必修四Unit2 Working the land 说课稿
说课材料及教学设计
New Senior English for China Student’s Book4
Unit 2 Working the land
高一英语备课组叶其寿
各位老师大家好：
我说课的内容是必修四Unit2，对本单元reading，Language Points，Grammar，using language and writing 五部分内容进行说课。
整个说课将分五个方面进行讲述，即教材分析与学生分析；教学手段、方法以及教具；板书设计；教学设计及教材处理思路和每节课的教学过程展示。
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 W ARMING-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语法主要讲述doing做主语和宾语。
1.5 USING LANGUAGE 部分的阅读文章写的是Organic Farming or green food,读完后要求学生写一个摘要。
最后设计一个有说服力的广告。
学生情况分析：略
2、知识与技能总目标
分课时教案:
板书设计
黑板一分为二，左面设计了袁隆平生平事迹为线索的文脉结构，右一半展示文中出现的核心词汇,用作最后课文的复述准备。
教学设计及教材处理思路
本节课中我侧重训练学生通过合作探索来获取知识的过程，并注重改变学生旧的学习方式，通过设计有效问题激发学生的兴趣，使他们始终处于主动寻求知识而不是被动地接受知识的状态，在上课过程中让学生在教学中充分发挥其主体地位通过讨论、探究自己掌握课文的内容。
板书设计
这节课的板书设计我将黑板一分为二，左面我设计了本节课所学核心词汇及其词性和一些简单易懂易记的例句，右一半我展示学生展开讨论后所造句子出现的一些典型错误。
板书设计
这节课的板书设计我将黑板一分为二，左面展示几个简单句子，右一半展示doing的用法。
第4课时Using language
板书设计
这节课的板书设计我将黑板一分为二，左面我设计了本节课所学核心词汇及其词性和一些简单易懂易记的例句，右一半我展示学生展开讨论后所造句子出现的一些典型错误。
第5课时Writing
板书设计
这节课的板书设计我将黑板一分为三，左面留给学生个人展示小组讨论结果，包括能想到的词及句子。
中间是本次写作的任务，以几个汉翻英的形式给出。
右面留出板面总结学生讨论结果，给出正确且合适的表达（词汇及提纲）。
以上就是我对本单元五部分的说课内容，若有不到之处，请各位老师批评指正。
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。
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。
高中英语必修四《unit2WorkingTheLand》全英文说课稿
高中英语必修四《unit2WorkingTheLand》全英文说课稿《unit2 Working The Land 》示范说课稿Unit 2 Working The Land (NSEFC B4)Reading: A Pioneer For All PeopleA teaching plan interpretationTarget students: students of average level in Senior 2Period under interpretation: The second period of Unit 2 Working the LandTime: 2nd, Dec, 2008Teaching material: Reading passage A pioneer for all people Teaching aids: A multi-media set for teaching, a tape recorder, a power-point display works Teaching aims:a) Knowledge-oriented aims: Some idiomatic phrases and complicated sentences.b) Ability-oriented aims: Comprehension of Dr. Yuan’s work and life.c) Moral-oriented aims: Analyze Dr. Yuan’s characteristics and personality traits.Teaching principles:a)student-centered and teacher-directedb)task-based learning and purpose-focused teachingc)the communicative language teaching approachTeaching methods:a)free talkb)question and answer activityc)group presentationd)pair worke)role-playDifficult teaching point:Help students how to conclude Dr Yuan’s personality through the descriptions about his appearance, achievements and dreams.Important teaching points:Encourage students to be ambitious like Dr Yuan and follow his steps to make contributions.Exploring work before class:New words & expressionsAssigned the students to surf on the Internet to find out some information about Chinese agriculture and Yuan Longping.Aims: 1. Remove the language obstacles before class and develop students’ habit of self-study.2. Gain some background information about Yuan Longping.Teaching procedures:Step 1: Lead-in (2m’)Show pictures of hungry Africans and draw out Dr. Yuan.Aim: T o grab students’ attention and l ead in the topic of the passage.Step 2: Task-based reading (7m’+ 5m’+8m’)1. First reading (group work and discussion) (7m’)The students will be given 7 minutes to skim for:1) the main idea of the whole passage (4m’)2) the main idea of each paragraph (3m’)Aim:T o enable students to get a general idea and the organization of the passage.2. Second reading (individual work and chart filling) (5m’)Students will be divided into 4 groups to finish 4 different tasks. This time more detailed information is called for. After the reading, there will be different tasks for different groups. Group 1: Dr Yuan’s appearance and Dr Yuan’s achievementGroup 2: Dr Yuan’s biographyGroup 3: Dr Yuan’s personalityGroup 4: Dr Yuan’s dreamsAim: This task is aimed to develop students’ ability of reading for useful information within a limited time. Meanwhile, the teacher can help to remove the language obstacles in the reading passage.3. Dig-in reading (pair work and personality recognition) (8m’)How do you like Dr. Yuan? What characters can you conclude from these sentences?Try to summarize Dr. Yuan’s characteristics.Aim: To enable students to get a deeper understanding of Dr. Yuan and appreciate his noble personality.Step 3: Movie watching (3m’)A 3-minute short movie about Dr. Yuan will be played in order that the whole class may know him better.Aim: T o know Dr. Yuan better in a vivid way.Step 4: An interview (pair work and role-play) (5m’+5m’) Suppose Dr. Yuan will visit our school and he will answer the questions after a speech.Prepare some