冀教版九年级英语全一册《nit2GreatPeopleLesson9ChinasMostFamous“Farmer”》赛课导学案12

第三课时Lesson9China’sMostFamous“Farmer”1.记忆单词peanut,hybrid,variety,introduction,leader,production,produce,super;短语FatherofHybridRice,sincethen,togetherwith。2.:①Forthis,hebecameknownasthe“FatherofHybridRice”.②NowDr.Yuanisworkingondevelopingsuperhybridrice.③Inthedream,hegrewanewtypeofricethatwasasbigasapeanut.④Theplantallowedfarmerstorestinitsshade.⑤Sincethen,hehasspentmuchofhistimeresearchinganddevelopingnewvarieties.⑥In1973,togetherwithotherscientists,hesucceededindevelopinghybridrice.3.能够读懂并运用before,after指引的时间状语从句和that指引的定语从句。能够读懂有关名人的文章,理解文章的要旨粗心,并掌握这样文章的构造。1.学会并能正确使用单词及短语:peanut,hybrid,variety,introduction,leader,production,produce,super;FatherofHybridRice,sincethen,togetherwith。能够读懂有关名人的文章,明确文章的要旨粗心,掌握文章构造。3.能够运用以下句型:①Forthis,hebecameknownasthe“FatherofHybridRice”.②NowDr.Yuanisworkingondevelopingsuperhybridrice.③Inthedream,hegrewanewtypeofricethatwasasbigasapeanut.④Theplantallowedfarmerstorestinitsshade.⑤Sincethen,hehasspentmuchofhistimeresearchinganddevelopingnewvarieties.⑥In1973,togetherwithotherscientists,hesucceededindevelopinghybridrice.4.学习并运用before,after指引的时间状语从句和that指引的定语从句。能够正确应用本课的重点词汇:peanut,hybrid,variety,introduction,leader,production,produce,super;掌握重点短语FatherofHybridRice,sincethen,togetherwith。2.娴熟运用before,after指引的时间状语从句和that指引的定语从句。思路一:本课的教课内容是冀教版九年级英语第二单元的第九课,主要环绕“中国最有名的农民”介绍袁隆平。第一,以与学生们讨论“dream”,引出它有两种含义,而后咨询学生们“能否听闻过袁隆平”“对于袁隆平知道些什么”,引出本课的话题,为课文的阅读与学习确立基础。经过小组合作的方式,学习本课的词汇与短语,培育学生的阅读技巧。理解课文内容并复述课文,发挥学生们的记忆潜能,最后达到语言综合运用能力。思路二:本课的教课内容是冀教版九年级英语第二单元的第九课,主要环绕“中国最有名的农民”介绍袁隆平。第一以展现图片并咨询问题来导入新课,让学生疏组议论三个问题,以真切的语言情形睁开语言实践活动,提升学生的英语社交能力。理解课文内容并复述课文,发挥学生们的记忆潜能,最后达到语言综合运用能力。教师在课前设计教课PPT,准备录音机和磁带,多媒体等。StepⅠ.LeadinLeadingin【情形1】T:Goodmorning/afternoon,class.Ihadagood/bad/aninterestingdreamlastnight.IdreamtthatCanyourememberyourdreamsafteryouwakeup?Canyourememberarecentdreamofyours?Whathappenedinyourdream?S1:Yes,Icanalwaysremembermydreams.LastnightIdreamtthatS2:No,Ineverremembermydreams.T:Thoseareallveryinterestingdreams.InEnglish,wecanusetheword“dream”todescribetwodifferentthings:(1)Theimagesweseewhilewesleep.(2)Hopesorgoalswewishtoachieve.Now,wehavealottodo,solet’sgettowork!AskthestudentstolookatthepictureandreadthetitleofLesson9.T:HaveyouheardofDr.YuanLongping?Whatdoyouknowabouthim?S1:No.S2:Yes.Heisthe“FatherofHybridRice”.S3:Yes.Hesucceededindevelopinghybridricein1973.S4:Yes.Helovesplayingtheviolinandlisteningtomusic.S5:Yes.Nowheisworkingondevelopingsuperhybridrice.Allowseveralstudentstorespond.’slearnmoreaboutDr.Yuan.Areyouready?Go![设计企图]直接导入与本文有关的内容,帮助学生成立对袁隆平的初步认识,对下边课文的学习确立基础。Leadingin【情形2】TheteachercanbegintheclassbyshowingthefollowingpicturesandaskingthefollowingquestionsonPPT.Picture1Picture2Picture3Askstudentsthefollowingquestions:(1)What’sinPicture1?(2)DoyouknowthemaninPicture2andPicture3?(3)What’stherelationbetweenthemanandthericeinPicture1?Letstudentsdiscussingroups.5minuteslater,onestudentineachgroupshouldgivetheiranswerstotheclass.Keys】(1)It’shybridrice.(2)YuanLongping,agreatChinesescientist.(3)YuanLongpingisthe“FatherofHybridRice”.T:BecauseofProfessorYuan’shardwork,Chinanowproducesenoughriceyear.YuanLongpingmakesagreatcontributiontotheworld.

tofeedherpeopleeach[设计企图

]

经过

PPT及图片内容

,让学生们认识袁隆平

,经过回答以下问题

,对袁隆平做个初步认识

,进而明确本课的学习内容。StepⅡ.PresentationLearnthenewwords.T:WehaveknownsomethingaboutYuanLongping.Nowwewilllearnsomenewwords.AndthiswillhelpyoutolearnmoreaboutYuanLongping.Areyouready?Ss:Yes.TheteachershowsthenewwordsonPPT.NewWordspeanut

n.花生hybrid

adj.

