Learning about Language设计意图

M4U2 Working the land 第三课时Learning about language教学设计

浙江临海市回浦中学

蒋会华

1. 教材分析

Working the land是高中英语必修四第二单元的内容。本单元的中心话题是“农业”，内容涉及我国著名的杂交水稻专家袁隆平的贡献、化肥对土地耕种的影响及开展有机生态耕种等。本课时是第三课时，包括Discovering useful words and expressions 和Discovering useful structures两部分。其中Discovering useful words and expressions含三个练习：练习一、二根据英语解释写出英语单词或词组，练习三则是词汇的运用。Discovering useful structures分四部分：包括找出ing做主语或宾语的用法、ing做主语的操练、动词ing做宾语的语法规则和练习。

通过本节课的学习，在语言学习方面，复习并强化本单元重点词汇的运用，理解动名词在句子中的语法功能——动名词做主语和宾语，并提高学生对动名词的运用能力；同时，通过语言学习培养学生的文化品格和思维品质——理解农业科学家袁隆平的科学研究价值，同时鼓励学生了解农业耕作，提高学生对农业的认识，让学生了解人们从“吃得饱”到“吃得好”的转变，即要关注食物生产中“量和质”的统一，增强科技农业和生态农业的意识；让学生通过学习，进一步关注人与自我、人与社会、人与自然；在这三个主题语境中培养学生的语言能力、文化意识、思维品质及学习能力，提升他们的英语学科核心素养。

2. 学情分析

本课的授课对象是浙江临海市回浦中学高二学生，作为省一级重点高中创新班的学生，他们的英语基本功普遍比较扎实，且学生上课气氛活跃，能积极配合教师的指令，表现出较高的学习积极性和自主探究学习的能力。对于农业耕作和杂交水稻之父袁隆平教授的生平和贡献等在第一、二课时中同学们已经接触并展开过讨论了，但对标题关键词pioneer的理解值得进一步探讨，对于相关词汇的熟练应用和动名词的准确使用还有待提高。

3. 教学目标

①Language Objectives: Students will be able to

--grasp the usage of some key words and expressions in this article, such as: expand, circulate, struggle, export, equip, sunburnt, crop, rid…of, would rather, be satisfied with, thanks to. --apply useful structure in their discussion and writing, such as “ ing as subject and object”. -- identify the function of ing forms in different sentences and apply them to their speaking and writing concerning the target topic. ②Skill Objectives: Students will be able to --apply ing in their writing. -- use what they have learned and practiced to write a passage with the help of their note. ③Emotion Objectives: Students will be able to

--share information with others and get the information needed. --to understand the great contribution of Dr Yuan Longping and to get them to know the importance of technological agriculture and ecological agriculture. 4. 教学重难点分析

教学重点：

①学生对核心词汇的掌握：expand, struggle, equip, circulate, rid…of, would rather, be satisfied with, thanks to. ②学生对ing的运用。

教学难点：

①学生在新语境中应用本单元重点词汇。

②学生在探讨人与社会（对社会有突出贡献的人），在人与自然（探讨人类生存、社会发展中之科技农业、生态农业）过程中，准确灵活运用语法结构——ing做主语和宾语。

5. 教学过程

活动1【导入】Free talk about Dr Yuan Longping Teacher involves students by reviewing the previous lesson, “A pioneer for all people”. Teacher gets students to have a free talk about Dr Yuan concerning his appearance, his dream, his achievement and his personality. T: Do you still remember the great scientist we got to know in the last lesson？

Who is he? Can you tell me something about Dr Yuan?

What do people call him? Why do people call him a pioneer for all people?

【设计意图】通过对Dr Yuan Longping的回忆，强化学生已有的认知图式，在自由发言中引导学生有意识地复习本单元核心词汇，同时教师板书学生表达中出现的核心词汇，一方面可以营造比较轻松的课堂氛围，另一方面可以为后续词汇复习做铺垫。在教学设计上建立主线——整节课贯穿Dr Yuan Longping，让学生进一步理解为什么人们称之为a pioneer for all people。

活动2【复习】Discover key words and consolidation of the key words Teacher asks students to read more about Dr Yuan and try to replace the underlined parts with the words and expressions learnt in this unit. T: Let’s read more about Dr Yuan.

T: Now can you use the words or expressions learnt in this unit to replace the underlined parts?