questions, which may cover his life, agricultural research work, even his hobbies or love story and then show your interview.Aim:1. The interview focuses on teamwork, cooperation and collaboration.2. The purpose is to de velop the students’ random thinking skills and practice their oral English.Step 5: Feedback (number game) (4m’)The students will play a number game--- What’s your luckynumber? There are nine numbers to choose from and each number represents a different task. The task is mainly about the words, phrases and comprehension of the passage.Aim:T o check the teaching effect and consolidate students’ basic knowledge about words and sentences.Step 6: Self assessment and assignment (1m’)Check out how much you have learned in class!Write an article which is entitled Dr. Yuan in my eyes.Aim: 1.T o expand the information and to broaden students’ minds.2.To consolidate the knowledge and help improve students’ writing.。
人教版英语必修4Unit2WorkingthelandReading说课课件
5.Teaching procedures
7. Reflection
6.Blackboard design
1.Teaching material analysis
• A. Requirements of the teaching material • B. status of the teaching material • C. Teaching aims • D. Important and difficult points
Step3:Reading
Task 1 Skimming and
scanning
Find out the
(individual work) main idea of
each
paragraph.
Match the following headings with the right paragraphs.
If so, what did you do to grow them?
If not, what kind of plant would you like to grow?
2.Have you ever been to countryside? What did you do or see there?
comprehensively ◆ Emotion aim: To realize the important of food and develop a good habit
D. Important and difficult points
• IP: ①learn some new words or phrases ②obtain some important information of the reading text
新人教必修4Unit2Workingtheland全套教案
新人教必修4教案 Unit2 Working the land[全套教案]Unit 2 Working the landTeaching aims:1. Target Languagea.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. Important sentencesThis special strain of rice makes it possible to produce one-third more of the crop in the same fields. P10He cares little about spending the money on himself or leading a comfortable life. P10 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.3. Learning ability goalsHelp Ss learn how to describe Dr Yuan Longping including his personality.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 methodsTalking, questioning-and-answering activity and reading.Teaching aidsA tape recorder, a projector and a computer.Teaching procedures & waysThe first period ReadingStep 1.Greeting and Revision1. Greet the students as normal.2. Revise the warming up with the following questionHow do you think to grow our main food--rice?-----1)First, the farmers plow the field. They have to make the soil loose enough to plant crops.2)Second,grow some young plants3)Third, they insert the young plants into the loose field.4)At last ,they will get the harvestStep 2 Pre-reading1 Ask the following questions1).What’s the main food in Canada and USA:----- potatoes and bread2).What is the main food in South America:----- corn/maize3 )What is the main food in Southeast Asian countries:----- rice2 Show the students some pictures and ask the questionWhat is happening to these people in East Asian and Southeast Asian countries?Then show more news like that:International Facts on Hunger and Poverty (2002)1)Every 8 seconds, a child somewhere in the world dies from starvation.2)More than 800 million people in the world suffer from malnutrition (营养不良)---799 million of them are from the developing world. More than 153 million of them are underthe age of 5.At last ask the students to discuss:If you had the chance to do something to help end hunger in the world, what would you do?Encourage the students to tell their opinions, Then give a conclusion:The only way to solve the food shortage problem is to increase the output of the grain crop per land area through the advancement of science and technology.3. lead the students to pay attention to the people---Yuan LongpingAsk : What do you know about him?