Unit+5+Working+the+Land+Reading+for+writing+Chemical+versus+Organic+Farming+教學(xué)設(shè)計(jì) 高中英語(yǔ)人教版（2019）選擇性必修第一冊(cè)

Unit5WorkingtheLandUsinglanguageChemicalversusOrganicFarming教材分析：(What):該閱讀文本是usinglanguage的第二部分以“評(píng)估化學(xué)耕作和有機(jī)耕作(evaluatechemicalfarmingandorganicfarming)為活動(dòng)主題，介紹了化學(xué)耕作和有機(jī)耕作的兩種特點(diǎn)，分析了各自的優(yōu)缺點(diǎn)，最后的結(jié)論是人類如果想要既吃得飽又吃得健康，同時(shí)保持環(huán)境的可持續(xù)發(fā)展，還有很長(zhǎng)的路要走。(Why)文本啟發(fā)讀者從多角度思考農(nóng)業(yè)耕作的方式，辯證地看待化學(xué)耕作和有機(jī)耕作的問題。在文本結(jié)構(gòu)上，作者采用了“先分后總”的信息組織方式，先介紹化學(xué)耕作方式，再介紹有機(jī)耕作方式，最后談了自己的看法——其實(shí)，目前并沒有種耕作方式可以解決全部問題。學(xué)生可以在文中找到不同的證據(jù)，發(fā)表自己的看法。“吃得飽”和“吃得好”其實(shí)是相互制約的問題，啟發(fā)學(xué)生辯證思考農(nóng)業(yè)耕作的方式。(How)文本使用了說明、舉例、對(duì)比等寫作手法，并運(yùn)用了大量的語(yǔ)篇標(biāo)識(shí)詞，例如:表示轉(zhuǎn)折的however、but,表示舉例的forexample、forinstance，表示并列和遞進(jìn)的and、also,表示補(bǔ)充信息的的inaddition，用以引出不同信息的asfor、asanalternative，用以引出原因和結(jié)論的because、therefore，等等。用這些標(biāo)識(shí)詞連接句子、構(gòu)成語(yǔ)篇，也體現(xiàn)了文本較強(qiáng)的邏輯性和所說明內(nèi)容的全面性。Keycompetences(核心素養(yǎng))I.Languageabilities（語(yǔ)言能力）:Readandunderstandthestructureoftextandexpresstheirideasfreely.II.Learningabilities（學(xué)習(xí)能力）:Traintheabilitytodistinguishtheopinionsandfacts,andexplainthesupportivepoints.III.Culturalawareness（文化意識(shí)）:1.Learnabouttheimportantroleagricultureplayinoureconomicdevelopment.2.Understandthesignificanceofagriculturalsustainabledevelopment.IV.Thinkingqualities（思維品質(zhì)）：Expresstheiropinionsaboutagriculturaldevelopmentanduseproperpointstosupportit.Teachingaims:1.Knowsomeknowledgeaboutchemicalandorganicfarming;2.Improvethestudents’readingandwritingabilities;3.Enablestudentstoknowaboutthebalancebetweenagriculturaldevelopmentandthehealthofpeopleandenvironment.TeachingImportantPoints1.Trainstudents’readingability.2.Encouragestudentstoexpresstheiropinionsonthechemicalandorganicfarming.TeachingDifficultPointsHowtoimprovestudents’readingandwritingability.TeachingMethodsActivity-basedteachingMulti-mediateachingCommunicativemethodsDiscussionandIndividualandGroupworkTeachingProceduresStepI.Before-reading1.AquestionaboutYuanLongpingtoreviewhisachievement._______________________________________________________________.2.Enjoyavideotoleadinthechemicalandorganicfarming.（設(shè)計(jì)意圖：圖片回扣先導(dǎo)知識(shí)，利用短視頻激發(fā)學(xué)生的學(xué)習(xí)興趣。）StepII.While-readingActivity1.MakepredictionLookatthetitleandpicturesbelow.Whatdoyouthinkthetextisabout?（設(shè)計(jì)意圖：通過標(biāo)題和圖片，推測(cè)文章內(nèi)容。）Activity2.Skimthetextthenmatchthemainideas(A-D)belowwiththeparagraphs.para1¶2A.Whatorganicfarmingispara3B.Whyman-madechemicalsarestillusedinfarmingpara4C.Organicmethodsforproducingrichsoilpara5D.Theproblemswithchemicalfarming（設(shè)計(jì)意圖：通過略讀，找出段落大意。）