人教版（2019）高中英語選修1第5單元第4課時(shí)TeachingDesignforElective1Unit5WorkingtheLandPeriod4:ReadingforWriting年級(jí)學(xué)科：高二英語年級(jí)學(xué)科：高二英語教材版本：人教版2019版教材冊(cè)別：選修1NewSeniorEnglishforChinaStudentsElectiveBook1Unit5WorkingtheLandPeriod4:ReadingforWritingLessonDuration:40minsLessontype:reading&writingⅠ.Backgroundinformation1.Analysisofthetext:(1)What:Belongingtothethemeof"Science&Technology"andthebackgroundof"Agriculture&EcologicalEnvironment",thispassagefocusesonexploringtheparisonbetweenchemicalfarmingandorganicfarming.Itisanexpositoryarticleaimedatenhancingstudents'reading,analytical,andwritingskills.(2)How:Thispassageisrelatedtoecologyandagriculture.Studentsknowsomethingaboutthisaspect,buttheydonothaveadeepunderstandingofit.Duringtheleadinpart,studentsareaskedwhichisbetterbetweenorganicagricultureandchemicalagriculture,whichcaneffectivelyinspiretheirthinkingandfocustheirattentionontheclassroom.Throughlearningthepassage,studentscangainsomeknowledgeoforganicagricultureandchemicalagriculture,sothattheycanstartwritinganargumentativeessay;(3)Why:Itseemsthatthetopicofecologyandagricultureisfarawayfromstudents,butitisactuallycloselyrelatedtopeople'slivesbecauseecologyinanarrowsenseisareflectionofpeople'slivingenvironmentandagriculturehascloserelationshipwithpeople'sdailymeals.Studentscannotonlyrecognizethediversityofagriculturalproductionandtheadvantagesanddisadvantagesofvariousproductionmethods,butalsocanindirectlydeveloptheawarenessofcherishingfoodandprotectingtheenvironmentbystudyingthisarticle.2.Analysisofthestudents:(1)Studentshavelimitedknowledgeofthethemes(agriculture,ecology)ofthispassage.(2)Apartfromindividualnewwordsandplexsentencestructures,studentshavenodifficultyunderstandingthetext.(3)Studentsarenotveryfamiliarwiththegenreofwritingtasksofthislesson.Ⅱ.Teachingobjectives1.Linguisticability:Studentsareabletoacquiretheaccurateexpressionsaboutagricultureandecologyinthepassagewhichcanbeusedforfuturewritingtasks.2.Learningability:Studentscangrasptheadvantagesanddisadvantagesoforganicandchemicalfarmingandbeabletochooseasupportiveoneinargumentativewritingandprovidesufficientreasons.3.Cultureconsciousness:Studentscanhaveasenseofcherishingfoodandprotectingtheenvironment4.Thinkingquality:Studentscanconsidertheprosandconsoforganicandchemicalfarmingfromdifferentperspectives.Ⅲ.Focalpointsanddifficultpoints:1.Focalpoints:(1)Students’deepprehensionofthepassage(2)Students’developmentofargumentativeskills2.Difficultpoints:(1)Students’identifyingkeypointsinareadingpassage(2)Students’effectivelyarticulatingandsupportinganopinioninwriting.Ⅳ.Teachingaids:textbook,PPT,blackboard,chalkⅤ.Teachingmethods:1.Directmethod2.TaskbasedLanguageTeaching3.DiscourseApproachⅥ.Teachingprocedures:Step1:Leadin(5mins)Teacher’sactivitiesStudent’sactivities1.Weallknowthatfertilizersarethesubstancestohelpcropsgrowbetter.Thenaskstudentsthequestion:Infact,therearealsomanytypesoffertilizers.Whatkindoffertilizersdofarmersuseaccordingtothepictures?3.Askstudentsthenextquestion:Canyouinferwhatkindoffarmingaretheydoingbasedonthedifferenttypesoffertilizersusedinthetwodifferentpictures?Answerthequestion:chemicalfertilizers化學(xué)肥料naturalfertilizers天然肥料fertilizer/fertiliser肥料/?f??t?la?z?