新課標必修四 Unit 2 Working the Land
Learning about language 教學設(shè)計與教學反思
浙師大附中（金二中）陳小燕
一、教學目的(Teaching aims)
英語課程目標 教學目標 三維目標領(lǐng)域
語言技能 能用自己的語言用動名詞描述像袁隆平。 知識與技能領(lǐng)域
語言知識 學會使用相關(guān)的新詞匯；
學會用動名詞做主語和賓語的基本用法。
學習策略 掌握在句中，文中猜詞及運用詞匯策略；
學會在新的語境中運用新學的語言知識。 過程與方法領(lǐng)域
情感態(tài)度 讓學生做個快樂的英語語言學習者。 情感、態(tài)度領(lǐng)域
二、教材分析(Text analysis)
(一)教學重點(Teaching important points)
1、學會使用閱讀課中的重要單詞和詞組。
2、能運用動名詞作主語和賓語對不同情境進行描述。
(二)教學難點(Teaching difficult points)
1、引導(dǎo)學生用動名詞描述自己及自己熟悉的人。
2、把動名詞的教學有機融入情景教學中。
三、學生分析(Teaching methods)
高一學生處于高中英語學習興趣培養(yǎng)和學習習慣形成階段。他們希望在學習過程中享受到樂趣，不希望老師死板地講解字詞及語法。能夠激發(fā)他們好奇心和創(chuàng)造力，并與他們?nèi)粘Ｉ罹o密相連的學習語境是他們希望教師在課堂上能呈現(xiàn)的東西。一旦教師走進他們的生活，他們就愿意跟著教師走，掌握文化知識，了解學習策略，形成良好的人生觀和價值觀。
四、教學媒體(Teaching aids)
整合網(wǎng)絡(luò)資源，充分利用多媒體、文本、圖片和視頻，并利用黑板、粉筆、等教學媒體輔助教學，促進學生的有效學習。
五、教學過程（Teaching Procedures）
Step1 Self-introduction
Watch the video about the teacher’s life story to recall the following words and phrases.
At the same time, the teacher provides students with examples of v-ing used as subject and object
1. sunburnt 2. hunger 3. expand 4.circulate 5. struggle 6. export
7. rid…of 8. lead a …life 9. would rather 10. thanks to
Step2 learn to understand Eglish explanations of the words and phrases
Help students to fully understand the words and phrases mentioned in step one by giving the English explanations.
Task1 Find words and phrases that can match the English explanation
1. darkened skin from spending too much time in the sun
2.need for food
3.make something or somebody free of
4.become larger in size, number or amount
5. make information and ideas known to many people
6. live a…life
7. prefer to
8. because of
9. try extremely hard to achieve something
10. send things to foreign countries for sale
Step3 use the words and phrases
Task2 First, ask students to say something about Dr Yuan
Second, complete the passage
Dr Yuan _______ a simple life. He _____ ______ work on the farm than have a rest. He has ________ for five decades to search for a way to increase rice harvest without _____________ the area of fields. _______ to the discovery of super hybrid rice, his dream of ______ China of _______ is realized . Now, he has another dream---to _______his rice so that it can be grown all over the world.
Step4 V-ing used as subject
Task3 Ask students to make a self-introduction by using the following setence patterns.
Doing…is/makes/gives/bring me…
So…is my hobby/dream/what I like most.
Step5 V-ing used as object
Task4 describe the following pictures
Picture 1
1.It seems that the cat enjoys _____________ very much.
2. The cat is fond of ________________
3. The cat doesn’t care about_____________
Picture 2
1.The dog dreams of_____________________
2. The dog looks forward to ______________
3. We can’t help _______ when we see the dog having such a dream.
Step6 Consolidation of v-ing as subject and object
Task5 a guessing game
Work in groups of four,and use at least three sentences by using V-ing to describe one of your classmates. And The other students will guess who he/she is.
