Unit 5 Working the Land Learning About Language 教案-2024-2025学年高中英语人教版（2019）选择性必修第一册

教学设计 课题 Unit 5 Working the Land-Learning About Language 教学目标 Students will master key vocabulary related to agriculture, like “irrigation” and “fertilizer”. They are expected to understand the structure and usage of subject clauses, and correctly apply them in sentences. For instance, be able to distinguish “What he did for agriculture is remarkable” from incorrect forms. 重难点 Key：Grasping new agricultural vocabulary and firmly understanding the formation and usage of subject clauses. Difficult：Distinguishing between different types of subject clauses, such as those introduced by “that”, “whether”, and question words, and applying them accurately in complex contexts. 教学过程 Teacher: Good day, class! After exploring the inspiring story of Yuan Longping in our reading passage, we are now going to focus on the “Learning About Language” part of Unit 5 “Working the Land”. This section is crucial as it helps us master the new words, phrases, and grammar that are essential for better understanding and using the English language. So, let’s get started! Discovering Useful Words and Expressions Teacher: First, let’s look at some new words and expressions from our reading passage. Take out your textbooks and turn to the “Learning About Language” section. The first word we encounter is “struggle”. In the context of the passage, we read “Yuan Longping struggled for decades to increase rice harvests without expanding the area of the fields.” What does “struggle” mean here? Any ideas? Raise your hands. Student 1: It means to try very hard to do something, especially when it’s difficult. Teacher: Excellent! You are absolutely right. “Struggle” in this sentence implies that Yuan Longping faced many difficulties and had to make great efforts over a long period to achieve his goal of increasing rice harvests without using more land. Now, can you think of a sentence using “struggle” on your own? Let’s have a volunteer. Student 2: The students struggled to understand the complex math problem. Teacher: Perfect! That’s a great example. Now, let’s move on to the next word, “expand”. In the passage, we mentioned “without expanding the area of the fields”. What does “expand” mean? Student 3: It means to make something become larger or to become larger in size, number, or amount. Teacher: Correct. Just like when a business expands, it grows in size, perhaps by opening more branches or increasing its product range. Now, let’s practice using “expand”. I want you to work in pairs and create a sentence with “expand” within one minute. (After a minute) Time’s up. Who wants to share your sentence? Pair 1 spokesperson: The company plans to expand its market overseas. Teacher: Very good. Your sentence is not only grammatically correct but also uses the word in a practical context. Now, let’s look at the phrase “thanks to”. We know from the passage “Thanks to his research, the UN has more tools in the battle to rid the world of hunger.” What does “thanks to” mean? Student 4: It means because of or as a result of. Teacher: Exactly. It is used to show the reason for something good happening. Now, let’s play a little game. I will give you a situation, and you need to use “thanks to” to make a sentence. The situation is: You got a high score on the test. Student 5: Thanks to my hard work and my teacher’s help, I got a high score on the test. Teacher: Wonderful! You used the phrase very well. Now, let’s look at another important word, “rid”. The phrase “rid… of…” is quite common. In the passage, we have “the battle to rid the world of hunger”. What does “rid… of…” mean? Student 6: It means to make someone or something free from something unwanted or unpleasant. Teacher: Right. Just like when we clean our rooms, we are trying to rid the room of dirt and clutter. Now, let’s practice this phrase. I will give you an object and something unwanted, and you need to use “rid… of…” to create a sentence. For example, if I say “the house” and “rats”, you can say “We need to rid the house of rats.” Now, I say “the garden” and “weeds”. Student 7: We should rid the garden of weeds. Teacher: Great job. Now, let’s look at some more words related to agriculture. The word “output”. In the context of farming, what does “output” mean? Student 8: It means the amount of something produced, like the amount of crops produced on a farm. Teacher: Correct. Just as a factory has an output of products, a farm has an output of crops. Can you think of a sentence using “output” in the context of agriculture? Student 9: The new farming methods increased the output of wheat. Teacher: Perfect. Now, let’s move on to the word “circulate”. In the passage, it might not be directly related to agriculture in the most obvious way, but we can still learn its meaning. What does “circulate” mean? Student 10: It means to move around or through a place or system, or to spread or pass something around. Teacher: Right. For example, money circulates in the economy, and information can circulate among people. Now, let’s practice using “circulate”. I want you to create a sentence using “circulate” within 30 seconds. Student 11: The news about the new discovery quickly circulated among the scientists. Teacher: Excellent. Now, let’s look at the phrase “lead to”. We often see this phrase in many texts. In the context of our study, if we say “Certain farming techniques can lead to better soil quality.” What does “lead to” mean? Student 12: It means to cause a particular result or situation. Teacher: Correct. It shows a cause - and - effect relationship. Now, I will give you a cause, and you need to use “lead to” to come up with an effect. The cause is “planting more trees”. Student 13: Planting more trees can lead to a better environment and reduced soil erosion. Teacher: Great answer. You not only used the phrase correctly but also provided a very reasonable and relevant effect. Now, let’s review all these words and phrases we have learned. I will say a word or a phrase, and you need to quickly give its meaning and an example sentence. First, “struggle”. Student 14: It means to try very hard to do something difficult. Example: She struggled to carry the heavy box upstairs. Teacher: Good. Next, “expand”. Student 15: It means to make something larger. Example: