新課標(biāo)必修四 Unit 2 Working the Land

Learning about language 教學(xué)設(shè)計(jì)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)

英語課程目標(biāo) 教學(xué)目標(biāo) 三維目標(biāo)領(lǐng)域

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

語言知識(shí) 學(xué)會(huì)使用相關(guān)的新詞匯；

學(xué)會(huì)用動(dòng)名詞做主語和賓語的基本用法。

學(xué)習(xí)策略 掌握在句中，文中猜詞及運(yùn)用詞匯策略；

學(xué)會(huì)在新的語境中運(yùn)用新學(xué)的語言知識(shí)。 過程與方法領(lǐng)域

情感態(tài)度 讓學(xué)生做個(gè)快樂的英語語言學(xué)習(xí)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(yùn)用動(dòng)名詞作主語和賓語對(duì)不同情境進(jìn)行描述。

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

1、引導(dǎo)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(jī)融入情景教學(xué)中。

三、學(xué)生分析(Teaching methods)

高一學(xué)生處于高中英語學(xué)習(xí)興趣培養(yǎng)和學(xué)習(xí)習(xí)慣形成階段。他們希望在學(xué)習(xí)過程中享受到樂趣，不希望老師死板地講解字詞及語法。能夠激發(fā)他們好奇心和創(chuàng)造力，并與他們?nèi)粘Ｉ�活緊密相連的學(xué)習(xí)語境是他們希望教師在課堂上能呈現(xiàn)的東西。一旦教師走進(jìn)他們的生活，他們就愿意跟著教師走，掌握文化知識(shí)，了解學(xué)習(xí)策略，形成良好的人生觀和價(jià)值觀。

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(xí)。

五、教學(xué)過程（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(xiǎn))_________ 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(duì)我而言是一次極佳的學(xué)習(xí)機(jī)會(huì)。從其他十二位選手及專家點(diǎn)評(píng)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(rèn)真，負(fù)責(zé)，充滿激情。由于水平有限，反思的內(nèi)容可能很淺薄。

1．從教學(xué)設(shè)計(jì)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)名詞做主語和賓語的用法。根據(jù)上課的情況看，我已經(jīng)基本實(shí)現(xiàn)了教學(xué)目標(biāo)，學(xué)生也通過大量不同語境下的練習(xí)，學(xué)到了目標(biāo)設(shè)定的內(nèi)容。

但在各個(gè)步驟的安排時(shí)，順序還應(yīng)做一些調(diào)整。比如，可以把電影片段先放在課前放，然后在語法的教學(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(jié)奏而言，這堂課開始時(shí)節(jié)奏過慢，以至于到下課時(shí)沒有完成Task7。這是對(duì)學(xué)生不了解及本身課堂節(jié)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(rèn)真聽課，積極思考，積極回答問題，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)在備課過程中產(chǎn)生的困惑。

1．Learning about language 和 Using language 的區(qū)別是什么？

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

3．現(xiàn)在都說淡化語法教學(xué)，那么在上語法類課時(shí)，是否該提到語法術(shù)語，比如說“主語”，“賓語”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)名詞做賓語的動(dòng)詞和詞組，我的設(shè)計(jì)目的是讓學(xué)生學(xué)會(huì)發(fā)現(xiàn)和總結(jié)語法規(guī)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(xiàn)？怎樣才能讓教師明白學(xué)生掌握的情況？是通過他們課堂的回答和作業(yè)情況嗎？

浙江省2007年高中英語課堂教學(xué)展評(píng)反思

桐鄉(xiāng)高級(jí)中學(xué) 沈萃萃

新課標(biāo)、新體驗(yàn)、新思考是本次英語課堂教學(xué)展評(píng)活動(dòng)的特色。作為一名年輕的英語教師，能有機(jī)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(tái)競(jìng)技交流學(xué)習(xí)，又得到專家的點(diǎn)評(píng)與指導(dǎo)，實(shí)屬幸運(yùn)。所謂學(xué)而不思則罔，現(xiàn)將本次展評(píng)課反思如下：