Task6 complete the passage
First, watch the video barnyard
Second, complete the following passage
Oddis spends a lot of time in _______with his friends.He is good at _________.He likes________ ______very much. ________the golf ball rolling into the hole brings him great fun. Although he and his friends are afraid of ________ discovered when they are playing in the town, they still risk(冒險)_________ a football match outside a doctor’s house, which brings them great excitement. His friends can’t help laughing after seeing Oddis ____ _______ behind the postman.
Task7 Make an interview of Oddis. Try to make as many V-ing forms as you can during the interview.
Step7 Homework
Write a passage about a great but simple person you admire.
1.Try to use as many V-ing forms as you can.
2. Write down the dialogue you have made.
教學反思
作為走上工作崗位才第三年的教師，能參加這樣大型的比賽，對我而言是一次極佳的學習機會。從其他十二位選手及專家點評中，我學到了很多。上好一堂課，牽涉到教材理解，教材處理，學生情況，教師本身素質(zhì)等基本因素牽涉到上課時間，地點，情緒等其他因素。但有一點是不變的，那就是在上課時要認真，負責，充滿激情。由于水平有限，反思的內(nèi)容可能很淺薄。
1．從教學設(shè)計而言，本堂課主要想要用輕松愉快的氛圍讓學生掌握閱讀課文中的重點詞匯以及動名詞做主語和賓語的用法。根據(jù)上課的情況看，我已經(jīng)基本實現(xiàn)了教學目標，學生也通過大量不同語境下的練習，學到了目標設(shè)定的內(nèi)容。
但在各個步驟的安排時，順序還應(yīng)做一些調(diào)整。比如，可以把電影片段先放在課前放，然后在語法的教學中融入詞匯的用法。讓活動的難度有梯度些。這一點，溫州中學的老師做得很好。
2．從本堂課教學節(jié)奏而言，這堂課開始時節(jié)奏過慢，以至于到下課時沒有完成Task7。這是對學生不了解及本身課堂節(jié)奏控制能力不足造成的。
3．從學生反映而言，學生都很認真聽課，積極思考，積極回答問題，且完成任務(wù)時參與面也較廣。但是學生被動思考的情況比較多，這是本堂課最大的不足。
最后，我想提出幾點在備課過程中產(chǎn)生的困惑。
1．Learning about language 和 Using language 的區(qū)別是什么？
2．作為詞匯講解，要學生說為主，還是老師講為主，還是在課后作為練習讓學生自己去鞏固。如果是老師講，那么度如何把握？
3．現(xiàn)在都說淡化語法教學，那么在上語法類課時，是否該提到語法術(shù)語，比如說“主語”，“賓語”等？
4．本堂課最后成形前已經(jīng)改了六稿，其中有一個步驟是讓學生四人小組活動，收集后面跟動名詞做賓語的動詞和詞組，我的設(shè)計目的是讓學生學會發(fā)現(xiàn)和總結(jié)語法規(guī)律，不知這樣的活動是否適合課堂教學？
5．課堂教學有效性如何體現(xiàn)？怎樣才能讓教師明白學生掌握的情況？是通過他們課堂的回答和作業(yè)情況嗎？
浙江省2007年高中英語課堂教學展評反思
桐鄉(xiāng)高級中學 沈萃萃
新課標、新體驗、新思考是本次英語課堂教學展評活動的特色。作為一名年輕的英語教師，能有機會在這樣大型的比賽中展示自己，與全省各地優(yōu)秀選手同臺競技交流學習，又得到專家的點評與指導(dǎo)，實屬幸運。所謂學而不思則罔，現(xiàn)將本次展評課反思如下：
成功之處：
1．課堂設(shè)計新穎獨特，環(huán)環(huán)相扣，層層遞近，創(chuàng)意不斷，給觀摩老師留下深刻印象。導(dǎo)入部分的word hunt直擊關(guān)鍵詞，簡明扼要；T or F questions引入課外知識，調(diào)動了學生參與的積極性；Personal information card貫穿整篇文章，使文章理解條理清晰；感動中國與論壇環(huán)節(jié)使整堂課上升到情感高度，讓學生獲得知識與心靈的雙重收獲。
2．指令明確充分，活動組織有效，以學生為主體，培養(yǎng)了學生的團隊合作意識。group work和team work分工明確并考慮到學生思維活動的層次，都能有效地展開并且有較好產(chǎn)出， 著實體現(xiàn)了“以學生為本”和“課堂有效性”。
3．親和力贏得學生信任，課堂氣氛活躍，師生互動默契。整堂課完整有序，充分調(diào)動了學生的參與熱情，使學生愿意積極配合完成各個環(huán)節(jié)，氣氛相當熱烈，感染了學生同時也感染了在場的聽課老師，讓人有意猶未盡之感。
不足之處：
1．閱讀部分處理不當，不能突出閱讀課的課型。reading for details環(huán)節(jié)第一段設(shè)計了聽力，第二段的“瘋狂英語”效果不錯，但留下了“后遺癥”，導(dǎo)致學生在閱讀第三、第四段時也讀出了聲。這些設(shè)計的缺陷是整堂課的軟肋，模糊了閱讀課的課型特點。