(r)/3.organicfertilizerorganicfarmingOrganicfarmingissimplyfarmingwithoutusinganychemicals.chemicalfertilizerchemicalfarmingChemicalfarmingisfarmingusingchemicalpesticidesandartificialfertilizers.Purpose:1.Theintroductionofsomequestionsrelatedtothepassagecanhelpstudentsintuitivelyunderstandthemainthingsdiscussedinthispassage.2.Introducingthelearningofthislessonthroughquestioningcaneffectivelyattractstudents'attention.Step2:Prereading(3mins)Teacher’sactivitiesStudent’sactivitiesLetstudentsreadthepassagetitletogetherandaskquestions:(1)Whatdoestheword“versus”mean?(2)Sinceitisaparison,theremustbesomeparativeanalysisbetweenchemicalfarmingandorganicfarminginthispassage.Beforestartingtostudythetext,Iwouldliketoaskyouaquestion:basedonyourexistingunderstandingofthesetwofarmingmethods,whichonedoyousupport?Readthetitlealoudtogether.(1)versus/?v??s?s/prep.(比較兩種不同想法、選擇等)與…相對(duì)，與…相比;(表示兩隊(duì)或雙方對(duì)陣)對(duì)，訴，對(duì)抗(2)Organic/Chemicalfarmingisbothok.Reasons:……Purpose:Askingstudentsthequestionthatwhichoneisbetterisactuallylayingthegroundworkforteachingstudentstheadvantagesanddisadvantagesofthetwofarmingmethodsinthefollowinglectureandfinaltaskofwritingargumentativeessays.Step3:Whilereading(20mins)Teacher’sactivitiesStudent’sactivities1.Askstudentstoskimthewholepassageandpletethequestionsofthesecondpartonpage56ofthetextbook.2.Letstudentsscaneachparagraphandanswersomequestions.(1)Whydidmanyfarmersweletheintroductionofchemicalfarming?(2)Whatconcernsmanypeopleabouttheuseofpesticides?(3)Whatisoneproblemwiththeuseofchemicalfertilizers?(4)Whataretheadvantagesoforganicfarming?(5)Whydoorganicfarmerschangethekindofcropgrowninafieldeveryyear?(6)Whatistheauthor’sattitudetowardsorganicfarming?3.Aftersortingoutthecontentoftheentirepassage,askstudentstodoablankfillingexercise.4.Askstudentstorecalltheadvantagesanddisadvantagesoforganicandchemicalfarmingmentionedinthepassage,andbasedonthis,trytoeupwithotheradvantagesanddisadvantages.5.Givestudentsoneminutetorevisittheentirepassageandtheninquireaboutthestructuralcharacteristicsofit.5.Also,askthestudentsiftheyhavepaidattentiontotheuseofsometransitionwordsinthepassage.Explainthesignificanceofthesetransitionwords.Para1&2:TheproblemswithchemicalfarmingPara3:WhatorganicfarmingisPara4:OrganicmethodsforproducingrichsoilPara5:Whymanmadechemicalsarestillusedinfarming2.Studentsscaneachparagraphandanswerthequestions.(1)Manyfarmersweledthemasagreatwaytostopcropdiseaseandincreaseproduction.(2)Theirlongtermusecansometimesharmboththelandandpeople'shealth:killhelpfulbacteriaandinsects;stayinthesoilandundergroundwatersourcesforalongtime(3)Cropsgrownwiththemusuallygrowtoofasttoberichinnutrition:Insidethereisusuallymorewaterthanessentialminerals;Theyoftenhavelessflavouraswell.(4)Thefarmersfocusonkeepingtheirsoilrich,freeofdiseaseandkeeptheair,soil,waterandcropsfreeofchemicals.e.g.naturalmeans:naturalwastefromanimalsasfertilizer(5)Becausetheyputimportantmineralsbackintotheground,makingitreadyforthenextbatchofcrops.(6)objective客觀的4.Studentsrecallstrengthsandweaknessesofthetwofarmingmethodsbasedonthepassage.Purpose:1.Byanalyzingthecontentofthepassageintheformofquestions,studentscanbedeeplyimpressedbythekeypointsoforganicandchemicalfarming.2.Afteranalyzingtheentirepassage,someblankfillingexercisescanhelpstudentsrememberthecontent.3.Ananalysisofthestructureofandthetransitionwordsusedisawaytolaythegroundworkforthefollowingwritingtask.Step4:Postreading(12mins)Teacher’sactivitiesStudent’sactivities1.Assignthewritingtaskandbrieflyintroducethestructureofargumentativeessays.2.Revealthetopicofargumentativewritingandexplainthewritingrequirementsandletstudentsdiscussingroupsangthengivestudents7minutestowriteanoutline.3.Providestudentswithsomemonlyusedexpressionsandsentences