Unit 2 Working the Land
A Pioneer for All People
教学目标：
1. Knowledge aims: To learn something about Yuan Longping and his achievement.
2. Ability aims: To further improve students’ reading ability and get useful information according to the text.
3. Emotion aims: To help students have a better understanding of the great value of the scientific research done by Dr Yuan Longping
教学重难点:
1)To get students to read the text and learn something about the scientist, such as his great achievements and his personality.
2)To train the students’ ability to understand the content of text in detail.
教学方法：
Pair work and group work
教学过程:
Step1: warming up
1.Micro-class
2.Watch a short video
Step 2：Pre-reading
1.What problem did he solve?
2.How did he solve this problem?
Step 3: while-reading
1) Fast reading高中英语课文
Task 1. Skimming
Match the main idea of each paragraph.
Para1 A. Dr Yuan’s dreams.
Para2 B. Dr Yuan’s personality.
Para3 C. Dr Yuan’s biography.
Para4 D. Dr Yuan’s appearance and his achievement.
设计目的：要求学生概括并匹配段落大意，帮助学生快速掌握文本内容和篇章结构。
Task2.Scan the passage quickly and complete the following chart about Yuan Longping.
Name | Nationality | ||
Age | Occupation | ||
Education | |||
2) Careful reading
Para. 1: appearance and his achievement
Q1: Why does he consider himself a farmer?
______________________________________________________________________________________________________________
Q2: True or False?
He grows what is called super hybrid rice, which makes it possible to produce 60% more of the crop in the same fields.
Para 2 His life experiences
Time | Information |
1930 | |
1953 | |
As a young man | |
now | |
Para. 3 Dr Yuan’s personality
①Which of the following description about Dr Yuan’s personality 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.
C. He would rather work than lead a comfortable life.
D. He enjoys a simpler life than most rich and famous people.
②What are Yuan’s hobbies?
Para 4. Two dreams
The first dream: Produce a kind of rice that could __________________.
Plant: as tall as ______________
Ear: as big as an ear of____________
Grain: as huge as a________________
The second dream:____________________________________________
设计目的：以上活动中问题的设置需要学生对文本信息进行提取、形成理解、进行分析，最终达到运用和评价的思维层次。
Step 4:Post-reading
Interview: Suppose you are a reporter and will have an interview with Mr. Yuan face to face. You can ask questions about your concerns.
设计目的：激发学生对以袁隆平为代表的农业科学家的崇敬之情，提升对农业发展意义的认识；帮助学生厘清介绍人物的写作特点。
Step 5: summary
Famous scientist as he is, Yuan Longping considers himself a farmer. As a young man, Yuan Longping saw the great need for①______(increase) the rice outputs. At the time, hunger was②__ disturbing problem in China. He wanted to increase rice harvests without ③______(expand) the area of the fields.④________his research, the UN has more tools in the battle to rid the world of⑤_______ (hungry).
Though he has⑥________ (struggle) for the past five decades, Yuan Longping is quite⑦_________(satisfy) with his life. However, he doesn't⑧__________ being famous. He feels it gives him less⑨______ to do his research. He would much rather keep time for his hobbies. He therefore gives millions of yuan to equip others for their research in⑩______(agricultural).
设计目的：培养学生总结大意的能力。同时学生根据构词法认识并积累词汇、在语境中理解并运用词汇的学习策略。
Step5: Homework
1)Write a brief introduction about Dr Yuan.
2)What should we learn from Dr Yuan?
【学情分析】
大部分学生基础较弱，运用英语进行交际的能力较差，所以在文章阅读上设置思考递进式的问题一步步引导学生阅读，激发他们的学习热情，使学生的学习思想从“被动接受型”慢慢向“自主学习型”转变。也有部分基础较好，学习能力较强，学习动机较稳定的同学，这部分同学鼓励他们参与稍难点的题目。让他们学习思维的逻辑性和创造性逐步提高。基于学生学习水平的不同，恰当的采取因材施教的方法进行教学。
基于以上原则，首先在问题设置上，采取循序渐进的方式，难易问题活动适量，让更多的学生积极参与进来。其次，小组讨论，同伴合作，激发全体参与到课堂中，同时增强了同学们之间的凝聚力。最后，模拟访问形式，让学生既巩固学习了本课内容，同时使学生的情感态度和价值观的得到升华。让学生在愉快学习的环境中锻炼英语语言表达能力，理解个人的发展和价值的实现要与社会和国家发展的需要相结合。
【效果分析】
【一】转变教学角，以学生为主体，注重学生的个性发展。
本节课体现了《新课标》的要求，面向全体学生，教师转变在教学中的角，成为学生的引导者，引导学生自主、探究、合作学习，使学生真正成为学习的主体。教学目标、重难点明确，注重联系学生生活实际创设真实的语言环境。
【二】注重引导学生阅读技巧，形成有效的学习策略。
在文章阅读上采取略读、扫读、预测的方式让学生理解文章大意。在细读过程中读，跳读，段落填空的方式精准阅读，掌握重要词汇和语法。
【三】开展协作活动，调动学生课堂参与热情。
为了让学生更充分的了解袁隆平的概况，本课导入部分从中国诗歌，古代农学家入手，以微课堂的方式导入，再穿插袁隆平的相关视频，一下点燃学生学习的热情，再通过一些图片和问题，让学生在教师的引导下讲出相关知识。在阅读过程中也创设多种活动任务。学生小组，同伴协作形成组组之间，同伴之间的抢答意识。最后以采访袁隆平的情境设置环节结束本课的总结升华环节，激活学生的思维，培养了他们发散思维能力。整个教学过程
成为学生主动吸收和输送信息的学习过程。
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