Unit 5 Working the land大单元设计教学设计.docx

英语学科必选修一大单元整体学习学程设计Unit5WorkingThe1.and单元概述【单元内容】：本单元以“农业”为主题，探讨了一系列与农业相关的热点问题，提供了多模态语篇素材介绍了农业科学家袁隆平、世界粮食日、化学耕作与有机耕作、培养农业人才、发展生态农业进行农业扶贫和农业创新等内容，旨在帮助学生深度思考农业发展对国家建设乃至世界和平稳定等方面的贡献和意义。本单元还着力培养学生正确的价值观，通过介绍袁隆平和李保国的感人事迹、现代农业的多元发展、青年人的农业创业之路等，引导学生思考正确的人生追求和理想事业，理解个人的发展和价值的实现要与国家和社会发展的需要相结合。单元标题“耕耘”(WOrkingthe1.and)体现了本单元农业的主题。引言“我毕生的梦想是让所有人远离饥饿”出自我国著名农业科学家袁隆平。引言不仅与单元主题相呼应，还反映了粮食生产与世界人民的饥饿问题密切相关。主题图呈现的是我国乡村的自然风貌。白墙黑瓦的小村庄，背靠山坡，四周农田绿意盎然，生机勃勃，让人感受到农村与农业发展的希望以及建设美丽乡村的重要意义。【课标要求】:核心素养教学目标与要求语言能力主题：农业词汇:能正确使用下列单词和词块。devote,shortage,tackle,crisis,boost,convince,characteristic,attain,conventionalassumption,intense,overcome,expand,output,estimate,domestic,Consumptionxomprise,generate,leisure,soil,celebrity,grain,vision,reality,salty,urban,bomb,extension,chemical,wheat,flavour,nutritional,nutrition,organic,widespread,digestessential,mineral,alternative,grocery,instance,depth,root,entirely,aspectworktheland,conductresearch,fulfilone'sdreams,devote.to,pursueacareerin,haveashortageof,tacklethecrisis,amatterofgreatdebate,overcomeenormoustechnicaldifficulties,becomprisedof,deepdown,alleviateworldhunger,inturn,freeof,forinstance,inconclusion语法:能够在语篇中理解和恰当使用主语从句。语篇：1 .读懂并理解介绍人物的记叙文，理解并欣赏其语篇特征和写作手法2 .读懂并理解说明文，包括作者传达的观点以及文中的逻辑关系。3.听懂并理解录音采访中的关键信息，并判断被采访人的主要观点及其支撑信息之间的关系。表达：1 .能够在对话中运用恰当的句式表达观点、陈述理由。2 .能够以书面形式清晰地表达观点，并进行说理论证。学习能力1.能够通过构词法、话题词汇等方式建构词汇语义网，扩大词汇量。2.能够分辨观点与事实，听懂对因果关系的解释和说明。文化意识1. 理解以袁隆平为代表的农业科学家对我国以及全球农业发展的贡献。2. 了解农业领域中的热点问题，如世界饥饿问题、耕作方式的选择等，能够理性思考，从人类命运共同体的角度和高度理解粮食问题以及农业发展问题。3. 了解农业在我国经济发展中的基础地位和重要作用，理解农业可持续发展、农业扶贫等工作的重要意义。思维品质1 .能够在农业主题的探究中，客观分析并识别各种信息之间的内在关联和差异。2 .能够根据所获得的信息加深对主题内容的理解，提炼出自己的观点，并能恰当地论证自己的观点，表达自己对农业发展、粮食问题的看法。【单元目标】Bytheendoftheunit,wewillbeableto:1. readaboutagriculturalscientistYuan1.ongping.2. listentoandtalkabouttheproblemofworld.3. writeaboutyouropiniononorganicfarming.4. Ieamaboutfarmingindustriesinothercountries.【单元任务】Thethemeofthisunitisagricultureandfarming.StudentswillbeginbyreadingaboutYuan1.ongpingandhybridrice.TheywillthenturntotheproblemofworldhungerandwhatorganisationssuchastheFoodandAgriculturalOrganizationaredoingtocombattheproblem.Thedifferencesbetweenchemicalfarmingandorganicfarmingwillthenbeintroducedandstudentswillbeledtoconsidertheprosandconsofeach,Studentswillthenresearchwheretheirfoodcomesfromandhowitisprocessedfromfarmtoplate.Finally,theywillwatchavideoaboutanagriculturaluniversitywhichteachessustainablefarming.Itishopedthatstudentscanusetheinformationinthisunittogainappreciationforwheretheirfoodcomesfrom,andtobecomemoreawareofissuesfacingagriculture,theenvironmentandthefutureofhumanity.