Unit 2 Working the land 教学设计 教案

教学准备

1. 教学目标

二、教学目标

1．让学生了解我国著名的农业科学家、中国科学院院士袁隆平的科研成果，以及他

的杂交水稻技术对我国乃至世界其他国家的巨大影响。

2．让学生在学习袁隆平科研精神的同时了解他的生活态度并用形容词概括他的品格

特征。

3．让学生进一步学习使用恰当的阅读方法与技能，如在细读（close reading）推断（infer）和总结归纳（summarizing）的能力，来把握课文内容并获取信息、处理信息。

2. 教学重点/难点

二、教学目标

1．让学生了解我国著名的农业科学家、中国科学院院士袁隆平的科研成果，以及他

的杂交水稻技术对我国乃至世界其他国家的巨大影响。

2．让学生在学习袁隆平科研精神的同时了解他的生活态度并用形容词概括他的品格

特征。

3．让学生进一步学习使用恰当的阅读方法与技能，如在细读（close reading）推断（infer）和总结归纳（summarizing）的能力，来把握课文内容并获取信息、处理信息。

3. 教学用具

4. 标签

教学过程

Step1 Lead-inand pre-reading（3mins）

1. 导入并揭题

教师在课前让男女生分成两部分来坐，黑板上画出男生队和女生队以竞赛的形

式来开展课堂活动。

教师先让学生看一组国外瘦骨嶙峋的儿童图片来激发学生思考什么导致这种情

况的发生，之后再导入中国三年自然灾害大饥荒时的图片，引导学生说出“谁”改变了中国让我们能吃饱饭，以此引出“袁隆平”A Pioneer for all people.

T: Let’s look at somepictures on the screen and tell me what problem they show? … What aboutChina?….Who saved us and helped us solve the problem of hunger?

2. 介绍文体

教师让学生在读前猜测文章的文体是什么，并简单解释人物传记。

T：Beforereading let’s guess what may be the style of the passage?

A. a story

B. a travel journal

C. a biography (An introduction to a person)

[意图说明] 教教师先让学生看一组国外瘦骨嶙峋的儿童图片来激发学生思考什么导致这种情况的发生，之后再导入中国三年自然灾害大饥荒时的图片，引导学生说出“谁”改变了中国让我们能吃饱饭，以此引出“袁隆平”，并在读前预测是什么文体，为下面的阅读做好铺垫。

Step2 While- reading（3mins）

1. Skimming

教师让学生快速阅读全文并找出段落大意。

T：Now let’s skim the textquickly and then find the main idea of each paragraph.

2. Carefulreading

教师让学生分别阅读每一个段落，并在各段落中设置不同程度的问题，由理解性的浅层问题到深层次的延伸问题。深层次的延伸问题可以通过四人小组合作解答。如果学生回答的不是很准确或者不知道怎样回答，教师再根据情况给予指导，并对学生的回答给予评价并用得分的形式展示在黑板上。

T：Ok, let’sread the text carefully and answer my questions on the screen, if you can’t doit by yourself, you can discuss them in group four. Now begin.

【Para1: Q1】

Informationof Dr. Yuan’s appearance and achievements

Appearance:

Achievement :

Why does Dr. Yuan consider himself as afarmer?

【Para2: Q2】

Informationof Dr. Yuan’s great contributions

1) Hiscontribution toChina

What do the numbers 22%and 7% refer to? Please find the sentences including them.

2)His contribution to the world

What are theinternational effects of his research on the UN?

【Para3: Q3】

Informationof Dr. Yuan’s hobbies and personality

1)Whatare his hobbies?

2)Whydoesn’t he care about fame and money?

a) fame:

b) money:

【Para4: Q4】

Informationof Dr. Yuan’sdreams

1)Whatare his two dreams?

3. Post-reading

Whatkind of person is Yuan Longping?

