Unit 5 Working the Land 大单元教案（表格式）2025-2026学年高中英语人教版（2019）选择性必修第一册
文档属性
| 名称 | Unit 5 Working the Land 大单元教案（表格式）2025-2026学年高中英语人教版（2019）选择性必修第一册 |  | |
| 格式 | docx | ||
| 文件大小 | 1.8MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-10-11 14:47:46 | ||
图片预览
文档简介
单 元 教 学 计 划
第 5 单元：UNIT 5 WORKING THE LAND
教 材 地 位 及 作 用 The theme of this unit is agriculture and farming.Students will begin by reading about Yuan Longping and hybrid rice. They will then turn to the problem of world hunger and what organizations such as the Food and Agricultural Organization are doing to combat the problem.The differences between chemical farming and organic farming will then be introduced, and students will be led to consider the pros and cons of each. Students will then research where their food comes from and how it is processed from farm to plate. Finally, they will watch a video about an agricultural university which teaches sustainable farming.It is hoped that students can use the information in this unit to gain appreciation for where their food comes from, and to become more aware of issues facing agriculture,the environment, and the future of humanity.
教学目标 1. Enable students to master the usage of some important words and expressions such as sorghum, broom, grain, wheat and so on. 2. Enable students to master the basic grammar rules about the use of the subjective clause. 3. Guide students to appreciate Yuan Longping’s great contribution to solving the problem of hunger. 4. Let students learn from Academician Yuan Longping’s spirit of assiduous research and his attitude to fame and wealth. 5. Instruct students to write an essay about your opinions on organic farming or chemical farming.
教 学 重 点 1.Enable students to learn how to use the words and phrases in real situations. 2.Enable students to master how to use grammar rules about the subject clause properly. 3.Enable students to use appropriate sentence patterns to express opinions and state reasons in a dialogue. 4.Enable the students to guess the meaning of words by word formation. 5.Guide the students to write an argumentative essay giving your opinion on chemical or organic farming.
教学难点 Enable students to learn properly how to use the words and phrases in real situations. 2. Enable students to master the grammar rules of the subject clause. 3. Guide students to properly write an argumentative essay giving your opinion on chemical or organic farming.
单元课时安排 序号 课题 课时数 起止时间
1 Opening Page 1
2 Reading and Thinking (1) 1
3 Reading and Thinking (2) 1
4 Language Points 1
5 Discovering Useful Structures 1
6 Using Language (1) 1
7 Using Language (2) 1
8 Revision 1
9 Exercise 1
授课时间 第 周 教案序号
课时 1 课 题 Opening Page 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1.Students will be able to understand and remember the key vocabulary related to agriculture on the front page. 2.Students will be able to understand the main idea and theme presented on the unit's front page. 3.Improve students' reading comprehension skills by analyzing the front page text. 4.Enhance students' ability to use new vocabulary in context. 5.Cultivate students' interest and respect for agriculture and the efforts of those in the agricultural field. 6.Inspire students to think about the importance of sustainable agriculture.
教学重点 1. Guide students to observe and discuss the photo in the opening page. 2. Enable students to learn about the relevant vocabularies about the opening page.
教学难点 Get students to express their opinions related to agriculture properly.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Watching and discussing (5 minutes) Show a short video clip about beautiful farmlands and the process of farming. Ask students a few questions to start the discussion: Q1:What do you see in the video Q2:What comes to your mind when you think of agriculture (The photo is of terraced rice fields and a village in rural China.Terraced fields are common in hilly or mountainous areas where the farmers cut into the hills to create flat surfaces-terraces—on which to grow crops. As water runoff is a problem on slopes, a low wall is typically built around each terrace to hold the water in.) Step 2: Introduction to the Front Page (10 minutes) Activity 1:Brainstorming Display the front page of Unit 5 on the screen and ask students to observe the subject, the picture, the captions and the quote. Q1:How do you understand this unit’s title “Working the Land ” Q2:Have you had some experience living in the countryside or helping with farm work Can you share your experience with us Q3:How do you understand the quote In the quote,Yuan Longping states that his "lifelong pursuit is to keep all people away from hunger”,which expresses his desire to prevent hunger and starvation in the world. He can do this through his scientific knowledge of crops such as rice,allowing for these crops to grow in places and situations where they normally would not be able to do so. By doing this,Yuan increases people's access to food by allowing farmers to produce more. Activity 2:Sharing Encourage students to share their initial impressions and ideas on agriculture.And can you use some related vocabularies in your expression 1. Food: sorghum; broom; grain; wheat; flavour; nutritional; nutritious; nutrition; bacteria bacteria; in turn; digest; mineral; root. 2. Agricultural production: hybrid; boost; yield; conventional; expand; output; strain; soil; salty; fertilizer; chemical; poverty; organic; pesticide. 3. Grain problem: shortage; tackle; crisis; domestic; consumption; generate; reality; essential; grocery. 4. Figure description: devote...to; convince; characteristic; attain; assumption; overcome; estimate; leisure; deep down; celebrity; envision; vision. 5. City construction: intense; comprise; be comprised of; urban; bomb; tunnel; extension; alleviate; widespread; alternative; instance; for instance; depth; entirely; aspect. Step 3: Vocabulary Presentation (15 minutes) Activity 1: 1.Point out and introduce the key vocabulary on the front page one by one, such as “devote”, “shortage”, “tackle”, “boost”. 2.Use pictures, examples, and simple sentences to illustrate the meanings. 3.Have students repeat the words after the teacher. Activity 2: Read a short paragraph related to agriculture that contains the new vocabulary and ask students to guess the meanings of the words in context. Step 4: Vocabulary Practice (10 minutes) 1.Group work: Divide students into small groups. Give each group a set of cards with the new vocabulary words and their definitions. Ask them to match the words with the correct definitions. Have groups discuss and check their answers. 2.Sentence making: Ask students to use the new vocabulary to make sentences on their own. Invite some students to share their sentences with the class. Students observe the opening page and try to answer some questions about it. Students work in groups of four to discuss the questions. Students try to use some relevant vocabulary to share their opinions on agriculture. Students read and try to further grasp the words by putting them into making sentences.
总结 In this period, we’ve learned some key vocabularies and the information of the front page. You should lay Emphasis on the importance of understanding and using these words
布置作业 Ask students to write a paragraph about agriculture using at least five of the new vocabulary words. Surf the internet or read other materials about agriculture to know more about the topic of this unit and also prepare for reading and thinking.
板书设计 Period 1 Opening Page and Vocabulary 1. Food: sorghum; broom; grain; wheat; 2. Agricultural production: hybrid; boost; yield; conventional; expand; 3. Grain problem: shortage; tackle; crisis; domestic; consumption; generate; reality; essential; grocery. 4. Figure description: devote...to; convince; characteristic; attain; assumption; overcome; 5. City construction: intense; comprise; be comprised of; urban;
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Reading and Thinking (1) 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 By the end of the class, students will be able to: 1.To prediction of the content; to make the structure of the passage; to fully understand the whole article. To get the main idea, paragraph meaning and some details by careful reading . To sum up and refine the greatness of Yuan Longping and the team. To Understand and use the topic-related words and expressions.
教学重点 1. Analyse the main idea of each paragraph to deepen the understanding of the text; 2. Further explore some details to more than about relevant information and deepen the understanding.
教学难点 1.Express personal opinions about the development of agriculture. 2.Understand and use the topic-related words and expressions.
