冀教版九年級上英語教學(xué)設(shè)計

1、冀教版九年級上英語教學(xué)設(shè)計劉灣中學(xué) 南亞紅Lesson 35 Chinas most famous “farmer”一、教材依據(jù)：本教案依據(jù)河北教育出版社初中起始版Book 5 第五單元第五課內(nèi)容設(shè)計二、設(shè)計思路：1、指導(dǎo)思想和設(shè)計理念：新課程標(biāo)準(zhǔn)要求以學(xué)生為主體，從學(xué)生的興趣、生活經(jīng)驗和認(rèn)知水平出發(fā)，通過合作探究，最終掌握所學(xué)知識。由于中國幾千年來傳統(tǒng)觀念的影響，人們對“農(nóng)民”的認(rèn)識存在偏差，總看不起他們，認(rèn)為他們比較低賤，歧視他們，我們的學(xué)生也如此。因此，在進(jìn)行本課教學(xué)時，擬通過復(fù)習(xí)上節(jié)Einstein這一內(nèi)容，激起學(xué)生對偉大人物的崇拜，繼而出示一幅農(nóng)民圖片，產(chǎn)生討論，形成心理反差，在學(xué)生

2、熱議不解之時，引出Chinas most famous “farmer”這一課題，引起他們探究的極大興趣，接著通過任務(wù)型教學(xué)途徑幫助學(xué)生全面了解袁隆平-這一“農(nóng)民”身上所體現(xiàn)出的偉大形象，激起學(xué)生情感上的共鳴，從而順理成章地完成對第二部分“Whos your hero?”設(shè)計的教學(xué)。 2、教材分析：本課是冀教版Book 5第五單元的第五課，本單元的話題是談?wù)搨ト耍℅reat People），內(nèi)容涉及了Albert Einstein,袁隆平，Hellen Keller, Norman Bethune眾多的中外名人，目的是通過這些偉人的學(xué)習(xí)，引起學(xué)生對這一話題的深入思考：Whats the mea

3、ning of life?。本課主要講述一位名叫袁隆平農(nóng)民成為“雜交水稻”之父經(jīng)歷，通過閱讀對我國著名農(nóng)業(yè)科學(xué)家袁隆平的事跡介紹，是他們充分認(rèn)識到平凡的崗位上照樣可以干出大事來，激起學(xué)生對人生的思考，產(chǎn)生積極向上的奮斗熱情。3、學(xué)情分析學(xué)生對科學(xué)家袁隆平的了解不是很清楚，對他及雜交水稻的進(jìn)一步了解會大大激發(fā)學(xué)生的學(xué)習(xí)興趣，從而樂意去閱讀?，F(xiàn)時代的學(xué)生，大多怕吃苦，眼高手低，好高騖遠(yuǎn)，對于未來缺少思考、規(guī)劃。本課的設(shè)計恰好有較強的針對性，通過教學(xué)，使學(xué)生充分認(rèn)識到“三百六十行，行行出狀元”，切實腳踏實際，從刻苦學(xué)習(xí)、努力奮斗做起，盡力去實現(xiàn)人生的意義。三、教學(xué)目標(biāo)(Teaching Aims)：

4、1、知識目標(biāo)：掌握下列詞匯和詞：farmer, research, honor, technology, graduate from, come up with, in ones spare time, It is said that 等 ；2、技能目標(biāo)：發(fā)展學(xué)生的聽、說及閱讀能力，培養(yǎng)學(xué)生語言綜合運用能力。通過小組合作，培養(yǎng)學(xué)生的合作能力。3、情感態(tài)度和價值觀：通過本節(jié)課的學(xué)習(xí)，了解一些偉大人物的故事，使學(xué)生從中體會生命的意義，形成積極的情感態(tài)度，主動思維，大膽表述，提高語言的實際運用能力。4、過程與方法1倡導(dǎo)學(xué)生預(yù)習(xí)，并閱讀相關(guān)資料去了解袁隆平的事跡。2采用聽、提問、閱讀的方法，讓學(xué)生整體

5、接受教材內(nèi)容，理解閱讀內(nèi)容。3采用啟發(fā)、討論和歸納的教法，使學(xué)生學(xué)習(xí)并掌握本課的重點。4采用復(fù)述課文及寫的方法，培養(yǎng)學(xué)生的綜合語言運用能力。5小組合作，增強學(xué)生合作能力。四、教學(xué)重點:(Teaching points)：掌握詞組so that, graduate from, come up with, devote to, be honoured with, in ones spare time, It is said that等；通過學(xué)習(xí)認(rèn)識到平凡“農(nóng)民”的偉大，產(chǎn)生對英雄的敬仰之情，對第二部分內(nèi)容的教學(xué)做好情感上的鋪墊。五、教學(xué)難點：(Teaching difficult points)：

6、1The grain of this new type of rice would be as big as a peanut so that farmers could rest in the cool shadows of big rice plants.2He came up with an idea for a hybrid rice in the 1960s.3Because of Professor Yuans hard work, China now produces enough rice to feed her people every year. 4培養(yǎng)學(xué)生利用信息表述自己

