Book4教案unit2 (2).doc

Book4 Unit 2 Working the landWarming up & reading教学目标【学习目标】 1、知识与能力：运用快速阅读和详细阅读的策略，准确把握文章主旨大意。2、过程与方法：诵读课文，理清各个章节的内容，进一步熟悉本课单词和词组，运用所学词汇知识表达情感，激情投入，体验学习的快乐。3、情感态度价值观：了解著名农业科学家袁隆平的科研成果，以及他的杂交水稻技术。同时，学习袁隆平院士的科研精神和他不计较名利、踏踏实实的生活态度。教学重点1.了解著名农业科学家袁隆平的科研成果和他的杂交水稻技术。 2.阅读能力的培养和阅读技巧的训练。教学难点1. 学习袁隆平院士的科研精神和他的生活态度。 2.训练用英语获取信息、处理信息、分析问题和解决问题的能力。教学方法独学、合作、探究、交流、展示。课时安排二课时，第一课时完成导学案，第二课时小组安排代表展示。导学案：一、复习回顾 （单词拼写）1._(饥饿)isthebestsauce.2.Hershoulderswerebadly_(晒). 3.Thebusinesshas_(扩展)abigone. 4.Farmersproducemillionsoftonsofg_tofeedthenation. 5.Wouldyoumindwritingas_ofthepassage?About200 wordsareOK.二、设问导读 （Pre-reading） Who is Yuan Longping?Name:_ Nationality:_ Age:_ Occupation(job):_Education: _ Dream:_Achievement:_ Hobbies:_三、自学检测 （Careful reading）uThefirstparagraph Q1:WhatdoesDrYuanlooklike? Q2:Whatishisachievement? TrueorFalse: (1)DrYuanismoreafarmerthanascientist.（ ）(2)DrYuanskindofriceisthemostsuitableforChinasfarmland.（ ）uThesecondparagraph PutDrYuansbiographyinrightorder. a.Hewasbornintoapoorfarmersfamily.b.HegraduatedfromSouthwestAgriculturecollege.c.In1950,Chinesefarmersproduced5.5billiontonsofrice. d.20billontonsofricewasproducedbygrowinghishybridrice. e.Hesearchedawaytoincreasericeoutputswithoutexpandingtheareaoffield.f.Hehelpsridtheworldofhungerbycirculatinghisknowledgeinlessdeveloped countries. uThethirdparagraph 1.Whydoesnthecareaboutmoneyandfame? 2.Whatdoeshedowithhismoney? uThefourthparagraph 1.Whatwashisdreamandwhatishisdreamnow? 2.DrYuanhasdreamsnotonlywhenheis_but alsowhenheis_. 四、巩固练习 （课文填空） Searched for, feed, Thanks to, use, born, graduated from, without , circulate, increase, disturb_into a poor farmers family in 1930, Dr Yuan_ Southwest Agricultural College in 1953. Since then, finding ways to grow more rice has been his life goal. As a young man, he saw the great need for_ the rice output. At that time, hunger was a_ problem in many parts of the countryside. Dr Yuan_ a way to increase rice harvests_ expanding the area of the fields. In 1950, Chinese farmers could produce only fifty million tons of rice. In a recent harvest, however, nearly two hundred million tons of rice was produced. These increased harvests mean that 22% of the worlds people are_ from just 7% of the farmland in China. Dr Yuan is now_ his knowledge in India, Vietnam and many other less developed countries to increase their rice harvests. _ his research, the UN has more tools in the battle to rid the world of hunger. _ his hybrid rice, farmers are producing harvests twice as large as before.三、教学步骤步骤一 热身1. 给学生展示几幅照片，问：What are they doing?让学生从图中人们的动作和行为预测本节课的话题（agriculture）。2. 从话题（agriculture）引入，引导学生理解本单元的题目：Working the land。提问学生对该题目的理解。步骤二 读前1. 首先从第一单元涉及到的wildlife protection引入，让学生思考除了环境问题之外，我们这个世界还面临着什么样的问题，从而引出饥饿问题。 1）In Unit 1, we have learned about Jane Goodall and her research into chimps. 2）Besides environmental protection, what other problems is the world facing today?2. 然后让学生讨论：What can we do to solve the hunger problem?3. 介绍本课主人公正是一个致力于解决这个问题的人，引起学生阅读的兴趣。设计意图：这一部分是让学生意识到世界饥饿问题的严重性，一方面激发学生阅读文章的兴趣，另一方面也更加深刻地感受到了袁隆平教授对世界的贡献之大。步骤三 阅读1. 学生小组合作学习，预测文章内容。让学生看文章标题和袁隆平的照片，问：Can you guess what kind of person Yuan Longping is from the title and the picture? Write down a few sentences to describer him.鼓励学生使用第一单元所学过的描写人物的形容词。启发学生从外貌、面部表情、以及pioneer这个词的含义等方面来考虑。4. 再把文章题目呈现给学生，让他们认真阅读文章后，小组讨论： Why did the author call Yuan Longping “a pioneer for all people”？ 教师可抽查两组学生的讨论结果。其他小组记录发言小组同学的讲话。 5. 讲解词汇。在黑板上写下重点词汇。然后学生可以再提出若干问题，相互提问。 7. 小组活动。