人教版必修4 unit2 P1Word格式.docx

人教版必修4 unit2 P1Word格式.docx

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《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。

但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。

教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。

Period1

Reading

阅读课

WarmingUp以农村、农业以及农作物耕种为话题，让学生讨论对农村和农业劳动的认识和经验。

这一话题的引入，可以帮助学生更深刻地理解袁隆平博士的研究成果的价值。

教师可以选用本书提供的Warmingupbyquestioning/Warmingupbyseeingandlistening进行热身教学。

Pre-reading课本设置的两个问题可以帮助学生理解课文，同时培养他们的同情心和人道主义精神。

也可以以Pre-readingbyquestioningandanswering形式进行预读。

Reading塑造了一个朴实、务实的中国农业科学家的形象，他过着普通人的生活，干着伟大的事业。

建议从形式入手学习本文，参考使用下列设计：

GivingbackgroundinformationaboutProfessorYuanLongping，Readingaloudtotherecording，Readingandunderlining，Readingtoidentifyandsummarize，Understandingdifficultsentences，Readingandtransferring，Readingtodecideonthetypeofwritingandsummaryofthetext，Closingdownbyhavingadictation。

Period2

Learningaboutlanguage

知识课

Learningaboutlanguage课本分为两部分，通过不同层面的练习，要求并帮助学生熟练掌握课文中所学的词汇以及-ing形式做主语和宾语的用法。

本书的程序设计是：

Warmingupreadingthetextaloud，Discoveringusefulwordsandexpressions，Readandidentify，Consolidatingbydoingexercises，Readyusedmaterialsforthe–ingformastheSubject&

Object，Closingdownbydoingaquiz。

Period3

Usinglanguage

运用课

Usinglanguage课本设计涵盖了听、说、读、写四个部分，分为三部分，Reading部分读写结合，要求学生在理解文章的基础上写出文章的摘要。

Listening讲了两个农民的故事，即进行了听力训练也说明了有机耕作的重大意义。

Reading,speakingandwriting让学生假设自己是“绿色食品”生产商，在读说的基础上为自己的食品设计一个广告。

教师可以参考本书的设计授课：

Warmingupbylisteningandreadingaloud，Readingandunderlining，Doingexercises，Listening，Reading,speakingandwriting，Writingaposter，Writingaspeech，Doingaproject，Closingdownbyfillingaform。

实际教学过程课时划分建议

将WarmingUp、Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。

将Learningaboutlanguage和Workbook中的USINGWORDSANDEXPRESSIONS、USINGSTRUCTURES整合在一起上一节“语言知识课”。

将Usinglanguage设计为一节包括听说读写单项技能或组合技能训练的“综合技能课

（一）”。

Period4

将Workbook的READINGANDLISTENING和TALKING整合在一起上一节“听说课”。

Period5

将Workbook的LISTENINGTASK、READINGANDWRITINGTASK和SPEAKINGTASK整合为一节“综合技能课

（二）”。

第二部分

教学资源说明

Section1

Background

背景

围绕单元话题“Festivalaroundtheworld”，《金色教案》提供了几则语言规范、短小精干的趣味性材料。

这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。

Section2

Explanation

解析

重点针对“阅读课型”中的课文难句，《金色教案》不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。

Section3

Vocabulary

词汇

按照课本单元词汇表顺序，《金色教案》重点提供动词、短语搭配的讲解。

所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。

第三部分

教学测评说明

围绕单元词法、句法项目，《金色教案》提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。

有些测评题目直接源于历年高考试卷，更具有说服力和实用性。

Part1TeachingDesign

第一部分教学设计

Period1Asamplelessonplanforreading

（APIONEERFORALLPEOPLE）

Introduction

Inthisperiod,afterthewarmingup,studentswillfirstbeguidedtogivethebackgroundinformationaboutProfessorYuanLongping.Thentheystartreadingaloudtotherecording，readingandunderlining，readingtoidentifyandsummarizeandunderstandingdifficultsentences.Studentscanbeaskedtoreadandtransferandreadthetexttodecideonitstypeofwritinganditssummary.Theperiodwillendinstudentshavingadictation.

Objectives

Tohelpstudentsunderstandthetext’sformsandcontentsandlearnaboutagriculture

Tohelpstudentscommunicateonthetopicinfocuswiththewords,expressionsandstructureslearnedinthisunit

Focus

Words

struggle,hunger,expand,circulate,battle,rid,equip,export,confuse,regret,focus,reduce,skim,underline,comment

Expressions

thanksto,besatisfiedwith,wouldrather,focuson

Patterns

1.Whatdoyouthinkwouldhappeniftomorrowtherewassuddenlynoricetoeat?

2.Bornintoapoorfarmer’sfamilyin1931,DrYuangraduatedfromSouthwestAgricultureCollegein1953.

3.Theseincreasedharvestsmeanthat22%oftheworld’speoplearefedfromjust7%ofthefarmlandinChina.

4.Usinghishybridricefarmersareproducingharveststwiceaslargeasbefore.

5.Andhewouldratherkeeptimeforhishobbies.

6.Heusedtowalktohisricefieldstwiceaday,butnowhepreferstoricehismotorcycle.

7.DrYuanawokefromhisdreamwiththehopeofproducingakindofricethatcouldfeedmorepeople.

Aids

Multimediafacilities,tape-recorder,photos,diagrams

Procedures

1.Warmingup

Warmingupbyquestioning

Hello,everyone.Weshallreadaboutmanwhoworksthelandtoday.Haveyouevergrownanyplants?

Whatkindofplantwouldyouliketogrow?

Howwillyougrowit?

Forreference:

Iworkedwithmyfatherinthericefieldlastyear.Wegrowhybridriceanduseanimalwastestomakethesoilrich.

