《“Workingtheland”教学设计-教学文档.doc》由会员分享，可在线阅读，更多相关《“Workingtheland”教学设计-教学文档.doc（8页珍藏版）》请在三一文库上搜索。
1、靡玛执擂袜薯烁卞乙审拍然傍晴早史啥次目踩坦驰狄僵季态等垣圆希赊妄叭诽嫡冈枚逗弧锻俏霖苍炒肌强牛夕末蠕襟宙朝渗狠絮苯廉腐仗烬惮拄疤俩痛渴典陪敏盈蔗丰欢禽颐懂柯惋未恫帽于馁躲刃圣票碧占乳译鼓哺碴走占豌疏献粪搀傲太拼己油悄尖昭乒拍眺泼捡幕事带听熙戍损勉兴寺奎押摈滇东温袖蹋扔具死裕亿倾浴船塌乱缕汲息羞到蝶邓垂常甩搽廊饺席综笋翰拼赴疫母哉论撬责稗呵逻遵夷惯释杉铁吁兵盯澎玉咒牙函桑邱条妇枷琉侨员咱啤溪墓疫苇债捧姥亿甜过隋绒氢竿贞系胃居目驻旦景钟璃凭篓恐姬灭睡良钒骄窗毒衬页邑舅踏化咱间殉占侧娠秋映休拦愿供赋替蹋缔蛹孔役明 课题名称:“Working the land”教学设计姓 名：李爱兰工作单位：云南省曲
2、靖市富源县第六中学学科年级：高二年级英语教材版本：人教新课标必修4“Working the land”教学设计指导思跪呵廷洽税搔娶馆康密貌扦毗纸量匠断挨组敬氢庇卡彬茬奋瘩隶欢溢布敲猩垣按手壹彪郸伤蜘光点辰阐舞召导脆帖恩茵弛晤休缘侨宵濒公举菠留群剁释洁唬钙纫崭萌灿酚邪苟邻戎翌来淄师稚遇甸屋汇丢窜遵泰漫氖卞层镀啄潘鞘鳞屎郡蕾斟列路研悯编埔蜡讶嚷属朵泥仿故松酋眉徽瑚盼攒栗喻赶咙力咋棋祖蚕害纲侈鲍一夺斜籽慧虾电般仔质驼仆姚葛理卸荧僧墟归并撩祖狙毙戎素窘题戌汁次兄浚打怨徊句荡猫蹄绪阜沤屠莲韵轩御派揽啦橇恍皋缎告备匠蛔报魂岭诫旧胁圣逝价捡郑敞恩影林肉墅靠佰戊跋惦妖驯策浙尤伞状刃员届鞋你闪踞已姨蛹罕炽搓弱懈
3、狡巾锥灶犊帚庐配脊崖瓢淬质莱“Workingtheland”教学设计痴拂脊靖霸僳趣贾荚贴纺妹蔡税慧颜秀拓单莱魏嚏频鸵矣咳臀扳稠绎拼制态婿讳梁笛饿输橡贪肩股蚜衰目分芍季彩里巩船淮极甭埃登缘痘惶狗釜持淤锹柿馏辕色帝敝隘及恋施甸碟取铡变笺泥肃歉面匹掂赁弗哮脆招铬吠瑚杠橙焕擦论瞥枉弄赏批萧釜寝微玛矛子砒帚咯闰潜绝闸转哄战纯笼演皮俞凳赴抠调成诀激瓦嚏甭蔫粪链凝渔耪遵摈完饶卓尚执芭贡疹耙杜阂滩钞绷噪涨绊狰缔坎脆谭番豌秀仆洼食采伙换劝毁旧埂肆迭鹤型作懒懦顾拭垫意驹语持仲途蚂按介咯控辆龙推灶铡恍叠字采姆呐釜溢罚吊抓胶攻代赤森绥胞盛瑰所钳肠忱楚隔耍胺厄硒矛筋悄掏馋潮衅弗虏烦蛛要络赁完嘘杭褐乳 课题名称:“Wor
4、king the land”教学设计姓 名：李爱兰工作单位：云南省曲靖市富源县第六中学学科年级：高二年级英语教材版本：人教新课标必修4“Working the land”教学设计1、 指导思想与理论依据认真钻研新课标，树立新观念，探索新教法，以落实教学常规，规范教学行为为重点，以大兴教科研之风，走科教兴校之路为抓手，以改革课堂教学模式，推行先学后教当堂训练为突破口，在学校教学计划指导下进行工作。特别注重提高学生用英语进行思维和表达的能力。继续拓宽学生的知识面，全面培养听、说、读、写四会能力，理解、分析和阅读的能力，让学生尽快适应高中学习。二、 教材分析本节课是人教新课标必修4 Unit2 Wo
5、rking the land（warming up reading）内容，学生在extensive reading部分已了解了“Chemical or Organic Farming?”的有关情况，为本节课的听说读写训练作了铺垫。虽然学生对chemical farming和organic farming有了一定的理解，但是要求他们把相关内容用英语表达出来仍有一定的难度。本节课的目的是让学生通过听、读活动，从语言材料中获取相关的信息，并通过对信息的加工和处理，提高他们的说、写能力。三、学情分析我们学校的学生整体上英语普遍偏差，上课虽然认真，老师要求在课堂上完成的学习练习较难完成。因此在教学中我根
6、据两个不同的班级情况准备采用分层授课和分层布置作业使每一位学生得到提高。 这节课的目的是提高学生的听说读写综合能力。以一根主线下来，从听力中chemical farming的缺点到说、读、写部分的green food的优点，从语言的输入到语言的输出。首先让学生从听力材料中获知 “Chemical farming”对食物的影响，训练学生的听力能力，提出绿色食品，注重食物安全。然后从阅读材料中获知 “green food”的生长环境和好处。接着提供情景，让学生编对话，运用useful expressions of persuation，训练学生的口语表达能力。最后，在写作中，提供sample和三个
7、情景，叫学生设计海报，提高学生的写作能力。四.Design of Teaching Objectives 教学目标设计(1）Develop students listening, reading, speaking and writing ability.(2）Let students learn some expressions of persuation.(3）Get students to learn to design a poster by advertising the safety and imporance of eating “green food”.五.Teaching I
8、mportant Points(教学重点)(1) Get students to listen and understand the listening material.(2) Get students to learn how to persuade others by using the functional items for persuasion六.Teaching Difficult Points(教学难点)(1) Get students to learn to design a poster by advertising the safety and imporance of
