人教版（2019）选择性必修 第一册Unit 5 Working the Land Using Language(2) 名师教学设计
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| 名称 | 人教版（2019）选择性必修 第一册Unit 5 Working the Land Using Language(2) 名师教学设计 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-12 07:00:35 | ||
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文档简介
Unit5 Using Language(2) 名师教学设计
课时内容
Evaluate chemical farming and organic farming
主题语境：人与自然
主题群：自然生态
子主题：人类生存、社会发展与环境的关系
语篇类型：说明文
文本分析：
[What]本节课提供了一篇说明文，主题是“评估化学耕作和有机耕作”。文本可分为三部分：第一部分为文章第一、二自然段，介绍了化学耕作方式；第二部分为文章第三、四自然段，介绍了有机耕作方式；第五自然段为文章第三部分，谈了自己的看法。文章主题与本单元主题语境相关，有助于对主题意义的探究。文本结构清晰，逻辑条理分明，为写作提供很好的范本。
[Why]培养学生获取信息并利用所学语言、文化知识创造新语篇的能力以及批判性思维。
[How]文章通过说明、举例、对比等写作手法，对化学耕作与有机耕作进行了对比；文章中用了一些连接词来体现句子之间的关系，并使用主语从句来为文章添色。总体来说，本文语言生动简洁，结构层次分明，合乎逻辑。
课时目标
1.获取、梳理、描述化学耕作与有机耕作的区别及各自利弊。
2.分析判断作者的写作手法，学习掌握说明文的主要语篇特征。
3.联系个人生活，用得体的语言以书面形式阐述自己对化学耕作或有机耕作的看法，实现对语言知识和文化知识的内化，促进能力向素养的转化。
4.通过和同伴合作，对同伴的作文进行批判性评价与相互学习，培养学生批判性思维及与他人合作学习的能力。
重点难点
重点：
1.获取文章的有效信息，了解化学耕作和有机耕作的区别及各自的利弊。
2.分析和判断说明文的主要语篇特征。
难点：
用恰当的语言阐述自己对化学耕作或有机耕作的看法。
教学准备
教师准备：
搜集化学耕作及有机耕作的相关资料、图片。
学生准备：
1.预习新词汇和课文。
2.复习本单元语法“主语从句”的用法。
3.在网上查找化学耕作及有机耕作的区别及各自优缺点。
教学过程
Step I 学习理解
活动一：获取与梳理（Predict and read）
1.Show some pictures about methods for farming and ask students to identify whether they are chemical farming or organic farming.
2.Let students read the title and try to predict what the text is mainly about.
3.Ask students to read the text “Chemical Versus Organic Farming” and then answer the following questions on Page 56.
·Why did many farmers welcome the introduction of chemical farming
·What concerns many people about the use of pesticides
·What is one problem with the use of chemical fertilisers.
·How is organic farming different from chemical farming
·Why do organic farmers change the kind of crop grown in a field every year
·What is the goal of using organic farming methods Do you think it can be reached Why or why not
Suggested answers:
·Many farmers welcomed them as a great way to fight crop disease and increase production.
·Their long-term use can sometimes harm both the land and people’s health.
·Crops grown with them usually grow too fast to be rich in nutrition.
·Organic farming is simply farming without using any chemicals. Organic farmers focus on keeping their soil rich and free of diseases through natural means.
·Different crops are grown because they put important minerals back into the ground, making it ready for the next batch of crops.
·The goal of using organic farming methods is to grow good food while avoiding damage to the environment or to people’s health. Yes, I think this goal can be reached. Farmers worked for centuries without using any kinds of chemicals and without harming the environment，and the food they produced was just fine.
【设计意图】通过热身问题，以图片引导学生对常见的耕作方式进行判断，使其对化学耕作和有机耕作有直观的初步认识，提前进入话题，为接下来的文章阅读做好准备。通过回答问题，帮助学生理解课文内容，掌握文章细节。
活动二：概括与整合（Generalization and mind mapping）
Match the main ideas（A-D）below with the paragraphs. Then complete the sentences in the table.
A What organic farming is B Why man-made chemicals are still used in farming C Organic methods for producing rich soil D The problems with chemical farming
Paragraph Main Idea Detai
1-2 ·Pesticides can kill helpful_______. ·Some pesticides have been________ because of the________. ·Crops grown with chemical fertilisers usually________ to be full of________.
3 ·Many organic farmers use________ as fertilizer.
