高中英语-A-pioneer-for-all-people教学设计学情分析教材分析课后反思 (1).docVIP

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单元课题:Book4Unit2Workingtheland

Period1Reading

APioneerforAllPeople

编制:纪洪平第1课时

一：教材分析：Thethemetopicofthismoduleisworkingtheland.Aftertherevision,Studentswillbeoptimisticwhenmeetingwithdifficulties.

二、学生分析：ThestudentsareveryactiveandinterestedinthetopicofYuanlongping.Butsomeofthemarelackofsomegoodhabitsofreading.

三、教学目标：I.Knowledgeaims

a)Mastersomeimportantwordsandphrases,suchas:hunger,rid…of...

b)Understandthepassagebetter.

c)Skimfortheneededinformationandgraspthedetailsfromthetext.

II.Abilityaims

a)EnablethestudentstotalkaboutYuanlongping.

b)TotraintheSsabilitiesofself-learningandcooperation.

III.Moralaims

MakeSslearnYuanlongping’sattitudestofameandmoney

Beoptimistic(乐观的)nomatterwhatdifficultiesyoumeetwith

四、教学重难点

I.Importantpoints

a)learningthenewwordsandphrases.

b)Improvingtheirreadingskills.

II.Difficultpoints

a)Improvingtheirreadingskills,suchasskimmingandscanning.

b)TalkingaboutYuanlongping

.五、教学方法：?

Communicativelanguageteaching

II.Task-basedlanguageteaching

六、教学手段：

1、多媒体辅助：将本课所需要的视频、图片、文字等制成PPT课件使抽象的语言变得直观，为学生运用英语进行交际创设情景。

2、非测试性评价：传统的评价观念的出发点是学科本位，只重学科，不重学生发展。要体现新课程标准的实施效果，评价体系应该“正确反映外语学习的本质和过程，满足学生发展的需要”。为了达到这一目标，唯有重视形成性评价，充分发挥其积极作用，促进新的评价体系的形成。因此，本课我将各种活动设计成小组活动并开展小组竞赛等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。

七、教学过程

StepI.Warming-up

Startwithashortvideo.

AskSsthequestion‘Doyouknowtheoldmaninthevideo’

设计意图：通过视频和问题激发学生学习的兴趣，让学生了解袁隆平，并由此引出本节课话题：Apioneerforallpeople

StepIIReading

1.【SkimmingScanning】阅读感悟、整体理解、构建语篇、培养能力！

1.Choosethemainideaofthepassage.

Whichofthefollowingstatementstellsthemainideaofthetext?It’sabout____

A.afarmernamedYuanLongping

B.howYuanLongpingbecamerichandfamous

C.anagriculturalpioneernamedYuanLongpingwhoworkedhardtoproduceanewstrain(种类,品种)ofrice

D.anewstrainofricewh