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1、 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
2、4 Unit2 Working 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
3、成。因此在教学中我根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
4、供sample和三个情景，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.
5、Teaching Important 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 imp
6、orance of 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 wha
7、t they have 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。
8、然后，以chemical 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
9、 to Listen 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 alw
10、ays makes 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
11、tape for a 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
12、词。另外，考虑到教材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
13、 is big, it 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 so
14、mething about 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)n
15、o chemical 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 fr
16、om dirty water 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
17、住绿色食物的好处，为编对话做好铺垫。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。