Unit5Period3UsingLanguage（教学设计）英语人教版2019选择性

Unit5WorkingtheLandPeriod3UsingLanguage教学设计教学基本信息单元名称 选择性必修第一册Unit5WorkingtheLand学科英语学段高中年级高二第一学期主要教材书名：普通高中教科书·英语选择性必修第一册出版社：人民教育出版社出版日期：2019年11月课时安排2课时(80min)课型读写课教学设计理念本节课严格遵循英语学习活动观的核心要求，以“学习理解—应用实践—迁移创新”为主线设计教学活动。在活动实施中，深度融合语言训练、思维发展与文化感知：通过多样化任务引导学生主动获取文本信息，系统整合关键内容并内化为自身知识储备；同时鼓励学生结合文本与生活实际，清晰表达对“评估化学耕作和有机耕作”主题的观点、情感及态度，在分析利弊、探讨未来农业发展等问题的过程中，逐步掌握解决实际议题的方法，树立批判性思维。教材分析【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】通过教材，旨在让学生理解不同农业方式对环境和社会的影响，培养学生的环保意识和批判性思维，同时也鼓励学生思考如何在现代农业实践中找到平衡点。培养学生的批判性思维和综合分析能力，让学生认识到不同耕种方式的利弊，学会客观评价和权衡。【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。学情分析WhatIknow本节课是对化学耕种与有机耕种的评估和介绍。在日常生活中，学生对化学耕作和有机耕作有一定的了解，因此学生在阅读文本之后要联系现实生活用书面语阐述自己的看法，学习理解说明文中说明举例对比等写作手法，为写作提供清晰的结构和条理分明的行文逻辑，促进英语语言的学习与内化，提高英语表达能力促进素养的提升。WhatIwanttoknow

主题相关读写短板明显——缺乏单元主题词汇积累，语法运用不熟练，写作易出现“文体混乱、逻辑不连贯、语言表达单一”问题；语篇结构迁移能力弱，因缺乏主题语篇分析训练，难以将阅读中的语篇结构应用到写作中（为本课教学重难点）。WhatIlearned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。可结合学生对主题的真实看法设计读写任务，提升学习动机，培养解决主题相关问题的能力。教学目标1.语言能力：获取、梳理、描述化学耕作与有机耕作的区别及各自利弊。2.文化意识：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。3.思维品质：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。4.学习能力：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。教学重难点重点：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；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。教学资源教材、学案、课件、黑板、粉笔、一体机。教学活动设计教学过程活动形式及步骤活动意图时间学习理解Activity1Leadin一、以问题引入:Doyouknowthestepsofhowtoplant?selecttheseeds；ploughthesoil；turnoverthesoil；fertilize;sowtheseeds;removetheweeds;harvest二、播放关于有机农业的视频和展示传统农业的图片，问学生以下问题：Whatkindoffarmingaretheydoing?Whichoneisbetter?通过问题、图片展示和视频调动学生的积极性，增加课堂的趣味性和互动性，直观地引出本课文章内容。4minActivity2:WhileReading一、Readforthemainidea.Ssskimthepassageandsummarizethemainideaofthepassage.Thetextmainlytalksaboutchemicalfarmingandorganicfarming.________________cancausemanyproblems,asanalternative,somepeopleswitchto________________.SuggestedAnswers:Chemicalfarming;organicfarmingReadforthestructurePleaseskimthetexttomatchthequestionswiththeparagraphs.Note:Thetopicsentenceofeachparagraphandthesignpostswillbeofhelp.引导学生运用扫读策略，获取本章主要内容。26minPara12Para3Para4Para5A.Whyaremanmadechemicalsstillusedinfarming?B.Whataretheproblemswithchemicalfarming?C.Whatisorganicfarming?D.Whataretheorganicmethodsforproducingrichsoil?Suggestedanswers:Para12BPara3CPara4DPara5AWhatisthetypeofthepassage?Suggestedanswers:TextType:Exposition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。让学生对化学。Whatisthestructureofthetext?Suggestedanswer:Readfordetails分析判断作者的写作手法，学习掌握说明文的主要特征。20min应用实践Skimthetext,andthenanswerthefollowingquestions.1.Whydidmanyfarmersweletheintroductionofchemicalfarming?2.Whatconcernsmanypeopleabouttheuseofpesticides?3.Whatisoneproblemwiththeuseofchemicalfertilisers?4.Howisorganicfarmingdifferentfromchemicalfarming?5.Whydoorganicfarmerschangethekindofcropgrowninafieldeveryyear?6.Whatisthegoalofusingorganicfarmingmethods?Doyouthinkitcanbereached?Whyorwhynot?7.Whyaremanmadechemicalsstillused?通过提出问题，以引导学生对常见的耕种方式进行判断，使其对化学耕种和有机耕种有直观的初步认识。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，帮助学生理解文章内容，掌握文章细节。以问题为导向，让学生学会处理解读语篇，内化阅读功能。一、Readthefirstparagraphandanswerthequestions.1.Whydidmanyfarmersweletheintroductionofchemicalfarming?Suggestedanswer:Manyfarmersweledthemasagreatwaytofightcropdiseasesandincreaseproduction.2.Whatconcernsmanypeopleabouttheuseofpesticides?Suggestedanswer:Theirlongtermusecansometimesharmboththelandandpeople’shealth.二.Readthesecondparagraphandanswerthequestions.Readthetextandfillinthetable.3.Whatisoneproblemwiththeuseofchemicalfertilisers?Suggestedanser:Cropsgrownwiththemusuallygrowtoofasttoberichinnutrition.ReadParagrph12againandthenfinishthetable.获取、梳理、描述化学耕种与有机耕种的区别及各自利弊。15minPara.Main