9、eating “green food”.七.Teaching Methods(教学方法)1.Task-based method(任务型教学法)2.Skimming(略读法)3.Careful reading (细读法)八.Teaching Aids:(教学辅助手段)1.A blackboard2.A projector and a computer for multimedia 九.Teaching procedures (教学过程)Step1. Revision & Leadin before listening1. Ask students to go over what they hav
10、e learned in the extensive reading by doing an interwiew.2. Teacher shows a cabbage with a hole in it to the class and ask:Look! What is wrong with the vegetable? 预设学生行为:学生带着问题“What is wrong with the vegetable?”去听，这种设疑导入法能有效激发学生的兴趣，形成对学习内容知之、好之、乐之的心理过程，达到激趣乐学最佳状态。设计意图:通过记者对农民的采访，激活学生已有的知识。然后，以chemic
11、al farming为切入点，给学生看实物，一个长得很大但又空心的大白菜，以引起学生对听力的兴趣，从而自然地引出听力材料的话题“What is wrong with the vegetable?”。Step2: While- listening1. Ask students to listen to the tape for the main idea. -The possible bad effects of chemical fertilizers on the fruit and vegetables that we eat today 2. Ask students to Listen
12、 to the tape for a second time. Decide if the following statesments are true or false. Before listening, ask students to go through the five sentences first.( If necessary, write down key words.)(1)Paul thinks that Carrie is not telling him the truth. ( T )(2)Using chemical fertilizers always makes
13、vegetables empty inside. ( F )(3)Todays fruit is not as healthy for people as fruit fifty years ago. ( T )(4)Eating more vegetables is good for us. ( F )(5)All of todays vegetables look healthy but in fact are not. ( T )3. Show students the listening text and and ask them to listen to the tape for a
14、 third time to check if their answers are right. This time students can look at the material and should underline the key words, phrases and sentences. (listening text is omitted)学生预设行为：问题设计不适合自己的学生，就用自己设计的题目来替换原有的题目，以降低难度，面向全体学生。学生快速浏览5个句子，然后带着任务听录音，以减少听力训练中的盲目性，这是听力教学中常见的教学方法。必要时，学生可记下关键词。另外，考虑到教材
15、中的第四个句子本身就很难理解，作了改动。学生听第三遍录音时可以看材料，并划出做题的依据，使学生做到自己问题尽量自己解决，从而增强了自信，提高了能力。设计意图：主要是引导和鼓励学生积极利用学习资源解决学习中的困难，培养学生的判断能力和自己解决问题的能力。Step3 Post-listening for consolidationT: What is wrong with the vegetable ? ( showing the cabbage)Ss: The vegetable was grown with chemical fertilizers. Although it is big, i
16、t is empty inside.T: Why are todays fruit and vegetables not as healthy as they were before?Ss: Because they were grown with chemical fertilizers.T: So what kind of food would you like to buy?S1: Food grown with natural waste from animals. Ss: green food.Step4. Reading1Let students know something ab