教学方法 Activity-based Language Teaching municative Language Teaching Method 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Introducing the topic (5 minutes) Activity1:Discuss the hunger problem and what Yuan Longping has done to tackle this crisis. Activity2:Ask the students to read Yuan Longping’s quote “My lifelong pursuit is to keep all the people away from hunger” on the opening page of the unit. Q1: What information can you get from the quote Q2: What do you know about the hunger problem in China and the world today (Provide Hunger Map 2019 and ask the students to read the map to find relevant information. ) Q3: Do you know what Yuan Longping has done to relieve (alleviate) the hunger problem Step 2. Making predictions (5 minutes) 1. Understand the title. Q1: What is a pioneer Q2: How do you understand the title “a pioneer for all people” 2. Predict the contents of the text. Ask the students to predict the contents of the text based on Yuan Longping’s quote and the title of the text. Step 3. Getting the structure of the text (15 minutes) 1. Skim the text and check their predictions. 2. Divide the passage into several meaningful parts and pair-check the structure (based on the main idea of each paragraph and the aspects they discuss about Yuan Longping). Suggested vision: Step 4. Analyzing the key information in Paragraphs 1-3. (15 minutes) 1. Read Paragraph 1 carefully and try to find out the link between Paragraph 1 and the title. Q: What does Paragraph 1 tell us about Yuan Longping as a “pioneer for all people” directly and indirectly (at least 3 points) 2. Read Paragraphs 2—3 and draw a mind-map in pairs about Yuan Longping’s pioneering work. The following can be an example of the mind-map: Students talk about the quote by Yuan Longping and share opinions. Students can look at the title and make a prediction of the text. Read the text quickly to draw out the structure of the text. Students can analyse para1-3 and draw a mind map about Yuan Longping’s pioneering work. Ss are guided to practise retelling the text according to the mind map.
总结 In this period, we have learned to predict for the content of the text and some reading skills, such as skimming for main idea or paragraph meaning and scanning for details.
布置作业 Produce a language bank related to Yuan Longping’s status and his research into hybrid rice. Read the text again and try to retell the story of Yuan Longping.
板书设计 Period 2 Reading and Thinking (1)
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Reading and Thinking (2) 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. The students will be able to know the meaning and usage of the words in the text. 2. The students will be able to use these words correctly in writing and speaking. 3. The students will learn to analyse some long and difficult sentences in the reading passage. 4. The students will be more confident in writing and be able to refine the greatness of achievement.
教学重点 Enable the students to know the meaning and usage of the words in the text and use these words correctly in writing.
教学难点 Get the students to learn and master some basic methods of analyzing long and difficult sentences while learning about the elements of a sentence.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Checking homework and reviewing the contents 1.Present students’ own “Language Bank”. Talk about words and expressions that impressed them most. 2. Review the contents of the text students learned in the previous lesson. Q1: Do you still remember the content structure of the whole text and which aspects of Yuan Longping we discussed in the previous lesson Q2: Can you recall Yuan Longping’s quote on the opening page (Let’s find out how much his innovative hybrid rice has helped to alleviate the hunger problem. ) Step 2. Analyzing and evaluating Paragraph 4 Q1: How much has Yuan Longping’s innovation helped to alleviate the hunger problem What language and writing technique does the writer employ to emphasize such influence Q2: Suppose one person consumes 150 kg of rice per year. How many people can hybrid rice feed Suggested answer: It can feed about 1. 3 billion people—approximately the whole population of China. Q3: To make the abstract number concrete and give the readers a vivid impression, can you add some words to the sentence “…his strains have allowed China’s farmers to produce around 200 million tons of rice per year” Possible answer: …his strains have allowed China’s farmers to produce around 200 million tons of rice per year, enough to feed the whole of China. (By making abstract things concrete, the writing will be more vivid and readers will have a better understanding of the content. ) Step3. Analyzing and evaluating Paragraphs 5&6 (Yuan Longping’s innovation has not only relieved the hunger problem but also earned himself numerous awards and a big fortune. If you were Yuan Longping, would you retire to a life of leisure ) 1. Read Paragraphs 5 & 6 closely to find out what Yuan Longping did after his great success. 2. In the writer’s eyes, what kind of person is Yuan Longping (Opinion) Why does he/she think so (Supporting evidence) Is the writer’s idea well conveyed Step 4. Consolidating and transferring the knowledge. Suppose you were Dr. Yuan again. Please make a short speech about dreams to inspire students to pursue their dreams. Students are expected to present students’ own “Language Bank” Students are asked to be in groups to analyze and evaluate para4. Students can use what they have learned to express their opinions about how to write vividly. Following the teacher, the students will summarize the structure of writing.
总结 In this period, we have further read the passage and appreciate the spirit of the pioneer Yuan Longp learned to prepare our writing.
布置作业 1. Finish filling in blanks of the summary of the text. 2. Do some research via the Internet and introduce another agricultural scientist, Chen Risheng, using the structure, expressions and writing techniques you have learned from the text “A Pioneer for All People”.
板书设计 Period 3 Reading and Thinking (2)
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Language Points 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Enable students to master the usage of such important words and expressions and learn to express themselves by using them. 2. Guide students to learn the method of constructing knowledge trees through self-study and cooperative exploration. 3. Have students to explore and summarize the meaning and usage of the following words and sentence patterns by observing the example sentences:devote, convince, assumption, expand, It is estimated that...; Given that...
教学重点 1. Help students to learn the following key words and expressions: devote, convince, assumption, expand, It is estimated that...; Given that... 2. Exercises are expected to assist students to express themselves freely in English.
教学难点 1. Enable students to learn how to use the words and phrases in real situations properly. 2. Enable students to master the important language points in class.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Exploring
Ask students to work in groups and find out some useful and important phrases ans sentence patterns in the reading text. Step 2. Group work
Have students to analyze the found phrases and sentence patterns and try to figure out the meaning or usage of them.. Step 3. Presentation of key words and expressions 1. devote 【观察思考】 Indeed , his slim but strong body was just like that of millions of Chinese farmers, to whom he had devoted all his life （教材第50页)确实，他瘦削但结实的身躯,与其为之奉献毕生的千千万万的中国农民无异。 Before the exam, I devoted myself to prepare in for it. 考试之前，我努力做好准备。 Devoted to his research, he has no time to spend a weekend with his family. 致力于研究，他没有时间与家人共度周末。 From my first job at the restaurant,learned teamwork and devotion. 从我在餐馆的第一份工作中，我学会了合作与奉献。 【探究总结】 ①devote...to 把...奉献给... ②devote oneself to...献身于；致力于 ③be devoted to（doing）sth 专心于… ④devotion n.关爱；关照；奉献；忠诚 【应用实践】 单句语法填空 (1)As we all know, he's a generous,________(devote), active and warm-hearted man. (2)I don't think we should devote any more to ___________ (persuade）such a stubborn man to change his mind. 2 2.convince 【观察思考】 Yuan was convinced that the answer could be found in the creation of hybrid rice.（教材第50页）袁隆平确信答案可以在杂交水稻的培育中找到。 You'll need to convince them of your enthusiasm for the job. 你要使他们相信你殷切希望得到这份工作。 The picture convinces me that it is even more important to be a good daughter than a good student. 这幅图画让我深信做一个好女儿比做一个好学生甚至更重要。 I've been trying to convince him to see a doctor. 我一直劝他去看病。 【探究总结】 ①convince sb that... ②convinced adj.确信的：深信的 ③ be convinced that... ④convincing adj.令人信服的；有说服力的 【应用实践】 她说的话让我相信我弄错了。 What she said_________ _________ ________ I was mistaken. Step 4. Summary devote: ①devote...to 把...奉献给... ②devote oneself to...献身于；致力于 ③be devoted to（doing）sth 专心于… ④devotion n.关爱；关照；奉献；忠诚 convince: ①convince sb that... ②convinced adj.确信的：深信的 ③ be convinced that... ④convincing adj.有说服力的 Students work in groups and find out some useful and important phrases ans sentence patterns in the reading text. Student explore the usage of phrases and sentence patterns. Students can discuss the relevant phrases of “devote”& “convince” with their partner. Summarize the important usages, following the teacher.
总结 In this period, you have learned the usage of some important words and expressions and you should learn to express yourself by using them.
布置作业 Finish off the related exercises in the workbook and exercise book. Memorize the useful phrases and ready for a dictation.
板书设计 Period 4 Language Points devote:①devote...to 把...奉献给... ②devote oneself to...献身于；致力于 convince:①convince sb that... ② be convinced that...
