新课标必修四 Unit 2 Working the Land
Learning about language 教学设计与教学反思
浙师大附中（金二中）陈小燕
一、教学目的(Teaching aims)
英语课程目标 教学目标 三维目标领域
语言技能 能用自己的语言用动名词描述像袁隆平。 知识与技能领域
语言知识 学会使用相关的新词汇；
学会用动名词做主语和宾语的基本用法。
学习策略 掌握在句中，文中猜词及运用词汇策略；
学会在新的语境中运用新学的语言知识。 过程与方法领域
情感态度 让学生做个快乐的英语语言学习者。 情感、态度领域
二、教材分析(Text analysis)
(一)教学重点(Teaching important points)
1、学会使用阅读课中的重要单词和词组。
2、能运用动名词作主语和宾语对不同情境进行描述。
(二)教学难点(Teaching difficult points)
1、引导学生用动名词描述自己及自己熟悉的人。
2、把动名词的教学有机融入情景教学中。
三、学生分析(Teaching methods)
高一学生处于高中英语学习兴趣培养和学习习惯形成阶段。他们希望在学习过程中享受到乐趣，不希望老师死板地讲解字词及语法。能够激发他们好奇心和创造力，并与他们日常生活紧密相连的学习语境是他们希望教师在课堂上能呈现的东西。一旦教师走进他们的生活，他们就愿意跟着教师走，掌握文化知识，了解学习策略，形成良好的人生观和价值观。
四、教学媒体(Teaching aids)
整合网络资源，充分利用多媒体、文本、图片和视频，并利用黑板、粉笔、等教学媒体辅助教学，促进学生的有效学习。
五、教学过程（Teaching Procedures）
Step1 Self-introduction
Watch the video about the teacher’s life story to recall the following words and phrases.
At the same time, the teacher provides students with examples of v-ing used as subject and object
1. sunburnt 2. hunger 3. expand 4.circulate 5. struggle 6. export
7. rid…of 8. lead a …life 9. would rather 10. thanks to
Step2 learn to understand Eglish explanations of the words and phrases
Help students to fully understand the words and phrases mentioned in step one by giving the English explanations.
Task1 Find words and phrases that can match the English explanation
1. darkened skin from spending too much time in the sun
2.need for food
3.make something or somebody free of
4.become larger in size, number or amount
5. make information and ideas known to many people
6. live a…life
7. prefer to
8. because of
9. try extremely hard to achieve something
10. send things to foreign countries for sale
Step3 use the words and phrases
Task2 First, ask students to say something about Dr Yuan
Second, complete the passage
Dr Yuan _______ a simple life. He _____ ______ work on the farm than have a rest. He has ________ for five decades to search for a way to increase rice harvest without _____________ the area of fields. _______ to the discovery of super hybrid rice, his dream of ______ China of _______ is realized . Now, he has another dream---to _______his rice so that it can be grown all over the world.
Step4 V-ing used as subject
Task3 Ask students to make a self-introduction by using the following setence patterns.
Doing…is/makes/gives/bring me…
So…is my hobby/dream/what I like most.
Step5 V-ing used as object
Task4 describe the following pictures
Picture 1
1.It seems that the cat enjoys _____________ very much.
2. The cat is fond of ________________
3. The cat doesn’t care about_____________
Picture 2
1.The dog dreams of_____________________
2. The dog looks forward to ______________
3. We can’t help _______ when we see the dog having such a dream.
Step6 Consolidation of v-ing as subject and object
Task5 a guessing game
Work in groups of four,and use at least three sentences by using V-ing to describe one of your classmates. And The other students will guess who he/she is.
Task6 complete the passage
First, watch the video barnyard
Second, complete the following passage
Oddis spends a lot of time in _______with his friends.He is good at _________.He likes________ ______very much. ________the golf ball rolling into the hole brings him great fun. Although he and his friends are afraid of ________ discovered when they are playing in the town, they still risk(冒险)_________ a football match outside a doctor’s house, which brings them great excitement. His friends can’t help laughing after seeing Oddis ____ _______ behind the postman.
Task7 Make an interview of Oddis. Try to make as many V-ing forms as you can during the interview.
Step7 Homework
Write a passage about a great but simple person you admire.
