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

Unit 2 Working the land-Reading 教学目标和重难点 1. 教学目标 Language Competence: Master key words and complex sentences about precision farming. Cultural Awareness: Understand the combination of technology and agriculture, and respect the development of modern farming. Thinking Quality: Develop logical thinking by analyzing the article’s structure. Learning Ability: Cultivate autonomous and cooperative learning skills through reading tasks. 2. 教学重难点 Key Points: Grasp the main idea and structure of the passage about precision farming; master the usage of key words and phrases like “precision”, “sensor” and “data-driven”. Difficult Points: Understand long and complex sentences and the logical relationship between paragraphs; apply the knowledge to express views on modern farming. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) 1. The teacher starts the class by showing two pictures: one is a traditional farmer working in the field under the hot sun, with sweat on his face, and the other is a modern farmer operating a drone to monitor crops. Then the teacher asks students two questions: “What do you think of the two farmers? What’s the difference between their farming ways?” 2. After students express their opinions freely, the teacher summarizes: “With the development of technology, traditional farming has changed a lot. Today, we will learn a new type of farming — precision farming, which combines technology and agriculture, through the reading passage ‘Precision Farming Hits Its Target’.” 3. The teacher writes the title on the blackboard and guides students to predict the content of the passage: “What do you think the passage will talk about? Please make a prediction based on the title.” Students can predict from aspects like the definition of precision farming, its characteristics, application and influence. Design Intention The lead-in links students’ prior knowledge of traditional farming with modern farming through pictures, which can arouse students’ interest in the topic quickly. The two questions encourage students to think actively and express their own views, cultivating their oral expression ability. Predicting the passage content helps students establish a preliminary cognitive framework, lay a foundation for the following reading tasks, and cultivate their predictive thinking ability in reading. Step 2: Pre-reading (Vocabulary and Background Introduction) 1. Vocabulary Preview: The teacher presents the key words and phrases in the passage, including “precision”, “collaboration”, “sensor”, “drone”, “artificial intelligence (AI)”, “data-driven”, “moisture”, “nutrient” and “pH level”. For each word or phrase, the teacher explains its meaning, pronunciation and usage briefly, and gives simple example sentences related to farming to help students understand better. For example, “Precision means the quality of being exact or accurate. Precision farming is a kind of farming that uses technology to make farming more accurate.” “Sensors are tools used to collect information, such as soil moisture and nutrient levels.” 2. Background Introduction: The teacher introduces the background of precision farming briefly in simple English: “In modern times, the world is facing serious food problems. To solve these problems, farmers begin to use advanced technology in farming, which leads to the emergence of precision farming. Precision farming can help farmers reduce input, increase output and protect the environment. It is a new trend in the development of modern agriculture.” 3. Quick Quiz: The teacher designs a small quiz to check students’ mastery of the new vocabulary. For example, ask students to match the words with their meanings, or fill in the blanks with the correct words. After the quiz, the teacher checks the answers and explains the difficult points again. Design Intention Vocabulary is the foundation of reading. Previewing the key words and phrases can help students remove language obstacles in reading, improve reading efficiency and avoid being distracted by new words. The background introduction helps students understand the social and practical significance of precision farming, broaden their horizons, and lay a foundation for understanding the theme of the passage. The quick quiz can test students’ mastery of vocabulary in time, help the teacher grasp students’ learning situation, and adjust the teaching progress and methods accordingly. Step 3: While-reading (Comprehension and Analysis) Task 1: Skimming for Main Idea 1. The teacher asks students to read the passage quickly (skimming) and answer two questions: (1) What is the main topic of the passage? (2) What is the author’s attitude towards precision farming? 2. After students finish reading, the teacher invites several students to share their answers. Then the teacher summarizes: “The main topic of the passage is precision farming, including its definition, characteristics, application and positive influence. The author holds a positive attitude towards precision farming, believing that it has a positive impact on farming and helps solve the world’s food problems.” 