教师在理解完课文之后让学生总结袁隆平的性格特征，通过quiz的形式，用给出的句子所反映出的有关性格特征的形容词进行选择，培养学生的推断能力和总结归纳的能力。最后用形容词总结归纳出袁隆平的性格特征。

[意图说明]教师通过让学生带着问题阅读以及各部分深浅层问题的设计让班级

里不同层次的学生均有所收获，通过小组讨论以优带差并同过男女生竞赛的形

式调动同学们回答问题的积极性和参与性，同时学习了袁隆平的科研成果，以

及他的杂交水稻技术对我国乃至世界其他国家的巨大影响。最后的形容词归纳

竞赛环节使学生进一步分析每个句子所折射出的性格特征以外还加强了同学们

归纳总结的能力，并且进一步加深和理解了袁隆平的生活态度。

Step 3Debating (5mins)

教师先指出袁隆平先后获得“国家特等发明奖”、“首届国家最高科学技术奖”等

多项国内奖项和联合国“科学奖”、“沃尔夫奖”、“世界粮食奖”等11项国际大奖，他本可以过着一个非常富有的生活，但是他却像一个农民一样工作，

太奇怪了，他是一个傻瓜么？然后让同学们讨论他的行为是否已经过时了。然

后再以此题目开展男女生的辩论赛。

T：Look atthe pictures on the screen ,we have known that Dr. Yuan has received so manyawards in the world and he could have lived a very

rich and comfortable life,but he still lives like a farmer! It’s so strange, do you think he is a fool? …

Let’s have a debate “Do you think whether ornot his actions and

spirit are out of date(过时的)?Why or why not?”

Sentence patterns:

I think his actionsand spirit are out of date now. Because… It’s a great pitythat…/It’s better for people to …

I don’t think hisactions and spirit are out of date. Because…It’s a good value（品德） for people to … From him we can learn a lot—how tobe/do…

[意图说明]教师先给学生展示袁隆平所获得的众多奖项和奖金来说明他本可以过着富足而且舒适的生活，与他却像农民一样辛苦的在田地里劳作形成鲜明对比，进而引出接下来要辩论的问题，同时也给辩论双方提供了素材和句式，从而让他们通过辩论的形式再次说明袁隆平博士为了科研现身的精神和他的生活态度值得我们尊敬和学习。

Step 4Assignment (5mins)

1. Design a poster about Yuan Longping bysurfing the internet or reading some other materials.

2.Write an article about Dr. Yuan and evaluatehim.

[意图说明]课后任选一份作业来写，是对于课堂内容的一个延伸，一份是设计海报：通过学习本课后结合网上搜索到的一些材料设计一份宣传袁隆平的海报让更多的人了解他学习他身上的优秀品质。第二份是写一篇有关袁隆平介绍的文章并对其进行评价，通过学习本课了解袁隆平的生平和他的科研成果，及他的杂交水稻技术对我国乃至世界其他国家的巨大影响，并对其品格特征进行总结评价，加深对人物的理解。

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和守时习惯。 二、教学重难点 1. 教学重点： 1) 掌握时间的简单表达方式。 2) 学习询问和谈论时间和制订作息时间表。 2. 教学难点： when和what time引导的特殊疑问句和时间的表达法。 三、教学过程 Ⅰ. Warming-up and revision 1. Greet the Ss as usual. 2. Watch a short video program about daily activities. Ⅱ. Presentation 1.出示la部分的图片或幻灯片或播放该内容的课件，引导学生将词 语与图画进行搭配。 学生们观看1a部分的图片或幻灯片或该内容的课件，将词语与图画进行搭配，完成la部分的学习任务。 2. 出示一个可以转动时／分针的大钟，一边调整时间，一边询问学生时间“What time is it?”。 学生们在老师的帮助下回答时间： It's six o'clock. It's seven twenty. … （给学生们解释在英语中时间的简单的表达方式） 3. 调整时钟到某个时间，然后说：I get up at 6：00．I go to school at 6：