ideaDetails1&2Problems

with

Chemical

farmingTopic

sentence:

Many

farmers

weled

chemical

farming

as

a

great

way

to

and

.However,________________________________________.For

example,

Pesticides

can

by

killing

bacteria

and

insects.In

addition,

.This

affects

not

only

but

also

_____.In

fact,

.As

for

chemical

fertilizers,Crops

are

lacking

in________________or

have

.三.Readthethirdparagraphandanswerthequestions.4.Howisorganicfarmingdifferentfromchemicalfarming?Suggestedanswers:Organicfarmingissimplyfarmingwithoutusinganychemicals.Organicfarmersfocusonkeepingtheirsoilrichandfreeofdiseasesthroughnaturalmeans.四.Readthefourthparagraphandanswerthequestions.6.Whatisthegoalofusingorganicfarmingmethods?Doyouthinkitcanbereached?Whyorwhynot?Suggestedanswer：Thegoalofusingdifferentorganicfarmingmethodsistogrowgoodfoodwhileavoidingdamagetotheenvironmentortopeople’shealth.Readtheparagraph34againandthenfinishthetable.Para.Main

ideaDetails3&4Organic

methods

for

producing

rich

soilTopic

sentence:

Organic

farming

focuses

on

keeping

the

soil

rich

and

free

of

disease

through

natural

means.For

example,

Organic

farmers

use

____________

from

animals

as

fertiliser.This

makes

the

soil

in

their

fields

_______

in

minerals.It

also

keeps

the

air,

soil,

water

and

crops

free

of

__________.Organic

farmers

also

use

many

other

methods

to

produce

rich

soil.

They

often

_________________

grown

in

each

field

every

year.For

instance,

they

may

grow

in

a

filed

one

year,

and

then

grow

there

the

next.Why

different

crops

are

grown

is

because

they

put

important

__________

back

into

the

ground,

making

it

ready

for

the

next

batch

of

crops.Organic

farmers

also

plant

diverse

crops

that

use

different

_________

of

soil

to

help

keep

it

rich.For

example,

.Activity3PostReadingDiscusstheadvantagesanddisadvantagesoforganicandchemicalfarmingingroups.

