新課標必修四 Unit 2 Working the Land

Learning about language 教學(xué)設計與教學(xué)反思

浙師大附中（金二中）陳小燕

一、教學(xué)目的(Teaching aims)

英語(yǔ)課程目標 教學(xué)目標 三維目標領(lǐng)域

語(yǔ)言技能 能用自己的語(yǔ)言用動(dòng)名詞描述像袁隆平。 知識與技能領(lǐng)域

語(yǔ)言知識 學(xué)會(huì )使用相關(guān)的新詞匯；

學(xué)會(huì )用動(dòng)名詞做主語(yǔ)和賓語(yǔ)的基本用法。

學(xué)習策略 掌握在句中，文中猜詞及運用詞匯策略；

學(xué)會(huì )在新的語(yǔ)境中運用新學(xué)的語(yǔ)言知識。 過(guò)程與方法領(lǐng)域

情感態(tài)度 讓學(xué)生做個(gè)快樂(lè )的英語(yǔ)語(yǔ)言學(xué)習者。 情感、態(tài)度領(lǐng)域

二、教材分析(Text analysis)

(一)教學(xué)重點(diǎn)(Teaching important points)

1、學(xué)會(huì )使用閱讀課中的重要單詞和詞組。

2、能運用動(dòng)名詞作主語(yǔ)和賓語(yǔ)對不同情境進(jìn)行描述。

(二)教學(xué)難點(diǎn)(Teaching difficult points)

1、引導學(xué)生用動(dòng)名詞描述自己及自己熟悉的人。

2、把動(dòng)名詞的教學(xué)有機融入情景教學(xué)中。

三、學(xué)生分析(Teaching methods)

高一學(xué)生處于高中英語(yǔ)學(xué)習興趣培養和學(xué)習習慣形成階段。他們希望在學(xué)習過(guò)程中享受到樂(lè )趣，不希望老師死板地講解字詞及語(yǔ)法。能夠激發(fā)他們好奇心和創(chuàng )造力，并與他們日常生活緊密相連的學(xué)習語(yǔ)境是他們希望教師在課堂上能呈現的東西。一旦教師走進(jìn)他們的生活，他們就愿意跟著(zhù)教師走，掌握文化知識，了解學(xué)習策略，形成良好的人生觀(guān)和價(jià)值觀(guān)。

四、教學(xué)媒體(Teaching aids)

整合網(wǎng)絡(luò )資源，充分利用多媒體、文本、圖片和視頻，并利用黑板、粉筆、等教學(xué)媒體輔助教學(xué)，促進(jìn)學(xué)生的有效學(xué)習。

五、教學(xué)過(guò)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(冒險)_________ 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.

教學(xué)反思

作為走上工作崗位才第三年的教師，能參加這樣大型的比賽，對我而言是一次極佳的學(xué)習機會(huì )。從其他十二位選手及專(zhuān)家點(diǎn)評中，我學(xué)到了很多。上好一堂課，牽涉到教材理解，教材處理，學(xué)生情況，教師本身素質(zhì)等基本因素牽涉到上課時(shí)間，地點(diǎn)，情緒等其他因素。但有一點(diǎn)是不變的，那就是在上課時(shí)要認真，負責，充滿(mǎn)激情。由于水平有限，反思的內容可能很淺薄。

1．從教學(xué)設計而言，本堂課主要想要用輕松愉快的氛圍讓學(xué)生掌握閱讀課文中的重點(diǎn)詞匯以及動(dòng)名詞做主語(yǔ)和賓語(yǔ)的用法。根據上課的情況看，我已經(jīng)基本實(shí)現了教學(xué)目標，學(xué)生也通過(guò)大量不同語(yǔ)境下的練習，學(xué)到了目標設定的內容。

但在各個(gè)步驟的安排時(shí)，順序還應做一些調整。比如，可以把電影片段先放在課前放，然后在語(yǔ)法的教學(xué)中融入詞匯的用法。讓活動(dòng)的難度有梯度些。這一點(diǎn)，溫州中學(xué)的老師做得很好。

2．從本堂課教學(xué)節奏而言，這堂課開(kāi)始時(shí)節奏過(guò)慢，以至于到下課時(shí)沒(méi)有完成Task7。這是對學(xué)生不了解及本身課堂節奏控制能力不足造成的。

3．從學(xué)生反映而言，學(xué)生都很認真聽(tīng)課，積極思考，積極回答問(wèn)題，且完成任務(wù)時(shí)參與面也較廣。但是學(xué)生被動(dòng)思考的情況比較多，這是本堂課最大的不足。