必学一Unit2教学设计说明

Step 1. Lead in（导入） 头脑风暴： 教师提出问题：(借助世界地图) Q1. Which language do you think is the most widely used language in the world? Q2. What do you know about English? Q3. Why do we need to learn English? 设计意图：通过问题，增加学生对英语的理解及引起学生的注意力。 Step2. Warming up Read the dialogues in the warming up and give more examples about the differences between American English and British English. 设计意图：了解美国英语及英国英语的差别，并进而体会英语语言的多样性 Step4. Pre—reading Students discuss the first two questions on P9 设计意图：学生小组合作讨论，增强合作能力，并为下面的阅读做准备。 Step 5. 目标检测（汉译英） 1.你知道印度的官方语言是什么吗？ 2.你知道世界上有不止一种英语吗？ 3.我的外套与他的不同。 4.英语遍及全世界。 设计意图：通过练习检测学生掌握重点词的情况 配餐作业：

请从方框中选择适当的单词或短语并用其正确形式填空 1. Tom is _____ my neighbor. He is a close friend of mine as well. 2．He has two hobbies ，_____ collecting stamps and fishing. 3. Could you please tell me the way to the _____station? 4. ______improve his spoken English, he gets up early to read and speak English every morning. 5. People go to the cinema because they want to see something ____ from everyday life. 6．They went home _______ yesterday. 设计意图：巩固和学会使用所学词和短语 Period 2 Reading and comprehending Step1. lead-in 1. Students work in groups of four and discuss countries that use English as their official language. 2. Look at the title of the passage and guess the main idea. 设计意图：为阅读下面的文章做好准备。 Step 2. reading 1） to read the passage and find the topic sentence of each paragraph 2） Read the passage carefully and finish exercise one. 3） Make a timeline of the development of English according to the passage. 4） Discussion: why people all over the world want to learn English?

七年级英语下册人教版unit2教学设计(最新整理)

七年级英语下册人教版un i t2教学设计 Unit 2 What time do you go to school? Section A (1a-2d) 一、教学目标： 1.语言知识目标： 1)能掌握以下单词： up, get up, dress, get dressed, brush, tooth (pl. teeth) brush teeth, shower, take a shower, usually, forty, fifty, wow, never, early, job, work, station, radio station, o'clock, funny, exercise 能掌握以下句型： ① —What time do you usually get up? —I usually get up at six thirty. ② —When do you go to work? —I usually go to work at eleven o'clock. ③—He has an interesting job. —He works at a radio station. 2)用 when 和 what time 引导的特殊疑问句询问时间和时间的表达法; 用所学的目标语言对生活和学习活动做计划，学会合理地安排作息时间。 2.情感态度价值观目标： 本部分的话题是“日常作息时间”，学习内容贴近学生的生活，因为学生的作息时间安排是非常有规律的。通过互相询问或谈论自己或对方的作息时间安排和活动计划，可以培养学生良好的作息习惯和守时习惯。 二、教学重难点 1.教学重点： 1)掌握时间的简单表达方式。 2)学习询问和谈论时间和制订作息时间表。 2.教学难点： when 和what time 引导的特殊疑问句和时间的表达法。 三、教学过程 Ⅰ. Warming-up and revision 1.Greet the Ss as usual.

译林版英语七年级下册教学教案Unit 2 Study skills (1)