让学生再次回到第四步的讨论题 目（Why did the author call Yuan Longping “a pioneer for all people”？），利用刚刚学过的动词和动词词组补充完善自己的讨论结果。小组整理完毕后，在全班展示。8. 小组讨论：同是描写著名人物的文章，本单元的课文和第一单元的课文有什么不同之步骤五 小结与作业 课 后 反 思Book4 Unit 2 Working the landUsing language教学目标知识与能力：掌握语言应用部分重点单词的用法。 过程与方法：初读语言材料，理清内容，继续把握教材语言应用训练的指向性和目的性，从而掌握文章内容情感态度价值观：进一步熟悉本课单词和词组，运用所学词汇知识表达情感，激情投入，体验学习的快乐。教学重点1.Read the passage and get some useful information2.Work out the difficult points教学难点1. Master the reading ability.2. Discussion and express oneself. 教学方法独学、合作、探究、交流、展示。课时安排二课时，第一课时完成导学案，第二课时小组安排代表展示。导学案：设问导读Read the passage,and answer the questions.1. How many problems can be caused by using chemical fertilizers? 2. What is the organic farming? 3. What are the advantages of organic farming?The farmers_ keeping their soil _and_ disease and keeping the air, soil, water and crops _ chemicals.4. Which one isnt the method to keep the soil fertile? A. using natural waste from animals as fertilizer.B. changing the kind of crop in each field .C. planting crops to use the same level of soil.D. planting grass between crops to prevent wind or water from carrying away the soil.巩固练习 重点短语翻译 1.searched for 2. would rather 3.turned to 4. focus on 5.幸亏；由于；因为 6.摆脱；除去 7.对满意 8.逐渐增强；开发；建立 选择适当的词组，完成下面句子。Build up, lead to, focus on, thanks to, rid of, turn to, be satisfied with，Would rather, keep free from, search for 1. Ive _ my glasses everywhere, but without luck. 2. I _ fail than cheat in the examination.3. I tried to stand on my own two feet rather than _ my parents. 4. The next chapter will _this problem in greater detail. 5. Ross took twenty years to _ his business.6. We ask all our customers if they _the service they have received. 7. Too much work and too little rest often _ illness.8. _his effort, it is more successful than we have expected. 9. Shes trying to _herself _ a dependence on drugs.10. Be sure to _your child _ computer games.Procedures1. Warming up by reading the text aloudReading aloud to the recording of the text improves our literacy skills reading, writing, speaking, and listening. Now read the text aloud. So lets first review the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly. 2. Discovering useful words and expressionsIn pairs do the exercises 1, 2 and 3 on page 12. You are to finish them in 5 minutes.3. Read and identifyRead the text about Yuan Longping again, paying attention to the sentences which use the ing form as the subject and object. In the sentence “Wishing for things, however, cost nothing.” the ing form is used as a subject. It can be also used as an object of the sentence. For example: Yuan Longping likes playing his violin. 4. Consolidating by doing exercisesTo consolidate your understanding you will be given 10 minutes to go over the exercises on page 13. You may just write the answer on your text book. I mean the students book you are working by. 课后反思:Book4 Unit 2 Working the land Learning about language教学目标 知识与技能：掌握本单元语法知识及其运用。 过程与方法：独学、合作、探究以掌握Language points情感态度价值观：进一步熟悉本课单词和词组，运用所学词汇知识表达情感，激情投入，体验学习的快乐教学重点学会在具体语境中准确、恰当运用所学语法。教学难点学会在具体语境中准确、恰当运用所学语法。教学方法独学、合作、探究、交流、展示。课时安排二课时，第一课时完成导学案，第二课时小组安排代表展示。导学案：一、动词-ing形式作主语1. 直接置于句首(1)Playing tricks on others is something we should never do. 捉弄别人是我们万万不能干的。(2)Learning new words is very important for me. 学习新单词对我来说非常重要。 (3)Talking is easier than doing. 说比做容易。2. 用形式主语it，把真正的主语-ing形式移置句尾。但这种句子形式有一定的限制，作表语的只能是某些形容词或少数名词。(1)It is useless trying to argue with Shylock. 和夏洛克争辩是没有什么用的。(2)Its worth making the effort. 这事值得努力去做。 (3)It is pleasant working with you. 跟你在一起工作是令人愉快的。3. 在there be no结构中作主语。