A-pioneer-for-all-people-英文说课稿
Book4 Unit 2 Working the land--A pioneer for all people万玉娟L adies and gentlemen. It’s my great honor to present my lesson here. Today I am going to share my ideas about how to teach reading through a reading passage A pioneer for all people , from Unit 2 Working the land , Book 4.I will focus on students’ long-term development in reading skills, expansion of knowledge and emotional resonance.To make my presentation much clearer, I will divide my teaching structure into 6 parts.Part 1 Analysis of the Teaching Material1. Content and StatusThe reading passage mainly tells us the life of Yuan Longping and his super hybrid rice. From the passage, we can also learn Dr. Yuan’s contribution to the world, his noble qualities as well as his great dreams. Besides, some useful words and sentence structures together with the use of v-ing form in it are also the points that we have to deal with . So this part plays an important role in the unit.2. Teaching AimsThe teaching aims are established according to High School English Syllabus and the teaching material, which include knowledge aims, ability aims and emotion aims.Knowledge aims:1). Enable the students to the learn and master the vocabulary and expressions to describe a farmer scientist, such as sunburnt, slim, struggle..2) Enable the students to learn vocabulary related to agriculture and rice, such as export , hunger ,hybrid rice , output and appreciation of some useful sentences.3.) Enable the students to learn the ---ing form of the verb.Ability Aim:Develop students’ different reading skills, like skimming, scanning, retelling and analyzing.Emotion Aim:Let students learn the noble qualities and attitudes towards life from Yuan Longping.3. Teaching key points and difficult points:Based on the teaching aims, I identify the teaching key points and difficult points as follows:Teaching key points:Comprehending of the passage and the knowledge about Yuan Longping. Teaching difficult points:1)Enable the Ss to retell the passage by using some key words andphrases.2)Enable the Ss to state their view and analyze theauthor's writing techniquesP art 2 Analysis of the StudentsMy students have the basic abilities of listening, speaking, reading and writing, but they are still weak in scientific reading strategies and fail to find the purpose of reading. Reading is not only to finish the exercises, but to enrich our knowledge and mind. Besides, some new words, expressions or sentences in the text may cause learning difficulties.Part 3 Teaching methods and learning methodsThe third part is teaching methods and learning methods. According to New Course Standard of English, combining with the language level of students, I will adopt two teaching methods: Task-based teaching method (asking and answering activities…) and communicative teaching method (group discussion…).As for learning methods, students can get language competence using skills by autonomic learning, cooperating and exploring.Part 4 Teaching aidsIn the teaching process, I will use a blackboard and a multi-media computer to help students understand and grasp knowledge.Part 5 Teaching proceduresNext, let’s move to the most important part: part 5 teaching procedures. To achieve my teaching aims, I will divide my teaching procedures into four steps: Warming up, reading, post-reading Thinking,homework.Step 1. Warming upIn this step, first I will show them a picture of the great famine in China in the 1960s to have them know the situation of lacking food at that time and realize the importance of food, and then introduce our Chinese agricultural scientist and educator –Yuan Longping, who puts an end to hunger with his super hybrid rice.The purpose is to arouse students’ learning interest and naturally lead to the topic today.Step 2. ReadingThis step includes 3 parts: title learning, skimming, careful reading 1.Title learningStudy the title “A pioneer for all people” to help the students know the word “pioneer”better and have a general idea of what they are going to read. Meanwhile, I will raise the question “What supporting facts did the author give to prove Dr. Yuan is a pioneer”. 