Lesson Plan
Time: April 24th, 2012
Class: Class 2, Senior Two, Shanghai Gezhi High School
Content: Reading, listening and speaking, Using Language, Unit 6 Miracle in the Rice Field
Teacher: Wu Xiyuan, Shanghai Gezhi High School
Teaching Objectives:
Knowledge objectives
1. To gain main information of the text.
2. To learn to understand one’s way to success by reading, listening and speaking activities.
Ability objectives
1. To be encouraged to express orally what has been read, understood and thought.
2. To develop the ability of describing famous achievements by collecting and reorganizing information through pre-class and in-class activities.
Emotional objective
1. To arouse the sense of being cooperative, hard-working and self-fulfilling in students.
Teaching Aids:
1. Multi-media.
2. Handouts.
Procedure:
|
Teaching Steps |
Teacher Activity |
Student Activity |
Purpose |
|
1. Lead- in |
Ask students to guess the staple food in China and the most famous person in the hybrid rice field. |
Students name the cereal and grain and guess the scientist. |
To get familiar with the theme of the new text. |
|
2. Text skimming |
Ask students to skim the text and then finish exercise A2 on page 73. |
Students skim the text and do the exercise. |
To gain a general idea of the text. |
|
3. Lead-in for Part 1 (paragraph A-B) |
Ask students to find out the childhood dream of the famous scientist. |
Students know about the dream in Yuan’s youth. |
To start the journey of Yuan’s lifetime achievement. |
|
4. Text reading of Part 1 |
Ask students to read the first part to complete part of the table.
Guide students to understand compound sentences appeared in the part. |
Students read the text by themselves and try to complete part of the table.
Students understand the compound sentences by answering questions raised by teacher. |
To make a brief list of Yuan’s biography and his pioneering achievement according to the text. |
|
5. Lead-in for Part 2 (paragraph C-G) |
Ask students to read the second part aloud together. |
Students read the second part. |
To get familiar with the main body of the text sentence by sentence. |
|
6. Text understanding of Part 2 |
Guide students to read to find the importance of Yuan’s success in the rice field. |
Students look for details in the part to answer the directed question. |
To discover the miracle in the rice field. |
|
7. Overall understanding of the father of hybrid rice |
Ask students to listen to a piece of news clip to fill in the blanks. |
Students try the listening exercise to gain a more vivid approach to scientist Yuan and his achievements. |
To review and strengthen what students have acquired from the first two parts and lead-in for Part 3. |
|
8. Text reading of Part 3 (paragraph H-I) |
Ask students to read the last part to find out another dream of Yuan. |
Students read and link the text with the news clip watched just before to find supporting details of the other dream. |
To know the practical “grown-up” dream of Yuan. |
|
9. Discussion about the miracle brought out by a dream |
Divide the students into groups of four and encourage them to discuss the question based on the text or other reliable reading sources. |
Students discuss in groups of four and write down several sentences they have discussed to form a simple conclusion. |
To let the students understand how a simple childhood dream became a miracle through discussion. |
|
10. Presentation of how a miracle came into existence. |
Ask several groups to share the reports with the whole class; meanwhile ask students to pay attention when other groups are sharing. |
Some groups of students present their ideas about the question while others listen and appreciate. |
To help students realize how a great success could be achieved. |
|
11. Homework |
Ask students to read the text again and try to summarize it after finishing exercises on page 75. |
Students take notes of the homework. |
To strengthen students’ ability of using language and information learnt in the class. |
牛津教材高二第二学期第六单元
Miracle in the Rice Field教学反思
吴茜元
精心设计教案，认真备课。备课时，我反复研读文本，查阅大量背景资料，补充学生课外阅读内容。同时，我听取带教师父与外语组其他有丰富教学经验教师的意见，不断修改、完善教案，能做到基于文本、深入挖掘文本，提炼文本。有所疏忽的是，忘记自己将要身临的是活生生的课堂、学生活跃的思维，现场的情况不可能被一一备到，这是经验不足的体现，但是可以做好的。因此以后要注意不要被文本局限，可以课前与学生交流、了解任课班级学生的兴趣所在，然后有牵引、有过渡，带领学生自然而然地学习新单元、新内容。
虽然准备充分，但还是难以避免教学经验困乏的硬伤。这不仅表现在备课上，也体现在课堂实战上。在陌生班级上课，对学生的情况不了解，难以做到充分“备学生”，因此课堂的实际情况难以达到课前预想的效果。但是这也反映了我的临场应变、课堂掌控能力不够强，要多加以锻炼。另外，自己的教学语言可以更加规范清晰，注意语音语调。在这一点上，我要多注重平时练习。从一开始的刻意，过渡到熟练后的自然。
善用PPT，多媒体教学，以学生为本。课前，我精心收集、整合多媒体素材、制作幻灯片，并从学生的学习规律出发，处理图片、运用色彩搭配原理，突出强调重点内容。但是，课后反思的时候发现，有的资料本身并不够严谨、规范。准备时间仓促是一个客观原因，对其来源过于信任导致运用时观察不仔细是一个主观原因，以后应予以更为审慎地使用。
教学图片上，我有意多选用精准、详实的学术型图片，以培养当下学生比较欠缺的学术型思维。这就对我提出了更高的要求。因为语言学习本来就很容易陷入枯草乏味的困境，尤其对文科相对薄弱的同学来讲，更难引起高度重视。如何保证课堂教学更为规范的同时，又保持学生语言学习的高度兴趣就成了摆在我面前的一道难题。针对理科班学生的这个特点，我特意选取了和他们理科学习相关的一些图表，课堂上请学生用英语来表现已经掌握的图标理解能力，增强学生学习的积极性、兴趣与信心。
不过，图例的使用上仍然可以更加细心一点。幻灯片中有一张插图，用于说明三代杂交水稻的发展过程，图下标注为中英双语。我在制作课件的时候，考虑到像prototype这样的专业术语不在高二学生的词汇掌握范围以内，所以保留图注。但是上课的时候，学生虽然难以描述，但却可以猜个大概。因此，再设计的时候可以考虑只保留英语图注。
英语课是以语言习得为主体，但个人认为，在做好英语教师的基础上，如果能扩大其学科教师的内涵，就更好了。英语教师不仅可以教授语言技能，在其他方面也能多做榜样，让课堂上出现的、发生的每一个人、事、物都成为学生学习的源泉和素材。古话说：“日日行，不怕千万里；常常做，不怕千万事。（《格言联壁》，[清]金樱）”我会继续努力，让下一堂课更好。