2．閱讀部分停留在reading for information較多，而缺少reading for thinking，深度不夠。如在找出袁隆平的hobbies之后應(yīng)引發(fā)學生思考why，再可引出他的個性特征，而不是簡單的找出文中提到的信息。
3．對學生的回答應(yīng)有客觀的評價而不是一味的表揚。最后論壇環(huán)節(jié)，一位女生發(fā)言說解決饑餓問題的一個措施是讓夫妻多生小孩并讓小孩長大后從事農(nóng)業(yè)，顯然這一建議并不科學，但由于時間關(guān)系沒有加以糾正，而是給予了表揚。
4．課件制作精美，但動畫過多，容易分散學生的注意力。
比賽提供了鍛煉能力，考驗心理素質(zhì)的平臺，既讓我們有機會展示自己的才智與教學風格，又使我們在激烈的競爭中不斷提高自己，完善自己。盡管榮獲了一等獎，打破了桐鄉(xiāng)高中英語優(yōu)質(zhì)課省級一等獎的零記錄，但我仍清醒地意識到自己的差距，我更愿意把它當作我教師生涯的寶貴財富，當作我不斷進步的一級階梯。
附：教學設(shè)計
Teaching plan
Shen Cuicui
( Tongxiang High School )
Time: May 14-16, 2007
School: Quzhou No.2 High School, Senior Grade One
Teaching materials: NSEFC Module 4
Unit 2 Working the land --- Reading
Teaching aims:
1. To get the Ss to acquire a good knowledge of Yuan Longping and learn from his good quality
2. To improve Ss’ reading ability through various tasks
3. To lead the Ss to discover the serious problem of hunger human beings are facing nowadays
4. To help Ss make up their minds to make contributions to ending hunger like Dr Yuan
Teaching procedures:
Step 1. Lead-in
Play a “word hunt” game and search for four key words---“rice, farmer, pioneer, China” to present today’s topic---Yuan Longping.
Step 2. Warming up
A quiz: How much do you know about Dr Yuan?
Step 3. Pre-reading
Prediction
If you are asked to write an article to introduce Dr Yuan, what aspects can you write about?
Step 4. Scanning
Scan the text and find out what listed aspects are mentioned in the text and what aspects we should add to the list.
Step 5. Careful reading
Para 1.
Listen to para1 and fill Dr Yuan’s “name, nationality, occupation, achievements” in his Personal Information Card.
Para 2.
1. Pick out all the years mentioned in this para.
2. Practise Crazy English: Read what happened in these years loudly and try to remember all the numbers and facts.
3. Challenge your memory: Complete a timetable.
Para 3.
Look through para3 and fill Dr Yuan’s personality and hobbies in the card.
Para 4.
1. Read through para4 and pick out the two dreams of Dr Yuan to complete his information card.
2. Question: Why does he have so many dreams?
Personal Information Card
Name: _____________
Nationality: _________
Age: _______________
Occupation: ___________
Education: ____________
Achievements: ____________________
Personality: _______________________
Hobbies: _________________________
Dreams: _________________________
Step 6. Post-reading
Dr Yuan was awarded 2004 Moves China Top10. Work in groups of four. Three Ss play the role of MC and write an awarding speech for Dr Yuan. One plays the role of Dr Yuan and prepares a return speech. Then invite one group to act it out.