成功之處：

1．課堂設(shè)計(jì)新穎獨(dú)特，環(huán)環(huán)相扣，層層遞近，創(chuàng)意不斷，給觀摩老師留下深刻印象。導(dǎo)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(shí)，調(diào)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(guó)與論壇環(huán)節(jié)使整堂課上升到情感高度，讓學(xué)生獲得知識(shí)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(yǎng)了學(xué)生的團(tuán)隊(duì)合作意識(shí)。group work和team work分工明確并考慮到學(xué)生思維活動(dòng)的層次，都能有效地展開并且有較好產(chǎn)出， 著實(shí)體現(xiàn)了“以學(xué)生為本”和“課堂有效性”。

3．親和力贏得學(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(diào)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(jié)，氣氛相當(dāng)熱烈，感染了學(xué)生同時(shí)也感染了在場(chǎng)的聽課老師，讓人有意猶未盡之感。

不足之處：

1．閱讀部分處理不當(dāng)，不能突出閱讀課的課型。reading for details環(huán)節(jié)第一段設(shè)計(jì)了聽力，第二段的“瘋狂英語”效果不錯(cuò)，但留下了“后遺癥”，導(dǎo)致學(xué)生在閱讀第三、第四段時(shí)也讀出了聲。這些設(shè)計(jì)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(yīng)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(duì)學(xué)生的回答應(yīng)有客觀的評(píng)價(jià)而不是一味的表?yè)P(yáng)。最后論壇環(huán)節(jié)，一位女生發(fā)言說解決饑餓問題的一個(gè)措施是讓夫妻多生小孩并讓小孩長(zhǎng)大后從事農(nóng)業(yè)，顯然這一建議并不科學(xué)，但由于時(shí)間關(guān)系沒有加以糾正，而是給予了表?yè)P(yáng)。

4．課件制作精美，但動(dòng)畫過多，容易分散學(xué)生的注意力。

比賽提供了鍛煉能力，考驗(yàn)心理素質(zhì)的平臺(tái)，既讓我們有機(jī)會(huì)展示自己的才智與教學(xué)風(fēng)格，又使我們?cè)诩ち业母?jìng)爭(zhēng)中不斷提高自己，完善自己。盡管榮獲了一等獎(jiǎng)，打破了桐鄉(xiāng)高中英語優(yōu)質(zhì)課省級(jí)一等獎(jiǎng)的零記錄，但我仍清醒地意識(shí)到自己的差距，我更愿意把它當(dāng)作我教師生涯的寶貴財(cái)富，當(dāng)作我不斷進(jìn)步的一級(jí)階梯。

附：教學(xué)設(shè)計(jì)

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(shè)計(jì)圍繞解決“陽光綠色食品公司“出現(xiàn)的問題這個(gè)大任務(wù)而展開不同層面的小任務(wù)。 從發(fā)現(xiàn)問題到解決問題，從口頭推銷到書面寫海報(bào)打廣告，剛好符合本單元本課時(shí)reading, speaking, writing的課型特點(diǎn)。 寫作從學(xué)生熟悉的篇章式的海報(bào)過渡到簡(jiǎn)單的關(guān)鍵詞式的海報(bào)，從學(xué)生的個(gè)人仿寫到集體創(chuàng)作，符合學(xué)生寫作訓(xùn)練的規(guī)律，也體現(xiàn)了不同的寫作層次和”寫作是一定情景中自然的創(chuàng)作”而不是從一開始就瞄準(zhǔn)的“赤裸裸”的目標(biāo)。

一篇閱讀材料和兩篇海報(bào)范文彌補(bǔ)了教材上語言輸入的不足；用不同的語言形式表達(dá)同一種意思的填空訓(xùn)練，引導(dǎo)學(xué)生進(jìn)行語言知識(shí)的復(fù)習(xí)拓展；處理兩個(gè)海報(bào)范例時(shí)自然滲透的寫法指導(dǎo)，不僅使學(xué)生明白怎么寫，并使他們學(xué)會(huì)用個(gè)標(biāo)準(zhǔn)去衡量和評(píng)價(jià)乃至修改海報(bào)。總的來說， 這堂課圍繞一個(gè)話題進(jìn)行讀寫，說寫，寫說，說聽的綜合技能的訓(xùn)練，總體設(shè)計(jì)上比較合理并具較強(qiáng)的可操作性。通過課堂操作，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(dá)到預(yù)設(shè)的教學(xué)目標(biāo)。