最后，我想提出幾點(diǎn)在備課過(guò)程中產(chǎn)生的困惑。

1．Learning about language 和 Using language 的區別是什么？

2．作為詞匯講解，要學(xué)生說(shuō)為主，還是老師講為主，還是在課后作為練習讓學(xué)生自己去鞏固。如果是老師講，那么度如何把握？

3．現在都說(shuō)淡化語(yǔ)法教學(xué)，那么在上語(yǔ)法類(lèi)課時(shí)，是否該提到語(yǔ)法術(shù)語(yǔ)，比如說(shuō)“主語(yǔ)”，“賓語(yǔ)”等？

4．本堂課最后成形前已經(jīng)改了六稿，其中有一個(gè)步驟是讓學(xué)生四人小組活動(dòng)，收集后面跟動(dòng)名詞做賓語(yǔ)的動(dòng)詞和詞組，我的設計目的是讓學(xué)生學(xué)會(huì )發(fā)現和總結語(yǔ)法規律，不知這樣的活動(dòng)是否適合課堂教學(xué)？

5．課堂教學(xué)有效性如何體現？怎樣才能讓教師明白學(xué)生掌握的情況？是通過(guò)他們課堂的回答和作業(yè)情況嗎？

浙江省2007年高中英語(yǔ)課堂教學(xué)展評反思

桐鄉高級中學(xué) 沈萃萃

新課標、新體驗、新思考是本次英語(yǔ)課堂教學(xué)展評活動(dòng)的特色。作為一名年輕的英語(yǔ)教師，能有機會(huì )在這樣大型的比賽中展示自己，與全省各地優(yōu)秀選手同臺競技交流學(xué)習，又得到專(zhuān)家的點(diǎn)評與指導，實(shí)屬幸運。所謂學(xué)而不思則罔，現將本次展評課反思如下：

成功之處：

1．課堂設計新穎獨特，環(huán)環(huán)相扣，層層遞近，創(chuàng )意不斷，給觀(guān)摩老師留下深刻印象。導入部分的word hunt直擊關(guān)鍵詞，簡(jiǎn)明扼要；T or F questions引入課外知識，調動(dòng)了學(xué)生參與的積極性；Personal information card貫穿整篇文章，使文章理解條理清晰；感動(dòng)中國與論壇環(huán)節使整堂課上升到情感高度，讓學(xué)生獲得知識與心靈的雙重收獲。

2．指令明確充分，活動(dòng)組織有效，以學(xué)生為主體，培養了學(xué)生的團隊合作意識。group work和team work分工明確并考慮到學(xué)生思維活動(dòng)的層次，都能有效地展開(kāi)并且有較好產(chǎn)出， 著(zhù)實(shí)體現了“以學(xué)生為本”和“課堂有效性”。

3．親和力贏(yíng)得學(xué)生信任，課堂氣氛活躍，師生互動(dòng)默契。整堂課完整有序，充分調動(dòng)了學(xué)生的參與熱情，使學(xué)生愿意積極配合完成各個(gè)環(huán)節，氣氛相當熱烈，感染了學(xué)生同時(shí)也感染了在場(chǎng)的聽(tīng)課老師，讓人有意猶未盡之感。

不足之處：

1．閱讀部分處理不當，不能突出閱讀課的課型。reading for details環(huán)節第一段設計了聽(tīng)力，第二段的“瘋狂英語(yǔ)”效果不錯，但留下了“后遺癥”，導致學(xué)生在閱讀第三、第四段時(shí)也讀出了聲。這些設計的缺陷是整堂課的軟肋，模糊了閱讀課的課型特點(diǎn)。

2．閱讀部分停留在reading for information較多，而缺少reading for thinking，深度不夠。如在找出袁隆平的hobbies之后應引發(fā)學(xué)生思考why，再可引出他的個(gè)性特征，而不是簡(jiǎn)單的找出文中提到的信息。

3．對學(xué)生的回答應有客觀(guān)的評價(jià)而不是一味的表?yè)P。最后論壇環(huán)節，一位女生發(fā)言說(shuō)解決饑餓問(wèn)題的一個(gè)措施是讓夫妻多生小孩并讓小孩長(cháng)大后從事農業(yè)，顯然這一建議并不科學(xué)，但由于時(shí)間關(guān)系沒(méi)有加以糾正，而是給予了表?yè)P。