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Discovering Useful Structures 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1.To identify and analyse the forms and meanings of the subject clause. 2.To master the usages of the subject clause through self-study and practice. 3.To use the subject clause to describe ongoing activities in the future. 4.To distinguish the subject clause from the simple subject.
教学重点 Help students identify the usage ofthe subject clause.
教学难点 How to use the subject clause in real situation properly.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Lead in Underline the subject in each sentence. Who will take part in the meeting has not been decided. How he became a great scientist is known to us all. a sentence serves as What she said is true. subject,so we call That he is still alive is a good news to us. it Subject Clause. Where she is from is unknown. Step 2. Filling the blanks and feeling the function of subject clauses. 1. (P50)However, _________ concerned him most was _________ farmers often had poor harvests and sometimes even had a serious shortage of food to eat. 2. (P50)However, _________it was possible to develop a hybrid of self-pollinating plants such as rice was a matter of great debate. 3. (P50)Today, _________ is estimated _________about 60 percent of domestic rice consumption in China is comprised of crops generated from Yuan's hybrid strains, and his strains have allowed China's farmers to produce around 200 million tons of rice per year. 4. (P51)_________impresses people most about YLP is his ongoing ability to fulfil his dreams. Step 3.Compare and discover Discover1: The difference between that and whether. 【探究总结】 that在主语从句中________（充当/不充当）句子成分，_____（有/无）词义，只起连接作用，但不可省略。 whether在主语从句中_________（充当/不充当）句子成分，起连接作用，意为 “_________”，不可省略。 Discover2: The differences among who, what and which. 【探究总结】 连接代词在主语从句中_______词义，除了起连接作用外，通常在从句中可以作_________、__________或__________成分。 【应用实践】 用适当的连接代词填空 (1)________(of you)comes in first will receive a prize. (2)_________I want to know is which road we should take. (3) _________part of the country he will ravel to needs discussing. (4)__________surprises me most is that he is too proud. (5)__________is interested in the activity can sign your name. Discover3: The differences among why, where,when and how. 【探究总结】连接副词when、where、how和why可引导 主语从句并在从句中分别作_________状语、 ________状语、 ________状语和 ________状语。 【应用实践】 用适当的连接副词填空 (1)_________John was late for the class has been unexplained. (2)___________it was done was a mystery. (3)__________the party will be held has not yet been decided. Step 4. Practice 单句语法填空 1.__________he got first prize in the English contest surprised all of us. 2.__________it will do us harm remains to be seen. 3._________will take the place of Mr Li as our new headmaster hasn't been decided. 4.__________the watch belongs to is unknown. 5.__________I have seen today has made a very deep impression on me. Read the sentences and Underline the subject in each sentence. Guide ss to fill in the blanks and check answers with each other, To tell the differences between conjunction words and state their functions. Ss are expected to finish the exercise . Do the following exercises and then show their answers and reasons.
总结 In this period, you were guided to discover the grammar rules of the subject clause by yourselves and you also increased your experience of grammar learning.
布置作业 1. Finish Ex.1&2 on page53 in students book. 2. Memorize the useful expressions of this unit.
板书设计 Period 5 Discovering Useful Structures 1.whether在主语从句中不充当句子成分，起连接作用，意为 “是否”，不可省略 2.连接代词在主语从句中有词义，除了起连接作用外，通常在从句中可以作主语、宾语或者表语成分。
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Using Language (1) 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1.To identify for the main setting for the listening. 2.To figure out details by listening for supporting evidence and opinions. 3.To evaluate the possible causes and solutions to the world hunger problem by thinking about what they can do.
教学重点 1. Help students to get familiar with the key words in the passage. 2. Help students to make clear how to figure out details by listening for supporting evidence and opinions. 3. Summarize some useful and authentic expressions from the listening text.
教学难点 1. Help students to know how to figure out details by listening for supporting evidence and opinions . 2. Guide students to figure out the possible causes and solutions to the world hunger problem by thinking about what they can do.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Lead in 1.Two pictures of Chinese meals in different periods. 2.Watch a video about the present hunger problem. 3. Discuss: what are the possible causes to hunger problem Step 2. Listening Activity 1 Listen for the main setting： (Who)_____is interview _____about___________________(talking topics.) Activity 2 Listen for details: What is the FAO What is its mission b. What can seriously affect crop production c. What does the FAO think about nutritious food d. What is the FAO doing to alleviate world hunger e. What does the FAO suggest countries do f. What is the FAO doing to alleviate world hunger g. What does the FAO suggest countries do Activity 3 Listening for opinions and supporting details: Supporting EvidenceOpinions
Activity 4 Listening for thinking: Possible CausesPossible Solutions
Step 3. Extensive activities Watch the videos about the solutions and food waste and losses. Discuss what we can do and design activities for FAD. Ask each group to choose a spokesperson to present their ideas to the class. Have a class discussion after the presentations and encourage students to ask questions and add their own comments. Lead students in by watching a video the present hunger problem. Follow the listening tips and step to explore the listening material. Listen again to find out the supporting details and opinions. Cooperate with each other and design activities for FAD and share your opinions.
总结 In this period, we have explored the listening and prepared for designing activities for FAD. We need to keep in mind that different listening tasks need different listening skills.
布置作业 Memorize the useful new words and expressions in the text. 2. Make a speech as representative of FAO in school to appeal students to pay attention to the hunger problem and make contributions.
板书设计 Period 6 Using Language (1) Activity 1 Listen for the main setting：(Who)_____is interview _____about______(talking topics.) Activity 2 Listen for details: 1.What is the FAO What is its mission 2.What can seriously affect crop production 3.What does the FAO think about nutritious food 4. What is the FAO doing to alleviate world hunger
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Using Language (2) 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 Guide students to write a composition about agriculture or an agricultural scientist. Improve students' writing skills in terms of organization, language use and grammar. Deepen the students’ understanding of the reading text. Upgrade students' interpretation of English texts;
教学重点 1. Enable the students to write an argumentation about chemical or organic farming. 2. Help the students to put the writing skills into use to write an argumentation.
教学难点 1. Guide the students to deepen the students’ understanding of the reading text. 2. Help the students to learn to write about chemical or organic farming properly.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Lead in Watching a short video about “What is organic food ” organic food——chemical VS organic farming Step 2. Pre-reading Task one：Learn some words and phrases in the text 1.化学的，有关化学的 adj_________ 2.有机的，不使用化学的 adj_________ 3.分布广的，普遍的 adj__________ 4.营养物的 adj_________ 5.广泛使用 _____widespread________ 6.转向 _____________ 7.免受/摆脱 ___________ Step 3. While-reading Activity 1 :fill the blanks FarmingBenefitsProblemsChemical farmingAs a great way to_________1.Kill not only___but also____. 2.Crops are lacking in_____. Organic farmingKeep soil _______and free of_______Nowhere able to___________
Activity 2 :cooperation 1.Have students brainstorm the importance of agriculture, the contributions of agricultural scientists, or challenges and solutions in agriculture. 2. Encourage students to make a list of their ideas and choose the most interesting one to write about. Step 3. Pre-writing ★辩论报告属于应用文文体之一，同时又具有议论文的特点，是对某个话题的辩论。 ★该类文章一般分为三部分： 第一部分：提出论点，引入话题，开门见山，说明自己的看法或观点； 第二部分：列举支持方的观点及其理由；或列举反对方的观点及其理由； 第三部分：得出结论或给出自己的观点。 ★关注衔接词的使用 表达个人观点:from one’s point of view, in one’s opinion 顺序词: to begin with, moreover, lastly 表原因:the reason why...is that... 表结果:as a result, therefore Step 4. Writing Part1： 最近我们班就使用有机耕种还是化学耕种展开了一场激烈的辩论，大家的观点众说纷坛。 ___________________________________________________________________ Part2: 1.根据提示介绍正方观点 他们认为化学耕种可以抵御植物病虫害，提高产量（production） ___________________________________________________________________ 2.根据介绍反方观点 他们认为有机食品更加有营养。 ___________________________________________________________________ Part 3: 1.最后，就我而言，我同意......观点，我认为 ___________________________________________________________________ 2.总之，...是必要的，只有通过....方式，我们才能.... __________________________________________________________________. Only in this way can we_______________________________________________ Watch the video and firstly feel the difference between chemical and organic farming. Get ss to read the material and fill in the blanks. Cooperatewith each other and draw out useful words and phrases and sentences for writing. Follow the teacher and grasp the structure of writing. Analyse and pay much attention to the requirements. Check and polish with partners.
