Unit 5 Period 2 Learning About Language（教学设计）英语人教版选择性必修第一册

该高中英语教学设计聚焦Unit 5核心词汇（如tackle、consumption）与主语从句，以“词汇积累—语法探究—语境应用”为主线。通过垂直农业短视频导入，关联袁隆平及农业科技主题，搭建分层任务支架，衔接学生已知名词性从句知识，引导主动建构语言体系。 亮点在于真实语境融合与核心素养培育，词汇练习结合新闻语篇巩固搭配，语法探究通过例句归纳引导词功能及形式主语用法（思维品质），小组讨论用主语从句描述成功人士品质（语言能力），渗透科学家精神与科技认同（文化意识）。助力学生提升语用能力，为教师提供分层教学与真实语用场景设计范例。

Unit 5 Working the Land Period 2 Learning About Language教学设计 教学基本信息 单元名称 选择性必修第一册Unit 5 Working the Land 学科 英语 学段 高中 年级 高二第一学期 主要教材 书名：普通高中教科书·英语选择性必修第一册 出版社：人民教育出版社 出版日期：2019年11月 课时安排 2课时(80min) 课型 语言知识课（词汇与语法） 教学设计理念 践行英语学习活动观，以 “词汇积累 — 语法探究 — 语境应用” 为主线，通过分层任务引导学生主动建构语言知识体系。结合袁隆平相关语境与农业科技话题，将词汇学习与语法规则融入真实语用场景，兼顾基础薄弱学生的知识巩固与能力较强学生的思维拓展，实现语言知识向语用能力的转化。 教材分析 【What】本节课围绕主题语境设计了四个活动，第一部分是识别并了解主语从句的特征和功能，第二部分是从句匹配练习，根据对句子的理解选择符合句意的另一部分再通过分析句子结构判断所选的主语从句的连接词的功能，并对这些句子进行翻译。第三部分是一篇关于退休的爷爷奶奶选择到农村居住，过上绿色生活的短文，进一步帮助学生理解主语从句在语篇中的应用。第四部分要求学生以小组讨论的形式，根据已给观点及句型描绘像袁隆平一样的成功人士所具有的优秀品质，让学生尽可能的多使用主语从句，并在全班展示。 【Why】在单元主体语境中学习主语从句，让英语句式表达更丰富多采。 【How】 学情分析 1. What I know 高二学生已掌握基本的名词性从句概念（如宾语从句），具备一定的词汇积累能力，且通过前序课时对袁隆平及农业科技主题有初步认知，对现实相关的科技话题（如垂直农场）兴趣较高，乐于参与情境化任务。 What I want to know 1. 词汇方面：对抽象名词（如 consumption, vision）的搭配使用不熟练，词形转换（如 vary-variety, crisis-critical）易混淆，缺乏主题词汇体系化梳理。 2. 语法方面：对主语从句的引导词辨析（尤其是 that 与 what、whether 与 if）存在困难，对 it 作形式主语的句式掌握不灵活，易出现语序错误与主谓不一致问题。 3. 应用方面：难以在真实语境中主动运用主语从句表达复杂观点，知识迁移能力较弱。 What I learned 通过本课时学习，学生能够系统掌握单元核心词汇的用法与主语从句的规则，在农业科技相关语境中准确运用词汇与语法知识完成读写任务，初步形成主题词汇网络与语法应用意识。 教学目标 1.语言能力：掌握 tackle、conventional、consumption 等15个以上单元核心词汇的词性搭配及语用场景，能完成词汇替换、句子仿写与语篇填空。明确主语从句的定义与功能，能辨析三类引导词的用法，熟练运用 it 作形式主语的四种句型解决语序、主谓、一致等常见问题。能在袁隆平事迹及农业科技相关语境中运用主语从句与主题词汇构建完整句子与简短语篇。 2.文化意识：通过袁隆平相关语境素材理解，脚踏实地、勇于创新的科学家精神，增强中国农业科技发展的认同感，了解垂直农场等新型农业技术，认识科技对解决粮食问题的重要意义，树立科技服务人类的理念。 3.思维品质：通过对比引导词用法分析病句成因，培养逻辑辨析与归纳总结能力，结合农业科技话题，运用主语从句表达观点，提升抽象思维与复杂表达能力。 4. 学习能力：能通过例句归纳语法规则，借助思维导图梳理词汇网络，形成 “归纳 — 应用 — 反思” 的自主学习习惯。 教学重难点 1. 重点：单元核心词汇的搭配与灵活运用、主语从句的引导词分类及基本用法 it 作形式主语的句型结构。。 2.难点：主语从句中引导词的辨析（that 与 what、whether 与 if）； 主语从句的语序规则与主谓一致。问题。在真实语境中准确运用相关语法知识。。 教学资源 教材、学案、课件、黑板、粉笔、一体机、智能家居相关视频及图片。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 1.播放关于室内垂直农业的短视频.（2 分钟），展示室内垂直农业是怎么改变传统农业的； 2.提问：“How does indoor vertical farms work?” Activity 2: Practice Replace the underlined words with the correct forms of the words from the text. Suggested answers： 1.tackle2.devotes3.was convinced 4.overcame5.expand6.leisure Complete the sentences with the correct forms of the words from the text. Then use these words to make your own sentences. Suggested answers： 1.characteristics2.solution 3.assumed4consumption 5.celebrities 6.crisis 7.conventional 8.generate (1)He overcame the difficulties and realized his dream. (2)He assumed he would pass the exam. (3)My idea generated their interest. (4)The man is conventional in view. (5)People reduce their meat consumption . (6)We try our best to help persons in crisis situations. (7)She wishes for celebrity and wealth. (8)Can you tell me the characteristics of the male bird? Complete the news report below with the correct forms of the words and phrases in the box. A vast underground shelter built during World War I has been turned into an urban farm, supplying supermarkets and restaurants in London. The shelter, which could protect up to 8,000 people from wartime bombs, __________ two large tunnels