高中必修四Unit2 Working the land教案（集体备课）教案

2010.5.20高一英语组集体备课记录

地点：沙主任办公室

参加人员：高一英语组全体教师

主备人：岳莉.马丽水

内容：

  Unit 2 Working the land

Ｉ．单元教学目标

II． 目标语言

Ⅲ. 教材分析与教材重组

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 WARMING-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 COMPREHENDING 部分设计了三个练习。第一个是判断练习，学生根据课文中理解和收集的信息做出判断，甚至通过讨论才能做出判断。第二个是词语理解题。第三个练习提出问题，要求学生在阅读课文后作出回答,以检验他们的理解力和训练他们的归纳总结能力。

    1.5 LEARNING ABOUT LANGUAGE 部分学习本单元重点词汇和语法项目。词语学习部分采用给出词义而让学生从课文中找出与之匹配的词，然后用所找的词汇完成第二个练习中的短文，以及用课文中意义相近的词汇替换练习三句中划线部分。通过这三种练习帮助学生理解并能熟练应用课文中所学的词汇。语法部分通过从课文中找同义句引出动词的-ing 形式，教师此时可引导学生找出其他的句子，以启发学生理解-ing形式的句法功能。练习二通过模仿例句，用-ing形式做主语代替动词不定式改写句子。练习三要求学生连接短语造句，让学生学习-ing形式作宾语的用法，并列举后面接动词-ing形式作宾语的动词。练习四则训练学生v-ing形式在实际生活中的应用能力。练习五则设计了一个游戏以丰富学生的想象力。

1.6 USING LANGUAGE 部分综合训练学生的听说读写能力。第一部分读写结合，学生先阅读文章，文章写的是 Organic Farming or green food,读完后要求学生写一个摘要。在此教师要首先强调写摘要时学生一定要抓住文章的主题并且运用所学的重要词语。听力部分通过回答问题来提高学生的理解能力和理解的正确性。Reading, speaking and writing 部分把读，说和写有机地结合在一起。假设你是一个“绿色食品” farmer，通过背景阅读，你要有充分的理由，利用所提供的句型，以对话的形式说服他人购买你的食品。最后为你的食品设计一个有说服力的广告。

1.7 SUMMING UP部分要求学生归纳总结本单元内容、词汇和语法结构三个方面。

1.8  LEARNING TIPS 部分对如何提高表达能力提出建议。

2. 教材重组

2．1 把Warming up 和Pre-reading 作为reading 的导入内容，将这三部分与Comprehending整合成一节阅读课。

2.2 将 Learning about Language on Page 11, USING STRUCTURES (P50)设计成一节词汇和语法课。

2.3 将 Using Language 中的 Reading 和  READING TASK in Workbook (P51) 还有USING WORDS AND EXPRESSIONS on P51设计成一节泛读课。

2.4 将Using Language 中的Listening（P14），LISTENING TASK（P50）和LISTENING（P48）设计成一节听力课。

2.5 将 Speaking and Writing（P15）和SPEAKING AND WRITING TASK（P53）及TALKING（P48）设计成一节写作课。

2.6将 SUMMING UP (P16), USING WORDS AND EXPRESSIONS (P49), PROJECT和CHECKING YOURSELF (P47) 设计成一节复习课。

3. 课型设计与课时分配 （经过教材分析，本单元可用五课时完成。）

1st   period      Reading

2nd  period      Words and grammar

3rd  period       Reading

4th  period       Listening

5th  period       Writing

6th  period       Summary

Ⅳ. 分课时教案

The First Period Reading

Teaching goals 教学目标

1. Target Language 目标语言

a. 词汇和短语

Sunburnt, struggle, decade, super, output, crop, hunger, disturbing, expand, Vietman, circulate, satisfied, freedom

b. 重点句子

Thanks to his research, the UN has more tools in the battle to rid the world of hunger.

2. Ability goals 能力目标

Enable 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 goals 学能目标

Help Ss learn how to describe Dr Yuan Longping including his personality.

Teaching important points 教学重点

a. 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 points 教学难点

a. How to help students learn more about agriculture.

b. Help students really master the usage of words and expressions.

Teaching methods 教学方法

Talking, questioning-and-answering activity and reading.

Teaching aids 教具准备

A tape recorder, a projector and a computer.

Teaching procedures && ways 教学过程与方式

Step Ⅰ Greeting and leading in

T: Hello, everyone.

Ss: Hello, teacher.

T: In last unit we learnt some great women. Today we’ll learn a famous man. Who will it be? At first let’s look at the two pictures on Page 9. What are the people doing?

Ss: They are planting rice.

T: Can you tell me something about rice?

