3986.net
小网站 大容量 大智慧
相关标签
当前位置:首页 >> 英语 >>

Teaching Design for chemical or organic farming


2012 年度泰安市高中英语优质课教学设计

Teaching Design for chemical or organic farming
The content of my lesson is chemical or organic farming. I’m ready to begin this representation with the following parts. Analysis of the teaching material, the teaching aims and demands, the important and difficult points, the teaching methods, studying way, teaching aid, the teaching procedures and the teaching reflections.

Part 1 Analysis of the teaching material(教材分析)
This reading passage introduces students to the advantages of organic farming.

Part 2 Teaching Aims and demands.(教学目标)
According to the new standard curriculum and the syllabus (新课程标准和 教学大纲),and after studying the teaching material, the teaching aims are the followings: Knowledge objects: ① Master the importance and advantages of organic farming. ② Help the students further understand the passage and finish the relevant tasks correctly. Ability objects: ①To develop the students’ ability to use the language by understanding the text ②To improve the students’ reading ability Emotional objects: ① To help students set up the right concept of organic farming and make sure the wish for being healthy. ②To improve team spirit of the Students.

Part 3 the important and difficult points(重难点)
Based on the requirement of the syllabus, the important point is to enable the students to use the language by understanding the text and discussion The difficult points is to motivate the students to talk freely and effectively, get them involved in pair work and group work

Part 4 Teaching Methods(教学方法)
As is known to us all, a good teaching method requires that the teacher should help students develop good sense of the English language. For achieving these aims (after the analysis of the teaching material and teaching aims), I will use the following methods according to the modern social communication teaching theories (现代社会交际教学理论). 1. Communicative Approach. (交际教学法)
1

2012 年度泰安市高中英语优质课教学设计

2. Whole Language Teaching. (整体语言教学法) 3. Task-based Language Teaching. (任务教学法) 4.Total Situational Action (情景教学) a “scene-activity” teaching method, it establishes a real scene and the interaction between the teacher and the students. At the same time, CAI(电脑辅助教学) can provide a real situation with its sound and picture, it can develop the students’ creativity in learning English.

Part 5 Studying way: Cooperative learning; Self-exploring Part 6 Teaching aid: Multi-media

Part 7 Teaching Procedures
Step 1. Lead-in (2 minutes)

I will show a video to students about organic farming. Purpose of my design: (1) to catch students’ attention about my class. (2) to develop the interest of learning English.

Step 2 Show teaching aims.

(1 minute) (3minutes)

Step 3 Fast reading(快速阅读)

Question: What is organic farming? Purpose of my design is to enhance the ability of finding topic sentence.

Step 4. Careful reading.

(10minutes)

Task1.Read the text and answer the following questions: 1. Why are chemical fertilizers so popular in farming today? Possible answer: They are a great way to stop crop disease and increase production. 2. What problems can be caused by using chemical fertilizers? Possible answer: They can damage the land by killing helpful bacteria and pests and by staying in the ground and underground water for a long time. They damage people’s health by building up in their bodies and leading to cancer or other illnesses. 3. What is the main goal for using organic farming methods? Possible answer: The main goal for using organic farming methods is to grow good food and to avoid damaging the environment or people’s health.

2

2012 年度泰安市高中英语优质课教学设计

Task2. Read the text and fill in the blanks.

What organic farmers do

Why do so?

Use natural waste from animals as To make the soil richer and fertilizer more fertile. Change crops every 2 or 3 years. To keep the soil fertile. To prevent wind or water from carrying away the soil. Purpose of my design: Enable students to comprehend the text correctly by using different reading skills. And proper competition can arouse the students’ interest in English learning. “Task-based” teaching method is used here to develop the students’ ability of communication and also their ability of co-operation will be well trained. . Plant grass between crops

Step5 .Speaking
Suppose you are a farmer and the other is a customer. The farmer is persuading the customer to buy his/her “organic food". Make a dialogue between them. Purpose of my design: I think if the students can finish this task well, they will benefit a lot in their spoken English. Most students can take their parts in the activities, especially for the students who have trouble in English study.

Step 6.Draw the organic farmland in your mind and describe it. Step 7. Homework
Make a poster for your organic food

Part 8 Teaching reflections
As for blackboard design, I will show it as follows: The group’s competition chart new words and phrases Point Group 1 2 4 5

3

2012 年度泰安市高中英语优质课教学设计

Senior English Book4 Unit 3 Workbook AN APRIL FOOL'S JOKE: THE NOODLE HARVEST Teaching Plan 泰安长城中学 I. Teaching material introduction:
本节课是模块四第三单元 workbook 部分的阅读课。课文描述了一次有趣的 愚人节故事:英国的电视精心在愚人节当天设计了一条“面条树”的假新闻,很 多市民信以为真,纷纷打电话问询。

