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。
4. 教学重点和难点
重点：1）学生们要提高他们的寻读，略读，概括等阅读技能;
2) 学生对文章进行整体把握，理解文章大意；
3）学生能够掌握使用文中的重要新词。
难点： 1）学生要能概括出各段的段落大意；
2）学生要分析出文中有些句子的隐含意义，深入理解文章。
二、 教学方法
在教学方法上，本堂课主要采用双向互动模式和提问式教学法。在学生篇章的学习教学时，主要是采用双向互动模式，分步骤的读前、读中、读后的阶段行的学习，使学生们渐进深入的理解文章。此外，本堂课重在培养学生的能力，因此，我选择使用提问式教学法。调动学生积极性，帮助学生更好地理解教学内容，发展和强化学生的语言实践能力和自主学习能力，是学生能将所学知识和现实问题结合起来。
三、 教学设计/教学步骤：
本节课共45分钟，计划分5步骤完成，热身，导入新课，课文阅读理解，然后是精讲第一段，最后是作业布置。
步骤1. “热身”(Warming-up):
步骤一是热身活动，我会给学生提出一个问题，让他们想出一些和农业有关的单词。然后，我会将这些单词放在PPT上，并且让学生欣赏一首诗,找学生来翻译一下诗歌。再让学生说下大米是怎样种植的。我会和学生一起完成这项任务。通过照片还有学生自己的动脑思考，让学生对本堂课产生兴趣，进入课堂。
步骤2. 导入新课lead-in
我会给学生们介绍一下不同国家的日常饮食的一些知识，基本上让学生们对不同国家的的主食有所了解，进而延伸出中国的主食是大米，尤其以南方为主。第二个活动是在第一个活动的基础上，让学生思考一个问题“What do you think would happen if tomorrow
there were suddenly no rice to eat?”。然后告诉学生一些事实，让他们来发表他们的想法解决这个问题。这个步骤主要是让学生对农业方面的知识有所了解，而且随着学生的思考，他们会对文章更加感兴趣。同时让学生知道最有效的方法就是提高水稻的产量，以此来引出“杂交水稻之父”------袁隆平。
步骤三：课文阅读（While-reading）
第三步是课文的阅读理解，包括三个活动，快速阅读、扫读和精读。
1）快速阅读:(fast reading)
学生可以边听课文朗读边阅读，学生需要快速的浏览全文，了解文章大意，概括文章的大意。
2）扫读（scanning）
扫读之后我会让学生进行扫读填空。扫读之前我会把需要的信息打到屏幕上，让学生先扫视一遍，再让学生快速扫视全文，找到相应的句子填空。这样学生们对文章的细节内容也会有所了解，也锻炼他们的扫读能力。
3）精读（careful reading）
通过两个问题的回答，让学生了解第一段的内容。然后教师再详细讲解每个句子及其中的语言点，并在PPT上呈现一些例句让学生领会掌握。帮助学生更好地理解教学内容，发展学生的语言实践能力和自主学习能力。
步骤四：作业布置(homework)
1.让学生完成几道练习，巩固本节课所学的语言点。
2.课后加强记忆课堂内所学习的语言点。
3.预习剩下的文章内容。
四、 板书设计(Blackboard Design):
Unit 2 Working the land
Reading: A Pioneer For All People
Yuan Longping --------father of hybrid rice
His appearance-sunburnt face andarms and slim,strong body----looks like a farmer.
His achievement—super hybrid rice -------a scientist
[高中英语]Working the land学案
![[高中英语]Working the land学案](https://360docs-1393072327.cos.ap-beijing.myqcloud.com/0ab2f42dddccda38376bafda.webp)
1 Unit 2 Working the land
Period 4 Using language: Extensive reading
Teaching aims:
I. Topics: Chemical or organic farming
II. Useful words and expressions: Chemical, production, bacteria, pest, nutrition, mineral,
discovery, focus, soil, reduce, root, skim, underline, summary, comment, build up, lead to, focus
on, keep...free from/ of
III. Ability and emotion
1. Develop Ss’ reading skills by extensive reading and enable them to learn how to use different
reading skills to read different reading materials.
2. Have Ss tell about modern agriculture and organic farming.
3. Let Ss have a better understanding of organic farming and pay attention to the quality of food
we eat.
Step1 Leading in
Ask Ss what they know about organic farming. Collect their ideas on the blackboard.
Step 2 Skimming
Ask Ss to skim the passage and find the main idea of this passage and each paragraph.
【人教英语一轮讲义】必修4 Unit 2 Working the land【教师用书】
Unit 2
Working the land
Ⅰ.写作单词——会拼写
1．struggle vi.&n. 斗争；拼搏；努力
2．expand vt.&vi. 使变大；伸展
3．rid vt. 摆脱；除去
4．regret vt. 遗憾；惋惜
n. 遗憾；懊悔
5．focus n. 焦点；中心点
vt. 集中；聚焦
6．reduce vt. 减少；减缩
7．comment n. 评论；议论
vi.&vt. 表达意见；作出评论
8．therefore adv. 因此；所以；因而
9．disturb vt. 扰乱；打扰
→disturbed adj. 烦恼的
→disturbing adj. 引起烦恼的；令人不安的
10．circulate vt.&vi. 循环；流传
→circulation n. 循环
11．free adj. 自由的
→freedom n. 自由；自主
12．equip vt.&vi. 配备；装备
→equipment
n.