【学习导航】Topic1.anguagesAroundtheWorldReadingGettoknowanagriculturalscientist1.isteningExploretheworldhungerproblemSpeakingCelebratesomeschoolactivitiesthatcelebrateWordFOOdDay.WritingEvaluatechemicalfarmingandorganicfarming.ProjectMakeaposterofyourfavoritedish,fromfieldtoplate.1.ookingIntoTheFuture主题语境：人与社会一科技J1.istening(input)Getspeakers5opinionsontheworldhungerproblem.Speaking(output)Talkabouttheadvantagesanddisadvantagesofnewtechnology.Reading(input)1.earnaboutagriculturalscientistYuan1.ongping.Thinking(output)Thinkaboutthefurthermeaningofthesayingintheopeningpage.Reading(input)1.earnaboutthedifferencesbetweenchemicalfarmingandorganicfanning.Writing(output)Writeyouropinioninanessay.Project：MakeaposterofyourT课程大概念：让学生从源头上对菜肴的食材进行了解和探究，加深他们对农业生产的认识和情感。favoritedish,fromfield语篇在教材中的位置语篇形式/标题语篇题材及主要内容语篇子主题SBP50Readingandthinking题材：记叙文介绍中国科学家袁隆平选择从事农业研究的原因，突出袁隆平对世界农业的贡献以及对人民深厚的感情。引导学生探究袁隆平在职业选择，事业奋斗和个人性格方面的价值观。SBP541.isteningandspeaking题材：电视采访内容：主持人采访世界粮农组织官员，与其谈论世界接问题饥饿问题的起因，解决措施及该组织对此问题提出的倡议。帮助学生理解世界饥俄问题与全球粮食生产问题，启发学生积极思考，完成有意义的语言理解和口语输出，为“世界粮食日”设计出有意义的活动。SBP55Readingforwriting题材：说明文文章将有机耕作和化学耕作进行对比，分析阐释两种耕作技巧的优劣势，并提出现代农业有待解决的问题。学生通过阅读思考耕作方式和可持续发展的问题。【课时安排】StageOverallPerception整体感知Exploration&Construction探究建构Application&Transfer应用迁移Reconstruction&Expansion重构拓展Period0.53.522OverallPerception整体感知WorkingThe1.andGettoknowmoreaboutagriculturalindustries1.earningObjectives!Bytheendofthislesson,youareexpectedtobeableto:1. readaboutagriculturalscientistYuan1.ongping.2. listentoandtalkabouttheproblemofworld.3. writeaboutyouropiniononorganicfarming.4. Ieamaboutfarmingindustriesinothercountries.ContextandTask1.ookatthephotoandthetitleofthetext.Discussthesequestions:Whoisthemaninthephoto?Whatcropisheholdinginhishands?Whatdoyouknowabouttheman?Whatelsedoyouwanttoknowabouthim?Activity1：1.ookattheopeningpageanddescribewhatyouseeandhowdoyouunderstandthisunit'stitleaVVorkingthe1.and,Activity2tExplainthequoteandtheconnectionbetweenthequoteandthepicture.Activity3：Thinkaboutwhatishungerproblemandmakeawordsnetaboutagriculture.Exploration&Construction探究建构ReadingandThinkingAPioneerforAllPeople语篇分析：What:(1)内容板块的活动主题是"Gettoknowafamousagriculturalscientist”。木文的内容由三部分组成：第一部分(Para.1)是概述，介绍了袁隆平公认的“科学家”和自评的“农民”两种身份，并点明了他为农民奉献一生。第二部分(Para.2-4)是文章的主体部分，讲述袁老“择业-研究-收效”，这一超级稻研发收效的过程。第三部分(Para.5-6)讲述袁隆平名利双收之后仍然挂心农业、不断开拓的精神。(2)明线暗线1)明线：以时间线为牵引的袁隆平“总体介绍-择业为农-潜心钻研-成果显著-奉献逐梦”的人生轨迹2)暗线：袁隆平终生为农民和农业的奉献精神Why:向读者介绍袁隆平心系农民、攻坚克难、淡泊名利、无私奉献、不断逐梦的美好品质。How:(1)文章结构本文为一篇“总-分”结构的记叙文，“总”的部分是作者的总述,提纲挈领地讲述了袁隆平院士的“双重身份”和对农民的终身奉献；“分”的部分是袁老为农民农业奉献一生的轨迹。(2)语言特点为介绍袁老“一心为农”的精神，文中使用了一般过去式讲述袁老则职业选择和技术克难。使用现在完成时来表述他的研究成果和影响。使用对比和比喻的手法讲述了他的“先锋精神”和“心系天下”。