杂交的,n.杂交植物

(动物)variety

n.品种;变化introduction

n.采纳;引进;实行leader

n.领导者;领袖production

n.生产,制造;

产量produce

v.生产;出产super

adj.

超级的T:Pleasereadafterme.(Thestudentsfollowtheteacherthreetimes)

并给学生们几分钟时间记忆。T:(Fourminuteslater)Boysandgirls,let

’s

learnsomethingaboutYuanLongping.[设计企图

]

体现本课中出现的词汇

,领着学生们朗诵并记忆

,让学生们认识重点词汇

,起到稳固基础的作用。StepⅢ.Reading1.Scanreading.Dividestudentsintosmallgroupsandletthemreadthetextquicklyandfindtheanswerstothefollowingsentences.ShowLet’sDoIt!No.1onPPT.Readthelessonandwritetrue(T)orfalse(F).(1)Hegrewanewtypeofriceasachild.(2)Hehadanideaforhybridriceinthe1960s.(3)Hestudiedagricultureatuniversity.(4)Heisworkinghardondevelopingsuperhybridrice.(5)Heplaystheviolinforhalfanhourbeforehegoestobed.【Keys】(1)F(2)T(3)T(4)T(5)F[设计企图

]

让学生速读

,迅速掌握课文信息

,学会找重点句

,以找出答案为主要目的

,进而培育学生的阅读技巧。2.Carefulreading.T:Goodjob!Boysandgirls!Nowthistime,wewilldotheexercisethatisalittlemoredifficult.ShowsomequestionsonPPT.Readthetextandanswerthefollowingquestions.(1)WhatwasYuan’sdreamwhenhewasachild?(2)Whatwashehonoredwithbypeople?(3)Whatdoeshedoinhissparetime?(4)WhatisYuandoingnow?【Keys】(1)Hewishedtogrowanewtypeofrice.(2)“FatherofHybridRice”.(3)Heplaystheviolinandlistenstomusic.Helikesreadingbooksandswimming,too.(4)Heisworkingondevelopingsuperhybridrice.[设计企图]细读课文,对文章的内容有更进一步的理解。3.Readthetextandfindoutmainphrasesandsentences.Mainphrases:FatherofHybridRicesincethen·togetherwithbecauseofinthe1960safewcomeupwithworkonMainsentences:Inthedream,hegrewanewtypeofricethatwasasbigasapeanut.Theplantallowedfarmerstorestinitsshade.TheintroductionofthisnewproductmadeChinaaleaderinriceproduction.·Forthis,hebecameknownasthe“FatherofHybridRice”.·In1980,thetechnologyforhybridricewasintroducedtotheUnitedStatesand,later,tomanyothercountriesaroundtheworld.Howniceitwouldbetohavearicetree!☆教材解读☆1.Inthedream,hegrewanewtypeofricethatwasasbigasapeanut.◆本句含有由that指引的定语从句。thatwasasbigasapeanut◆“as+形容词/副词原级+as”意为“与同样”。“notso+

作rice的后置定语。形容词/副词原级+as”意为“不如”。2.Theplantallowedfarmerstorestinitsshade.allow

为及物动词

,意为“同意

,允许,让”,allowsb.todosth.

意为“同意某人做某事”

,动词不定式作宾语补足语。【拓展】allow还用于以下两种构造:(1)sb.beallowedtodosth.某人被同意做某事。(2)allowdoingsth.同意做某事。3.Inthe1960s,afewyearsafterhefinishedhisstudiesinagricultureatuniversity,hecameupwithanideaforhybridrice.◆inthe1960s意为“在20世纪60年月”。表示“在世纪年月”时用介词

in,

在整十的年月后加“s”或“‘s”,并在年月前加定冠词the。afew意为“一些,几个”,用于可数名词复数前,相当于several或some,表示一定观点。few意为“极少,几乎没有”,表示否认观点。comeupwith意为“找到,想出(答案、解决问题的方法等)”,后边常接名词或代词作宾语,相当于thinkup。4.Sincethen,hehasspentmuchofhistimeresearchinganddevelopingnewvarieties.◆sincethen意为“从那时起(到此刻)”,常用于此刻达成时。◆spenddoingsth.意为“花销时间

/金钱做某事”

,spend

的另一个重要搭配是

spendonsth.

