人教版（2019）选择性必修 第一册Unit 5 Working the Land Using Language(1) 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(1) 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 07:01:21 | ||
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文档简介
Unit5 Using Language(1) 名师教学设计
课时内容
Explore the world hunger problem
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：听力、对话、图片
文本分析：
[What]本节课为听说课，学习语篇为一段关于世界饥饿问题的采访。文本设置为首先是看图讨论导致世界饥饿问题的一些主要因素；然后听录音采访做笔记，回答问题并了解讲话者是通过哪些证据来支持自己的观点的，接着讨论并根据提示列表整理自己的观点；最后用恰当的语言为学校庆祝“世界粮食日”提供建议。
[Why]了解中国对世界饥饿问题做出的贡献和努力，加强人类命运共同体的意识。
[How]将英语语用目标和本单元的主题语境结合起来，设置听说活动，让学生在主题语境的探索中提高英语运用能力，深入对主题的探究。
课时目标
1.感知和注意世界饥饿问题，获取和梳理出联合国粮食及农业组织的作用和任务、导致世界饥饿问题的主要原因，以及FAO采取的行动和提出的倡议等信息。
2.分析和判断引起世界饥饿问题的所有可能原因，并提出可能的解决办法。
3.描述和阐述庆祝“世界粮食日”的活动，提高学生珍惜粮食的意识。
4.发挥想象，给出解决世界饥饿问题的建议。
重点难点
重点：
概括、整合联合国粮食及农业组织的相关信息。
难点：
1.描述和阐述庆祝“世界粮食日”的活动，提高学生珍惜粮食的意识。
2.分析和判断引起世界饥饿问题的所有可能原因，并提出可能的解决办法。
教学准备
教师准备：
教学录音、图片。
学生准备：
预习表达自己观点的语言。
教学过程
Step I 学习理解
活动一：感知与注意（Talk about world hunger）
In pairs，discuss what you can see in the photos and how you think each photo relates to world hunger.
Suggested answers:
图片1:The first photo represents the idea of drought. Either a river or a lake bed has been exposed by receding waters, leaving behind cracked soil. A child is pouring water onto the ground. When there is drought, crops cannot grow and animals may die.
图片2:The second photo represents the idea of war. Hunger often comes with war, as often people cannot farm, or they cannot work to earn money to buy food. And, even if they had money to buy food, the markets might be empty or closed.
图片3:The third photo represents famine. The child in the photo is a victim of famine, which is why his/her arm and hand are so thin. Famine is when the crops do not grow and there is not enough food for everyone to eat. While famine can be caused by drought, some of the worst famines in world history had other sources, such as insects or diseases that destroyed the crops, or weather that was either too hot or too cool for the crops to grow properly.
【设计意图】在学习之前，呈现有关世界饥饿问题的图片，让学生讨论从图中获取的信息，调动身体多种感觉器官参与学习活动，从而大大提高学习效率。
活动二：获取与梳理（Get to know about FAO）
Listen to a radio interview and take notes. Then answer the following questions.（Part 2，P54）
·What is the FAO？What is its mission？
·What can seriously affect crop production？
·What does the FAO think about nutritious food？
·What is the FAO doing to alleviate world hunger？
·What does the FAO suggest countries do？
Suggested answers:
·FAO stands for Food and Agriculture Organisation. Its aim is to eliminate world hunger.
·Droughts, floods, and climate change.
·The FAO believes everyone should have the right to get healthy food.
·The FAO runs a project called Climate-Smart Agriculture, which helps countries to develop sustainable agriculture.
·Every country needs to focus on making new achievements in agriculture too, which can often benefit the whole world.
【设计意图】听访谈录音，获取细节信息，了解联合国粮食及农业组织及其做出的贡献，和其对各国提出的倡议，学习相关语言。这个过程有助于提高学生听力理解的能力。
活动三：策略学习（Identify supporting evidence）
Go through the learning tip with students and make sure they understand its meaning.
Step Ⅱ 应用实践
活动四：分析与判断（Cause and solution）
1.Listen again and identify how the speaker supports his facts. Match the supporting evidence with the facts.（Part 3，P54）
A wars can heavily affect food production and trans-portation. B (world hunger) stands at around 11% of the world's population. C many people just can't afford to eat well.
① According to our latest figures,…________ ② There is strong evidence to suggest that…________ ③ Our research indicates that…________
Suggested answers:
①B ②C ③A
2.Discussion
Work in pairs. Discuss the following questions and then share your answers in class. Use a table like the one below to help you organise your thoughts. (Part 4, P54)
·What are all the possible causes of world hunger that you can think of
·What can people and countries do to help alleviate these causes
Possible cause Possible solution
Suggested answers:
·Possible cause:
droughts; floods; poverty; war
·Possible solution:
With droughts, we can invent new forms of agriculture that do not rely so much on water, and drought-resistant crops; floods can often be prevented by the building of dams and levees; poverty is best solved through economic development and programmes that give people more opportunities; war may be solved through international negotiation.