且本文含有大量的介绍性语块和择业克难、收效显著、淡泊名利、持续追梦的语块，它们既是理解文章的重点，也是学生进行语言输出时的重要支架：1）介绍人物.knownas.isoneof.considerhimself.because.Indeed.wasbornin.Aftergraduatingin.heworkedas.2）择业克难However,whatconcernedhimmostis.Totacklethiscrisis,hechoseto.realizedthat.wasconvincedthat.Throughintenseeffort,.overcomeenormoustechnicaldifficultiesto.3）收效显著.enabled.to.hasallowed.to.helpedfeednotjust.but.4）淡泊名利Becauseof.z.hasreceivednumerousawardsbothin.and.Giventhat.onemightthink.However,thisisfarfromthecase.Deepdown,.isstilla.atheart.Asamanof.z.careslittlefor.,Instead.5）持续逐梦Whatimpressespeoplemostabout.is.Despite.isstillyoungatheartandfullofvision.envisioned.hassucceededin.Hislatestvisionfor.hasalsobecomeareality.1.earningObjectivesBytheendofthislesson,youareexpectedtobeableto：1. Figureoutthestructureofthepassagebyanalysingthemainideaofeachp<ragraph.2. GetthedetailedinformationofeachpassageandsummarisethemoralfeaturesofYuan.3. Expresstheirideasonthegiventopicsthroughcriticalthinking.（ContextandTaskWhoisthemaninthephoto?Whatcropisheholdinginhishands?Whatdoyouknowabouttheman?Whatelsedoyouwanttoknowabouthim?Activityl:Readthetitleandthefirstsentenceofeachparagraph.VVhatkindofwritingisthis?ZKRllSIERF7R/X1.1.F>F>1.YJOC1.OCodCo,ICCoWCcs*fc3fhooffyt>rPHu。C.，OCOofCtloosrrostfrv>oosso*rtt*.Y。，f。UOrs4<4oeH*rvsoltciforw>rDou<%oKocoot100oWvworestr*Icaricir-ri*trorotocSytsfotIitcwIKote>frviliorofCKirw*former*,toYUcSC1.OCaQlrt。v05QOrClr»1930*rBoijiro.H(sQOrCwortdKlrr¼tog>v>rsuaUoriodruorrrediofIOVWr,wKotoortc*rr-M»dKlrr>rrBtwos,Cotforrrrso"rtt>ocJp>oorKor>ossOrtCfsorotiroesover¼Kodo%or,3torto*ofroodtooot.Toteadel*rcrial*uhostoSfJlUyo¢>ric=5t5ecrdroo。*VoUlor>。CKJUuIfiorofSomth*wst人OriU32ro,UOtoo。lrCr¼or¼QC4r*Q.入“or0rodoofir>oCS3.t"worfc*dosCSr«M*arcK«»r.TOOC1.ooaQ>rwoHM<Jtrocaryaro4*fl9c>ss/or。ooH-¼oso51orvIrtwc3d.Grmorck»ocI。Clot>oo*yto4dslrtroiolD%ttx>vfoU.MowfKHU6jdDoOOOwas0qtaoUcoirco>fkoootfKirv.VooraosUor«5cu*«4tr>attrx»otsa9tcov>ldt>fk>rciirtr9cratorofKyt>11clrico.ACyDrPis0crosst>o,WOOrvroorrror<Bvrl<*v4>sofaSf<vci*¼.On。Urorov,rlttv<j-fCyDrtdsistt>atr¼oy，=OaIVaMolr<3Kj*<*YPtt>orUOrwEtoCCMGrOO.IowWVf>9KwItCag(X>ss*tM<9toCtOyOOQQvtortdofx>*Q4gy>rpQQE»、5d，y。Wo>OEOtfBof3。<1，Jc»t>Qto.TKoUOrrrr»o，、o3Ef3ttor*r*rwc¼，八5，UOUPrtOoro.TKroocrlo*rswWffort.YOCr、ovru<3rr*0r>0rm0MitooKolcotdif11colf*stoCJyfoQtt>wftHvt3rtdrlcomo，uouldjs。Clforrorrrir>Qin27，TKUhYtXPQCoaooforrrr¾toMfX>cCttoiroo>MfQrootty.UZrTSWOF*OMOTMKUAMOTodoy.ItKE2cIHot60POrUoClofdomesticric<>coraom9HorICCEeOIsUOmt>rl<lofcrop>sowr*rof*<lfromYcr>'sKytridror>,OCCIKHstrolrstovoallov*rdU2r>vsfoE*rtoQro<2uurcxrcl200EiIuoCtor¾ofCUorx>ryoor.v>ar,irrovcst*orhocr¼ox>dfoodnotjostUErxz>.t>>trroryottwrUOJCW、tKotd<*z>orclorr$cesvol.sxzosIeeSieIGCclV三trcrr.BocaosoofMlsgv>ot>oUOrE6>Hor,.YOor¼1.OrodcatX3SrouoHzoUoorrorotjsvzordtx>minOMr»0orciOtsrooci.vorttatYMorKytxKlsK0v9mcC>Mrrc3t.wolfMy.or-orQEtTlr>kv*zoodrwtrto<3Mfwof*4*vrw.Fiowovor.trwsIsfarf<o<-r>，n。uo，r.d<wc.YkJCCissf三*zoryrrx=t">0formwCVCrcr1.人<3EOCofm。oMhoUorOSKttU>forv3wr1*Orrr»orwrv.SV3d八。