Lesson 9 China’s Most Famous “Farmer”优秀公开课教案

冀教版九年级上英语教学设计

平泉四中

崔占军

Topic: Unit2 Lesson 9 China’s most famous “farmer”

一、教材依据：(Teaching material basis)本教案依据河北教育出版社初中起始版《Learning English》Book 5 第二单元第三课内容设计

二、设计思路：(Design mentality) 1.指导思想和设计理念：(Guiding ideology & Design idea):新课程标准强调语言教学应从学生的兴趣、生活经验和认知水平出发，倡导体验、实践、合作与交流的学习方式。基于中国几千年来传统观念的影响，人们对“农民”这一职业的认识存在偏差，总认为它比较低贱，持不齿态度，我们的学生也如此。因此，在进行本课教学时，拟通过复习上节Einstein这一内容，激起学生对伟大人物的崇拜，继而出示一幅老农图片，产生讨论，形成心理反差，在学生热议不解之时，引出China’s most famous “farmer”这一课题，陡然引起他们探究的极大兴趣，接着通过任务型教学途径帮助学生全面了解袁隆平-----这一“老农”身上所体现出的光辉与伟大，激起学生情感上的共鸣，从而顺理成章地完成对第二部分“What’s your hero?”设计的教学。

2.教材分析

(Analysis of the teaching materials)：本课是冀教版Book 5、第五单元的第三课，本单元的话题是：伟人（Great People），内容涉及了Albert Einstein,袁隆平，Hellen Keller, Norman Bethune众多的中外名人，目的是通过这些伟人的学习，引起学生对这一话题的深入思考：What’s the meaning of life?。本课主要通过对我国著名农业科学家袁隆平的事迹介绍，是他们充分认识到平凡的岗位上照样可以干出大事来，激起学生对人生的思考，产生积极向上的奋斗热情。

3.学情分析：(Student situation analysis)：现时代的学生，大多缺乏奋斗热情，普遍盲目崇拜，好高骛远，对于未来缺少思考、规划。本课的设计恰好有较强的针对性，通过教学，使学生充分认识到“三百六十行，行行出状元”，切实脚踏实际，从刻苦学习、努力奋斗做起，尽力去实现人生的意义。

三、教学目标(Teaching Aims)：

1、知识与技能目标(（Knowledge & Ability

Aims）：掌握下列词汇和词组：farmer, research, honor, technology, graduate from, come up with, in one’s spare time, It is said that 等

；并能依据录音听懂文章大意，回答问题；熟读课文，能简单用所学英语表述自己的观点，培养综合语言应用能力。

2.过程与方法：(Process and methods)：通过多媒体课件，依次展开对Einstein,老农的讨论，从伟大（科学家）----农民（低微）---- China’s most famous “farmer”（？？？）这一情感上的跌宕起伏中，产生浓厚的探究兴趣，继而开展对“Hero—my hero---LiMing’s Hero----What’s your hero?，完满完成知识教学与理想前途的双重教育目标。

3.情感态度和价值观(Emotion Aims)：通过本课的学习，培养学生以健康积极心态对待生活和学习，激发学生的自立顽强拼搏的进取之心，增强努力奋斗的决心和信心。

四、教学重点:(Teaching focoal points)：

掌握词组graduate from, come up with, in one’s spare time, It is said that等；通过学***凡“农民”的伟大，产生对英雄的敬仰之情，对第二部分内容的教学做好情感上的铺垫。

五、教学难点：(Teaching difficult points)：

培养学生利用信息表述自己的观点；调动学生设计“Guess my hero”的积极性。

六、教学方法选择（Teaching methods）:

Communicate approach; Task-reading;Lleading.

七、学习方法指导（Learning methods）: Disscussion, Cooperation. 八、教学辅助手段(Teaching Resources) ：

.ppt课件，tape recorder,

九、教学课时(Teaching time)：one period 十、教学过程

(Teaching procedure) ：

Step1. Greetings

Greet the whole class with the topic “occupations”.

Hello!class I’d like to talk something about your family members“What does your father/mother/uncle do?”

(farmer,doctor,worker,driver……)

〔设计说明〕

问答职业话题，为下步的Warming up作好铺垫。

Step 2. Warming up

Showing the picture of Enstein. Then Questions: T: Do you know him? What’s his name?

S1: Yes,I do.He is Albert Enstein. T:What does he do ?Why is he so famous? S2: He is a great physicist. T: Yeah! You are right. Er…Can any of you say something about him?

Ss: Yes,he is famous for Theory of Reletivity,E=MC2 ./He won the Nobel Prize in 1921./He devoted all his life to giving up nuclear weapons. T: Oh,yes.yes.Do you worship him? Ss: yes,I worship him very much ./And I want to be a great person in the future,just like him./……..