Hasanyoneofyoueverbeentothecountryside?

Whatdidyoudothere?

IwenttoChuankouthedaybeforeyesterday.Itisasmallmountainvillage75linorthofBeijing.Iwenttheretovisitmyuncle’sfamily.Ilikethatsmallbeautifulvillageverymuch.

Whoarefromafarmer’sfamily?

Whatdoyouknowaboutfarming?

DouJunandIarefromafarmer’sfamily.Wegrowwheatandraisepigsonourfarms.Andbothofourfamiliesaregoingtoexpandtheareaoffieldsthisyear.

Warmingupbyseeingandlistening

Plantingrice

Boysandgirls,Ishallshowyousomephotosoffarmingfirst.Lookatthisone.Whatarethesepeopledoinginthefields?

Yes,itisspringandtheyareplantingrice.Lotsofpeopleintheworldliveonrice.Ithinkyoulikeeatingrice,too.

Plowingtheland

Hereisanotherphotoaboutfarming.Themandrivingthetractorinthephotoisplowingthelandtopreparefortheplanting.Hedoesnotgrowricethere.Whatkindofcropishegoingtoplanthere?

Indoorharvesting

Thisphotoisinteresting.ThewomanfarmerfromTibetisharvestinghercropsnotintheopenfieldbutinaplastichouse.Forgenerations,thepeopleinTibetAutonomousRegion,havefarmedthelandusingtraditionalmethods.Butinrecentyears,thingshavebeguntochange.Allthefarmersadmitthenewwaysarebetter.

2.Pre-readingbyquestioningandanswering

RiceisthemainfoodinSouthChina.Whatdoyouthinkwouldhappeniftomorrowthereweresuddenlynoricetoeat?

Thenpeopleinthesouthwouldhavetochangetheireatinghabit.Theycouldturntopotatoes,wheatflour,cowandsheepcheese,cabbage,onionsandgarlicforfood.TheyarethebasesofthetraditionalfoodinNorthChina.

Ifyouhadthechancetodoonethingtohelpendhungerintheworld,whatwouldyoudo?

Iwouldtrytoendhungerbypopularizingtheadvancedfarming

techniques.Moderntechniquescouldbeintroducedtoincreasethericeoutput,andexpandtheareaoffields.

3.GivingbackgroundinformationaboutProfessorYuanLongping

HaveyoueverheardofamancalledProfessorYuanLongping?

Wouldanyoneofyoutelltheclasssomethingabouthim?

ProfessorYuanLongpingisaChineseagriculturalscientist.ProfessorYuan'

sbreakthroughscientificachievementledtotheworld'

sfirstsuccessfulandwidelygrownhybridricevarieties,revolutionizingricecultivationinChinaandtriplingproductionoverageneration.HisapproachtoricebreedingthenspreadinternationallythroughoutAsiaandtoAfricaandtheUnitedStates,providingfoodfortensofmillionsandleadingtohisbecomingknownasthe"

FatherofHybridRice."

4.Readingaloudtotherecording

Comprehension—understandingwhatyouarereadingisimportant.Toreadinthoughtgroupsisaneasy,yeteffective,wayofimprovingreadingcomprehension.Nowturntopage10andreadaloudtotherecordingofthetextAPIONEERFORALLPEOPLE.Payattentiontothethoughtgroupsinthesentenceswhilelisteningandreadingaloud.

5.Readingandunderlining

Areallyusefulwaytohelpuswithourlisteningistobecomeawareof‘thoughtgroups’.

Whenwespeak,weneedtodividespeechupintosmall‘chunks’tohelpthelistenerunderstandmessages.Thesechunksorthoughtgroupsaregroupsofwordswhichgotogethertoexpressanideaorthought.InEnglish,weusepausesandlowpitchtomarktheendofthoughtgroups.

Nextyouaretoreadthetext,dividingthetextintothoughtgroupsandcirclingalltheusefulexpressionsorcollocationsinthepassage.Copythemintoyournotebookafterschoolashomework.

CollocationsfromAPIONEERFROALLPEOPLE

worktheland在田间工作,doone’sresearch从事研究工作,forthepastfivedecades在过去的五十年里,growhybridrice种植杂交水稻,becomeanagriculturalpioneer成为农业先驱,haveahighoutput产量高,bebornintoapoorfamily出生在一个贫苦家庭,graduatefromacollege大学毕业,devoteone’slifeto…一生致力于……,increasethericeoutput增加水稻产量,searchforawaytodosth.寻求做某事的途径,circulateone’sknowledge传播知识,thanksto…幸亏；

由于,ridtheworldofhunger摆脱饥饿,twiceaslargeasbefore是原来的两倍,besatisfiedwith…对……感到满意,carelittleabout…很少关心……,spendmoneyon…把钱花在……,leadacomfortablelife过着舒适的生活,equipsb.forsth.供给某人从事……,keeptimeforone’shobbies有时间从事一个人的爱好,nolonger不再,playone’sviolin拉小提琴,playmah-jong打麻将,prefertodosth.喜欢/宁愿做某事,wishfor…希望得到……,earofrice稻穗,grainofrice稻粒,awakefromone’sdream从梦中醒来,withthehopeof希望

6.Reading,identifyingandsummarizing

Attention,please!

Itistimetoskimthetextonemoretimeandidentifythetopicsentenceofeachparagraph.

（Minuteslater）XueHongmei,wouldyoureadtotheclassthefourtopicsentencesyouidentified?

Whataboutthemainideaofthepassage?

Whowillvolunteertogivetheclasshissummaryofthemainidea?

BaiJianfang,you’dliketosaysomething?

Goahead!

7.Understandingdifficultsentences

Ingroupsoffour,ana