3. The teacher guides students to find the topic sentences of each paragraph to further confirm the main idea. For example, the topic sentence of Paragraph 1 is “The collaboration between farming and technology has given rise to precision farming...”, the topic sentence of Paragraph 2 is “It is the advent of modern technology that has turned farming into a highly precise industry...”, and the topic sentence of Paragraph 3 is “Precision farming boasts a diverse range of application capabilities at different stages of food production-monitoring, diagnosing, identifying and targeting.” Design Intention Skimming is an important reading skill that helps students grasp the main idea of the passage quickly. By answering the two questions and finding the topic sentences, students can understand the overall framework of the passage, cultivate their ability to generalize and summarize, and lay a foundation for the detailed reading. At the same time, guiding students to analyze the topic sentences helps them understand the logical structure of the passage and develop their logical thinking ability. Task 2: Scanning for Specific Information 1. The teacher asks students to read the passage again (scanning) and complete the following table about precision farming: Aspects Details Definition An approach that equips farmers with the tools and data they need to make reliable decisions with remarkable accuracy. Primary Goals Reducing a farm’s input, increasing its output and better conserving the environment. Tools and Technologies Information-gathering tools like sensors, satellites and drones; advanced technologies such as artificial intelligence (AI). Applications Soil sampling, monitoring soil’s moisture, nutrient levels and pH levels, identifying potential problems and working out solutions. Advantages Helping farmers take good care of crops, make good use of resources, reduce unnecessary chemicals and minimize environmental threats. 2. Students complete the table independently first, then discuss with their group members to check and correct their answers. After the discussion, the teacher invites a representative from each group to present the group’s answers, and then corrects and supplements them to ensure that all students grasp the specific information of the passage. Design Intention Scanning is another important reading skill that helps students find specific information quickly and accurately. Completing the table can guide students to read the passage carefully, grasp the key details of precision farming, and deepen their understanding of the passage. Group discussion can cultivate students’ cooperative learning ability, make students learn from each other, and improve their ability to communicate and solve problems in groups. At the same time, checking answers together helps the teacher find out students’ weak points and provide targeted guidance. Task 3: Detailed Reading for Sentence Analysis 1. The teacher selects several long and complex sentences from the passage that are difficult for students to understand, and guides students to analyze them sentence by sentence, focusing on the sentence structure, key words and the meaning of the whole sentence. Example 1: “The collaboration between farming and technology has given rise to precision farming, an approach that equips farmers with the tools and data they need to make reliable decisions with remarkable accuracy.” Analysis: The main clause is “The collaboration has given rise to precision farming”; “between farming and technology” is a prepositional phrase used as an attribute to modify “collaboration”; “an approach that...” is an appositive to explain “precision farming”; “that equips farmers with...accuracy” is an attributive clause to modify “an approach”; “they need” is another attributive clause to modify “the tools and data”; “to make reliable decisions with remarkable accuracy” is an infinitive phrase used as an adverbial of purpose. Example 2: “With massive amounts of data on the state of their farmland gathered, analysed and processed in real time, farmers are able to give the best possible care to the crops that most need it at the most appropriate time and put their resources to the best use.” Analysis: “With massive amounts of data...processed in real time” is a with-compound structure, used as an adverbial of condition; “on the state of their farmland” is a prepositional phrase to modify “data”; “gathered, analysed and processed” are past participles used as postpositive attributes to modify “data”; the main clause is “farmers are able to give...and put...”; “that most need it” is an attributive clause to modify “the crops”; “at the most appropriate time” is a prepositional phrase used as an adverbial of time. 2. After analyzing the difficult sentences, the teacher asks students to translate them into Chinese to check their understanding. Then the teacher explains the usage of some key structures, such as the appositive clause, attributive clause and with-compound structure, to help students master the grammatical knowledge and improve their ability to understand complex sentences. Design Intention Long and complex sentences are the difficult points in reading. Analyzing these sentences can help students break through the language barriers, understand the detailed meaning of the passage, and master the key grammatical structures. Translating the sentences into Chinese can test students’ understanding of the sentences and improve their ability to convert between English and Chinese. Explaining the grammatical knowledge helps students consolidate their grammatical foundation and improve their language competence. Task 4: Text Structure Analysis 1. The teacher guides students to analyze the structure of the passage and divide it into three parts: Introduction, Main Body and Conclusion. Part 1 (Paragraph 1): Introduction. It starts with the traditional image of farmers, then points out that this image is changing, and introduces the emergence of precision farming and its positive impact. Part 2 (Paragraphs 2-3): Main Body. Paragraph 2 introduces the role of modern technology in precision farming, including the tools and technologies used and their functions. Paragraph 3 introduces the application capabilities of precision farming in different stages of food production, taking soil sampling as an example. Part 3 (Implied): Conclusion. Although there is no independent conclusion paragraph, the whole passage implies that precision farming is a new trend in modern agriculture, which is beneficial to farmers, food production and the environment. 