Unit 5 Working the Land Using 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 课程基本信息 学科 英语 年级 高一 学期 秋季 课题 Unit 5 Working the Land-Using Language 教学目标（Four-Dimensional Key Competencies） Knowledge & Skills: Master key expressions about agricultural technology and Yuan Longping’s contributions; learn to analyze argumentative structure in texts. Process & Methods: Conduct group discussions on "technology vs. traditional farming" to develop critical thinking; practice summarizing main ideas. Affect & Values: Appreciate scientists’ dedication to food security; foster awareness of sustainable agriculture. Cultural Awareness: Understand China’s agricultural development and its global influence in food production. 重难点（Key and Difficult Points） Key: Grasping technical terms (e.g., hybrid rice) and linking text details to themes; using topic-related vocabulary in speaking. Difficult: Analyzing how evidence supports the argument about agricultural innovation; expressing personal views logically in debates. 教学过程 Teacher: Good morning, class! Today, we are going to continue our exploration of Unit 5 Working the Land, and focus on Using Language part. As we all know, agriculture is the foundation of our life, and different farming methods have a huge impact on our food, environment and health. So, are you ready to dive deeper into the world of farming? Students: Yes! Teacher: Great! First, let's take a quick look at the title of our text today - Chemical Versus Organic Farming. What can you guess from this title? Any ideas? Tom, please. Tom: I think it will talk about the differences between chemical farming and organic farming. Teacher: Exactly! You got the point. This text will introduce the two main farming methods and compare their advantages and disadvantages. Now, let's start reading the text together. Teacher: The first paragraph says “Chemical pesticides and artificial fertilisers have been in widespread use in farming since the middle of the 20th century.” Who can tell me the key words in this sentence? Lily? Lily: Chemical pesticides, artificial fertilisers, widespread use, 20th century. Teacher: Very good. Now, do you know what “pesticide” means? It is a chemical substance used to kill pests. And “fertiliser” is a substance added to soil to help plants grow. So, why have chemical pesticides and artificial fertilisers been in widespread use since the middle of the 20th century? Let's read the next sentence. “When they were first introduced, many farmers welcomed them as a great way to fight crop disease and increase production.” Here, who can explain the phrase “a great way to do sth”? Jack: It means a good method to do something. Teacher: Right. So, at first, chemical pesticides and artificial fertilisers seemed to be a wonderful solution for farmers to protect their crops and get more harvest. But is it really all good? Let's continue. “Over time, however, what some scientists have found is that their long - term use can sometimes harm both the land and peoples’ health.” Look at this sentence, it's a bit complex. There is a subject clause “what some scientists have found” and a predicative clause “that their long - term use can sometimes harm both the land and peoples’ health”. Can you understand it? Let's break it down. What does the subject clause mean? Emma: It means the things that scientists have discovered. Teacher: Perfect. And what about the predicative clause? Sam: It means that using chemical pesticides and artificial fertilisers for a long time may be bad for the land and people's health. Teacher: Exactly. Now, let's see some examples. “For example, pesticides can damage the land by killing not only harmful bacteria and insects, but also helpful ones.” Can you tell me some harmful bacteria or insects that you know? Students: (various answers like aphids, caterpillars, etc.) Teacher: Good. And pesticides, while killing the bad ones, also kill the good bacteria and insects that are beneficial to the land. Then, “In addition, these chemicals can stay in the soil and underground water sources for a long time. This affects the crops grown on the land and, in turn, the animals and humans who digest them.” Here, “in turn” means one after another. So, the chemicals in the soil and water first affect the crops, and then affect the animals and humans who eat these crops. What do you think of this situation? Students: It's worrying. Teacher: Yes, it is. Many people worry that these chemicals may make them ill and even cause cancer. In fact, some pesticides like DDT have been prohibited in most countries because of the damage they cause to people and the environment. Now, let's move on to chemical fertilisers. “As for chemical fertilisers, crops grown with them usually grow too fast to be rich in nutrition.” What does this sentence imply? Lucy: It means that although the crops grow fast with chemical fertilisers, they may not be very nutritious. Teacher: Right. “They may look beautiful on the