Learning about Language教学实录

必修4Unit 2 Working the land I．教学内容分析

本单元以“农业”为中心话题，涉及了农村、农业产量、我国著名的杂交水稻专家袁隆平和有机农业等一些问题。

Warming Up部分通过3个问题和两幅图，使学生达到热身的效果。有些学生有过在农村生活经历，让他们简短地讲出来，与其他同学一起分享，一起了解一些有关农业的知识。因为这部分的问题，对于农村的孩子，他们有生活，就有话说；对于城市里的孩子来说，有新鲜感，所以能比较容易调动起学生的积极性。

Pre-reading部分以水稻这种农作物为主设计了三个问题，这三个递进式问题的设计，力图激发学生已有的知识和经验，发挥学生的想象力来更好地理解课文。另外，还可以激发学生的同情心和人道主义精神。

Reading部分是对一位伟大的科学家——“杂交水稻之父”袁隆平的介绍。本文通过介绍他的家庭背景、学业、科研成就、无私品质、和普通人一样的生活，使一位普通、朴实又务实的中国农业科学家形象活生生地展现在学生面前。

Learning about Language部分帮助理解本单元重点词汇和语法。本单元的语法是动词-ing形式作主语和宾语。

Using Language部分综合训练学生的听说读写能力。本部分紧扣本单元的话题，讲到了什么是有机农业、有机农业的好处和有机农业在农作物种类选择方面的具体做法。其中写作部分使学生复习了如何表达建议并学习怎样用英语设计食品小广告，突出了实用性。

Learning Tip指导学生在写作或会话过程中记笔记，使学生讲话或写作时条理清晰，层次分明。

II．教学重点和难点

1. 教学重点

(1) 本单元有关农业的词汇和短语；

(2) 本单元的语法：动词-ing 形式作主语和宾语；

(3) 了解农业，提倡绿色农业，学***的无私、务实品质。

2. 教学难点

(1) 认识绿色农业，克服传统农业思想，向科学家学习，以提高自身的素质；

(2) 学会提出自己的理由说服别人；

(3) 学会设计小广告。

III．教学计划

本单元建议分四个课时：

第一课时：Reading 第二课时：Learning about Language 第三课时：Using Language 第四课时：Writing

IV．教学步骤：

The first period

Reading Teaching Aims (1)Knowledge aims

Students can learn the usage of words, expressions and sentence structures and make use of them.

(2)Ability aims Students are able to learn more about agriculture, countryside and farming. By talking they can exchange their experience with each other. By reading they will realize the role that agriculture plays in human life. In fact this world faces a serious problem—starvation. So after reading the passage about Dr Yuan, Students will know the importance of his achievement to man. Of course they will learn from Dr Yuan some noble characters. (3)Emotion Aim Students are able to learn some noble character from Dr Yuan ,they will know the contribution of Yuan, and learn his spirit and his simple life time. Teaching important points：

1. The usage of some words and expressions.

2. Help to comprehend the text and grasp the main idea of the text.

3. How to help students make up their minds to make contributions to motherland in the future like Dr Yuan. Teaching difficult points ：

1. How to help students learn more about agriculture.

2. Help students master the some ways of reading. Teaching Methods:

In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” Approach, “Situational teaching” and “Task-based” language teaching . That is to say, I’ll let the students

get a better understanding of the key structure of the passage. At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the students creativity in learning English. Teaching procedures:

Step 1.Greeting and Revision 1.

Greet the students as normal. 2.

Revise the warming up with the following question How do you think to grow our main food--rice? -----1)First, the farmers plow the field. They have to make the soil loose enough to plant crops. 2)Second,grow some young plants 3)Third, they insert the young plants into the loose field. 4)At last ,they will get the harvest

Step 2 Pre-reading 1 Ask the following questions

1).What’s the main food in Canada and USA:

----- potatoes and bread 2).What is the main food in South America: ----- corn/maize 3 )What is the main food in Southeast Asian countries:

----- rice 2 Show the students some pictures and ask the question What is happening to these people in East Asian and Southeast Asian countries? Then show more news like that: International Facts on Hunger and Poverty (2002) 1)Every 8 seconds, a child somewhere in the world dies from starvation.

