本课课文文章简短，易于理解，内容读起来能激发学生学习教 学 设 计 说 明 兴趣。为了突出教学重点，在教学中我把读贯穿全文。我在阅读教学中采用了默读、朗读及略读、细读等等。让学生通过阅读逐步理解课文。我在本课教学中还创设了一定的思维情境，让学生读后解决一些符合学生阅读规律的问题。这是本文教学的重点和难点，通过小组合作、展示、点评，使学生理解了课文内容，教学难点迎刃而解。 总结了一下，觉得还有很多需要改进的地方： 1、学生的阅读技能还没有掌握。 2、时间安排不够合理，角色扮演花了大量的时间。 反 思 3、任务分配不够明确。 通过这堂课，发现小组合作中还存在不足，我还要加强这方面的训练，任务分配还需明确到位，组长的协调作用还需培养，学生之间的配合也需要大量的时间去尝试和琢磨。 注：教与学的活动包括教学组织形式、教学方式、学习方式、评价方式。如有过程性评价请另附表格或说明。
教案设计（四） 2012 年 11 月 15 日 （星期 四 ） 第 2 节 指导教师: 张淑静 实习学校 授课题目 大同市南郊区实验中学 A pioneer for all people 实习班级 高一（2）班 教学目标 一、知识目标 1．学习本课重点的词汇（见教学重点第1点）。 2．充分理解课文大意并完成所设计出的任务。 二、能力目标 运用语言的过程中培养学生的自学能力，分析能力、想象力和合作能力，帮助学生扩大词汇，提高思维能力和运用英语的综合能力，激发创造能力。 三、情感目标 充分调动学生的思维活动和情感体验 如何引导学生在段落篇章阅读中运用scanning, skimming, 重点难点 careful reading等不同等阅读技巧 教具的使用 多媒体教具 教学过程 内 容 T: “Good morning, boys and girls! Have you had your breakfast? S: yes/no T: If you did not have your breakfast, what’s your feeling now? Are you feeling hungry now? Today I will show you some pictures, and please tell me what is happening to these people. They are facing the problem of hunger. What do they need most? Maybe a bowl of rice or noodles is their best choice. Step1 Lead-in Step 2 Pre-reading. Step 3. Reading Step4. Assign tasks Step 5. Consolidation Step 6. Homework: Do you know how to get rice? Show them some pictures about the procedures of rice planting. Answer the following questions: 1. What is the main food in East Asian and Southeast Asian countries? 2. If there were no rice one day, what would happen? 说 明 首先通过自由交流的方式，老师提问学生回答的方式，进行导入和热身活动，减轻学生上课伊始的紧张感，快速地融入课堂，成为课堂教学活动的主 体。 首先提供两道读前的问题，让学生了解全球以水稻为主食的人口数量，随后通过问题给学生更多的背景信息。 通过此项活动，锻炼学生Show the students a picture. Let the students learn some new words and know some information about 利用标题和图片等有效Dr. Yuan Longping—the man who puts an end to 信息猜测文hunger. He is Father of hybrid rice. 章大意的能 学生对于基本的语音听力技能包括:语音，语调，重音，语速等有基本的认识，而这些技能的提高主要通过多听，通过释放听First let the students make a prediction. What may be the style of this passage? A. a story B. a travel journal C. a biography (an introduction to a person) Task 1. Listening and scanning Show the students a video about Dr. Yuan Longping——one of the characters in 2004 TOUCHES THE HEART OF CHINA. And let the 力。 students listen to the tape. While listening, the students should pay more attention to pronunciation, stress and intonation and try to get the answers to these two questions. 1. Who became the first agricultural pioneer in the world to grow rice that has a high output? And when? 2. What did Yuan Longping invent? Task 2 Skimming Find out the topic sentence of each paragraph. Generally speaking, the topic sentence is the main sentence of a paragraph, which describes its content and direction. Divide the classes into several groups, give students several minutes and hold a discussion ——Where can we find the topic sentences? And then let the students give their answers. Task 3 Careful reading Para. 1 Dr Yuan’s appearance and his achievements. Q1: What does Dr Yuan look like? Q2: What is his achievement? Personal information (Resume) Achievements: Hobbies: True or False exercise. 1 Dr Yuan is more a farmer than a scientist. 2 Dr Yuan’s rice is one of the most suitable ways for China’s farmland. 3 Dr Yuan would rather work than relax. 4 Dr Yuan has dreams when he is asleep and also when he is awake. 5 Dr Yuan enjoys a simpler life than most rich and famous person. 力原文配以视频影像的方法，给学生营造一个活跃的，轻松的课堂气氛。 通过直观的表格形式检测学生对第二段落细节内容的理解, 列举出袁隆平生活中的主要事件。让学生对袁隆平一生中的重要事件有所了解，以及袁隆平对农业的巨大贡 献。 通过设置框架型简历，及判断正误等问题，总结本课主要信息点，使学生对袁隆平的优秀品质和为中国乃至世界人民的温饱问题所做出的巨大贡献有更进一步的认识，使所学内容重 新回炉 1. If you had the chance to do something to help end hunger in the world, what would you do? 2. Preview what we will learn next period. 教案设计 附页
教 与 学 的 活 动 本节课教师通过多种不同形式的教学方法，设置形式多样的任务类型，充分体现了新课程背景下教师的主导地位，基本做到了把课堂让给学生，让学生在自主、合作、探究的气氛中愉快度过，既顺利完成教学任务，又促进其情感教育。
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