4．課件制作精美，但動(dòng)畫(huà)過(guò)多，容易分散學(xué)生的注意力。

比賽提供了鍛煉能力，考驗心理素質(zhì)的平臺，既讓我們有機會(huì )展示自己的才智與教學(xué)風(fēng)格，又使我們在激烈的競爭中不斷提高自己，完善自己。盡管榮獲了一等獎，打破了桐鄉高中英語(yǔ)優(yōu)質(zhì)課省級一等獎的零記錄，但我仍清醒地意識到自己的差距，我更愿意把它當作我教師生涯的寶貴財富，當作我不斷進(jìn)步的一級階梯。

附：教學(xué)設計

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”的教學(xué)反思

溫州中學(xué) 許少秋

本教案的設計圍繞解決“陽(yáng)光綠色食品公司“出現的問(wèn)題這個(gè)大任務(wù)而展開(kāi)不同層面的小任務(wù)。 從發(fā)現問(wèn)題到解決問(wèn)題，從口頭推銷(xiāo)到書(shū)面寫(xiě)海報打廣告，剛好符合本單元本課時(shí)reading, speaking, writing的課型特點(diǎn)。 寫(xiě)作從學(xué)生熟悉的篇章式的海報過(guò)渡到簡(jiǎn)單的關(guān)鍵詞式的海報，從學(xué)生的個(gè)人仿寫(xiě)到集體創(chuàng )作，符合學(xué)生寫(xiě)作訓練的規律，也體現了不同的寫(xiě)作層次和”寫(xiě)作是一定情景中自然的創(chuàng )作”而不是從一開(kāi)始就瞄準的“赤裸裸”的目標。

一篇閱讀材料和兩篇海報范文彌補了教材上語(yǔ)言輸入的不足；用不同的語(yǔ)言形式表達同一種意思的填空訓練，引導學(xué)生進(jìn)行語(yǔ)言知識的復習拓展；處理兩個(gè)海報范例時(shí)自然滲透的寫(xiě)法指導，不僅使學(xué)生明白怎么寫(xiě)，并使他們學(xué)會(huì )用個(gè)標準去衡量和評價(jià)乃至修改海報�？偟膩�(lái)說(shuō)， 這堂課圍繞一個(gè)話(huà)題進(jìn)行讀寫(xiě)，說(shuō)寫(xiě)，寫(xiě)說(shuō)，說(shuō)聽(tīng)的綜合技能的訓練，總體設計上比較合理并具較強的可操作性。通過(guò)課堂操作，學(xué)生能在輕松的氛圍中較好的完成上課任務(wù)，教師能達到預設的教學(xué)目標。

遺憾的是缺乏對學(xué)生水平的了解和時(shí)間不足的問(wèn)題。如果有足夠的時(shí)間，可以讓學(xué)生自評，互評，相互學(xué)習， 語(yǔ)言輸出水平會(huì )更高，整堂也就被處理得更細致。如學(xué)生個(gè)人寫(xiě)海報之后自己呈現的環(huán)節。預設是讓學(xué)生以打廣告的形式來(lái)呈現，可因為學(xué)生對英語(yǔ)廣告的陌生和上課的緊張并沒(méi)有很好的開(kāi)展而是以簡(jiǎn)單的朗讀方式來(lái)呈現。在對最后的團體合作海報的評價(jià)上， 本預設讓學(xué)生運用教材中的語(yǔ)言功能項目如： I prefer…because…, I like… because…, if I have a choice, I would choose… 來(lái)進(jìn)行互評，但由于時(shí)間的關(guān)系全班參與面不廣。為了更好的開(kāi)展這些活動(dòng)，建議可以提前叫學(xué)生準備，或者把這些布置為作業(yè)，第2節課的時(shí)候再用十幾分鐘時(shí)間組織呈現和評價(jià)。

湖州二中-姚旭輝教案與反思

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、本課導入采用了曾經(jīng)獲得美國普利策獎的圖片“饑餓的蘇丹”，使本課的開(kāi)頭顯得比較沉重，不利于激發(fā)學(xué)生的思維活躍性。如果能改成視頻導入，效果可能會(huì )更好。

2、 閱讀過(guò)程中設計的問(wèn)題“Is Dr Yuan a careful man or careless man？” 顯得比較簡(jiǎn)單，按照夏谷鳴老師的說(shuō)法，沒(méi)有達到從i到i+1的發(fā)展過(guò)程。

3、 教學(xué)過(guò)程中由于比較希望男女回答問(wèn)題的比例相當，有意讓男生女生輪流回答問(wèn)題。結果忽略了部分男生的積極性。（有幾個(gè)學(xué)生幾乎每個(gè)問(wèn)題都舉手）

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.

