Learning about Language教案推荐

第四课时

Learning about Language 课型：

练习课

设计人：

蔡文伦

授课时间：45分钟

本节课与上节相关性分析：

上节课是对课文当中所出现的语言点进行学习。这节课就是对上节课知识的系统的复习，帮助他们达到更好的学习效果。

1.Teaching goals 教学目标

2.Target language 目标语言

A. 词汇和短语

sun burnt, hunger, expand, circulate, struggle, export , output,

satisfied , strain , rid ……of , lead a ….life, would rather , thanks to

B

Ability goals能力目标

Enable students to master the usage of the words and expressions above

3.

Learning ability goals 学能目标

Help students learn how to use these words and expressions freely to express their ideas . They can also practise actively and attentively do that they reach their goals

A. Teaching important points 教学重点

B. Teaching important words points :How to use the expressions freely . C. Teaching method : Explaining , discussing and practicing .

D. Teaching aids : A projector and a computer. E. Teaching procedures & ways

教学过程(文字描述，并作相应解释) Reading&Writing

Step

one :

Reading

aloud

Task

1:

Give a short passage

to students

first and ask them to read and recite it .

People struggled against hunger for several decades，but to their regret，they still couldn’t

increase the output of grain production.Therefore hunger was a disturbing problem then. 设计意图：

这节课的重点是检查学生们对阅读课时中所学的句型和词汇的运用情况。通过小短文的朗读，有二个作用。第一就是加强学生们的朗读能力，同时也是锻炼他们口语的机会。第二就是短文中出现的词汇都是本单元的重点词汇，学生们通过阅读能够进一步加深对词汇的理解和运用。

Step

two: Revision

Task 2:

Complete the sentence

with the words

below in their proper forms.

1. He has a ________ (hungry) for knowledge. 2. Yuanlongping is famous for ___________ (supply) the farmers with super hybrid rice seeds. 3. Some organic farmers prefer ________ (plant) grass between crops to ________ (prevent)

wind or water from carrying away the soil. 4. Mr Brook cares little about spending the money on himself or ___________ (lead) a comfortable life. 5. My mother doesn’t like me wearing short skirts to church , for she doesn’t think that ________ (suit).

设计意图：

这个环节首先是检查学生的单词拼写的背诵情况，同时又检查学生是否能够灵活运用上节课所学的重点词汇，根据单词在不同的句子当中所充当的成分，改变所给词的词性。

Task

3:

Grammar

Cloze

Dr. Yuan was born in Beijing in 1930. _1______he graduated from Southwest Agriculture College in 1953, he has devoted his life to _2________ (find) ways to grow more and more rice. As a young man, he saw the great need for _3___________ (increase) the rice output. At that time, hunger was_4___ serious problem in many parts of the country. Dr. Yuan searched 5_____a way to increase rice harvests without

expanding the area of fields. In 1950, Chinese farmers could only produce fifty million tons of rice. Last year, _6_______, nearly two hundred million tons of rice _7___________ (produce). These increased harvests mean _8______ 22% of the world’s people are fed from just 7% of the farmland in China. Dr. Yuan is now circulating his knowledge in India, Vietnam and other less developed countries to increase their rice harvests. Thanks to his research, the UN is trying to rid the world_9____hunger. Using his hybrid rice farmers are producing harvests twice _10___large as before.

设计意图：

上一个环节侧重词在句子当中的运用，而这一个环节考查的内容，既是对词的运用的进一步练习，同时也是加强词在语境的运用，强调了词汇在短文中的整体运用能力。

Step

Three:

Writing

Task

4 : Translate the following sentences

first and then put them into a

short passage. 1.1937年9月7日出生于重庆的一个贫困的家庭。他自幼刻苦学习,酷爱农业. 2.自从1953 年大学毕业以后,他已经研究水稻近半个世纪,一直献身于农业的研究工作。

主要成绩

1.由于他的研究,我国水稻产量快速增长, 为很多国家解决了粮食不足的问题; 2.他被誉为“杂交水稻之父”;

3.虽然他很出名, 但是他过着简朴的生活，不计名利;

设计意图：

这是本课时环节的难点，同时也是重点。在整节课的教学设计中，前几个设计意图都是属于输入性的练习，本环节则是输出过程。从词汇到句子，再到篇章，考查的学生们对篇章的组织能力以及综合运用能力。

教学反思：

本节课采用“合作，探究的教学方法，并运用现代化教学手段，引导学生进行了从词汇，到文章的理解。在发现问题、解决问题、深化理解中，师生信息交流畅通, 这样教师才能教的活泼生动、学生学的积极主动，课堂气氛融洽;更重要的是学生自主思考，参与意识、自学能力得以提高、学生兴趣不断增强，收到良好的教学效果。

存在问题：在解决问题的教学过程中，在难题的处理问题上，老师可以给予一定的提示，学生在互相讨论和探究的过程中，要注意时间上的分配。