资源简介

Unit5 Working the Land Using language Chemical versus Organic Farming
教材分析：
(What):该阅读文本是 using language的第二部分以“评估化学耕作和有机耕作(evaluate chemical farming and organic farming)为活动主题，介绍了化学耕作和有机耕作的两种特点，分析了各自的优缺点，最后的结论是人类如果想要既吃得饱又吃得健康，同时保持环境的可持续发展，还有很长的路要走。
(Why)文本启发读者从多角度思考农业耕作的方式，辩证地看待化学耕作和有机耕作的问题。在文本结构上，作者采用了“先分后总”的信息组织方式，先介绍化学耕作方式，再介绍有机耕作方式，最后谈了自己的看法——其实，目前并没有种耕作方式可以解决全部问题。学生可以在文中找到不同的证据，发表自己的看法。“吃得饱”和“吃得好”其实是相互制约的问题，启发学生辩证思考农业耕作的方式。
(How)文本使用了说明、举例、对比等写作手法，并运用了大量的语篇标识词，例如:表示转折的 however、 but, 表示举例的 for example、for instance，表示并列和递进的and、also,表示补充信息的的 in addition，用以引出不同信息的 as for、as an alternative，用以引出原因和结论的 because、therefore，等等。用这些标识词连接句子、构成语篇，也体现了文本较强的逻辑性和所说明内容的全面性。
Key competences(核心素养)
I. Language abilities（语言能力）: Read and understand the structure of text and express their ideas freely.
II. Learning abilities （学习能力）: Train the ability to distinguish the opinions and facts, and explain the supportive points.
III. Cultural awareness（文化意识）:
1. Learn about the important role agriculture play in our economic development.
2. Understand the significance of agricultural sustainable development.
IV. Thinking qualities（思维品质）：
Express their opinions about agricultural development and use proper points to support it. Teaching aims:
1.Knowsomeknowledgeaboutchemicalandorganicfarming;
2.Improvethestudents’ reading and writing abilities;
3.Enable students to know about the balance between agricultural development and the health of people and environment.
Teaching Important Points
1.Train students’ reading ability.
2.Encourage students to express their opinions on the chemical and organic farming.
Teaching Difficult Points
How to improve students’ reading and writing ability.
Teaching Methods
Activity-based teaching Multi-media teaching Communicative methods
Discussion and Individual and Groupwork
Teaching Procedures
Step I. Before-reading
1. A question about Yuan Longping to review his achievement.
_______________________________________________________________.
2.Enjoy a video to lead in the chemical and organic farming.
（设计意图：图片回扣先导知识，利用短视频激发学生的学习兴趣。）
Step II. While-reading
Activity 1. Make prediction
Look at the title and pictures below. What do you think the text is about
（设计意图：通过标题和图片，推测文章内容。）
Activity 2. Skim the text then match the main ideas (A-D) below with the paragraphs.
para1 & para2 A. What organic farming is
para3 B. Why man-made chemicals are still used in farming
para4 C. Organic methods for producing rich soil
para5 D. The problems with chemical farming
（设计意图：通过略读，找出段落大意。）
Activity 3. Scan the text and choose the correct answer.
（Reading tips） Scanning(扫读)，扫读是定位细节信息的过程其目的是 looking for a specific piece of information or specific words。谈到 Scanning 就一定要提到定位词，定位词最好是形式固定且比较容易被“扫”到那么符合这样规则的阅读定位词有：人名、地名、机构名称等数词、特殊印刷字体的词等等）
1. Why did many farmers welcome the introduction of chemical farming
A. Because they are cheap.
B. They are a good way to stop crop disease and increase production.
C. They can cause damage to the land.
D. They do good to people's health.
2.From the passage, we can see organic farming is _______.
A. growing crops with chemical fertilisers.
B. growing crops with natural fertilisers.
C. useless in the crop disease.
D. very expensive.
3. What does the text mainly tell us
A. The advantages of chemical farming.
B. The problem of organic farming.
C. The problems of chemical farming and advantages of organic farming.
D. Chemical farming is better than organic farming.
（设计意图：通过寻读，定位细节信息。）
Activity 4. Read carefully and fill in the blanks.
（设计意图：阅读提升，把握文章脉络。）
Activity 5. Summarize the structure of the text.
Chemical farming
divide
Organic farming
Summarize
（设计意图：总结文体分析，导入话题写作。）（写作技巧指导）： Pay attention to the transitions between ideas(过渡和转换). for example, in turn, in addition, in fact, etc.（链接高考应用文写作，注重过渡词和转换词的运用。）
Step III. Post-reading：Discussion
What is your opinion on chemical or organic farming
Topic sentence:
From my point of view/ In my opinion, ________ arming is preferable to __________ farming because______________________________________.
Point 1. To begin with/ First of all/ Firstly, __________________________________.
(detail) _______________________________________________________.
Point 2. Secondly/ Then/ Next, ________________________.
(detail)________________________________________________________.
Point 3. Last but not least/ In addition/ What’s more, _________________________.
(detail)______________________________________________.
Conclusion: In closing/ In conclusion/ All in all, ______________________.
（设计意图：链接高考应用文写作，训练提升写作能力。）
Step IV. Homework:
Writing-Finish your writing and Polish it. What is your opinion on chemical or organic farming
教学反思：
进一步研读《普通高中英语课程标准》，贯彻好高中英语学科核心素养目标，把握好新课标、新教材、新高考下的学生能力培养目标体系和要求，进一步梳理高中英语主题教学的框架，设计更为科学高效的英语课堂教学模式和思路。课堂教学更具有开放性和灵活性，更好地为学生走向国际化和现代化做好铺垫，切实提高学生地听说读写能力和思维品质，更好地运用丰富的网络资源和多媒体教学手段，扩大学生视野，丰富课堂活动，提高学生团队合作学习的意识和能力。好的教师，眼中永远有学生，学生的精彩才是课堂的精彩。怎样以学生为主体，让学生站在课堂的中央？我们要细思量，围绕单元主题和核心素养确定教学目标，设计教学流程时，是否考虑学生的学习过程和认知水平？我们心中真有学生吗？是否给了学生真正成长的机会？相信这些思考会给我们的课堂教学带来更快的成长。与此同时，高中英语教师的综合素养需要不断提高，加强新形势下对学生的价值观和人生观进一步引领，使学生的社会责任感和跨文化交际能力进一步加强。我们励志做好高中生英语学习和人生道路的引领者，而不单单是应试教育的陪考员。“潮平两岸阔，风正一帆悬”，尽管任重道远，让我们在新课程标准指引下，满怀信心扬帆起航！

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