意为“在某事/物上花销时间/金钱”,spend的主语是人。【拓展】(1)pay常用于pay(sb.)(somemoney)forsth.构造,主语是人,指为某物支付金钱。(2)take常用于Ittakessb.sometimetodosth.构造,It是形式主语。(3)cost常用于sth.costs(sb.)somemoney,主语是物。5.In1973,togetherwithotherscientists,hesucceededindevelopinghybridrice.当主语前面或后边跟有with,togetherwith,like,except,but,ratherthan,aswellas等组成的短语时,谓语动词与主语保持一致。6.TheintroductionofthisnewproductmadeChinaaleaderinriceproduction.makeChinaaleader为“make+宾语+名词”构造,名词作动词make的宾语补足语,这类构造表示“使/让某人成为

;使某人当”。7.Forthis,hebecameknownasthe“FatherofHybridRice”.beknownas意为“作为而有名”,beknownfor意为“因为而有名”;beknownto意为“对于而有名”。此中known能够用famous取代。8.In1980,thetechnologyforhybridricewasintroducedtotheUnitedStatesand,later,tomanyothercountriesaroundtheworld.◆本句为一般过去时的被动语态,其构造为“was/were+及物动词的过去分词”。introduceto/into意为“引进、采纳”。’shardwork,Chinanowproducesenoughriceeveryyeartofeeditspeople.◆becauseof意为“因为,因为”,为介词短语【拓展】because意为“因为”,为附属连词

,后来只好接名词、代词或动名词,不可以接从句。,用来指引原由状语从句或用于回答以why指引的特别疑问句。◆enough在本句中为形容词,意为“足够的,充分的”。修饰名词时,能够放在名词以前,也能够放在名词以后。【拓展】(1)enough作副词时,意为“足够地”。修饰形容词或副词时,一定放在形容词或副词以后。(2)enough作代词时,意为“充分,足够”。◆feed表示“喂(养)”时,可用于动物或人。10.NowDr.Yuanisworkingondevelopingsuperhybridrice.workon在本句意为“从事于,致力于”,它还有“持续工作,对有影响,对有作用”的意思。11.Howniceitwouldbetohavearicetree!本句是how指引的叹息句。how指引的叹息句一般有两种形式:①How+形容词或副词

+主语+谓语!②How+形容词+a/an+可数名词的单数形式

+主语+谓语![

设计企图

]

对文中的重难点句型进行解说

,帮助学生明确语言点

,为课文的理解消除阻碍。4.Rewrite.Readthelessonagainandfillintheblanks.PeoplecallYuanLongpingthe“FatherofHybridRice”’shardwork,Chinanowenoughricetofeeditspeopleeveryyear.Healsohasmanyotherinterests.Helovesplayingthe,listeningtomusic,readingandswimming.【Keys】developing,introduction,produces,violin[设计企图]让学生再次阅读课文,能够抓住文章重点进行复述课文。StepⅣ.Groupwork1.ShowLet’sDoIt!No.4onPPT.Workingroups.Canyouthinkofaninventionoragoodwaytomakelifebetter?Whatisit?Talkaboutitwithyourgroupmembers.2.Instructthestudentstoworkingroupstobrainstormsomeideasforanewinventionthatwouldmakelifeeasierorbetter.Oncetheyhavebrainstormedafewideas,theyshouldchooseoneandcreateaplanforit.Theplanshouldincludethefollowing:adrawingormodeloftheinventionasetofwritteninstructionsthatdescribehowtheinventionworksanditspurposealistoftwoorthreereasonsthatexplainwhy/howthisinventionwouldmakelifeeasierorbetter3.Askeachgrouptopresenttheirinventionstotheclass.[设计企图]发挥学生们的想象,小组合作研究,想出一种发明或一个好方法能使生活更好。充分锻炼学生们的思虑能力、口语表达能力和写作能力。StepⅤ.PracticeⅠ.ShowLet’sDoIt!No.3.Matchandcompletethesentences.oftentellstheboyastory5.Ciciwantstobeapainterbeforeaftertheylaunchtherocket.hegoestobed.shefinishesschool.hewonthatprize.hepassedaway.Ⅱ.用所给词的适合形式填空1.Jimisa(lead)ontheteam.2.Theboysucceededin(work)outtheproblem.3.TheBlackscametoChinain2013.Sincethen,they4.Thetechnology(introduce)toChinain1960s.5.MissLiudoesn’tallowus(talk)loudlyhere.

(live)inBeijing.Ⅲ.依据汉语意思达成句子他因病没有参加会议。Hedidn’tcometothemeetinghisillness.他常常在业余时间玩电脑游戏。Heoftenplayscomputergames.我和姐姐同样高。I’mmysister.他们很难在这么短的时间内想出新的方法。It’sdifficultforthemanewwayinsuchashorttime.我父亲母亲同意我夜晚出去。Myparentstogooutatn