Module 4 Great Scientists Reading and Vocabulary

董桂萍

【教材分析】

Module 4 Great Scientists？是一篇记叙类文章，类似于人物传记，介绍我国科学家袁隆平的生平、主要贡献以及他的杂交水稻产生的国内外影响。通过对科学家这一话题的探讨，增强学生对科学的兴趣，通过学习科学家的生平及事迹，激发学生学习动机，树立正确的人生观、价值观，帮助他们树立远大的理想。

【学情分析】

高一的学生，对新知识有浓厚的兴趣。

高一学生在过去的学习中已经有了一定的听、说、读、写基础。

高一学生也已经具备了一定的自主合作和探究的能力。

【教学目标】

1.知识与技能：学习并学会运用重点单词、词组和有用表达。

2.过程与方法：培养学生的阅读技能，包括：理解文章主旨、作者意图；提取、筛选和重组文章中的信息；利用上下文猜测新词汇。

3.情感态度与价值观：使学生意识到科学家也是普通的人，他之所以会成功，是因为他们身上有一些可贵的品质，因此激发学生斗志，努力成为对社会有用的人。

【教学重点】

提高学生用英语获取信息、分析问题、解决问题的综合语言运用能力

【教学难点】

综合运用词汇积累、阅读技巧和阅读速度完成相关练习。

【教学策略】

充分利用多媒体教学手段，通过相关图片调动学生学习兴趣

在语篇阅读中，采用“整体把握文章大意—分段细读获得细节信息—通读全文深层次理解”的方法和策略。

【學习策略】

自主学习，小组探究，合作学习。

【教具准备】

多媒体计算机教学，黑板，学案。

【教学步骤】

Step 1. Lead-in

结合图片，将文章中一些难掌握的词汇呈现给学生，帮学生扫除一些阅读中的障碍。

agriculture，staple，cross，hybrid，yield，sterile，species，breeding ，genetics

（设计意图：用图片的方式导入，可以避免学生在学习词汇的过程中感到枯燥，可以激发学生学习的兴趣。另外，通过图片，可以让学生很直观地感知单词意思，印象深刻，不易忘记。）

Step 2. Pre-reading

Read the title of the passage and answer the following questions.

1.The title of this passage is The Student Who Asked Questions. In your opinion， will it be about something or about someone？

2.When a passage is about someone， usually what does the writer write about him/her？

【设计意图】使学生明白文章的标题对于文章的概括性

Step 3. Fast-reading

Try to find the main idea of each paragraph （match）

Para 1：a.As a young teacher，he began experiments in crop breeding.

Para 2：b.He discovered a special type of rice.

Para 3：c.His discoveries increased Chinese rice production.

Para 4：d.The yield of the new hybrid rice is much greater than that of other types grown in Pakistan.

Para 5：e.Yuan Longping is a leading figure in the rice-growing world.

Para 6：f.As a boy， he was called“the student who asked questions”。

（设计意图：让学生通过这一活动初步了解每一段的内容，对文章有个大概感知。）

Step 4. Careful-reading

Read each paragraph carefully and try to answer some questions

Paragraph 1

1. Which country is the worlds largest rice producer？

2. Where is rice grown in the world？

3. Which kind of figure is Yuan Longping ？

Paragraph 2～4

1. What did he do？ （complete the sentences）

As a boy __________

As a college student __________

As a teacher ____________

In 1966 ____________

In 1970 ________________

2.Which sentence in the passage is the closest in meaning to the following one？

The most important way to provide enough food to people was to produce more rice quickly.

3. How he thought we could make it ？

4. What result could the new rice be？

5. What kind of new type of rice did Yuan Longping discover？

A. male B. sterile C. male and sterile

6. What is the process of his discovery？

a. Experimented with different types of rice.

b. Began his research for a special rice

c. Discovered a naturally sterile male rice plant

A. b a c B. a b c C. b c a

7. Who supported the research？

A. Yuan himself B. His friend C. The government

Paragraph 5～6

1. What are the advantages of hybrid rice？

2. What is the most important crop in Pakistan？

3. Whats the feature of the new hybrid rice？

（設计意图：通过设置一些问题让学生回答，不仅让学生积极参与到思考当中，一步步深入了解了文章的细节内容，而且提高了学生的阅读能力。）

Step 5. Post-reading

1. Summrize the information about Yuan Longping

2. Discussion

In your opinion， what has made Yuan Longping a great scientist？

What can we learn from Yuan Longping？

（设计意图：这一活动有利于知识的巩固，还能提高学生的发散性思维和综合运用语言的能力，而且，这一讨论也把情感与价值教育融在了其中。）

Step 6.Homework

Write a brief introduction to Yuan Longping

提示

The Chinese scientist， Yuan Longping， is ...

He was ... in China.

As a boy he was …

As a college student... And as a young teacher ...

He thought that the key ...

In 1966，...

In 1970， ...

His research was ...by the government.

As a result of ... by 47.5 percent in the 1990s.

Yuan Longpings rice was ... to ...

【板书设计】

Module 4 Great Scientists

The Student Who Asked Questions

评价与反思：

1.整节课以学生活动为主，教师适当引导，体现了以学生为主体的教学理念。

2.本节课通过不同的阅读活动，训练学生理解文章主旨，获取细节信息的能力，达到了与高考接轨的目的。

3.用激励性语言评价各小组在课堂中的活动，激发了学生学习兴趣，学生获得了成就感，增强了自信心。

整体感觉不错，但在任务设置上有些缺乏层次，对后进生来说难度稍大，容易挫伤其积极性，这点需要在以后的备课中改进。

|编辑 温雪莲