2)More than 800 million people in the world suffer from malnutrition (营养不良)---799 million of them are from the developing world. More than 153 million of them are under the age of 5. At last ask the students to discuss: If you had the chance to do something to help end hunger in the world, what would you do? Encourage the students to tell their opinions, Then give a conclusion:

The only way to solve the food shortage problem is to increase the output of the grain crop per land area through the advancement of science and technology.

3.

lead the students to pay attention to the people---Yuan Longping Ask : What do you know about him? --------Father of Hybrid Rice

Then lead to the topic of the reading passage. A Pioneer For All People Step 3 Listening Listen to the tape, try to find out some information of the hero. Name ____________ Age

____________ Job

_____________ Education _________ Achievement _______ Hobbies __________ Step 4 Fast reading Read the passage quickly and answer the true-or- false questions •

1.Dr Yuan is more a farmer than a scientist. •

2. Dr Yuan’s kind of rice is the most suitable for China’s farmland.

•

3.Dr Yuan would rather work than relax. •

4. Dr Yuan has dreams when he is asleep and also when he is awake.

•

5. Dr Yuan enjoys a simple life than most rich and famous people. Step 5 Careful reading Read each paragraph and answer the following questions: Para 1:

1.What dose Dr. Yuan look like? Why? 2.What is his achievement? Para 2: 1.

Why did Dr. Yuan want to increase the rice output when he was young? 2.How does he help rid the world of hunger? Para 3.4 1. What kind of life is Dr. Yuan leading? 2.What is Dr Yuan’s dream?

Step 6 Skimming:

find out the main idea of each paragraph. Paragraph Main Idea 1 His

appearance and achievements 2 His birth, education and research 3 His personality 4 His dream

Step 7 Homework 1.Learn the poem The Peasants’ Lot

Li Shen (772-846) Farmers weeding at noon,

Sweat down the field soon.

Who knows food on a tray,

Due to their toiling day? 2. Finish the exercises in Learning about Language. 3. Retell the text in about 150 words.

Notes:

a. Use the first person to retell the story. b. Try to use the proper conjunctions.

教学反思

本节课在教学设计中，引入较自然，通过让学生猜测家乡中存在的问题，引起学生想了解情况的欲望，并且自然地与本课的主题--水稻之父袁隆平及其科学成就-杂交水稻衔接。同时去挖掘科学家的精神本质，也培养了学生他们进行细节捕捉和归纳总结的能力。接下来，以袁隆平的梦想为切入点，在让学生深层思考农业农耕的实质，培养学生的发散思维。

The second period Learning about Language (The –ing form as the Subject & Object) Teaching aims (1)Knowledge aims

Students can learn the the –ing form as the Subject & Object and make use of it.

(2)Ability aims

a. Students are able to learn about the –ing form as the Subject & Object. b. Students discover and learn to use some useful words and expressions. (3)Emotional objectives

Students are able to discover and learn to use some useful structures... Teaching important points

1. The usage of some words and expressions.

2. How to help students learn to use some useful words and expressions. Teaching difficult points

How to master the usage of the –ing form as the Subject & Object and make use of it

Procedures I. Warming up Warming up reading aloud the text A PIONEER FOR ALL PEOPLE Language is learned in context. So let’s first review the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly.

II. Discovering useful words and expressions In pairs do the exercises 1, 2 and 3 on pages 11 and 12. You must finish them in 5 minutes. III. Learning about grammar 1.

Read and identify Read the text about Yuan Longping again, paying attention to the sentences which use the –ing form as the subject and object.

In the sentence “Wishing for things, however, cost nothing. “the –ing is used as subject.

It can be also used as object of the sentence. For example: Yuan Longping likes playing his violin.

2.

Consolidating by do exercises To consolidate your understanding you will be given 10 minutes to go over exercises 1,2,3,4 and 5 on pages 12 and 13. You may just write on your text book. I mean the student’s book you are working by.

