Unit5WorkingtheLandLearningaboutlanguage(1)Vocabulary(教学设计)高二英语人教版选择性

教学设计课程基本信息课题Unit5WorkingtheLandLearningaboutlanguage(1):Vocabulary课型新授课学科英语年级高二学段高中版本章节人教版（2019）选择性必修第一册教学目标Afterthislesson,studentswillbeableto:1.acquireagriculturerelatedexpressionsincontextsuchasmit,output,conventional,consumption,tackle,vision,crisis,character;2.identifyandapplythreemaintypesofmorphologicalprocesses:synonym,derivationandpounding;3.developadeeperunderstandingofagriculturebyapplyingagriculturerelatedexpressions.教学重难点教学重点;Tohelpstudentsacquireagriculturerelatedwordsandexpressionsincontext,suchasmit,output,conventional,consumption,tackle,vision,crisis,character.2.Tohelpstudentsidentifythreemaintypesofmorphologicalprocesses:synonym,derivationandpounding;教学难点:1.Tohelpstudentsdevelopadeeperunderstandingofagriculturebyapplyingagriculturerelatedexpressions.学情分析生活经验关联：生活环境与农业关联紧密，对农作物种植、农民劳作等场景有直观认知，容易理解农业相关话题。英语基础水平：英语基础扎实，已掌握一定量的核心词汇和基础语法，具备初步的文本分析和词汇提取能力。对构词法有零散了解，但缺乏系统梳理，在语境中运用词汇和分析词形变化的能力有待提升。学习特点：课堂参与积极性较高，对多媒体、情境互动等教学形式兴趣浓厚，但在英语书面和口头表达的准确性、丰富度上仍需加强。潜在需求：渴望将英语学习与家乡农业发展结合，希望通过词汇学习解决“描述农村农业变化”的表达难题，同时期待通过多样化教学形式（如视频、互动练习）突破构词法学习的抽象性。教学准备教师准备：教学素材：整理教材P5052的阅读文本、练习题，筛选袁隆平与杂交水稻相关的核心信息，制作问题链课件。多媒体资源：用即梦AI制作“学生参观新型农场”的数字人引导视频，准备LED种植、无土栽培等现代农场相关图片和短视频。学习工具：设计农业主题词汇思维导图模板，准备构词法专项练习单（含同义词匹配、派生词变形、复合词辨析）。分组道具：将学生分成46人小组，准备讨论任务卡（含城市农业相关讨论要点）。学生准备:预习教材P5052的阅读文本，标记不认识的农业相关词汇。回忆自身了解的农业生产方式（如家里的农田劳作、当地农场种植等），准备课堂分享。3.准备笔记本和笔，用于记录词汇、构词法规则及课堂生成的思维导图。教学过程教学任务教学内容设计意图（含AI应用）ActivationandconstructionActivity1:LeadinTheteachersetsthescene:LiHua,thePresidentoftheStudentUnion,isannouncingafarmvisit.Studentsthenwatchavideotolearnaboutthismodernfarm.通过创设“李华通知同学们参观新型农场”的情境，自然引出本课的核心话题与主要内容。通过多媒体视听的方式，激发学生参与兴趣和好奇心，变被动学习为主动探索。AI数字人情境导入：应用即梦AI制作“学生会主席李华”的数字人视频。ActivationandconstructionActivity2:ReviewandLearnStudentsgothroughthereadingpassageonP50,51andfindoutwordsandexpressionsaccordingtothequestionsbelowtoacquireagriculturerelatedwordsandexpressionsandlearnthreemaintypesofmorphologicalprocesses.Studentsidentifythreemaintypesofmorphologicalprocessesthroughexercisesonthebook.Q1:WhydidYuanLongpingdevotehislifetofarmers?Q2:WhatwasthemaincrisisYuanLongpingwantedtotackle?Task1:P52Ex1.Replacetheunderlinedwordswiththecorrectformsofthewordsfromthetext.Q3:HowdidYuanLongpingboosttheoutputofrice?(Furtherquestions:WhatwasthemonassumptionabouthybridricebeforeYuan’sresearch?Whatarethecharacteristicsofhybridcrops?)Task2:P52Ex2.pletethesentenceswiththecorrectformsofthewordsfromthetext.Thenusethesewordstomakeyourownsentences.Q4:HowdidYuanexpandfoodproductioninChinainaninnovativeway?1.通过遇到的问题、解决方法与事件意义等介绍一个农业专家的问题链，引导学生提取、梳理、体会作者的用词，并通过品读语言和词汇，输入农业相关的表达，加深对农业与农业科学家意义的理解。