--------Father of Hybrid RiceThen lead to the topic of the reading passage. A Pioneer For All PeopleStep 3 ListeningListen to the tape, try to find out some information of the hero.Name ____________Age ____________Job _____________Education _________Achievement _______Hobbies __________Step 4 Fast readingRead the passage quickly and answer the true-or- false questions• 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 simple life than most rich and famous people.Step 5 Careful readingRead each paragraph and answer the following questions:Para 1:1.What dose Dr. Yuan look like? Why?2.What is his achievement?Para 2:1. Why did Dr. Yuan want to increase the rice output when he was young?2.How does he help rid the world of hunger?Para 3.41. What kind of life is Dr. Yuan leading?2.What is Dr Yuan’s dream?Step 6 Skimming:find out the main idea of each paragraph.Paragraph------Main Idea1----------His appearance and achievements2----------His birth, education and research3----------His personality4----------His dreamStep 7 Homework1.Learn the poemThe Peasants’ LotLi Shen (772-846)Farmers weeding at noon,Sweat down the field soon.Who knows food on a tray,Due to their toiling day?2. Finish the exercises in Learning about Language.3. Retell the text in about 150 words.Notes:a. Use the first person to retell the story.b. Try to use the proper conjunctions.The second period Learning about Language(The –ing form as the Subject & Object)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.ProceduresI. Warming upWarming up reading aloud the text A PIONEER FOR ALL PEOPLELanguage is learned in context. So let’s first review the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly.II. Discovering useful words and expressionsIn pairs do the exercises 1, 2 and 3 on pages 11 and 12. You must finish them in 5 minutes.III. 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 write on your text book. I mean the student’s book you are working by.III. Ready used materials for The –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。
working-the-land-说课稿
Unit 2 Working the land(Grammar part)说课稿学院：外国语学院专业：英语（师范）班级：学号：姓名：组号：第八组Unit 2 Working the land(Grammar part)Today I’m doing to sharing my grammar lesson of Unit 2 Working on the Land which is taken from NEW SENIOR ENGLISH FOR CHINA STUDENT’S BOOK 4.I will say the lesson from the following ten parts.Part One: The Analysis of the Teaching MaterialsIn this class, we are going to learn the grammar part. First, I will analyze the whole unit. This unit is from Senior Book 4. The topic of this unit is working on the land about agriculture. The reading passage is about a well-known person-Yuan Longping that all the students have an expression on him. By learning this passage, not only do students broaden their horizon on agriculture development, but also they could understand the importance of saving .Then I am going to analyze the grammar part of the unit. This grammar of this unit is v.+ing form as subject and object. Before this unit, students have known what are subject, object and gerund. So I think it’s easy for students to learn it. The teacher still needs to give students good guidance about the grammar. The teacher should lead the students to discovery the rules of v.+ing form as subject and object step by step. The most important is to guide students to use v.+ing form as subject and object to express their own ideas.Part Two: Analysis of the students:The students in this grade have known some basic knowledge about what are subject, object and gerund. But grammar parts always are difficult for students. And the students think it’s so boring that they don’t pay much attention to it.At that time, teachers should arouse student’s interest at first. Teacher can use some vivid pictures, videos, and daily life experiences to help their teaching process. What’s more, students can learn the grammar rules by themselves and use it in daily life properly.Through the teaching process, students can change their fear about grammar. At the same time, students will get confidence and achievement. Part Three: Objectives：Ⅰ.Knowledge objectives（1）By the end of this stage，Ss are able to recognize v.+ing form as the subject and object.（2）By the end of this stage, Ss will master the rules of v.+ing form as the subject and object.（3）By the end of this stage, Ss should know how to use v.+ing form as the subject and object in their daily lives.（4）By the end of this stage, Ss are able to sort verbs gerund used as subject or object.Ⅱ.Language skills objectives(1) By the end of this stage, the students’grammar sense andcommunicate ability can be developed. Students use English thinking to get, deal with and analyze information.(2) By the end of this stage, students are able to use the grammar todescribe themselves and other students.Ⅲ.Education objectives(1)By the end of this stage, students learn to pay attention to others.