outside, but inside there is usually more water than essential minerals, and they often have less flavour as well.” So, we can see that chemical farming, despite its initial advantages, has some serious drawbacks. Teacher: Now, as an alternative, what do some farmers do? Read the next part. Students: Some farmers have switched to organic farming, and many customers have turned to organic food when they shop at the local grocery. Teacher: Good. So, what is organic farming? “Organic farming is simply farming without using any chemicals.” It's quite different from chemical farming. Then, how do organic farmers keep their soil rich and free of disease? Students: Through natural means. Teacher: Exactly. “For example, many organic farmers use natural waste from animals as fertiliser. This makes the soil in their fields richer in minerals. It also keeps the air, soil, water, and crops free of chemicals.” So, using natural waste as fertiliser is a great natural way. Can you think of any other natural means that organic farmers may use? Students: (suggestions like crop rotation, using compost, etc.) Teacher: Very good. Organic farmers also use many other methods to produce rich soil. “They often change the kind of crop grown in each field every year.” Why do they do this? Mike: Maybe different crops need different nutrients, so changing crops can keep the soil balanced. Teacher: You are very smart. “For instance, they may grow corn or wheat in a field one year, and then grow beans there the next.” And “Why different crops are grown is that they put important minerals back into the ground, making it ready again for the next batch of crops.” Here, the clause “Why different crops are grown” is the subject clause, and “that they put important minerals back into the ground” is the predicative clause. Organic farmers also plant diverse crops that use different depths of soil to help keep it rich. Can you give some examples of crops with different root depths? Students: (answers like carrots with deep roots and lettuce with shallow roots) Teacher: Great. The goal of using different organic farming methods is to grow good food while avoiding damage to the environment or to people’s health. But why don't all farmers switch to organic farming? Students: Maybe it's more expensive or the yield is lower. Teacher: You are thinking in the right direction. The text also mentions that “What keeps them from doing so is the fact that chemical farming serves the high demand for food around the world.” So, there are still some challenges for organic farming to replace chemical farming completely. Teacher: Now, let's review some important words and phrases in this text. “Pesticide” is a chemical for killing pests, and “fertiliser” is for helping plants grow. “Be in widespread use” means being used by many people or in many places. “Harm” can be a verb or a noun, meaning to cause damage or injury. “In turn” means one after another or as a result. “Alternative” means another choice. “Switch to” means to change to something else. Can you use these words and phrases to make sentences? Let's start with “pesticide”. David, please. David: Pesticides are widely used in traditional farming to protect crops from pests. Teacher: Good. Now, “fertiliser”. Sally: Farmers add fertiliser to the soil to make the plants grow better. Teacher: Very good. Let's continue with the others. Teacher: After learning the text, let's do some grammar exercises related to what we have learned. We have seen many examples of subject clauses, predicative clauses and past participles used as 后置定语 in the text. For example, “what some scientists have found” is a subject clause, “that their long - term use can sometimes harm both the land and peoples’ health” is a predicative clause, and “crops grown with them” where “grown” is a past participle used as 后置定语. Now, here is a sentence: “The book written by this famous author is very popular.” Can you tell me which part is the past participle used as 后置定语？ Students: “written by this famous author” Teacher: Right. Now, make your own sentences using these grammar points. Teacher: Finally, let's talk about writing. Suppose you are a farmer, and you need to write an article to introduce either chemical farming or organic farming to other farmers. You need to state its advantages and disadvantages. First, let's brainstorm some ideas. If you choose chemical farming, what advantages and disadvantages will you write? Students: (list advantages like high yield, easy to control pests; disadvantages like harm to the environment, less nutritious food) Teacher: Good. And if it's organic farming? Students: (mention advantages like healthy food, friendly to the environment; disadvantages like high cost, lower yield sometimes) Teacher: Now, start writing your articles. Remember to use the words, phrases and grammar we have learned today. After you finish writing, we will share them in class. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$