that were intended to one day become an extension of the London Underground. But that never became __________ the shelter was left for 70 years. Then businessmen decided to make use of it to grow green vegetables to meet increasing ____________ demands. The tunnels are lit with pink LEDs as there is no natural light ___________ below the ground. The vegetables are grown in special liquids instead of the earth that is used as in _________ farming. Many experts share a that this kind of urban farming could help not only in _________ the problem of population growth, but also in adapting to climate change. Suggested answers： 1.is comprised of 2.reality 3.consumption 4.deep down 5.conventional 6.vision 7.tackling 通过视觉冲击激发兴趣，关联学生已知的室内垂直农业给传统农业带来的改变，为后续语言学习铺垫语境。 此活动训练了学生在特定语境中用英语解释英语词汇的能力，强化了对课文中重点词汇的理解和巩固，实现了词汇间的新旧衔接与过渡，易于新词汇的记忆。 在高考英语试题中，阅读分数占据了较大比重，而阅读题中的一个重点就是用词多样性及同义词替换，所以在日常的英语学习中需要注重积累同义词，只有这样才能够更加准确地理解文章的真正含义。 此活动能更好的帮助学生学习使用本单元的重点词汇，并在具体语境中分析、判断、选择和运用词汇的正确形式。 语篇文本的设置有助于学生了解人类生存、社会发展与环境的关系。 15min Activity 3: Presentation 总结得出主语从句的定义： 在句中充当主语的从句叫做主语从句。它是名词性从句之一，使用陈述句语序。即主语在前，谓语在后。 引导的连接词有从属连词、连接代词和连接副词。 1.从属连词 That he will pass the exam is certain. 他会通过考试（这件事）是肯定的。 That the earth is round is a fact. 地球是圆的（这件事）是一个事实。 Whether he will pass the exam is uncertain. 他是否能通过考试（这件事）不确定。 Whether she will win the prize is still unknown. 她是否会得奖还不知道。 总结：that 在从句中_______成分，____意义，______省略。 whether 在从句中_____成分，____意义，译为_____。 答案：不做；无；不能；不做；有；是否 从属连词 whether vs if 翻译句子：她是否会来仍是个谜。判断正误 Whether she will come or not is still a mystery.（） If she will come or not is still a mystery.（） It is still a mystery if/whether she will come.（） 总结：在引导主语从句时，位于句首或者与or not连用时，只可以用 ，而不可以用 引导 。If 引导主语从句时，要用 做形式主语，且主语从句后置，此时if 与whether 。 答案：whether；if；it；可互换 连接代词 判断连接代词在句中充当什么成分。 What makes me angry is her attitude. What we need is more time. Which book I shall choose hasn’t been decided. Whoever breaks the law will be punished. 总结：what, who, whom, wh+ever :在从句中 成分 which, whose: 在从句中 成分，译 、 。 答案：做主语、宾语、表语等；做定语；哪一个/些；...的 连接副词 判断连接副词在句中充当什么状语。 When we’ll start tomorrow will be told soon. Why they got involved in the fight was still unknown. Where will the trees be planted has not been decided. How they will reach the top of the high mountain is still under discussion. 总结：when, why, where, how, whenever, however, wherever等在从句中作 成分。 答案：状语 识别并了解主语从句的特征和功能。 通过呈现名词性从句的种类，使学生在具体语境中名词性从句并分析句子结构，并通过与其他名词性从句的对比，使学生初步认识和理解了主语从句结构、功能和意义。 通过观察、示范讲解、分析、讨论句子结构，让学生初步感知和理解主语从句的概念形式等。 25min 主语从句太长怎么办？用一个 It 来解决问题 That all countries work together is important. It is important that all countries work together. 总结：主语从句为了避免头重脚轻现象,用it做_______，而把从句放在后面充当_________。 答案：形式主语；真正的主语 It作形式主语 为保持句子平衡，常把主语从句后置，而用形式主语it代替，it作形式主语时常用于以下句型： 总结： It + be+形容词+that 从句 常用于该句型的形容词有 clear, obvious, true, natural, possible, likely, certain, fortunate, strange, necessary, important等。 It was clear that the girl told a lie. 很明显，那个女孩说谎了。 注意：在“It + 系动词 + 形容词 + 主语从句”句型中，如果形容词为necessary，important, strange, natural等时，从句谓语动词常用“(should)+动词原形”。 It is important that we should get ready for everything in advance. 我们应该提前做好一切准备，这是很重要的。 It+be+名词(词组)+that从句. 常用于该句型的名词(词组)有 a pity, a shame, good news, a fact, an honour, a wonder, no wonder等。 It+be+It is a pity that your parents didn't permit you to go with us. 