2.SkimmingIn the skimming part, get students to read the passage quickly and match the main idea for each paragraph.This part can help the students have a rough idea of the text.3. Careful readingIn this part, the students have to finish more tasks for detailed information in each paragraph. And the forms of task in each paragraph are different. In the first paragraph, I set 2 questions for them to know the appearance and achievements of Dr. Yuan. In the second paragraph, I have the students retell this part with some key words, from retelling, they will learn about Dr. Yuan’s background and his contribution to the world. And then I will check their understanding of para.3 through a multiple choice question, from this Para., they’ll know Dr. Yuan’s qualities and hobbies. At last, the students will listen to para.4 to appreciate the beautiful sentences and catch the information about Dr. Yuan’s dreams and his love for people.After finishing the reading, I will lead them to know all the facts in each paragraph are to serve our title: A pioneer for all people.So through careful reading, students will have a thorough understanding of the passage and know the author’s writing technologies better.Step 3 Post-reading Thinking1.In this step, students will discuss in pairs the following questions:1.What can we learn from him? And share their opinions in theactivity2. I want to be a pioneer… . Tell your partner your ideas to be a pioneer.They are required to use the sentence structures “I want to be a pioneer in the field of …...; The contribution I want to make is to ……;To be such a pioneer, I think I need t o be …… to help them express themselves.3. Tell us what your partner’s ideas to be a pioneer.After their discussion, a few groups will be invited to make a report to the class. This part can help them better understand the passage and can practice st udents’ oral English and cultivate their abilities of cooperation and communication.Step 5. HomeworkWrite down what you learnt in the interview.The homework can consolidate the knowledge the students have learned and cultivate their writing ability.Part 6 Blackboard Design:That’s all my teaching procedures. Finally, I’d like to say sth about part 6 blackboard design.On the top is the title. On the left, there will be some new words and expressions. In the middle of the blackboard, I will write some notes in the passage to help them master the passage better.O.k. That’s all for my presentation. Thank you for your attention.。
教学设计4：Reading1 A pioneer for all people
Unit 2 Working the LandTeaching Class: Class One Senior ONETextbook version：People's Education PressTeaching content: Module 4 Unit 2Working the Land --- A Pioneer for All PeopleTeaching type: ReadingTeaching arrangement: The 1st period.Teaching Time: 45 minutes一、设计理念以任务为中心的任务型语言教学是目前交际教学思想中的一种新的发展形态。
它倡导“在做中学，在做中用”的教育理念，将语言应用的基本理念转化为具有实践意义的课堂教学方式。
运用学习任务组织教学，强化了语言实践的过程，充分体现了语言的交际本质。
在农村中学的英语课堂上，实施任务和开展活动具有很大的挑战性，需要在实际操作中对教材进行重新整合，并要根据学生的环境和接受能力来开展行之有效的任务和活动。
同时利用多媒体和网络技术，帮助解决教学难题。
这样，既能为学生创设真实可视的英语学习环境，也能激发学生积极参与的欲望，引起学生的共鸣和兴趣。