设备(不可数)
13．confuse
vt.
使迷惑；使为难
→confusing
adj.
令人迷惑的
→confused adj. 感到迷惑的
→confusion n. 迷惑
14．export vt.&vi. 输出；出口
→import (反义词)
vt.&vi. 输入；进口
15．discover vt. 发现；发觉
→discovery n. 发现；发觉
16．occupy vt. 占领；占据
→occupation n． 工作；职业；占领
Ⅱ.阅读单词——要识记
17．Statistic n． (常用pl.statistics)数据；统计；统计数字；统计资料
18．battle n. 战役；战斗；较量；斗争
vt.&vi. 搏斗；奋斗
19．hunger n. 饥饿；欲望
vt.&vi. (使)饥饿
高考英语 Unit 2 Woorking the land(练案+学案) 新人教版必修4
1 Unit 2 Woorking the land
课前10分钟
短文填空
New Zealand is only a young country and _____very far away from
China.From the southern parts of China，it ______ more than 9,000
kilometres across Southeast Asia to ______ New Zealand. the
fact that New Zealand is so far away，ties have existed
the two nations from early on.The first wave of Chinese settlers
_______ around the middle of the nineteenth century.Most of them
came from southern China.They came to try their ______ to find
gold.Gold was discovered in New Zealand in the 1850s.This
many pioneers who hoped to become rich through the gold business.
lies
takes
reach
between
arrived
luck
attracted
Despite
漫画欣赏 2 画面描述
A boy is absorbed in fishing.Three other boys are leaving，emptyhanded，though there’re many fish in the water.
2021届高三英语人教新课标一轮复习导学案必修四Unit2Workingtheland
高中英语学案大全，高考学案大全必修四 Unit 2 Working the land
Ⅰ.单词—在语境中默写，在联想中积累[写得准][用得活][积得多]
1.struggle vi.& n． 斗争；拼搏；努力2.therefore adv. 因此；所以；因而3.regret vt. 遗憾；惋惜n. 遗憾；懊悔4.focus n. 焦点；中心点vt. 集中；聚焦5.reduce vt. 减少；减缩ment n. 评论；议论vi.& vt. 表达意见；作出评论7.expand vt.& vi. 使变大；伸展8.confuse vt.使迷惑；使为难→confusing adj.令人迷惑的→confused adj.感到迷惑的→confusion n．迷惑9.freedom n．自由；自主→free adj.自由的10.export vt.& vi.输出；出口→import (反义词) vt.& vi.输入；进口11.discovery n．发现；发觉→discover vt.发现；发觉→discoverer n．发现者12.disturbing adj.引起烦恼的；令人不安的→disturbed adj.扰乱的→disturb vt.扰乱；打扰13.hunger n．饥饿；欲望 vt.& vi.(使)饥饿→hungry adj.饥饿的14.circulate vt.& vi.循环；流传→circulation n．循环15.equip vt.& vi.配备；装备→equipment n．设备(不可数)用所给词的适当形式填空1.Women have gained the freedom (free) to decide whether or not to marry.2.I began to take up the occupation (occupy) as a teacher in my twenties.
高中英语_Unit 2 Working the land 阅读课 A pioneer for all people教学设计学情分析教材分析课后反思
1
Unit 2 Working the land
主题语境：人与社会—传记
语篇类型：人物介绍
Reading: A Pioneer for All People 教学设计
Teaching objectives:
1. Students can master the key words and expressions, such as
disturbing, expand, circulate, struggle, thanks to, rid…of, be satisfied
with, would rather and so on.
2. Students can have a better understanding of Yuan Longping’s great
value of the scientific research and his qualities.
3. Students are able to improve reading strategies for skimming, key
words, word-guessing, paraphrasing, summarizing as well as critical
thinking ability and cooperative ability.
4. Students are able to enhance a sense of responsibility, struggle for
their dreams and make contributions to creating a stronger country.
