Unit 2 Working the land-Welcome to the unit 教案-2025-2026学年高中英语译林版选修第一册

Unit 2 Working the land-Welcome to the unit 教学目标和重难点 1. 教学目标 It focuses on improving students’ language ability to talk about farming. It cultivates cultural awareness by comparing Chinese and foreign agricultural civilizations, develops thinking quality through in-depth discussion, and enhances learning ability via independent and cooperative exploration. 2. 教学重难点 Key points: Master farming-related vocabulary and sentences, and express views on farming activities in simple English. Difficult points: Using target language flexibly to discuss agricultural differences and understanding the connotation of farming culture. 教学过程 Step 1: Lead-in (Lead students into the unit theme and activate prior knowledge) The teacher starts the class by showing a 3-minute short video. The video includes scenes of farmers sowing seeds in spring, transplanting rice seedlings in summer, harvesting crops in autumn, and ploughing the land in winter, with light background music and simple English narration introducing each farming activity. After playing the video, the teacher asks two questions in English: “What did you see in the video?” and “Have you ever seen or participated in any farming activities in your life?” The teacher invites 3-4 students to share their answers. Some students may say they have seen their grandparents grow vegetables in the countryside, some may mention the rice fields they saw during trips, and others may talk about their experience of planting small potted plants at home. The teacher listens carefully to each student’s answer, gives positive comments such as “Your sharing is very vivid” and “I’m glad you have such a precious experience”, and appropriately guides students to use simple English words related to farming, such as “plant”, “grow”, “harvest” and “field”. After the student sharing, the teacher summarizes: “From your sharing, we can find that farming is closely related to our life. It provides us with food and is an important part of human civilization. Today, we will start our unit study - Working the Land, and explore the interesting world of farming together.” Design Intention: The short video with intuitive images can quickly attract students’ attention and arouse their interest in the theme of farming. By asking questions and encouraging students to share their own experiences, it can activate students’ prior knowledge and life experience, reduce their sense of distance from the theme of “farming”, and lay a good foundation for the subsequent teaching activities. At the same time, guiding students to use simple farming-related vocabulary in the sharing process can imperceptibly accumulate language materials for their subsequent expression. Step 2: Vocabulary Learning (Master core vocabulary and lay a foundation for language expression) First, the teacher presents 10 core vocabulary words related to farming on the blackboard or PPT, including “plough”, “sow”, “transplant”, “harvest”, “weed”, “fertilize”, “crop”, “grain”, “field” and “farmer”. For each word, the teacher pronounces it clearly twice, and asks students to follow along to ensure that students master the correct pronunciation. Then, the teacher explains the meaning of each word with simple English and combines it with the scenes in the lead-in video to help students understand. For example, when explaining “plough”, the teacher says: “Plough means to turn over the soil with a plough before sowing seeds. You saw the farmer ploughing the land in the video just now.” When explaining “sow”, the teacher says: “Sow means to put seeds into the soil so that they can grow. In spring, farmers usually sow corn and rice seeds.” After explaining each word, the teacher shows corresponding pictures to strengthen students’ memory. Next, the teacher organizes a “Vocabulary Matching Game” to consolidate the learned vocabulary. The teacher prepares two sets of cards: one set with vocabulary words and the other set with corresponding English explanations and pictures. Students are divided into 4 groups, and each group sends a representative to the front to match the vocabulary with the explanations and pictures. The group that completes the matching correctly and quickly wins a small reward. During the game, the teacher guides other students to check together and correct the wrong matching in time. After the game, the teacher leads students to make simple sentences with the learned vocabulary. For example, the teacher says “farmer”, and guides students to say “The farmer works hard in the field every day.”; the teacher says “harvest”, and students say “Farmers harvest crops in autumn.” The teacher encourages students to use their imagination to make sentences combined with their own life experience, and gives positive affirmation to the sentences made by students, even if there are small grammatical mistakes, the teacher will correct them gently to protect students’ enthusiasm for speaking. Design Intention: Vocabulary is the foundation of language expression. By presenting core vocabulary, explaining meanings in simple English, combining pictures and video scenes, students can understand and remember vocabulary more easily. The vocabulary matching game increases the fun of learning, mobilizes students’ enthusiasm for participation, and helps students consolidate the learned vocabulary in a relaxed atmosphere. Guiding students to make sentences can connect vocabulary with specific language scenarios, laying a solid foundation for their subsequent oral expression and discussion activities. Step 3: Picture Analysis (Combine textbook pictures to deepen understanding of the theme) The teacher asks students to open their textbooks and look at the four pictures in the “Welcome to the Unit” part. The four pictures respectively show farmers sowing, transplanting rice seedlings, harvesting and ploughing, which are consistent with the scenes in the lead-in video. The teacher guides students to observe the pictures carefully and asks the following questions one by one: 1. What is the farmer doing in Picture 1? Which season do you think it is? Why? 2. What tools is the farmer using in Picture 2? What do you know about this farming activity? 3. How do you think the farmer feels in Picture 3? Why? 4. What is the purpose of the farmer ploughing the land in Picture 4? For each question, the teacher gives students 1-2 minutes to think independently, then invites students to answer in English. When students answer, the teacher guides them to use the vocabulary they just learned, such as “sow”, “transplant”, “harvest”, “plough”, “spring”, “autumn” and so on. For example, when answering the first question, students may say: “The farmer is sowing seeds. I think it is spring because spring is the season for sowing.” The teacher can further ask: “What seeds do farmers usually sow in spring?” to guide students to think more deeply. After analyzing each picture separately, the teacher asks students to discuss in groups of 4: “What are the differences between the four farming activities? What do they have in common?” The discussion time is 5 minutes. During the discussion, the teacher walks around the classroom, listens to the discussion of each group, helps students solve the problems encountered in the discussion, such as how to express a certain meaning in English, and guides students to focus on the theme of the discussion. After the discussion, each group sends a representative to share the group’s discussion