二、教材分析analysis of the materialThe reading passage A PIONEER FOR ALL PEOPLE is about an agricultural pioneer named Yuan Longping who worked hard to produce a new strain of rice. This is hybrid strain of rice that the United Nations is encouraging him to teach other countries how to grow it. This section plays a very important part in teaching of this unit. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit, cultivate the sense of achievement by studying hard and fulfill their dreams.三、学生特征分析analysis of the students1. Although High school students have the basic abilities of listening, speaking, reading and writing, they still need many opportunities to explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences through practice.2. rural school students have the disadvantages of poor English, so during the design of activities I must take into account the specific circumstances of students at different levels and different needs so as to make all levels of students to participate in the activities.四、教学目标Teaching aims:1. Knowledge aims:Enable the Ss to summarize the main ideas of each paragraph and the passage.2. Ability aim: 1. develop students’ ability and let them learn different reading skills2. Enable students to talk about Yuan Longping and his hybrid strain of rice3. Emotional aim: 1. encourage students to learn from Yuan Longping and study hard for the future2. develop students’ sense of cooperative learningTeaching difficult points: develop students reading ability.Teaching important points: let students talk about Yuan Longping and his hybrid strain of riceTeaching methods: Task-based teaching method, Skimming, Scanning and Group discussion.Teaching aids: A multi-media classroom.Teaching procedures & ways:Step 1 Lead-in (4 minutes)1.show a famous poem to students【设计说明】图片能吸引学生注意力，从而调动他们学习的积极性。
高中英语说课稿
柳梧高中英语说课稿---何云Unit—2--working the landReading--A Pioneer For All People（教学设计）教学设计总的思想原则：1、化难为易2、任务驱动具体从5个环节来详细设计（教学过程全部以问题和任务的形式进行，要求学生经过阅读和思考，动手完成）1、教材分析2、教法设计3、学法指导4、教学过程5、教学小结一、教材分析1.本课文在教材中的地位和作用本单元的中心话题是“农业”，而课文是其核心部分，可让学生更多了解著名杂交水稻专家袁隆平的贡献及其高贵品质。
2.教学内容：经过上节课的Warming up和Pre-reading，本节课为课文阅读课（Reading），是理解文章、分析文章的综合训练课，讨论的话题是A Pioneer For All People。
文章介绍了袁隆平的生平经历以及他所做出的巨大贡献。
3.教学目标（1）知识目标：在理解一些重点词汇的基础上，确切理解课文内容，认识记人类的文章的结构，特别是其中的一些典型组成片段（如基本情况介绍和某个突出特征的详细叙述）。
（2）能力目标：通过阅读课文提高学生的阅读理解能力，以及分析归纳课文的能力。
（3）德育目标：通过本课对主人公袁隆平多方面的介绍，来提高学生对这位伟大的农业科学家的认识，从而使得学生得到人生观和世界观的教育。
4.教学重、难点重点:（1）学生能够充分理解本单元重点词汇，并学会通过一些关键词来抓住文章中心，把握全文；（2）学生学会记人类文章的构成和写法，特别是熟练掌握其中的一些片段（如人物简介，突出特征的详细叙述）的写法，以求能运用到自己的写作实践中。
难点:学生要用已学的英文来解释难理解的词语或句子。
二、教法设计（教的核心思想在于：设计问题、给出提示和安排任务三个环节）1.学情分析（1）阅读能力薄弱，理解句子和把握文章困难，需多做引导和提示。
（2）对农业话题不熟悉。
2.阅读三步走（1）引导（2）泛读和精读（3）分析和归纳三、学法指导1.通过设置问题指导学生有效阅读，并学会泛读和精读的方法技巧。
A pioneer for all people.
A Pioneer for all people教学设计一、教学目标知识目标：通过阅读课文让学生更多地了解袁隆平的成果及其影响。
能力目标：使学生学会寻读、略读和分析性阅读的阅读技巧，学会捕捉文章的重要信息，提高他们对文章的深层次理解以及分析能力；掌握阅读微技能，并通过任务拓展训练，达到灵活运用英语的能力；通过小组合作，培养学生合作的意识。
情感目标: 通过学习袁隆平的生平使学生感受袁隆平培育杂交水稻的艰辛以及他淡泊名利的精神，增强学生为社会做贡献，引导学生正确的世界观和人生观。
二、重点难点：在培养阅读能力的同时，注重激发学生的想象力，培养学生的创新思维。
三、学情分析:本班学生英语基础较好，学生思维活跃，大部分学生对英语具有浓厚的兴趣，对以往班级展开的英语活动都愿意积极参与；经过一个学期的英语小组学习组内成员在英语学习方面能做到积极探究和合作。
四、教学方法：任务型教学方法五、教学手段利用多媒体计算机、网络资源等创设教学情景、问题情景，扩大教学容量，增强教学的趣味性和时效性。
六、教学过程：课前预习：要求学生课前预习课文，阅读相关背景资料。
(设计思路：通过提前预习课文，学生综合运用已有知识和技能，初步了解教材内容，发现教材的疑难问题，激发他们的求知欲课。
这样既培养学生自主学习能力，又有利于提高课堂效率)上课过程：第一步：通过向学生展示学校食堂浪费食物的照片，由此向学生展开提问，是否当今社会饥饿已经不是问题了。
然后配以非洲饥饿儿童的图片和一些官方统计数据，引发学生对全世界各地人民温饱情况的思考。
面对这种情况，很多人在为饥饿的问题作出努力，紧接着抛出问题Who dou y ou think is the greatest person in China to rid the world hunger?由此引出文中的中心人物—袁隆平。
（设计思路：图片的对比能让学生从直观上先受到触动，从心底里同情这些遭受饥饿的孩子,并激起他们对改变这种现状的农业专家袁隆平的崇敬之情。
人教版必修四Unit-2(Reading：A-Pioneer-For-All-People)教案
人教版必修四 Unit2(Reading：A-
Pioneer-For-AllPeople)教案
-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
三、 教材与教学分析
这节课的中心话题是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。
第一段描述了袁隆平的外表——他更象一个农民而不象一个科学家，农村就是 他做科研的大本营。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。第三段告诉我们袁隆平过着跟普通人 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。第四段讲袁隆平的工作理想和目标，以及他热爱人民和为人民不断 进取的精神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。
information
Para. 3 Find out the topic sentence of Para.3 and think about what Dr. Yuan’s personality is? 1.Topic sentence_____________________________________ 2.He doesn’t care about ______ and _______. He likes freedom for his search and hobbies
2.What’s your dream for future?