Awarding Speech
/ Return Speech
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Step 7. Extended discussion
1. Present some statistics to show the severe problem of hunger human beings are facing nowadays.
2. Work in teams and hold a forum. Topic: If you had the chance to do one thing to help end hunger in the world, what would you do? Each team recommends a spokesman or spokeswoman whose job is to collect all the suggestions made by the team members. All the team members discuss with each other and think of as many ways as possible for their own team.
3. Give a report.
Ending
End the class with four sentences: Follow the example of Dr Yuan. Be a dreamer and fight for dreams. Make our contributions to ending hunger. We can change the world.
Step 8. Homework
1. Review new words and useful expressions of the text.
2. Surf the Internet and find more information about Dr Yuan. Design a blackboard newspaper called “A Pioneer For All People”.
“using language”的教學反思
溫州中學 許少秋
本教案的設(shè)計圍繞解決“陽光綠色食品公司“出現(xiàn)的問題這個大任務(wù)而展開不同層面的小任務(wù)。 從發(fā)現(xiàn)問題到解決問題，從口頭推銷到書面寫海報打廣告，剛好符合本單元本課時reading, speaking, writing的課型特點。 寫作從學生熟悉的篇章式的海報過渡到簡單的關(guān)鍵詞式的海報，從學生的個人仿寫到集體創(chuàng)作，符合學生寫作訓(xùn)練的規(guī)律，也體現(xiàn)了不同的寫作層次和”寫作是一定情景中自然的創(chuàng)作”而不是從一開始就瞄準的“赤裸裸”的目標。
一篇閱讀材料和兩篇海報范文彌補了教材上語言輸入的不足；用不同的語言形式表達同一種意思的填空訓(xùn)練，引導(dǎo)學生進行語言知識的復(fù)習拓展；處理兩個海報范例時自然滲透的寫法指導(dǎo)，不僅使學生明白怎么寫，并使他們學會用個標準去衡量和評價乃至修改海報。總的來說， 這堂課圍繞一個話題進行讀寫，說寫，寫說，說聽的綜合技能的訓(xùn)練，總體設(shè)計上比較合理并具較強的可操作性。通過課堂操作，學生能在輕松的氛圍中較好的完成上課任務(wù)，教師能達到預(yù)設(shè)的教學目標。
遺憾的是缺乏對學生水平的了解和時間不足的問題。如果有足夠的時間，可以讓學生自評，互評，相互學習， 語言輸出水平會更高，整堂也就被處理得更細致。如學生個人寫海報之后自己呈現(xiàn)的環(huán)節(jié)。預(yù)設(shè)是讓學生以打廣告的形式來呈現(xiàn)，可因為學生對英語廣告的陌生和上課的緊張并沒有很好的開展而是以簡單的朗讀方式來呈現(xiàn)。在對最后的團體合作海報的評價上， 本預(yù)設(shè)讓學生運用教材中的語言功能項目如： I prefer…because…, I like… because…, if I have a choice, I would choose… 來進行互評，但由于時間的關(guān)系全班參與面不廣。為了更好的開展這些活動，建議可以提前叫學生準備，或者把這些布置為作業(yè)，第2節(jié)課的時候再用十幾分鐘時間組織呈現(xiàn)和評價。
湖州二中-姚旭輝教案與反思
Module 4 Unit 2 Working the land
The First Period Reading
Teaching goals
1. Help the ss master the usage of words and expressions.
2.Enable the Ss to learn more about world hunger, agriculture, and Yuan Longping.
3. Help Ss learn how to describe Dr Yuan Longping including his personality.
Teaching procedures
Step Ⅰ Greeting and leading in
1.Talk about the photo “The Starving Sudan”.
2.Talk about the “World Hunger Map”.
3.Let the ss share their ideas on how to end world hunger.
Step Ⅱ Reading
1.Read the passage quickly to find out Yuan Longping’s way to end hunger.
