人教新课标高中英语必修四Unit 2 Working the land教案
[高中英语]人教新课标英语必修四Unit 2 Working the land教案
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Unit2 Working the landVocabulary and Useful ExpressionsStep1.重点难点1. In many ways, he is one of them, and he struggled for the past five decades to help them.In a way; in one way; in some ways 在某种程度上2．However, he cares little about spending the money on himself or leading a comfortable life.care v. 在乎,在意,喜欢,有兴趣spend sth. … on … 在某方面花费spend … (in) doing sth. 花费…做某事3．Wishing for nothing, however, costs nothing.wishing for nothing 动名词短语做主语,谓语动词用单数.however是插入语,表示语气的一种转折.4．It also refers to crops growing with natural rather than chemical fertilizers.refer to 与…有关,关系到某人、某事；提到,涉及；参考5．Instead, organic farmers insist on changing crops every two or three years.insist on 坚持要求；insist后面可以跟从句,其中谓语动词常用should + 动词原形构成6．Dr. Yuan awoke from his dream with the hope of producing a kind of rice that could fees more people.with the hope of 带着某种希望7．He used to walk to his fields twice a day, but now he prefers to ride his motorcycle.used to 过去常常（现在已经不是如此）be used to doing 意思是“习惯于”prefer to do (rather than do) 相比之下更喜欢做某事8．But whatever they grow they make sure that what is left in the ground after harvesting becomes a natural fertilizer for the next year’s crop.whatever引导让步状语从句,表示“无论怎样”,相当于no matter what.Eg: Whatever you do, don’t give up.Step 2．功能句型建议（Suggestion & advice）I would rather … I don’t like … because …I’d prefer … because … It’s a great pity that …Should we/I …? It’s better to …If I h ave a choice I’d choose … because … You need to …May I suggest …? Let me suggest … because …Perhaps we should suggest … because … But what/how about …?Step 3. 重点单词及短语单词①hunger n. 饥饿,食欲；v. 渴望得到某事物,某人hunger for/after sth./sb.②struggle vi.stuggle with sb. 与某人争斗,搏斗struggle (against/with sb./sth.)struggle against/with sb./sth. (for sth.) 争斗,拼搏,奋斗,努力③expand vi. (使某事物)变大,增强,伸展,张开expand on sth. 阐述或详述expansion n. 扩大,扩展,膨胀④equip vt.equip sb./sth. (with sth.) 配备,装备equipment n. 设备,装备⑤export vt. 输出；n. 出口业,出口品import vt. 进口⑥circulate vi. vt. 使某物循环,流通,传播；vt. 发侧知告知某人circulation n. 循环,流传,传播⑦confuse vt. 把某人弄糊涂,使为难,打乱confusion n. 混乱,混淆⑧reduce vt. 缩减,减小,降低reduction n. 减少,缩小⑨supply vt. 供给,供应,满足；n. 供应,供给之物⑩exchange vt. 交换,交易；n. 交换,更换,互访,交流exhange sth. with sth.exchangeable adj. 可交换的,可退换的,可兑换的短语rid … of 清除,摆脱be satisfied with = be contented 感到满足,满意的would rather do sth. 宁可做某事refer to 与…有关,关系到某人,某事,提到,参考search for 寻找,搜寻thanks to 多亏,由于rather than 而不,宁愿…而不Unit2 Working the landWarming Up, Pre-reading and Reading Period 1 Warming up and pre-reading.Step 1 Lead-in.Poem By Li ShenFarmers weeding at noon,Sweat down the field soon.Who knows food on a tray,Due to their toiling day.Then let one student recite the poem in Chinese.Step 2 Warming up by questioningHello, everyone. We shall read about man who works the land today. Have you ever grown any plants? If not, what kind of plant would you like to grow? How will you grow it?(For reference: Mr. Li, I worked with my father in the rice field last year. We grow hybrid rice and use animal wastes to make the soil rich.)Has anyone of you ever been to the countryside? What did you do there?(For reference: I went to Chuankou the day before yesterday. It is a small mountain village 75 li north of Beijing. I went there to visit my uncle’s family. I like that small beautiful village ve ry much. )Who are from a farmer’s family? What do you know about farming?Step 3 Pre-reading and talkingQuestioning and answeringRice is main food in South China. What do you think would happen if tomorrow there was suddenly no rice to eat?(For reference: Then the south people would have to change their eating habit. They could turn to potatoes, wheat flour, cow and sheep cheese, cabbage, onions and garlic for food. They are the bases of the traditional food in North China. )If you had the chance to do one thing to help end hunger in the world, what would you do?(For reference: I would try to end hunger by popularizing the advanced farming techniques.Modern techniques could be introduced to increase the rice output, and expand the area of fields.)Giving background information about Professor Yuan LongpingHave you ever heard of a man called Professor Yuan Longping? Would anyone of you tell the class something about him?(For reference: Professor Y uan Longping is a Chinese agricultural scientist. Professor Yuan's breakthrough scientific achievement led to the world's first successful and widely grown hybrid rice varieties, revolutionizing rice cultivation in China and tripling production over a generation. His approach to rice breeding then spread internationally throughout Asia and to Africa and the Americas, providing food for tens of millions and leading to his becoming known as the "Father of Hybrid Rice."Step 4. ReadingReading aloud to the recordingComprehension—understanding what you are reading—is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. Now turn to page 9 and read aloud to the recording of the text A PIONEER FOR ALL PEOPLE. Pay attention to the thought groups in the sentences while listening and reading aloud.A brief introduction:Yuan Longping is known as China’s “father of hybrid rice”. It’s said that in China, we eat depending on “Two Ping” ---- Deng Xiaoping, who made the policy of System of Production Responsibility, & Yuan Longping, who invented hybrid rice.Yuan Longping, who was born in September, 1930, graduated from Agriculture Department in Southwest Agricultural Institute. He has been working on agriculture education & the research into hybrid rice since he left the institute.In the 1960s, when China was suffering from serious famine, he came up with the idea of hybrid rice, which has a high yield ( or output). Ten years later, he succeeded in inventing a new species that produced a 20 percent higher yield than common types of rice.Yuan devoted himself to the research into agriculture, & was honored by UNESCO & FAO(联合国教科文组织）. Although he is 74 years old, he is still working on the research into agriculture.Period 2 ReadingStep 1 Lead-in.. Listen to the tape carefully then answer these questions.1）When and who did become the first agricultural pioneer in the world to grow rice that has a high output?2）What did Yuan Longping invent?Step2. Read the passage once again,then find out these sentences true or false.1）Dr Yuan is more a farmer than a scientist.2 ）Dr Yuan’s kind of rice is the most suitable for China’s farmland.3）Dr Yuan would rather work than relax.4 ）Dr Yuan has dreams when he is asleep and also when he is awake.5 ）Dr Yuan enjoys a simpler life than most rich and famous people.Step3. Find out the topic sentences of each paragraphPara. 1: He became the first agricultural pioneer in the world to grow rice that has a high output.Para.2:He has devoted his life to finding ways to grow more and more rice..Para.3:He cares little about spending the money on himself and would rather keep time for his hobbies.Para.4 Dr. Yuan’s dreams.Step4. Write down Yuan Longping’s personal informationIn pairs, read the text, find information to complete the following form.Step 5 Language points:1. Struggle for…为争取……而斗争Struggle against…为反对……而斗争Struggle with… 与……争斗1）The swimmer struggled against the tide.2）We had to struggle with/against all kinds of difficulties.3）The slaves struggled for the freedom2. 使做…成为… make +it +adj./n. +to do好天气使游泳成为可能The fine weather makes it possible( for us )to swim.他将每早跑步做为一个规则He makes it a rule to run every morning.其他可用这种结构的词:feel, find, think, consider…3.搜查,搜索search (sb. / sth.) for …He searched all the rooms for the missing person.They searched the man all over for money.4.由于,多亏thanks to 相当于because of5.是从前两倍那么多twice as large as before相当于once larger than before6.对……感到满意be satisfied with…相当于be pleased withadj. satisfactory/satisfyingn. satisfaction7.