(2)By the end of this stage, Students should care each other. Theirconfidence and achievements ofEnglish are improved.Part Four: Focal points & Difficult pointsFocal points:Although Ss have known some grammar rules about this unit, they still need some opportunities to practice, to express their ideas, feelings and experience. And especially in grammar lesson, Ss firstly need to learn and master some important words and phrases in reading part. And then students are able to use v.+ing as subject and object freely.Difficult points:As the senior high school students, they might not know how to get the key point of the grammar rules. Besides, students may have difficult in understanding of sentence structures.So I will use diagram to give Ss a direct understanding of the grammar rules. What’s more, more pictures and practices will be used.Part Five: Teaching methodIn my class, first I will use guided discovery method to guide students learning grammar rules. In this method, I present a contextual specific structure and write the whole sentences on the blackboard. Then I will use meaningful practice to enhance their ability to using v.+ing as subject and object. I provide students a context to use the grammar. At last, I will use audio--visual approach, using some pictures to arouse students’ interests and make class interesting.Part Six: Teaching principles:I think as a teacher, I should review the knowledge that students have learnt, such as key word and phrases in the reading part. While I have class, I will also use live show and pictures to arouse students’interests and provide students with some efficient strategies to improve students’ grammar sense step by step. As we all know, students are different in personalities and levels and other aspects, so I will consider those differences and try my best to make all the students participate in my class.Part Seven: Teaching Procedure1. PresentationStep 1: leading inI will introduce myself at first.That is“1. I’d like to begin my class with introducing myself.2.Teaching is my career, my job. 3. I devote most of my time to doing my job well. 4. I enjoy playing with friends.5. I’m good at telling stories to my younger brother.6. I hate singing to him. Why?7. My always forgetting words makes him very laugh.”Purpose:1. This step make a close contact between teacher and students. It’s a good chance for teacher to show himself.2. Review the key words and phrases in reading part. Such as devote … to, would rather, lead a … life.3. Introducing v.+ing as subject and object in the beginning will give students a sign of focal points of the class.4. Give some verbs forward I enjoy… , I’m good at…，I hate…, I can’t stand.It’s easy for the students going to next teaching parts naturally. Step 2: Fill in blanksStudents read the passage then fill in the blanks. At last listen to the tape to check the answer.Wang Ping was a teacher in an agricultural college. She was not _____ ______ the present grain output in China. In her opinion, using organic farming methods was better for the soil than chemical fertilizer（化肥）. Wishing for things costs nothing. She realized that Chinese farmers ______ _______ use methods they understood and _____ a comfortable ______. She, herself, cared more about ______ China______ the grain with a low output. So she started building her own organic farm and devoted herself to finding _____ ways to increase the grain output.______ ______ her hard work, her struggle for a higher output succeeded. Getting ______ when she worked in the sun meant nothing to her. Getting rid of ______ was what she really dreamed of.Purpose:This activity will not only practice students listening, but also give students a chance to discovery the grammar.Step 3: Summarize the grammar rulesFind and underline the sentence in the reading passage that use v.+ing as either subject and object. Let students sort the v.+ing into two groups. Then students distinguish v.+ing as subject and object under teacher guidance. At last, teacher summarizes the whole grammar rules of this unit.Purpose: This step is to draw students’ attention to the target structure and lead them to conclude the target structure.2. PracticeStep 1: Give four interesting pictures and make students give the words, phrases and sentences following the teachers’’sentence pattern.Chatting online wastes a lot of time. 2. The boy is busy chatting online now.Purpose: 1. In this step, interesting pictures provide students a context to use the grammar. 