rrcesICIr00dorc3tior%stosur>oortooricvtwrcalr<*orcH.wtofirvr4MswsQOOO«0rvx>st<32tYoc>r1.or3Fr>0HCo<ooc>altv»0f3f三rsdroom¾.1.cx-*qOQdK9«r«visAorw»clr1ur>orts0%fanossorQtom.WWttoufworofrlooasDQosat5room.OCD00cKratrofHgwcs«Ku>09oap>*orot.Mos>cuooD<irfrcKxiru0kcir*CfofthafUoVdeJfoo<JEorOCWOQPatfomc<3rdesk3roci.MisIcstostvl*lorforI。OWCa'rric。"KosCat»0QuorrwarHtyardrx>tortlivOQOCOCIm>rwortOrMBrrM100scjorokUK>rr4>trooV*attIortdirOb*raforriup>rodu/<zttor.OosrMtoh¼lsct>cr-cdYor*.Yu301.orQr>ji¼tillvu*rQofKoortOCO15ofvls4or.ordwv三rorwhbwoitlrotoK'Kovw<Or。OEUPr<9×Activity2:1.istentothetext.Matchthemainideawitheachparagraph.Paragraph1AYuanndctedresearchanddevelopedhybridrice.Paragraph2BYuanisoldbutstillworkinghardtofulfilhisdreams.Paragraph3CYuannsdershimselfafarmer.Paragraph4DYuandecidedtostudyagriculture.Paragraph5EYuan,sinnovationhashelpedtofeedmorepeople.Paragraph6FYuancareslittleforfameorwealth.Activity3:Readthetextagainandfillintheblanks.Activity4:Discussandthinkcriticallyaboutthetext.DoyouwanttomakegreatcontributionstootherslikeYuan1.ongping,TuYouyou,1.inQiaozhi?Ifso,whatpreparationsareyousupposedtomake?Homework:.1. Readthetexttwiceandtrytowriteexpressionstoreplacethefollowing:shortage,tacklethiscrisis,boostyields,beconvinced,attain,conventional,intenseeffort,becomprisedof,generated,alifeofleisure,envision,vision.2. Writeapassagetitled“Yuan1.ongping,SDevotiontoHybridRice,within100wordsfromtheseaspects:motivation,process,achievement,viewoflifeandvision.Ifpossible,trytousetheexpressionsabove.1.isteningandspeakingExplorethewordhungerproblem(1.earningObjectivesBytheendofthisperiod,youwillbeableto：1.Ieamtogetspeakers'opinionsinadialogue;2.1 eamtotalkabouttheadvantagesanddisadvantagesofnewtechnology.(ContextandTaskDoyoustillrememberwhatmotivatedYuan1.ongpingtostudyagriculture?Canyouthinkofanyothercausesthatmayleadtotheworldhungerproblem?PleaserefertothepicturesinActivityI.Activityl:Inpairs,discusswhatyoucanseeinthephoiosandhowyouthinkeachphotorelatestoworldhunger.IdentifysupportingevidenceWhenpeoplepresentimportantfacts,theyusuallygivesomeevidencetosupporttheirclaims.Theevidenceisusuallymentionedatthestartofasentence.1.istenoutforkeywordslikereport,research,studies,figures,findingsetc.Activity2:1.istentoaradiointerviewandtakenotes.Thenanswerthefollowingquestions.1.WhatistheFAO?Whatisitsmission?2 .Whatcanseriouslyaffectcropproduction?3 .WhatdoestheFAOthinkaboutnutritiousfood?4 .WhatistheFAOdoingtoalleviateworldhunger?5 .WhatdoestheFAOsuggestcountriesdo?Activity3:1.istenagainandidentifyhowthespeakersupportshisfacts.Matchthesupportingevidencewiththefacts.1 AcrdngtoOUrlatestfigures,.2 Thereisstrongevidencetosuggestthat.3 