2.Read the passage quickly to find out the main ideas of the rest paragraphs.
3.Talk about Yuan Longping’s research and personality.
4.Discussion: which is the most important on one’s way to success? education,research,personalities, dreams or anything else?
5.Find out the meaning of the passage “A Pioneer for All People”
Step Ⅲ summary
1. Let the ss make a speech.
Yuan Longping was awarded the “World Food Prize”of 2004. Suppose you were the person to give him the award and make a speech.
Ladies and gentlemen, now allow me to announce the winner of “World Food Prize” ,Yuan Longping. He…
Step Ⅳ Assignment
1. let the ss know about “world Food Day ” and the themes of some years.
2. Do group work and create the theme of 2007!
StepV Homework
1. design some activities and do it!
教后反思
1、本課導(dǎo)入采用了曾經(jīng)獲得美國普利策獎的圖片“饑餓的蘇丹”，使本課的開頭顯得比較沉重，不利于激發(fā)學生的思維活躍性。如果能改成視頻導(dǎo)入，效果可能會更好。
2、 閱讀過程中設(shè)計的問題“Is Dr Yuan a careful man or careless man？” 顯得比較簡單，按照夏谷鳴老師的說法，沒有達到從i到i+1的發(fā)展過程。
3、 教學過程中由于比較希望男女回答問題的比例相當，有意讓男生女生輪流回答問題。結(jié)果忽略了部分男生的積極性。（有幾個學生幾乎每個問題都舉手）
Unit 2 Working the land
Using language
Teaching aims:
1. The students learn to summarize the reading passage and find out the related information.
2. Use the knowledge they have learnt in “Reading” by making a plan and writing a poster.
3. Learn how to work groups.
Difficult teaching points:
1. Make a plan to show what they are going to grow in the field.
2. Write a poster to advertise their good harvest.
Teaching procedures:
I. Lead in
1. Ask the students some questions, trying to know what they are eating in their daily life.
What did you have for lunch?
Do you like eating …?
Do you think you are eating healthily?
2. Present a popular saying and let them think why such thing happens.
“吃動物怕激素；吃植物怕毒素；喝飲料怕色素；能吃什么，心里沒數(shù)。”―――人大代表金志國帶到兩會上的順口溜。
Why did he say so?
Can you give some examples to show what foods are harmful to our health?
How can we solve the problem?
As people’s living condition improves, more and more people are concerned about what they eat. In fact, more and more become worried about the quality of the food they eat. People now all want to eat green food which does no harm to their health.
As people’s living condition improves, more and more people are concerned about what they eat. In fact, more and more become worried about the quality of the food they eat. People now all want to eat green food which does no harm to their health.
What food is healthier and safer for us?
What we need is natural food-----green food.
Do you know how green food is produced?
II. Reading
1. Skimming:
Today we have a passage which will tell you something about organic farming. Read the passage quickly and find out:
What is organic farming?
2. Scanning:
Find the detailed information about organic farming.
Organic farmers prefer to use natural fertilizers for their plants.
Why are natural fertilizers better?
What problems are caused by using chemical fertilizers?
Do organic farmers have and special ways of farming? If they have, what are they?
And why do they do so?
III. Using language
1. Make a plan:
As we know, farming is something not familiar to us. But farming is very important for all the people. So today I’d like you to do some farming. There is a big piece of free field near your school. The school is planning to grow some crop in the field. First of all, a plan is needed. So make a plan in your group.
What to grow and why?
How to develop the soil?
What special way to grow it?
What special way to take care of your crop?
2. Report the plan
Do you think what you grow is green food?
Do you really think you have made a perfect plan?
If others will help to improve your plan, will you be willing to hear about their opinions?
3. Further discussion.
Present the plan of your group to the neighboring group and exchange your ideas with them, trying to get their advice on your farming to make your plan even more perfect. You have five more sentences to improve your plan.
After five minutes, ask several groups to report their plan and tell the whole class what advice they have got from the neighboring group.