在乎,在意care about比较care forMy aunt cared for me when my parents were away last week.Dr Yuan never cares about money and fame.8. Indeed, his sunburn face and arms and his slim, strong body are like those of millions of other Chinese farmers.e.g: The streets in Beijing are wider than those in my hometown.The number of students in our school is larger than that in their school.9. Dr Yuan grows what is called super hybrid rice.e.g: He came to what is called America.10. This special strain of rice makes it possible to produce one -third more of the crop in the same fields.e.g: That made it possible for life to begin to develop.The development of science makes it possible for us to know more about the universe.11. Dr Yuan awoke from his dream with the hope of producing a kind of rice (that could feed more people).e.g: He went to the U.S with the hope of finding a better job there.Step 6Closing down by having a dictationTo end the peri od you will take a dictation. It is about Yuan Longping, “Father of Super hybrid rice”.Yuan Longping, China's Most Famous "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 sunburnt face, a slim figure and coiled-up trousers legs would confuse foreign reporters who came to interview themost 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 paddy fields, but unlike those farmers, he reaps the seed from experimental fields only for hybridizing rice.Unit2 Working the landListening, Speaking and WritingLearning AimsTo help students read the passage Organic Farming.To help students to use the language by reading, listening, speaking and writing.ProceduresI．Warming up by listening and reading aloudLanguage is created to be listened to and spoken first. So open your book to page 13 and read it aloud while listening to the recording. Watch your pauses between the thought groups.II. Guided reading1.Reading and translatingRead the text sentence by sentence, and put it into Chinese. Who will be the first to try. I will only have four of you to do this task..Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.2.Doing exercisesNow you are going to do exercises No. 1, 2 and 3 on page 14 following the article.3.ListeningFor listening turn to page 14 and then 15 for the listening exercises 1, 2 and 3. Are you ready?5. Reading, speaking and writingWhen trying to argue people into or out of doing something we may use the following expressions:In pairs you are to make up a dialogue to argue each other into or out adopting organic farming. I will argue with your monitor, Liang Bochao. Get started.III. Guided writing1.Writing a posterWriting a poster which includes all the information about the uses of computer so that you will encourage more farmers to buy and use. You are asked to base your poster on the overall pattern of the article you learned Organic Farming. Limit your poster to between 200 and 250 words.2.Writing a speechWrite a speech for Professor Yuan Longping. He is to attend an international conference on modern agriculture. You may also make use of the library and network resources for the task. IV. Further applyingFinding informationRead online to find as much information as possible about Professor Y uan Longping and his research group. Share your findings with you partner next time you are here.Writing a reportGo back home to interview your parents or your grandparents about China’s agriculture, its past and present situations. Write a report in English in about 500 words as a weekly project.Acting a text playTurn either one of the two articles into a text play. Rehearse it and play it in front of the class. The play shall last at least 10 minutes.IV. Closing downClosing down by filling a formTo end the period, please fill in the form below.Closing down by imagingImagine and write about what the agriculture will be like 50 years from now in the future. Use your imagination to compete for “wild thinking prize”.Unit2 Working the landGrammar and Useful StructuresLearning AimsTo help students learn about The –ing form as the Subject & Object.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up reading aloud the text A PIONEER FOR ALL PEOPLELanguage is learned in context. So let’s first review the text learne d yesterday by reading it aloud. Try to force out your English slowly and clearly.II. Discovering useful words and expressionsIn pairs do the exercises 1, 2 and 3 . You must finish them in 5 minutes.III. Learning about grammar1. 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 is used as subject.It can be also used as object of the sentence. For example: Yuan Longping likes playing his violin.2. Consolidating by do exercisesTo consolidate your understanding you will be given 10 minutes to go over exercises 1,2,3,4 and 5 on pages 12 and 13. You may just write on your text book. I mean the student’s book you are working by.III. Ready used materials for The –ing form as the Subject & 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：Using the right hand to shake hands is a convention in many countries.用右手握手是许多国家的一种习俗.2）动名词在“It is no use/ no good/ fun / a waste of time/ a good pleasure 等名词+ doing”结构中作主语,it为形式主语.例如：It is no good writing to him; he never answers letters.写信给他不妥,他从来不回信.It is no use your complaining; the company won’t do anything about it.抱怨是没有用的,公司是不会管的.3）动名词在“I t is useless/ nice/ good/ interesting/ worthwhile 等形容词+ doing”结构中作主语.例如：It is good playing chess after supper.晚饭后弈棋挺好.It is useless speaking.光说是没有用的.4）动名词在“There is(was) no + doing”结构中作主语.例如：There is no denying that she is very efficient.她效率高是不容否认的.There is no telling what he is going to do.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：I recommend buying the dictionary.我建议买这本词典.I don’t anticipate meeting any opposition.我估计不会遇到任何反对意见.Will you admit having broken the window?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’t stand 忍不住；can’t help 忍不住；feel like 想,欲；give up 放弃；put off 推迟例如：He put off making a decision till he had more information.在获得详情之前,他没有急于做出决定.Do you feel like taking a walk?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：instead of, look forwardto, object to, keep on, see about, take to 等.例如：We are looking forward to coming to China.我们期待着来中国.We succeeded in getting over all the difficulties.我们终于克服了所有的困难.4）在“have difficulty (trouble, problem, a hard time, fun, a good time) (+in) + 动名词；be busy (in) + 动名词；waste time (in) + 动名词；lost time (in) + 动名词；There is no point (in) + 动名词”等结构中,动名词做介词宾语,in常要省去.例如：The children are busy doing their homework.孩子们忙于做作业.There is no point (in) making the simple experiments once again.再做一次这种简单的实验是毫无意义的.5）在复合宾语中,用it作形式宾语,将动名词短语放在后面.例如：I consider it a waste of time arguing about it.我认为辩论这事是很浪费时间的.6）在“there be”结构当中,be为动名词时,该结构也是一种带逻辑主语的动名词形式.例如：We can imagine there being a lot of fuss about it.我们可以想象到人们对此大惊小怪.Were you disappointed at there not having been more gifts?你对没有更多的礼物感到失望吗？3. 动名词的被动式1）动词need, require, want, deserve后,用动名词的主动形式表示被动意义.其用法相当于不定式的被动结构.例如：The watch needs repairing. (=The watch needs to be repaired.)这块表需要修理.The problem deserves thinking about. (=The problem deservers to be thought about.)这个问题值得考虑.2）在（be）worth后面只能用动名词的主动态来表示被动意义.例如：His suggestion is worth considering. 他的提议值得考虑.IV. Closing down by doing a quiz。
人教版高中英语必修4《Unit 2 Working the land》教案2篇
人教版高中英语必修4《Unit 2 Work ing the land》教案2篇Teaching plan of unit 2 working the land编订：JinTai College人教版高中英语必修4《Unit 2 Working the land》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
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本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语必修4《Unit 2 Working the land》教案2、篇章2：人教版高中英语必修4《Unit 2 Working the land》教案篇章1:人教版高中英语必修4《Unit 2 Working the land》教案教学准备教学目标（1）知识目标：让学生通过阅读课文更多地了解我国著名的农业科学家袁隆平的科研成果及其影响。
（2）能力目标：让学生进一步使用恰当地阅读方式与技能，如略读（skimming），快速阅读（fast reading），细读（close reading）等（3）情感目标：让学生不但学习袁隆平的科研精神，更要学习他不计较名利，踏踏实实的生活态度。
教学重难点1.阅读课文更多地了解我国著名的农业科学家袁隆平的科研成果及其影响。
教学过程1.话题的引导。
（Pre-reading）1）.开头通过设计了一首熟悉的诗歌，让学生知道话题---farming.2）.涉及到提高产量从而解决世界饥荒问题，从而引出本节课的中心话题--伟大人物袁隆平。
人教新课标英语必修4全册教案(Unit 2 Working the land)
