新课标必修四Unit 2 Working the Land
Reading A Pioneer for All People
舟山普陀六横中学 孙 良
教学设计
Teaching Aims:
1. Train students’ reading skills through skimming and scanning.
2. Get students aware of the serious problem in agriculture.
3. Get students to know about Yuan Longping and his super hybrid rice, thus leading students to understand the importance of his research and what he has been doing for mankind.
4. By comparing the two persons, students learn to grasp the details and draw their conclusions.
5. Through discussion, students are aware of some practical problems in farming.
6. Get students to notice and learn some useful phrases.
Teaching Important Points:
Improve students’ reading ability and help them understand the passage better.
Teaching Difficult Points:
1. How to find information with the help of some key words.
2. How to put what students have learned into practice.
Teaching Methods:
1. Brainstorm before reading to cause students to think about the problem existing in farming and give their suggestions.
2. Skimming and scanning to understand the passage and find some facts.
3. Evaluation to help students to use what they’ve learned to make a comment.
4. Discussions in the form of group work to urge students to find information
and draw a conclusion, and to express their own ideas.
Teaching Aids:
1. a computer 2. a blackboard
Teaching Procedures:
Step 1. Lead-in
Greet students and introduce myself and my hometown—Zhoushan and show students some interesting places of Zhoushan.
(T: Zhoushan is an island city with many small islands. Let me take you to make a picture trip. …If you plan to pay a visit, you’ll enjoy yourselves, I’m sure.)
Step 2. Brainstorm
Let Students compare three groups of pictures and tell the problem teacher is
worried about, then ask students for suggestions to solve the problem.
(T: Great changes have taken place in my hometown, but now I get worried. There’s a problem. Have you noticed the problem? Can you guess what I’m worried about?—More and more farmland has been used for buildings, but not for farming.)
(T: We should produce more crops in the same fields. Maybe we can plant some special rice—super hybrid rice.)
Question 1) Who’s famous for doing research in super hybrid rice in
?
(Yuan Longping.)
Ask students to look at the portrait of Yuan Longping and express their impression of him.
Question 2) What’s your first impression of him?
(He looks like a farmer.)
Question 3) What causes you to think that he looks like a farmer?
(His sunburnt face, arms and slim, strong body.)
Question 4) What do you know about him?
Students say something about Yuan Longping if they can.
Step 3.
Activity 1 Get students to read the passage quickly and do “True or False” exercise.
1. Dr Yuan’s kind of rice is the most suitable for
2. Dr Yuan would rather work than relax. (T)
3. Dr Yuan enjoys a simpler life than most rich and famous people. (T)
4. Last year Chinese farmers produced five times as much rice as they did in 1950. (F) (four times)
5. Yuan is now circulating his knowledge in developed countries. (F)
(less developed)
6. Dr Yuan enjoys swimming and reading as well as playing the violin in his spare time. (F) (He no longer plays the violin now.)
7. Dr Yuan has dreams when he is asleep and also when he is awake. (T)
Activity 2 Get students to read the passage again and know the facts about Dr Yuan Longping and his hybrid rice to complete the forms.
|
facts about Yuan Longping |
|
|
birth |
in |
|
education |
graduate from |
|
personality |
regard himself as a farmer; care little about spending money on himself and being famous; |
|
hobby |
play the violin, play mah-jong, swim and read |
|
ideal(dream) |
export his rice to be grown all over the world |
|
facts about Yuan’s super hybrid rice |
|
|
capacity |
produce 1/3 more of the crop in the same fields; more than 60% of the rice in |
|
application |
besides their rice harvest |
|
contribution |
rice harvests being produced twice as large; 22% of people fed from just 7% of the farmland in |
|
future |
the rice being grown all over the world |
Step 4 Evaluation
Question: What kind of person is Dr Yuan Longping in your mind?
(Possible words to describe Dr. Yuan: intelligent, confident, unselfish, modest, energetic, determined, active, hard-working…)
Step 5 Discussion
Activity 1 Compare Dr Yuan Longping and Jane Goodall and find their similarities and differences.