4. You all have a good harvest. But the problem is what you will do with the harvest. Do you want to sell it and make some money? How about writing a poster? I think it can not only let more people know the food you grow, but also can make your work much easier. So if you want to sell your food quickly, write a poster right now, and try to make it as good as possible.
Homework:
1. Finish designing the posters.
2. Sum up what you have learnt in this unit, including useful words, expressions and new grammar item.
教 學 反 思
遂昌中學 季素君
記得上次葛炳芳老師用了一個比喻，把上課的教師和評課的專家比作燒菜的人和吃菜的人，我覺得我這個燒菜的人和其他燒菜的人之間存在差距，其一，本身廚藝還沒有達到一定水平，在家里燒燒菜可能還可以，大家也不嫌棄，但是燒個筵席可能力不從心。其二，吃菜的人已經(jīng)把目光轉(zhuǎn)向其他菜系了，而我卻還是在閉門燒自己的菜。講到上課也一樣，現(xiàn)在專家們已經(jīng)非常關(guān)注“課堂有效性”了，而我們可能只知道它是一種時尚理論，卻沒有真正理解領(lǐng)會它的內(nèi)涵，通過這次課堂教學評比活動，我就自己的理解，總結(jié)了幾點“課堂有效性”沒能達成的原因。
一、學生參與有效性不強。
任何課堂都是有學生參與的，關(guān)鍵是學生參與后有沒有達到本節(jié)課的有效目的，不管這堂課是氣氛活躍還是寂靜無聲看似滿堂灌，都有有效與無效之說，比如，我在課堂教學評比中上的這堂課，課堂氣氛應(yīng)該說是挺好的，學生也是較積極地參與的，但是回來后我對夏谷鳴老師和葛炳芳老師的評論再進行了回顧，發(fā)現(xiàn)這堂課上學生的參與有無效的成分。比如設(shè)計海報這個環(huán)節(jié)，學生很感興趣，也有好幾個學生寫的很好。但是很多學生與其說是在寫海報不如說是在畫海報，用了很少的幾個英語單詞，本堂課所學語言知識沒有用上去。英語課堂應(yīng)該側(cè)重語言知識的學習和運用，而本堂課所學知識的運用是“課堂有效性”的關(guān)鍵。
二、達成目標不明確。
在整堂課的設(shè)計上我犯了個錯誤，就是，希望自己能夠做到面面俱到。我上的是Using language 部分，側(cè)重語言運用，所以就考慮了“聽說讀寫”面面俱到，殊不知這樣只能是蜻蜓點水。所以回來后，我就重新設(shè)計了我的課，并在部分班級重新上了這堂課，感覺效果比原先要好得多。
三、教材取舍不夠大膽
現(xiàn)在的教材是可以重組的，我們不應(yīng)該成為教材的奴隸，應(yīng)該根據(jù)學生實際（比如學生水平，學生對這一內(nèi)容的熟悉程度）進行取和舍。 Using language 里面內(nèi)容很多，有一篇Reading（organic farming），listening，speaking，writing，各個環(huán)節(jié)確實緊緊相扣，但是一節(jié)課里完成是不可能的，所以我在備課時也進行了刪減。第一，Listening部分內(nèi)容不是很新穎，學生可能不感興趣，所以就刪去這部分內(nèi)容。第二，Speaking 部分課本的設(shè)計是對話，說服顧客購買Green food，但是綠色食品實際上是比較深入人心的，大家都會選擇買綠色食品，所以我設(shè)計時就把talking部分改成了讓學生自己種植green food，以小組的形式討論并制定一個種植計劃。第三，Writing 部分設(shè)計了寫海報，推銷自己的農(nóng)產(chǎn)品。整個設(shè)計環(huán)節(jié)是比較相扣的，缺陷是內(nèi)容太多，目標達成得太膚淺，應(yīng)該把重心放在某一兩個任務(wù)上，并且把它完成得徹底點。遂昌中學季素君
“A Pioneer For All People”的教學設(shè)計和教學反思
衢州二中 涂小蘭
教學過程設(shè)計
第一步：背景概念輸入與話題的引導(dǎo)。（Pre-reading）
1．開頭通過設(shè)計了一個蘋果不斷被切除，最后只剩下1/32的蘋果皮的震撼視覺效果，讓學生感覺到世界非常有限的耕地資源---farmland.（亮點1）
2．打出一張人口眾多的圖片，讓學生想到一個詞------a large population.