Teaching important points:
Students are able to improve reading strategies for skimming, key words,
2020高考英语新增分方案大一轮人教新课改省份专用讲义：必修4Unit2Workingtheland含答案
Unit 2 Working the land
一、课前基础自查
(一)分类记单词——省时高效
Ⅰ.阅读单词(知其意)
1.statistic n． 数据；统计；统计数字；统计资料
2.sunburnt adj. 晒黑的
3.super adj. 特级的；超级的
4.output n. 产量；输出
5.circulate vt.& vi. 循环；流传
6.skim vt. 浏览；略读
7.occupation n. 工作；职业；占领
8.personality n. 性格；个性；人格
anic adj. 有机的；器官的；组织的
10.nutrition n. 营养；滋养；食物
11.fertilizer n. 肥料；化肥
12.bacteria n. 细菌
13.industrial adj. 工业的；产业的
14.pest n. 害虫；害兽；害鸟
15.mineral n. 矿物；矿石 Ⅱ.重点单词(写其形)
1.decade n． 十年；十年期
2.soil n. 土壤
3.summary n. 总结；摘要；概要
4.regret vt. 遗憾；惋惜
n. 遗憾；懊悔
ment n. 评论；议论
vi.& vt. 表达意见；作出评论
6.focus n. 焦点；中心点
vt. 集中；聚焦
7.therefore adv. 因此；所以；因而
8.reduce vt. 减少；减缩
9.struggle vi.& n. 斗争；拼搏；努力
10.expand vt.& vi. 使变大；伸展
11.grain n. 谷物；粮食；颗粒
12.battle n. 战役；战斗；较量；斗争
vt.& vi. 搏斗；奋斗
Ⅲ.拓展单词(通其变)
1.hunger n．饥饿；欲望vt.& vi.(使)饥饿→hungry adj.饥饿的；渴望得到的
译林版高中英语扩展创新学程一Unit2课文
Unit 2 Working the land
Reading：
Precision farming hits its target
When we think of farming, the first image that springs to mind might be of a farmer
working in a field under the baking sun. Face covered in sweat, he might be walking
through the field, carefully checking his crops before deciding what needs to be done.
In modern times, however, this deep-rooted image of a traditional farmer is being
changed. The collaboration between farming and technology has given rise to
precision farming, an approach that equips farmers with the tools and data they need
to make reliable decisions with remarkable accuracy. It aims to improve food
production and conserve the environment by reducing a farm’s input and increasing
its output. This evolution is having a positive impact on farming, while also providing
(完整版)新人教版必修4Unit2WorkingthelandReading课文翻译中英对照
A PIONEER FOR ALL PEOPLE
造福全人类的先驱者
Although he is one of China's most famous scientists, Yuan Longping
considers himself a farmer, for he works the land to do his research. 尽管他是中国最著名的科学家之一，袁隆平仍然认为自己是个农民，因为他在田间耕作，进行科学研究。Indeed, his sunburnt face and arms and his slim, strong
body are just like those of millions of Chinese farmers, for whom he has
struggled for the past five decades. 的确，他那被太阳晒得黝黑的脸和手臂，以及他那消瘦而结实的身躯，就跟其他千百万中国农民一样。过去50年来他一直在努力帮助他们。Yuan Longping grows what is called super hybrid rice.袁隆平种植的是被称为“超级杂交水稻”的稻种。 In 1973, he became the first
agricultural pioneer in the world to grow rice that has a high output. 1973年他成为世界上第一位种植高产水稻的农业先锋。This special strain of rice makes
it possible to produce 20% more of the crop in the same fields. 这种特殊的稻种使得同样的田地多收获20%的产量。Now more than 60% of the rice
produced in China each year is from this hybrid strain.如今中国每年生产的稻米60%以上出自这种杂交稻种。
Unit 5 Working the Land 教学设计-高中英语人教版选择性必修第一册
课例名称 Using Language -Chemical versus organic farming
实习班级 高二（12）班 实习科目 英语
上课时间 2022年 11月 30日（星期三 ）第 4节
教材名称：新改版人教版高中英语选择性必修 第1册；第5单元，第2课
学情分析：
Class 12 of Grade 2 is the key class of this grade. In the second year, the
complete system of students' cognitive structure has been basically formed, with the
rapid development of various elements, thinking is more mature, abstract logical
thinking gradually formed, creative thinking has been greatly improved, students can
get methodology through observation and inquiry. Influenced by the level of students,
students lack of oral English literacy, but students have enthusiasm for English
learning, independent learning, actively participate in class and can bravely express
their views.
教材分析：
This class is an expository essay on evaluating chemical and organic farming.
高中英语 Unit 2 Working the land Section Ⅰ Warming up
word - 1 - / 8 Unit 2 Working the land
袁隆平是杂交水稻研究领域的开创者和带头人，一直致力于杂交水稻的研究，被称为“杂交水稻之父〞。通过本文一起来了解一下吧！
Road to super hybrid rice
Born in a poor farmer's family in 1930 and as a graduate of the Southwest
Agriculture Institute in 1953，Yuan Longping began his teaching career at an
agriculture school in Anjiang，Hunan Province.
He came up with an idea for hybridizing rice
in the 1960s，when a series of natural disasters
and inappropriate policies caused China to
suffer a severe famine that led to many
deaths.Since then，he has been devoting himself
to the research and development of a better rice
breed.
In 1964，he happened to find a natural hybrid rice plant that had obvious
advantages over others.Greatly encouraged，he began to study the elements of this
particular type.
In 1973，in cooperation with others，he was finally able to establish a plete