Present another picture.Then Questions again:

T:Well done!class.but now please look at this picture ,What does he do?

S:He is a farmer,an old farmer.

Ss:Yes,and look!He is so thin.His skin is so dark……/so it is.How hard he lives a life!

T:Yes.you look so careful!Mm…Do you want to be a farmer when you grow up?

Ss:No. No .No.To be a farmer is too hard,I don’t want to live a poor life!/Yes ,no one wants to be looked down upon./I agree.I want to have a bright life,not this…….

T:Aha..please stop here please.Maybe you are right.But today we will study a person.He is a farmer,too.but he is famous for “China’s most famous ‘farmer’”,even in the world.Who?Do you want to know? Ss:Yes. T:OK.Today let’s study the third lesson of Unit 5…

〔设计说明〕

前后对比，因疑激趣，即对前课作了很好的复习，又顺势引出本课话题

Step3 Listening with questions.

(Play the tape record ,while ask them to try to get the keys to the questions designed.)

Q1:What’s the famous farmer’s name?

Q2:Which university did he graduate from?

Q3:What was he honored with?Another name? Q4:What does he do in his spare time?

(Each one should do this alone.Then check out the answers.)

〔设计说明〕

带问题有目的的听,既利于听力能力的培养,又可对文章大意有所了解.且很好地培养了学生捕捉瞬间信息的能力；同时采用抢答的方式增强了他们的竞争意识。

Step4.Task-reading Task1.

Skimming Ask the Ss to skim the text and find out the answer to the following questions: What’s YuanLongping’s dream of childhood?

（Volunteers answer.）

〔设计说明〕

略读是一种快速阅读法.在进行略读时,学生不需要将文章全部看完,也不要彻底理解文章.要求学生浏览所读材料,了解文章的主要信息.它节时高速,是阅读技巧之一,引导学生在阅读中运用阅读策略,学会受益终身的方法. Task2.Further reading & carefully discussing-thinking.

(Get the whole class read the text together once.Then think about the questions given by the slide.) Questions: Why did he have such a strange idea/dream at that time? How old is he now? Does he stopped to go to the field?

Why?Does he want to get more money? Which does he care about most now? What do you think of Yuan?Do you worship him? Is he a hero in your mind? Why?

(Work in groups of four.Cooperate with each other,have a careful discussion.Then present their ideas group by group.)

〔设计说明〕

倡导合作探究，通过思辨，加深对文章的理解，同时有意培养学生英语的综合运用能力。

Step

5.

Guess my hero.

OK,class!through the task 2 above ,I’m sure many of you think that YuanLongping is a real hero.but do you know who my hero is? Please look at the screen:(show the sentences)

My hero .He is very tall,2.26metres. .He was born in Shanghai. .He played basketball in the Huson Rockets.

(Work in pairs.Give them 5 minutes to have a free-talk.After they had an idea.Show the picture of YaoMing.)

[设计说明] 体现合作互动，，符合新课程学生主体、教师主导的要求。

Step 6.Come to part 2:LiMing’s hero

YaoMing is my hero.Maybe he is also one of yours.Now,Here is a word puzzle.It shows LiMing’hero.Would you like to know?

(Showing the word puzzle on the screen.Give some instructions about it.Encourage them to exchange ideas with neighbours .Fill the blanks as soon as they get the answers.Let him/her come

to the front to fill them with the mouse(鼠标) and explain the reasons.)

When the Ss finished filling,leading them to work out the correct answer. LiMing’hero:Danny. 〔设计说明〕

本环节设置旨在采用竞争机制,激发学生学习积极性,学生完成自主学习与探究.并由学生亲自上台书写,满足了他们的表现欲望,教师可及时评价与指导. Step 7. Assignment :What’s your hero?

Every has his/her unique hero.What about yours?

Today’s assignment:

According to LiMing’s, design a word puzzle to present your own hero, or you can make it in other ways.Try to make it as much as interesting.then show it to your classmates or family members.Have fun. 〔设计说明〕

顺势铺开，升华活动设计，由人及己。

Step8 Class closing. Have a consolidation:

(to the whole class)All of us have our own heros.we respect and worship them,even want to be a person like them.As a student,what should we do first?Please work hard and make progress every day!Actions speak loudest!

Remember?OK,class is over!Goodbye! 〔设计说明〕

结题，激励从现在做起，从学业抓起，帮助、引导学生树立正确价值观，形成正确人生态度. 附：板书设计

& 教学反思

十二、教学反思（Feedback）:

This lesson is about China’s most famous “farmer”---YuanLongping.In my class teaching,I designed some effective questions to draw the Ss’interests,and arrange the assignment---“What’s your hero ?” to the class,get them have an active emotion,then put up their mind to study hard.Th e two points are what I get.I think it is well-achieved this lesson’s purpose of designing