总结 In this period, we have learned to write an argumentation about chemical or organic farming in terms of organization, language use and grammar.
布置作业 1. Finish and polish the article with your partners. 2. Memorize the useful expressions used to write an argumentation such as from one’s point of view, to begin with.
板书设计 Period 7 Using Language (2) ★关注衔接词的使用 表达个人观点:from one’s point of view, in one’s opinion 顺序词: to begin with, moreover, lastly 表结果:as a result, therefore
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Revision 课 型 Revision
主备教师 使用教师
核心 素养 教学 目标 1. Get students to have a good command of the usage of the key words and expressions in this unit. 2. Master the usage of subject clause and use it in different contexts. 3. Enable the students to master the sentence patterns and expressions to express future life. 4. Enable the students to grasp some writing polish skills to put them into use.
教学重点 1. Get students to have a good command of the usage of the key words and expressions in this unit. 2. Master the usage of subject clause and use it in different contexts correctly.
教学难点 3. Enable the students to master the sentence patterns and expressions to express opinions on agriculture. 4. Enable the students to grasp some writing polish skills to put them into use.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Review the important words of this unit together Activity 1 : Ask students to recall the new words and read them aloud. Activity 2 : Work in groups and finish the following exercises to understand further the important words in different contexts. devote shortage tackle crisis boost convince characteristic attain conventional assumption intense overcome expand output estimate comprise generate issue soil celebrity grain vision reality salty urban essential mineral alternative grocery instance depth root entirely bomb Step 1. Review the key phrases of this unit together Basic phrases: work the land conduct research fulfil one's dreams devote .. to pursue a career in have a shortage of tackle the crisis a matter of great debate overcome technical difficulties be comprised of deep down alleviate world hunger in turn free of for instance in conclusion Related phrases: devote: ①devote...to 把...奉献给... ②devote oneself to...献身于；致力于 ③be devoted to（doing）sth 专心于… ④devotion n.关爱；关照；奉献；忠诚 convince: ①convince sb that... ②convinced adj.确信的：深信的 ③ be convinced that... ④convincing adj.有说服力的 It is...that...: ①It is said that... 据说 ②It is hoped that..人们希望 ③It is well-know that... 众所周知 ④It is reported that..据报道 Step 2. Review the difficult sentences by translation. 1.据估计,到2050年,将有13亿人使用英语作为第一语言或第二语言。 ________________that 1.3 billion people will use English as either a first or a second language by 2050. 2.我从没有想到你能成功地说服他改变主意。 It never occurred to me that you could_________________________him to change his mind. 3.使我印象最深刻的是残疾人乐观的态度。 _______________________________most is the optimistic attitude of the disabled. 4.如果他能再一次得到机会的话,他肯定会成功的。 he can get another chance,he will surely succeed. Step 3. Review the subject clause by translation. 1.It is a fact English is being accepted as an international language. 2. they would support us or not still remains a problem. 3. you are coming to London is the best news I have heard this long time. 4. surprised us most was that her works of art soon became famous and were on display in the British Museum. 5.Every year, makes the most beautiful kite will win a prize in the Kite Festival. 6. is reported that China has sent another man-made earth satellite into orbit. Step 4. Review the expressions to write an argumentation of organic or chemical farming. 表达个人观点:from one’s point of view, in one’s opinion 顺序词: to begin with, moreover, lastly 表原因:the reason why...is that... 表结果:as a result, therefore Part1：issue+various opinions Part2: supportive opinions+examples objective opinions+examples Part3: conclusion+your opinion Speak out the words according to their Chinese meanings and read them aloud. Sum up the key phrases in groups by asking and answering. Follow the teacher and try to recall the related usages of some key phrases . Review usage of the subject clause by filling in blanks and then check answers with their partners. Summarize the useful expression-s and the structure of the argumentation.
总结 In this period, we have reviewed the important words, key expressions, difficult sentences, grammar rules and the useful expressions used to write an argumentation. You’re supposed to memorize them after class.
布置作业 1. Summarize all the useful expressions and take note of them to your notebooks. 2. Recite the expressions to be ready for a dictation.
板书设计 Period 8 Revision Part1： issue+various opinions Part2: supportive opinions+examples objective opinions+examples Part3: conclusion+your opinion
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Exercise 课 型 Revision
主备教师 使用教师
核心 素养 教学 目标 By the end of this class, students will be able to 1. use the words and expressions in various contexts correctly and accurately . 2. judge the results of practice true or false with the critical thinking. 3. improve students’ ability of finding problems , analyzing problems and solving problems.
教学重点 To help students to apply the language in practice to considerate the usage.
教学难点 To enable students to use the words and expressions correctly and flexibly.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Exercises of words 1.The rapid increase in population caused a (缺乏) of natural resources. 2.It has rich milk (味道) with a little bitter taste,and many people love it. 3.The (肥料) releases nutrients gradually as bacteria decompose it. 4.Some ready-made meals are (有营养的)and very easy to prepare. 5.A number of measures were taken to (减缓) the problem. 6. (贫穷) and poor health often go hand in hand. 7.My English teacher gave me the strength to (克服) the difficulty. 8.At first glance, (有机的) farming looks much more expensive for the farmer. 9.You should allow a little time after a meal for the food to (消化). 10.Her mother began operation of a small (食品杂货店). suggested answers: lack flavor fertilizer nutritional slow Poverty overcome organic digest Step 2. Exercises of phrases in conclusion put up other than be comprised of depend on dream up 1.A year the four seasons of spring,summer,autumn and winter. 2.We believe firmly what you have is sure to come true. 3.The party whether or not they collect enough money. 4. ,she supported her husband’s involvement in the organization. 5.Who the idea of painting our living room wall a bright red 6.The form cannot be signed by anyone yourself. suggested answers: is comprised of dreamed up depends on In conclusion other than Step 3. Exercises of structures 1. is reported that China has sent another man-made earth satellite into orbit. 2.When and we will have the sports meeting hasn’t been decided yet. 3. we can have clean drinking water lies in what effective measures will be taken. 4.When they chose me,I knew a doubt that she was truly happy for me. 5.We all thought it is a pity he missed such a good chance. suggested answers: It where Whether it that Step 4.Exercises of consolidation 1.谁要当我们的班长还没有决定。 2.他真的在化学方面有一个非常重要的发现。 3.老师说的话对学生有很大的影响。 4.由于懒惰,汤姆上周考试不及格。 5.我们绝对不能忽略知识的价值,以及实际的经验。 6.昨天晚上是什么阻止你去听音乐会的 7.他们已采取有效的措施尽量使人们和环境健康。 suggested answers: 1.Who will be the monitor hasn’t been decided yet. 2.It is true that he has made a very important discovery in chemistry. 3.What the teacher says has a big influence on the students. 4. Tom failed in last week’s exam due to his laziness. 5.On no account can we ignore the value of knowledge, as well as practice experience. practical experience. 6.What it was that stopped you to the concert last night 7.They have taken effective measures to keep people and environment healthy. Step 5. Extension 1.Ask students to discuss the relationship between agriculture and the environment. How can we achieve sustainable development in agriculture while protecting the environment 2.Have students think about other issues related to agriculture, such as food security, rural development and agricultural technology. Students are guided to fill in the blanks according to the meanings. Discuss their answers with partners first and then show their answers. Follow the teacher’s explanations about the answers and take notes. Work in groups of four to review the usage of subject clause. Translate the sentences individually and then show their sentences. Summarizeand take notes of the important language points in the exercises.
总结 This period is mainly about helping students to apply the language in practice to consolidate the usage.
布置作业 1. Finish off the related exercise in exercise book. 2. Memorize the useful words, phrases and sentence patterns.
