【教案】英語-Unit 2 Working The Land , Using Language

1、教學(xué)設(shè)計教學(xué)主題Unit 2 Working The Land , Using Language一、教材分析本課是人教版必修4 第二單元 Working the land，using language部分。文章介紹了有機(jī)食品的特點(diǎn)?？疾鞂W(xué)生通過閱讀，查找有效信息，分析問題和解決問題的能力。二、學(xué)生分析1.學(xué)生在本單元Reading部分已經(jīng)學(xué)習(xí)過食品及種植相關(guān)的詞匯，通過五一假期“有機(jī)食品市場調(diào)查”的活動，采用研究性學(xué)習(xí)模式，小組合作，了解了有機(jī)食品的相關(guān)知識。2. 學(xué)生對于智慧教室的互動教學(xué)模式及IRS的使用非常熟練。三、教學(xué)目標(biāo)1.Knowledge goals（知識目標(biāo)）：Students

2、 can identify the following words and expressions:bacteria, pest, fertile, fertilizer, build up2.Ability goals（能力目標(biāo)）： a. Students can improve their reading abilities by practicing the reading skills like scanning and detailed reading.b. Students can capture the key information and express their idea

3、s.C. Students can design a poster and therefore be aware of learning by doing.3. Learning Strategies（學(xué)習(xí)策略）：a. Students can gather information through interview and research. b. Students can analyze the statistics and draw conclusions.c. Students learn how to cooperate in a group. 4. Emotional goals（

4、情感態(tài)度）： a. Stimulate the Ss love for using English to solve problems.b. Make the Ss aware of the importance of eating green and its benefits for the environment and the whole world.5. Cultural Awareness（文化意識）： Understand and respect the different opinions about organic food at home and abroad.四、教學(xué)環(huán)境囗

5、簡易多媒體教學(xué)環(huán)境 交互式多媒體教學(xué)環(huán)境 囗網(wǎng)絡(luò)多媒體環(huán)境教學(xué)環(huán)境囗移動學(xué)習(xí) 囗其他五、信息技術(shù)應(yīng)用思路（突出三個方面：使用哪些技術(shù)？在哪些教學(xué)環(huán)節(jié)如何使用這些技術(shù)？使用這些技術(shù)的預(yù)期效果是？）200字本課是在TEAM MODEL智慧教室環(huán)境下的一堂英語互動教學(xué)課。在教學(xué)設(shè)計中，著重體現(xiàn)“智慧教學(xué)”。而智慧教學(xué)不僅包括高端科技TEAM MODEL智慧教室的應(yīng)用，還包括知識的增長和智慧的生長。在對學(xué)生的培養(yǎng)中，培養(yǎng)學(xué)生的思辨思維是增長學(xué)生智慧的核心。因此，在設(shè)計本課時，我不僅結(jié)合本課需要，合理設(shè)計使用了TEAM MODEL智慧教室中IRS選擇器, 實(shí)物投影，挑人系統(tǒng)，搶權(quán)作答，小組競賽積分等設(shè)備

6、的運(yùn)用，還針對培養(yǎng)學(xué)生的思辨能力進(jìn)行教學(xué)設(shè)計。本課設(shè)計的主旨是在“做中學(xué)，學(xué)中做”，結(jié)合“336模式”，在五一放假期間，教師布置學(xué)生小組協(xié)作，利用研究性學(xué)習(xí)模式，進(jìn)行“有機(jī)食品市場調(diào)查”。課堂上，學(xué)生小組展示調(diào)查結(jié)果，提出困惑。教師組織交流，點(diǎn)撥指導(dǎo)，歸納總結(jié)困惑，引導(dǎo)學(xué)生利用文本解決問題，合作學(xué)習(xí)討論交流。當(dāng)學(xué)生在一系列的語言輸入過程中解決了調(diào)查困惑后，便達(dá)到了知識增長的目的。學(xué)生總結(jié)反思，意義建構(gòu)。通過學(xué)習(xí)討論，學(xué)生積累掌握了本課的知識，進(jìn)而設(shè)計海報，把所學(xué)知識進(jìn)行思辨、分析和運(yùn)用，進(jìn)行語言輸出，便又達(dá)到了智慧生長的目的。課后，教師為學(xué)生提供云端補(bǔ)救，學(xué)生對有機(jī)食品繼續(xù)進(jìn)行深入思辨學(xué)習(xí)，拓

7、展已有知識系統(tǒng)。六、教學(xué)流程設(shè)計（可加行）教學(xué)環(huán)節(jié)（如：導(dǎo)入、講授、復(fù)習(xí)、訓(xùn)練、實(shí)驗(yàn)、研討、探究、評價、建構(gòu)）教師活動學(xué)生活動信息技術(shù)支持（資源、方法、手段等）Lead-in (an experi-ment)The teacher shows the the Ss two different kinds of tomatoes, puts them into the containers and adds some boiled water. Then the teacher asks three questions:1. Which is organic?2. Which is more e

8、xpensive?3. Which is more delicious?The students watch carefully , have a guess and use IRS to answer the three questions.通過實(shí)驗(yàn)，激發(fā)興趣，利用智慧教室TEAM MODEL實(shí)物展臺激發(fā)學(xué)生動機(jī)，直觀了解有機(jī)食品。利用IRS選擇器客觀了解學(xué)生已有知識結(jié)構(gòu)。Market ResearchOn Organic FoodDuring the Labour Day Holiday the teacher asked the students to go to the superma