3.How can you achieve your dream
apioneerforallpeople说课课件演示文稿
Important Get the Ss to know more about
points:
Dr Yuan’s life experience and his
achievements.
Difficult points:
Enable the Ss to retell the passage by using some key words and phrases.
4.Teaching procedures
Step2 Fast reading快速阅读(10mins)
Task 1 Read the text silently in 5 minutes , and
finish the multiple choices.
第12页，共23页。
Task 2
Read and match.
Emotional aim： To learn from Dr Yuan by analyzing his life experience and his attitude to life .
第5页，共23页。
1.Analysis of teaching material
(3).Important and difficult points
4. Indeed, he believes that a person with too much money has fewer rather than more troubles.
第17页，共23页。
Task 4
Long ago Dr Yuan had a dream about rice plants as
Learning approach：
Cooperative learning method
高中英语《A Pioneer for All People》优质课教案、教学设计
阅读课A Pioneer for All People 教学设计教学用时：1 课时教学目标：1.知识与技能：通过学习文章，提高阅读能力。
2.过程与方法：通过读，说，练等手段，了解袁隆平先生的生平成就、价值观。
3.情感态度与价值观：通过学习，培养学生“目标高远，志向远大”的精神。
教学重点：袁隆平先生的生平、成就、人生态度、梦想。
教学难点：阅读理解、关键信息查找教学方法：合作、参与教学工具：多媒体教学过程：I.Word and phrasepioneer n. 先辈sunburnt a. 晒伤的struggle v.奋斗；斗争hunger n.饥饿expand v.扩大circulate v. 循环battle n. 战争output n. 产量thanks to 多亏了; 由于get rid of 摆脱be satisfied with 对……满意with the hope of 满怀希望II.Lead-in1.呈现视频：短视频内容是人们遭受饥饿的折磨，大人、儿童骨瘦如柴。
What do you think of the people there?激发学生的探究之心。
2.向学生展示实物大米。
It smells good, it tastes good, and it can also satisfy our stomach.3.展示图片。
展示袁隆平先生的图片，让学生讲出袁隆平先生和大米之间的联系。
Because of his research, a lot of people in the world can get rid ofhunger. And we can eat rice happily every day.导入本课的主题：A Pioneer for All People （人类先驱）III.Skimming readingRead the whole passage, and then try to find the main idea of each paragraph. During the course, you should pay attention to the first or the last sentence of each paragraph because it can tell us its meaning.MatchPara 1 Life and hobbyPara 2 DreamPara 3 ContributionPara 4 Appearance & achievementIV.Careful reading1.The 1st and the 2nd paragraph1). Fill in the blanksAppearance:Age:Occupation:Education:Achievement: his research helps the UN in the battle to2). Put the following sentences into 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 50 million tons of rice.D.He searched a way to increase rice outputs without expandingthe area of fields.E.He helps rid the world of hunger by circulating his knowledgein less developed countries.Right order:2.The 3rd paragraph1).( ) He wants to be more famous.( ) He cares a lot about money and fame.