Learning about Language第二课时教学设计

Unit 2 Working the land

LEARNING

ABOUT

LANGUAGE

教学设计

赵丽清

Ｉ．单元教学目标

技能目标Skill Goals Talk about agriculture: a pioneer in farming -Yuan Longping Talk about organic farming & green food How to write a brief summary Try to consolidate how to express suggestions & advice Master the usage of the -ing form as the subject and object Learn how to design English posters II．

目标语言

功

能

句

式

建议（

Suggestions & advice）

I would rather ...

If I have a choice I’d

choose because ... I don’t like ... because ...

You need to ... I’d prefer ... because ... May I suggest ... It’s a great pity that ... Let me suggest Leng Jianli because... Should I/We...?

Perhaps we should consider Leng Jianli because... It’s better to ... But what/how about ...

1. 四会词汇

词

汇

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

2. 认读词汇

hybrid, strain, sorghum, peanut, darken, organic, fertilizer, fertile,

3. 词组

rid ... of, be satisfied with, lead a ... life, would rather, refer to, search for, thanks to, would…rather,

语

法

动词的

-ing 形式作主语和宾语的用法

（The -ing form as the subject & object）

a. Wishing for things, however, costs nothing. b. His other hobbies include playing mah-jong,swimming and reading.

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。

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。

教学设计

Teaching Aims: 1. Train students’

reading skills through skimming and scanning. 2. Get students aware of the serious problem in agriculture. 3. Get students to know about Yuan Longping and his super hybrid rice, thus leading students to understand the importance of his research and what he has been doing for mankind. 4. By comparing the two persons, students learn to grasp the details and draw their conclusions. 5. Through discussion, students are aware of some practical problems in farming. 6. Get students to notice and learn some useful phrases. Teaching Important Points: Improve students’

reading ability and help them understand the passage better. Teaching Difficult Points: 1. How to find information with the help of some key words. 2. How to put what students have learned into practice. Teaching Methods: 1. Brainstorm before reading to cause students to think about the problem existing in farming and give their suggestions. 2. Skimming and scanning to understand the passage and find some facts. 3. Evaluation to help students to use what they’ve learned to make a comment. 4. Discussions in the form of group work to urge students to find information and draw a conclusion, and to express their own ideas. Teaching Aids: 1. a computer 2. a blackboard Teaching Procedures: Step 1. Lead-in Greet students and introduce myself and my hometown-Zhoushan and show students some interesting places of Zhoushan.

(T: Zhoushan is an island city with many small islands. Let me take you to make a picture trip. …If you plan to pay a visit, you’ll enjoy yourselves, I’m sure.) Step 2. Brainstorm Let Students compare three groups of pictures and tell the problem teacher is worried about, then ask students for suggestions to solve the problem. (T: Great changes have taken place in my hometown, but now I get worried. There’s a problem. Have you noticed the problem? Can you guess what I’m worried about?-More and more farmland has been used for buildings, but not for farming.) (T: We should produce more crops in the same fields. Maybe we can plant some special rice-super hybrid rice.) Question 1) Who’s famous for doing research in super hybrid rice in China? (Yuan Longping.) Ask students to look at the portrait of Yuan Longping and express their impression of him. Question 2) What’s your first impression of him? (He looks like a farmer.) Question 3) What causes you to think that he looks like a farmer? (His sunburnt face, arms and slim, strong body.) Question 4) What do you know about him? Students say something about Yuan Longping if they can. Step 3. Reading Activity 1 Get students to read the passage quickly and do “True or False”

exercise. 1. Dr Yuan’s kind of rice is the most suitable for China’s farmland. (T) 2. Dr Yuan would rather work than relax. (T) 3. Dr Yuan enjoys a simpler life than most rich and famous people. (T) 4. Last year Chinese farmers produced five times as much rice as they did in 1950. (F) (four times) 5. Yuan is now circulating his knowledge in developed countries. (F) (less developed) 6. Dr Yuan enjoys swimming and reading as well as playing the violin in his spare time. (F) (He no longer plays the violin now.)

7. Dr Yuan has dreams when he is asleep and also when he is awake. (T) Activity 2 Get students to read the passage again and know the facts about Dr Yuan Longping and his hybrid rice to complete the forms. facts about Yuan Longping birth in Beijing in 1930 education graduate from Southwest Agriculture College in 1953 personality regard himself as a farmer; care little about spending money on himself and being famous; hobby play the violin, play mah-jong, swim and read ideal(dream) export his rice to be grown all over the world facts about Yuan’s super hybrid rice capacity produce 1/3 more of the crop in the same fields; more than 60% of the rice in China from this hybrid strain application besides China, knowledge being circulated in India, Vietnam and other less developed countries to increase their rice harvest contribution rice harvests being produced twice as large; 22% of people fed from just 7% of the farmland in China; the UN ridding the world of hunger future the rice being grown all over the world Step 4 Evaluation Question: What kind of person is Dr Yuan Longping in your mind? (Possible words to describe Dr. Yuan: intelligent, confident, unselfish, modest, energetic, determined, active, hard-working…) Step 5 Discussion Activity 1 Compare Dr Yuan Longping and Jane Goodall and find their similarities and differences. (Students have a discussion in groups of four and every member is offered a chance to express what he/she gets.) (Suggested answers: Similarities: 1. They spend their lifetime on their researches. 2. They make great contributions to mankind and the whole world.

3. They have their dreams and make great efforts to make them true. 4. They both lead a busy life. 5. They love their work with their pure love. 6. They’re selfless and seldom think of themselves. 7. During the work, they never give up but just keep on, so they’re determined. . . . Differences: 1. They have been doing their researches in different fields. 2. They have different ways of working. 3. Their receiving education is different. 4. The difficulty in working is different for different sexes. 5. They two got different results of researches. 6. They hold their different dreams.) . . . Activity 2 Question: Do you think Dr Yuan’s dreams can come true? Why do you think so? Give your reasons. (Students discuss the topic in groups of four. After it, they choose a reporter to report their results.) Step 6 Homework Students are required to write a composition about a great or famous person with the help of some websites.