遺憾的是缺乏對(duì)學(xué)生水平的了解和時(shí)間不足的問題。如果有足夠的時(shí)間，可以讓學(xué)生自評(píng)，互評(píng)，相互學(xué)習(xí)， 語言輸出水平會(huì)更高，整堂也就被處理得更細(xì)致。如學(xué)生個(gè)人寫海報(bào)之后自己呈現(xiàn)的環(huán)節(jié)。預(yù)設(shè)是讓學(xué)生以打廣告的形式來呈現(xiàn)，可因?yàn)閷W(xué)生對(duì)英語廣告的陌生和上課的緊張并沒有很好的開展而是以簡(jiǎn)單的朗讀方式來呈現(xiàn)。在對(duì)最后的團(tuán)體合作海報(bào)的評(píng)價(jià)上， 本預(yù)設(shè)讓學(xué)生運(yùn)用教材中的語言功能項(xiàng)目如： I prefer…because…, I like… because…, if I have a choice, I would choose… 來進(jìn)行互評(píng)，但由于時(shí)間的關(guān)系全班參與面不廣。為了更好的開展這些活動(dòng)，建議可以提前叫學(xué)生準(zhǔn)備，或者把這些布置為作業(yè)，第2節(jié)課的時(shí)候再用十幾分鐘時(shí)間組織呈現(xiàn)和評(píng)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(dǎo)入采用了曾經(jīng)獲得美國(guó)普利策獎(jiǎng)的圖片“饑餓的蘇丹”，使本課的開頭顯得比較沉重，不利于激發(fā)學(xué)生的思維活躍性。如果能改成視頻導(dǎo)入，效果可能會(huì)更好。

2、 閱讀過程中設(shè)計(jì)的問題“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法，沒有達(dá)到從i到i+1的發(fā)展過程。

3、 教學(xué)過程中由于比較希望男女回答問題的比例相當(dāng)，有意讓男生女生輪流回答問題。結(jié)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，心里沒數(shù)。”―――人大代表金志國(guó)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(píng)課的專家比作燒菜的人和吃菜的人，我覺得我這個(gè)燒菜的人和其他燒菜的人之間存在差距，其一，本身廚藝還沒有達(dá)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(zhuǎn)向其他菜系了，而我卻還是在閉門燒自己的菜。講到上課也一樣，現(xiàn)在專家們已經(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，卻沒有真正理解領(lǐng)會(huì)它的內(nèi)涵，通過這次課堂教學(xué)評(píng)比活動(dòng)，我就自己的理解，總結(jié)了幾點(diǎn)“課堂有效性”沒能達(dá)成的原因。

一、學(xué)生參與有效性不強(qiáng)。

任何課堂都是有學(xué)生參與的，關(guān)鍵是學(xué)生參與后有沒有達(dá)到本節(jié)課的有效目的，不管這堂課是氣氛活躍還是寂靜無聲看似滿堂灌，都有有效與無效之說，比如，我在課堂教學(xué)評(píng)比中上的這堂課，課堂氣氛應(yīng)該說是挺好的，學(xué)生也是較積極地參與的，但是回來后我對(duì)夏谷鳴老師和葛炳芳老師的評(píng)論再進(jìn)行了回顧，發(fā)現(xiàn)這堂課上學(xué)生的參與有無效的成分。比如設(shè)計(jì)海報(bào)這個(gè)環(huán)節(jié)，學(xué)生很感興趣，也有好幾個(gè)學(xué)生寫的很好。但是很多學(xué)生與其說是在寫海報(bào)不如說是在畫海報(bào)，用了很少的幾個(gè)英語單詞，本堂課所學(xué)語言知識(shí)沒有用上去。英語課堂應(yīng)該側(cè)重語言知識(shí)的學(xué)習(xí)和運(yùn)用，而本堂課所學(xué)知識(shí)的運(yùn)用是“課堂有效性”的關(guān)鍵。

二、達(dá)成目標(biāo)不明確。

在整堂課的設(shè)計(jì)上我犯了個(gè)錯(cuò)誤，就是，希望自己能夠做到面面俱到。我上的是Using language 部分，側(cè)重語言運(yùn)用，所以就考慮了“聽說讀寫”面面俱到，殊不知這樣只能是蜻蜓點(diǎn)水。所以回來后，我就重新設(shè)計(jì)了我的課，并在部分班級(jí)重新上了這堂課，感覺效果比原先要好得多。