III. Ready used materials for The –ing form as the Subject & Object)

语法学习——动名词

1. 动名词作主语

1）

名词直接放在句首作主语。例如：

Using the right hand to shake hands is a convention in many countries. 用右手握手是许多国家的一种习俗。

2）

动名词在“It is no use/ no good/ fun / a waste of time/ a good pleasure 等名词

+ doing”结构中作主语，it为形式主语。

3）

动名词在“It is useless/ nice/ good/ interesting/ worthwhile 等形容词

+ doing”结构中作主语。

4）

动名词在“There is(was) no + doing”结构中作主语。

2. 动名词作宾语

1）

有些动词后面要求跟动名词作宾语。常这样用的动词有：

admit 承认

；

excuse 原谅

；

postpone 拖延

；anticipate 期望；

fancy 想象practise 练习；

appreciate 欣赏；

finish 完成；

prevent 防止；

avoid 避免；forbid 禁止；

propose 建议；

consider 考虑；

forgive 宽恕；

recollect 回忆；delay 耽搁；

imagine 想象；

resent 厌恶；

deny 否认；

involve 涉及；resist 抵制；

detest 厌恶；

keep 保留；

risk 冒险；

dislike 讨厌；

mind 在意；

save 挽救；

dread 害怕；

miss 错过；

suggest 建议；

enjoy 喜欢；

pardon 原谅；understand 理解；

escape 逃避；permit 允许

2）

有些动词短语后也要求跟动名词作宾语。常这样用的动词短语有：

can’t stand 忍不住；

can’t help 忍不住；

feel like 想，欲；

give up 放弃；

put off 推迟

3）

动名词常跟在介词或介词短语后做宾语。常这样用的介词短语有：instead of, look forward to, object to, keep on, see about, take to 等。

我们终于克服了所有的困难。

4）

在“have difficulty (trouble, problem, a hard time, fun, a good time) (+in) + 动名词；

be busy (in) + 动名词；waste time (in) + 动名词；lost time (in) + 动名词；There is no point (in) + 动名词”等结构中，动名词做介词宾语，in常要省去。

5）

在复合宾语中，用it作形式宾语，将动名词短语放在后面。例如：

I consider it a waste of time arguing about it. 我认为辩论这事是很浪费时间的。

6）

在“there be”结构当中，be为动名词时，该结构也是一种带逻辑主语的动名词形式。例如：

We can imagine there being a lot of fuss about it.

我们可以想象到人们对此大惊小怪。

Were you disappointed at there not having been more gifts? 你对没有更多的礼物感到失望吗？

3. 动名词的被动式

1）

动词need, require, want, deserve后，用动名词的主动形式表示被动意义。其用法相当于不定式的被动结构。

2）

在（be）worth后面只能用动名词的主动态来表示被动意义。

教学反思

这节课是语法课。教师应把语法规律的发现、讨论、学习和吸收交于学生自己去进行，语法规则是自己“发现”的，学生才感觉到学习语法的乐趣。所以，教师一定要以学生为中心，要善于引导学生用脑子想，用眼睛看，用耳朵听，用嘴说，用手做，用自己的心灵去感悟，享受学习的乐趣，从而使学生处于一种主动的学习状态中。

The third period Using Language

(Organic Farming) Teaching aims (1)Knowledge aims

Students can learn to read the passage Organic Farming. (2)

Ability aims (3)

a. Students use the language by reading, listening, speaking and writing. b. Students discover and learn to use some useful words and expressions. (3)Emotional objectives

Students are able to learn more about Organic Farming Teaching important points

1. The usage of some words and expressions.

2. How to help students learn to use some useful words and expressions. Teaching difficult points

1. How to use the language by reading, listening, speaking and writing

Procedures I. Warming up Warming up by listening and reading aloud Language is created to be listened to and spoken first. So open your book to page 13 and read it aloud while listening to the recording. Watch your pauses between the thought groups.

II. Guided reading 1.

Reading and translating

Read the text sentence by sentence, and put it into Chinese. Who will be the first to try. I will only have four of you to do this task. OK, Wang Shan. You got it, the opportunity, I mean.

2.

Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework. 3.