人教新标英语必修4全册教案(Unit 2ring the land)Unit2ringthelandTeahingais:1TargetLanguageardsandph rasessunburn,struggle,super,expand,irulate,equip,ex prt,ridf,besatisfiedith,leadalife,searhfr,uldrather,tha nst,iththehpef,ratherthanbIprtantsentenesThisspeial strainfrieaesitpssibletprduene-thirdreftherpinthesa efieldsP10Heareslittleabutspendingthenenhiselfrlead ingafrtablelifeP102AbilitgalsEnableSstlearnreabutag riulture,untrsideandfaringBtalingtheanexhangetheire xperieneitheahtherBreadingtheillrealizetherlethatag riultureplasinhuanlifeInfatthisrldfaesaseriusprble—starvatinSafterreadingthepassageabutDruanstudentsil lntheiprtanefhisahieveenttanfursetheilllearnfrDruan senbleharater3LearningabilitgalsHelpSslearnhtdesrib eDruanLngpinginludinghispersnalitTeahingiprtantpint saHelptprehendthetextandgrasptheainideafthetextbGrasptheusagefserdsandexpressinsHthelpstudentsaeupthei rindstaentributinsttherlandinthefuturelieDruanTeahi ngdiffiultpintsaHthelpstudentslearnreabutagriulture bHelpstudentsreallastertheusagefrdsandexpressinsTea hingethdsTaling,questining-and-anseringativitandrea dingTeahingaidsAtapererder,apretrandaputerTeahingpr edures≈≈asThefirstperidReadingStep1GreetingandRevisin1Greetthestudentsasnral2RevisethearingupiththefllingquestinHduthintgrurainfd--rie?-----1)First,thefarersplthefieldThehavetaeth esillseenughtplantrps2)Send,grseungplants3)Third,th einserttheungplantsintthelsefield4)Atlast,theillget theharvestStep2Pre-reading1Asthefllingquestins1)hat’stheainfdinanadaandUSA:-----ptatesandbread2)hatisth eainfdinSuthAeria:-----rn/aize3)hatistheainfdinSuth eastAsianuntries:-----rie2Shthestudentssepituresandasthequestinhatis happeningtthesepepleinEastAsianandSutheastAsianuntr ies?Thenshrenesliethat:InternatinalFatsnHungerandPvert1)Ever8sends,ahildsehereintherlddiesfrstarvatin2 )rethan800illinpepleintherldsufferfralnutritin---79 9illinfthearefrthedevelpingrldrethan13illinftheareu ndertheagefAtlastasthestudentstdisuss:Ifuhadthehane tdsethingthelpendhungerintherld,hatuldud?Enuragethe studentsttelltheirpinins,Thengiveanlusin:Thenlatslv ethefdshrtageprbleistinreasetheutputfthegrainrpperl andareathrughtheadvaneentfsieneandtehnlg3leadthestudentstpaattentintthepeple---uanLngpingAs: hatdunabuthi?--------FatherfHbridRieThenleadtthetpi fthereadingpassageAPineerFrAllPepleStep3ListeningLi stentthetape,trtfindutseinfratinftheherNae_________ ___Age____________b_____________Eduatin_________Ahieveent_______Hbbies __________Step4FastreadingReadthepassagequilandanse rthetrue-r-falsequestins•Druanisreafarerthanasientist•2Druan’sindfrieisthestsuitablefrhina’sfarland•3Druanuldratherrthanrelax•4Druanhasdreashenheisasleepandalshenheisaae•DruanensasiplelifethanstrihandfauspepleSteparefulre adingReadeahparagraphandanserthefllingquestins:Para 1:1hatdseDruanllie?h?2hatishisahieveent?Para2:hdidD ruananttinreasetherieutputhenheasung?2Hdeshehelprid therldfhunger?Para341hatindflifeisDruanleading?2hat isDruan’sdrea?Step6Siing:finduttheainideafeahparagraphParag raphainIdea1Hisappearaneandahieveents2Hisbirth,eduatinandresearh3H ispersnalit4HisdreaStep7Her1LearnthepeThePeasants’LtLiShenFarerseedingatnn,Seatdnthefieldsnhnsfdnatra,D uettheirtilingda?2FinishtheexerisesinLearningabutLa nguage3Retellthetextinabut10rdsNtes:aUsethefirstpersntretellthestrbTrtusetheprpernuntin sThesendperidLearningabutLanguageAisThelpstudentsle arnabutThe–ingfrastheSubet≈betThelpstudentsdisverandlearntu seseusefulrdsandexpressinsThelpstudentsdisverandlea rntuseseusefulstruturesPreduresIaringuparingupreadi ngaludthetextAPINEERFRALLPEPLELanguageislearnedinnt extSlet’sfirstreviethetextlearnedesterdabreadingitaludTrtfr euturEnglishsllandlearlIIDisveringusefulrdsandexpre ssinsInpairsdtheexerises1,2and3npages11and12uustfin ishtheininutesIIILearningabutgraar1ReadandidentifReadthetextabutuanLngpingagain,painga ttentintthesenteneshihusethe–ingfrasthesubetandbetInthesentene“ishingfrthings,hever,stnthing“the–ingisusedassubetItanbealsusedasbetfthesenteneFrexap le:uanLngpingliesplainghisvilin2nslidatingbdexerisesTnslidateurunderstandinguillbeg iven10inutestgverexerises1,2,3,4andnpages12and13uaustritenurtextbIeanthestudent’sbuareringbIIIReadusedaterialsfrThe–ingfrastheSubet≈bet)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。
高中英语人教版必修四Unit2WorkingthelandReading教案系列二
Unit 2 Working the landReading教案Teaching goals 教学目标1. Target Language知识目标a. 词汇sunburnt, struggle, decade, super, output, crop, hunger, disturbing, expand, Vietman, circulate, satisfied, freedom b. 重点句子Thanks to his research, the UN has more tools in the battle to rid the world of hunger.2. Ability goals 能力目标Enable Ss to learn more about agriculture, countryside and farming. By talking they can exchange their experience with each other. By reading they will realize the role that agriculture plays in human life. In fact this world faces a serious problem—starvation. So after reading the passage about Dr. Yuan students will know the importance of his achievement to man. Of course they will learn from Dr. Yuan some noble character.3. Learning ability goals 学能目标1)To help ss have a better understanding of the great value of the scientific research done by Dr Yuan Longping.2)To cultivate ss’ sense of sympathy and humanism.Teaching important points 教学重点a. Help to prehend the text and grasp the main idea of the text.b. Grasp the usage of some words and expressions.c. How to help students make up their minds to make contributions to motherland in the future like Dr. Yuan. Teaching difficult points 教学难点a. How to help students learn more about agriculture.b. Help students really master the usage of words and expressions.Teaching methods 教学方法Talking, questioningandanswering activity and reading.Teaching aids 教具准备A tape recorder, a projector and a puter.Teaching procedures & ways 教学过程与方式Step 1 Greeting and leading inlook at the two pictures on Page 9 and answer the questions:1. What are the people doing?2. Can you tell me something about rice?Step 2 Warming upDiscussion: (group work)Have you ever grown any plants? If so, what did you do to grow them? If not, what kind of plant would you like to grow? How will you grow it?Step 3 PrereadingThe purpose of this step is to let students know the importance of rice. By answering the two questions, students can easily understand why we call Dr Yuan Longping a pioneer for all people, and why he devotes all his life to the rice research.1.What do you think would happen if tomorrow there was suddenly no rice to eat?2. If you had the chance to do one thing to help end famine in the world, what would you do?Step 4 Fast ReadingThe purpose of fast reading is to let students find some useful information, and get familiar with the text. So in this step, some questions are designed for students, so that they can easily find the answers and finish the reading task.1. What does Dr .Yuan look like?2. What’s his achievement?3. What do you think of him?Step 5 Careful Reading and Explanation1. Give students 3 minutes to read and find the main idea of the text. While students are doing this, show the chart on the screen. After they have finished their task, ask them to look at the screen and fill in it.Show the chart on the screen.Five minutes later, teachers can ask some of them to fulfill the chart. They can use words, phrases, or sentences to do this. Here is a sample for teacher to refer to.Step 6 HomeworkAccording to the resume, write a passage about Yuan Longping using 5 sentences.。
人教英语必修四Unit2Workingtheland教案4
必修四Unit 2 Working the landPeriod 4 Listening教案The General Idea of This PeriodThis period aims at training the students’ two skills—understanding general idea and getting detailed information by getting familiar with tones and intonation in spoken English and learning to grasp the key words to help the students to finish the relative exercises.Also in this period the students can meet the theme of this unit again.Teaching Important PointsMake sure the students know the importance of tones in spoken English.Help the students learn how to grasp the key words that can help the students to finish the chart.Teaching Difficult PointsHow to help the students to improve their listening ability.Teaching MethodsListening-and-answer activity to make the students know the importance of tones in spoken English.Doing some writing exercises when they are listening to improve the students’ complexability of English learning.Teaching AidsA tape recorder,a multi-media computer and a blackboardThree Dimensional Teaching AimsKnowledge and SkillsMake sure the students know the usage of tones and intonation in spoken English and graspthe methods of getting the general idea and detailed information.Help the students learn some key words and expressions.Help the students learn how to master the words and expressions that can be used to describefarming by listening.Process and StrategiesIndividual work to finish each task.The teacher may play the tape a few more times to make the students hear clearly.Feelings and ValueThe students will know more about how to describe farming by listening to the dialogue.Teaching ProceduresStep 1 Revision1.Greetings.2.T:Last class we learnt something about organic farming,now I want to ask some of you to tell me the advantages of organic farming and the disadvantages of chemical fertilizer.(Revise the main content of last class.)Step 2 Listening on Page 14Pre-listeningThe purpose of this story is to illustrate the practical benefits of organic farming methods.It shows the good consequence of using natural fertilizers.ListeningTask 1:Ss listen to the tape and fill the chart.