Learning about Languageppt配套教案板书设计

一师一课教学设计

教

学

设

计









课题：NSEFC Book 4 Unit 2 Working the land 课型： Learning about language 设计教师：葛芬妮

授课对象：杜桥中学 高二实验班学生

一、理论依据和设计思路：

普通高中英语新课程标准2017提出了指向学科核心素养发展的英语学习活动观，明确活动是英语学习的基本形式，是学习者学习和尝试运用语言理解与表达意义，培养文化意识，发展多元思维，形成学习能力的主要途径。活动观的提出为整合课程内容、实施深度教学、落实课程总目标提供了有力保障，也为变革学生的学习方式、提升英语教与学的效果提供了可操作的途径。教师应从英语学习活动观的视角重新审视课堂教学设计的合理性和有效性，整合课程内容，优化教学方式，为学生设计有情境、有层次、有实效的英语学习活动。英语学习活动的设计应以促进学生英语学科核心素养的发展为目标，围绕主题语境，基于口头和书面等多模态形式的语篇，通过学习理解、应用实践、迁移创新等层层递进的语言、思维、文化相融合的活动，引导学生加深对主题意义的理解；帮助学生在活动中习得语言知识，运用语言技能，阐释文化内涵，比较文化异同，评析语篇意义，形成正确的价值观念和积极的情感态度，进而尝试在新的语境中运用所学语言和文化知识，分析问题、解决问题，创造性地表达个人观点、情感和态度。

因此在本节课的设计中，我想尽可能的帮助学生构建创设围绕主题的语境，让他们在近语境中自然地感知语言，内化语言，实践语言，最终习得语言，并进行迁移创新。同时，学生能更好的把握主题意义，形成正确和积极向上的情感态度和价值观

。

二、学情分析：

学生来自学校高二实验班，学生英语基础尚可，但学生偏科较多。有一部分学生对基础知识的掌握不扎实，对英语有畏惧感。因此在课的设计上从易到难，层层递进，给学生搭建好支架，让他们有安全感，有成就感的学习英语。

三、教学目标（Teaching aims）

1．

能准确掌握下列重要词汇、句型和语法结构（如下表所示），并能在新语境中准确、恰当运用。

Words （单词）

hunger; expand; therefore; output

struggle for/to do; thanks to; rid…of; get rid of; be satisfied with; far from satisfactory; would rather; build up; focus…on;

lead a…life

…times as + 形容词/副词原级+as Expressions（词组）

Structures（句型）

1

一师一课教学设计

Grammar（语法）

-ing form as subject and object -ing form 作为主语和宾语

2．

通过温习阅读篇章Working the land, 能流利讲述Dr Yuan Longping的主要工作，成就等。

3．

能恰当运用本节课语言知识，就单元相关话题展开，表达自己的理解。

四、教学重点、难点

(The difficult and important points) 1．

学生通过语境重建巩固单元知识点，掌握重要词汇的用法，以及运用重要词汇、句型和语法结构动词-ing作主语和宾语。

2．

通过学习本单元“粮食”话题，知道关于袁隆平如何发明超级杂交水稻，以及他对解决世界饥饿问题所做出的贡献，深刻理解粮食的重要性。

五、教学过程

(Teaching procedure)

Before class:

课前热身，回顾话题，引出本课节创设的新情境的主角Tom

Recall the topic by free talking and say something about Tom While class:

字词句篇，层层推进，灵活运用

I、About Tom Ask students to guess something about Tom by using some words and phrases in this unit. struggle to , be satisfied with, hunger, lead a …. life, suffer from

设计意图：引入话题，激活原有知识储备，激发学生兴趣，快速进入新语境。

II、What Tom said Get students to know what Tom said about himself and people there in his country

far from satisfactory,

get rid of,

rid…of, be satisfied with , hunger, struggle to,

Use the correct form of the above useful expressions in new contexts.