吴晓文

II. Teaching aims:
1. Knowledge aims: To know western culture about the April Fool’s Day. To gain some new words and expressions in the passage. 知识目标:了解西方愚人节的文化,学习文章中的语言表达。 2. Ability aims: To improve the students’ abilities of obtaining and handling information quickly and correctly by reading in English. To organize students speak out their ideas in the debate with the language learnt. 能力目标:提高学生在阅读中获取正确有效信息的能力,并指导学生在辩论中运 用语言,培养用英语表达个人观点的能力。 3. Emotional aims: To know that only with a thoughtful mind and careful heart could one be a wise man. 情感价值目标:让学生了解只有通过学会观察、倾听,用心感受并有自己独立的 思考,才不会一而再、再而三的上当受骗。

III. Teaching approach:
Task-based teaching approach Groups cooperation Discussion and debate 任务驱动型教学 小组互助学习 讨论 辩论

4

2012 年度泰安市高中英语优质课教学设计

IV.Teaching procedures and activities:
教学步骤 Prereading 学生活动 通过所给图片和语言提示,了解 主题。 活动目的 了解文章主题,进入阅读状 态。

1、快速浏览,找出每段的段落大 培养学生快速阅读、寻 意,学会以浏览每段第一句和 读的阅读技巧,使学生能熟 最后一句的方法寻找段落主 练运用不同的阅读策略来完 题。在教师的指导下找到后三 成阅读任务。 段的主题,并以此中心展开下 面的阅读。

Whilereading

2、 以 “the noodle harvest” 为中心, 用问题做思维的引线, 寻读找出时间、 地点, 以及 “愚 由表及里,先找出话题表面 弄人”和“被愚弄”的双方。 的几个要素,以使下面的阅 通 过 做 一 个 选 择 题 对 读更顺利和自然。 Panorama 有更多的了解。

3、针对愚人者 Panorama 的一方 展开细致阅读,认识到它在设 深入阅读文章,在任务 计“面条树”这个玩笑的时候 驱动下,分别对“愚人者” 精心的布局和细致的安排。 和“被愚者”做更多的了解 和分析。提高学生用英语获 取信息、整合信息、总结归 4 、再次阅读,从被愚者 British 纳的能力。 people 的角度追寻他们轻易上 当的原因。 引出题头 William Blake 的名 言。 小组活动: 在辩论中运用语言,培 学生根据话题讨论和辩论,练习 养用英语表达个人观点的能 语言表达。 力。 Homework : Rewrite the passage 巩固课上所学知识。 and fill the blanks.

Postreading

5

2012 年度泰安市高中英语优质课教学设计

2012 年泰安市高中英语 优质课展评活动

高一英语新授阅读课 教学设计

(模块四第三单元 Reading 教学设计)

单位:宁 阳 第 一 中 学 姓名:苑 荃 时间:2012 年 4 月 20 日

6

2012 年度泰安市高中英语优质课教学设计

高一英语阅读新授课教学设计
(模块四第三单元 Reading 教学设计) 宁阳第一中学 苑荃 Part 1. Analysis of the teaching material 1. This unit looks at one of the best April Fool’s jokes ever. 2. The reading material is an opportunity for students to appreciate that not all special days are serious and some can be fun. Part 2. Analysis of teaching aims and demands Ⅰ. Knowledge aims: 1. Learn the information about the noodle harvest. 2. Master some key words and phrases. Ⅱ. Emotion aims: 1. Increase students’ interest and broaden their horizons. 2. Build up students’ self-confidence, cultivate their mind and arouse their awareness of cooperation. Ⅲ.Ability aim: Develop the ability to analyze the structure of the text and retell the story. Part 3. Teaching Important Points 1. To develop some basic reading skills 2. To learn some words and sentences Teaching Difficult Points How to analyze the text and grasp the main idea of the text.. Part 5. Teaching procedures Step1. Lead-in (2 mins) To watch a video to arouse the interest of a big lie and lead to the title. Step 2. Fast reading (3 mins) Task 1.Read the passage fast, and then find out the main idea of the passage. Task 2. Analyze the structure of the passage Step 3. Careful reading (20mins) Task 1. Read Para1 and answer the questions What shall we do in April Fool’s Day? Task 2. Read Para 2 and answer the question about the programme When Name Its usual content

7

2012 年度泰安市高中英语优质课教学设计

Its unusual content April 1st,1957

on

Task 3: The Explanations made by the programme makers Two reasons for the 1.___________ good crop 2. __________________________ Noodle trees with the farmers ________ Pictures evidences( 证 Para.2 noodles ____ them & ________ them 据) ______ baskets. Noodles were grown as part of ________ Origin (起源) ________ businesses. Why the noodles have the same size? Para.3 Why the life of a noodle farmer was hard? No holiday abroad fewer ate noo dles

Task 4: People’s reactions?

Why?