【设计意图】挑选练习一二中的重点词汇作为target language，在语篇中采用paraphrase的形式回顾本单元的核心词汇，增强学生英语思维能力，提高他们词汇解析、同义替换的能力，锻炼学生语言运用能力。同时建立一条思维上的暗线，即Dr Yuan Longping 作为a pioneer for all people在rid the world of hunger 过程当中所碰见的困难和寻求的解决方案，从而为学生更好理解pioneer这个词埋下伏笔。

活动3【活动】Apply important words and expressions. Teacher asks the students to complete the passage with the words and expressions in their proper forms. T: Yes, we know desert is one of the biggest problems in growing rice, let’s see how Dr Yuan struggled to overcome the problem.

【设计意图】通过词汇在语篇中的输出，一方面巩固本单元重点词汇，提高学生的语用能力；同时让学生进一步了解Dr Yuan Longping的成就，从而理解pioneer这个词的含义。

活动4【活动】Discover useful structure Teacher gets students to read a piece of news about Dr Yuan Longping’s latest achievement: growing saltwater-tolerant rice in the desert. T: In order to grow more rice in the desert, Dr Yuan and his team have been struggling for many years. And news came that they succeeded in planting a new kind of rice. Let’s take a look at the news.

【设计意图】通过阅读Dr Yuan成功在沙漠上种植水稻的新闻，引导学生进一步理解pioneer的含义，同时引导学生有意识地接触ing，发现ing作为主语和宾语的语法功能，为学习ing做好铺垫。

活动5【讲授】Learn useful structure. Teacher asks students to read what Dr Yuan says to understand the grammar rule of ing as subject and object. T: Can you imagine working in the hot desert to grow rice?

Let’ see what Dr Yuan Longping says about that.

【设计意图】通过聆听Dr Yuan 的心声，在语境中学习语法规则。同时还是贯穿Dr Yuan，再次理解他作为pioneer的伟大之处。

活动6【活动】Apply useful vocabulary and structures

Teacher gets students to finish a passage about Dr Yuan by using the useful vocabulary and structures learnt in this lesson. T: Up to now, I am sure you have a better understanding of why Dr Yuan is considered as a pioneer for all people. Here comes a passage about Dr Yuan. Read and finish it by using the useful vocabulary and structures learnt in this lesson.

【设计意图】通过重点词汇和语法规则学习的铺垫，让学生有意识地去运用所学知识。在语言学习上遵循从输入到输出，从词到句、再到篇章运用的原则。另一方面，让学生深入理解a pioneer for all people的含义。

活动7【活动】Discuss technological agriculture and ecological agriculture Teacher gets students to watch a video and have a brief idea about new problems in ridding the world of hunger, and encourage them to think about possible solutions. T: What is the video mainly about?

Let’s take a look. Try to find the problems.

What are the suggested solutions? What about your ideas?

【设计意图】通过观看视频，了解不仅仅关注“吃饱”，还要做到“吃好”。引导学生谈论科技农业、生态农业，旨在让学生明白随着科技的发展，农产品在数量和种类上有了很大的提高，但ridding the world of hunger之路漫漫长修远兮。旨在让学生关注生态农业，包括对环境尤其是土壤的保护以及绿色饮食，培养他们的批判性思维能力。在语言能力方面，让他们有意识地使用高级词组以丰富语言表达。

活动8【活动】Apply what has been learnt in this lesson Teacher gets students to write a passage “on ridding the world of hunger”. T: Suppose you are a journalist John from India. After interviewing Dr Yuan Longping , you are going to cover a story about Dr Yuan “on ridding the world of hunger”.

【设计意图】通过上面重点词汇和语法规则大量的输入，让学生尝试进行语言的输出。在语言学习方面引导学生如何去运用所学的词汇和语法结构，给学生搭好台阶，让学生有选择地去使用高级词汇和语法结构，体现了分层教学的教育理念。同时在内容上首尾呼应，回归到Dr Yuan作为农业专家，在rid the world of hunger 上所做出的无私奋献，进一步理解pioneer的含义，同时强化科技农业和生态农业的意识。

活动9【作业】Assignment

Teacher gives students assignment after this class.

【设计意图】作业的设计包括：一、让学生回顾本课知识，二、布置写作任务。复习和创新结合，真正做到温故而知新。

附：Blackboard design板书设计

A Pioneer for all People

rid ... of

hunger

sunburnt

struggle

expand

circulate equip ... ing

subject

object