板书设计 Period 9 Exercises suggested answers for words: lack flavor fertilizer nutritional slow Poverty overcome organic digest suggested answers for phrases: is comprised of dreamed up depends on In conclusion other than
第 5 单元：UNIT 5 WORKING THE LAND
教 材 地 位 及 作 用 The theme of this unit is agriculture and farming.Students will begin by reading about Yuan Longping and hybrid rice. They will then turn to the problem of world hunger and what organizations such as the Food and Agricultural Organization are doing to combat the problem.The differences between chemical farming and organic farming will then be introduced, and students will be led to consider the pros and cons of each. Students will then research where their food comes from and how it is processed from farm to plate. Finally, they will watch a video about an agricultural university which teaches sustainable farming.It is hoped that students can use the information in this unit to gain appreciation for where their food comes from, and to become more aware of issues facing agriculture,the environment, and the future of humanity.
教学目标 1. Enable students to master the usage of some important words and expressions such as sorghum, broom, grain, wheat and so on. 2. Enable students to master the basic grammar rules about the use of the subjective clause. 3. Guide students to appreciate Yuan Longping’s great contribution to solving the problem of hunger. 4. Let students learn from Academician Yuan Longping’s spirit of assiduous research and his attitude to fame and wealth. 5. Instruct students to write an essay about your opinions on organic farming or chemical farming.
教 学 重 点 1.Enable students to learn how to use the words and phrases in real situations. 2.Enable students to master how to use grammar rules about the subject clause properly. 3.Enable students to use appropriate sentence patterns to express opinions and state reasons in a dialogue. 4.Enable the students to guess the meaning of words by word formation. 5.Guide the students to write an argumentative essay giving your opinion on chemical or organic farming.
教学难点 Enable students to learn properly how to use the words and phrases in real situations. 2. Enable students to master the grammar rules of the subject clause. 3. Guide students to properly write an argumentative essay giving your opinion on chemical or organic farming.
单元课时安排 序号 课题 课时数 起止时间
1 Opening Page 1
2 Reading and Thinking (1) 1
3 Reading and Thinking (2) 1
4 Language Points 1
5 Discovering Useful Structures 1
6 Using Language (1) 1
7 Using Language (2) 1
8 Revision 1
9 Exercise 1
授课时间 第 周 教案序号
课时 1 课 题 Opening Page 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1.Students will be able to understand and remember the key vocabulary related to agriculture on the front page. 2.Students will be able to understand the main idea and theme presented on the unit's front page. 3.Improve students' reading comprehension skills by analyzing the front page text. 4.Enhance students' ability to use new vocabulary in context. 5.Cultivate students' interest and respect for agriculture and the efforts of those in the agricultural field. 6.Inspire students to think about the importance of sustainable agriculture.
教学重点 1. Guide students to observe and discuss the photo in the opening page. 2. Enable students to learn about the relevant vocabularies about the opening page.
教学难点 Get students to express their opinions related to agriculture properly.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Watching and discussing (5 minutes) Show a short video clip about beautiful farmlands and the process of farming. Ask students a few questions to start the discussion: Q1:What do you see in the video Q2:What comes to your mind when you think of agriculture (The photo is of terraced rice fields and a village in rural China.Terraced fields are common in hilly or mountainous areas where the farmers cut into the hills to create flat surfaces-terraces—on which to grow crops. As water runoff is a problem on slopes, a low wall is typically built around each terrace to hold the water in.) Step 2: Introduction to the Front Page (10 minutes) Activity 1:Brainstorming Display the front page of Unit 5 on the screen and ask students to observe the subject, the picture, the captions and the quote. Q1:How do you understand this unit’s title “Working the Land ” Q2:Have you had some experience living in the countryside or helping with farm work Can you share your experience with us Q3:How do you understand the quote In the quote,Yuan Longping states that his "lifelong pursuit is to keep all people away from hunger”,which expresses his desire to prevent hunger and starvation in the world. He can do this through his scientific knowledge of crops such as rice,allowing for these crops to grow in places and situations where they normally would not be able to do so. By doing this,Yuan increases people's access to food by allowing farmers to produce more. Activity 2:Sharing Encourage students to share their initial impressions and ideas on agriculture.And can you use some related vocabularies in your expression 1. Food: sorghum; broom; grain; wheat; flavour; nutritional; nutritious; nutrition; bacteria bacteria; in turn; digest; mineral; root. 2. Agricultural production: hybrid; boost; yield; conventional; expand; output; strain; soil; salty; fertilizer; chemical; poverty; organic; pesticide. 3. Grain problem: shortage; tackle; crisis; domestic; consumption; generate; reality; essential; grocery. 4. Figure description: devote...to; convince; characteristic; attain; assumption; overcome; estimate; leisure; deep down; celebrity; envision; vision. 5. City construction: intense; comprise; be comprised of; urban; bomb; tunnel; extension; alleviate; widespread; alternative; instance; for instance; depth; entirely; aspect. Step 3: Vocabulary Presentation (15 minutes) Activity 1: 1.Point out and introduce the key vocabulary on the front page one by one, such as “devote”, “shortage”, “tackle”, “boost”. 2.Use pictures, examples, and simple sentences to illustrate the meanings. 3.Have students repeat the words after the teacher. Activity 2: Read a short paragraph related to agriculture that contains the new vocabulary and ask students to guess the meanings of the words in context. Step 4: Vocabulary Practice (10 minutes) 1.Group work: Divide students into small groups. Give each group a set of cards with the new vocabulary words and their definitions. Ask them to match the words with the correct definitions. Have groups discuss and check their answers. 2.Sentence making: Ask students to use the new vocabulary to make sentences on their own. Invite some students to share their sentences with the class. Students observe the opening page and try to answer some questions about it. Students work in groups of four to discuss the questions. Students try to use some relevant vocabulary to share their opinions on agriculture. Students read and try to further grasp the words by putting them into making sentences.
总结 In this period, we’ve learned some key vocabularies and the information of the front page. You should lay Emphasis on the importance of understanding and using these words
布置作业 Ask students to write a paragraph about agriculture using at least five of the new vocabulary words. Surf the internet or read other materials about agriculture to know more about the topic of this unit and also prepare for reading and thinking.
板书设计 Period 1 Opening Page and Vocabulary 1. Food: sorghum; broom; grain; wheat; 2. Agricultural production: hybrid; boost; yield; conventional; expand; 3. Grain problem: shortage; tackle; crisis; domestic; consumption; generate; reality; essential; grocery. 4. Figure description: devote...to; convince; characteristic; attain; assumption; overcome; 5. City construction: intense; comprise; be comprised of; urban;
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Reading and Thinking (1) 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 By the end of the class, students will be able to: 1.To prediction of the content; to make the structure of the passage; to fully understand the whole article. To get the main idea, paragraph meaning and some details by careful reading . To sum up and refine the greatness of Yuan Longping and the team. To Understand and use the topic-related words and expressions.
教学重点 1. Analyse the main idea of each paragraph to deepen the understanding of the text; 2. Further explore some details to more than about relevant information and deepen the understanding.
教学难点 1.Express personal opinions about the development of agriculture. 2.Understand and use the topic-related words and expressions.
