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人教新课标

高二必修4 Unit4 working the land 第二课时

Language points

Ⅰ.教材内容(The Content of the Teaching Materials) 人教新课标

高二必修4Unit4 working the land 第二课时

Language points Ⅱ.教材分析(The Analysis of the Teaching Materials) 《working the land》隶属于人教版新课标高中英语必修4第二单元，教材内容倡导了新理念，注重了学习的融通和方法的创新。就教材内容而言，能激发学生学习兴趣，引导学生转变学习模式，从而形成有效的学习策略。教材设计充分体现了新理念的诸多特点。它以“working the land”为话题，通过看、听、读文章培养学生阅读理解技巧，理解文章的主旨，让学生从阅读中更多地了解袁隆平教授及杂交水稻的情况，内容新颖有趣。最后通过讨论，写作，充分体现学生的自主，合作学习，培养学生的创新精神和实践能力。能够使学生充分运用所学的语言，进行探究式学习，亲身参与实践，激发情感，体验英语并形成技能，这些特色都很好地体现了国家《英语课程标准》所倡导的诸多最新理念。

Ⅲ.学情分析(The Analysis of the Students) 1. 本节课的教学对象是高一年级的学生。

2. 他们已经快要学完必修四了。在词汇的记忆，时态的掌握，语言的运用上都达到一定的水准。具有一定的语篇理解和表达能力。但还是要教给他们词汇运用的技巧，这也是教学内容的安排。

3. 学生的水平存在差异，因此，在教学设计上尽量做到生动、贴切、易懂，让绝大部分学生都能参与并自主合作学习。

4.学生自主探究知识的能力不足，我在安排上侧重学生自我思考和探究的内容较多。通过“词汇-思考-技巧”的模式来培养他们动手、动脑的能力，

Ⅳ.教学目标(Teaching Aims) 1、知识目标：

（1）熟悉本单元的词汇，

（2）了解袁隆平及杂交水稻

2、能力目标：

(1完成

本单元的词汇认知，熟悉词汇要求学生掌握词汇的用法和技巧

(2训练学生的口语能力和写作能力

(3帮助学生学会思考，

(4帮助培养学生适应考试题型的能力

3、情感目标：

（1）帮助学生理解袁隆平教授的成就，培养正确的价值观趋向

(2)认知农业生产，激发学生热爱生活。积极进取的创新精神

教学方法：多媒体教学、小组合作、情景教学法、激励教学法为主

V. 教学过程（Teaching Procedures）

Step one（lead-in）

(1)导入图片，（悯农）

让学生理解古诗词的含义，

设计意图：掌握文章中词汇的含义及英汉互译的技巧，导入到农业生产，引出下文。

教师活动：呈现内容，引导学生练习

学生活动：翻译古诗词，掌握词汇及翻译技巧

（2）

根据白板上的图片，让学生思考，根据自己的思考单独回答问题

“他们怎么了?”

“这个世界仍然存在饥饿，为什么存在饥饿的状态？”

设计意图：培养学生思考问题的能力。训练学“你认为没有大米，这个世界会方式什么？”