( play the tape for three times )The teacher asks some students to give their answers,and give the right answers.Suggested answers:1.carrots;cucumbers;pumpkins2.carrots;cucumbers;pumpkins3.chemical4.natural5.water6.water7.empty inside8.solid and healthy insideStep 3 Listening on Page 48The purpose of the listening passage is for the students to realize that deserts are not inevitable.They have come about through neglect over a long period of time.Ss give their ideas about deserts before listening.Task 1:The students listen to the tape twice and finish Wb Ex.1 and 2 on Page 48,then check theanswers.Suggested answers:Ex.1:Fertile farmland (1)Land becomes dry (3)Soil is blown away (5)Not enough water (2)Plants die (4)Soil turns to sand (6)Ex.2:1.A;C 2.D3.CTask 2:Ss listen to the tape for the third time and discuss in pairs:What advantages do you think there are in turning desert back into farmland?Ask some students to give their own answers,then show the students the suggested answer:I think the advantages are:firstly,there is more land that can be used to grow food;secondly,the desert can be stopped from expanding.Step 4 Homework1.Finish the listening exercised on the English weekly.2.Prapere for the next class.The Design of the Writing on the BlackboardUnit 2Working the landPeriod 4Listening1.nutrition n.营养;滋养;食物2.Listening skill:When you listen to the tape,you should write down some key information about the exercises.Record after TeachingActivities and ResearchTo fully understand the advantages of organic farming,the students may be asked to carry out a research into the benefits of organic farming.Reference for TeachingLearning Tips听力的解题技巧解题时间紧、任务重、难度大,这就要求学生不仅有扎实的听力基础,较强的听力能力,丰富的语言知识,还要具有敏捷的反应速度和正确的解题方法、解题对策、应试技巧,以巧取胜。
人教课标必修4 Unit2 Working the land 教案
人教课标必修4 Unit2 Working the land 教案Period 1 Warming up and pre-reading.Step 1 Lead-in.Poem By Li ShenFarmers weeding at noon,Sweat down the field soon.Who knows food on a tray,Due to their toiling day.Step 2.Warming up (Questions)1. Have you ever grown any plants? If so, what did you do to grow them? If not, what kind of plant would you like to grow? How will you grow it?2. Have you ever been to the countryside? What did you do there?3. Are you from a farmer’s family? What do you know about farming?Step 3 Pre-reading and talking1. Rice is a main food in all East Asian and Southeast Asian countries. What do you think would happen if tomorrow there was suddenly no rice to eat?Tips: It is said that there are 2.4 billion people to eat rice every day throughout the world；suffer from starvation/die of hunger; panic, get into trouble2. If you had the chance to help end hunger in the world, what would you do?3. Do you know who Yuan Longping is ?A brief introduction:Yuan Longping is known as China’s “father of hybrid rice”. It’s said that in China, we eat depending on “Two Ping” ---- Deng Xiaoping, who made the policy of System of Production Responsibility, & Yuan Longping, who invented hybrid rice.Yuan Longping, who was born in September, 1930, graduated from Agriculture Department in Southwest Agricultural Institute. He has been working on agriculture education & the research into hybrid rice since he left the institute.In the 1960s, when China was suffering from serious famine, he came up with the idea of hybrid rice, which has a high yield ( or output). Ten years later, he succeeded in inventing a new species that produced a 20 percent higher yield than common types of rice.Yuan devoted himself to the research into agriculture, & was honored by UNESCO & FAO(联合国教科文组织）. Although he is 74 years old, he is still working on the research into agriculture.Period 2 ReadingStep 1 Lead-in。
人教新课标英语必修4全册教案(Unit 2 Working the land)
人教新课标英语必修4全册教案(Unit 2 Working the land) Unit 2 ring the landTeahing ais:1 Target Languageards and phrasessunburn, struggle, super, expand, irulate, equip, exprt, rid f, be satisfied ith, lead a life, searh fr, uld rather, thans t, ith the hpe f, rather thanb Iprtant sentenesThis speial strain f rie aes it pssible t prdue ne-third re f the rp in the sae fields P10He ares little abut spending the ne n hiself r leading a frtable life P102 Abilit galsEnable Ss t learn re abut agriulture, untrside and faring B taling the anexhange their experiene ith eah ther B reading the ill realize the rle that agriulture plas in huan life In fat this rld faes a serius prble—starvatin S after reading the passage abut Dr uan students ill n the iprtane f his ahieveent t an f urse the ill learn fr Dr uan se nble harater3 Learning abilit galsHelp Ss learn h t desribe Dr uan Lngping inluding his persnalitTeahing iprtant pintsa Help t prehend the text and grasp the ain idea f the textb Grasp the usage f se rds and expressinsH t help students ae up their inds t ae ntributins t therland in the future lie Dr uanTeahing diffiult pintsa H t help students learn re abut agriultureb Help students reall aster the usage f rds and expressins Teahing ethdsTaling, questining-and-ansering ativit and reading Teahing aidsA tape rerder, a pretr and a puterTeahing predures ≈≈ asThe first perid ReadingStep 1Greeting and Revisin1 Greet the students as nral2 Revise the aring up ith the flling questinH d u thin t gr ur ain fd--rie?-----1)First, the farers pl the field The have t ae the sil lse enugh t plant rps2)Send,gr se ung plants3)Third, the insert the ung plants int the lse field4)At last ,the ill get the harvestStep 2 Pre-reading1 As the flling questins1)hat’s the ain fd in anada and USA:----- ptates and bread2)hat is the ain fd in Suth Aeria:----- rn/aize3 )hat is the ain fd in Sutheast Asian untries:----- rie2 Sh the students se pitures and as the questinhat is happening t these peple in East Asian and Sutheast Asian untries?Then sh re nes lie that:Internatinal Fats n Hunger and Pvert (2002)1)Ever 8 sends, a hild sehere in the rld dies fr starvatin2)re than 800 illin peple in the rld suffer fr alnutritin (营养不良)---799 illin f the are fr the develping rld re than 13 illin f the are under the age fAt last as the students t disuss:If u had the hane t d sething t help end hunger in the rld, hat uld u d?Enurage the students t tell their pinins, Then give a nlusin:The nl a t slve the fd shrtage prble is t inrease the utput f the grain rp per land area thrugh the advaneent f siene and tehnlg3 lead the students t pa attentin t the peple---uan LngpingAs : hat d u n abut hi?--------Father f Hbrid RieThen lead t the tpi f the reading passage A Pineer Fr All PepleStep 3 ListeningListen t the tape, tr t find ut se infratin f the herNae ____________Age ____________b _____________Eduatin _________Ahieveent _______Hbbies __________Step 4 Fast readingRead the passage quil and anser the true-r- false questins• 1Dr uan is re a farer than a sientist• 2 Dr uan’s ind f rie is the st suitable fr hina’s farland • 3Dr uan uld rather r than relax• 4 Dr uan has dreas hen he is asleep and als hen he is aae • Dr uan ens a siple life than st rih and faus pepleStep areful readingRead eah paragraph and anser the flling questins: Para 1:1hat dse Dr uan l lie? h?2hat is his ahieveent?Para 2:h did Dr uan ant t inrease the rie utput hen he as ung? 2H des he help rid the rld f hunger?Para 341 hat ind f life is Dr uan leading?2hat is Dr uan’s drea?Step 6 Siing:find ut the ain idea f eah paragraphParagraphain Idea1His appearane and ahieveents2His birth, eduatin and researh 3His persnalit4His dreaStep 7 Her1Learn the peThe Peasants’LtLi Shen (772-846)Farers eeding at nn,Seat dn the field snh ns fd n a tra,Due t their tiling da?2 Finish the exerises in Learning abut Language3 Retell the text in abut 10 rdsNtes:a Use the first persn t retell the strb Tr t use the prper nuntinsThe send perid Learning abut Language(The –ing fr as the Subet ≈ bet)AisT help students learn abut The –ing fr as the Subet ≈ betT help students disver and learn t use se useful rds and expressins T help students disver and learn t use se useful strutures PreduresI aring uparing up reading alud the text A PINEER FR ALL PEPLELanguage is learned in ntext S let’s first revie the text learned esterda b reading it alud Tr t fre ut ur English sll and learlII Disvering useful rds and expressinsIn pairs d the exerises 1, 2 and 3 n pages 11 and 12 u ust finish the in inutesIII Learning abut graar1 Read and identifRead the text abut uan Lngping again, paing attentin t the sentenes hih use the –ing fr as the subet and betIn the sentene “ishing fr things, hever, st nthing “the –ing is used as subetIt an be als used as bet f the sentene Fr exaple: uan Lngping lies plaing his vilin2 nslidating b d exerisesT nslidate ur understanding u ill be given 10 inutes t g ver exerises 1,2,3,4 and n pages 12 and 13 u a ust rite n ur text b I ean the student’s b u are ring bIII Read used aterials fr The –ing fr as the Subet ≈ bet)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。