教学方法 Activity-based Language Teaching municative Language Teaching Method 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Introducing the topic (5 minutes) Activity1:Discuss the hunger problem and what Yuan Longping has done to tackle this crisis. Activity2:Ask the students to read Yuan Longping’s quote “My lifelong pursuit is to keep all the people away from hunger” on the opening page of the unit. Q1: What information can you get from the quote Q2: What do you know about the hunger problem in China and the world today (Provide Hunger Map 2019 and ask the students to read the map to find relevant information. ) Q3: Do you know what Yuan Longping has done to relieve (alleviate) the hunger problem Step 2. Making predictions (5 minutes) 1. Understand the title. Q1: What is a pioneer Q2: How do you understand the title “a pioneer for all people” 2. Predict the contents of the text. Ask the students to predict the contents of the text based on Yuan Longping’s quote and the title of the text. Step 3. Getting the structure of the text (15 minutes) 1. Skim the text and check their predictions. 2. Divide the passage into several meaningful parts and pair-check the structure (based on the main idea of each paragraph and the aspects they discuss about Yuan Longping). Suggested vision: Step 4. Analyzing the key information in Paragraphs 1-3. (15 minutes) 1. Read Paragraph 1 carefully and try to find out the link between Paragraph 1 and the title. Q: What does Paragraph 1 tell us about Yuan Longping as a “pioneer for all people” directly and indirectly (at least 3 points) 2. Read Paragraphs 2—3 and draw a mind-map in pairs about Yuan Longping’s pioneering work. The following can be an example of the mind-map: Students talk about the quote by Yuan Longping and share opinions. Students can look at the title and make a prediction of the text. Read the text quickly to draw out the structure of the text. Students can analyse para1-3 and draw a mind map about Yuan Longping’s pioneering work. Ss are guided to practise retelling the text according to the mind map.
总结 In this period, we have learned to predict for the content of the text and some reading skills, such as skimming for main idea or paragraph meaning and scanning for details.
布置作业 Produce a language bank related to Yuan Longping’s status and his research into hybrid rice. Read the text again and try to retell the story of Yuan Longping.
板书设计 Period 2 Reading and Thinking (1)
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Reading and Thinking (2) 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. The students will be able to know the meaning and usage of the words in the text. 2. The students will be able to use these words correctly in writing and speaking. 3. The students will learn to analyse some long and difficult sentences in the reading passage. 4. The students will be more confident in writing and be able to refine the greatness of achievement.
教学重点 Enable the students to know the meaning and usage of the words in the text and use these words correctly in writing.
教学难点 Get the students to learn and master some basic methods of analyzing long and difficult sentences while learning about the elements of a sentence.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Checking homework and reviewing the contents 1.Present students’ own “Language Bank”. Talk about words and expressions that impressed them most. 2. Review the contents of the text students learned in the previous lesson. Q1: Do you still remember the content structure of the whole text and which aspects of Yuan Longping we discussed in the previous lesson Q2: Can you recall Yuan Longping’s quote on the opening page (Let’s find out how much his innovative hybrid rice has helped to alleviate the hunger problem. ) Step 2. Analyzing and evaluating Paragraph 4 Q1: How much has Yuan Longping’s innovation helped to alleviate the hunger problem What language and writing technique does the writer employ to emphasize such influence Q2: Suppose one person consumes 150 kg of rice per year. How many people can hybrid rice feed Suggested answer: It can feed about 1. 3 billion people—approximately the whole population of China. Q3: To make the abstract number concrete and give the readers a vivid impression, can you add some words to the sentence “…his strains have allowed China’s farmers to produce around 200 million tons of rice per year” Possible answer: …his strains have allowed China’s farmers to produce around 200 million tons of rice per year, enough to feed the whole of China. (By making abstract things concrete, the writing will be more vivid and readers will have a better understanding of the content. ) Step3. Analyzing and evaluating Paragraphs 5&6 (Yuan Longping’s innovation has not only relieved the hunger problem but also earned himself numerous awards and a big fortune. If you were Yuan Longping, would you retire to a life of leisure ) 1. Read Paragraphs 5 & 6 closely to find out what Yuan Longping did after his great success. 2. In the writer’s eyes, what kind of person is Yuan Longping (Opinion) Why does he/she think so (Supporting evidence) Is the writer’s idea well conveyed Step 4. Consolidating and transferring the knowledge. Suppose you were Dr. Yuan again. Please make a short speech about dreams to inspire students to pursue their dreams. Students are expected to present students’ own “Language Bank” Students are asked to be in groups to analyze and evaluate para4. Students can use what they have learned to express their opinions about how to write vividly. Following the teacher, the students will summarize the structure of writing.
总结 In this period, we have further read the passage and appreciate the spirit of the pioneer Yuan Longp learned to prepare our writing.
布置作业 1. Finish filling in blanks of the summary of the text. 2. Do some research via the Internet and introduce another agricultural scientist, Chen Risheng, using the structure, expressions and writing techniques you have learned from the text “A Pioneer for All People”.
板书设计 Period 3 Reading and Thinking (2)
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Language Points 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Enable students to master the usage of such important words and expressions and learn to express themselves by using them. 2. Guide students to learn the method of constructing knowledge trees through self-study and cooperative exploration. 3. Have students to explore and summarize the meaning and usage of the following words and sentence patterns by observing the example sentences:devote, convince, assumption, expand, It is estimated that...; Given that...
教学重点 1. Help students to learn the following key words and expressions: devote, convince, assumption, expand, It is estimated that...; Given that... 2. Exercises are expected to assist students to express themselves freely in English.
教学难点 1. Enable students to learn how to use the words and phrases in real situations properly. 2. Enable students to master the important language points in class.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Exploring
Ask students to work in groups and find out some useful and important phrases ans sentence patterns in the reading text. Step 2. Group work
Have students to analyze the found phrases and sentence patterns and try to figure out the meaning or usage of them.. Step 3. Presentation of key words and expressions 1. devote 【观察思考】 Indeed , his slim but strong body was just like that of millions of Chinese farmers, to whom he had devoted all his life （教材第50页)确实，他瘦削但结实的身躯,与其为之奉献毕生的千千万万的中国农民无异。 Before the exam, I devoted myself to prepare in for it. 考试之前，我努力做好准备。 Devoted to his research, he has no time to spend a weekend with his family. 致力于研究，他没有时间与家人共度周末。 From my first job at the restaurant,learned teamwork and devotion. 从我在餐馆的第一份工作中，我学会了合作与奉献。 【探究总结】 ①devote...to 把...奉献给... ②devote oneself to...献身于；致力于 ③be devoted to（doing）sth 专心于… ④devotion n.关爱；关照；奉献；忠诚 【应用实践】 单句语法填空 (1)As we all know, he's a generous,________(devote), active and warm-hearted man. (2)I don't think we should devote any more to ___________ (persuade）such a stubborn man to change his mind. 2 2.convince 【观察思考】 Yuan was convinced that the answer could be found in the creation of hybrid rice.（教材第50页）袁隆平确信答案可以在杂交水稻的培育中找到。 You'll need to convince them of your enthusiasm for the job. 你要使他们相信你殷切希望得到这份工作。 The picture convinces me that it is even more important to be a good daughter than a good student. 这幅图画让我深信做一个好女儿比做一个好学生甚至更重要。 I've been trying to convince him to see a doctor. 我一直劝他去看病。 【探究总结】 ①convince sb that... ②convinced adj.确信的：深信的 ③ be convinced that... ④convincing adj.令人信服的；有说服力的 【应用实践】 她说的话让我相信我弄错了。 What she said_________ _________ ________ I was mistaken. Step 4. Summary devote: ①devote...to 把...奉献给... ②devote oneself to...献身于；致力于 ③be devoted to（doing）sth 专心于… ④devotion n.关爱；关照；奉献；忠诚 convince: ①convince sb that... ②convinced adj.确信的：深信的 ③ be convinced that... ④convincing adj.有说服力的 Students work in groups and find out some useful and important phrases ans sentence patterns in the reading text. Student explore the usage of phrases and sentence patterns. Students can discuss the relevant phrases of “devote”& “convince” with their partner. Summarize the important usages, following the teacher.
总结 In this period, you have learned the usage of some important words and expressions and you should learn to express yourself by using them.
布置作业 Finish off the related exercises in the workbook and exercise book. Memorize the useful phrases and ready for a dictation.
板书设计 Period 4 Language Points devote:①devote...to 把...奉献给... ②devote oneself to...献身于；致力于 convince:①convince sb that... ② be convinced that...
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Discovering Useful Structures 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1.To identify and analyse the forms and meanings of the subject clause. 2.To master the usages of the subject clause through self-study and practice. 3.To use the subject clause to describe ongoing activities in the future. 4.To distinguish the subject clause from the simple subject.
教学重点 Help students identify the usage ofthe subject clause.