( ) Yuan Longping leads an uncomfortable life.( ) He gives millions of money to equip others for their research in agriculture.3.The 4th paragraphWhen he was young, Yuan Longping saw the great need for(increase) the rice output, and then hunger was a(disturb) problem in China. He wanted to increase rice harvests without (expand) the area of the fields.Thanks to his research, the UN has (many) tools to rid the world of (hungry). Though he (struggle) for past five decades, Dr. Yuan is quite satisfied his life. V.Post readingQuestion1.What advantages do you see in Yuan Longping’s life?His quality :His attitude to research:His attitude to money and fame:2.Presentation:I want to be a …Field: “doctor, education,agriculture…”Contributions: “overcome, solve, rid…”Qualities: “attitude,heart, serve…”For example,I want to be a …The contribution I want to make is to …To be such a …, I think I need to be …VI.HomeworkWrite down your DREAM and then share it next class.。
Module 4 Unit 2 A pioneer for all people 教学设计
Module 4 Unit 2 A pioneer for all people 教学设计
主题语境：人与社会---对社会有突出贡献的人物
语篇类型：记叙文，人物介绍
语篇分析：
〖What〗主题和内容: 文章第一段从袁隆平科学家的身份和农民的外表写起，介绍了他的主要成就——种植杂交水稻的先驱。
第二段记述了袁隆平的生平，包括教育背景、科研动机、重要成果、对人类的意义等几个方面。
第三段介绍袁隆平的价值观，即淡泊名利，过着普通人的简单生活，并向同行科研工作者捐款。
第四段介绍袁隆平的几个梦想，并提出梦想的驱动力来自于袁隆平对人民的热爱。
〖Why〗作者观点和写作意图：学习袁隆平淡泊名利、造福人类的价值观，和其拥有梦想并为梦想拼搏的精神。
〖How〗文体特征和语言特点：文章是一篇介绍人物的记叙文，从标题“A Pioneer for All People”可看出，文章有两条行文线索：主线是a pioneer，描述了袁隆平通过几十年的研究取得的成就；暗线是all people，在本文中的每一段都通过数据来说明带给人类的变化，来侧面体现袁隆平作为伟大科学家和人类先驱的可贵品质。
教学目标：
学生通过本节阅读课，能够：
1.培养学生核心素养中的思维品质—说出文章结构；
2.培养学生核心素养中的语言能力—获取梳理袁隆平的基本信息及其主要成就；
3.培养学生核心素养中的文化意识—学习和概括袁隆平品质和精神；
教学重点：
帮助学生梳理人物传记的篇章结构及脉络编排；获取和梳理袁隆平的基本信息及其主要成就。
教学难点：理解袁隆平淡泊名利、造福人类的伟大价值观；思维品质和文化意识的培养。
教学过程：。
说课稿A PIONEER FOR ALL PEOPLE
四、说教学程序
结合本校高一学生实际和对教材内容的科学分析，计划用45分钟完成本文的教学任务，具体安排如下：
(一) Pre-task：激发学习兴趣，明确学习任务（预计需要8分钟左右）
(二) Task-cycle：课文主体内容的教学与操练，知识的掌握与能力的过渡（预
缺点：学习的对象是处于城乡结合部农村的高一学生，他们的英语基础较差，特别是由于词汇量缺乏，阅读习惯不好，导致阅读速度慢、阅读理解能力差。并且学生在初中已习惯了教师的单向灌输，部分学生由于英语表达能力的欠缺对课堂的互动缺少积极性，不善于交际，学习不够主动自主。因此，在组织教学活动中，注重学习策略的指导，灌输自主、合作、探究学习的思想，同时注意调整活动任务设置的梯度，使每个学生通过学习活动，都能学有所成，体验到成功。
本课主要介绍的是袁农平的生平和他的杂交水稻。第一段主要介绍袁农平的外表形象农村就是他的科研的殿堂，他的科研就是杂交水稻。第二段 描述它的家庭出身学业和献身水稻科研的原因以及他的贡献。第三段介绍他过着和普通人一样的生活但是却赶着伟大的事情成名后却淡泊名利，有着无私奉献的精神。第四段主要描述了袁农平先生的梦想，表现出他为人民着想的伟大精神。
a.文章段落中心词把握能力。
b.根据主题快速捕捉文章重点细节的能力。
c.总结归纳能力。
2．难点
1) 如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。
2) 如何使学生学会提取、筛选和重组文章中的信息，并灵活运用于语言实践中，达到语言实践能力的扩展与提高。
2．重视学生个性与创新意识的培养，给予学生充分表达自己的机会。
三、学情分析