你父母不允许你和我们一起去，真遗憾。 过去分词 +that 从句. 常用于该句型的过去分词有 said, believed, reported, thought, expected, decided, announced, suggested, hoped等 It is reported that a violent earthquake happened in Japan. 据报道，日本发生了强地震。 注意：在“It + 系动词 + 过去分词 + 主语从句”句型中,如果过去分词为suggest , advise, request, require等时,从句谓语动词使用“(should)+动词原形” It is suggested that the meeting should be put off. 有人建议会议应该推迟。 It+不及物动词(短语)+that 从句 常用于该句型的不及物动词(短语)有seem（看上去), turn out (证明是), happen (碰巧), appear (显得)等。 It turned out that we were wrong. 事实证明，我们错了。 主语从句注意事项 1.主语从句一律用陈述语序，即主语在前，谓语在后。 2.主语从句 主谓一致 问题 主句的谓语动词，大多数使用单数；由两个连接词引导同一个主语从句，谓动使用单数；主语为and连接的两个主语从句时，谓动使用复数； what在主语从句中做宾语时，谓动由_表语决定单复数 what 与 that在引导主语从句时的区别 1. _______ you said yesterday is right. 2. _______ she is still alive is exciting. 3. _______ he lost the bike worried him a lot. 4. _______ he lost yesterday is his bike. 答案：What；That;That;What 总结：what 既引导从句，又在从句中充当主语、宾语或表语，意为“所......的东西”。而that 只引导从句，不在从句中充当成分。 1. What surprised me most_______(be) that the man in rags was a millionaire. 2. What the school needs most_______(be) books. 3. What he need most_______(be) money. 4. When and where the meeting will be held still ________(remain) a question. 答案：is；are；is；remains Activity 4 Exercise 1. Look at the complex sentences below and state the functions of the noun clauses italicised. 2.Then find similar complex sentences from the text. 3.Match the sentence parts, and then translate the completed sentences into Chinese. Pay attention to how the subjects are introduced differently. 答案：1D2C3A4E5B Read the passage and underline all the subject clauses, then in pairs, discuss whether the sentences with subject clauses can be paraphrased. Grandma has been complaining about the vegetables sold in the supermarket, which have been grown using chemical fertilisers. To her, that they look beautiful on the outside is obvious. However, what she is unhappy about is the lower nutritional value and reduced flavour. Now that both of my grandparents have retired from their jobs in the city, how they are going to spend their retirement is an important decision for them. Whether they can live a healthy life is the first thing they are considering. So they have made up their minds to move to the countryside, where they can live a green life. 答案： Activity 5 Language Focus Activity 6 Summary 通过阅读已给语篇内容，总结掌握主语从句的规则让学生在示例中感受、总结出这些基本规律并正确使用。 通过进一步的练习，使学生更加明确主语从句的特征，训练分析句子结构的能力，使学生体会主语从句在具体语境中所表达的不同意义，并灵活使用。 通过即时练习，巩固这部分所讲知识，培养学生的理解和运用能力。 通过让学生概括句型的用法，让学生了解常见语法规则，锻炼学生的语言分析和概括能力。 通过介绍袁隆平这位农业先驱的事迹和在课文中寻找更多含有主语从句的句子，使学生在具体语境中分析句子结构，识别主语从句。 通过对句子的理解，让学生在补全句子的基础上分析句子成分，区别主语从句连接词 what that how when 的用法，进一步要求学生翻译整个句子，从这些练习中感受总结出主语从句的特征并正确使用。 通过分析句子结构，判断出与片中含有主语从句的句子，并让学生通过小组讨论的形式判断该主语从句是否可以转化为同义句。通过进一步练习，使学生明确主语从句的特征，了解为避免头重脚轻，常会以形式主语 it 引导从句并灵活果应用。 促进学生的英语思维，利于学生从多维度理解英语词汇的含义，丰富词汇量，形成词汇网。 24min Activity 7：Assessment 让学生自主反思学习效果，为后续复习提供方向。 1min 应用实践 Activity 8 Homework 一. Fill the blanks with the right words. 1. ________ he will succeed is certain. 2. ________ he will go there is still a mystery. 3. ________ he said is not true. 4.________ will happen to the world is difficult to predict. 5.___________ we will go camping tomorrow depends on the weather. 6._______ will take the place of our original headmaster hasn’t been decided yet. 7._______ he gave up the chance of studying abroad is unknown. 