1.Try to use as many V-ing forms as you can.
2. Write down the dialogue you have made.
教学反思
作为走上工作岗位才第三年的教师，能参加这样大型的比赛，对我而言是一次极佳的学习机会。从其他十二位选手及专家点评中，我学到了很多。上好一堂课，牵涉到教材理解，教材处理，学生情况，教师本身素质等基本因素牵涉到上课时间，地点，情绪等其他因素。但有一点是不变的，那就是在上课时要认真，负责，充满激情。由于水平有限，反思的内容可能很浅薄。
1．从教学设计而言，本堂课主要想要用轻松愉快的氛围让学生掌握阅读课文中的重点词汇以及动名词做主语和宾语的用法。根据上课的情况看，我已经基本实现了教学目标，学生也通过大量不同语境下的练习，学到了目标设定的内容。
但在各个步骤的安排时，顺序还应做一些调整。比如，可以把电影片段先放在课前放，然后在语法的教学中融入词汇的用法。让活动的难度有梯度些。这一点，温州中学的老师做得很好。
2．从本堂课教学节奏而言，这堂课开始时节奏过慢，以至于到下课时没有完成Task7。这是对学生不了解及本身课堂节奏控制能力不足造成的。
3．从学生反映而言，学生都很认真听课，积极思考，积极回答问题，且完成任务时参与面也较广。但是学生被动思考的情况比较多，这是本堂课最大的不足。
最后，我想提出几点在备课过程中产生的困惑。
1．Learning about language 和 Using language 的区别是什么？
2．作为词汇讲解，要学生说为主，还是老师讲为主，还是在课后作为练习让学生自己去巩固。如果是老师讲，那么度如何把握？
3．现在都说淡化语法教学，那么在上语法类课时，是否该提到语法术语，比如说“主语”，“宾语”等？
4．本堂课最后成形前已经改了六稿，其中有一个步骤是让学生四人小组活动，收集后面跟动名词做宾语的动词和词组，我的设计目的是让学生学会发现和总结语法规律，不知这样的活动是否适合课堂教学？
5．课堂教学有效性如何体现？怎样才能让教师明白学生掌握的情况？是通过他们课堂的回答和作业情况吗？
浙江省2007年高中英语课堂教学展评反思
桐乡高级中学 沈萃萃
新课标、新体验、新思考是本次英语课堂教学展评活动的特色。作为一名年轻的英语教师，能有机会在这样大型的比赛中展示自己，与全省各地优秀选手同台竞技交流学习，又得到专家的点评与指导，实属幸运。所谓学而不思则罔，现将本次展评课反思如下：
成功之处：
1．课堂设计新颖独特，环环相扣，层层递近，创意不断，给观摩老师留下深刻印象。导入部分的word hunt直击关键词，简明扼要；T or F questions引入课外知识，调动了学生参与的积极性；Personal information card贯穿整篇文章，使文章理解条理清晰；感动中国与论坛环节使整堂课上升到情感高度，让学生获得知识与心灵的双重收获。
2．指令明确充分，活动组织有效，以学生为主体，培养了学生的团队合作意识。group work和team work分工明确并考虑到学生思维活动的层次，都能有效地展开并且有较好产出， 着实体现了“以学生为本”和“课堂有效性”。
3．亲和力赢得学生信任，课堂气氛活跃，师生互动默契。整堂课完整有序，充分调动了学生的参与热情，使学生愿意积极配合完成各个环节，气氛相当热烈，感染了学生同时也感染了在场的听课老师，让人有意犹未尽之感。
不足之处：
1．阅读部分处理不当，不能突出阅读课的课型。reading for details环节第一段设计了听力，第二段的“疯狂英语”效果不错，但留下了“后遗症”，导致学生在阅读第三、第四段时也读出了声。这些设计的缺陷是整堂课的软肋，模糊了阅读课的课型特点。
2．阅读部分停留在reading for information较多，而缺少reading for thinking，深度不够。如在找出袁隆平的hobbies之后应引发学生思考why，再可引出他的个性特征，而不是简单的找出文中提到的信息。
3．对学生的回答应有客观的评价而不是一味的表扬。最后论坛环节，一位女生发言说解决饥饿问题的一个措施是让夫妻多生小孩并让小孩长大后从事农业，显然这一建议并不科学，但由于时间关系没有加以纠正，而是给予了表扬。
4．课件制作精美，但动画过多，容易分散学生的注意力。
比赛提供了锻炼能力，考验心理素质的平台，既让我们有机会展示自己的才智与教学风格，又使我们在激烈的竞争中不断提高自己，完善自己。尽管荣获了一等奖，打破了桐乡高中英语优质课省级一等奖的零记录，但我仍清醒地意识到自己的差距，我更愿意把它当作我教师生涯的宝贵财富，当作我不断进步的一级阶梯。
附：教学设计
Teaching plan
Shen Cuicui
( Tongxiang High School )
Time: May 14-16, 2007
School: Quzhou No.2 High School, Senior Grade One
Teaching materials: NSEFC Module 4
Unit 2 Working the land --- Reading
Teaching aims:
1. To get the Ss to acquire a good knowledge of Yuan Longping and learn from his good quality
2. To improve Ss’ reading ability through various tasks
3. To lead the Ss to discover the serious problem of hunger human beings are facing nowadays
4. To help Ss make up their minds to make contributions to ending hunger like Dr Yuan
Teaching procedures:
Step 1. Lead-in