优点：我教学对象为高中一年级学生，智力发展趋于成熟。他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语进行思维和表达的能力。他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。学生已经完成了高中英语三个模块的学习，渐渐习惯了老师的教法。虽然一开始他们觉得与初中教学很不相同，但经过一个学期后，他们逐渐适应，而且还取得一定的进步。他们会对课文内容提出自己的疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。不过，学生的水平参差不齐，有些差距还相当大。因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。
A-pioneer-for-all-people-中文说课稿
Book 4 unit 2 A pioneer for all people 说课稿--师大附中万玉娟各位评委老师，大家下午好。
接下来我就英语必修四第二单元的阅读文本“A pioneer for all people（造福人类的先驱者）”的阅读课的设计进行说课。
本次说课分为六个部分：一、说课标根据新课程标准，英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力。
教师在教学中要处理好传授知识与培养能力的关系，培养学生掌握和运用知识的态度和能力。
因此，本课的设计重点是：帮助学生形成自主、合作、探究的学习模式，掌握阅读和分析的一些基本技巧，让每个学生在原有的基础上都学有所得。
二、说教材（一）教材地位和教学内容分析本单元的中心话题是“农业”，涉及到我国著名的杂交水稻之父袁隆平的贡献以及有机耕种和无机耕种的影响，而重心就在第一篇阅读理解-对袁隆平教授的生平和突出贡献的介绍，因为该篇涵盖了本单元最重要的语言点，语法知识及重要的相关句型，且阅读理解环节所需技能恰是学生最薄弱但必须得提高的重要技能，因此本课在本单元尤为重要。
（二）教学目标根据《普通高中英语课程标准》关于阅读课主要教学目标的具体描述，结合本课教学内容，具体从语言知识、语言技能、情感态度三个方面制定如下教学目标。
1. 语言知识目标：a)学习描述一个农民科学家的相关词汇，如sunburnt, slim, struggle..b)学习掌握与农业和水稻相关的词汇，如：export , hunger ,hybrid rice , 等，以及一些重点句型的赏析，如make it possible to do sth…c.)学习动词的---ing 形式作主语和宾语的句型。
2. 语言技能目标：a)阅读技能的训练：让学生学会克服生词障碍，通过略读，归纳出文章的大意；通过细读，理清文章的总体框架与脉络，捕捉文章的重要细节，培养学生获取、处理信息的能力。
高中英语人教版阅读语篇a pioneer for all people教学设计
高中英语人教版阅读语篇a pioneer for all people教学设计一、教学内容：Contents 《A Pioneer For All People》二、教学目标：Knowledge Goal1. 让学生对文章所叙述的主题即Alexander Hamilton故事有所了解2. 让学生掌握本文中出现的词汇及短语：pioneer hegemony epoch dilemma executive三、教学重点：学习新知识点：pioneer hegemony epoch dilemma executive四、教学过程：Step 1 Warming-up1. Ask Ss the following questions:1) Do you know Alexander Hamilton?2) Do you know why he is famous?Step 2 Pre-reading1. Tell Ss they are going to read an article about Alexander Hamilton.2. Show a video or pictures about Alexander Hamilton.Step 3 While-reading1. Ask Ss to read the text quickly and answer the following questions:1) What did Alexander Hamilton do?2) What were his accomplishments?2. Ask Ss to read the text carefully and answer the following questions:1) What did Alexander Hamilton plan to do in order to maintain the hegemony of the federal government over the states ?2) Why was Alexander Hamilton considered a pioneering figure in his epoch?3) What was Alexander Hamilton's greatest dilemma?4) What role did Alexander Hamilton play as an executive in George Washington's cabinet?Step 4 Post-reading1. Ask Ss to talk about Alexander Hamilton in groups.2. Ask different groups to report the main points of their discussion.3. Give the class a summary about Alexander Hamilton.。