这种结构的意思相当于“It is impossible to do ”。(1)There is no hiding of evil but not to do it. 若要人不知，除非己莫为。(2) Here is no joking about such matter. 这种事开不得玩笑。(3)There was no knowing when he would leave. 无法知道他什么时候离开。u常用-ing形式作主语的句型有：It + be + a waste of time doing 做是浪费时间的It is/was no good/use doing 做是没益/用处的It is/was hardly/scarcely worth doing 做不值得It is/was worth/worthwhile doing 做是值得的There is no sense in doing 做没有道理二、动词-ing形式作宾语1.只能后接动词-ing形式作宾语的动词或短语, 常见的有avoid，consider，enjoy， keep，finish，suggest，dislike，delay，escape，cannot help，imagine，mind，miss，practise，cannot stand，excuse，fancy，give up，put off，risk等。2. 既可接动词-ing又可接不定式作宾语的动词，常见的有：begin，start，continue，like，love，prefer，by，mean，forget，remember，hate等。A. 在like，love，hate，prefer等动词之后，用-ing或不定式意义上没有什么不同，只是侧重点有些不同，动词-ing形式表示泛指的动作，不定式表示具体的一次性动作。B. 在begin/start，continue之后，用动词-ing和不定式，意义无甚区别，尤其是当主语是人的时候。 C. 在动词forget，remember，regret之后，用动词-ing与不定式意义不同。动词-ing表示动作先于谓语发生，不定式表示后于谓语动作。如：I remember posting the letter.我记得我已把信寄了。Ill remember to post the letter.我会记着去寄信的。I shall never forget seeing the famous writer.我永远不会忘记见到过那位著名作家。Dont forget to write to your mother.不要忘了给你母亲写信。 D. 在try，mean之后，意义各不相同，如try to do (设法)，try doing (试试)，mean to do (打算有意要做)，mean doing (意思是，意味着)。 E. go on doing和go on to do: go on doing 继续做一直在做的事； go on to do 接着做另一件事。如： Please go on doing the same exercise. 请接着做同一个练习。 Please go on to do the other exercise. 请接着做另一个练习。F. stop doing与stop to do: stop doing 停止做; stop to do 停下正在干的事去干另一件事。 如：We stopped talking. 我们停止了交谈。 We stopped to talk.我们停下来去谈话。3. 作介词宾语 下列短语中的to都是介词，所以后跟名词或-ing形式：devote to，object to，pay attention to，get down to， lead to，look forward to，stick to， be used to等。语法练习（单项选择）1. _ provides us with essential nutrients (营养), while _provides us with oxygen. A. To eat; breathing B. Eating; to breathe C. Eating; breathing D. Eaten; breathed2.Taking pictures_ very interesting. A. is B. are C. to be D. be 3._ the bad news made him cry. A. Hear B. Heard C. Hearing D. Is hearing4._ a desert had always been a risk adventure. A. being crossed B. Having crossed C. Crossing D. To have crossed5.Before he came , Id finished _ the whole book. A. to read B. to have read C. reading D. read6. I always enjoy _ to popular music at night.A. to listen B. listening C. that I can listen D. if I can listen7.We are considering _ a trip around the island.A. take B. to take C. to be taking D. taking8.I hope you dont mind _ at your newspaper.A. I look B. my looking C. I looking D. my to look9.When a mans heart stops _ , he dies. A. to beat B. beating C. beat D. beaten10.I cant help _ he is still alive. A. thinking B. think C. to think D. thought of11.So far as I am concerned , I prefer reading _ . A. than meat B. for joy C. instead of sleeping D to drinking12. It goes without _ that knowledge is important. A. talking B. telling C. saying D. mentioning13. we are looking forward _ our friends next week. A. to see B. to seeing C. to be seeing D. shall see14.He spent a lot of money _ books and magazines. A. buy B. buying C. to buy D. bought15.She went out without _ good-bye to us. A. say B. to say C. saying D. being said16.The curious student kept on _ questions. A. asks B. asking C. to ask D. asked17.He is such a strange person; theres _ what hell do next. A. no knowing B. not to know C. not known D. being unknown18.When she heard the bad news, she burst_. A. into crying B. out to tears C. crying D. out crying19._ my homework, I went home .A. Having finished B. FinishedC. Being finished D. Finish20._ the door unlocked, I went in.A. Finding B