Play a “word hunt” game and search for four key words---“rice, farmer, pioneer, China” to present today’s topic---Yuan Longping.
Step 2. Warming up
A quiz: How much do you know about Dr Yuan?
Step 3. Pre-reading
Prediction
If you are asked to write an article to introduce Dr Yuan, what aspects can you write about?
Step 4. Scanning
Scan the text and find out what listed aspects are mentioned in the text and what aspects we should add to the list.
Step 5. Careful reading
Para 1.
Listen to para1 and fill Dr Yuan’s “name, nationality, occupation, achievements” in his Personal Information Card.
Para 2.
1. Pick out all the years mentioned in this para.
2. Practise Crazy English: Read what happened in these years loudly and try to remember all the numbers and facts.
3. Challenge your memory: Complete a timetable.
Para 3.
Look through para3 and fill Dr Yuan’s personality and hobbies in the card.
Para 4.
1. Read through para4 and pick out the two dreams of Dr Yuan to complete his information card.
2. Question: Why does he have so many dreams?
Personal Information Card
Name: _____________
Nationality: _________
Age: _______________
Occupation: ___________
Education: ____________
Achievements: ____________________
Personality: _______________________
Hobbies: _________________________
Dreams: _________________________
Step 6. Post-reading
Dr Yuan was awarded 2004 Moves China Top10. Work in groups of four. Three Ss play the role of MC and write an awarding speech for Dr Yuan. One plays the role of Dr Yuan and prepares a return speech. Then invite one group to act it out.
Awarding Speech
/ Return Speech
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Step 7. Extended discussion
1. Present some statistics to show the severe problem of hunger human beings are facing nowadays.
2. Work in teams and hold a forum. Topic: If you had the chance to do one thing to help end hunger in the world, what would you do? Each team recommends a spokesman or spokeswoman whose job is to collect all the suggestions made by the team members. All the team members discuss with each other and think of as many ways as possible for their own team.
3. Give a report.
Ending
End the class with four sentences: Follow the example of Dr Yuan. Be a dreamer and fight for dreams. Make our contributions to ending hunger. We can change the world.
Step 8. Homework
1. Review new words and useful expressions of the text.
2. Surf the Internet and find more information about Dr Yuan. Design a blackboard newspaper called “A Pioneer For All People”.