Believe it it

Step 4: Consolidation(5 mins) Retell the joke… Step 5: Group work (10 mins) Suppose tomorrow is April Fool’s Day, work with your group members to think of a similar trick. Step 6: Homework (1 min) I. Refer to the website to find out more information about April Fool’s Jokes.
8

2012 年度泰安市高中英语优质课教学设计

II. Make your own collection of jokes, funny poems or short stories.

Teaching

Design

Book 4

Unit 3

Reading Task

AN APRIL FOOL’S JOKE The Noodle Harvest

肥城六中

张永军

2012-4-18
9

2012 年度泰安市高中英语优质课教学设计

THE NOODLE HARVEST
I. Teaching goals: 1. Knowledge aims: 1) Learn something about April Fool’s Day 2) Understand the meanings of specific words in the context 2. Ability aims: 1) Grasp the main idea of the passage and each paragraph 2) Gain the main information from the passage about the April Fool’s joke 3) Learn to use the reading skills of skimming and scanning 3. Emotion and moral aim: Learn to treat news in a proper way and don’t believe something blindly in life II. Teaching focus and difficulties: 1. Apply proper reading skills or strategies to get the main idea or key information of the whole passage and each paragraph. 2. Improve the ability of understanding the hidden meaning of the passage III.Teaching methods: Task-based Language Teaching, Learner-centered Approach; Multimedia Approach IV. Teaching Procedures: Lead in While -reading Skimming I. Read the passage quickly and make the right choice: What does the passage mainly tell us? A. A funny story about noodle B. What people often do on April 1st C. A serious and popular programme Panorama D. One of the best April Fool’s jokes ever. Reading tip 1: ______________________________________________________________ II. Match the main idea with each paragraph. Para1 Many people in England believed this story. Para2 Further explanations to make the story more believable Para3 Introduction to April Fool’s Day Para4 The noodle harvest and the reasons for it Reading tip 2: ______________________________________________________________ Scanning Read paragraphs 2- 4 quickly and fill in the chart below. Name of the programme Para 2 Its usual content 1._________________________ Examination of 2.______________________ and 3.________________ all over the world

The particular content on April 1st, Story about 4._________________________
10

2012 年度泰安市高中英语优质课教学设计

1957

_____________________in Switzerland A(n) 5.___________________________ and the 6.________________________________ attacking the crop They 7._______________ it and even rang the BBC to find out 8._____________________. People were 9.________________to find the report was a joke.

The reasons for the noodle harvest

Para 4

People’s reactions The final result of the story

Reading tip 3:_______________________________________________________________

Careful Reading I. What does the saying “A fool sees not the same tree that a wise man sees.” mean? Why does the writer quote(引用) it in the passage? ____________________________________________________________________________ II. How did the programme makers let people believe the April Fool’s joke ? 1. They made full use of the fact that the programme________________________________ 2. They mentioned two reasons _________________________________________________ 3. They also gave the reason ___________________________________________________ 4. They made full use of the fact that few British people _____________________________ __________________________________________________________________________ Conclusion: _________________________________________________________________ Pair work According to the rules mentioned above, design an April Fool’s joke with your partner and act it out (a piece of news, a funny story, something funny you experienced…).
Homework

Choose any one of the following tasks based on your own interest. 1) Write your April Fool’s joke down in your notebook and send it to me. 2) Write a summary of the passage. 3) Search for more information on the Internet about April Fool’s jokes. The following websites may be useful: http://www.24en.com/fun/interest/2010-04-01/116712.html

11

2012 年度泰安市高中英语优质课教学设计

http://en.wikipedia.org/wiki/List_of_April_Fool%27s_Day_jokes

12


推荐相关:

新课标高中英语chemical or organic farming 导学案_高一英语_英语_高中教育_教育专区。UNIT2Chemical or organic farming Exercise 1 Skim the passage and find ...


教学设计课题 Chemical or Organic Farming 树立新的教学观念,积极探索好的教学方法,面向全体学生,推行先学后教,当堂 解读理念 训练的模式,充分调动学生学习的主动性...


3.必修四 Unit2 A PIONEER FOR ALL PEOPLE 造福全人类的先驱者 Although he ...必修四 Unit2 CHEMICAL OR ORGANIC FARMING? 化学耕作还是有机耕作? Over the ...


必修4Unit 2 chemical or organic farming 导学案_高一英语_英语_高中教育_教育...making it ready for crops such as wheat or corn that need rich and fertil...


Unit2 Chemical or Organic Farming 学案_英语学习_外语学习_教育专区。高一英语...( 5. Organic farmers seldom change the kind of crop in each field for ...


Unit2ChemicalorOrganicFarming学案_英语_高中教育_教育专区 暂无评价|0人阅读|0次下载|举报文档 Unit2ChemicalorOrganicFarming学案_英语_高中教育_教育专区。...


ready for followed by prevent sb. from doing have the same goal damage the environment Using Language Chemical or Organic Farming? 读课文(P14) ,写出下列...


One dream is not always enough, especially for a person 25. loves and cares for his people. CHEMICAL OR ORGANIC FARMING? Over the past half century,...


2. What problems can be caused by using chemical fertilizers? 3. What is organic farming? 4. What is the main reason for using organic farming ...


The reading passage “chemical or organic farming?...Ⅲ.Teaching aims : 1 .Knowledge aims (1) ...Ⅸ. Design of the blackboard Unit 2 working the...

网站首页 | 网站地图
3986 3986.net
文档资料库内容来自网络,如有侵犯请联系客服。zhit325@qq.com