B6技术支持的展示交流作业1—活动设计:高中英语Working the Land
资源预览文档简介为自动调取,内容显示的完整度及准确度或有误差,请您下载后查看完整的文档内容。
B6技术支持的展示交流作业1—活动设计要求:提交一份运用技术手段支持学生展示与交流分享的活动设计,包括活动主题与目标、对象分析、活动过程、所用的技术工具,以及技术工具使用的目的。WorkingtheLand活动设计一、主题本文是一篇人物介绍。全文六个段落呈现了人物介绍类文本常见的内容结构:身份简介(第一段)——核心事件(第二、三段)——影响力(第四段)——人物评价(第五、六段)。本文以标题“APioneerforAllPeople”为统领,以袁隆平研发杂交水稻这个事件为核心,描述了他从事农业研究的初衷、为消除饥饿问题所做的努力、贡献及影响,赞扬了这位“全人类的先驱”的悲悯之心、使命感、创新能力、淳朴品质和追梦精神。本单元的核心主题为土地,食物,土地耕种。为了在内容上和单元贴近也有必要把单词放置在相应的单元话题中,起到启下的作用,为本单元的学习起到疏通词汇障碍的作用。二、目标1.TargetLanguage知识目标a.词汇和短语Sunburnt,struggle,decade,super,output,crop,hunger,disturbing,expand,Vietman,circulate,satisfied,freedomb.重点句子Thankstohisresearch,theUNhasmoretoolsinthebattletoridtheworldofhunger.2.Abilitygoals能力目标EnableSstolearnmoreaboutagriculture,countrysideand7farming.Bytalkingtheycanexchangetheirexperiencewitheachother.Byreadingtheywillrealizetherolethatagricultureplaysinhumanlife.Infactthisworldfacesaseriousproblem—starvation.SoafterreadingthepassageaboutDrYuanstudentswillknowtheimportanceofhisachievementtoman.OfcoursetheywilllearnfromDrYuansomenoblecharacter.3.Emotionalgoals情感目标a.AnalyzeDr.Yuan’scharacteristicsandpersonalitytraits.b.HowtohelpstudentsmakeuptheirmindstomakecontributionstomotherlandinthefuturelikeDrYuan.三、对象分析本次授课对象为高二的学生,学生处于知识积累,前后知识衔接,培养良好的学习习惯的关键时期。通过上下文的语境来猜测词义是教学中一直强调的重点,所以本课的词汇授课基本上是以语境为主,通过上下文猜测词义,借助小组讨论集思广益,在语境中对单词的使用能够了解。最后也能够根据本课所学加以运用,成为语篇。这个年龄段的学生思想比较独立,有鲜明的价值观,人生观和世界观,但是由于缺少阅历,相对缺少主动帮助他人的精神和对本民族文化的强烈热爱,西化现象较为严重,因此需要积极引导,使其在潜移默化中获得热爱本民族文化、习俗,热爱我们脚下这篇热土的情感。四、活动过程 Step1GreetingandleadinginLookatthepicturesonthescreenandanswerthequestions:71.Whatarethepeopledoing?2.Canyoutellmesomethingaboutrice?3.Whoisthemaninthephoto?4.Whatdoyouknowabouttheman?Whatelsedoyouwanttoknowabouthim?Step2Warmingup1.Discussion:(groupwork)Haveyouevergrownanyplants?Ifso,whatdidyoudotogrowthem?Ifnot,whatkindofplantwouldyouliketogrow?Howwillyougrowit?Step3Pre-readingThepurposeofthisstepistoletstudentsknowtheimportanceofrice.Byansweringthetwoquestions,studentscaneasilyunderstandwhywecallDrYuanLongpingapioneerforallpeople,andwhyhedevotesallhislifetothericeresearch.1.Whatdoyouthinkwouldhappeniftomorrowtherewassuddenlynoricetoeat?2.Ifyouhadthechancetodoonethingtohelpendfamineintheworld,whatwouldyoudo?Step4FastReadingThepurposeoffastreadingistoletstudentsfindsomeusefulinformation,andgetfamiliarwiththetext.Sointhisstep,somequestionsaredesignedforstudents,sothattheycaneasilyfindtheanswersandfinishthereadingtask.1.WhatdoesDrYuanlooklike?2.What’shisachievement?73.Whatdoyouthinkofhim?Step5CarefulReadingandExplanation1.Givestudents3minutestoreadandfindthemainideaofthetext.Whilestudentsaredoingthis,showthechartonthescreen.Aftertheyhavefinishedtheirtask,askthemtolookatthescreenandfillinit.Showthechartonthescreen.APIONEERFORALLPEOPLE1)Hewantseveryonetocallhimafarmer.2)Hisbiography.3)Hispersonality.4)Hisdreams.2.languagepoints:1)“…forthat’showheregardshimself”.“howheregardshimself”,meanshowhethinksofhimself.Itreferstoaperson’sself-image.2)“…hasmore,ratherthanfewertroubles.”