生的口语表达能力继而到写作能力的培养，

（3）

学生思考：你认为怎样解决饥饿的问题？

教师活动;呈现内容，帮助学生完成练习

学生活动：小组讨论，给出结果。部分学生起

立回答问题。全部学生再讨论，引出大家认为

最好的方法是：发明一种新作物或提高作物的

产量

Step two（话题及口语练习）

（1）

要求学生根据课文内容，再认识袁隆平教授

（2）

幻灯片展示袁隆平教授的成就和生平

（3）

和学生一起认识现在和过去农业生产方面的区别

设计意图：认识袁隆平教授和他的杂交水稻。给出短文培养学生的阅读能力

教师活动：呈现内容

学生活动：翻译短文，掌握词汇及翻译技巧，Step three（词汇讲解）

通过填空练习，认识袁隆平教授

（1）

要求学生掌握本单元词汇的运用技巧

（2）

和学生一起完成相关的词汇练习

设计意图：掌握文章中词汇的运用技巧。

教师活动：呈现内容，讲解知识点

学生活动：做与词汇相关的练习，掌握用法。

Step four （课后作业）要求学生完成课后作业16-18页，并批注该词的用法

人教新课标

高二必修4 Unit4 working the land 第二课时

Language points

Ⅰ. (The Content of The Content of Teaching Materials would Materials) Language points in the second class of working the land Ⅱ. Teaching material Analysis, The Analysis of The would Materials) Working the land belongs to the second unit of compulsory 4 in the new curriculum standards of human education edition. The content of the textbook advocates new ideas, and pays attention to the integration of learning and innovation of methods.As far as the content of the textbook is concerned, it can stimulate students' interest in learning and guide them to change their learning mode, thus forming effective learning strategies.The textbook design fully embodies many characteristics of the new idea.It takes "working the land" as the topic, and cultivates students' reading comprehension skills by reading, listening and reading the articles, so that students can learn more about professor yuan longping and the situation of hybrid rice from the reading. The contents are novel and interesting.Finally, through discussion and writing, students' autonomy and cooperative learning are fully reflected, and students' innovative spirit and practical ability are cultivated.It enables students to make full use of the language they have learned, carry out exploratory learning, personally participate in practice, arouse emotions, experience English and form skills. All these features well reflect the latest concepts advocated by the national English curriculum standards. Ⅲ. Learning Analysis (The Analysis of The Students) 1. The teaching object of this lesson is students in grade one. They are about to finish compulsory four.The memory of vocabulary, the mastery of tense and the application of language all reach a certain level.Has certain discourse understanding and expression ability.But they still need to be taught how to use vocabulary, which is also the arrangement of teaching content. 3. There are differences in the level of students. Therefore, the teaching design should be vivid, appropriate and easy to understand, so that most students can participate in and learn independently. 4. Students lack the ability to independently explore knowledge, and I focus on students' self-thinking and exploration in the arrangement.Develop their ability to use their hands and mind through the "lexical-thinking-skills" model.

IV.Ability to target (1) complete the vocabulary recognition in this unit, and be familiar with the vocabulary. Students are required to master the usage and skills of the vocabulary (2) train students' oral and writing skills Help students learn to think, (4) help students to develop the ability to adapt to the exam questions Knowledge of the target：（1）Familiar with the vocabulary of this unit,（2）

understand yuan longping and hybrid rice Emotional goals :(1) help students understand professor yuan longping's achievements and cultivate correct values trend); (2) understand agricultural production and inspire students to love life. Proactive and innovative spirit V.Teaching steps: Step one (lead-in) (1) introduction of pictures, (min nong) let students understand the meaning of ancient poetry, grasp the meaning of the words in the article and the English and Chinese translation skills, and introduce them into agricultural production, leading to the following. Master the meaning of the words in the article and the translation

between English and Chinese.

Teacher activities: present content and guide students to practice

Student activities: translating ancient poems, mastering vocabulary and

translation skills

(2) ask the students to think according to the pictures on the whiteboard and answer the questions separately according to their own thinking "What's the matter with them? "The world is still hungry. Why is there hunger?" "What do you think the world would be like without rice? (3) students think: how do you think to solve the problem of hunger? Design intention: develop students' ability to think. Train the students' oral

expression ability and then train their writing ability.

Teacher activities; Present the content and help students complete the

exercises

Student activities: group discussion and give results. Some students stood

up to answer questions. The best way is to invent a new crop or increase

the yield of the crop

Step two ( Topics and oral communication) (1) students are required to know professor Yuan longping again according to the content of the text (2) slide show of professor Yuan longping's achievements and life (3) work with students to understand the differences between present and past agricultural production

Design intention: know professor yuan longping and his hybrid rice. Give

short essays to develop students' reading ability

Teacher activities: present content

Student activities: translate short articles, master vocabulary and

translation skills, and get to know professor yuan longping by filling in the

blanks

Step three (1) students are required to master the use of vocabulary in this unit (2) complete relevant vocabulary exercises with students

Master the skills to use the words in the passage.

Teacher activities: present content and explain

knowledge points

Student activities: do vocabulary related exercises and

master usage.

Step four Students are required to complete two vocabulary exercise

on page

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