results. Some groups may say that the four activities are carried out in different seasons, with different tools and purposes; some groups may point out that all these activities are done by farmers to grow crops and obtain food. The teacher summarizes the students’ sharing, emphasizes that farming is a process that requires patience and hard work, and every link is very important for the growth of crops. Design Intention: The pictures in the textbook are closely related to the unit theme and are important teaching resources. By guiding students to observe and analyze the pictures, it can help students further understand the specific content of different farming activities, and connect the vocabulary they have learned with the actual scenes. Group discussion can cultivate students’ cooperative learning ability and communication ability, and let students express their views freely in the group, which is conducive to improving their oral expression ability. At the same time, through discussion, students can deeply understand the commonness and differences of farming activities, and deepen their understanding of the theme of “working the land”. Step 4: Theme Discussion (Expand the theme and cultivate thinking quality) On the basis of picture analysis, the teacher raises more in-depth discussion questions to guide students to think and explore further. The questions are as follows: 1. With the development of science and technology, many new farming methods have appeared, such as precision farming and organic farming. Do you know anything about these new farming methods? How are they different from traditional farming methods? 2. In some cities, people like to grow vegetables and flowers on the balcony or in the community. What do you think of this phenomenon? What are the advantages and disadvantages? 3. Farming is hard work, but it can bring us food and happiness. What can we learn from farmers’ spirit of working hard? Before the discussion, the teacher briefly introduces precision farming and organic farming in simple English: “Precision farming uses science and technology to improve farming efficiency, such as using drones to spray pesticides. Organic farming does not use chemical fertilizers and pesticides, which is more environmentally friendly.” This helps students understand the relevant background knowledge and better carry out the discussion. Students are divided into 3 groups, and each group is responsible for discussing one question. The discussion time is 7 minutes. During the discussion, the teacher encourages students to express their own views boldly, and guides them to use the vocabulary and sentences they have learned to express their ideas clearly. For students who have difficulty expressing, the teacher gives appropriate prompts, such as providing some key words and sentence patterns. After the discussion, each group’s representative makes a speech in front of the whole class, introducing the group’s discussion results. For example, when discussing the first question, the representative may say: “Precision farming is more efficient than traditional farming, and it can save time and labor. Organic farming is better for the environment and our health.” When discussing the second question, the representative may say: “Growing vegetables on the balcony is very interesting, and we can eat fresh vegetables. But it may take a lot of time and space.” After each group’s speech, the teacher makes comments, affirms the reasonable views of the students, and puts forward supplementary opinions. For example, when commenting on the third question, the teacher says: “Farmers work hard every day, no matter the wind or rain, they stick to their posts. We should learn from their perseverance and hard-working spirit, and apply this spirit to our study and life.” Design Intention: In-depth theme discussion can not only improve students’ oral expression ability and language application ability, but also cultivate their thinking quality. By discussing new farming methods, it can expand students’ horizons and let them understand the development trend of agriculture. Discussing the phenomenon of urban balcony planting can connect the theme with students’ daily life, make students feel that the theme of farming is not far away from them. Discussing the spirit of farmers can infiltrate moral education into English teaching, guide students to establish a correct outlook on life and values, and realize the integration of core literacy. Step 5: Summary and Extension (Consolidate the learning content and expand the learning space) First, the teacher summarizes the content of this lesson with the students: “In today’s class, we learned some core vocabulary related to farming, analyzed the farming scenes in the pictures, and discussed some topics about farming. We not only mastered the basic language knowledge, but also had a deeper understanding of the theme of ‘working the land’.” The teacher leads students to review the key vocabulary and key sentences learned in this lesson, and emphasizes the key and difficult points again to help students consolidate the learning content. Then, the teacher arranges the extension task: “After class, please do two things. First, talk with your family about farming activities in English, and record the key content of the conversation. Second, look for information about Chinese traditional farming culture, such as the 24 Solar Terms related to farming, and prepare to share it in the next class.” Before the end of the class, the teacher says: “Farming is the foundation of human survival and development. It carries the wisdom and hard work of human beings. I hope you can pay more attention to farming and understand the beauty of farming culture through this unit’s study. Let’s look forward to the next class’s in-depth exploration!” Design Intention: Summarizing the lesson can help students sort out the learning content, form a systematic knowledge framework, and consolidate the key and difficult points. The extension task connects classroom learning with family life and extracurricular exploration, which can not only consolidate the language knowledge learned in class, but also expand students’ learning space and cultivate their independent learning ability. At the same time, letting students understand Chinese traditional farming culture can enhance their cultural confidence and cultivate their cultural awareness, which is in line with the requirements of core literacy. Step 6: Blackboard Design (Intuitive and clear, highlighting key points) The blackboard is divided into three parts. The left part writes the unit theme “Working the Land” and the core vocabulary learned in this lesson, with phonetic symbols marked next to each word. The middle part writes the key sentences commonly used in discussing farming activities, such as “Farmers sow seeds in spring.” and “Precision farming is more efficient.” The right part writes the main content of the discussion, such as the differences between traditional farming and new farming methods. The blackboard design is concise and clear, which is convenient for students to review and consolidate after class. Design Intention: A reasonable blackboard design can intuitively show the key content of the lesson, help students focus on the key points in the process of learning, and facilitate students to review and consolidate the learning content after class. It plays a supporting role in improving the teaching effect. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $