Unit 2 Teaching Design 教学设计公开课优质课人教必修4精品Word下载.docx
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Unit 2 Teaching Design 教学设计公开课优质课人教必修4精品Word下载.docx
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这一话题的引入,可以帮助学生更深刻地理解袁隆平博士的研究成果的价值。
2.Pre-reading设置的两个问题可以帮助学生理解课文,同时培养他们的同情心和人道主义精神。
3.Reading塑造了一个朴实、务实的中国农业科学家的形象,他过着普通人的生活,干着伟大的事业。
4.Comprehending共有3个练习,这4个练习的设置由表及里,由浅入深,非常科学。
旨在提高学生讨论、收集信息及归纳整理的能力。
5.LearningaboutLanguage分为两部分,通过不同层面的练习,要求并帮助学生熟练掌握课文中所学的词汇以及-ing形式做主语和宾语的用法。
6.UsingLanguage分为三部分,Reading部分读写结合,要求学生在理解文章Organicfarming的基础上写出文章的摘要。
Listening讲了两个农民的故事,即进行了听力训练也说明了有机耕作的重大意义。
Reading,speakingandwriting让学生假设自己是“绿色食品”生产商,在读说的基础上为自己的食品设计一个广告。
教教材重组
1.材重
1.将WarmingUp,Pre-reading,Reading与Comprehending整合在一起上一节“阅读课”。
2.将LearningaboutLanguage和Workbook的usingwordsandexpressions及usingstructures整合在一起上一节“语言学习课”。
3.将UsingLanguage设计为一节包括听说读写在内的“综合技能课
(一)”。
4.将Workbook的READINGANDLISTENING和TALKING结合在一起上一节“听说课”。
5.将Workbook的LISTENINGTASK,READINGANDWRITINGTASK和SPEAKINGTASK设计为一节“综合技能课
(二)”。
课时分配
1stPeriodReading
2ndPeriodLanguagestudy
3rdPeriodIntegratingskills(Ⅰ)
4thPeriodListeningandSpeaking
5thPeriodIntegratingskills(Ⅱ)
Part1:
TeachingDesign
(第一部分:
教学设计)
Period1:
Asamplelessonplanforreading
(APIONEERFORALLPEOPLE)
Aims
Todevelopreadingability
Tolearnsomethingaboutfarming
Procedures
I.Warmingup
Warmingupbyquestioning
Hello,everyone.Weshallreadaboutmanwhoworksthelandtoday.Haveyouevergrownanyplants?
Whatkindofplantwouldyouliketogrow?
Howwillyougrowit?
Forreference:
Iworkedwithmyfatherinthericefieldlastyear.Wegrowhybridriceanduseanimalwastestomakethesoilrich.
Hasanyoneofyoueverbeentothecountryside?
Whatdidyoudothere?
IwenttoChuankouthedaybeforeyesterday.Itisasmallmountainvillage75linorthofBeijing.Iwenttheretovisitmyuncle’sfamily.Ilikethatsmallbeautifulvillageverymuch.
Whoarefromafarmer’sfamily?
Whatdoyouknowaboutfarming?
DouJunandIarefromafarmer’sfamily.Wegrowwheatandraisepigsonourfarms.Andbothofourfamiliesaregoingtoexpandtheareaoffieldsthisyear.
Warmingupbyseeingandlistening
Plantingrice
Boysandgirls,Ishallshowyousomephotosoffarmingfirst.Lookatthisone.Whatarethesepeopledoinginthefields?
Yes,itisspringandtheyareplantingrice.Lotsofpeopleintheworldliveonrice.Ithinkyoulikeeatingrice,too.
Plowingtheland
Hereisanotherphotoaboutfarming.Themandrivingthetractorinthephotoisplowingthelandtopreparefortheplanting.Hedoesnotgrowricethere.Whatkindofcropishegoingtoplanthere?
Indoorharvesting
Thisphotoisinteresting.ThewomanfarmerfromTibetisharvestinghercropsnotintheopenfieldbutinaplastichouse.Forgenerations,thepeopleinTibetAutonomousRegion,havefarmedthelandusingtraditionalmethods.Butinrecentyears,thingshavebeguntochange.
Allthefarmersadmitthenewwaysarebetter.
II.Pre-reading
1.Questioningandanswering
RiceisthemainfoodinSouthChina.Whatdoyouthinkwouldhappeniftomorrowthereweresuddenlynoricetoeat?
Thenpeopleinthesouthwouldhavetochangetheireatinghabit.Theycouldturntopotatoes,wheatflour,cowandsheepcheese,cabbage,onionsandgarlicforfood.TheyarethebasesofthetraditionalfoodinNorthChina.
Ifyouhadthechancetodoonethingtohelpendhungerintheworld,whatwouldyoudo?
Iwouldtrytoendhungerbypopularizingtheadvancedfarmingtechniques.Moderntechniquescouldbeintroducedtoincreasethericeoutput,andexpandtheareaoffields.
2.GivingbackgroundinformationaboutProfessorYuanLongping
HaveyoueverheardofamancalledProfessorYuanLongping?
Wouldanyoneofyoutelltheclasssomethingabouthim?
ProfessorYuanLongpingisaChineseagriculturalscientist.ProfessorYuan'
sbreakthroughscientificachievementledtotheworld'
sfirstsuccessfulandwidelygrownhybridricevarieties,revolutionizingricecultivationinChinaandtriplingproductionoverageneration.HisapproachtoricebreedingthenspreadinternationallythroughoutAsiaandtoAfricaandtheUnitedStates,providingfoodfortensofmillionsandleadingtohisbecomingknownasthe"
FatherofHybridRice."
III.Reading
1.Readingaloudtotherecording
Comprehension—understandingwhatyouarereadingisimportant.Toreadinthoughtgroupsisaneasy,yeteffective,wayofimprovingreadingcomprehension.Nowturntopage9andreadaloudtotherecordingofthetextAPIONEERFORALLPEOPLE.Payattentiontothethoughtgroupsinthesentenceswhilelisteningandreadingaloud.
2.Readingandu
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