?while“…hasmore,ratherthanfewertroubles”meansthatyouexpectfewertroublesbutinfaceyougetmorethanyouthoughtyouwould.3)strugglevtomakegreateffortse.g.Theyhavestruggledforyearstofreetheircountryfromtheenemy.I’mstrugglingtofinishthehugehelpingyougaveme.4)sunburntadjsun-tannede.g.Hissunburntskinlookshealthy.5)superadj(infml)excellent;splendid7e.g.You’lllikeher,she’ssuper.Youlooksuperinyournewclothes.Itwassuperofyoutohelp.6)expandv(causesthto)becomegreaterinsize,numberorimportancee.g.Metalsexpandwhentheyareheated.Whynottrytoexpandyourstoryintoanovel?7)circulatev(causesthto)passfromoneperson,place,etctoanothere.g.Peoplewhocirculatefalsenewsaretobeblamed.Yetreportsofthiskindhavebeencirculatedbyournewspapers.Thenewsoftheenemy’sdefeatquicklycirculatedroundthetown.7)equipvsupplysb/sth(withwhatisneeded,foraparticularpurpose)e.g.Nowallfishingboatsareradio-equipped.Theycan’taffordtoequiptheirarmyproperly.Pleaseequipyourselfwithsharppencilandarubberfortheexam.9)exportvsend(goods)toanothercountryforsalee.g.Indiaexportsteaandcottontomanydifferentcountries.Thiscompanyhasalargehomemarketbutdoesn’texport.10)rid…ofmakesb/sthfreefrom(sb/sthunpleasant)7e.g.Weallwishthatwewouldridtheworldoffamine.Thefarmerrecentlytriedtoridthehouseofrats.11)lead…alife,live…alifee.g.Nowweareleadingahappylife.Intheolddaysfarmersledaterriblelifeinthecountry.12)besatisfiedwith,becontentwithe.g.Theyoungladyisn’tsatisfiedwiththepeacefullife.Areyousatisfiedwithhisanswers?13)wouldrather,prefertoe.g.I’dratherwalkthantakeabus.I’dratheryouknewthatnow,thanafterwards.Step6ListeningandPost-reading1.Atfirst,letstudentslistentothetape,andthenfinishtheexerciseinComprehending.InStepIVandV,wehaveinvolvedsomequestionsinExercise3,soteacherscanchoosesomequestionstodo.ForExx1and2,teacherscanleavesometimeforstudentstofinishandthenchecktheanswerswiththewholeclass.2.RetellthetextYuanLongping,borninapoorfamily,sawthegreatneedfor(increasing)therice(output_)whenhewasyoung.Hehas(struggled)forthepastfive(decades)togrow(super)hybridrice.(Thanksto)hisresearch,theUNhasmoretoolsinthe(battle)to(rid)theglobe(of)hunger.DrYuanisquite(satisfied)withhislife.Thoughheisfamous,hecareslittleaboutmoneyandfame.(Therefore)hegivesmillionsofyuanto7(equip)othersfortheirresearchin(agriculture).五、所用的技术工具1、PowerPoint课件。2、电子白板、展台、UMU平台。3、MP4教学视频。4、MP3课文朗读音频。六、技术工具使用的目的1、利用袁隆平先生的教学视频,创造真实学习情境,激发学生的学习兴趣,导入新课。为展示与交流分享做好铺垫。2、利用MP3课文朗读音频指导学生朗读,让学生模仿录音中的语音语调,体会文章所表达的思想感情。利用MP3音频训练学生的听力,提出问题,升华情感。3、利用PPT课件展示思考问题,指导学生思考,帮助学生分析和理解重点词句。 4、PPT里清晰简洁的内容,让教师的演讲思路更具有条理性;让学生更直观、方便、清晰地理解课文内容。利用PPT课件演示是一种新的视听学习手段。5、利用电子白板和展台支持全班学生展示与交流分享,操作方便,界面清晰,效果很好。6、我利用UMU平台把同学们精彩的表演实时镜像,投屏到大屏幕上,全班同学共同交流分享。7
版权提示
- 温馨提示:
- 1.
部分包含数学公式或PPT动画的文件,查看预览时可能会显示错乱或异常,文件下载后无此问题,请放心下载。
- 2.
本文档由用户上传,版权归属用户,莲山负责整理代发布。如果您对本文档版权有争议请及时联系客服。
- 3.
下载前请仔细阅读文档内容,确认文档内容符合您的需求后进行下载,若出现内容与标题不符可向本站投诉处理。
- 4.
下载文档时可能由于网络波动等原因无法下载或下载错误,付费完成后未能成功下载的用户请联系客服vx:lianshan857处理。客服热线:13123380146(工作日9:00-18:00)