【设计意图】学习策略是英语课标的重要目标之一，在英语学习过程中起到重要作用，有助于提高英语学习效率。教学本活动时，教师应先向学生介绍该学习策略的具体内容，并适当举例示范策略的使用，然后在听力中使用学习策略获取支撑性信息，最后讨论，反思策略的应用，以此提高学生对该学习策略的认识。
活动五：描述与阐释（Ideas of celebrating World Food Day）（Part 5，P54）
1.Language learning.（Sharing your opinions）
Read the following expressions about sharing your opinions over and over again until you can speak fluently.
Sharing your opinions I'd rather… In my eyes… In my opinion… Without a doubt… The advantages are… I have a feeling that… It's a pity that… I'd prefer… because… My impression is that… I think/guess/believe… From my point of view,… My view/opinion/belief is that…
2. Work in groups to brainstorm ideas for some school activities that celebrate World Food Day.
3. Use the expressions above to help you communicate with your group members.
【设计意图】在口语对话之前，教师帮助学生收集一些表达自己观点的结构和语句，学生通过思考和积累，获取这些语用知识，为口语活动提供语言结构，使得有话可说，然后通过小组讨论为学校庆祝“世界粮食日”提出建议。在这个过程中，教师引导学生围绕主题和新知识结构开展描述、阐释等交流活动，学生使用恰当的语言表达自己的想法，逐步实现对语言知识和文化知识的内化，巩固新的知识结构促进语言运用的自动化，有助于学生将知识转化为能力。
Step Ⅲ 迁移创新
活动六：想象与创造（Suggestions for world hunger）
Ask students to share opinions about world hunger and give suggestions to solve it.
【设计意图】学生讨论世界饥饿问题的成因以及解决办法，运用学过的语言结构让学生在新的语境中表达自己的观点，实现深度学习，促进能力向素养转变。
板书设计
Unit5 Working the land Period Ⅳ Using Language（1） Ⅰ.学习理解 活动一：感知与注意（Talk about world hunger） 活动二：获取与梳理（Get to know about FAO） 活动三：策略学习（Identify supporting evidence） Ⅱ.应用实践 活动四：分析与判断（Cause and solution） 活动五：描述与阐释（Ideas of celebrating World Food Day） Ⅲ.迁移创新 活动六：想象与创造（Suggestions for world hunger）
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课时内容
Explore the world hunger problem
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：听力、对话、图片
文本分析：
[What]本节课为听说课，学习语篇为一段关于世界饥饿问题的采访。文本设置为首先是看图讨论导致世界饥饿问题的一些主要因素；然后听录音采访做笔记，回答问题并了解讲话者是通过哪些证据来支持自己的观点的，接着讨论并根据提示列表整理自己的观点；最后用恰当的语言为学校庆祝“世界粮食日”提供建议。
[Why]了解中国对世界饥饿问题做出的贡献和努力，加强人类命运共同体的意识。
[How]将英语语用目标和本单元的主题语境结合起来，设置听说活动，让学生在主题语境的探索中提高英语运用能力，深入对主题的探究。
课时目标
1.感知和注意世界饥饿问题，获取和梳理出联合国粮食及农业组织的作用和任务、导致世界饥饿问题的主要原因，以及FAO采取的行动和提出的倡议等信息。
2.分析和判断引起世界饥饿问题的所有可能原因，并提出可能的解决办法。
3.描述和阐述庆祝“世界粮食日”的活动，提高学生珍惜粮食的意识。
4.发挥想象，给出解决世界饥饿问题的建议。
重点难点
重点：
概括、整合联合国粮食及农业组织的相关信息。
难点：
1.描述和阐述庆祝“世界粮食日”的活动，提高学生珍惜粮食的意识。
2.分析和判断引起世界饥饿问题的所有可能原因，并提出可能的解决办法。
教学准备
教师准备：
教学录音、图片。
学生准备：
预习表达自己观点的语言。
教学过程
Step I 学习理解
活动一：感知与注意（Talk about world hunger）
In pairs，discuss what you can see in the photos and how you think each photo relates to world hunger.
Suggested answers:
图片1:The first photo represents the idea of drought. Either a river or a lake bed has been exposed by receding waters, leaving behind cracked soil. A child is pouring water onto the ground. When there is drought, crops cannot grow and animals may die.
图片2:The second photo represents the idea of war. Hunger often comes with war, as often people cannot farm, or they cannot work to earn money to buy food. And, even if they had money to buy food, the markets might be empty or closed.
