Learning about Language教学设计案例

Unit 2

Working the land Step1 Lead-in and pre-reading(3mins)

1. 导入并揭题

教师在课前让男女生分成两部分来坐，黑板上画出男生队和女生队以竞赛的形式来开展课堂活动。

教师先让学生看一组国外瘦骨嶙峋的儿童图片来激发学生思考什么导致这种情况的发生，之后再导入中国三年自然灾害大饥荒时的图片，引导学生说出“谁”改变了中国让我们能吃饱饭，以此引出“袁隆平”A Pioneer for all people.

T: Let’s look at some pictures on the screen and tell me what problem they show? …

What about China?…. Who saved us and helped us solve the problem of hunger?

2. 介绍文体

教师让学生在读前猜测文章的文体是什么，并简单解释人物传记。

T：Before reading

let’s guess what may be the style of the passage?

A. a story

B. a travel journal

C. a biography (An introduction to a person)

[意图说明] 教师先让学生看一组国外瘦骨嶙峋的儿童图片来激发学生思考什么导致这种情况的发生，之后再导入中国三年自然灾害大饥荒时的图片，引导学生说出“谁”改变了中国让我们能吃饱饭，以此引出“袁隆平”，并在读前预测是什么文体，为下面的阅读做好铺垫。

Step2 While- reading(3mins)

1.

Skimming

教师让学生快速阅读全文并找出段落大意。

T：Now let’s skim the text quickly and then find the main idea of each paragraph.

2.

Careful reading

教师让学生分别阅读每一个段落，并在各段落中设置不同程度的问题，由理解性的浅层问题到深层次的延伸问题。深层次的延伸问题可以通过四人小组合作解答。如果学生回答的不是很准确或者不知道怎样回答，教师再根据情况给予指导，并对学生的回答给予评价并用得分的形式展示在黑板上。

T：Ok, let’s read the text carefully and answer my questions on the screen, if you can’t do it by yourself, you can discuss them in group four. Now begin.

【Para1: Q1】

Information of Dr. Yuan’s appearance and achievements

Appearance:

Achievement :

Why does Dr. Yuan consider himself as a farmer?

【Para2: Q2】

Information of Dr. Yuan’s great contributions

1)

His contribution to China

What do the numbers 22%and 7% refer to? Please find the sentences including them.

2)

His contribution to the world

What are the international effects of his research on the UN?

3)

【Para3: Q3】

Information of Dr. Yuan’s hobbies and personality

4)

1) What are his hobbies?

2)Why doesn’t he care about fame and money?

a) fame:

b) money:

5)

【Para4: Q4】

Information of Dr. Yuan’s

dreams

6)

1)What are his two dreams? 3.

Post-reading

What kind of person is Yuan Longping?

教师在理解完课文之后让学生总结袁隆平的性格特征，通过quiz的形式，用给出的句子所反映出的有关性格特征的形容词进行选择，培养学生的推断能力和总结归纳的能力。最后用形容词总结归纳出袁隆平的性格特征。

[意图说明]教师通过让学生带着问题阅读以及各部分深浅层问题的设计让班级里不同层次的学生均有所收获，通过小组讨论以优带差并同过男女生竞赛的形式调动同学们回答问题的积极性和参与性，同时学***的科研成果，以及他的杂交水稻技术对我国乃至世界其他国家的巨大影响。最后的形容词归纳竞赛环节使学生进一步分析每个句子所折射出的性格特征以外还加强了同学们归纳总结的能力，并且进一步加深和理解了袁隆平的生活态度。

Step 3 Debating (5mins)

教师先指出袁隆平先后获得“国家特等发明奖”、“首届国家最高科学技术奖”等

多项国内奖项和联合国“科学奖”、“沃尔夫奖”、“世界粮食奖”等11项国际大奖，他本可以过着一个非常富有的生活，但是他却像一个农民一样工作，太奇怪了，他是一个傻瓜么?然后让同学们讨论他的行为是否已经过时了。然后再以此题目开展男女生的辩论赛。

T：Look at the pictures on the screen ,we have known that Dr. Yuan has received so many awards in the world and he could have lived a very rich and comfortable life, but he still lives like a farmer! It’s so strange, do you think he is a fool? …

Let’s have a debate “Do you think whether or not his actions and spirit are out of date(过时的)?Why or why not?”

Sentence patterns:

I think his action sand spirit are out of date now. Because…

It’s a great pity that…/It’s better for people to …

I don’t think his actions and spirit are out of date.

Because…

It’s a good value(品德) for people to …

From him we can learn a lot—how to be/do…

[意图说明]教师先给学生展示袁隆平所获得的众多奖项和奖金来说明他本可以过着富足而且舒适的生活，与他却像农民一样辛苦的在田地里劳作形成鲜明对比，进而引出接下来要辩论的问题，同时也给辩论双方提供了素材和句式，从而让他们通过辩论的形式再次说明袁隆平博士为了科研现身的精神和他的生活态度值得我们尊敬和学习。

Step 4 Assignment (5mins)

1. Design a poster about Yuan Longping by surfing the internet or reading some other materials.

2.Write an article about Dr. Yuan and evaluate him.