B6技术支持的展示交流作业1—活动设计：高中英语Working the Land

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