Unit2WorkingthelandReading同步教案（人教版必修4）.docVIP

PAGE  PAGE 10 Unit 2 Working the land 阅读课 一、教学内容 Warming up (p. 9); Pre-reading (p. 9); Reading (p. 10) 二、教学目标 1. 能力目标 学生能够利用文章信息填表格，归纳文章的中心思想，并找出文中的支撑句。 学生能够比较描写人物的文章的不同点。 学生能够针对文章内容发表自己的见解和观点。 2. 语言目标 重点词汇和短语 sunburnt, struggle, decade, super, output, crop, hunger, disturbing, expand, circulate, battle, freedom, equip, therefore, grain, export, nationality, occupation work the land, thanks to, rid … of …, be satisfied with …, would rather 重点句子 Indeed, his sunburnt face and arms and his slim, strong body are just like those of millions of Chinese farmers, for whom he has struggled for the past five decades. This special strain of rice makes it possible to produce one-third more of the crop in the same fields. Dr Yuan searched for a way to increase rice harvests without expanding the area of the fields. Thanks to his research, the UN has more tools in the battle to rid the world of hunger. Dr Yuan is satisfied with his life. However, he doesn’t care about being famous. He therefore gives millions of yuan to equip others for their research in agriculture. 3. 文化目标 学生能够了解我国的著名农业科学家、中科院院士袁隆平及其科研成果，以及他的杂交水稻技术对我国乃至世界其他国家的巨大影响。 三、教学步骤 步骤一 热身 给学生展示几幅照片，问：What are they doing?让学生从图中人们的动作和行为预测本节课的话题（agriculture）。 从话题（agriculture）引入，引导学生理解本单元的题目：Working the land。提问学生对该题目的理解。 启发学生思考以前学过的有关农业的词汇。 设计意图：这一步骤是为了唤醒学生已有的关于农业方面的知识以及所学过的有关该话题的词汇，为整个单元的学习做好准备。 步骤二 读前 1. 首先从第一单元涉及到的wildlife protection引入，让学生思考除了环境问题之外，我们这个世界还面临着什么样的问题，从而引出饥饿问题。 1）In Unit 1, we have learned about Jane Goodall and her research into chimps. 2）Besides environmental protection, what other problems is the world facing today? 2. 然后让学生讨论：What can we do to solve the hunger problem? 3. 介绍本课主人公正是一个致力于解决这个问题的人，引起学生阅读的兴趣。 设计意图：这一部分是让学生意识到世界饥饿问题的严重性，一方面激发学生阅读文章的兴趣，另一方面也更加深刻地感受到了袁隆平教授对世界的贡献之大。 步骤三 阅读 1. 学生小组合作学习，预测文章内容。让 学生看文章标题和袁隆平的照片，问： Can you guess what kind of person Yuan Longping is from the title and the picture? Write down a few sentences to describer him.鼓励学生使用第一单元所学过的描写人物的形容词。启发学生从外貌、面部表情、以及pione