(Students have a discussion in groups of four and every member is offered a chance to express what he/she gets.)
(Suggested answers:
Similarities: 1. They spend their lifetime on their researches.
2. They make great contributions to mankind and the whole world.
3. They have their dreams and make great efforts to make them true.
4. They both lead a busy life.
5. They love their work with their pure love.
6. They’re selfless and seldom think of themselves.
7. During the work, they never give up but just keep on, so they’re determined. . . .
Differences: 1. They have been doing their researches in different fields.
2. They have different ways of working.
3. Their receiving education is different.
4. The difficulty in working is different for different sexes.
5. They two got different results of researches.
6. They hold their different dreams.) . . .
Activity 2 Question:
Do you think Dr Yuan’s dreams can come true? Why do you think so? Give your reasons.
(Students discuss the topic in groups of four. After it, they choose a reporter to report their results.)
Step 6 Homework
Students are required to write a composition about a great or famous person with the help of some websites.
http://www.3703.com/01celeb.htm
http://www.4iq.com/peoplel.htm
http://www.eyoou.com/Article/mrjj/Index.html
教学启示与反思
本节课(A Pioneer for All People)是涉及农业主题的阅读课，主要介绍水稻之父袁隆平及其科学成就—杂交水稻。
反思本课教学全过程，引发以下思考。
自我评价：
一． 教学模块的设计
在教学设计中，引入较自然，通过介绍自己的家乡以及借助图片让学生猜测家乡中存在的问题，引起学生想了解教师情况的欲望，并且自然地与本课的主题衔接。
同时，在group work 1中，将袁隆平与简.古多尔进行比较，去挖掘科学家的精神本质，也让学生复习Unit 1并培养了他们进行细节捕捉和归纳总结的能力。在group work 2 的设计中，以袁隆平的梦想为切入点，旨在让学生深层思考农业农耕的实质，发散学生的思维。
二． 学生合作学习的指导
在课堂中，我发现该班学生的合作意识与表达意识不强，特别明显的是，在问题讨论中和小组合作活动中，大部分学生无简单记录和整理讨论结果的做法。针对这一现象，我及时调整教学策略，一方面向全班学生发出明确指令，另一方面进行个别具体指导，同时参与到学生小组讨论中，真实地感受学生的所作所为、所思所想，随时掌控课堂中的各种情况变化，以便继续进行有效的指导，给学生以心理上的支撑，使学生获得心理上的安全和精神上的鼓舞，使学生的思维变得活跃起来并进入合作状态，这样确保了小组合作的顺利开展，使学生之间、师生之间得到了很好的沟通，为教学的实效性提供了保障。
不足之处的几点思考：
一． 平台的搭建
整个班级学生的英语水平参差不齐，总体上说，在教学细节处我需要为学生设置更多更好的平台，以符合高一学生学习的特点和认知水平。
教学模块和容量
本课的教学设计结构比较清晰，但教学容量显得单薄，不够丰满。模块的整个结构也比较传统化，其中教学设计中还应该再细化，更新颖。比如在学生了解他获得了感动中国十大人物之一的称号后，可以设计一个模拟的记者招待会，让学生扮演角色，参与其中，这样不仅能使学生把学到的语言知识和信息在实践中得到很好的运用，同时又能培育学生的合作精神和发散性思维能力，使课堂教学更加出彩。
三． 多媒体课件
在观摩了众多参赛选手的课堂教学的课件后，相比之下，我的教学课件还需要不断丰富，在教学环节处理中，更多更新颖的课件设计能为课堂教学锦上添花，起到事半功倍的效果。
总之，通过本次课堂教学评比活动，使我更加深刻地认识到，教师在日常教学设计中要针对高中学生思维特点，遵循思维发展的规律。在教学内容、教学环节、教学方法上，合理分配布局、巧妙设计构思，留给学生更多的自主活动时间和空间，引发学生向思维的深层次发展，从而提高课堂教学的有效性。同时，根据真实的教学环境和学生状况，教师要不断提高教学应变能力，调整教学方法，充分调动学生的积极性，确保每一位学生都能有所收获。使我们的外语课堂充满活力和生机。