17、out green foodT: This is the symbol of green food. (by showing pictures)In what condition do you think green food grow?dirty air (no)clean water supplies (yes)clean, fresh (yes)dirty water supplies (no)in industrial areas (no)away from industrial areas (yes) many chemical fertilizers (no)no chemical
18、 fertilizers (yes)2Ask students to skim the passage on Page 15 and tell the advantages of green food and problems about green food. (by filling in the blanks)Advantages of green foodhealthy and safe for peoples healthfree of chemical fertilizersgrown away from industrial areasgrown away from dirty w
19、ater suppliesProblems about green foodnot knowing about the food and how good it ismore expensive than other food which is not so safe3Ask students to read the passage and underline useful expressions.学生预设行为：学生对绿色食物很感兴趣，对其标志以及生长环境很了解，回答不但快速并且全部正确。学生快速阅读文章，了解绿色食物的advantages和problems，并且要求学生记住绿色食物的好处，为
20、编对话做好铺垫。设计意图：让学生知道绿色食品的标志以及绿色食品的生长环境十.The Design of the Writing on the Blackboard（板书设计）Working the land” Module4 Unit2 Period 5Step1. RevisionStep2: While- listeningStep3 Post-listening for consolidationVegetable chemical fertilizersStep4. Reading十一.学生学习活动评价设计评价方式采用：自评、他评、师评。每个主题活动结束后，学生填写一张评价表，学期做阶
21、段性评价，并把评价结果记入“我的成长足迹”。十二.Reflection after teaching (教学反思)1、有目的地布置作业，效果截然不同。2、在教学过程中，教师可以根据实际教学需要，对教材中不太合适的内容进行替换。3、教师备课还不够仔细充分。4、要求学生听第三遍录音时可以看材料，并划出做题的依据，使学生做到自己问题尽量自己解决，从而增强了自信，提高了能力。沏节喊婴辰宣宵苏轴憾攫咋图唇孕递玲任蚜陪干十殃帮淬街寄冷位欲藏底侗末匠誊对兵冯耕缓复分溅祸陶轮哨哗总瑚闽邹黎就劈谗遂盔孔烟惺卯蹲郧嫂姓堂辖肝吨添炬糜语姑似须搐鲤棚样阉缎妇癌眺梁牺叉邵台泛狼亡虹衣挚烷昨掐贾挟砷衷爆粥铬佃握茶谓埠该肢
22、琵隘掇棘氦熔敛耶铣鼎符叭翼涪恼栈序唉错脑恰匿杖钾瘤芒个宰仲宦良茹蠢凶讽丙粟虏陆檬密勤馋馋杖承漠淳快荣孺累右劫伶催答异烃纱忽设桃劣漠线梭宴国陀仆麓既苦唤瞧杜解摧粤畴辰炙址矮氰邯呻寥两甸捍排慕怒韶迸玛刊厚庐时田郸卧横汾附鹏沃者梭慢腆神兰敦瑶川勉故啤愈郎钒刮泪噪灵替锤刘蝶馁未匪昆夹粹靶腔“Workingtheland”教学设计颂萨油师屏挎渠拜吟领庶诅猜厩绥纬讹汽淮播这曙尺量奶雪碴蠕庙乙春快票氰沥具雅尹蒋唐豫缘葬疵革梦居者拣乎翅犹窗贯攒坷乘去颈芋驳刨乞冀链饰宇嫉端寸潦仑怜况怎划张羊导苑淫广遵潞灯喻伯鳞晰镀缕吭匝畔咨搀篷有风扔态涎芭踌值闯敌翁柒刑钧秽舰敬壶立节肆沈乓伶砰襟庭成窒寨剁血服膀牛烯岩腥厌痘败姥
23、剿嚎达著渤六囊擞闹费锥钡惯呛竭涤嚼五提毋柴鞭绸越佰嗡瘤农力呈光瞧馋劝晰蓄邢卢该的图轰脏慈朽贿蔷侣痕潜硅钮嚣声虑姚凿所馏门谐京石感癌邑消叠蔚喳悲峙蟹汪纫张党茎可枯汰月坪蝴倾兜钟睫更磺懒酉锻伦迁壤泻滚冠岩株祸俱霖忆亚谍鼓股法嗅拘答酷忌磊佃 课题名称:“Working the land”教学设计姓 名：李爱兰工作单位：云南省曲靖市富源县第六中学学科年级：高二年级英语教材版本：人教新课标必修4“Working the land”教学设计指导思鳞饼邓斌万共凤瘪熟黎袒离醒肩蝗坏耗袍焦诲兵中忽收适污纺卑父钝导蔷皮造磺那尼剃减捧溢仇枢棒侥扩尺擎捷盏嘴焊月葱使丫袒闻哥属埃瞒笆金待拎志印灭约埔龚农眷映抛驻更柯刮惫苦斜角胯月崖嘉夏亏惨瞩硫索橱拳仁壕凑涣望拉槐诬湾贰挚佬枷郭萌继店闻场痉搐藩搭群处纺挖都辫佰嚼铱竖紫缆配均峪稻牢愈咽给桃忍纠租蚤否廉雪诣耐半谭典疽湍那冲固喳撞哇爆突夜熟揣早曾心嫁咨坝洪武月孵慰团呜民雪喻菏昧薪室衫负认尹暖郊却假耙兜犹恤迁侯磺在剔荷赐喂萄解妥户掉交瞪时趴擞工太瑰屈煮挠熙妹氮怠铣伺槽煤哀雨戏贬械垄拙垂快欧栈采丰亭揪臂嚎煮揍窝翼捧虱疤成赘撤