To our sadness, we are suffering from _______ every day because the food we have is ____________________, we are ___________ survive every day. There is no doubt that we ______________ (not) our life. I’m wondering how we can _____________ hunger and when the world will be _______ hunger. 设计意图：用语篇对刚才零散的语言知识进行整合，巩固目标词汇在新语境中的使用，学生进一步了解Tom. Ⅲ、Ways to help Tom Ask students to have a mini discussion about the ways to help Tom by using the following patterns. What/How about doing…

I suggest/advise doing…

Doing… be of great help 设计意图：引导学生感知问题，分析问题，并通过合作解决问题。同是对本单元动词-ing作主语的宾语功能在合理的语境中进行自然运用达到自然内化语言的目的。

IV、

About Dr. Yuan (1)Ask students to say to their partners something about Yuan Longping by using the given words and phrases. Then ask someone to give a brief introduction of him in class. born into; consider…as; struggle for/ to do; lead a…life; rid…of; would rather; thanks to; be satisfied with; focus one’s attention on;

build up 设计意图：从袁隆平可以帮助解决Tom的问题引回对第一篇课文的复习合回顾，加深对伟

2

一师一课教学设计

人袁隆平生平和贡献的理解，同是复习课文重点词汇。

(2) A brief introduction of Dr. Yuan

Yuan Longping is a great scientist, but he ________himself _____ a farmer. ________ a poor farmer’s family, Dr. Yuan graduated from college in 1953. Since then, his attention has been _______ on finding ways to grow more green rice, which will lead to the increase in output. ______ (use) his special rice, farmers can produce harvest twice as large_____ before without ________ the area of the fields. _________ his research, more and more people around the world can ____themselves ____ hunger. Therefore, he is called “father of hybrid rice”. In addition, he ________________ his life. And he doesn’t care about________ famous.

He___________ keep time for swimming, which can ____________ his strength. 设计意图: 再次以填空的形式总结刚才的活动，巩固目标词汇。

Ⅴ、Tom’s letter to Dr. Yuan Ask students to guess what Tom would write in his letter. Ask students to finish Tom’s letter Dear Dr. Yuan,

I am really sad. Although we have been keeping _______________（为生存而奋斗）, a great number of people starve to death every day. Therefore, _____________________(找到提高大米产量的办法) has been our only goal. We look forward to _____________________________(使我们自己摆脱饥饿). How excited I was at ________________________ (读到你的故事). I really dream of ________________（见到你）face to face one day. _________________（你的到来）will be warmly welcomed.

Yours sincerely

Tom

设计意图：继续围绕主题创设语境，通过猜测激活学生已有的知识和体验，再通过填空翻译在主题语境里巩固重点词汇和-ing作主语和宾语的用法。

Ⅵ、Dr.Yuan’s visit Translation (grammar) 他的到来受到了当地人热烈的欢迎。

帮助人们摆脱饥饿是他的人生目标。

他建议种植超级杂交水稻来摆脱饥饿。

Ⅶ、 The difference made by Dr.Yuan

Sentence pattern (…times as + 形容词/副词原级+as) In the past, the locals could only produce fifty million tons of rice.

Now, nearly two hundred million tons of rice is produced. The locals produce rice ______________as before. 摆脱饥饿的人是过去的三倍。

The number of those who have got rid of hunger is__________________ before.

设计意图：继续围绕主题创设语境，通过翻译和填空在主题语境里巩固重点词汇句型和-ing作主语和宾语的用法，并加深对主题意义的理解。

Ⅷ、A letter to Dr. Yuan Writing :

Now, the locals are leading a satisfying life. On behalf of the locals, Tom wanted to write a letter to Dr.Yuan to convey their heartfelt appreciation to him, telling him what a difference he had made to their life.

3

一师一课教学设计

设计意图：通过写信把语言运用才句发展到篇章，再次运用目标词汇句型和语法结构，回顾单元主题。同时，加深学生对袁隆平所作贡献的认识，以及对粮食重要性的认识。



After class:

全面回顾，总结归纳

I．Assignment

1.

Review what you have learnt in this lesson. 2.

Complete and polish the letter to Dr. Yuan

4