4 ·They often________ grown in each field________. ·They also plant crops that use_______ of the soil to help keep it rich.
5 ·Organic farming is nowhere near able to meet the high________.
Suggested answers:
Paragraphs 1-2: D
·bacteria and insects
·prohibited; damage they cause
·grow too fast; nutrition
Paragraph 3: A
·natural waste from animals
Paragraph 4: C
·change the kind of crop; every year
·different depths
Paragraph 5: B
·demand for food around the world
【设计意图】通过段落大意选择与细节填空，让学生对化学耕作和有机耕作有进一步了解，并对说明文的语篇结构一目了然，为接下来的写作铺路。
Step Ⅱ 应用实践
活动三：分析与判断（How does the author write？）
Work in groups of four and finish the following tasks.
（1）The author uses some connectives when explaining the details. Find and underline them. Then think about what they add to the text. Can you name more connectives according to different classes？（Help students if necessary.）
Suggested answers:
Connectives in the text and, but, while, however, for example, for instance, in addition, in fact, as for, therefore
（2）Find the subject clauses used in the text and underline them. Then make your own sentences on the theme of chemical farming and organic farming.
Suggested answers:
①Over time, however, what some scientists have found is that their long-term use can sometimes harm both the land and people’s health.
②Why different crops are grown is because they put important minerals back into the ground, making it ready for the next batch of crops.
③What keeps them from doing so is the fact that chemical farming serves the high demand for food around the world.
【设计意图】通过让学生寻找文中的连接词、讨论其作用然后给出更多连接词并分类归纳，可以培养学生分析文章时重视逻辑关系的习惯。通过让学生找出文章中的主语从句并以化学/有机耕作为主题来造句，对本单元语法知识进行复习。这两个活动使学生对文章语用知识方面有更深层次的理解，也为下一步的写作打好语言基础。
活动四：内化与应用（Write an argumentative essay on chemical or organic farming）
1.Discuss the questions in groups：
·Is the author of the passage for or against organic farming？How do you know？
·What other disadvantages of chemical farming did the author not list？
·How might the following items be problems and how important are they for organic farming？
natural animal waste used as fertiliser
higher cost of producing food
greater effort required to farm
·What other disadvantages of organic farming can you think of
2.Decide whether your group supports chemical farming or organic e up with three main points to support your opinion, and then add at least one detail to support each main plete the outline below.
Topic sentence: In my opinion, ________ farming is preferable to ________ farming because _______________________________ _____________________________________________________ Point 1: ______________________________________________ (Detail) _______________________________________ Point 2: ______________________________________________ (Detail) _______________________________________ Point 3: ______________________________________________ (Detail) _______________________________________ Conclusion: ___________________________________________
3.Use your outline to write a short essay giving your opinion on the topic. You can use the expressions on Page 55 when sharing your opinion.
【设计意图】本活动为写作实践，在写前设计小组活动，引导学生用之前所学语言知识和文化知识对化学耕作和有机耕作进行更深层次的讨论，为写作提供素材；通过小组合作列出作文大纲并复习上节课所学“给出观点”的相关表达，旨在降低学生写作难度，增强写作信心。
Step Ⅲ 迁移创新
活动五：批判与评价
Exchange your draft with a partner.
（1）Use the checklist to help you review your partner’s draft.
√Does the writer do a good job of expressing his/her opinion
√Does each paragraph have one main idea
√Does each paragraph have at least one detail to support its main idea
√Does the writer sequence the points in a logical order Are there any connectives in the essay
√Does the writer use any subject clauses？
√Does the writer do a good job persuading you to accept his/her opinion？
√Does the writer use correct grammar，punctuation，and spelling
（2）Take your draft back and revise it.
（3）Share your essay with the rest of the class.