2.在寻找表述的过程中，通过教师对于三种构词法的举例介绍，帮助学生在真实语境中初步了解构词法，构建结构化的词汇体系，深化对词汇间关系的理解。3.通过文本中的分辨词义、分辨构词法、造句等多种练习，实现词汇复现，并帮助学生巩固构词法的概念，在活动中对词汇深度加工，并初步运用词汇在语境中选行表述。在单元主题引领下通过问题链学习、梳理、分类单元词汇。2.在语境中学习词汇、学习构词法、构建单元主题词汇网络。ActivationandconstructionActivity3:SummaryStudentsconstructamindmapbasedonagriculturerelatedwordsandexpressionslearntinthisclass.Q5:Fromwhataspectscanwedescribeafarmwithamodernfarmingmethod?Createamindmapandfindmoreaspects.通过构建新型农场相关表述的思维导图，培养学生自主学习能力，内化所学知识,并以可视化模型整理词汇和短语引导学生厘清词汇的意义，建立话题下多个词汇的联系，为后续灵活运用相关词汇搭建手脚架。构建新型农场相关表述的思维导图PracticeActivity4:PracticeStudentspleteagriculturethemedpassagewithagriculturerelatedwordsandexpressions.Task3:P52Ex3.pletethenewsreportbelowwiththecorrectformsofthewordsandphrasesinthebox.通过在主题话境中的词汇复现、语篇填练习，帮助学生巩固所学的语言知识，并为后续的语言输出提供相关背景信息。在语篇中内化所学词汇。ApplicationActivity5:ApplicationStudentsapplyagriculturerelatedwordsandexpressionstodescribingafarmwithamodernfarmingmethodandexpresstheiropinionsonimportanceandmeaningofagriculture.Q6:Describeafarmwithamodernfarmingmethodaccordingtotheintroductionandpictures.(Usewordsandexpressionslearntinthisclass,suchasoutput,consumption,tackle,vision,conventional,etc.)通过获取新型农场的背景信息及图片，引导学生将阅读语篇中所学的知识迁移到同一个主题语境下的真实情境中,并在运用过程中加强对所学农业相关主题的表达，提高语言表达能力和思维品质，表达真情实感，增强情感体验。应用环节，使用豆包AI生成现代农场的图片，帮助学生了解现代新型农场。Activity6:Discussion通过运用所学词汇，引导学生加深对新型农场的了解。通过讨论引导学生批判性思考农业创新问题，培养负责任的态度与价值观。从学词汇到培养思维，从知识到素养，落实育人目标。作业设计Readthepassageand:(1)workoutthemeaningsandwordformationtypeofunderlinedwords._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(2)usethecorrectformsoftheexpressionsintheboxtopletethepassage.adiversityoftheneedforwidespreaduseitisestimatedincreaseoutputboostthedevelopmentByaround3000BCE,theEgyptianshadbeguntouseoxentopullploughs.'Theuseofanimalsgreatlyimprovedagriculturalproductionandreduced__________________humanstoperformtheheavylabour.Horses,donkeys,mules,andwaterbuffaloeswereallusedforfarmwork.Withtoday'stechnologicaldevelopments,the__________________ofmachineshaslargelywork.Thesenimalsinfarmwork.Thesemachinescancarryout__________________taskssuchasploughingandplanting,fertilisingandirrigating,harvesting,andmanagingpest,weed,anddiseasecontrol.Farmmachineryhas__________________ofagriculture,and__________________greatly.Forexample,__________________thatonefarmeronacottonpickingmachinecanharvestasmuchinadayas100peopleworkingbyhand.2.微写作：Writeashortparagraphaboutafarmingexperienceusingwordsandexpressionslearntinthisclass,suchasmit,output,conventional,consumption,tackle,vision,crisisetc._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________板书设计/课堂小结课堂小结:词汇掌握：本节课共学习8个农业主题核心词汇，能区分动词、名词、形容词三类词性，理解