S: Rice grows in the south.

S: But in some place of the north we can also find rice.

T: Yeah. You are right. In fact rice is a cereal grain that has been grown for at least 5,000 years and is eaten by 2.4 billion people everyday throughout the world. In Australia, farmers have had to struggle with their harsh environment to grow rice.

Ss: Really?

Step Ⅱ Warming up

T: Have you ever grown any plants? If so, what did you do to grow them? If not, what kind of plant would you like to grow? How will you grow it?

S: I have ever grown corn and potatoes. In autumn, my father and I ploughed the soil deep for the first time, then in the next spring, we ploughed the soil for a second time, this time I put the corn seeds into the tunnel following my father. Finally my father covered the corn seeds by ploughing again.

S: I never grow any plant. I’d like to plant sunflowers. They look beautiful. They always face the sun when they are young. I dig some holes in my garden, put some sunflower seeds in them, water them and finally cover them with some more soil.

T: Very well. Have you ever been to the countryside? What did you do there?

S5: Yes, I went there to see my grandfather. In the village I played with other boys in the little stream and caught little fish. I even helped my grandfather get in the corn by cutting the corn stems, which made me tired.

T: Are you from a farmer’s family? What do you know about farming?

S: Yes, my father is a farmer. In my view, farming is hard work. People have to plant crops, smooth away weeds and get in the crops at the right time. They have to get up early to work in the field so as to protect themselves from the sunshine.

T: That’s right. In the north, the biggest worry that farmers have is the drought. When it doesn’t rain, and they can’t irrigate the crops, the crops will die and they will have nothing after hard working.

Step Ⅲ  Pre-reading

The purpose of this step is to let students know the importance of rice. By answering the two questions, students can easily understand why we call Dr Yuan Longping a pioneer for all people, and why  he devotes all his life to the rice research.    

T: Food is the basic need for man. Rice is a main food in all Eastern Asian and Southeastern Asian countries. It is said that there are 2.4 billion people to eat rice everyday throughout the world. What do you think would happen if tomorrow there was suddenly no rice to eat?

S: I think if that happened, people there would suffer from starvation. They would be panic and the whole country would get into trouble. Maybe the situation that human beings eat human beings will happen.

T: That’s too terrible. But this kind of thing once happened in history. Well, if you had the chance to do one thing to help end famine in the world, what would you do?

S: I would invent a new kind of plant to produce more food.

S:  I’ll make a kind of fertilizer to give rice enough nutrition and let them grow quickly and have high product. But first without pollution to our environment.

T: A great idea! Your idea is just the same with Dr Yuan Longping. Do you know Yuan Longping?

S: I heard that he is an expert on agriculture.

T: Yeah, today we are going to read a passage about him. Let’s see how he helped the world to solve the problem- starvation. Please open your books to Page 9.  

Step Ⅳ  Fast Reading

The reading material is about an agricultural pioneer named Yuan Longping who worked hard at a new strain of rice. It has proved so successful that his technology  spread into other countries. The purpose of fast reading is to let students find some useful information, and get familiar with the text. So in this step, teacher can design some questions for students, so that they can easily find the answers and finish the reading task.

T: Please scan the passage and find out the answers to the questions on the screen. Then I’d like to ask you to answer them.

Show the questions on the screen and give students three minutes to read the text quickly.

1. Why did Yuan Longping want to increase the rice output when he was young?

2. Is Dr Yuan more of a scientist or more of a farmer? Do you think he is a businessman?      

3. How would you describe Dr Yuan’s personality? Use three or four adjectives.

4. What do you think is the main reason for his success?

5. Dr Yuan thinks that a person with too much money has more rather than fewer troubles. Do you agree or disagree? Why?    

6. Dr Yuan developed super hybrid rice to help Chinese farmers and hungry people around the world. Can you think of any other major development that would make a great difference to world hunger?

Step Ⅴ Explanation

Show the following points on the screen.

1. struggle  v  to make great efforts

e.g. They have struggled for years to free their country from the enemy.

I’m struggling to finish the huge helping you gave me.

2. sunburnt adj  sun-tanned

e.g. His sunburnt skin looks healthy.

3. super adj (infml) excellent; splendid

e.g. You’ll like her, she’s super.

You look super in your new clothes.

It was super of you to help.

4. expand  v  

(cause sth to) become greater in size, number or importance

e.g. Metals expand when they are heated.

Why not try to expand your story into a novel?

5. circulate  v

(cause sth to ) pass from one person, place, etc to another

e.g. People who circulate false news are to be blamed.

Yet reports of this kind have been circulated by our newspapers.

The news of the enemy’s defeat quickly circulated round the town.