三、教材取舍不夠大膽

現(xiàn)在的教材是可以重組的，我們不應(yīng)該成為教材的奴隸，應(yīng)該根據(jù)學(xué)生實(shí)際（比如學(xué)生水平，學(xué)生對(duì)這一內(nèi)容的熟悉程度）進(jìn)行取和舍。 Using language 里面內(nèi)容很多，有一篇Reading（organic farming），listening，speaking，writing，各個(gè)環(huán)節(jié)確實(shí)緊緊相扣，但是一節(jié)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(nèi)容不是很新穎，學(xué)生可能不感興趣，所以就刪去這部分內(nèi)容。第二，Speaking 部分課本的設(shè)計(jì)是對(duì)話，說服顧客購(gòu)買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)選擇買綠色食品，所以我設(shè)計(jì)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(jì)劃。第三，Writing 部分設(shè)計(jì)了寫海報(bào)，推銷自己的農(nóng)產(chǎn)品。整個(gè)設(shè)計(jì)環(huán)節(jié)是比較相扣的，缺陷是內(nèi)容太多，目標(biāo)達(dá)成得太膚淺，應(yīng)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(shè)計(jì)和教學(xué)反思

衢州二中 涂小蘭

教學(xué)過程設(shè)計(jì)

第一步：背景概念輸入與話題的引導(dǎo)。（Pre-reading）

1．開頭通過設(shè)計(jì)了一個(gè)蘋果不斷被切除，最后只剩下1/32的蘋果皮的震撼視覺效果，讓學(xué)生感覺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．通過一張漫畫，讓學(xué)生看圖思考問題。引導(dǎo)學(xué)生從課文中找出數(shù)據(jù)“中國(guó)第一大問題--就是用占世界7%的耕地來養(yǎng)活世界22%的人口。”從而引出本節(jié)課的中心話題--偉大人物袁隆平。

第二步： 閱讀過程--淺層次閱讀。(Reading I)

1．為了讓學(xué)生對(duì)課文框架有所了解，我設(shè)計(jì)了一個(gè)Prediction問題，讓學(xué)生根據(jù)自己的閱讀經(jīng)驗(yàn)，談一談介紹人物時(shí)會(huì)涉及到的一系列內(nèi)容。

2．用四個(gè)字母P開頭的表達(dá)概括了整篇課文的大概內(nèi)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，通過設(shè)計(jì)了一個(gè)ABC信息表格的淺層次閱讀練習(xí)，對(duì)文中人物有了初步了解。

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

第三步： 閱讀過程--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(xí)的一些可貴品質(zhì)。就這兩方面的內(nèi)容，我設(shè)計(jì)了一棵樹的形象，引導(dǎo)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(xiàn)很多數(shù)字。數(shù)字是最能說明問題的。Figures speak louder! 接下來，我就在數(shù)上掛出很多紅色的數(shù)字，讓學(xué)生從課文中找出含有這些數(shù)字的細(xì)節(jié)句子，通過這些具體數(shù)字的閱讀，學(xué)生們對(duì)雜交水稻的貢獻(xiàn)了然于心。

2．提問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(xiàn)呢？正如一顆樹，為什么能夠生長(zhǎng)地枝繁葉茂？樹根是很重要的，正如一個(gè)人的品質(zhì)是很重要的。因此，為了引導(dǎo)學(xué)生們?nèi)ネ诰虺鋈宋锏膬?nèi)在品質(zhì)，在這里設(shè)計(jì)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?jī)晌煌瑢W(xué)一個(gè)形容詞，來表達(dá)相應(yīng)的品質(zhì)。

c. 通過搶答的形式，讓學(xué)生把句子和形容詞配對(duì)。

第四步：討論升華。(Post-reading)

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

第五步：閱讀擴(kuò)展。

袁隆平的偉大在于解決了中國(guó)人口吃飯問題。即使現(xiàn)在他名利雙收，但是仍然有夢(mèng)想，有擔(dān)憂，他擔(dān)心中國(guó)農(nóng)村耕地面積逐年減少，中國(guó)人到底能不能養(yǎng)活自己？學(xué)生很肯定地回答能。說明學(xué)生并沒有充分意識(shí)到耕地減少這一問題的嚴(yán)重性。中國(guó)農(nóng)村還存在許多這樣那樣的問題，需要更多的袁隆平式的人物去關(guān)注中國(guó)的農(nóng)村，四組漫畫給學(xué)生提供了思考的空間，作為小組家庭作業(yè)，下節(jié)課學(xué)生有濃厚的興趣展開調(diào)查，作一個(gè)小組Presentation.