8.________ we will have the picnic next week is being discussed. 9. ____________________________ he hid the money is to be found out. 10. ________will be chosen our new monitor is still unknown. 11. It is by no means clear_____ the president can do to end the strike. 12. It remains to be seen __________ the newly formed committee's policy can be put into practice. 13. _______ you need is a great teacher who lets you make mistakes. 二．单句语法填空 1.[2020.全国Ⅱ卷] It’s been reported __________76% employees in some western countries are using emojis at work. 2. [2019全国卷Ⅰ]While they are rare north of 88°，there is evidence ________ they range all the way across the Arctic, and as far south as James Bay in Canada. 3. [2018全国卷Ⅲ]I’m not sure ________ is more frightened, me or the female gorilla(大猩猩) that suddenly appears out of nowhere. 4. [2020.江苏卷] It is not a problem ________ we can win the battle; it’s just a matter of time. 5. [2019.全国Ⅰ卷] _______ you need is a great teacher who lets you make mistakes. 6. [2020全国新高考I]Write a poem about ________ courage, determination, and strength have helped you face challenges in your life. 7. [2020·北京]So the next time I see that person I also see the name on his or her face, and that is _________I never forget a name. 三、完成下列句子 1. __________________ (据报道) the murderer was shot to death on the scene. 2. What doctors doubt is ________________________ (是否会苏醒过来) from this serious disease or not. 3. ________________________________________(袁隆平院士的去世) made the whole country depressed. 4. There is still a great chance_______________________________(我们能够弥补失去的时间).  5. Some experts demanded strongly that children _____________________________（offer）for sleep and play.(给与足够的时间) 6. The reason why he has a heart attack is ______________________ (一直工作)the whole day without a rest. 四．语法填空 It was reported ______ there was an accident at the corner of Roman Street this morning. No one saw ______ on earth happened then. A car ran into a truck but fortunately, nobody got injured. ______ is responsible for the accident is still under investigation. The police are uncertain about ______ the driver is guilty. ______the police should do now is ______they must find out what led to the accident. They said it was difficult for them to judge because ______ the accident happened was not clear. Perhaps the reason was ______ the driver was too tired to stop the car in time. The driver didn't admit the fact ______ he was driving too fast at the turning. The police doubted ________ what he said was true and decided to make a further investigation. 在学习和练习了主语从句的用法之后，把语法置入真实的生活情景中，让学生结合自己的具体情况使用主语从句。在特定的语境中使用主语从句来写作，加深了对主语从句用法的理解，改变了单纯语法练习，提高了学生学习语法的兴趣。 15min 板书设计 UNIT5 Working the Land Learning About Language Discover useful structures 教学反思 教学亮点： · 本节课聚焦主语从句及表达方式展开教学。 · 课堂练习有效帮助学生深化了对课文生词和短语的理解，他们能结合上下文提示填入恰当词语，体现出对所学知识已有一定掌握。 · 中文补全句子和英译练习，让学生在英语表达的灵活性上有所提升。 存在不足： · 部分学生在理解课文例句及句子构成时仍有困难。 · 一些学生完成练习时出现错误，主要原因是对题目理解不够准确。 · 这反映出教学中需要增加更多示范和解释，以助力学生理解和运用所学内容。 改进方向： · 下堂课将加强课文解析和例句分析，通过增加练习量提升学生的知识应用能力。 · 课堂上会鼓励学生多与同学进行口语交流，借此提高他们的口语表达和理解能力。 总体而言，这节课的教学经验表明，讲解新知识时，需借助更多练习和互动来加深学生的理解。通过反思，我认识到自己在引导学生运用所学知识方面还有提升空间，后续会按改进计划落实，力求提高教学效果。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $