Unit 2 Working the land 教学设计5公开课优质课人教必修4精品.docx

Unit 2 Working the land 教学设计5公开课优质课人教必修4精品.docx

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Unit2Workingtheland教学设计5公开课优质课人教必修4精品

Unit2Workingtheland教学设计5

TeachingAims

Tohelpstudentsdeveloptheirreadingability.

Tohelpstudentslearnaboutworkingtheland.

TeachingProcedures

I.Warmingup

Warmingupbyquestioning

Hello，everyone.Weshallreadaboutmanwhoworksthelandtoday.Haveyouevergrownanyplants？

Ifnot，whatkindofplantwouldyouliketogrow？

Howwillyougrowit？

（Forreference:

Mr.Li，Iworkedwithmyfatherinthericefieldlastyear.Wegrowhybridriceanduseanimalwastestomakethesoilrich.）

Hasanyoneofyoueverbeentothecountryside？

Whatdidyoudothere？

（Forreference:

IwenttoChuankouthedaybeforeyesterday.Itisasmallmountainvillage75linorthofBeijing.Iwenttheretovisitmyuncle’sfamily.Ilikethatsmallbeautifulvillageverymuch.）

Whoarefromafarmer’sfamily？

Whatdoyouknowaboutfarming？

（Forreference:

Mr.Li，DouJunandIarefromafarmer’sfamilyinourclass.Wegrowwheatandraisepigsonourfarms.Andbothofourfamilyaregoingtoexpandtheareaoffieldsthisyear.）

Warmingupseeingandlistening

Boysandgirls，Ishallshowyousomephotosoffarmingfirst.Lookatthisone.Whatarethesepeopledoinginthefields？

Yes，itisspringandtheyareplantingrice.Lotsofpeopleintheworldliveonrice.Ithinkyoulikeeatingrice，too.

Plantingrice

Hereisanotherphotoaboutfarming.Themandrivingthetractorinthephotoisplowingthelandtopreparefortheplanting.Hedoesnotgrowricethere.Whatkindofcropishegoingtoplanthere？

Plowingtheland

Thisphotoisinteresting.ThewomanfarmerfromTibetisharvestinghercropsnotintheopenfieldbutinaplastichouse.Forgenerations，thepeopleinTibetAutonomousRegion，havefarmedthelandusingtraditionalmethods.Butinrecentyears，thingshavebeguntochange.Allthefarmersadmitthenewwaysarebetter.

Indoorharvesting

II.Pre-reading

Questioningandanswering

RiceismainfoodinSouthChina.Whatdoyouthinkwouldhappeniftomorrowtherewassuddenlynoricetoeat？

（Forreference:

Thenthesouthpeoplewouldhavetochangetheireatinghabit.Theycouldturntopotatoes，wheatflour，cowandsheepcheese，cabbage，onionsandgarlicforfood.TheyarethebasesofthetraditionalfoodinNorthChina.）

Ifyouhadthechancetodoonethingtohelpendhungerintheworld，whatwouldyoudo？

（Forreference:

Iwouldtrytoendhungerbypopularizingtheadvancedfarming

techniques.Moderntechniquescouldbeintroducedtoincreasethericeoutput，andexpandtheareaoffields.）

GivingbackgroundinformationaboutProfessorYuanLongping

HaveyoueverheardofamancalledProfessorYuanLongping？

Wouldanyoneofyoutelltheclasssomethingabouthim？

（Forreference:

ProfessorYuanLongpingisaChineseagriculturalscientist.ProfessorYuan'sbreakthroughscientificachievementledtotheworld'sfirstsuccessfulandwidelygrownhybridricevarieties，revolutionizingricecultivationinChinaandtriplingproductionoverageneration.HisapproachtoricebreedingthenspreadinternationallythroughoutAsiaandtoAfricaandtheAmericas，providingfoodfortensofmillionsandleadingtohisbecomingknownasthe"FatherofHybridRice."