Doing exercises Now you are going to do exercises No. 1, 2 and 3 on page 14 following the article.

4.

Listening For listening turn to page 14 and then 15 for the listening exercises 1, 2 and 3.

Are you ready?

5. Reading, speaking and writing When trying to argue people into or out of doing something we may use the following expressions:

I would rather…

I don’t like…because…

I’d prefer…because

It’s a great pity that…

Should I / we…?

It’s better to…

This is good value because…

If I have a choice I’d choose…because

What is the advantage of…?

You need to…

In pairs you are to make up a dialogue to argue each other into or out adopting organic farming. I will argue with your monitor, Liang Bochao. Get started.

III. Guided writing

1.

Writing a poster Writing a poster which includes all the information about the uses of computer so that you will encourage more farmers to buy and use. You are asked to base your poster on the overall pattern of the article you learned Organic Farming. Limit your poster to between 200 and 250 words. 2.

Writing a speech

Write a speech for Professor Yuan Longping. He is to attend an international conference on modern agriculture. You may also make use of the library and network resources for the task.

IV. Further applying

Finding information Read online to find as much information as possible about Professor Yuan Longping and his research group. Share your findings with you partner next time you are here.

Writing a report Go back home to interview your parents or your grandparents about China’s agriculture, its past and present situations. Write a report in English in about 500 words as a weekly project.

Acting a text play Turn either one of the two articles into a text play. Rehearse it and play it in front of the class. The play shall last at least 10 minutes.

IV. Closing down Closing down by filling a form To end the period please fill in the form below. What is organic farming? definition

characteristics

potentials

Closing down by imaging Imagine and write about what the agriculture will be like 50 years from now in the future. Use your imagination to compete for “wild thinking prize”.

教学反思

这节课我在阅读文章之前，首先帮助学生熟悉课文生词，扫清阅读中的部分词汇障碍。学生能够快速融入课堂。略读环节，学生们通过略读获取文章每个段落的大意，从整体上把握了文章内容。继而找读寻得一些与有机农业相关的细节信息，最后通过仔细阅读获取更多的有用信息。阅读结束后，我还设计了写海报这一环节，让学生充分展现自我。

The fourth period Writing Teaching aims (1)Knowledge aims

Students can make full use of the words and expressions learned in this unit to write a passage.. (2)Ability aims a. Students discover and learn to use some useful words and expressions. b. Students use the language by writing. (3)Emotional objectives

Students are able to learn more about great scientists. Teaching important points

1. The usage of some words and expressions.

2. How to help students learn to write a passage. Teaching difficult points

1. How to use the language by writing

Procedures Step 1 Speaking Try to find reasons to persuade people to buy your food. These words and expressions may help you.

I would rather...

I don’t...because...

I’d prefer...because...

Should I/we...? It’s better to...

This is good value because... If I have a choice I’d choose... because...

What is the advantage of...? You need to... Step 2 Writing 1 Buy the best fruits here

We only sell green food in this shop! Best choice at best price! Safe, healthy, clean, fresh. Far away from any pollution. 21. No chemical fertilizer, all organic fertilizers

2. Clean air, clean water

3. No poison, no pesticides

4. Home in heaven Step 3 Speaking and Writing Task on Page 53. NOTES 

keeping fish in ponds 

taking eggs from the best quality fish 

feeding fish 

keeping fish very close together 

understanding that fish diseases are a problem 

trying to stop fish being affected by diseases 

removing fish that are the right size for eating or selling 

delivering fresh fish to the market

Step 4 Sample writing Show the students the sample writing and ask them to read it. Step 5 Homework Next time we’ll finish this unit. What we’ll do next period is to check your homework on Page 49 and finish the Project and Checking Yourself on Page 47, Summing up on Page 16, and so on. 教学反思:这节课

利用分析归纳法对文中的关键信息再次提炼，认真领悟作者写作意图。根据关键词信息，指导学生进行写作，实现语言的综合表达。让学生学以致用，为今后的写作打下基础。口语和书面作业都以课文内容为载体，让学生更深刻地理解课文内涵，并有效提高他们听说读写综合能力。