2. It decreases the boring process in grammar practice.3. From easy to hard process will build students learning confidence. Step2. Students introduce themselves one by one. Teacher give some sentence patterns like I like / enjoy/ prefer / hate/ dislike…… I’m fond of / I’m interested in…… I look forward to …… My favorite music / sport is ……Purpose: In this step, it will enhance the target sentence and grammar rules.3. ProductionStep1. Group workDivide the all students into four groups. They need to describe one of their classmates using at least three v.+ing sentence. Then other group will guess who he is. First, teacher will give an example of Liu Xiang. Purpose: In this step, it will develop students’ cooperation and give more chance to know others.Step2.Do some exercises related to collage entrance exam and summarize the grammar rules in the end.Purpose: In this step, students have a close contact to exam. It will help them get makes. Also it stresses the grammar part.Step3.HomeworkUsing v.+ing form to describe his most respectable person. The teacher will give an example at first.Purpose:In this step, students can not only consolidate v+ing as subject and object, but also widens their thinking. It is great in practicability. Part Eight: Teaching aidsWe will use blackboard, chalks, a piece of music and multi-media. The multi-media is able to cover a large information and can support variety of materials, such as picture, video, sounds and so on, which on the one hand, students can be exposed to a lot of information in a short time so that we will hasten the speed of our lesson; on the other hand, for so many teaching forms, students will concentrate themselves on the lesson. Part Nine: Blackboard design1.New words and expressions2. the answer of the passageget rid ... of, be satisfied with, lead a ... life, would rather, refer to, search for, thanks to, would…rather 1.Grammar rules of v+ingas subject and object2.Give some examples1. Chatting online wastes hima lot of time. 2. The boyis busy chatting online now.3. It’s no good playingcomputer games too much.4. The boy is busy chattingonline now. 5. The boy isaddicted to playing computergames. 6. We can get lots ofinformation bysurfing the Internet.DiagramPart Ten: Reflection1. Shining pointsFirstly, the shining points. I make students study by themselves. Instead of giving them knowledge, I guide them know the rules by their own. Also I use interesting teaching process to arouse students’ interest, attract their attention and improve their overall ability. Besides, by some competitions and group work, students could form competition, cooperation awareness, and give them a sense of achievement.The defect is that there lack of enough materials.That all our presentation, thank you!。
【必修4】Unit2 Working the land英语说课稿
【必修4】Unit2 Working the land英语说课稿Talking about the reading, speaking &writing part ofUnit 2 Working the LandPart1: On teaching materialThe lesson is the reading, speaking and writing part of Unit 2 of NSEFC Book1A. The central topic of this unit is about farming and green food. It is a part of training Ss’ integrating skills, with the emphasis on training Ss to express their ideas by using English. This reading passage is very short and simple, so in the reading teaching, Teacher should emphasize on reading ability of scanning and finding out information correctly in a short given time. In speaking teaching, Teacher should create a situation close to life to stimulate Ss to speak, and guide them to use the useful expressions to express their ideas. In writing teaching, Teacher should guide Ss to use what they have learned in reading and speaking into their writing. The teaching syllabus demands that teaching should make developing students’ ability as its final aim. Thus, I set the teaching aims of the lesson as follows:Part 2: On teaching aimsKnowledge objectives:1). Ss will get to know the definition and knowledge related to green food.2). Ss will get to know some new words and phrases related to green food.3) Ss will get to know some useful expressions to persuade others.Ability objectives:1). By discussing and reporting, Ss’ thinking will be activated, their interest of writing will be aroused , and their output of language will be increased, thus improving their ability of language expressing.2). While discussing and communicating, Ss will get to improve their communicating strategy, and master the way to persuade others in English.3). Ss will be guided to