Activity3.Scanthetextandchoosethecorrectanswer.（Readingtips）Scanning(掃讀)，掃讀是定位細(xì)節(jié)信息的過程其目的是lookingforaspecificpieceofinformationorspecificwords。談到Scanning就一定要提到定位詞，定位詞最好是形式固定且比較容易被“掃”到那么符合這樣規(guī)則的閱讀定位詞有：人名、地名、機(jī)構(gòu)名稱等數(shù)詞、特殊印刷字體的詞等等）1.Whydidmanyfarmerswelcometheintroductionofchemicalfarming?A.Becausetheyarecheap.B.Theyareagoodwaytostopcropdiseaseandincreaseproduction.C.Theycancausedamagetotheland.D.Theydogoodtopeople'shealth.2.Fromthepassage,wecanseeorganicfarmingis_______.A.growingcropswithchemicalfertilisers.B.growingcropswithnaturalfertilisers.C.uselessinthecropdisease.D.veryexpensive.3.Whatdoesthetextmainlytellus?A.Theadvantagesofchemicalfarming.B.Theproblemoforganicfarming.C.Theproblemsofchemicalfarmingandadvantagesoforganicfarming.D.Chemicalfarmingisbetterthanorganicfarming.（設(shè)計(jì)意圖：通過尋讀，定位細(xì)節(jié)信息。）Activity4.Readcarefullyandfillintheblanks.（設(shè)計(jì)意圖：閱讀提升，把握文章脈絡(luò)。）Activity5.Summarizethestructureofthetext.ChemicalfarmingdivideOrganicfarmingSummarize??（設(shè)計(jì)意圖：總結(jié)文體分析，導(dǎo)入話題寫作。）（寫作技巧指導(dǎo)）：Payattentiontothetransitionsbetweenideas(過渡和轉(zhuǎn)換).forexample,inturn,inaddition,infact,etc.（鏈接高考應(yīng)用文寫作，注重過渡詞和轉(zhuǎn)換詞的運(yùn)用。）StepIII.Post-reading：DiscussionWhatisyouropiniononchemicalororganicfarming?Topicsentence:Frommypointofview/Inmyopinion,________armingispreferableto__________farmingbecause______________________________________.Point1.Tobeginwith/Firstofall/Firstly,__________________________________.(detail)_______________________________________________________.Point2.Secondly/Then/Next,________________________.(detail)________________________________________________________.Point3.Lastbutnotleast/Inaddition/What’smore,_________________________.(detail)______________________________________________.Conclusion:Inclosing/Inconclusion/Allinall,______________________.（設(shè)計(jì)意圖：鏈接高考應(yīng)用文寫作，訓(xùn)練提升寫作能力。）StepIV.Homework:Writing-FinishyourwritingandPolishit.Whatisyouropiniononchemicalororganicfarming?教學(xué)反思：進(jìn)一步研讀《普通高中英語(yǔ)課程標(biāo)準(zhǔn)》，貫徹好高中英語(yǔ)學(xué)科核心素養(yǎng)目標(biāo)，把握好新課標(biāo)、新教材、新高考下的學(xué)生能力培養(yǎng)目標(biāo)體系和要求，進(jìn)一步梳理高中英語(yǔ)主題教學(xué)的框架，設(shè)計(jì)更為科學(xué)高效的英語(yǔ)課堂教學(xué)模式和思路。課堂教學(xué)更具有開放性和靈活性，更好地為學(xué)生走向國(guó)際化和現(xiàn)代化做好鋪墊，切實(shí)提高學(xué)生地聽說讀寫能力和思維品質(zhì)，更好地運(yùn)用豐富的網(wǎng)絡(luò)資源和多媒體教學(xué)手段，擴(kuò)大學(xué)生視野，豐富課堂活動(dòng)，提高學(xué)生團(tuán)隊(duì)合作學(xué)習(xí)的意識(shí)和能力。好的教師，眼中永遠(yuǎn)有學(xué)生，學(xué)生的精彩才是課堂的精彩。怎樣以學(xué)生為主