教学难点 How to use the subject clause in real situation properly.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Lead in Underline the subject in each sentence. Who will take part in the meeting has not been decided. How he became a great scientist is known to us all. a sentence serves as What she said is true. subject,so we call That he is still alive is a good news to us. it Subject Clause. Where she is from is unknown. Step 2. Filling the blanks and feeling the function of subject clauses. 1. (P50)However, _________ concerned him most was _________ farmers often had poor harvests and sometimes even had a serious shortage of food to eat. 2. (P50)However, _________it was possible to develop a hybrid of self-pollinating plants such as rice was a matter of great debate. 3. (P50)Today, _________ is estimated _________about 60 percent of domestic rice consumption in China is comprised of crops generated from Yuan's hybrid strains, and his strains have allowed China's farmers to produce around 200 million tons of rice per year. 4. (P51)_________impresses people most about YLP is his ongoing ability to fulfil his dreams. Step 3.Compare and discover Discover1: The difference between that and whether. 【探究总结】 that在主语从句中________（充当/不充当）句子成分，_____（有/无）词义，只起连接作用，但不可省略。 whether在主语从句中_________（充当/不充当）句子成分，起连接作用，意为 “_________”，不可省略。 Discover2: The differences among who, what and which. 【探究总结】 连接代词在主语从句中_______词义，除了起连接作用外，通常在从句中可以作_________、__________或__________成分。 【应用实践】 用适当的连接代词填空 (1)________(of you)comes in first will receive a prize. (2)_________I want to know is which road we should take. (3) _________part of the country he will ravel to needs discussing. (4)__________surprises me most is that he is too proud. (5)__________is interested in the activity can sign your name. Discover3: The differences among why, where,when and how. 【探究总结】连接副词when、where、how和why可引导 主语从句并在从句中分别作_________状语、 ________状语、 ________状语和 ________状语。 【应用实践】 用适当的连接副词填空 (1)_________John was late for the class has been unexplained. (2)___________it was done was a mystery. (3)__________the party will be held has not yet been decided. Step 4. Practice 单句语法填空 1.__________he got first prize in the English contest surprised all of us. 2.__________it will do us harm remains to be seen. 3._________will take the place of Mr Li as our new headmaster hasn't been decided. 4.__________the watch belongs to is unknown. 5.__________I have seen today has made a very deep impression on me. Read the sentences and Underline the subject in each sentence. Guide ss to fill in the blanks and check answers with each other, To tell the differences between conjunction words and state their functions. Ss are expected to finish the exercise . Do the following exercises and then show their answers and reasons.
总结 In this period, you were guided to discover the grammar rules of the subject clause by yourselves and you also increased your experience of grammar learning.
布置作业 1. Finish Ex.1&2 on page53 in students book. 2. Memorize the useful expressions of this unit.
板书设计 Period 5 Discovering Useful Structures 1.whether在主语从句中不充当句子成分，起连接作用，意为 “是否”，不可省略 2.连接代词在主语从句中有词义，除了起连接作用外，通常在从句中可以作主语、宾语或者表语成分。
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Using Language (1) 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1.To identify for the main setting for the listening. 2.To figure out details by listening for supporting evidence and opinions. 3.To evaluate the possible causes and solutions to the world hunger problem by thinking about what they can do.
教学重点 1. Help students to get familiar with the key words in the passage. 2. Help students to make clear how to figure out details by listening for supporting evidence and opinions. 3. Summarize some useful and authentic expressions from the listening text.
教学难点 1. Help students to know how to figure out details by listening for supporting evidence and opinions . 2. Guide students to figure out the possible causes and solutions to the world hunger problem by thinking about what they can do.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Lead in 1.Two pictures of Chinese meals in different periods. 2.Watch a video about the present hunger problem. 3. Discuss: what are the possible causes to hunger problem Step 2. Listening Activity 1 Listen for the main setting： (Who)_____is interview _____about___________________(talking topics.) Activity 2 Listen for details: What is the FAO What is its mission b. What can seriously affect crop production c. What does the FAO think about nutritious food d. What is the FAO doing to alleviate world hunger e. What does the FAO suggest countries do f. What is the FAO doing to alleviate world hunger g. What does the FAO suggest countries do Activity 3 Listening for opinions and supporting details: Supporting EvidenceOpinions
Activity 4 Listening for thinking: Possible CausesPossible Solutions
Step 3. Extensive activities Watch the videos about the solutions and food waste and losses. Discuss what we can do and design activities for FAD. Ask each group to choose a spokesperson to present their ideas to the class. Have a class discussion after the presentations and encourage students to ask questions and add their own comments. Lead students in by watching a video the present hunger problem. Follow the listening tips and step to explore the listening material. Listen again to find out the supporting details and opinions. Cooperate with each other and design activities for FAD and share your opinions.
总结 In this period, we have explored the listening and prepared for designing activities for FAD. We need to keep in mind that different listening tasks need different listening skills.
布置作业 Memorize the useful new words and expressions in the text. 2. Make a speech as representative of FAO in school to appeal students to pay attention to the hunger problem and make contributions.
板书设计 Period 6 Using Language (1) Activity 1 Listen for the main setting：(Who)_____is interview _____about______(talking topics.) Activity 2 Listen for details: 1.What is the FAO What is its mission 2.What can seriously affect crop production 3.What does the FAO think about nutritious food 4. What is the FAO doing to alleviate world hunger
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Using Language (2) 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 Guide students to write a composition about agriculture or an agricultural scientist. Improve students' writing skills in terms of organization, language use and grammar. Deepen the students’ understanding of the reading text. Upgrade students' interpretation of English texts;
教学重点 1. Enable the students to write an argumentation about chemical or organic farming. 2. Help the students to put the writing skills into use to write an argumentation.
教学难点 1. Guide the students to deepen the students’ understanding of the reading text. 2. Help the students to learn to write about chemical or organic farming properly.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Lead in Watching a short video about “What is organic food ” organic food——chemical VS organic farming Step 2. Pre-reading Task one：Learn some words and phrases in the text 1.化学的，有关化学的 adj_________ 2.有机的，不使用化学的 adj_________ 3.分布广的，普遍的 adj__________ 4.营养物的 adj_________ 5.广泛使用 _____widespread________ 6.转向 _____________ 7.免受/摆脱 ___________ Step 3. While-reading Activity 1 :fill the blanks FarmingBenefitsProblemsChemical farmingAs a great way to_________1.Kill not only___but also____. 2.Crops are lacking in_____. Organic farmingKeep soil _______and free of_______Nowhere able to___________
Activity 2 :cooperation 1.Have students brainstorm the importance of agriculture, the contributions of agricultural scientists, or challenges and solutions in agriculture. 2. Encourage students to make a list of their ideas and choose the most interesting one to write about. Step 3. Pre-writing ★辩论报告属于应用文文体之一，同时又具有议论文的特点，是对某个话题的辩论。 ★该类文章一般分为三部分： 第一部分：提出论点，引入话题，开门见山，说明自己的看法或观点； 第二部分：列举支持方的观点及其理由；或列举反对方的观点及其理由； 第三部分：得出结论或给出自己的观点。 ★关注衔接词的使用 表达个人观点:from one’s point of view, in one’s opinion 顺序词: to begin with, moreover, lastly 表原因:the reason why...is that... 表结果:as a result, therefore Step 4. Writing Part1： 最近我们班就使用有机耕种还是化学耕种展开了一场激烈的辩论，大家的观点众说纷坛。 ___________________________________________________________________ Part2: 1.根据提示介绍正方观点 他们认为化学耕种可以抵御植物病虫害，提高产量（production） ___________________________________________________________________ 2.根据介绍反方观点 他们认为有机食品更加有营养。 ___________________________________________________________________ Part 3: 1.最后，就我而言，我同意......观点，我认为 ___________________________________________________________________ 2.总之，...是必要的，只有通过....方式，我们才能.... __________________________________________________________________. Only in this way can we_______________________________________________ Watch the video and firstly feel the difference between chemical and organic farming. Get ss to read the material and fill in the blanks. Cooperatewith each other and draw out useful words and phrases and sentences for writing. Follow the teacher and grasp the structure of writing. Analyse and pay much attention to the requirements. Check and polish with partners.