3．通過一張漫畫，讓學生看圖思考問題。引導(dǎo)學生從課文中找出數(shù)據(jù)“中國第一大問題--就是用占世界7%的耕地來養(yǎng)活世界22%的人口。”從而引出本節(jié)課的中心話題--偉大人物袁隆平。
第二步： 閱讀過程--淺層次閱讀。(Reading I)
1．為了讓學生對課文框架有所了解，我設(shè)計了一個Prediction問題，讓學生根據(jù)自己的閱讀經(jīng)驗，談一談介紹人物時會涉及到的一系列內(nèi)容。
2．用四個字母P開頭的表達概括了整篇課文的大概內(nèi)容。他們分別是Personal information, Pursuit, Production achievements, 以及最重要的Personality.（亮點2）
3. 其中關(guān)于人物的基本信息中，通過設(shè)計了一個ABC信息表格的淺層次閱讀練習，對文中人物有了初步了解。
4. 關(guān)于他的夢想，書本上描寫得非常生動，我讓班里有藝術(shù)特長的學生畫了一幅漫畫，利用畫面反映課文第四段所描述的內(nèi)容，同時用第一人稱配了聲音效果。（亮點3）
第三步： 閱讀過程--深層次閱讀。(Reading II)
在處理了一些簡單信息之后，閱讀人物最重要的是要讀出人物不同于其他人的成就以及值得學生學習的一些可貴品質(zhì)。就這兩方面的內(nèi)容，我設(shè)計了一棵樹的形象，引導(dǎo)學生去尋找袁隆平作出的成就以及他身上擁有的可貴品質(zhì)。（亮點4）
1．提示學生，讓學生去尋找書本是如何闡述袁隆平先生的杰出成就的。學生也許會發(fā)現(xiàn)很多數(shù)字。數(shù)字是最能說明問題的。Figures speak louder! 接下來，我就在數(shù)上掛出很多紅色的數(shù)字，讓學生從課文中找出含有這些數(shù)字的細節(jié)句子，通過這些具體數(shù)字的閱讀，學生們對雜交水稻的貢獻了然于心。
2．提問為什么袁隆平能夠在如此平凡的土地上做出如此杰出的貢獻呢？正如一顆樹，為什么能夠生長地枝繁葉茂？樹根是很重要的，正如一個人的品質(zhì)是很重要的。因此，為了引導(dǎo)學生們?nèi)ネ诰虺鋈宋锏膬?nèi)在品質(zhì)，在這里設(shè)計了一個游戲。
a. 讓學生們到課文中尋找出能夠反映袁隆平品質(zhì)的句子。
b. 同時，發(fā)給每兩位同學一個形容詞，來表達相應(yīng)的品質(zhì)。
c. 通過搶答的形式，讓學生把句子和形容詞配對。
第四步：討論升華。(Post-reading)
袁隆平先生的美譽很多，如中國最著名的農(nóng)民、雜交水稻之父、泥腿子科學家、全人類的福音等。讓學生討論哪個能最能生動地說明袁隆平這個鮮活人物。（亮點5）
第五步：閱讀擴展。
袁隆平的偉大在于解決了中國人口吃飯問題。即使現(xiàn)在他名利雙收，但是仍然有夢想，有擔憂，他擔心中國農(nóng)村耕地面積逐年減少，中國人到底能不能養(yǎng)活自己？學生很肯定地回答能。說明學生并沒有充分意識到耕地減少這一問題的嚴重性。中國農(nóng)村還存在許多這樣那樣的問題，需要更多的袁隆平式的人物去關(guān)注中國的農(nóng)村，四組漫畫給學生提供了思考的空間，作為小組家庭作業(yè)，下節(jié)課學生有濃厚的興趣展開調(diào)查，作一個小組Presentation.