人教新课标高中英语必修四Unit2Workingtheland教案
Unit2Working the landTeaching objectives1.Knowledge objectives(1).important wordsSunburt.decade.super.output.crop.hunger.disturb.expand.circulate.Vietnam.battle.freedom.therefore.equip.grain.export.(2).important phrasesStruggle for, Thanks to, Rid ⋯ of, Be satisfied with, would ⋯rather.(3).important sentence patternFinding ways to grow more rice has been his life goal.Just dreaming for things, however, costs nothing.2. Ability objectivesImprove students’reading ability through reading activities.3.Affective objectives(1)After learning the passage, students are expected to know about Yuan Longping and his quality.(2)Enable students to know Dr Yuan’s key secret to success. Teaching important points1.List the words .phases and sentences listed above.2.Enable students to improve their reading comprehension. Teaching difficult points1. Understand the following sentence correctly.Finding ways to grow more rice has been his life goal.Just dreaming for things, however, costs nothing.2.How to help students understand the passage better.Teaching proceduresStep1 Leading in (3 minutes)教师活动：表现一幅农民在田里劳作和一幅田地的图片让学生们观察。
人教版高中英语必修4Unit2Workingtheland教学设计
教学设计：Unit2 Working the landPeriod 1 ReadingTeaching aims:1.Help the students know more about agriculture and Yuan Longping;2.Make the students understand the passage;3.Improve the students’ reading ability.The difficult and important point:1.How to improve the students’ reading ability.2.How to help students make up their minds to make contributions to motherland in the future like Yuan Longping.Teaching methods:Discussion/Reading/SpeakingTeaching procedures:Step1 Warming up1. What is being planted in the season?2. Have you ever grown it? If so, how will you grow it ?设计意图：1.我们学校地处农村，学生也来自农村，因此可以先让学生介绍他们所熟知的农业和农村生活，为引出本文的话题做准备，再通过Pair work活动和PPT文本、课本教学媒体形式从而帮助他们深刻地理解本篇课文，理解农业科学家袁隆平的科学价值。
2.先有小组讨论后，竞赛的方式表达自己的观点，调动学生的积极性。
课堂呈现：教师活动呈现问题，展示图片，提高学生的兴趣学生活动小组讨论，展示讨论结果，竞争抢答，欣赏图片Step2 Pre-reading1.Do you know what is the main food in all East Asian and Southeast Asian countries?wheat rice sorghum2.What do you think would happen if tomorrow there was suddenly no rice to eat?3.I f we want enough food, what should we do?设计意图：通过Individual work活动和PPT文本形式，让学生看课文“世界卫生组织“的统计数据和非洲饥饿儿童的图片，回答并想象此任务中的三个问题，引发学生对全世界人民温饱情况的思考，使学生进一步熟悉单元话题，预测阅读内容，激发学生的阅读兴趣和学习欲望。
人教课标版高一英语必修4Unit 2 Working the land 语法课优质教案
Unit 2 Working the land语法课一、教学内容 Discovering useful structures (p.13); Using structures (p. 50)二、教学目标1. 学生能够识别动词-ing 形式在句子中作主语或宾语，并能够使用这种结构。
2. 学生能够区分某些常用动词后面跟不定式作宾语还是动词-ing 形式作宾语。
三、教学步骤步骤一 热身给学生呈现几幅有趣的公示牌，提醒学生注意其中使用的-ing 形式。
设计意图：从日常生活中的现象入手，一方面激起学生学习语言知识的兴趣，另一方面告诉学生这种语言知识在实际生活中的应用。
步骤二 发现与探究1. 让学生在课文里划出带有动词-ing 形式的句子。
可以先呈现给学生一个例子。
2. 小组活动。
让学生从这些句子中，找出动词-ing 形式短语作主语和宾语的句子，分成两大类。
设计意图：培养学生的探究和归纳能力。
步骤三 动词-ing 形式作主语I. Warming UpHave you ever seen these signs?Parking, spitting, littering, smoking-ing formsII. Discovering1.Find and underline the sentences in thepassage that use –ing forms.Example:Since then, finding ways to grow more rice has been his life goal. (paragraph 2)Discovering2. Choose the sentences that use –ing forms either as the subject or the object.As the subject Since then, finding ways to grow more rice has been his life goal.As the object1. 先让学生集中精力观察动词-ing 形式短语作主语的句子，看看能否发现动词-ing 形式的特点。
【知识学习】人教新课标英语必修4全册教案(Unit 2 Working the land)
人教新课标英语必修4全册教案(Unit 2 Working the land)Unit2workingthelandTeachingaims:1.TargetLanguagea.w ordsandphrasessunburn,struggle,super,expand,circula te,equip,export,rid...of,besatisfiedwith,leada...life,searchfor,wou ldrather,thanksto,withthehopeof,ratherthanb.Importa ntsentencesThisspecialstrainofricemakesitpossibleto produceone-thirdmoreofthecropinthesamefields.P10Hec areslittleaboutspendingthemoneyonhimselforleadingac omfortablelife.P102.AbilitygoalsEnableSstolearnmore aboutagriculture,countrysideandfarming.Bytalkingthe ycanexchangetheirexperiencewitheachother.Byreadingt heywillrealizetherolethatagricultureplaysinhumanlif e.Infactthisworldfacesaseriousproblem—starvation.SoafterreadingthepassageaboutDryuanstude ntswillknowtheimportanceofhisachievementtoman.ofcou rsetheywilllearnfromDryuansomenoblecharacter.3.Lear ningabilitygoalsHelpSslearnhowtodescribeDryuanLongpingincludinghispersonality.Teachingimportantpointsa .Helptocomprehendthetextandgraspthemainideaofthetex t.b.Grasptheusageofsomewordsandexpressions.c.Howtoh elpstudentsmakeuptheirmindstomakecontributionstomot herlandinthefuturelikeDryuan.Teachingdifficultpoint sa.Howtohelpstudentslearnmoreaboutagriculture.b.Hel pstudentsreallymastertheusageofwordsandexpressions. TeachingmethodsTalking,questioning-and-answeringact ivityandreading.TeachingaidsAtaperecorder,aprojecto randacomputer.Teachingprocedures&&waysThefi rstperiodReadingStep1.GreetingandRevision1.Greetthestudentsasnormal.2.RevisethewarmingupwiththefollowingquestionHowdoyout hinktogrowourmainfood--rice?-----1)First,thefarmers plowthefield.Theyhavetomakethesoillooseenoughtoplan tcrops.2)Second,growsomeyoungplants3)Third,theyinse rttheyoungplantsintotheloosefield.4)Atlast,theywill gettheharvestStep2Pre-reading1Askthefollowingquesti ons1).what’sthemainfoodincanadaandUSA:-----potatoesandbread2).whatisthemainfoodinSouthAmerica:-----corn/maize3)wh atisthemainfoodinSoutheastAsiancountries:-----rice2Showthestudentssomepicturesandaskthequest ionwhatishappeningtothesepeopleinEastAsianandSouthe astAsiancountries?Thenshowmorenewslikethat:Internat ionalFactsonHungerandPoverty1)Every8seconds,achilds omewhereintheworlddiesfromstarvation.2)morethan800m illionpeopleintheworldsufferfrommalnutrition---799m illionofthemarefromthedevelopingworld.morethan153mi llionofthemareundertheageof5.Atlastaskthestudentsto discuss:Ifyouhadthechancetodosomethingtohelpendhung erintheworld,whatwouldyoudo?Encouragethestudentstot elltheiropinions,Thengiveaconclusion:Theonlywaytoso lvethefoodshortageproblemistoincreasetheoutputofthe graincropperlandareathroughtheadvancementofsciencea ndtechnology.3.leadthestudentstopayattentiontothepeople---yuanLong pingAsk:whatdoyouknowabouthim?--------FatherofHybri dRiceThenleadtothetopicofthereadingpassage.APioneer ForAllPeopleStep3ListeningListentothetape,trytofind____________Age ____________job_____________Education_________Achievement_______Ho bbies__________Step4FastreadingReadthepassagequickl yandanswerthetrue-or-falsequestions•.Dryuanismoreafarmerthanascientist.•2.Dryuan’skindofriceisthemostsuitableforchina’sfarmland.•3.Dryuanwouldratherworkthanrelax.•4.Dryuanhasdreamswhenheisasleepandalsowhenheisawake .•5.Dryuanenjoysasimplelifethanmostrichandfamouspeople.Step5carefulreadingReadeachparagraphandanswerthef ollowingquestions:Para1:1.whatdoseDr.yuanlooklike?w hy?2.whatishisachievement?Para2:whydidDr.yuanwantto increasethericeoutputwhenhewasyoung?2.Howdoeshehelp ridtheworldofhunger?Para3.41.whatkindoflifeisDr.yua nleading?2.whatisDryuan’sdream?Step6Skimming:findoutthemainideaofeachparagraph.ParagraphmainIdea1Hisappearanceandachievements2Hisbirth,educationandrese arch3Hispersonality4HisdreamStep7Homework1.Learnthe poemThePeasants’LotLiShenFarmersweedingatnoon,Sweatdownthefieldsoon.wh oknowsfoodonatray,Duetotheirtoilingday?2.Finishthee xercisesinLearningaboutLanguage.3.Retellthetextinab out150words.Notes:ethefirstpersontoretellthestory.b.Trytousethepr operconjunctions.ThesecondperiodLearningaboutLangua geAimsTohelpstudentslearnaboutThe–ingformastheSubject&object.Tohelpstudentsdiscov erandlearntousesomeusefulwordsandexpressions.Tohelp studentsdiscoverandlearntousesomeusefulstructures.P roceduresI.warmingupwarmingupreadingaloudthetextAPI oNEERFoRALLPEoPLELanguageislearnedincontext.Solet’sfirstreviewthetextlearnedyesterdaybyreadingitaloud .TrytoforceoutyourEnglishslowlyandclearly.II.DiscoveringusefulwordsandexpressionsInpairsdotheexercises 1,2and3onpages11and12.youmustfinishthemin5minutes.I II.Learningaboutgrammar1.ReadandidentifyReadthetextaboutyuanLongpingagain,pa yingattentiontothesentenceswhichusethe–ingformasthesubjectandobject.Inthesentence “wishingforthings,however,costnothing.“the–ingisusedassubject.Itcanbealsousedasobjectofthesent ence.Forexample:yuanLongpinglikesplayinghisviolin.2.consolidatingbydoexercisesToconsolidateyourundersta ndingyouwillbegiven10minutestogooverexercises1,2,3,4and5onpages12and13.youmayjustwriteonyourtextbook.I meanthestudent’sbookyouareworkingby.III.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。
人教版高中英语必修4《Unit 2 Working the land》教案