Unit 2 Neighbours Study skills 教学目标 1. 能了解朗读时常见的连读方式。 2. 能使用正确的连读方式朗读句子。 3. 如何在朗读中正确时候用连读。 教学重点难点 如何在朗读中正确时候用连读。 教学用具 Tape- recorder，multimedia 教学方法 Working in groups. 教学内容 Step 1 Presentation 1. 播放一段英美人士说话的片段，让学生听听他们在说什么。 2. 学生反复辨听后，给学生提供文本，让他们朗读。启发学生发现两种朗读方式的不同，从而引导出英美人士说话时的连读现象。教师说：We often link sounds together when we speak English. Can you find out the wayside of linking sounds together? 3. 教师呈现图片，引入本课内容。教师说：Look at this picture. What can you see? 学生回答：I can see an apple. 一家三口的图片：Look at the little boy. He’s tom. Who are these two people? They are tom’s father and mother. 几只狗和一条鱼的图片：Look at the dogs. Do they like eating fish? Of course not. They don’t like eating fish. So they go away. 4. 教师指导学生正确朗读四组短语。启发学生发现连读的规律。阅读示例。 We usually link a consonant sound with a vowel sound. When the first word with in –r or –re and the next word begins with a vowel sound, we join them together with a /r/ sound between them. When there are two vowel sounds, we join them as if there were a /j/ or /w/ sound between them. When two consonant sounds of two words meet, we sometimes do not need to pronounce the first consonant sound. Step 2 Practice 1. 播放A部分录音。鼓励他们总结这一部分短语的发音符合哪一条规则。然后指导他们模仿朗读。教师说：Here are some phrases in Part A: Please listen to the tape carefully and pay attention to the way the sounds are linked together. 2. 分别播放B、C、D部分录音，听总结规则，再模仿。 3. 两人一组互相纠正读音。教师说：Now please work in pairs. Read the sentences to your partner. Step 3 Exercises 为学生提供更多短语，鼓励他们用本课时所学的连读方式朗读。 为学生提供更多句子，鼓励他们用本课时所学的连读方式朗读。 模仿英美人士说话片段。

统编初一年级英语下册电子教案七下unit2六课时(1)

课题：Unit 2 What time do you go to school?第六课时 Section B 3a-Selfcheck Teaching aims: 一、功能：Learn how to write a passage about your own daily routine. 二、词汇和常用表达Learn and use the words and phrases :life, taste, clean, brush, get dressed, get up , take a shower, radio station, on weekends , do one’s homework , take a walk….. 三、文化知识Understand the English National People's daily habits Teaching steps: Step I. Teaching Aims Tell the Ss the learning aims: to talk about daily activities and learn how to write about daily routine. ( 设计意图：展示目标，让学生有针对性学习) Step II. Lead in: 1.Sing a song学唱下列歌谣。 Get up, get up. I get up at six. Go to school, go to school, I go to school at seven. Have lunch, have lunch, I have lunch at twelve. Go home, go home, I go home at four. Go to bed, go to bed, I go to bed at night. （设计意图：学唱歌谣，热身导入，调动学生的积极性，活跃课堂气氛） 2.Let’s talk about some our daily activities. A: What time do you usually…?B: I usually ….at… get up 起床have/eat breakfast吃早餐get dressed 穿衣服

高考英语一轮基础达标选题Unit2Poems(含解析)新人教版选修6

Unit 2 Poems 李仕才 一、阅读理解。 The Amazon basin region is home to about 2.5 million insect species，tens of thousands of plants，and some 2，000 birds and mammals.To date，at least 40，000 plant species，3，000 fish，1，294 birds，427 mammals，428 amphibians，and 378 reptiles have been scientifically classified in the region.One in five of all the birds in the world live in the Amazon rainforest. The warm and wet forest has been in existence for at least 55 million years，and thrived even during glacial periods，allowing for the evolution of an unbelievable diversity of species.Radiocarbon dating(放射性碳定年法) has revealed trees of 10 centimeter in diameter to be more than 300 years old，and some trees over 1，000 years old，indicating that untouched forests can experience unbelievable longevity. The first human inhabitants are thought to have settled in the Amazon region about 11，200 years ago.European explorers arrived in the 16th century，bringing diseases which traveled faster than the explorers themselves，killing perhaps as many as 90% of the indigenous inhabitants(土著居民)．By the late 17th century the Amazon basin was controlled by Portuguese and Spanish explorers. The Amazon rainforests has been described as the lungs of our planet because of its important role in recycling carbon dioxide into oxygen.But due to deforestation(滥伐森林)，rainforests now cover less than 5% of the Earth’s land surface，and experts believe that this is a big contributor to global climate change.Severe deforestation began in the 20th century，with 587，000 square kilometers lost up to the year 2000.Most deforested land is used for grassland to raise farm animals and agriculture.The addition of transport routes has led to increased settlement and deforestation，and at the present rate，scientists estimate that the Amazon rainforest will be reduced by 40% in two decades. 【解题导语】本文主要讲述了亚马逊热带雨林的历史、丰富的物种以及现在所面临的危险。1．Why are the figures mentioned in Paragraph 1? A．To prove the forest untouched. B．To classify species scientifically. C．To show the diversity of species. D．To attract more attention to the Amazon region.