practise writing a poster, and be encouraged to use what they learn into their writing, and thus further develop their ability of using language. Moral objectives:1). Ss will get to try best to cooperate with their classmates and help each other.2). Ss will get to know the importance of green food and healthy eating.Teaching important and difficult pointsAmong these aims, the aims of mastering words and expressions, applying the expressions in language situations and writing a poster are the important and difficult points.Part3: On teaching methodsTo achieve the teaching aims, I follow the “student-centered” principle. Make the students the real masters in class while the teacher acts as a director. And the communicative approach and task-based method are adopted. I make every student work in class through pair or group work. Besides, to increase students’ interest for learning, I will make full use of modern equipment and some encouraging and polite remarks.Part 4.: On learning methodsLearning is as important as teaching. While learning, Ss should use their eyes, ears,mouth and heart to see, listen, speak and feel. Ss should learn by reading, speaking, observing, cooperating, discussing, and deducing. Above all, they should learn with interest and motivation.Part5: On teaching procedureStep1. Guessing gameTeacher takes out a box and let Ss guess what it is in the box according to the given information. (It is a barn egg or free range egg土鸡蛋)Explanation: this part aims to stimulate Ss’ interest and thus lead to the following talk naturally.Step2. lead-in1. TalkTopic: Why do people prefer the meat of “free range” animals, for example, “free range’ pig and “free range” chicken?Explanation: this step is to warm up and at the same time, also a good chance to revise the learned expressions: grow with natural fertilizers; rich in minerals; keep…free from chemicals; free of…And present new expressions: What is the advantages of… ? This is go od value because…; If I have a choice, I’d choose…, because…And then , Teacher presents the idea according to the talking above: We are what we eat!2. SurveyDo a survey to see whether Ss pay enough attention to healthy eating.Sample of survey:1).What do you think is healthy food? Why?(green food) ( Encourage Ss to use the new expressions)2). Green food is ____________Food that is green B. edible wild herbsVegetables and fruitsNone of the above is exactly rightExplanation: this survey is to make Ss know if they pay enough attention to healthy food and test whether they know green food, and then lead to the following question.3. :What is “green food” in your eyes?Explanation: By asking this question, Teacher collects Ss’ opin ions of green food and lead to the reading passage naturally.Step 3. Reading1.Individual work: Read the text fast and keep the two questions in mind:1) What is Green Food?(present the new word “certain”, explain it and its usage)2) What are the advantages of it? Any disadvantages?2. Pair workDiscuss: What other advantages does “green food” have?Explanation: This step is to train Ss’ skill of scanning to find out the related information in the passage and encourages Ss to discuss in pairs and get more ideas share them with others, and get ready for the following speaking.Step3. SpeakingSituation:Suppose you are a producer of green food , but it’s a pity that people do not know about your food and how good it is. And they don’t want to buy because of its high price. So you need a salesman to promote sales. And you put up a poster:Salesman Wanted !A salesman is badly wanted !Talkative and persuasive.HIGH pay.For the interview, you are required topersuade the interviewer to buy our green food.Pair work: make up a dialogue for the interview. You, the interviewer, acts as a customer and your partner acts as a salesman. Remember to use the useful expressions.Explanation: by creating a situation close to life, this part aims to encourage Ss to talk in English, using what they have learned, thus pracising their communicating ability of using language in a true situation. The poster is designed here to let Ss have an initial idea of posters, thus laying a base for the following writing.Step4. Writing1. Discuss in pairs:1) What should be included in a poster? Or what’s the structure?2) What’s the characteristic of the language used in a poster? (show the poster of “salesman wanted”, and let Ss find out the characteristic according to it)2. Practise shortening sentences.Get