Ourresearcindicatesthat.Awarscanheavilyaffectfoodproductionandtransportation.B(worldhunger)standsataround11%oftheworld'spopulation.Cmanypeoplejustca,taffordtoeatwell.Activity4:Workinpairs.Discussthefollowingquestionsandthenshareyouranswersinclass,Useatableliketheonebelowtohelpyouorganizeyourthoughts.1. Whatareallthepossiblecausesofworldhungerthatyoucanthinkof?2. WhatcanpeopleandcountriesdotohelpalleviatetheseCausesVActivity5:Ingroups,brainstormaboutthefuture.Discussthesepoints.Activity5:WorkingroupstobrainstormideasforsomeschoolactivitiesthatcelebrateWorldFoodDay.Usetheexpressionstohelpyoucommunicatewithyourgroupmembers.Application&TranSfer应用迁移ReadingforwritingWelcomeorrejectfuturechanges语篇分析：该部分以“评估化学作和有机耕作”(EVaIUatechemicalfarmingandOrganiCfarming)为活动主题，思考耕作方式与农业可持续发展的问题。学生先阅读文本，了解化学耕作和有机耕作的概念以及各自的优缺点，再结合自己的理解选取其中一种耕作方式，使用论据，论证为什么该耕作方式更好，表达倾向性的观点。整个活动需要学生结合文本内容和自己的理解深人思考，着重训练思维的逻辑性和批判性。整体而言，该阅读文本是千篇说明文。文本分别介绍了化学耕作和有机耕作两种耕作方式的特点，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。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一一其实，目前并没有一种耕作方式可以解决全部问题。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howeverbut,表示举例的forexampleforinstance,表示并列和递进的and、also,表示补充信息的inaddition,用以引出不同信息的asfor、asanalternative,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。(1.earningObjectives)Bytheendofthisclass,youwillbeableto:KnowwhattheOREOwWritingModelis;Usethemodeltowriteanargumentation;1.eamtoreviseyourownwritingaccordingtothechecklist.ContextandTaskWhatdoyouknowaboutchemicalfarming?Whataboutorganicfarming?Activityl:Rcadthetext,andthenanswerthequestionsonpage56.1 WhydidmanyfarmersWelCOmetheintroductionofchemicalfarming?2 Whatconcernsmanypeopleabouttheuseofpesticides?3 WhatisOneproblemwiththeuseofchemicalfertilisers?4 Howisorganicfarmingdifferentfromchemicalfarming?5 Whydoorganicfarmerschangethekindofcropgrowninafieldeveryyear?6 Whatsthegoalofusingorganicfarmingmethods?Doyouthinkitcanbereached?Whyorwhynot?Activity2:Matchthemainideas(A-D)belowwiththeparagraphs.Thencompletethesentencesinthetable.AWhatorganicfarmingisBWhyman-madechem>cafearestillusedinfarmingCOrganicmethodsforproducingrichsotlDTheproblemswithchemicalfarmingParagraphMainIdeaDetail1-2Pesticidescankillhelpful. Somepesticideshavebeenbecauseofthe Cropsgrownwithchemicalfertilisersusuallytobefullof.3 Manyorganicfarmersuseasfertiliser4 Theyoftengrownineachfield.Theyalsoplantcropsthatuseofthesoiltohelpkeepitrich.5OrganicfarmingisnowherenearabletomeetthehighActivity3:riteanargumentativeessaygivingyouropiniononchemicalororganicfarming.1 DtSCMSStheseQuestionsingroups. IstKeauthorofthepassagefororagainstorganicfarming?Howdoyouknow? Wnatoth>rCksacivantagesofctem>calfarmingdidtheauthornotlist? HowmgtttKefOttowingitemst>eproblemsandhowimportantaretheyfororganicfarming?naturalanimalwasteusedasfertiliserhigrrcostofproducingfoodgreatereffortreQutredtofarm WhatOtKerCHSaClVaEageSoforganicfarmingcanyout>