“using language”的教学反思
温州中学 许少秋
本教案的设计围绕解决“阳光绿色食品公司“出现的问题这个大任务而展开不同层面的小任务。 从发现问题到解决问题，从口头推销到书面写海报打广告，刚好符合本单元本课时reading, speaking, writing的课型特点。 写作从学生熟悉的篇章式的海报过渡到简单的关键词式的海报，从学生的个人仿写到集体创作，符合学生写作训练的规律，也体现了不同的写作层次和”写作是一定情景中自然的创作”而不是从一开始就瞄准的“赤裸裸”的目标。
一篇阅读材料和两篇海报范文弥补了教材上语言输入的不足；用不同的语言形式表达同一种意思的填空训练，引导学生进行语言知识的复习拓展；处理两个海报范例时自然渗透的写法指导，不仅使学生明白怎么写，并使他们学会用个标准去衡量和评价乃至修改海报。总的来说， 这堂课围绕一个话题进行读写，说写，写说，说听的综合技能的训练，总体设计上比较合理并具较强的可操作性。通过课堂操作，学生能在轻松的氛围中较好的完成上课任务，教师能达到预设的教学目标。
遗憾的是缺乏对学生水平的了解和时间不足的问题。如果有足够的时间，可以让学生自评，互评，相互学习， 语言输出水平会更高，整堂也就被处理得更细致。如学生个人写海报之后自己呈现的环节。预设是让学生以打广告的形式来呈现，可因为学生对英语广告的陌生和上课的紧张并没有很好的开展而是以简单的朗读方式来呈现。在对最后的团体合作海报的评价上， 本预设让学生运用教材中的语言功能项目如： I prefer…because…, I like… because…, if I have a choice, I would choose… 来进行互评，但由于时间的关系全班参与面不广。为了更好的开展这些活动，建议可以提前叫学生准备，或者把这些布置为作业，第2节课的时候再用十几分钟时间组织呈现和评价。
湖州二中-姚旭辉教案与反思
Module 4 Unit 2 Working the land
The First Period Reading
Teaching goals
1. Help the ss master the usage of words and expressions.
2.Enable the Ss to learn more about world hunger, agriculture, and Yuan Longping.
3. Help Ss learn how to describe Dr Yuan Longping including his personality.
Teaching procedures
Step Ⅰ Greeting and leading in
1.Talk about the photo “The Starving Sudan”.
2.Talk about the “World Hunger Map”.
3.Let the ss share their ideas on how to end world hunger.
Step Ⅱ Reading
1.Read the passage quickly to find out Yuan Longping’s way to end hunger.
2.Read the passage quickly to find out the main ideas of the rest paragraphs.
3.Talk about Yuan Longping’s research and personality.
4.Discussion: which is the most important on one’s way to success? education,research,personalities, dreams or anything else?
5.Find out the meaning of the passage “A Pioneer for All People”
Step Ⅲ summary
1. Let the ss make a speech.
Yuan Longping was awarded the “World Food Prize”of 2004. Suppose you were the person to give him the award and make a speech.
Ladies and gentlemen, now allow me to announce the winner of “World Food Prize” ,Yuan Longping. He…
Step Ⅳ Assignment
1. let the ss know about “world Food Day ” and the themes of some years.
2. Do group work and create the theme of 2007!
StepV Homework
1. design some activities and do it!
教后反思
1、本课导入采用了曾经获得美国普利策奖的图片“饥饿的苏丹”，使本课的开头显得比较沉重，不利于激发学生的思维活跃性。如果能改成视频导入，效果可能会更好。
2、 阅读过程中设计的问题“Is Dr Yuan a careful man or careless man？” 显得比较简单，按照夏谷鸣老师的说法，没有达到从i到i+1的发展过程。
3、 教学过程中由于比较希望男女回答问题的比例相当，有意让男生女生轮流回答问题。结果忽略了部分男生的积极性。（有几个学生几乎每个问题都举手）
Unit 2 Working the land
Using language
Teaching aims:
1. The students learn to summarize the reading passage and find out the related information.
2. Use the knowledge they have learnt in “Reading” by making a plan and writing a poster.
3. Learn how to work groups.
Difficult teaching points:
1. Make a plan to show what they are going to grow in the field.
2. Write a poster to advertise their good harvest.
Teaching procedures:
I. Lead in
1. Ask the students some questions, trying to know what they are eating in their daily life.
What did you have for lunch?
Do you like eating …?
Do you think you are eating healthily?
2. Present a popular saying and let them think why such thing happens.
“吃动物怕激素；吃植物怕毒素；喝饮料怕色素；能吃什么，心里没数。”―――人大代表金志国带到两会上的顺口溜。
Why did he say so?
Can you give some examples to show what foods are harmful to our health?
How can we solve the problem?
As people’s living condition improves, more and more people are concerned about what they eat. In fact, more and more become worried about the quality of the food they eat. People now all want to eat green food which does no harm to their health.
As people’s living condition improves, more and more people are concerned about what they eat. In fact, more and more become worried about the quality of the food they eat. People now all want to eat green food which does no harm to their health.
What food is healthier and safer for us?
What we need is natural food-----green food.
Do you know how green food is produced?
II. Reading
1. Skimming:
Today we have a passage which will tell you something about organic farming. Read the passage quickly and find out:
What is organic farming?
2. Scanning:
Find the detailed information about organic farming.
Organic farmers prefer to use natural fertilizers for their plants.
Why are natural fertilizers better?
What problems are caused by using chemical fertilizers?
Do organic farmers have and special ways of farming? If they have, what are they?
And why do they do so?
III. Using language
1. Make a plan:
As we know, farming is something not familiar to us. But farming is very important for all the people. So today I’d like you to do some farming. There is a big piece of free field near your school. The school is planning to grow some crop in the field. First of all, a plan is needed. So make a plan in your group.
What to grow and why?
How to develop the soil?
What special way to grow it?
What special way to take care of your crop?
2. Report the plan
Do you think what you grow is green food?
Do you really think you have made a perfect plan?
If others will help to improve your plan, will you be willing to hear about their opinions?
3. Further discussion.
Present the plan of your group to the neighboring group and exchange your ideas with them, trying to get their advice on your farming to make your plan even more perfect. You have five more sentences to improve your plan.
After five minutes, ask several groups to report their plan and tell the whole class what advice they have got from the neighboring group.
4. You all have a good harvest. But the problem is what you will do with the harvest. Do you want to sell it and make some money? How about writing a poster? I think it can not only let more people know the food you grow, but also can make your work much easier. So if you want to sell your food quickly, write a poster right now, and try to make it as good as possible.
Homework:
1. Finish designing the posters.
2. Sum up what you have learnt in this unit, including useful words, expressions and new grammar item.
教 学 反 思
遂昌中学 季素君
记得上次葛炳芳老师用了一个比喻，把上课的教师和评课的专家比作烧菜的人和吃菜的人，我觉得我这个烧菜的人和其他烧菜的人之间存在差距，其一，本身厨艺还没有达到一定水平，在家里烧烧菜可能还可以，大家也不嫌弃，但是烧个筵席可能力不从心。其二，吃菜的人已经把目光转向其他菜系了，而我却还是在闭门烧自己的菜。讲到上课也一样，现在专家们已经非常关注“课堂有效性”了，而我们可能只知道它是一种时尚理论，却没有真正理解领会它的内涵，通过这次课堂教学评比活动，我就自己的理解，总结了几点“课堂有效性”没能达成的原因。
一、学生参与有效性不强。
任何课堂都是有学生参与的，关键是学生参与后有没有达到本节课的有效目的，不管这堂课是气氛活跃还是寂静无声看似满堂灌，都有有效与无效之说，比如，我在课堂教学评比中上的这堂课，课堂气氛应该说是挺好的，学生也是较积极地参与的，但是回来后我对夏谷鸣老师和葛炳芳老师的评论再进行了回顾，发现这堂课上学生的参与有无效的成分。比如设计海报这个环节，学生很感兴趣，也有好几个学生写的很好。但是很多学生与其说是在写海报不如说是在画海报，用了很少的几个英语单词，本堂课所学语言知识没有用上去。英语课堂应该侧重语言知识的学习和运用，而本堂课所学知识的运用是“课堂有效性”的关键。
二、达成目标不明确。
在整堂课的设计上我犯了个错误，就是，希望自己能够做到面面俱到。我上的是Using language 部分，侧重语言运用，所以就考虑了“听说读写”面面俱到，殊不知这样只能是蜻蜓点水。所以回来后，我就重新设计了我的课，并在部分班级重新上了这堂课，感觉效果比原先要好得多。
三、教材取舍不够大胆
现在的教材是可以重组的，我们不应该成为教材的奴隶，应该根据学生实际（比如学生水平，学生对这一内容的熟悉程度）进行取和舍。 Using language 里面内容很多，有一篇Reading（organic farming），listening，speaking，writing，各个环节确实紧紧相扣，但是一节课里完成是不可能的，所以我在备课时也进行了删减。第一，Listening部分内容不是很新颖，学生可能不感兴趣，所以就删去这部分内容。第二，Speaking 部分课本的设计是对话，说服顾客购买Green food，但是绿色食品实际上是比较深入人心的，大家都会选择买绿色食品，所以我设计时就把talking部分改成了让学生自己种植green food，以小组的形式讨论并制定一个种植计划。第三，Writing 部分设计了写海报，推销自己的农产品。整个设计环节是比较相扣的，缺陷是内容太多，目标达成得太肤浅，应该把重心放在某一两个任务上，并且把它完成得彻底点。遂昌中学季素君
“A Pioneer For All People”的教学设计和教学反思
衢州二中 涂小兰
教学过程设计
第一步：背景概念输入与话题的引导。（Pre-reading）
1．开头通过设计了一个苹果不断被切除，最后只剩下1/32的苹果皮的震撼视觉效果，让学生感觉到世界非常有限的耕地资源---farmland.（亮点1）
2．打出一张人口众多的图片，让学生想到一个词------a large population.
3．通过一张漫画，让学生看图思考问题。引导学生从课文中找出数据“中国第一大问题--就是用占世界7%的耕地来养活世界22%的人口。”从而引出本节课的中心话题--伟大人物袁隆平。
第二步： 阅读过程--浅层次阅读。(Reading I)
1．为了让学生对课文框架有所了解，我设计了一个Prediction问题，让学生根据自己的阅读经验，谈一谈介绍人物时会涉及到的一系列内容。
2．用四个字母P开头的表达概括了整篇课文的大概内容。他们分别是Personal information, Pursuit, Production achievements, 以及最重要的Personality.（亮点2）
3. 其中关于人物的基本信息中，通过设计了一个ABC信息表格的浅层次阅读练习，对文中人物有了初步了解。
4. 关于他的梦想，书本上描写得非常生动，我让班里有艺术特长的学生画了一幅漫画，利用画面反映课文第四段所描述的内容，同时用第一人称配了声音效果。（亮点3）
第三步： 阅读过程--深层次阅读。(Reading II)
在处理了一些简单信息之后，阅读人物最重要的是要读出人物不同于其他人的成就以及值得学生学习的一些可贵品质。就这两方面的内容，我设计了一棵树的形象，引导学生去寻找袁隆平作出的成就以及他身上拥有的可贵品质。（亮点4）
1．提示学生，让学生去寻找书本是如何阐述袁隆平先生的杰出成就的。学生也许会发现很多数字。数字是最能说明问题的。Figures speak louder! 接下来，我就在数上挂出很多红色的数字，让学生从课文中找出含有这些数字的细节句子，通过这些具体数字的阅读，学生们对杂交水稻的贡献了然于心。
2．提问为什么袁隆平能够在如此平凡的土地上做出如此杰出的贡献呢？正如一颗树，为什么能够生长地枝繁叶茂？树根是很重要的，正如一个人的品质是很重要的。因此，为了引导学生们去挖掘出人物的内在品质，在这里设计了一个游戏。
a. 让学生们到课文中寻找出能够反映袁隆平品质的句子。
b. 同时，发给每两位同学一个形容词，来表达相应的品质。
c. 通过抢答的形式，让学生把句子和形容词配对。
第四步：讨论升华。(Post-reading)
袁隆平先生的美誉很多，如中国最著名的农民、杂交水稻之父、泥腿子科学家、全人类的福音等。让学生讨论哪个能最能生动地说明袁隆平这个鲜活人物。（亮点5）
第五步：阅读扩展。
袁隆平的伟大在于解决了中国人口吃饭问题。即使现在他名利双收，但是仍然有梦想，有担忧，他担心中国农村耕地面积逐年减少，中国人到底能不能养活自己？学生很肯定地回答能。说明学生并没有充分意识到耕地减少这一问题的严重性。中国农村还存在许多这样那样的问题，需要更多的袁隆平式的人物去关注中国的农村，四组漫画给学生提供了思考的空间，作为小组家庭作业，下节课学生有浓厚的兴趣展开调查，作一个小组Presentation.