Unit2教案

PEP小学英语四年级上册Unit 2 My schoolbag B Let’s learn教案 三峡工程希望小学邹群英 Teaching aims: 1．Ss can listen ,say and read new words ：candy, toy, key, notebook. These are schoolbag things. 2．Ss can listen and say：What's in your schoolbag? My keys...And use it in the actual situation. 3．Ss can copy topic vocabulary in the meaningful context. Teaching important points： Grasp new words: candy、toy、key、notebook . Use “What's in your schoolbag? My keys...” in the actual situation. Teaching difficult points： The plural of candy、toy、key、notebook Teaching methods： Games and situational teaching methods. Teaching tools： A schoolbag, some books, some candies, some toys, notebooks and keys. Teaching steps： Step 1 Warm up The teacher and Ss greet each other. Divide them into 2 groups, Group 1 PK Group 2, give a schoolbag picture to them, if they do well, put up a picture on the schoolbag. At last, who has more pictures ,who is the winner. Step 2 Review

【翻转课堂】七年级英语冀教版下册Unit2_Lesson10_教学设计

Lesson 10:Music and Dance教学设计 【教学目标】 1.Master the words and phrases: realize, rich, Western --; think about, learn to do,-- 2.Let the students learn to use the past simple tense and make Suggestions. 【教学重难点】 重点：掌握本课的重点单词、短语及句型。 难点：让学生学会运用一般过去时和提出建议的句子。 【课时安排】1课时 【授课时间】( )年( )月( )日星期( ) 【教学过程】 一、导入环节（2分钟） （一）导入新课，板书课题 导入语：Good morning, class. How are you? Today, we are going to learn： Lesson 10:Music and Dance （二）出示学习目标过渡语:First ,let’s read the learning goals together. 1.我要掌握单词和短语：realize, rich, Western --; think about, learn to do,-- 2.通过学习，我要学会运用一般过去时和提出建议的句子。 过渡语:I believe everyone can achieve your goal? Can you ? Let’s begin . 二、先学环节（15分钟） 过渡语:First look at the guides carefully and then finish the tasks step by step. （一）出示自学指导 1.读课文，划出不熟悉的单词、短语和句子 2.完成自学检测 （二）自学检测反馈I．抄写本课生词（英语、词性、汉语意思） （1）____________________（2）_____________________（3）__________________

unit2poems单词和句型重点总结

Unit 2 Poems诗歌 一、词汇 ①Please convey my best wishes to your parents. ②The train conveyed him from his hometown to a new city. ③Words can not convey my feelings at the moment. ①We need a foreign policy（外交政策）that is more flexible. ②You can deal with（处理）it flexibly. ③He shows great flexibility in handling complex（复杂的）problems. ①---I’m sorry I made a mistake. -----Take it/ things easy. Nobody is perfect（完美的）. ②Take your time，we still have 20 minutes left.

辨析 ①Tom was running after Jerry when Jerry ran into a person. Both of them ran out of their strength. ②I have used up / have run out of my money. Please lend me some. =My money has run out.Please lend me some.

①The team is made up of 10 people. =The team is composed of 10 people. =The team consists of 10 people. =10 people make up the team. ②H e made up a story for his son. ③It took her half an hour to make herself up. ④We have to make up for the lost time. ⑤I can’t make out your meaning. ⑥Running makes for our health. ⑦You will make it if you try. ⑧We should make the most of the chance. Other boys tease him for his being fat. ①He is particular about what he wears. ②As is known to all, pandas are particular to China. ③I enjoy this song in particular/ particularly. 8. transform vi.&vt.转化；转换；改造；变换