外研版高一英语必修四unit4 reading 教案

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Lesson plan for Great Scientists

Basic information

Type of the lesson Reading

Teaching

material

This lesson is taken from Module 4 “Great Scientists of English Book

Four, Foreign Language Teaching and Research Press.

Materia

analysis

1.Main idea:The topic of this material is The Student Who Asked

Questions.It introduces a story of Yuan Longping who is a father of hybrid

rice. It talks about his school life and the important of his contributions to

the world.

2.Linguistic focus:

(1) New phrase: “leading figure”

(2) Listening strategies:

students are required to use fast reading skill to get the general idea of the

passage and careful reading skill to get more detail information about

Yuan Longping

3.Cultural information: Yuan Longping is a leading figure and his

spirit(patriotism, perseverance, belief) is worth learning for everyone.

Learner

analysis

1.Main idea:

Students have seen reports about yuan longping on TV, read articles about

him on their mobile phones, and heard about his deeds.

2.Linguistic focus:

A.May be students haven’t known to use technical terms to describe the

life and contributions of a scientist.

B.Students should use the reading skills to the general idea and more

detail information about the life of Yuan Longping ,then retell the story.

C.Students can describe a scientist’s life and his/her contributions after

learning this lesson.

3.Cultural information: Students can apply Yuan Long ping’s spirit to

the daily lives.

Teachin

objectiv

Base on the analysis of material and learners, I plan my teaching

objectives as followings: by this lesson, students are able to:

1. Linguistic competency:

a.define the meaning of “leading figure”.

b.Use the reading skills of fast reading and careful reading to get some

information about Yuan Longping, and retell the passage.Then try to

describe another scientist’s life and his/her contribution.

2.Culture disposition: Search more information about another scientists

who are mentioned in introduction prat, try to compare them with Yuan

Longping, and find out the similarities and differences between them.

3. Thinking Quality: analyze the characters and study spirit of the great

scientists(such as diligent, persistence,patience,responsibility), then apply

them to the daily life.

4. Learning Ability: collect and use the words and phrases properly.

analyze ,compare and summarize the data of some scientists’ lifetime.

This reflects the combination of independent and cooperative exploration

Teachin

g focus

Key points Ways out

How to help the Ss use the

reading skills to get

information from the

passage.

By designing two sections

Firstly, do some fast-reading and try to

match the main idea of each paragraph,then

divide the passage into three parts.

Reading skill: in this section, Students

needn’t to read the passage sentence by

sentence. Just pay attention to the key words

and phrases as well as the first or last

sentence in each paragraph.

Secondly, students do some careful-

reading, then answer more detail questions

in each part.

Reading skill: In this section, Ss should read

the passage part by part, and try to find more

details about Yuan Longping.

Difficult points Ways out

1. How to help the Ss use

the linguistic knowledge to

describe a scientist’s

lifetime and improve their

reading skills as well as

language competence.

2. How to let students

know the reason why the

title called “The student

who asked questions”.

1. Retell the story of Yuan Longping, then

talk about Ss’ favourite scientists.

2. By telling students that Yuan do not afraid

to ask questions and when he met problems

and difficulties, he would try his best to find

out the answers.

Teachin

methods

strategie

1.The teaching view of constructivism theory holds that learners'

knowledge is obtained through the construction of meaning with the help

of others in a certain situation, such as the communication and

cooperation between people, the use of necessary information, etc.

Therefore, teaching should make learning happen in the situation similar

to the real situation. Therefore, it advocates situational teaching

Situational approach which is used in stage2(show a video to lead in

the topic and explain the meaning of leading figure according to the

video.)

This method refers to the teaching method that teachers purposefully

introduce or create vivid and specific scenes with certain emotional colors

and images as the subject in the teaching process, so as to arouse students'

certain attitude to experience, so as to help students understand the

teaching materials.

2.Dewey's educational philosophy is based on pragmatism, and its core

content is to“learning by doing”. Meanwhile task-based teaching method

emphasizes that language learning should be “learning by doing”. so

Task-based teaching method is used in stage2, stage3, stage4, stage5.

I design three tasks as following:

In order to train the students’ reading skills, in the section of pre-reading, I

show a video and ask them questions to lead in the passage.

In the section of while-reading, I plan different type of questions to do

fast-reading and careful-reading.

In the section of post reading, let the students discuss and summarize this

text which they have learned. This requires the students to combine the

stories about yuan Longping that they have learned in this class. The

answer of each Ss are different, it gives Ss an opportunity to express their

thoughts.

3. According to the new curriculum standard(2017), high school English

teaching should emphasize the student-centered philosophy, so I use the

PWP model to design the reading course.(in stage2,3,4).

In the whole reading, I design pre-reading, while-reading, and post-

reading to train the students’ reading skills as well as their language

competency.

Teachin

g aids Computer,PPT, whiteboard,pen

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