Ss to shorten the sentences of advantages of green food, and another sentence said by teacher: If you want to be healthier and fitter, you should eat “green food”! Explanation: By discussing the structure and the language characteristics of a poster, Ss will get a deeper impression of posters, and thus get well prepared for writing. By showing the sample of a poster, Teacher improves Ss’ ability of observing cooperating and deducing.3. Writing1) Ss are asked to write a p oster for their green food to put it on Rui’An Daily, according to the requirements and reference.Requirements:1. writing in the correct structure.at least 3 reference words and phrases.at least 3 shortened sentences .attractive and persuasive ideas.Reference:Words or expressions :reduce; supply; free of; grow with natural rather than chemical fertilizers; richer in minerals; keep…free from chemicals; be certain to…, etc.Function: Shortened sentences, eg, “No chemical fertilizers used”2) Assessment of the first draft:1. Does the poster have a clear structure?2. Do you use at least 3 words and expressions from this unit?3. Do you use at least 3 shortened sentences?4. Do you use correct forms in verbs and nouns?5. Does it sound persuasive?If all above are done , you will get A.3) present a version written by a student. Get Ss to assess it according to the given criteria, and correct mistakes if any.4) Get Ss to exchange their writings and assess them.Explanation: Teacher creates a stage for the writing task to motivate Ss’ interest and eager to write. By giving requirements and reference, Teacher lays emphasis on the form of language and the content of language as well, thus achieving the goal of using language in a true situation. Teacher offers assessment to Ss to guide them to make comments and help them learn from others.Step5. Topic Summary and Conclusion1 Ss Summarize their understanding of “green food” with one sentence or proverb and share it with classmates.2. Teacher concludes: We are what we eat!Explanation: Summarizing the topic helps deepen Ss’ understanding of the topic and collecting and sharing the summary helps broaden Ss’ knowledge and make a preparation for the following project. A good conclusion can call on them to pay attention to green food and healthy eating.Step6. Homework:Revise and polish the writing.Assess your writing in pairs according to the given criteria.Project: Hold a poster competitionExplanation: This step aims to impro ve Ss’ writing ability and self-assessing ability by revising and polishing. Assessing in pairs helps achieve the goal of developing Ss’ ability of cooperation, and communication. The competition motivates Ss to perfect their posters, share and learn from others.Part6. On blackboard designUnit2 Working the LandWords & phrases useful expressionsreduce what’s the advantage of…?supply why is this good value?free of…This is good value because…rich in minerals If I have a choice I’d choose…because…grow with natural fertilizersbe kept free from chemicalsbe certain to…We Are What We Eat!。
高中英语说课课件_Unit_2__working_the_land
Types and characteristics of burns
How many types of burns are there? and what are they? 1. First degree burns 2. Second degree burns 3. Third degree burns
Unit 5 First aid
三：Teaching methods
1. Task-based Language Teaching Method 2. Individual work, pair work and group work 3. Discussion Ⅱ. Teaching aids A multi-media computer and a blackboard.
Unit 5 Frst aid
Lead-in and Pre-reading
A beautiful girl doesn’t like wearing short-sleeved shirts or dresses. Do you know wh Because she was burned by hot porridge and h a scar. In fact, if her father had known first aid for burns, there wouldn’t have been such a sca
四：Teaching procedures Step 2:
Unit 5 Frst aid
Reading
What does this text talk about? This passage mainly tells us the ______ of functions
《Working the land》教案全面版
