教学设计：
Unit2 Working the land
Period 1 Reading
Teaching aims:
1.Help the students know more about agriculture and Yuan Longping;
2.Make the students understand the passage;
3.Improve the students’ reading ability.
The difficult and important point:
1.How to improve the students’ reading ability.
2.How to help students make up their minds to make contributions to motherland in the future like Yuan Longping.
Teaching methods:
Discussion/Reading/Speaking
Teaching procedures:
Step1 Warming up
1. What is being planted in the season?
2. Have you ever grown it? If so, how will you grow it ?
设计意图：
1.我们学校地处农村，学生也来自农村，因此可以先让学生介绍他们所熟知的农业和农村生活，为引出本文的话题做准备，再通过Pair work活动和PPT文本、课本教学媒体形式从而帮助他们深刻地理解本篇课文，理解农业科学家袁隆平的科学价值。
2.先有小组讨论后，竞赛的方式表达自己的观点，调动学生的积极性。
课堂呈现：
教师活动 | 呈现问题，展示图片，提高学生的兴趣 |
学生活动 | 小组讨论，展示讨论结果，竞争抢答，欣赏图片 |
Step2 Pre-reading
1.Do you know what is the main food in all East Asian and Southeast Asian countries?
wheat rice sorghum
2.What do you think would happen if tomorrow there was suddenly no rice to eat?
3.I f we want enough food, what should we do?
设计意图：
通过Individual work活动和PPT文本形式，让学生看课文“世界卫生组织“的统计数据和非洲饥饿儿童的图片，回答并想象此任务中的三个问题，引发学生对全世界人民温饱情况的思
考，使学生进一步熟悉单元话题，预测阅读内容，激发学生的阅读兴趣和学习欲望。
课堂呈现：
教师活动 | 分配小组任务，巡视小组活动 |
学生活动 | 小组讨论，展示讨论结果，竞争抢答 |
Step3While-reading
1.Fast-reading
Find out the main idea of each paragraph.
Para 1 A. Dr Yuan’s dreams.
Para 2 B. Dr Yuan’s personality.
Para 3 C. Dr Yuan’s biography.
Para 4 D. Dr Yuan’s appearance and his achievement.
2)The text is about _______________ who made a great contribution to producing better _____.
设计意图：
速读每段首句和尾句，出重点句。让学生初步掌握课文的中心大意、段落层次、及对课文整体脉络的理解和学生语言归纳概括能力。
课堂呈现：
教师活动 | 规定时间，速读课文 |
学生活动 | 在规定时间之内，速读课文，出重点句，抢答 |
2.Careful reading
1)Who is Yuan Longping?
Name:_______ Nationality:___________
Age:_________ Occupation(job):_______
Education: ___________________
Dream:______________________________
Achievement:____________________
Hobbies:_______________________
Para. 1 Dr Yuan’s appearance and his achievement
Q1: What does Dr Yuan look like?
Q2: What is his achievement?
True or False:
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.
Para 2
landPara. 3: Dr Yuan’s personality
Which of the following description about Dr Yuan’s personality is not true?
A. He cares little about money and fame.
B. He would rather work than lead a
comfortable life.
C. He enjoys a simpler life than most rich
and famous people.
and famous people.
D. He is satisfied with his life because he is now rich and famous.
Long ago Dr Yuan had a dream about rice plants as tall as _________. Each ear of rice was as big as an ear of_______, and each grain of rice was as huge as a _____.
He had another dream:
to __________ his rice so that it can be grown around the globe.
设计意图：
1.精读课文，培养学生的查读和细读能力
2.通过Group work和Class work的进一步活动，即通过小组交流和讨论，对袁隆平的生平，性格爱好，个人品质及所取得的成就得到了解。
课堂呈现：
教师活动 | 呈现任务，控制阅读速度，提示阅读方法，巡视学生答案，鼓励学生积极作答 |
学生活动 | 明确任务，寻答案，积极作答 |
3.Further reading
Language appreciation:
1）Since then, finding ways to grow more rice has been his life goal.
从那时起起，到水稻高产的方法就成为他一生的目标。
该句的主语为：____________________________，是由__________作主语。
例：众所周知，吸烟有害健康。______________________________________________________。
2)Using his hybrid rice farmers are producing harvests twice as large as before.
用他的杂交水稻种子, 农民们种出比以前多一倍的粮食。
倍数词(twice/half/three times/a quarter etc.)+as + 形容词原级 +as …表示“是…的多少倍”。
e.g. The number of the students in our school is ______________________ in their school.
我们学校学生的数量是他们学校的两倍。
设计意图：
指导学生通过上下文，对于陌生的单词、短语和长、难句的表达方式及V+ing语法结构和句型进行大胆的分析、理解与猜测。
课堂呈现：
教师活动 | 呈现任务，激励学生大胆思考，积极作答 |
学生活动 | 明确任务，大胆思考，积极作答 |
Step4 Post-reading
1.Role-playing:
Now imagine Dr. Yuan Longping is holding a press conference(召开记者招待会）. You are the reporters. If you have any question, you
Mini-writing:
Use two-five sentences to write down what you can learn from Yuan Longping.
设计意图：
通过Role-playing及Mini-writing，加深对课文的全面而深入的领会，引导学生说出自己的理由，从而使学生不仅受到人生态度的启发，也培养了学生阅读中的推理与归纳能力以及学生加工信息及利用信息来分析问题的能力。
课堂呈现：
教师活动 | 呈现并分配任务，激发学生的积极性 |
学生活动 | 明确任务，积极思考，小组合作，积极作答 |
Homework:
Writing a poster for the text
设计意图：
通过作业使学生复习课堂上所学知识，达到巩固效果。
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