人教版高中英语必修4《Unit 2 Working the land》教案人教版高中英语必修4《Unit 2 Working the land》教案【一】教学准备教学目标(1)知识目标：让学生通过阅读课文更多地了解我国著名的农业科学家袁隆平的科研成果及其影响。
(2)能力目标：让学生进一步使用恰当地阅读方式与技能，如略读(skimming)，快速阅读(fast reading)，细读(close reading)等(3)情感目标：让学生不但学习袁隆平的科研精神，更要学习他不计较名利，踏踏实实的生活态度。
教学重难点1.阅读课文更多地了解我国著名的农业科学家袁隆平的科研成果及其影响。
教学过程1. 话题的引导。
(Pre-reading)1).开头通过设计了一首熟悉的诗歌，让学生知道话题---farming.2).涉及到提高产量从而解决世界饥荒问题，从而引出本节课的中心话题--伟大人物袁隆平。
2. 跟读与限时阅读完成导学案练习贯彻目的与困难策略，指导学生根据不同的阅读目的，在阅读的不同阶段，灵活使用各种阅读策略，捕捉文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。
采用整体语言教学法和任务型语言教学法。
1)、通过限时阅读训练，引导学生如何利用略读(skimming)的方法把握文章的大意，侧重培养快速阅读理解能力和文章中心把握能力。
2)、精读各个段落语段，侧重培养快速捕捉文章重要细节的能力和猜测生词的能力，学会欣赏文章中的优美句子。
3：阅读过程--浅层次阅读。
(Reading I)1). 其中关于人物的基本信息中，通过设计了一个信息表格的浅层次阅读练习，对文中人物有了初步了解。
2). 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。
4. 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。
高中英语Unit 2 Working the land教案2 新课标 人教版 必修4
高中英语Unit 2 Working the land教案2 新课标人教版必修4 Part One: Teaching Design1．A sample lesson plan for reading(Working the land)AimsTo help students develop their reading ability.To help students learn about working the land.ProceduresI. Warming upWarming up by questioningHello, everyone. We shall read about man who works the land today. Have you ever grown any plants? If not, what kind of plant would you like to grow? How will you grow it?(For reference: Mr. Li, I worked with my father in the rice field last year. We grow hybrid rice and use animal wastes to make the soil rich.)Has anyone of you ever been to the countryside? What did you do there?(For reference: I went to Chuankou the day before yesterday. It is a small mountain village 75 li north o f Beijing. I went there to visit my uncle’s family. I like that small beautiful village very much. )Who are from a farmer’s family? What do you know about farming?(For reference: Mr. Li, Dou Jun and I are from a farmer’s family in our class. We grow wheat and raise pigs on our farms. And both of our family are going to expand the area of fields this year. )Warming up seeing and listeningBoys and girls, I shall show you some photos of farming first. Look at this one. What are these ppeople doing in the fields? Yes, it is spring and they are planting rice. Lots of people in the world live on rice. I think you like eating rice, too.Planting riceHere is another photo about farming. The man driving the tractor in the photo is plowing the land to prepare for the planting. He does not grow rice there. What kind of crop is he going to plant here?Plowing the landThis photo is interesting. The woman farmer from Tibet is harvesting her crops not in the open field but in a plastic house. For generations, the people in Tibet Autonomous Region, have farmed the land using traditional methods. But in recent years, things have begun to change. All the farmers admitt the new ways are better.Indoor harvestingII. Pre-reading1. Questioning and answeringRice is main food in South China. What do you think would happen if tomorrow there was suddenly no rice to eat?(For reference: Then the south people would have to change their eating habit. They could turn to potatoes, wheat flour, cow and sheep cheese, cabbage, onions and garlic for food. They are the bases of the traditional food in North China. )If you had the chance to do one thing to help end hunger in the world, what would you do?(For reference: I would try to end hunger by popularizing the advanced farming techniques. Modern techniques could be introduced to increase the rice output, and expand the area of fields.)2. Giving background information about Professor Yuan LongpingHave you ever heard of a man called Professor Yuan Longping? Would anyone of you tell the class something about him?(For reference: Professor Yuan Longping is a Chinese agricultural scientist. Professor Yuan's breakthrough scientific achievement led to the world's first successful and widely grown hybrid rice varieties, revolutionizing rice cultivation in China and tripling production over a generation. His approach to rice breeding then spread internationally throughout Asia and to Africa and the Americas, providing food for tens of millions and leading to his becoming known as the "Father of Hybrid Rice."III. Reading1. Reading aloud to the recordingComprehension—understanding what you are reading—is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. Now turn to page 9 and read aloud to the recording of the text A PIONEER FOR ALL PEOPLE. Pay attention to the thought groups in the sentences while listening and reading aloud.2. Reading and underliningRead the text again and underline all the collocations in the passage. You are asked to copy them to your notebook after class as homework.Collocations from A PIONEER FRO ALL PEOPLEcall sb. …, regard sb. …, work the land, do one’s research, for the past five decades, grow hybrid rice, become an agricultural pioneer, have a high output,produce one-third more of the crop, be born into a poor family, graduate from acollege, devote one’s life to…, find ways to do sth., see the great need fordoing sth., increase the rice output, search for a way to do sth., increase rice harvests, expand the area of fields, produce tons of rice, feed sb. from a pieceof farmland, circulate one’s knowledge, thanks to…, rid the world of hunger, besatisfied with…, care little about…, spend money on…, lead a comfortable life,have troubles, equip sb. for sth., care about…, keep one’s time for…, playone’s violin, play mah-jong, ride one’s motorcycle, wish for…, in a dream, anear of rice, a grain of rice, awake from one’s dream3. Reading, identifying and summarizingAttention, please! It is time to skim the text one more time and identify the topic sentence of each paragraph.(Minutes later) Xue Hongmei, would you read to the class the four topic sentences you identified?What about the main idea of the passage? Who will volunteer to give the class his summary of the main idea? Bai Jianfang, you’d like to say something? Go ahead!4. Understanding difficult sentencesIn groups of four, analyze the structure of the difficult sentences. If you have anyproblems which are too difficult for you to solve do not hesitate to put them to me.5. Reading and transferringIn pairs, read the text, find information to complete the following form.Facts about Yuan Longping Facts about Yuan’s super hybrid riceage capacityeducation applicationmajor contributionhobby overseasideal futureIV. Closing downClosing down by doing exercisesIn the last five minutes let’s do the comprehension exercises on page 10. Check your answers against your neighbour’s when you have finished.Closing down by having a dictationTo end the period you will take a di ctation. It is about Yuan Longping, “Father of Super hybrid rice”.Yuan Longping, China's Most Famous "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 ri ce,which added some 300 billion kilograms to the country's grain output. Furrows grown on his sunburnt face, a slim figure and coiled-uptrousers legs would confuse foreign reporters who came to interview the most famousscientist in China, who would rather be called "a farmer."Indeed, like many C hinesefarmers, Yuan in his 70s and has devoted most of his life growing rice in pad dyfields,but unlike those farmers, he reaps the seed from experimental fields onlyfor hybridizing rice.2．A sample lesson plan for Learning about Language(The –ing form as the Subject & Object)AimsTo help students learn about The –ing form as the Subject & Object.To help students discover and learn to use some useful words and expressions. To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up reading aloud the text A PIONEER FOR ALL PEOPLELanguage is learned in context. So let’s first review the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly.II. Discovering useful words and expressionsIn pairs do the exercises 1, 2 and 3 on pages 11 and 12. You must finish them in 5 minutes. III. Learning about grammar1. 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 is used as subject.It can be also used as object of the sentence. For example: Yuan Longping likes playing his violin.2. Consolidating by do exercisesTo consolidate your understanding you will be given 10 minutes to go over exercises 1,2,3,4 and 5 on pages 12 and 13. You may just write on your text book. I mean the student’s book yo u are working by.III. Ready used materials for The –ing form as the Subject & 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。
Unit2Workingtheland教案(新人教必修4).doc
I. 教材分析本单元的中心话题是“农业"，学生通过讨论和阅读了解有关农业、农村和农作物种植的内容。
