1、lesson reportModule4 Great scientistsLesson report010203单击此处添加标题0405062.linguistic focus1.Students have learned some articles of describing characters,and they can read an article alone.2.Most students like the story of scientists,but they may not be able to use technical terms to describe the life
2、and contributions of a scientist 3.Students should use the reading skills to get some information about the life of Yuan Longping and retell the story.4.Students are able to describe a scientists life and his/her contributions after learning this lessonAnalysis of teaching objectives01Linguistic com
3、petency02Culture dispositionThinking Quality03Learning Ability0401Ss are able to read and write new words and phrases:a leading figure,cross,yield,hybrid rice,cash crop,staple,Nickname,agriculture,breed02Ss are able to use the reading skills to get some information about Yuan Longping,and retell the
4、 passage.Then try to describe another scientists life and his/her contributions.Analysis of teaching objectivesAnalysis of teaching objectivesby this lesson,Ss are able toCulture dispositionThinking Qualitycollect and use the words and phrases properly;distinguish,compare and summarize the data of s
5、ome scientistslifetime.Learning Ability.think the spirit of great scientists deeply(such as diligent,persistence,patience,responsibility),then apply them to the daily life.2.Task-based teaching methodin stage2,3,4in stage2,3,4in stage2Analysis of teaching proceduresStage1 warming up(3mins)Stage2 Pre
6、-reading(7mins)Stage 3 While-reading(20mins)Stage 4 Post-reading(12mins)Stage 5 Consolidation(3mins)1.show pictures2.ask and answer 1.show a video2.learn new words and phrases1.fast reading2.careful reading1.retell 2.thinking3.interviewAssign homeworkAnalysis of teaching proceduresStage1 warming up(
7、Engage1,What is his/her name?2,What did he/she invent?3,When did he/she invent it?Designing purpose:Engage students to focus on the topic by showing these pictures of scientists.Students are more likely to be attracted by the picture,it will arouse their interests and give students a chance to speak
8、 freelyAnalysis of teaching proceduresStage2（task1）Pre-reading(Engageteach new words and phrases by telling a story Designing purpose:1.The video shows the topic intuitively,the question can let the students quickly think about the learning topics2.learn words and phrases in a story is a good way to
9、 arouse the students interests and remember them quickly,meanwhile it is a way to remove obstacles to read the articleAnalysis of teaching proceduresStage3task2while-reading(studyDesigning purpose:Fast reading skill cultivates the students ability of finding and processing information.Analysis of te
10、aching proceduresStage3task2while-reading(studyCareful-Reading Ss read part1 answer the following questions1.Which country is the worlds largest rice producer?2.Where is rice grown in the world?3.Who is the leading figure in the rice-growing world?Analysis of teaching proceduresStage3task2while-read
11、ing(studyCareful-Reading Ss read part2 then finish the sentences What did he do?As a boy,As a college student,As a teacher,In 1966,In 1970,Analysis of teaching proceduresStage3task2while-reading(studyCareful-Reading Ss read part3 and answer the questions1.The last two paragraphs mainly talk about_.a
12、.Chinas agriculture development b.Yuan Longpings elderly life c.foreign countries agriculture revolution d.Yuan Longpings contributions to China and the world 2.What is the most important crop in Pakistan?3.Whats the feature of the new hybrid rice?Designing purpose:careful reading is a way to get mo
13、re details from the article.The problems desigeed are progressive so that open up the students thinking,then help the students understand the article deeply.Analysis of teaching proceduresStage4task3post-reading ActivateDesigning purpose:retelling is a challenge work for the students,it can train th
14、eir ability of integrate information and language competency,as well as consolidate what has been learned.the section of thinking cultivates the students thinking quality.Analysis of teaching proceduresStage4task3post-reading Activate3.Make an interview(pair work)Journalist:Who is your favourite sci
15、entist?Interviewee:.Journalist:Why do you like him/her?Interviewee:Because he/she.Journalist:What did he/she invent/discover?Interviewee:.Journalist:what can you learn from he/her?Interviewee:.Designing purpose:make an interview around the theme to talk about their favourite scientist in pairs can p
16、ractise their oral English,and express their idea about scientists.Analysis of teaching proceduresStage5ConsolidationDesigning purpose:1.By summary,the students can have a deeper impression on the words and phrases.And consolidate the understanding of the passage 2.an outside reading comprehension c
17、an further train the students reading skills,meanwhile they can acquire more information about the scientist,and satisfy their desire to learn 2.HomeworkUse the reading skills to do an outside reading comprehension about Darwin in the handout,and finish the questions,then share answers next class.Thank you for listening!