【设计意图】该环节通过和同伴合作，探讨文章是否能清楚表达作者观点，文章每个自然段是否有主旨、是否有细节来支撑主旨，作者对论点的排列是否有逻辑性、是否使用了英语连接词，是否使用了主语从句，作者的观点是否有说服力，文章语法、标点、拼写是否正确，从而对同伴的草稿进行综合评价与相互学习，加深学生对主题意义的理解和批判思维及多元思维的培养，实现深度学习。
板书设计
Unit 5 Working the Land Period Ⅴ Using Language（2） I.学习理解 活动一：获取与梳理（Predict and read） 活动二：概括与整合（Generalization and mind mapping） Ⅱ.应用实践 活动三：分析与判断（How does the author write？） 活动四：内化与应用（Write an argumentative essay on chemical or organic farming） Ⅲ.迁移创新 活动五：批判与评价
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课时内容
Evaluate chemical farming and organic farming
主题语境：人与自然
主题群：自然生态
子主题：人类生存、社会发展与环境的关系
语篇类型：说明文
文本分析：
[What]本节课提供了一篇说明文，主题是“评估化学耕作和有机耕作”。文本可分为三部分：第一部分为文章第一、二自然段，介绍了化学耕作方式；第二部分为文章第三、四自然段，介绍了有机耕作方式；第五自然段为文章第三部分，谈了自己的看法。文章主题与本单元主题语境相关，有助于对主题意义的探究。文本结构清晰，逻辑条理分明，为写作提供很好的范本。
[Why]培养学生获取信息并利用所学语言、文化知识创造新语篇的能力以及批判性思维。
[How]文章通过说明、举例、对比等写作手法，对化学耕作与有机耕作进行了对比；文章中用了一些连接词来体现句子之间的关系，并使用主语从句来为文章添色。总体来说，本文语言生动简洁，结构层次分明，合乎逻辑。
课时目标
1.获取、梳理、描述化学耕作与有机耕作的区别及各自利弊。
2.分析判断作者的写作手法，学习掌握说明文的主要语篇特征。
3.联系个人生活，用得体的语言以书面形式阐述自己对化学耕作或有机耕作的看法，实现对语言知识和文化知识的内化，促进能力向素养的转化。
4.通过和同伴合作，对同伴的作文进行批判性评价与相互学习，培养学生批判性思维及与他人合作学习的能力。
重点难点
重点：
1.获取文章的有效信息，了解化学耕作和有机耕作的区别及各自的利弊。
2.分析和判断说明文的主要语篇特征。
难点：
用恰当的语言阐述自己对化学耕作或有机耕作的看法。
教学准备
教师准备：
搜集化学耕作及有机耕作的相关资料、图片。
学生准备：
1.预习新词汇和课文。
2.复习本单元语法“主语从句”的用法。
3.在网上查找化学耕作及有机耕作的区别及各自优缺点。
教学过程
Step I 学习理解
活动一：获取与梳理（Predict and read）
1.Show some pictures about methods for farming and ask students to identify whether they are chemical farming or organic farming.
2.Let students read the title and try to predict what the text is mainly about.
3.Ask students to read the text “Chemical Versus Organic Farming” and then answer the following questions on Page 56.
·Why did many farmers welcome the introduction of chemical farming
·What concerns many people about the use of pesticides
·What is one problem with the use of chemical fertilisers.
·How is organic farming different from chemical farming
·Why do organic farmers change the kind of crop grown in a field every year
·What is the goal of using organic farming methods Do you think it can be reached Why or why not
Suggested answers:
·Many farmers welcomed them as a great way to fight crop disease and increase production.
·Their long-term use can sometimes harm both the land and people’s health.
·Crops grown with them usually grow too fast to be rich in nutrition.
·Organic farming is simply farming without using any chemicals. Organic farmers focus on keeping their soil rich and free of diseases through natural means.
·Different crops are grown because they put important minerals back into the ground, making it ready for the next batch of crops.
·The goal of using organic farming methods is to grow good food while avoiding damage to the environment or to people’s health. Yes, I think this goal can be reached. Farmers worked for centuries without using any kinds of chemicals and without harming the environment，and the food they produced was just fine.
【设计意图】通过热身问题，以图片引导学生对常见的耕作方式进行判断，使其对化学耕作和有机耕作有直观的初步认识，提前进入话题，为接下来的文章阅读做好准备。通过回答问题，帮助学生理解课文内容，掌握文章细节。
活动二：概括与整合（Generalization and mind mapping）
Match the main ideas（A-D）below with the paragraphs. Then complete the sentences in the table.
A What organic farming is B Why man-made chemicals are still used in farming C Organic methods for producing rich soil D The problems with chemical farming
Paragraph Main Idea Detai
1-2 ·Pesticides can kill helpful_______. ·Some pesticides have been________ because of the________. ·Crops grown with chemical fertilisers usually________ to be full of________.
3 ·Many organic farmers use________ as fertilizer.
4 ·They often________ grown in each field________. ·They also plant crops that use_______ of the soil to help keep it rich.
5 ·Organic farming is nowhere near able to meet the high________.