FarmingAdvantagesDisadvantagesChemical

farming............Organic

farmingSuggestedanswer：Readingforlanguagefeathers.Thereareabundanttransitionalwordsusedinthetext,pleasecirclethemandputthemintodifferentcategories.FunctionTransitional

wordscontrastillustrateadd

informationcause

and

effectintroduce

a

new

topicSuggestedanswers:Activity4AssignmentWriteanargumentativeessaygivingyouropiniononchemicalororganicfarming.Discussthesequestionsingroups.1.Istheauthorofthepassagefororagainstorganicfarming?Howdoyouknow?2.Whatotherdisadvantagesofchemicalfarmingdidtheauthornotlist?3.Howmightthefollowingitemsbeproblemsandhowimportantaretheyfororganicfarming?·naturalanimalwasteusedasfertiliser·highercostofproducingfood·greatereffortrequiredtofarm4.Whatotherdisadvantagesoforganicfarmingcanyouthinkof?Useyouroutlinetowriteashortessaygivingyouropiniononthetopic.Inmyopinion,organicfarmingispreferabletochemicalfarmingbecauseofthebenefitstotheenvironmentandtopeople,andbecauseorganicfoodismorenutritious.Tobeginwith,chemicalfarmingharmstheenvironment.Sincechemicalpesticidesarenotfoundinnature,normalnaturalprocessescannotgetridofthem.Instead,thechemicalstendtoaccumulateinthesoilandwater,andareabsorbedinthefoodchain,wheretheypoisonwildlifeanddomesticanimals.Thisaffectsusdirectly,becauseweendupeatingplants,dairyproducts,eggs,andmeatthathavehighlevelsofpesticides.Thinkaboutit:Thepurposeofthepesticidesistokill“pests”,thatis,tokillinsects.Somethingthatcankillaninsectprobablyisnothealthyforapersontoeat.Whileitmaybetruethatthefoodweeatdoesnothaveenoughpesticideinittokillusimmediately,overtheyearsthispesticidemaycauseushealthproblemsorgiveusdiseasessuchascancer.Finally,organicfoodisgenerallymorenutritiousthanfoodgrownwithmanmadechemicals.Ifyourememberafewyearsago,therewasthecaseofwatermelonsliterallyexplodinginthefieldsbecausetheyhadbeengivenchemicalstomakethemgrowfaster.Thereasonwhytheyexplodedwasthattheycontainedtoomuchwater,becausethefarmershadusedtoomanychemicalsandtheweatherwasunusuallywet.Asitturnsout,suchchemicalsaremonlyusedinfarmingtogrowlargercropsmorequickly.Doyoureallywanttoeatwatereddownfruitandvegetableswhichhavebeenrushedtomarket?Theycannotpossiblytasteasgoodasorganicvegetables,norcantheybeasnutritious.Inclosing,Iwouldliketosuggestbuyingorganicfood.Yes,thepriceisalittlehigher,butthesmallpricewepayextrawillbringushugerewardsintheend.据所提供的信息，以“ShouldWeHelpStrangers?”为题，写一篇短文。覆盖要点：1.赞成的理由：1）帮助他人是美德（virtue）...2）帮助他人就是帮助自己...2.反对的理由：1）怕陷入麻烦2）怕被误解...3.你的看法PossibleversionRecentlyourclasshadaheateddiscussionaboutwhetherweshouldhelpstrangers.Opinionsaredividedonthisissue.Somepeopleareinfavorofit,sayingthathelpingothersisatraditionalvirtue,whichcanbringloveandwarmthtothepeopleinneed.Additionally,helpingothersmeanshelpingus,becauseeveryoneneedshelp.However,othershavetheoppositeopinion.Theyarguethathelpingotherscansometimesbringustrouble.What'sworse,maybewearemisunderstoodbysomepeople.Inmyopinion,weshouldtryourbesttohelpotherswhentheyareinneedofhelp,butfirstweshouldavoidgettingintotrouble．Activity6Assessment通过细节填空，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。通过分析文章的写作目的以及作者的写作手法，使学生对文章语篇知识方面有更深层次的理解，也为下一步的写作打好语言和文本写作基础。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。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。该活动是学生对文章语用知识方面有更深层次的理解，也为下一步写作打好语言基础。本活动为写作实践，在写前设计小组活动，引导学生用之前语言知识和文化知识对化学耕作和有机耕作有更深层次的理解，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给出观点的相关表达，旨在降低学生写作难度，增强学生写作信心。该环节通过和同伴合作，探讨文章是否能清除表达作者观点，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