--浅层次阅读。
(Reading I)1). 其中关于人物的基本信息中，通过设计了一个信息表格的浅层次阅读练习，对文中人物有了初步了解。
2). 关于他的梦想，书本上描写得非常生动，我让班里有艺术特长的学生画了一幅漫画，利用画面反映课文第四段所描述的内容，同时用第一人称配了声音效果。
4. 阅读过程--深层次阅读。
(Reading II)在处理了一些简单信息之后，阅读人物最重要的是要读出人物不同于其他人的成就以及值得学生学习的一些可贵品质。
高中英语_人教版必修四 unit 2 Working the land 教学设计学情分析教材分析课后反思
Book4 unit 2 Working the landReading教学设计Teaching aims: 1.To get to know Dr. Yuan and his achievements,Dr.Yuan’s super hybrid rice and its influence on China and the world.2.To improve the reading abilities.3. DreamsImportant points: reading and summaryDifficult points: some different patterns about the words and phrases.Teaching process:Step1. Warming up:1. Show the students some pictures about planting something（设计目的和依据：本环节通过看图讨论来激发学生的学习兴趣，激活已有的背景知识，同时，接下来播放舌尖上的中国有关水稻的小视频，使学生能够运用已有的知识和经验思考本单元的中心话题。
）A short vedio about rice.（设计目的和依据：在读前先让学生讨论本节话题，预测文中要谈到的内容，能降低阅读难度，为后面的阅读环节和讨论环节做好铺垫。
）Step II Scanning readingFind out the main idea of each paragraph.（设计目的：通过寻找段落大意，让学生对文章结构有充分的认识，了解文章讲述的大致内容，同时培养学生快速阅读的能力，提高应试能力。
）Step III Careful readingTask I：complete the following notesName:Nationality:Date of birth:Occupation:Appearance:Education:Personality:Achievements:Dreams:Hobbies:（设计目的：逐一对每段内容进行阅读，并且分别完成此表格，能够更加细致的对文中内容进行把握。
人教课标版高一英语必修4Unit 2 Working the land 语法课优质教案
Unit 2 Working the land语法课一、教学内容 Discovering useful structures (p.13); Using structures (p. 50)二、教学目标1. 学生能够识别动词-ing 形式在句子中作主语或宾语，并能够使用这种结构。
2. 学生能够区分某些常用动词后面跟不定式作宾语还是动词-ing 形式作宾语。
三、教学步骤步骤一 热身给学生呈现几幅有趣的公示牌，提醒学生注意其中使用的-ing 形式。
设计意图：从日常生活中的现象入手，一方面激起学生学习语言知识的兴趣，另一方面告诉学生这种语言知识在实际生活中的应用。
步骤二 发现与探究1. 让学生在课文里划出带有动词-ing 形式的句子。
可以先呈现给学生一个例子。
2. 小组活动。
让学生从这些句子中，找出动词-ing 形式短语作主语和宾语的句子，分成两大类。
设计意图：培养学生的探究和归纳能力。
步骤三 动词-ing 形式作主语I. Warming UpHave you ever seen these signs?Parking, spitting, littering, smoking-ing formsII. Discovering1.Find and underline the sentences in thepassage that use –ing forms.Example:Since then, finding ways to grow more rice has been his life goal. (paragraph 2)Discovering2. Choose the sentences that use –ing forms either as the subject or the object.As the subject Since then, finding ways to grow more rice has been his life goal.As the object1. 先让学生集中精力观察动词-ing 形式短语作主语的句子，看看能否发现动词-ing 形式的特点。
Unit2Workingtheland教案(新人教必修4).doc
I. 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降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而的词汇量，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，让学生谈谈自己対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降平的生平和他的杂交水稻。
第一段描述了袁博士的外表一一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，其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冋答，以检验他们的理解力和训练他们的归纳总结能力。
5LEARNING 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笫二个练习中的短文，以及用课文中意义相近的词汇替换练习三句中划线部分。
Book 4 unit 2 Working the land (reading)教学设计
Book 4 unit 2Working the land (reading)教学设计【教材分析】本课进行内容为高一英语必修四第二单元working the land阅读内容为“A pioneer for all people”，课文主要介绍袁隆平的成就，品质和梦想，并通过此线索向学生们展示了农业方面的知识和世界仍在面临严重的饥饿问题。
本课题的学习主要让学生了解袁隆平的个人简介及鼓励学生努力奋斗报效社会。
本堂课是整个单元的重点。
【学情分析】本课的授课对象是高一（2）班的学生。
作为农村高中的学生，英语基础知识，处理阅读信息的能力和表达能力都有待提高。
【教学目标】知识与技能：1.深入理解课文，掌握文章大意2.通过自主学习，合作探究，能够掌握文章细节。
过程和方法能运用skimming扫读课文，查找课文中的相关信息，处理信息，根据课文内容回答有关问题；能运用scanning寻读课文，查找课文中的特定信息，并能对是非判断理解题作出正确选择，能复述课文，情感，态度和价值观了解农业、杂交水稻并学习袁隆平的优秀的品质【教学重难点】教学重点：学生能合理运用不同的阅读策略，理解和分析课文。