图片3:The third photo represents famine. The child in the photo is a victim of famine, which is why his/her arm and hand are so thin. Famine is when the crops do not grow and there is not enough food for everyone to eat. While famine can be caused by drought, some of the worst famines in world history had other sources, such as insects or diseases that destroyed the crops, or weather that was either too hot or too cool for the crops to grow properly.
【设计意图】在学习之前，呈现有关世界饥饿问题的图片，让学生讨论从图中获取的信息，调动身体多种感觉器官参与学习活动，从而大大提高学习效率。
活动二：获取与梳理（Get to know about FAO）
Listen to a radio interview and take notes. Then answer the following questions.（Part 2，P54）
·What is the FAO？What is its mission？
·What can seriously affect crop production？
·What does the FAO think about nutritious food？
·What is the FAO doing to alleviate world hunger？
·What does the FAO suggest countries do？
Suggested answers:
·FAO stands for Food and Agriculture Organisation. Its aim is to eliminate world hunger.
·Droughts, floods, and climate change.
·The FAO believes everyone should have the right to get healthy food.
·The FAO runs a project called Climate-Smart Agriculture, which helps countries to develop sustainable agriculture.
·Every country needs to focus on making new achievements in agriculture too, which can often benefit the whole world.
【设计意图】听访谈录音，获取细节信息，了解联合国粮食及农业组织及其做出的贡献，和其对各国提出的倡议，学习相关语言。这个过程有助于提高学生听力理解的能力。
活动三：策略学习（Identify supporting evidence）
Go through the learning tip with students and make sure they understand its meaning.
Step Ⅱ 应用实践
活动四：分析与判断（Cause and solution）
1.Listen again and identify how the speaker supports his facts. Match the supporting evidence with the facts.（Part 3，P54）
A wars can heavily affect food production and trans-portation. B (world hunger) stands at around 11% of the world's population. C many people just can't afford to eat well.
① According to our latest figures,…________ ② There is strong evidence to suggest that…________ ③ Our research indicates that…________
Suggested answers:
①B ②C ③A
2.Discussion
Work in pairs. Discuss the following questions and then share your answers in class. Use a table like the one below to help you organise your thoughts. (Part 4, P54)
·What are all the possible causes of world hunger that you can think of
·What can people and countries do to help alleviate these causes
Possible cause Possible solution
Suggested answers:
·Possible cause:
droughts; floods; poverty; war
·Possible solution:
With droughts, we can invent new forms of agriculture that do not rely so much on water, and drought-resistant crops; floods can often be prevented by the building of dams and levees; poverty is best solved through economic development and programmes that give people more opportunities; war may be solved through international negotiation.
【设计意图】学习策略是英语课标的重要目标之一，在英语学习过程中起到重要作用，有助于提高英语学习效率。教学本活动时，教师应先向学生介绍该学习策略的具体内容，并适当举例示范策略的使用，然后在听力中使用学习策略获取支撑性信息，最后讨论，反思策略的应用，以此提高学生对该学习策略的认识。
活动五：描述与阐释（Ideas of celebrating World Food Day）（Part 5，P54）
1.Language learning.（Sharing your opinions）
Read the following expressions about sharing your opinions over and over again until you can speak fluently.
Sharing your opinions I'd rather… In my eyes… In my opinion… Without a doubt… The advantages are… I have a feeling that… It's a pity that… I'd prefer… because… My impression is that… I think/guess/believe… From my point of view,… My view/opinion/belief is that…
2. Work in groups to brainstorm ideas for some school activities that celebrate World Food Day.
3. Use the expressions above to help you communicate with your group members.
【设计意图】在口语对话之前，教师帮助学生收集一些表达自己观点的结构和语句，学生通过思考和积累，获取这些语用知识，为口语活动提供语言结构，使得有话可说，然后通过小组讨论为学校庆祝“世界粮食日”提出建议。在这个过程中，教师引导学生围绕主题和新知识结构开展描述、阐释等交流活动，学生使用恰当的语言表达自己的想法，逐步实现对语言知识和文化知识的内化，巩固新的知识结构促进语言运用的自动化，有助于学生将知识转化为能力。
Step Ⅲ 迁移创新
活动六：想象与创造（Suggestions for world hunger）
Ask students to share opinions about world hunger and give suggestions to solve it.
【设计意图】学生讨论世界饥饿问题的成因以及解决办法，运用学过的语言结构让学生在新的语境中表达自己的观点，实现深度学习，促进能力向素养转变。
板书设计
Unit5 Working the land Period Ⅳ Using Language（1） Ⅰ.学习理解 活动一：感知与注意（Talk about world hunger） 活动二：获取与梳理（Get to know about FAO） 活动三：策略学习（Identify supporting evidence） Ⅱ.应用实践 活动四：分析与判断（Cause and solution） 活动五：描述与阐释（Ideas of celebrating World Food Day） Ⅲ.迁移创新 活动六：想象与创造（Suggestions for world hunger）
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