Learning about Language教学内容

Working the Land Learning about language 教学设计

本节课设计新颖，条理清晰，构思独特，内容能够兼顾大部分学生，因此整个课堂学生都能积极参与，学生思维不断被引向深入，教学内容真正融入学生大脑。

亮点1：苹果的设计。事实上，耕地面积的逐年减少已经成为一个不光是中国甚至是全世界面临的严峻问题之一。袁隆平最巨大的成就就是在中国耕地有限，人口众多的国情下，通过提高亩产解决了全中国人民的吃饭问题。通过一个苹果不断被切除，最后只剩下1/32的苹果皮的震撼视觉效果，让学生感觉到世界非常有限的耕地资源，为接下来的话题做好了前期铺垫，也为说明袁隆平的伟大提供了很强的说服力。

亮点2：字母P的设计。关于这个P，也是偶然得之。看学生的历史书上提到，中国人吃饭靠两平，一是邓小平，二就是袁隆平。在备课的过程中，总觉得上人物型的课文套路太熟，无非是生平，事迹，伟大精神。题目又是A Pioneer for All People。综合以上几个方面的想法，产生了把课文总结成几个P字母开头的表达，帮助学生精炼概括繁琐信息，对文章结构梳理起到了提纲挈领的作用。

亮点3：漫画的设计。关于他的梦想是袁隆平先生最津津乐道的事情之一。为了让学生产生更加浓厚的兴趣和帮助学生进一步了解袁先生幽默风趣，敢想敢做的个性，我在这里穿插了这幅漫画。漫画的内容是如书中所描述的“水稻和树一样高，稻穗和玉米一样粗，每一颗足有花生米那么大。”通过文字与图片之间的联系，学生对这一段的内容印象很深。书本上用的是第三人称，感觉和学生的距离较远，文字说明有时枯燥乏味。把整段内容用第一人称改写，以外教配音的方式，给学生的感觉就是袁隆平自己在和大家讲述他的“禾下乘凉”之梦，给学生以真实亲切之感。

在整个课堂设计过程中，我都在刻意回避使用袁隆平先生的真实照片，而是用了一系列的漫画。有三方面的用意。一是为了避免和其他选手雷同，产生视觉的新鲜感。二是为了让学生更好地感受袁隆平这个可爱老头的性格形象。三是为了让学生产生悬念，激发兴趣，随着课文去寻找人物的特点，层层递进，步步深入，直到最后出现的一段视频才让学生看到“庐山真面目”，把一个活生生的人物形象展现在读者眼前。

亮点4：一棵树的设计。把袁隆平先生比作一棵树，树叶是他的成就，树根是他的品质。这样的idea给众多的听课老师留下了深刻印象。把人物的品质和成就之间的因果关系说明地淋漓尽致，学生也感到老师的观点很新颖，解释有说服力。通过这样的设计，学生对课文的掌握达到了比较深的层次，不仅仅停留在人物的生平、人物的性格等简单的信息层面上的了解，而是通过对这些句子的描写和体会，培养了对该人物深厚的感情，正如感动中国所言：“淡泊名利，一介农夫，功成名就，却仍然专注于田畴。”相信通过本次教学，学生对上面的这段话会有了更加深刻的解读。

亮点5：关于袁隆平四个称谓讨论话题的设计。通过多层次的阅读和不断的信息与语言的输入，学生们头脑中已经储存了大量的信息和对人物的全面、深度的认识，他们肯定有话要说。于是，对袁隆平这个人物的定位，就作为整堂阅读课的升华，能引起学生很大的探究和讨论的兴趣。关于这个设计，话题有趣，材料真实，值得探讨。书本上一再强调袁隆平先生具有非常农民的一面，但同时又是当今伟大的科学家。这种伟大人物的平凡心态是最值得大家学习的。因此，此活动

并不在于选哪个是正确答案，在语言操练方面的目标是只要他们能够自圆其说，达到语言输出的效果即可。在深层次阅读方面，学生通过对四个选项的分析和讨论，能够再一次体会到袁隆平既伟大又平凡的特点，以及再次肯定他为中国乃至全世界做出的巨大贡献。果然不出所料，这个问题引起了学生极大的反响，激起了他们表达自己想法的欲望，同学们跃跃欲试，纷纷举手表达自己的观点，就连平时最不爱听课的一位男生也自告奋勇地上来向大家阐述了自己的观点。