培养学生正确的价值观，像袁隆平一样贡献社会教学难点：能合理运用不同的阅读策略，理解和分析课文【教学过程】【Self study自主学习】previewing words and phrases in reading passage 1.________________晒黑的 2.________________十年3.________________产量4.________________使变大5._______________摆脱，除去6.________________对……感到满意7.________________超级的8.________________产量9._______________杂交水稻10._______________引起烦恼的11.______________出口12._______________庄稼【Cooperating and exploring study】合作探究探究一(Fast-reading)：Task1. find the main idea of the text.The main idea of the text is ____A. a farmer named Yuan LongpingB. how Yuan Longping became rich and famousC. an agricultural pioneer named Yuan Longping who worked hard to produce a new strain of riceD. a new strain of rice which is called super hybrid riceTask2. Match the following headings(标题）to each paragraph.Para.1 A. Dr Yuan’s dreams.Para.2 B. Dr Yuan’s personality.Para.3 C. Dr Yuan’s biography(传记).Para.4 D. Dr Yuan’s appearance and his achievement.探究二（careful-reading）Para.1Q1: What does Dr Yuan look like?_____________________________________________________________________ ________Q2: What is his achievement?_____________________________________________________________________ _______Para.2 Put Dr Yuan’s biography(传记, 个人简介) in right order.a. He was born into a poor farmer’s family .b. He graduated from Southwest Agriculture college.c. In 1950,Chinese farmers produced 5.5 billion tons of rice.d. 20 billion tons of rice was produced by growing his hybrid rice.e. He searched a way to increase rice outputs without expanding the area of fields.f. He helps rid the world of hunger by circulating his knowledge in less develope countrie._____________________________________________________________________ ________Para.3 Which of the following description about Dr Yuan’s personality（个性）is not true?A. He is satisfied with his life because he is now rich and famous.B. He cares little about money and fame（名声).C. He would rather work than lead a comfortable life.D. He enjoys a simpler life than most rich and famous people.Para.4 listen to the tap and fill the blanks.Just dreaming for things, however, costs ____. Long ago Yuan Longping had a dream about rice plants as ___ as sorghum. Each ear of rice was as ___ as an ear of corn and each grain of rice was as ___ as a peanut. He awoke from his dream with the hope of _______ a kind of rice that could feed more people. Now, many years later, Yuan Longping has another dream: to ___ his rice so that it can be grown around the globe. One dream is not always enough, especially for a person who loves and________his people.探究三（after-reading）：What are the qualities of Yuan Longping？Do you want to be a man like him?_____________________________________________________________________ ________【Summary】总结【小结反思】___________________________________________(请自主星级测评---涂星星)【Homework】作业1. Do you have a dream? Writing a short passage about your dream.2. 完成固学案【固学案】Fill in the blanks：Read the text again: Retell the story in your own words.I am Yuan Longping. Look at my ____ face and arms and my ___, ______ body and you will think I am more like a farmer ____ than a scientist. In fact I have_____for the past five decades to help farmers. In 1973, I began to grow what is called super hybrid rice. This special strain of rice makes ___ possible to produce 20% more of the crop in the same fields.I was born into a poor farmer’s family in 1930. When I was young, I saw many people go hungry often. So I have devoted myself ___ searching for a way to increase rice harvests without expanding the area of fields since I ________ from Southwest Agricultural college in 1953. Now more than 60% of rice produced in China each year is from this hybrid strain. I am circulating this knowledge in India, Vietnam and many other less developed countries to ____their rice harvests. Perhaps you think I am rich. Actually I live a _____ life. I care little about______. In my opinion a person with too much money will have more troubles. I don’t want to be ___ because I prefer to have more time to do my _____. In my __ time I love listening to violin music, playing mah-jong, swimming and reading. I once had a ___. In which I saw rice plants as ___ as sorghum. Each ear of rice was as ___ as an ear of corn and each grain of rice was as ___ as a peanut. Now I have another dream-- to ___ my rice so that it can be grown around the globe.。