2. The teacher asks students to draw a mind map of the passage structure in groups, and then invites several groups to present their mind maps. The teacher comments and supplements them to help students clarify the logical relationship between paragraphs. Design Intention Analyzing the text structure helps students understand the overall framework of the passage and the logical relationship between paragraphs, which is conducive to improving their ability to organize and analyze text information. Drawing a mind map can make the text structure more intuitive, help students remember the key content of the passage, and cultivate their logical thinking and ability to summarize and organize information. Group cooperation in drawing mind maps can also enhance students’ cooperative learning awareness and ability. Step 4: Post-reading (Consolidation and Application) Task 1: Vocabulary and Sentence Consolidation 1. The teacher designs a vocabulary exercise: Ask students to use the key words and phrases learned in the passage to complete the following sentences. (1) The ______ between schools and enterprises helps students get more practical experience. (2) Farmers use ______ to monitor the soil’s moisture and nutrient levels. (3) This new technology is ______, which can help us solve the problem more effectively. (4) The government is taking measures to ______ the environment. 2. Sentence Making: Ask students to make sentences with the key structures learned, such as the attributive clause and with-compound structure. For example, ask students to make a sentence with “an approach that...”, “with +宾语+过去分词”. 3. Students complete the exercises independently, then check the answers with their deskmates. The teacher checks the answers and explains the common mistakes to help students consolidate the vocabulary and sentence structures. Design Intention Vocabulary and sentence consolidation exercises help students review and master the key vocabulary and sentence structures learned in the passage, and improve their ability to use language flexibly. Completing the exercises independently and checking with deskmates can cultivate students’ autonomous learning ability and cooperative learning ability. Explaining common mistakes helps students avoid making the same mistakes again and improve their language accuracy. Task 2: Group Discussion 1. The teacher puts forward a discussion topic: “Do you think precision farming is suitable for all areas in China? Why or why not? What are the advantages and challenges of promoting precision farming in China?” 2. Students are divided into groups of 4-5 to discuss the topic. During the discussion, the teacher walks around the classroom, listens to students’ discussions, and provides guidance when necessary. For example, if students have no idea, the teacher can prompt them from aspects like economic conditions, technological level, and geographical environment of different areas. 3. After the discussion, each group selects a representative to present the group’s views. The teacher comments on students’ presentations, affirms their reasonable views, and supplements some relevant information to help students have a more comprehensive understanding of the topic. Design Intention Group discussion combines the content of the passage with real life, which can stimulate students’ thinking, improve their ability to analyze and solve practical problems, and cultivate their critical thinking ability. Presenting the group’s views helps students improve their oral expression ability and courage to express their own opinions. The teacher’s guidance and comments can help students broaden their thinking and have a more in-depth understanding of precision farming and its application in China. Task 3: Writing Practice 1. The teacher asks students to write a short passage (about 100 words) titled “My View on Precision Farming”. The passage should include the definition of precision farming, its advantages and your own views on its development in China. 2. Before writing, the teacher guides students to sort out the key points: (1) What is precision farming? (2) What are the advantages of precision farming? (3) What do you think of its development in China? 3. Students write the passage independently. After finishing writing, they exchange their passages with their deskmates and help each other revise them (focusing on vocabulary, grammar, logic and content). The teacher collects some students’ passages, comments on them in class, and points out the advantages and shortcomings, providing guidance on how to improve the writing. Design Intention Writing practice is an important way to consolidate the reading content and improve students’ writing ability. Asking students to write about their views on precision farming can help them integrate the knowledge learned in the passage, express their own views, and improve their ability to organize language and express ideas. Peer revision can help students find their own mistakes and learn from each other, improving their writing level. The teacher’s comments and guidance can help students find their shortcomings and master writing skills, further improving their language competence. Step 5: Summary and Homework Summary The teacher summarizes the whole class: “Today, we have learned the passage about precision farming. We have grasped the main idea and structure of the passage, mastered the key words and phrases, and analyzed the difficult sentences. We also discussed the application of precision farming in China and wrote a short passage about our views on it. Through this class, we not only improved our reading and writing ability, but also understood the development of modern agriculture and the importance of technology in farming.” Homework 1. Review the key words, phrases and sentence structures learned in this class, and recite the key sentences. 2. Revise the short passage written in class according to the teacher’s comments and peers’ suggestions, and hand it in the next class. 3. Surf the Internet to find more information about precision farming, and write a short report (about 150 words) about a specific application of precision farming, which will be shared in the next class. 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 $