“吃動(dòng)物怕激素；吃植物怕毒素；喝飲料怕色素；能吃什么，心里沒(méi)數�！报D――人大代表金志國帶到兩會(huì )上的順口溜。

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 學(xué) 反 思

遂昌中學(xué) 季素君

記得上次葛炳芳老師用了一個(gè)比喻，把上課的教師和評課的專(zhuān)家比作燒菜的人和吃菜的人，我覺(jué)得我這個(gè)燒菜的人和其他燒菜的人之間存在差距，其一，本身廚藝還沒(méi)有達到一定水平，在家里燒燒菜可能還可以，大家也不嫌棄，但是燒個(gè)筵席可能力不從心。其二，吃菜的人已經(jīng)把目光轉向其他菜系了，而我卻還是在閉門(mén)燒自己的菜。講到上課也一樣，現在專(zhuān)家們已經(jīng)非常關(guān)注“課堂有效性”了，而我們可能只知道它是一種時(shí)尚理論，卻沒(méi)有真正理解領(lǐng)會(huì )它的內涵，通過(guò)這次課堂教學(xué)評比活動(dòng)，我就自己的理解，總結了幾點(diǎn)“課堂有效性”沒(méi)能達成的原因。

一、學(xué)生參與有效性不強。

任何課堂都是有學(xué)生參與的，關(guān)鍵是學(xué)生參與后有沒(méi)有達到本節課的有效目的，不管這堂課是氣氛活躍還是寂靜無(wú)聲看似滿(mǎn)堂灌，都有有效與無(wú)效之說(shuō)，比如，我在課堂教學(xué)評比中上的這堂課，課堂氣氛應該說(shuō)是挺好的，學(xué)生也是較積極地參與的，但是回來(lái)后我對夏谷鳴老師和葛炳芳老師的評論再進(jìn)行了回顧，發(fā)現這堂課上學(xué)生的參與有無(wú)效的成分。比如設計海報這個(gè)環(huán)節，學(xué)生很感興趣，也有好幾個(gè)學(xué)生寫(xiě)的很好。但是很多學(xué)生與其說(shuō)是在寫(xiě)海報不如說(shuō)是在畫(huà)海報，用了很少的幾個(gè)英語(yǔ)單詞，本堂課所學(xué)語(yǔ)言知識沒(méi)有用上去。英語(yǔ)課堂應該側重語(yǔ)言知識的學(xué)習和運用，而本堂課所學(xué)知識的運用是“課堂有效性”的關(guān)鍵。

二、達成目標不明確。

在整堂課的設計上我犯了個(gè)錯誤，就是，希望自己能夠做到面面俱到。我上的是Using language 部分，側重語(yǔ)言運用，所以就考慮了“聽(tīng)說(shuō)讀寫(xiě)”面面俱到，殊不知這樣只能是蜻蜓點(diǎn)水。所以回來(lái)后，我就重新設計了我的課，并在部分班級重新上了這堂課，感覺(jué)效果比原先要好得多。

三、教材取舍不夠大膽

現在的教材是可以重組的，我們不應該成為教材的奴隸，應該根據學(xué)生實(shí)際（比如學(xué)生水平，學(xué)生對這一內容的熟悉程度）進(jìn)行取和舍。 Using language 里面內容很多，有一篇Reading（organic farming），listening，speaking，writing，各個(gè)環(huán)節確實(shí)緊緊相扣，但是一節課里完成是不可能的，所以我在備課時(shí)也進(jìn)行了刪減。第一，Listening部分內容不是很新穎，學(xué)生可能不感興趣，所以就刪去這部分內容。第二，Speaking 部分課本的設計是對話(huà)，說(shuō)服顧客購買(mǎi)Green food，但是綠色食品實(shí)際上是比較深入人心的，大家都會(huì )選擇買(mǎi)綠色食品，所以我設計時(shí)就把talking部分改成了讓學(xué)生自己種植green food，以小組的形式討論并制定一個(gè)種植計劃。第三，Writing 部分設計了寫(xiě)海報，推銷(xiāo)自己的農產(chǎn)品。整個(gè)設計環(huán)節是比較相扣的，缺陷是內容太多，目標達成得太膚淺，應該把重心放在某一兩個(gè)任務(wù)上，并且把它完成得徹底點(diǎn)。遂昌中學(xué)季素君

“A Pioneer For All People”的教學(xué)設計和教學(xué)反思

衢州二中 涂小蘭

教學(xué)過(guò)程設計

第一步：背景概念輸入與話(huà)題的引導。（Pre-reading）

1．開(kāi)頭通過(guò)設計了一個(gè)蘋(píng)果不斷被切除，最后只剩下1/32的蘋(píng)果皮的震撼視覺(jué)效果，讓學(xué)生感覺(jué)到世界非常有限的耕地資源---farmland.（亮點(diǎn)1）

2．打出一張人口眾多的圖片，讓學(xué)生想到一個(gè)詞------a large population.