The city is expanding its subway system. Teacher: Right. Now, “thanks to”. Student 16: It means because of. Example: Thanks to the sunny weather, we had a great picnic. Teacher: Well - done. “Rid… of…”. Student 17: It means to make someone or something free from something unwanted. Example: We need to rid our minds of negative thoughts. Teacher: Perfect. “Output”. Student 18: It means the amount of something produced. Example: The factory’s output has increased this month. Teacher: Correct. “Circulate”. Student 19: It means to move around or spread. Example: The rumor circulated quickly in the school. Teacher: Good job. “Lead to”. Student 20: It means to cause a particular result. Example: Eating too much junk food can lead to health problems. Teacher: Excellent. Now, let’s do a little exercise. I will give you a passage with some blanks, and you need to fill in the blanks with the correct words or phrases we have just learned. (Distributes the exercise sheets) You have 5 minutes to complete it. (After 5 minutes) Time’s up. Let’s check the answers together. (Goes through the answers, explaining any mistakes) Discovering Useful Structures Teacher: Now that we have a good grasp of the new words and phrases, let’s move on to the grammar part, the useful structures in this unit. In our reading passage and related texts about agriculture, we often encounter the use of the present perfect tense. Let’s first review what we know about the present perfect tense. What is the basic structure of the present perfect tense? Student 21: It is “have/has + past participle”. Teacher: Right. But when do we use the present perfect tense? Let’s look at some sentences from our passage. “Yuan Longping has struggled for decades to increase rice harvests.” Why do we use the present perfect tense here? Discuss in pairs for a minute. Pair 2 spokesperson: Because the action of struggling started in the past and is still continuing up to now. Teacher: Exactly. The present perfect tense can be used to describe an action that began in the past and continues to the present. Now, let’s look at another sentence. “Thanks to his research, the UN has more tools in the battle to rid the world of hunger.” Here, the present perfect tense is used a bit differently. What is the difference? Student 22: Here, it shows an action that happened in the past and has a connection to the present situation, like the result of his research is still having an impact now. Teacher: Very good analysis. The present perfect tense can also be used to talk about an action that occurred at an unspecified time from now in the past and has a present result. Now, let’s practice forming sentences using the present perfect tense. I will give you some prompts. For example, if I say “I / learn / a lot of English words”, you can say “I have learned a lot of English words.” Now, I say “She / read / many books about agriculture”. Student 23: She has read many books about agriculture. Teacher: Great. Now, “They / visit / several famous farms”. Student 24: They have visited several famous farms. Teacher: Right. Now, let’s look at a more complex usage. Sometimes, we use the present perfect tense with “since” and “for”. What’s the difference between using “since” and “for” in the present perfect tense? Student 25: “Since” is used to refer to a point in time, like “since 2010”, and “for” is used to refer to a period of time, like “for 5 years”. Teacher: Correct. Now, I want you to create sentences using the present perfect tense with “since” and “for”. First, use “since”. Student 26: I have lived in this city since I was born. Teacher: Good. Now, use “for”. Student 27: He has been a farmer for 20 years. Teacher: Perfect. Now, let’s look at some negative and interrogative forms of the present perfect tense. How do we form a negative sentence in the present perfect tense? Student 28: We add “not” after “have/has”, like “I have not finished my homework.” Teacher: Right. And for an interrogative sentence? Student 29: We put “have/has” at the beginning of the sentence, like “Have you ever been to a farm?” Teacher: Correct. Now, let’s do a group activity. I will divide you into groups of four. Each group will get a set of cards with different actions written on them. You need to create present perfect tense sentences (affirmative, negative, and interrogative) based on those actions. You have 10 minutes to complete this task. Then, each group will present some of your sentences to the class. (Divides the students into groups and distributes the cards) (After 10 minutes) Time’s up. Let’s start with Group 1. Group 1 spokesperson: (Presents the sentences, for example, “We have planted many trees. We have not watered them yet. Have you ever planted a tree?”) Teacher: Great job, Group 1. Your sentences are all correct and well - formed. Now, let’s move on to the next group. (Each group presents their sentences) After all the presentations, let’s summarize what we have learned about the present perfect tense today. What are the main usages and forms we have covered? Student 30: We learned that the present perfect tense can be used for actions starting in the past and continuing to now or for past actions with present results. We also learned how to form affirmative, negative, and interrogative sentences, and the use of “since” and “for” with it. Teacher: Very good summary. Now, let’s do a final exercise to test your understanding of the present perfect tense. I will give you a passage with some blanks, and you need to fill in the blanks with the correct form of the verbs using the present perfect tense. (Distributes the exercise) You have 8 minutes to complete it. (After 8 minutes) Time’s up. Let’s check the answers together. (Goes through the answers, explaining any difficult points) Teacher: Today, we have learned a lot of useful words, phrases, and the important grammar structure of the present perfect tense related to the topic of “Working the Land”. Remember to practice using these in your daily English learning. For homework, I want you to write a short passage about an agricultural activity you know using at least 5 of the new words and phrases we learned today and at least 3 sentences in the present perfect tense. That’s all for today’s class. See you next time! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$