9、rkets to do a market research on oraganic food in groups. In the class the teacher asks two students to show their reports. Two students on behalf of the whole class come onto the stage to present the puzzles during their research.課前布置任務(wù)，引導(dǎo)學(xué)生任務(wù)驅(qū)動，自主學(xué)習(xí)。培養(yǎng)學(xué)生自主學(xué)習(xí)策略，利用研究性學(xué)習(xí)模式，培養(yǎng)學(xué)生小組合作能力和協(xié)作精神。PuzzlesThe

10、teacher conclude the three puzzles according to the questions the students present in the reports.1. Is it harmful for us to eat chemical food ? Why?2. What is organic farming?3. What are the advantages of organic food?The students check whether they have the same puzzles.提供檢測反饋調(diào)節(jié)，通過學(xué)生的調(diào)查報告找出共同的疑問。明

11、確本課目標(biāo)：利用文本來解決這三個困惑,引出本課文章。Reading1.ScanningThe teacher asks the Ss to scan the passage for the main idea of each paragraph in two minutes and then asks some students to give the main ideas.1.The students scan for the main idea of each paragraph in two minutes.1.利用TEAM MODEL 計時器控制時間，快速閱讀，培養(yǎng)學(xué)生快讀技巧，把握文

12、章結(jié)構(gòu)。2.利用TEAM MODEL 挑人系統(tǒng)提問學(xué)生，排除主觀臆斷，客觀了解學(xué)生掌握課文情況。2.Listening & Detailed ReadingThe teacher asks Ss to listen to the tape of paragraph 2 and then answer the following questions: 1）What are the problems caused by chemical farming? How do they cause the problems? 2）What is organic farming?2.The stud

13、ents listen to the tape and answer the questions.1.課文重點(diǎn)部分聽力，純正語音輸入。帶著問題尋找答案，培養(yǎng)學(xué)生獲取信息和處理信息的能力。2.利用TEAM MODEL 搶權(quán)系統(tǒng)，小組競賽，回答問題，激發(fā)學(xué)生主動性，培養(yǎng)學(xué)生競爭意識和團(tuán)隊(duì)精神。3.BrainstormThe teacher asks the students to tell the advantages of organic food3. The students brainstorm to tell the advantages of organic food.利用TEAM MO

14、DEL白板書寫功能，頭腦風(fēng)暴，訓(xùn)練學(xué)生發(fā)散性思維，歸納有機(jī)食品優(yōu)點(diǎn)，同時利用TEAM MODEL搶權(quán)系統(tǒng)，小組競賽，搶答問題。Experts Opinion1. Is organic food well worth the cost?The teacher leads the students to watch a video.1. The students watch the video and get the useful imformation.視頻播放專家觀點(diǎn)，純正語音輸入，了解多元信息，培養(yǎng)學(xué)生國際視野，學(xué)會尊重、理解不同觀點(diǎn)。2. Further explanationThe te

15、acher explains the experts opinion further and guides the students to make judegments by themselves and make proper choices when buying food.2. The students learn to think logically and make choices by themselves. 解讀專家視頻，引導(dǎo)學(xué)生思辨，合理選擇有機(jī)食品，激發(fā)學(xué)生運(yùn)用語言，達(dá)到情感態(tài)度的升華。DesignaPoster(group work)1. The teacher enco

16、urages the students to make a poster to tell everybody about the advantages of organic food.2.The teacher shows a sample poster and the instructions of designing a poster:1) Make a headline in bigger letters2) Give at least five reasons 3) Attach colorful drawings to your poster3.Group workThe teach

17、er asks the students to finish the task in groups and after ten minutes, some group members will show their posters in front of the class. All the students are going to vote for the best poster according to the following evaluation standards:1)Headline2)Reasons3)Drawings4)PronunciationThe students d

18、esign the posters in groups.教師組織交流，點(diǎn)撥指導(dǎo)，學(xué)生合作學(xué)習(xí)，討論交流。設(shè)計海報環(huán)節(jié)是對語言的輸出和運(yùn)用，通過小組合作，培養(yǎng)學(xué)生團(tuán)隊(duì)意識和分工協(xié)作能力。4.Show timeThe teacher asks some students to show their posters in front of the class and givereasons for their design.Some group members show the posters in front of the class.歸納總結(jié)，拓展提升。利用TEAM MODEL 實(shí)物投影，使用小

19、組搶權(quán)展示海報，成果展示，培養(yǎng)學(xué)生自信心。5.EvaluationThe teacher asks the whole class to vote for the best poster according to the following evaluation standards:1)Headline2)Reasons3)Drawings4)PronunciationThe whole class evaluate the performances and vote for the best poster.根據(jù)評價標(biāo)準(zhǔn)，利用TEAM MODEL IRS 選擇器進(jìn)行客觀評價，及時反饋，促進(jìn)學(xué)生

20、自我反思和提升。BEST GROUP AWARDThe teacher shows the result of the group competition and gives award to the best group.The students tell who is the best group according to the points.利用TEAM MODEL統(tǒng)計小組競賽結(jié)果并頒獎，激發(fā)學(xué)生自信，鼓勵學(xué)生小組合作精神。Summary& HomeworkThe teacher makes a conclusion and presents the homework:1. Group work: Continue your research and get ready to submit your essays and logo for your future organic farm.2. Read the text aloud and master the useful expressions.提供資