让学生了解农业在整个人类生活中的重要性，了解农村生活，了解中国农民的生活现状，提高他们对农业的认识，并且帮助他们更深刻地理解农业科学家袁降平的科学研究的价值。
培养学生从小养成爱惜粮食，不铺张浪费的好习惯。
同时让学生了解organic farming以及它对人们生活的重要性，进一步扩大学生的关于农业方而的词汇量，并通过写一则海报提高学生的写作水平。
1WARMING-UP通过提问有关农业、农村和农作物种植的内容，让学生谈谈自己対农村和农业劳动的认识或经验。
教师可通过讨论让学生互相学习，相互交流经验以增加他们的农业知识。
2PRE-READING部分有两组问题。
在第一组问题中，讨论大米在东亚和东南亚国家人民生活中的重要性；而第二组问题则提出世界部分地区所面临的饥饿问题。
由此激发学生对世界的关注，培养学生的同情心。
3READING部分介绍中国著名的农业科学家袁降平的生平和他的杂交水稻。
第一段描述了袁博士的外表一一他更象一个农民而不象一个科学家，农村就是他做科研的殿堂。
他的科研成果就是超级杂交水稻。
第二段描述他的家庭出身，学业，献身水稻科研的原因及所取得的成就。
第三段告诉我们袁博士过着跟普通人一样的生活却干着伟大的事业。
即使在功成名就之后，他也淡泊名利，有着无私奉献的高尚精神。
4COMPREHENDING部分设计了三个练习。
第一个是判断练习，学生根据课文中理解和收集的信息做出判断，其至通过讨论才能做出判断。
第二个是词语理解题。
第三个练习提出问题，要求学生在阅读课文后作出冋答，以检验他们的理解力和训练他们的归纳总结能力。
5LEARNING ABOUT LANGUAGE部分学习本单元重点词汇和语法项目。
词语学习部分采用给出词义而让学生从课文中找出与之匹配的词，然后用所找的词汇完成笫二个练习中的短文，以及用课文中意义相近的词汇替换练习三句中划线部分。
教学设计-高中高二英语人教版(新课标)必修四Unit 2 Working the land
目录一、教学理念 (1)二、设计思路 (1)三、教材分析 (2)四、学情分析 (2)五、教学目标 (3)（一）语言知识 (3)（二）学习能力 (3)（三）情感态度 (3)六、教学重难点 (3)（一）教学重点 (3)（二）教学难点 (3)七、教学方法 (3)八、教学环节 (4)Step 1: Lead in (4)Step 2: Reading (5)Step 3: Discussion and Presentation (6)Step 4: Micro-writing: summary (7)Step 5: Homework (9)九、板书设计 (9)十、预设反思 (9)一、教学理念为了落实“立德树人”的根本任务，发展素质教育，教育部制定并颁布了《普通高中英语课程标准(2017年版)》（以下简称《课标》）。
《课标》指出普通高中英语课程具有重要的育人功能，把英语学科的工具性和人文性统一起来，旨在发展学生的语言能力、文化意识、思维品质和学习能力等英语学科核心素养。
其中文化意识指对中外文化的理解和对优秀文化的认同，是学生在全球化背景下表现出的跨文化认知、态度和行为取向。
在落实方面，明确教师在发展学生英语语言能力的过程中，应帮助他们学习、理解和鉴赏中外优秀文化，培育中国情怀，坚定文化自信，拓宽国际视野，增进国际理解（教育部，2018）。
在英语学科教育的过程中，丰富学生的文化知识、增加学生的情感体验、端正学生的文化态度、形成学生正确的价值判断、内化学生的文化品格、优化学生的文化行为是培养学生文化意识的重要内容（章策文，2019）。
针对母语文化和目的语文化的相互关系和在教学中的侧重，梅德明教授（2018）提出，在外语学科教育中，国际视野和跨文化沟通能力应该以中国情怀和中华基因为根基。
外语教育必须培养学生的“中国情怀”“国际视野”“文化意识”“思维品质”“人文素养”和“沟通能力”，要求学生树立正确的历史观、国家观、民族观、文化观，理解中国特色社会主义文化，主动积极地与来自多元文化背景的人们共同构建人类命运共同体。
新人教必修4Unit2Workingtheland全套教案
新人教必修4教案 Unit2 Working the land[全套教案]Unit 2 Working the landTeaching aims:1. Target Languagea.Words and phrasessunburn, struggle, super, expand, circulate, equip, export, rid ... of, be satisfied with, lead a ... life, search for, would rather, thanks to, with the hope of, rather thanb. Important sentencesThis special strain of rice makes it possible to produce one-third more of the crop in the same fields. P10He cares little about spending the money on himself or leading a comfortable life. P102. Ability goalsEnable Ss to learn more about agriculture, countryside and farming. By talking they can exchange their experience with each other. By reading they will realize the role that agriculture plays in human life. In fact this world faces a serious problem—starvation. So after reading the passage about Dr Yuan students will know the importance of his achievement to man. Of course they will learn from Dr Yuan some noble character.3. Learning ability goalsHelp Ss learn how to describe Dr Yuan Longping including his personality. Teaching important pointsa. Help to comprehend the text and grasp the main idea of the text.b. Grasp the usage of some words and expressions.c. How to help students make up their minds to make contributions to motherland in the future like Dr Yuan.Teaching difficult pointsa. How to help students learn more about agriculture.b. Help students really master the usage of words and expressions. Teaching methodsTalking, questioning-and-answering activity and reading.Teaching aidsA tape recorder, a projector and a computer.Teaching procedures & waysThe first period ReadingStep 1.Greeting and Revision1. Greet the students as normal.2. Revise the warming up with the following questionHow do you think to grow our main food--rice?-----1)First, the farmers plow the field. They have to make the soil loose enough to plant crops.2)Second,grow some young plants3)Third, they insert the young plants into the loose field.4)At last ,they will get the harvestStep 2 Pre-reading1 Ask the following questions1).What’s the main food in Canada and USA:----- potatoes and bread2).What is the main food in South America:----- corn/maize3 )What is the main food in Southeast Asian countries:----- rice2 Show the students some pictures and ask the questionWhat is happening to these people in East Asian and Southeast Asian countries? Then show more news like that:International Facts on Hunger and Poverty (2002)1)Every 8 seconds, a child somewhere in the world dies from starvation.2)More than 800 million people in the world suffer from malnutrition (营养不良)---799 million of them are from the developing world. More than 153 million of them are under the age of 5.At last ask the students to discuss:If you had the chance to do something to help end hunger in the world, what wouldyou do?Encourage the students to tell their opinions, Then give a conclusion:The only way to solve the food shortage problem is to increase the output of the grain crop per land area through the advancement of science and technology. 3. lead the students to pay attention to the people---Yuan LongpingAsk : What do you know about him?--------Father of Hybrid RiceThen lead to the topic of the reading passage. A Pioneer For All PeopleStep 3 ListeningListen to the tape, try to find out some information of the hero.Name ____________Age ____________Job _____________Education _________Achievement _______Hobbies __________Step 4 Fast readingRead the passage quickly and answer the true-or- false questions• 1.Dr Yuan is more a farmer than a scientist.• 2. Dr Yuan’s kind of rice is the most suitable for China’s farmland.• 3.Dr Yuan would rather work than relax.• 4. Dr Yuan has dreams when he is asleep and also when he is awake. • 5. Dr Yuan enjoys a simple life than most rich and famous people.Step 5 Careful readingRead each paragraph and answer the following questions:Para 1:1.What dose Dr. Yuan look like? Why?2.What is his achievement?Para 2:1. Why did Dr. Yuan want to increase the rice output when he was young?2.How does he help rid the world of hunger?Para 3.41. What kind of life is Dr. Yuan leading?2.What is Dr Yuan’s dream?Step 6 Skimming:find out the main idea of each paragraph.Paragraph------Main Idea1----------His appearance and achievements2----------His birth, education and research3----------His personality4----------His dreamStep 7 Homework1.Learn the poemThe Peasants’ LotLi Shen (772-846)Farmers weeding at noon,Sweat down the field soon.Who knows food on a tray,Due to their toiling day?2. Finish the exercises in Learning about Language.3. Retell the text in about 150 words.Notes:a. Use the first person to retell the story.b. Try to use the proper conjunctions.The second period Learning about Language(The –ing form as the Subject & Object)AimsTo help students learn about The –ing form as the Subject & Object.To help students discover and learn to use some useful words and expressions. To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up reading aloud the text A PIONEER FOR ALL PEOPLELanguage is learned in context. So let’s first review the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly.II. Discovering useful words and expressionsIn pairs do the exercises 1, 2 and 3 on pages 11 and 12. You must finish them in 5 minutes.III. Learning about grammar1. 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 is used as subject.It can be also used as object of the sentence. For example: Yuan Longping likes playing his violin.2. Consolidating by do exercisesTo consolidate your understanding you will be given 10 minutes to go over exercises 1,2,3,4 and 5 on pages 12 and 13. You may just write on your text book. I mean the student’s book you are working by.III. Ready used materials for The –ing form as the Subject & 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。
人教新课标英语必修4全册教案(Unit 2 Working the land)