6. equip  v  

supply sb/sth (with what is needed, for a particular purpose)

e.g. Now all fishing boats are radio-equipped.

They can’t afford to equip their army properly.

Please equip yourself with a sharp pencil and a rubber for the exam.

7. export  v

send (goods) to another country for sale

e.g. India exports tea and cotton to many different countries.

This company has a large home market but doesn’t export.

8. rid ... of   make sb/ sth free from (sb/ sth unpleasant)

e.g. We all wish that we would rid the world of famine.

The farmer recently tried to rid the house of rats.

9. be satisfied with, be content with

e.g. The young lady isn’t satisfied with the peaceful life.

Are you satisfied with his answers?

10. would rather, prefer to

e.g. I’d rather walk than take a bus.

I’d rather you knew that now, than afterwards.

Step Ⅵ Listening and Post-reading

At first, let students listen to the tape, and then finish the exercise in Comprehending, we have involved some questions in Exercise 3, so teacher can choose some questions to do. For Ex 1 and 2, teacher can leave some time for students to finish and then check the answers with the whole class.

Step Ⅶ Summary and Homework

T: Today we talked about agriculture. And we also read about Dr Yuan Longping. We have known much about the great scientist. Of course we have learned some words and expressions about farming. Please try to grasp these words and expressions after class. Now please look at the poem on the screen:

                Farmers weeding at noon,

         Sweat down the field soon.

                        Who knows food on a tray,

                      Due to their toiling day?

T: Do you know it? Read it and say what does it mean?

Ss: Of course. It’s 悯农 written by Li Shen.

T: Right. The title is A HARD - WORKING FARMER. This is my gift to you. Please read it together. OK, hope you can remember it when you are having your dinners. Besides, I’d like you to think: even if Dr Yuan’s dreams come true, can this really solve the starvation? Why? This is the homework. Think it over. Next time I’ll ask some of you to give your opinion in the class. Another one is to finish the exercises in Learning about Language. Exercise 1, 2 and 3 are about useful words and expressions. Finish them. Next time we’ll check the answers. Ok, class is over. See you next time.

附件:

课文复述

Retell the text in about 150 words.

Notes:

1. Use the first person to retell the story.

2. Try to use the proper conjunctions.

3. Refer to the chart while retelling.

4. The possible version below can be used as a material for both retelling and dictation.

One possible version:

I’m Yuan Longping. Look at my sunburnt face and arms and my slim, strong body and you will think I’m more like a farmer than a scientist. In fact I have struggled for the past five decades to help farmers. In 1974, I began to grow a so-called super hybrid rice. This special strain of rice makes it possible to produce one-third more of the crop in the same fields.

I was born into a poor farmer’s family in 1931. When I was young, I saw many people go hungry often. So I have devoted myself to finding ways to increasing rice harvest without expanding the area of fields since I graduated from Southwest Agriculture College in 1953. Now more than 60 % of the rice produced in China each year is from this hybrid strain. I am circulating this knowledge in India, Vietnam and other less developed countries to increase their harvest. Perhaps you think I am rich. Actually I live a simple life. I care little for money. In my opinion a person with too much money will have more troubles. I don’t want to be famous because I prefer to have more time to do my research. In my free time I love listening to music, playing mah-jong and reading. I once had a dream, in which I saw rice plants as tall as sorghum and each ear of rice was as big as an ear of corn and each grain of rice was as huge as a peanut. Now I have another dream—to export my rice so that it can be grown all over the world.

The second period Grammar

The Second Period Words and Grammar

Teaching goals 教学目标

1. Target language 目标语言

a. 词汇和短语

sunburnt, hunger, expand, circulate, struggle, export, output, satisfied, strain, rid ... of, lead a ... life, would rather, thanks to

b. 语法    

The -ing form as subject and object.

2. Ability goals 能力目标

Enable Ss to master the usage of the words and expressions above and use the -ing form as subject and object correctly and freely.

3. Learning ability goals 学能目标

Help Ss learn how to use these words and expressions freely to express their ideas and use the -ing form as subject and object as they like. They can also practise actively and attentively so that they reach their goals.

Teaching important points 教学重点

The usage of the important words and the -ing form used as subject and object.

Teaching difficult points 教具难点

How to use the words and expressions and the -ing form freely.

Teaching methods 教学方法

Explaining, discussing and practising.

Teaching aids 教具准备

A projector and a computer.

Teaching procedures & ways 教学过程与方式

Grammar

    一. 动名词做主语的用法

         动名词做主语往往表示经常性、习惯性的动作, 在口语中也可以表示具体的动作。如：

         Seeing is believing.

         Helping her is my duty.

         Talking mends no holes.

     &