III.Reading

Readingaloudtotherecording

Comprehension—understandingwhatyouarereading—isimportant.Toreadinthoughtgroupsisaneasy，yeteffective，wayofimprovingreadingcomprehension.Nowturntopage10andreadaloudtotherecordingofthetextAPIONEERFORALLPEOPLE.Payattentiontothethoughtgroupsinthesentenceswhilelisteningandreadingaloud.

Readingandunderlining

Readthetextagainandunderlineallthecollocationsinthepassage.Youareaskedtocopythemtoyournotebookafterclassashomework.

CollocationsfromAPIONEERFROALLPEOPLE

callsb.…，regardsb.…，worktheland，doone’sresearch，forthepastfivedecades，growhybridrice，becomeanagriculturalpioneer，haveahighoutput，produceone-thirdmoreofthecrop，bebornintoapoorfamily，graduatefromacollege，devoteone’slifeto…，findwaystodosth.，seethegreatneedfordoingsth.，increasethericeoutput，searchforawaytodosth.，increasericeharvests，expandtheareaoffields，producetonsofrice，feedsb.fromapieceoffarmland，circulateone’sknowledge，thanksto…，ridtheworldofhunger，besatisfiedwith…，carelittleabout…，spendmoneyon…，leadacomfortablelife，havetroubles，equipsb.forsth.，careabout…，keepone’stimefor…，playone’sviolin，playmah-jong，rideone’smotorcycle，wishfor…，inadream，anearofrice，agrainofrice，awakefromone’sdream

Reading，identifyingandsummarizing

Attention，please！

Itistimetoskimthetextonemoretimeandidentifythetopicsentenceofeachparagraph.

（Minuteslater）XueHongmei，wouldyoureadtotheclassthefourtopicsentencesyouidentified？

Whataboutthemainideaofthepassage？

Whowillvolunteertogivetheclasshissummaryofthemainidea？

BaiJianfang，you’dliketosaysomething？

Goahead！

Understandingdifficultsentences

Ingroupsoffour，analyzethestructureofthedifficultsentences.Ifyouhaveanyproblemswhicharetoodifficultforyoutosolvedonothesitatetoputthemtome.

Readingandtransferring

Inpairs，readthetext，findinformationtocompletethefollowingform.

FactsaboutYuanLongping

FactsaboutYuan’ssuperhybridrice

age

capacity

education

application

major

contribution

hobby

overseas

ideal

future

IV.Closingdown

Closingdownbydoingexercises

Inthelastfiveminuteslet’sdothecomprehensionexercisesonpage10.Checkyouranswersagainstyourneighbour’swhenyouhavefinished.

Closingdownbyhavingadictation

Toendtheperiodyouwilltakeadictation.ItisaboutYuanLongping，“FatherofSuperhybridrice”.

YuanLongping，China'sMostFamous"Farmer"

Yuan came up with the idea of hybridizing rice for the first time in the world in 1960s. Since then， 50 percent of China's total rice cultivation fields have grown such rice， 

which added some 300 billion kilograms to the country's grain output.Furrows grown on his sun-burnt face， a slim figure and coiled-uptrousers legs would confuse foreign reporters who came to interview the most famous scientist in China， who would rather be called "a farmer."Indeed， like many Chinese 

farmers， Yuan in his 70s and has devoted most of his life growing rice in paddyfields， 

but unlike those farmers， he reaps the seed from experimental fields only

 forhybridizing rice. 

LearningaboutLanguage

（The–ingformastheSubject&Object）

TeachingAims

Tohelpstudentslearnaboutthe–ingformastheSubject&Object.

Tohelpstudentsdiscoverandlearntousesomeusefulwordsandexpressions.

Tohelpstudentsdiscoverandlearntousesomeusefulstructures.