总结 In this period, we have learned to write an argumentation about chemical or organic farming in terms of organization, language use and grammar.
布置作业 1. Finish and polish the article with your partners. 2. Memorize the useful expressions used to write an argumentation such as from one’s point of view, to begin with.
板书设计 Period 7 Using Language (2) ★关注衔接词的使用 表达个人观点:from one’s point of view, in one’s opinion 顺序词: to begin with, moreover, lastly 表结果:as a result, therefore
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Revision 课 型 Revision
主备教师 使用教师
核心 素养 教学 目标 1. Get students to have a good command of the usage of the key words and expressions in this unit. 2. Master the usage of subject clause and use it in different contexts. 3. Enable the students to master the sentence patterns and expressions to express future life. 4. Enable the students to grasp some writing polish skills to put them into use.
教学重点 1. Get students to have a good command of the usage of the key words and expressions in this unit. 2. Master the usage of subject clause and use it in different contexts correctly.
教学难点 3. Enable the students to master the sentence patterns and expressions to express opinions on agriculture. 4. Enable the students to grasp some writing polish skills to put them into use.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Review the important words of this unit together Activity 1 : Ask students to recall the new words and read them aloud. Activity 2 : Work in groups and finish the following exercises to understand further the important words in different contexts. devote shortage tackle crisis boost convince characteristic attain conventional assumption intense overcome expand output estimate comprise generate issue soil celebrity grain vision reality salty urban essential mineral alternative grocery instance depth root entirely bomb Step 1. Review the key phrases of this unit together Basic phrases: work the land conduct research fulfil one's dreams devote .. to pursue a career in have a shortage of tackle the crisis a matter of great debate overcome technical difficulties be comprised of deep down alleviate world hunger in turn free of for instance in conclusion Related phrases: devote: ①devote...to 把...奉献给... ②devote oneself to...献身于；致力于 ③be devoted to（doing）sth 专心于… ④devotion n.关爱；关照；奉献；忠诚 convince: ①convince sb that... ②convinced adj.确信的：深信的 ③ be convinced that... ④convincing adj.有说服力的 It is...that...: ①It is said that... 据说 ②It is hoped that..人们希望 ③It is well-know that... 众所周知 ④It is reported that..据报道 Step 2. Review the difficult sentences by translation. 1.据估计,到2050年,将有13亿人使用英语作为第一语言或第二语言。 ________________that 1.3 billion people will use English as either a first or a second language by 2050. 2.我从没有想到你能成功地说服他改变主意。 It never occurred to me that you could_________________________him to change his mind. 3.使我印象最深刻的是残疾人乐观的态度。 _______________________________most is the optimistic attitude of the disabled. 4.如果他能再一次得到机会的话,他肯定会成功的。 he can get another chance,he will surely succeed. Step 3. Review the subject clause by translation. 1.It is a fact English is being accepted as an international language. 2. they would support us or not still remains a problem. 3. you are coming to London is the best news I have heard this long time. 4. surprised us most was that her works of art soon became famous and were on display in the British Museum. 5.Every year, makes the most beautiful kite will win a prize in the Kite Festival. 6. is reported that China has sent another man-made earth satellite into orbit. Step 4. Review the expressions to write an argumentation of organic or chemical farming. 表达个人观点:from one’s point of view, in one’s opinion 顺序词: to begin with, moreover, lastly 表原因:the reason why...is that... 表结果:as a result, therefore Part1：issue+various opinions Part2: supportive opinions+examples objective opinions+examples Part3: conclusion+your opinion Speak out the words according to their Chinese meanings and read them aloud. Sum up the key phrases in groups by asking and answering. Follow the teacher and try to recall the related usages of some key phrases . Review usage of the subject clause by filling in blanks and then check answers with their partners. Summarize the useful expression-s and the structure of the argumentation.
总结 In this period, we have reviewed the important words, key expressions, difficult sentences, grammar rules and the useful expressions used to write an argumentation. You’re supposed to memorize them after class.
布置作业 1. Summarize all the useful expressions and take note of them to your notebooks. 2. Recite the expressions to be ready for a dictation.
板书设计 Period 8 Revision Part1： issue+various opinions Part2: supportive opinions+examples objective opinions+examples Part3: conclusion+your opinion
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Exercise 课 型 Revision
主备教师 使用教师
核心 素养 教学 目标 By the end of this class, students will be able to 1. use the words and expressions in various contexts correctly and accurately . 2. judge the results of practice true or false with the critical thinking. 3. improve students’ ability of finding problems , analyzing problems and solving problems.
教学重点 To help students to apply the language in practice to considerate the usage.
教学难点 To enable students to use the words and expressions correctly and flexibly.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Exercises of words 1.The rapid increase in population caused a (缺乏) of natural resources. 2.It has rich milk (味道) with a little bitter taste,and many people love it. 3.The (肥料) releases nutrients gradually as bacteria decompose it. 4.Some ready-made meals are (有营养的)and very easy to prepare. 5.A number of measures were taken to (减缓) the problem. 6. (贫穷) and poor health often go hand in hand. 7.My English teacher gave me the strength to (克服) the difficulty. 8.At first glance, (有机的) farming looks much more expensive for the farmer. 9.You should allow a little time after a meal for the food to (消化). 10.Her mother began operation of a small (食品杂货店). suggested answers: lack flavor fertilizer nutritional slow Poverty overcome organic digest Step 2. Exercises of phrases in conclusion put up other than be comprised of depend on dream up 1.A year the four seasons of spring,summer,autumn and winter. 2.We believe firmly what you have is sure to come true. 3.The party whether or not they collect enough money. 4. ,she supported her husband’s involvement in the organization. 5.Who the idea of painting our living room wall a bright red 6.The form cannot be signed by anyone yourself. suggested answers: is comprised of dreamed up depends on In conclusion other than Step 3. Exercises of structures 1. is reported that China has sent another man-made earth satellite into orbit. 2.When and we will have the sports meeting hasn’t been decided yet. 3. we can have clean drinking water lies in what effective measures will be taken. 4.When they chose me,I knew a doubt that she was truly happy for me. 5.We all thought it is a pity he missed such a good chance. suggested answers: It where Whether it that Step 4.Exercises of consolidation 1.谁要当我们的班长还没有决定。 2.他真的在化学方面有一个非常重要的发现。 3.老师说的话对学生有很大的影响。 4.由于懒惰,汤姆上周考试不及格。 5.我们绝对不能忽略知识的价值,以及实际的经验。 6.昨天晚上是什么阻止你去听音乐会的 7.他们已采取有效的措施尽量使人们和环境健康。 suggested answers: 1.Who will be the monitor hasn’t been decided yet. 2.It is true that he has made a very important discovery in chemistry. 3.What the teacher says has a big influence on the students. 4. Tom failed in last week’s exam due to his laziness. 5.On no account can we ignore the value of knowledge, as well as practice experience. practical experience. 6.What it was that stopped you to the concert last night 7.They have taken effective measures to keep people and environment healthy. Step 5. Extension 1.Ask students to discuss the relationship between agriculture and the environment. How can we achieve sustainable development in agriculture while protecting the environment 2.Have students think about other issues related to agriculture, such as food security, rural development and agricultural technology. Students are guided to fill in the blanks according to the meanings. Discuss their answers with partners first and then show their answers. Follow the teacher’s explanations about the answers and take notes. Work in groups of four to review the usage of subject clause. Translate the sentences individually and then show their sentences. Summarizeand take notes of the important language points in the exercises.
总结 This period is mainly about helping students to apply the language in practice to consolidate the usage.
布置作业 1. Finish off the related exercise in exercise book. 2. Memorize the useful words, phrases and sentence patterns.
板书设计 Period 9 Exercises suggested answers for words: lack flavor fertilizer nutritional slow Poverty overcome organic digest suggested answers for phrases: is comprised of dreamed up depends on In conclusion other than