Unit 2 Working the landTeaching aims:1. Target Languagea.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. Important sentencesThis special strain of rice makes it possible to produce one-third more of the crop in the same fields. P10He cares little about spending the money on himself or leading a comfortable life. P10 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.3. Learning ability goalsHelp Ss learn how to describe Dr Yuan Longping including his personality.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 makecontributions 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 methodsTalking, questioning-and-answering activity and reading.Teaching aidsA tape recorder, a projector and a computer.Teaching procedures && waysThe first period ReadingStep 1.Greeting and Revision1.Greet the students as normal.2.Revise the warming up with the following questionHow do you think to grow our main food--rice?-----1)First, the farmers plow the field. They have to make the soil loose enough to plant crops.2)Second,grow some young plants3)Third, they insert the young plants into the loose field.4)At last ,they will get the harvestStep 2 Pre-reading1 Ask the following questions1).What’s the main food in Canada and USA:----- potatoes and bread2).What is the main food in South America:----- corn/maize3 )What is the main food in Southeast Asian countries:----- rice2 Show the students some pictures and ask the questionWhat is happening to these people in East Asian and Southeast Asian countries?Then show more news like that:International Facts on Hunger and Poverty (2002)1)Every 8 seconds, a child somewhere in the world dies from starvation.2)More than 800 million people in the world suffer from malnutrition (营养不良)---799 million of them are from the developing world. More than 153 million of them are under the age of 5.At last ask the students to discuss:If you had the chance to do something to help end hunger in the world, what would you do?Encourage the students to tell their opinions, Then give a conclusion:The only way to solve the food shortage problem is to increase the output of the grain crop per land area through the advancement of science and technology.3.lead the students to pay attention to the people---Yuan LongpingAsk : What do you know about him?--------Father of Hybrid RiceThen lead to the topic of the reading passage.A Pioneer For All PeopleStep 3 ListeningListen to the tape, try to find out some information of the hero.Name ____________Age ____________Job _____________Education _________Achievement _______Hobbies __________Step 4 Fast readingRead the passage quickly and answer the true-or- false questions• 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 simple life than most rich and famous people. Step 5 Careful readingRead each paragraph and answer the following questions:Para 1:1.What dose Dr. Yuan look like? Why?2.What is his achievement?Para 2:1.Why did Dr. Yuan want to increase the rice output when he was young?2.How does he help rid the world of hunger?Para 3.41. What kind of life is Dr. Yuan leading?2.What is Dr Yuan’s dream?Step 6 Skimming:Step 7 Homework1.Learn the poemThe Peasants’ LotLi Shen (772-846)Farmers weeding at noon,Sweat down the field soon.Who knows food on a tray,Due to their toiling day?2. Finish the exercises in Learning about Language.3. Retell the text in about 150 words.Notes:a. Use the first person to retell the story.b. Try to use the proper conjunctions.The second period Learning about Language(The –ing form as the Subject & Object)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.ProceduresI. Warming upWarming up reading aloud the text A PIONEER FOR ALL PEOPLELanguage is learned in context. So let’s first review the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly.II. Discovering useful words and expressionsIn pairs do the exercises 1, 2 and 3 on pages 11 and 12. You must finish them in 5 minutes. III. 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 1,2,3,4and 5 on pages 12 and 13. You may just write on your text book. I mean the student’s book you are working by.III. Ready used materials for The –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。
Unit 2 Working the land 说课稿
Unit 2 Working the land 说课稿大家好，今天我要介绍的课是普通高中课程标准实验教科书英语必修4第2单元Working the land的阅读部分。
下面我将从以下四个方面阐述我的课：教材分析和学情分析、教学方法、教学步骤和板书设计。
一、教材分析：(教材内容分析，学情分析，教学目标, 教学重点和难点)首先，我来讲下我的教材分析。
这主要包括教材内容分析, 学情分析，教学目标和教学重点和难点四个方面。
1. 教材内容分析这篇阅读材料紧扣本单元的中心话题“农业”，讲述了“杂交水稻之父”——袁隆平，投身农业研究，研制出一种高产水稻，缓解了世界上好多国家的饥饿问题。
既是对前面热身部分的升华，也是这单元的主题内容和词汇学习的重点。
这篇文章结构十分清晰，从袁隆平的成就说起，继而介绍他的工作经历到后来的人民饥饿问题，袁隆平致力于解决这个问题研制出的杂交水稻产量高。
通过对袁隆平性格的分析，鼓励学生热爱生活，尊重农民，积极的为自己的家乡做贡献。
2. 学情分析学生对本单元的主题“农业耕作”的话题是十分的熟悉，而且大多数学生都来自农村，他们对农业的耕作有一定的了解与见解。
高一现阶段的学生也已经掌握了基本的像寻读，略读，概括等阅读技能，他们也能就一些问题进行对话讨论。
但是，学生的词汇量不是很大，对文中出现的一些句式并不清楚，对有些句子所隐含的话外之音也不是很清楚，也对独立解决一些现实的问题感到困难。
3. 教学目标本节课的教学目标包括知识目标、语言技能目标、情感目标、文化意识和学习策略目标。
语言知识：1）学生能知道为什么要研究杂交水稻；2）通过学习大部分学生能够掌握并运用重要词汇语言技能：1）学生能够应用不同的阅读技能得到所需的信息；2）在略读后，学生能概括各段段落大意；3）学生能够分析作者某些句子的写作意图。
情感态度：学生能够认识到农业的重要性；文化意识：学生能对各个国家的主要饮食有一定的了解。
学习策略：1）通过与同学的交流，谈论如何播种到收获，学生能提高他们的交际策略；2）学生能通过网络获得更多关于农业方面的知识。