TeachingProcedures

I.Warmingup

WarmingupreadingaloudthetextAPIONEERFORALLPEOPLE

Languageislearnedincontext.Solet’sfirstreviewthetextlearnedyesterdaybyreadingitaloud.TrytoforceoutyourEnglishslowlyandclearly.

II.Discoveringusefulwordsandexpressions

Inpairsdotheexercises1，2and3onpages12.Youmustfinishthemin5minutes.

III.Learningaboutgrammar

Readandidentify

ReadthetextaboutYuanLongpingagain，payingattentiontothesentenceswhichusethe–ingformasthesubjectandobject.

Inthesentence“Wishingforthings，however，costnothing.“the–ingisusedassubject.

Itcanbealsousedasobjectofthesentence.Forexample:

YuanLongpinglikesplayinghisviolin.

Consolidatingbydoexercises

Toconsolidateyourunderstandingyouwillbegiven10minutestogooverexercises1，2，3and4onpages13.Youmayjustwriteonyourtextbook.Imeanthestudent’sbookyouareworkingby.

IV.Readyusedmaterialsforthe–ingformastheSubject&Object）

语法学习——动名词

1.动名词作主语

1）名词直接放在句首作主语。

例如：

Usingtherighthandtoshakehandsisaconventioninmanycountries.

用右手握手是许多国家的一种习俗。

2）动名词在“Itisnouse/nogood/fun/awasteoftime/agoodpleasure等名词+doing”结构中作主语，it为形式主语。

例如：

Itisnogoodwritingtohim；heneveranswersletters.

写信给他不妥，他从来不回信。

Itisnouseyourcomplaining；thecompanywon’tdoanythingaboutit.

抱怨是没有用的，公司是不会管的。

3）动名词在“Itisuseless/nice/good/interesting/worthwhile等形容词+doing”结构中作主语。

例如：

Itisgoodplayingchessaftersupper.

晚饭后弈棋挺好。

Itisuselessspeaking.

光说是没有用的。

4）动名词在“Thereis（was）no+doing”结构中作主语。

例如：

Thereisnodenyingthatsheisveryefficient.

她效率高是不容否认的。

Thereisnotellingwhatheisgoingtodo.

他要做什么一点消息都没有。

2.动名词作宾语

1）有些动词后面要求跟动名词作宾语。

常这样用的动词有：

admit承认；excuse原谅；postpone拖延；anticipate期望；fancy想象

practise练习；appreciate欣赏；finish完成；prevent防止；avoid避免；

forbid禁止；propose建议；consider考虑；forgive宽恕；recollect回忆；

delay耽搁；imagine想象；resent厌恶；deny否认；involve涉及；

resist抵制；detest厌恶；keep保留；risk冒险；dislike讨厌；mind在意；save挽救；dread害怕；miss错过；suggest建议；enjoy喜欢；pardon原谅；

understand理解；escape逃避；permit允许

例如：

Irecommendbuyingthedictionary.

我建议买这本词典。

Idon’tanticipatemeetinganyopposition.

我估计不会遇到任何反对意见。

Willyouadmithavingbrokenthewindow？

你承认不承认打破了窗户？

2）有些动词短语后也要求跟动名词作宾语。

常这样用的动词短语有：

can’tstand忍不住；can’thelp忍不住；feellike想，欲；

giveup放弃；putoff推迟

例如：

Heputoffmakingadecisiontillhehadmoreinformation.

在获得详情之前，他没有急于作出决定。

Doyoufeelliketakingawalk？

你要不要去散步？

3）动名词常跟在介词或介词短语后做宾语。

常这样用的介词短语有：

insteadof，lookforwardto，objectto，keepon，seeabout，taketo等。

例如：

WearelookingforwardtocomingtoChina.

我们期待着来中国。

Wesucceededingettingoverallthedifficulties.

我们终于克服了所有的困难。

4）在“havedifficulty（trouble，problem，ahardtime，fun，agoodtime）（+in）+动名词；bebusy（in）+