本次比赛也存在一些失误：

1、自身的状态没有调整好。因为是第一次参加这样大型规模的比赛，心理比较紧张。过于看重结果，却适得其反。据听课教师反映，平常对于我来说的语音长项不但没有得到体现，反而暴露了许多弱点。自身的语言素质以及驾驭课堂的能力都发挥失常。今后要做到抛开杂念，学***先生淡薄名利的精神，以最自然、最真实的姿态投入到课堂教学中去。

2、对学生的把握出了问题。对学生过于了解，给自己增加了心理负担。该班级属于典型的思考型，在平时的课堂教学中就习惯于思考，不愿意讲和说。在课前我就特别担心上课气氛调动不起来。于是，我刻意使自己处于最兴奋的状态，结果在上课的过程中给人感觉咄咄逼人，对课堂控制欲望太强，没有遵循出娓娓道来、循循善诱的教学原则。今后要注意的是在课堂中不能急于求成，要时刻关注学生的反应，及时捕捉适当契机，自然调动课堂气氛，做到“随风潜入夜，润物细无声”。成功的教学在于愉快地无声无息地把内容灌输进学生的大脑。

3、有些设计的环节没有依据学生的年龄特征、知识背景和思维能力。有专家指出字母P的设计是亮点，但是应该让学生自己总结出来。实际上，我在备课时也考虑过让学生自己讨论总结。但是，因为里面涉及到的字母P的单词超出学生的概括能力和词汇量，使得试教过程中屡试屡败。最后，我决定直接展示答案。其实这种做法违背了“自主、探究、合作”的新课程理念。

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. 教学启示与反思

本节课(A Pioneer for All People)是涉及农业主题的阅读课，主要介绍水稻之父袁隆平及其科学成就-杂交水稻。

反思本课教学全过程，引发以下思考。

自我评价：

一．

教学模块的设计

在教学设计中，引入较自然，通过介绍自己的家乡以及借助图片让学生猜测家乡中存在的问题，引起学生想了解教师情况的欲望，并且自然地与本课的主题衔接。

同时，在group work 1中，将袁隆平与简.古多尔进行比较，去挖掘科学家的精神本质，也让学生复习Unit 1并培养了他们进行细节捕捉和归纳总结的能力。在group work 2 的设计中，以袁隆平的梦想为切入点，旨在让学生深层思考农业农耕的实质，发散学生的思维。

二．

学生合作学习的指导

在课堂中，我发现该班学生的合作意识与表达意识不强，特别明显的是，在问题讨论中和小组合作活动中，大部分学生无简单记录和整理讨论结果的做法。针对这一现象，我及时调整教学策略，一方面向全班学生发出明确指令，另一方面进行个别具体指导，同时参与到学生小组讨论中，真实地感受学生的所作所为、所思所想，随时掌控课堂中的各种情况变化，以便继续进行有效的指导，给学生以心理上的支撑，使学生获得心理上的安全和精神上的鼓舞，使学生的思维变得活跃起来并进入合作状态，这样确保了小组合作的顺利开展，使学生之间、师生之间得到了很好的沟通，为教学的实效性提供了保障。

不足之处的几点思考：

一．

平台的搭建

整个班级学生的英语水平参差不齐，总体上说，在教学细节处我需要为学生设置更多更好的平台，以符合高一学生学习的特点和认知水平。

教学模块和容量

本课的教学设计结构比较清晰，但教学容量显得单薄，不够丰满。模块的整个结构也比较传统化，其中教学设计中还应该再细化，更新颖。比如在学生了解他获得了感动中国十大人物之一的称号后，可以设计一个模拟的记者招待会，让学生扮演角色，参与其中，这样不仅能使学生把学到的语言知识和信息在实践中得到很好的运用，同时又能培育学生的合作精神和发散性思维能力，使课堂教学更加出彩。

三．

多媒体课件

在观摩了众多参赛选手的课堂教学的课件后，相比之下，我的教学课件还需要不断丰富，在教学环节处理中，更多更新颖的课件设计能为课堂教学锦上添花，起到事半功倍的效果。

总之，通过本次课堂教学评比活动，使我更加深刻地认识到，教师在日常教学设计中要针对高中学生思维特点，遵循思维发展的规律。在教学内容、教学环节、教学方法上，合理分配布局、巧妙设计构思，留给学生更多的自主活动时间和空间，引发学生向思维的深层次发展，从而提高课堂教学的有效性。同时，根据真实的教学环境和学生状况，教师要不断提高教学应变能力，调整教学方法，充分调动学生的积极性，确保每一位学生都能有所收获。使我们的外语课堂充满活力和生机。