7、的觀點；調(diào)動學(xué)生設(shè)計“Guess my hero”的積極性。六、教學(xué)方法選擇（Teaching methods）:Communicate approach; Task-reading; 七、學(xué)習(xí)方法指導(dǎo)（Learning methods）:Discussion, Cooperation.八、教學(xué)輔助手段(Teaching Resources) ：PPT課件，tape recorder, 九、教學(xué)課時(Teaching time)：one period十、教學(xué)過程 (Teaching procedure) ：Step1. GreetingsGreet the whole class ：Hello

8、! Class, Id like to talk something about your family members 1How many people are there in your family? 2Who are they? 3What does your father/mother/uncle do? 設(shè)計說明問答職業(yè)話題，為下步的Warming up作好鋪墊。Step2. Warming upShowing the picture of Einstein. Then Questions:T: Do you know him? Whats his name?S1: Yes, I

9、do. He is Albert Einstein.T: What does he do? Why is he so famous?S2: He is a great physicist.T: Yeah! You are right. ErCan any of you say something about him?Ss: Yes, he is famous for Theory of Relativity.Ss: He won the Nobel Prize in 1921.Ss: He devoted all his life to giving up nuclear weaponsT:

10、Oh, yes. Do you worship him? Ss: yes, I worship him very much. Ss: And I want to be a great person in the future, just like him. Present another picture. Then ，Questions again:T: Well done! Class, but now please look at this picture , What does he do?S: He is a farmer, an old farmer.Ss: Yes, and loo

11、k! He is so thin. His skin is so darkSs:so it is. How hard he lives a life!T: Yes, you look so careful! MmDo you want to be a farmer when you grow up?Ss: No. No .No. To be a farmer is too hard, I dont want to live a poor life!Ss：Yes ,no one wants to be looked down upon./Ss： I agree. I want to have a

12、 bright life, not this.T: Aha, stop here please. Maybe you are right. But today we will study a person. He is a farmer, too. but he is famous for “Chinas most famous farmer”, even in the world. Who? Do you want to know?Ss: Yes. T: OK. Today lets study the third lesson of Unit 5設(shè)計說明前后對比，因疑激趣，即對前課作了很好

13、的復(fù)習(xí)，又順勢引出本課話題Step3 Listening with questions.(Play the tape recorder , while ask them to try to get the keys to the questions designed.)Q1: Whats the famous farmers name?Q2: Which university did he graduate from?Q3: What was he honored with? Q4: What does he do in his spare time?(Each one should do t

14、his alone. Then check out the answers.)設(shè)計說明帶問題有目的的聽,既利于聽力能力的培養(yǎng),又可對文章大意有所了解.且很好地培養(yǎng)了學(xué)生捕捉瞬間信息的能力；同時采用搶答的方式增強了他們的競爭意識。Step4.Task-readingTask1. SkimmingAsk the Ss to skim the text and find out the answer to the following questions:Whats Yuan Longpings dream of childhood? 設(shè)計說明略讀是一種快速閱讀法.在進(jìn)行略讀時,學(xué)生不需要將文章全部看

15、完也不要徹底理解文章.要求學(xué)生瀏覽所讀材料,了解文章的主要信息.它節(jié)時高速,是閱讀技巧之一,引導(dǎo)學(xué)生在閱讀中運用閱讀策略,學(xué)會受益終身的方法.Task2. Further reading (Get the whole class read the text together once. Then think about the questions given by the slide.)Questions:Why did he have such a strange idea at that time?How old is he now? Does he want to get more mo

16、ney?Which does he care about most now?What do you think of Yuan? Do you worship him? Is he a hero in your mind? (Work in groups of four. Cooperate with each other, have a careful discussion. Then present their ideas group by group.) 設(shè)計說明倡導(dǎo)合作探究，通過思辨，加深對文章的理解，同時有意培養(yǎng)學(xué)生英語的綜合運用能力。Step 5. Guess my hero.OK

17、, class! through the task 2 above ,Im sure many of you think that Yuan Longping is a real hero. but ,do you know who my hero is? Please look at the screen: (show the sentences)My hero Nationality: China Weight :141 kg He is very tall, 2.26metres. He was born in Shanghai.He played basketball in the H

18、uston Rockets.(Work in pairs. Give them 5 minutes to have a free-talk .After they had an idea. Show the picture of Yao Ming.) 設(shè)計說明體現(xiàn)合作互動，符合新課程學(xué)生主體、教師主導(dǎo)的要求。Step 6.Come to part 2:LiMings heroYao Ming is my hero. Maybe he is also one of yours. Now, Here is a word puzzle .It shows “Li Ming” hero. Would

19、you like to know?(Showing the word puzzle on the screen. Give some instructions about it. Fill the blanks as soon as they get the answers. Let him/her come to the front to fill them with the mouse(鼠標(biāo)) and explain the reasons.)When the Ss finished filling, leading them to work out the correct answer. Li Mings hero: Danny.設(shè)計說明本環(huán)節(jié)設(shè)置旨在采用競爭機制,激發(fā)學(xué)生學(xué)習(xí)積極性,學(xué)生完成自主學(xué)習(xí)與探究.并由學(xué)生親自上臺書寫,滿足了他們的表現(xiàn)欲望,教師可及時評價與指導(dǎo).Step 7. imagine: Whats your hero?Every has his/her unique hero. What about yours?Create an imaginary hero and write something about him or her. How old