3．通過(guò)一張漫畫(huà)，讓學(xué)生看圖思考問(wèn)題。引導學(xué)生從課文中找出數據“中國第一大問(wèn)題--就是用占世界7%的耕地來(lái)養活世界22%的人口�！睆亩�引出本節課的中心話(huà)題--偉大人物袁隆平。

第二步： 閱讀過(guò)程--淺層次閱讀。(Reading I)

1．為了讓學(xué)生對課文框架有所了解，我設計了一個(gè)Prediction問(wèn)題，讓學(xué)生根據自己的閱讀經(jīng)驗，談一談介紹人物時(shí)會(huì )涉及到的一系列內容。

2．用四個(gè)字母P開(kāi)頭的表達概括了整篇課文的大概內容。他們分別是Personal information, Pursuit, Production achievements, 以及最重要的Personality.（亮點(diǎn)2）

3. 其中關(guān)于人物的基本信息中，通過(guò)設計了一個(gè)ABC信息表格的淺層次閱讀練習，對文中人物有了初步了解。

4. 關(guān)于他的夢(mèng)想，書(shū)本上描寫(xiě)得非常生動(dòng)，我讓班里有藝術(shù)特長(cháng)的學(xué)生畫(huà)了一幅漫畫(huà)，利用畫(huà)面反映課文第四段所描述的內容，同時(shí)用第一人稱(chēng)配了聲音效果。（亮點(diǎn)3）

第三步： 閱讀過(guò)程--深層次閱讀。(Reading II)

在處理了一些簡(jiǎn)單信息之后，閱讀人物最重要的是要讀出人物不同于其他人的成就以及值得學(xué)生學(xué)習的一些可貴品質(zhì)。就這兩方面的內容，我設計了一棵樹(shù)的形象，引導學(xué)生去尋找袁隆平作出的成就以及他身上擁有的可貴品質(zhì)。（亮點(diǎn)4）

1．提示學(xué)生，讓學(xué)生去尋找書(shū)本是如何闡述袁隆平先生的杰出成就的。學(xué)生也許會(huì )發(fā)現很多數字。數字是最能說(shuō)明問(wèn)題的。Figures speak louder! 接下來(lái)，我就在數上掛出很多紅色的數字，讓學(xué)生從課文中找出含有這些數字的細節句子，通過(guò)這些具體數字的閱讀，學(xué)生們對雜交水稻的貢獻了然于心。

2．提問(wèn)為什么袁隆平能夠在如此平凡的土地上做出如此杰出的貢獻呢？正如一顆樹(shù)，為什么能夠生長(cháng)地枝繁葉茂？樹(shù)根是很重要的，正如一個(gè)人的品質(zhì)是很重要的。因此，為了引導學(xué)生們去挖掘出人物的內在品質(zhì)，在這里設計了一個(gè)游戲。

a. 讓學(xué)生們到課文中尋找出能夠反映袁隆平品質(zhì)的句子。

b. 同時(shí)，發(fā)給每?jì)晌煌瑢W(xué)一個(gè)形容詞，來(lái)表達相應的品質(zhì)。

c. 通過(guò)搶答的形式，讓學(xué)生把句子和形容詞配對。

第四步：討論升華。(Post-reading)

袁隆平先生的美譽(yù)很多，如中國最著(zhù)名的農民、雜交水稻之父、泥腿子科學(xué)家、全人類(lèi)的福音等。讓學(xué)生討論哪個(gè)能最能生動(dòng)地說(shuō)明袁隆平這個(gè)鮮活人物。（亮點(diǎn)5）

第五步：閱讀擴展。

袁隆平的偉大在于解決了中國人口吃飯問(wèn)題。即使現在他名利雙收，但是仍然有夢(mèng)想，有擔憂(yōu)，他擔心中國農村耕地面積逐年減少，中國人到底能不能養活自己？學(xué)生很肯定地回答能。說(shuō)明學(xué)生并沒(méi)有充分意識到耕地減少這一問(wèn)題的嚴重性。中國農村還存在許多這樣那樣的問(wèn)題，需要更多的袁隆平式的人物去關(guān)注中國的農村，四組漫畫(huà)給學(xué)生提供了思考的空間，作為小組家庭作業(yè)，下節課學(xué)生有濃厚的興趣展開(kāi)調查，作一個(gè)小組Presentation.