Suggested answers:
Paragraphs 1-2: D
·bacteria and insects
·prohibited; damage they cause
·grow too fast; nutrition
Paragraph 3: A
·natural waste from animals
Paragraph 4: C
·change the kind of crop; every year
·different depths
Paragraph 5: B
·demand for food around the world
【设计意图】通过段落大意选择与细节填空，让学生对化学耕作和有机耕作有进一步了解，并对说明文的语篇结构一目了然，为接下来的写作铺路。
Step Ⅱ 应用实践
活动三：分析与判断（How does the author write？）
Work in groups of four and finish the following tasks.
（1）The author uses some connectives when explaining the details. Find and underline them. Then think about what they add to the text. Can you name more connectives according to different classes？（Help students if necessary.）
Suggested answers:
Connectives in the text and, but, while, however, for example, for instance, in addition, in fact, as for, therefore
（2）Find the subject clauses used in the text and underline them. Then make your own sentences on the theme of chemical farming and organic farming.
Suggested answers:
①Over time, however, what some scientists have found is that their long-term use can sometimes harm both the land and people’s health.
②Why different crops are grown is because they put important minerals back into the ground, making it ready for the next batch of crops.
③What keeps them from doing so is the fact that chemical farming serves the high demand for food around the world.
【设计意图】通过让学生寻找文中的连接词、讨论其作用然后给出更多连接词并分类归纳，可以培养学生分析文章时重视逻辑关系的习惯。通过让学生找出文章中的主语从句并以化学/有机耕作为主题来造句，对本单元语法知识进行复习。这两个活动使学生对文章语用知识方面有更深层次的理解，也为下一步的写作打好语言基础。
活动四：内化与应用（Write an argumentative essay on chemical or organic farming）
1.Discuss the questions in groups：
·Is the author of the passage for or against organic farming？How do you know？
·What other disadvantages of chemical farming did the author not list？
·How might the following items be problems and how important are they for organic farming？
natural animal waste used as fertiliser
higher cost of producing food
greater effort required to farm
·What other disadvantages of organic farming can you think of
2.Decide whether your group supports chemical farming or organic e up with three main points to support your opinion, and then add at least one detail to support each main plete the outline below.
Topic sentence: In my opinion, ________ farming is preferable to ________ farming because _______________________________ _____________________________________________________ Point 1: ______________________________________________ (Detail) _______________________________________ Point 2: ______________________________________________ (Detail) _______________________________________ Point 3: ______________________________________________ (Detail) _______________________________________ Conclusion: ___________________________________________
3.Use your outline to write a short essay giving your opinion on the topic. You can use the expressions on Page 55 when sharing your opinion.
【设计意图】本活动为写作实践，在写前设计小组活动，引导学生用之前所学语言知识和文化知识对化学耕作和有机耕作进行更深层次的讨论，为写作提供素材；通过小组合作列出作文大纲并复习上节课所学“给出观点”的相关表达，旨在降低学生写作难度，增强写作信心。
Step Ⅲ 迁移创新
活动五：批判与评价
Exchange your draft with a partner.
（1）Use the checklist to help you review your partner’s draft.
√Does the writer do a good job of expressing his/her opinion
√Does each paragraph have one main idea
√Does each paragraph have at least one detail to support its main idea
√Does the writer sequence the points in a logical order Are there any connectives in the essay
√Does the writer use any subject clauses？
√Does the writer do a good job persuading you to accept his/her opinion？
√Does the writer use correct grammar，punctuation，and spelling
（2）Take your draft back and revise it.
（3）Share your essay with the rest of the class.
【设计意图】该环节通过和同伴合作，探讨文章是否能清楚表达作者观点，文章每个自然段是否有主旨、是否有细节来支撑主旨，作者对论点的排列是否有逻辑性、是否使用了英语连接词，是否使用了主语从句，作者的观点是否有说服力，文章语法、标点、拼写是否正确，从而对同伴的草稿进行综合评价与相互学习，加深学生对主题意义的理解和批判思维及多元思维的培养，实现深度学习。
板书设计
Unit 5 Working the Land Period Ⅴ Using Language（2） I.学习理解 活动一：获取与梳理（Predict and read） 活动二：概括与整合（Generalization and mind mapping） Ⅱ.应用实践 活动三：分析与判断（How does the author write？） 活动四：内化与应用（Write an argumentative essay on chemical or organic farming） Ⅲ.迁移创新 活动五：批判与评价
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