人教新课标英语必修4全册教案(Unit 2 Working the land)Unit2workingthelandTeachingaims:1.TargetLanguagea.w ordsandphrasessunburn,struggle,super,expand,circula te,equip,export,rid...of,besatisfiedwith,leada...life,searchfor,wou ldrather,thanksto,withthehopeof,ratherthanb.Importa ntsentencesThisspecialstrainofricemakesitpossibleto produceone-thirdmoreofthecropinthesamefields.P10Hec areslittleaboutspendingthemoneyonhimselforleadingac omfortablelife.P102.AbilitygoalsEnableSstolearnmore aboutagriculture,countrysideandfarming.Bytalkingthe ycanexchangetheirexperiencewitheachother.Byreadingt heywillrealizetherolethatagricultureplaysinhumanlif e.Infactthisworldfacesaseriousproblem—starvation.SoafterreadingthepassageaboutDryuanstude ntswillknowtheimportanceofhisachievementtoman.ofcou rsetheywilllearnfromDryuansomenoblecharacter.3.Lear ningabilitygoalsHelpSslearnhowtodescribeDryuanLongpingincludinghispersonality.Teachingimportantpointsa .Helptocomprehendthetextandgraspthemainideaofthetex t.b.Grasptheusageofsomewordsandexpressions.c.Howtoh elpstudentsmakeuptheirmindstomakecontributionstomot herlandinthefuturelikeDryuan.Teachingdifficultpoint sa.Howtohelpstudentslearnmoreaboutagriculture.b.Hel pstudentsreallymastertheusageofwordsandexpressions. TeachingmethodsTalking,questioning-and-answeringact ivityandreading.TeachingaidsAtaperecorder,aprojecto randacomputer.Teachingprocedures&&waysThefi rstperiodReadingStep1.GreetingandRevision1.Greetthestudentsasnormal.2.RevisethewarmingupwiththefollowingquestionHowdoyout hinktogrowourmainfood--rice?-----1)First,thefarmers plowthefield.Theyhavetomakethesoillooseenoughtoplan tcrops.2)Second,growsomeyoungplants3)Third,theyinse rttheyoungplantsintotheloosefield.4)Atlast,theywill gettheharvestStep2Pre-reading1Askthefollowingquesti ons1).what’sthemainfoodincanadaandUSA:-----potatoesandbread2).whatisthemainfoodinSouthAmerica:-----corn/maize3)wh atisthemainfoodinSoutheastAsiancountries:-----rice2Showthestudentssomepicturesandaskthequest ionwhatishappeningtothesepeopleinEastAsianandSouthe astAsiancountries?Thenshowmorenewslikethat:Internat ionalFactsonHungerandPoverty1)Every8seconds,achilds omewhereintheworlddiesfromstarvation.2)morethan800m illionpeopleintheworldsufferfrommalnutrition---799m illionofthemarefromthedevelopingworld.morethan153mi llionofthemareundertheageof5.Atlastaskthestudentsto discuss:Ifyouhadthechancetodosomethingtohelpendhung erintheworld,whatwouldyoudo?Encouragethestudentstot elltheiropinions,Thengiveaconclusion:Theonlywaytoso lvethefoodshortageproblemistoincreasetheoutputofthe graincropperlandareathroughtheadvancementofsciencea ndtechnology.3.leadthestudentstopayattentiontothepeople---yuanLong pingAsk:whatdoyouknowabouthim?--------FatherofHybri dRiceThenleadtothetopicofthereadingpassage.APioneer ForAllPeopleStep3ListeningListentothetape,trytofind____________Age ____________job_____________Education_________Achievement_______Ho bbies__________Step4FastreadingReadthepassagequickl yandanswerthetrue-or-falsequestions•.Dryuanismoreafarmerthanascientist.•2.Dryuan’skindofriceisthemostsuitableforchina’sfarmland.•3.Dryuanwouldratherworkthanrelax.•4.Dryuanhasdreamswhenheisasleepandalsowhenheisawake .•5.Dryuanenjoysasimplelifethanmostrichandfamouspeople.Step5carefulreadingReadeachparagraphandanswerthef ollowingquestions:Para1:1.whatdoseDr.yuanlooklike?w hy?2.whatishisachievement?Para2:whydidDr.yuanwantto increasethericeoutputwhenhewasyoung?2.Howdoeshehelp ridtheworldofhunger?Para3.41.whatkindoflifeisDr.yua nleading?2.whatisDryuan’sdream?Step6Skimming:findoutthemainideaofeachparagraph.ParagraphmainIdea1Hisappearanceandachievements2Hisbirth,educationandrese arch3Hispersonality4HisdreamStep7Homework1.Learnthe poemThePeasants’LotLiShenFarmersweedingatnoon,Sweatdownthefieldsoon.wh oknowsfoodonatray,Duetotheirtoilingday?2.Finishthee xercisesinLearningaboutLanguage.3.Retellthetextinab out150words.Notes:ethefirstpersontoretellthestory.b.Trytousethepr operconjunctions.ThesecondperiodLearningaboutLangua geAimsTohelpstudentslearnaboutThe–ingformastheSubject&object.Tohelpstudentsdiscov erandlearntousesomeusefulwordsandexpressions.Tohelp studentsdiscoverandlearntousesomeusefulstructures.P roceduresI.warmingupwarmingupreadingaloudthetextAPI oNEERFoRALLPEoPLELanguageislearnedincontext.Solet’sfirstreviewthetextlearnedyesterdaybyreadingitaloud .TrytoforceoutyourEnglishslowlyandclearly.II.DiscoveringusefulwordsandexpressionsInpairsdotheexercises 1,2and3onpages11and12.youmustfinishthemin5minutes.I II.Learningaboutgrammar1.ReadandidentifyReadthetextaboutyuanLongpingagain,pa yingattentiontothesentenceswhichusethe–ingformasthesubjectandobject.Inthesentence “wishingforthings,however,costnothing.“the–ingisusedassubject.Itcanbealsousedasobjectofthesent ence.Forexample:yuanLongpinglikesplayinghisviolin.2.consolidatingbydoexercisesToconsolidateyourundersta ndingyouwillbegiven10minutestogooverexercises1,2,3,4and5onpages12and13.youmayjustwriteonyourtextbook.I meanthestudent’sbookyouareworkingby.III.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。
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Unit2Working the land Teaching objectives1.Knowledge objectives(1).important wordsSunburt.decade.super.output.crop.hunger.disturb.expand.circulate.Vietnam.battle.freedom.therefore.equip.grain.export.(2).important phrasesStruggle for, Thanks to, Ri d…of, Be satisfied with, would… rather.(3).important sentence patternFinding ways to grow more rice has been his life goal.Just dreaming for things, however, costs nothing.2. Ability objectivesImprove students’ reading ability through reading activities.3. Affective objectives(1) After learning the passage, students are expected to know about Yuan Longping and his quality.(2)Enable students to know Dr Yuan’s key secret to success. Teaching important points1. List the words .phases and sentences listed above.2. Enable students to improve their reading comprehension. Teaching difficult points1.Understand the following sentence correctly.Finding ways to grow more rice has been his life goal.Just dreaming for things, however, costs nothing.2. How to help students understand the passage better.Teaching proceduresStep1 Leading in (3 minutes)教师活动：呈现一幅农民在田里劳作和一幅田地的图片让学生们观察。
Ask students some questions after representing two pictures.1. Please describe what you have seen in the picture.2. Have you ever experienced something like that? If so, tell us the experience about it; If not, would you like to try growing? And why? 学生活动：Describe what you see in the picture and recall what you have experienced.设计目的：激活学生的学习兴趣，让学生积极、主动参与。
Step 2 pre-reading (3 minutes)I am so surprised that all of you are interested in working the land. As we all know, food and grain are essential for all people to survive. And working on land is also a necessary approach. Grains, like wheat, rice, are planted on the land. Besides, it’s reported that rice is the main food in all East Asian and Southeast Asian countries. Whatdo you think would happen if tomorrow there was suddenly no rice to eat?Now that everyone has realized the importance of food, I can’t help knowing who get us out of the hunger. We all must appreciate it. Today, we come to the reading –A PIONNER FOR ALL PEOPLE. Let’s have access to him. Please read the article fastly.教师活动：老师问学生What do you think would happen if tomorrow there was suddenly no rice to eat?并呈现资料：According to the world, Health Organization(WHO):The world produces enough food for everyone.More than 800 million people go to bed hungry everyday.学生活动：学生分组把自己的想法汇报给组员，组员之间相互交流，并做好在班级学生面前发言的准备。
设计意图：（1）激活学生已有的信息，使学生具备摄入新知识的心理定势。
（2）激发学生的学习兴趣。
（3）帮助老师引入课文的主题。
Step 3 while-reading（14 minutes）1.fast reading (4 minutes)(Before you read the article ,I will ask you to answer the question presented on the PPT.)Ask the students to read the passage quickly and match theparagraphs with the main ideas.教师活动：教师用投影仪展示出下列问题：Paragraph 1 Dr Yuan’s attitude towards life.Paragraphs 2 The quality of Dr YuanParagraphs 3 The process to grow more rice and its magnificence. Paragraphs 4 A general introduce to Yuan Long ping.学生活动：学生快速浏览课文，了解课文大意。
设计意图：训练学生快速阅读，归纳各段落的中心意思的能力。
（skimming for the main idea ）2. Careful reading (10 minutes)(1) 教师活动：要求学生认真阅读课文，寻找相关信息：①What is the super hybrid?②Why does Dr Yuan want to grow more rice?③Get the students to read the text and decide whether the following statements are true(T) or false(F).ａ. He has struggled for the past fifty years ( )ｂ. Now not less than 60% of the price produced in China each year is from this hybrid strain. ( )ｃ. Dr Yuan searched for a way to increase rice harvests with expending the area of the fields. ( )ｄ. Thanks to his research, the UN doesn’t have more tools in the battle to rid the world of hunger. ( )ｅ. However, he cares about being famous. ( )学生活动：认真阅读课文完成任务，然后向全班学生汇报。
设计意图：训练学生快速查读细节、捕捉信息的能力。
（scanning for detailed information ）(2)教师活动：用多媒体展示表格学生活动：填写表格Name: Nationality:Age: Occupation:Education:Dream:Achievement:Hobbies:设计意图：1.让学生进一步了解和认识袁隆平。
2.梳理文章的脉络和大意。
Step 4 Post-reading (6 minutes)教师活动：教师展示一些具有归纳总结性的问题：①Tell us what the article is mainly about, in your own words.②Dr Yuan was able to develop a successful agricultural product when thousands of other farmers could not. What do you think is the main reason for his success?③Dr Yuan developed super hybrid rice to help Chinese farmers andhungry people around the world. Can you think of any other major development that makes a great difference to world hunger?学生活动：学生思考并讨论上述问题，然后向全班同学汇报。
设计意图：①帮助学生进行课堂反思，自己学到了些什么知识；②拓展学生的视野，致力于实际问题的解决。