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

Unit 2 Working the land-Integrated skills 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabularies (e.g., boast, abundance, downside) and key sentence patterns (absolute construction, with-complex structure) in the theme of farming, and improve comprehensive skills of listening, speaking, reading and writing. Cultural Awareness: Understand the development of modern agriculture at home and abroad, recognize the value of working the land, and establish the awareness of environmental protection. Thinking Quality: Cultivate logical thinking through sorting out agricultural information, critical thinking through comparing different farming methods, and innovative thinking through designing agricultural proposals. Learning Ability: Master strategies of listening for key information, reading for details and cooperating in groups to promote independent and cooperative learning. 2. 教学重难点 Key Points: Master the usage of core vocabularies and key sentence patterns related to farming and precision agriculture; improve the ability to obtain and process information through listening and reading, and express views on farming methods fluently in English. Difficult Points: Understand and use absolute construction and with-complex structure correctly; integrate listening, speaking, reading and writing skills to solve practical problems in agricultural themes; put forward reasonable suggestions on agricultural development. 教学过程 Step 1: Lead-in (Lead-in to the Theme and Activate Prior Knowledge) The teacher starts the class by showing pictures and short videos. The materials include traditional farming scenes (farmers working in the field under the sun, checking crops carefully) and modern precision farming scenes (sensors, satellites, drones working in the field, farmers operating computers to analyze farmland data). After playing the materials, the teacher asks two questions in English: “What do you think of the two farming scenes? What changes have taken place in farming from the traditional one to the modern one?” Then, the teacher invites 3-4 students to share their answers. During the sharing process, the teacher guides students to use simple English to express their views, and naturally leads out core vocabularies and topics related to the unit, such as “precision farming”, “technology in farming”, “chemical farming” and “organic farming”. After that, the teacher briefly introduces the main content of this lesson: in this class, we will learn to obtain information about different farming methods through listening and reading, discuss their advantages and disadvantages, and finally write an article to express our own views on farming choices. Design Intention: The combination of pictures and videos can visually show the changes of farming methods, arouse students’ interest in learning and attract their attention quickly. By asking questions and inviting students to share, the teacher can activate students’ prior knowledge about farming, help students establish a connection between the new lesson and their existing experience, and lay a foundation for the subsequent listening, speaking, reading and writing activities. At the same time, the natural introduction of core vocabularies and topics can reduce students’ difficulty in learning new knowledge and pave the way for the smooth development of the follow-up teaching process. Step 2: Listening Training (Obtain Information and Improve Listening Ability) First, pre-listening preparation. The teacher introduces the background of the listening material: Sarah is doing research on farming for the “Farm to School Week” and interviews an agricultural expert about organic farming. Then, the teacher presents some new words and phrases in the listening material, such as “organic farming”, “yield”, “pesticide”, “fertilizer”, “sustainable development”, and explains their pronunciations and meanings briefly. At the same time, the teacher guides students to predict the content of the listening material according to the background introduction: “What do you think Sarah will ask the expert? What information about organic farming will the expert introduce?” Design Intention: Pre-listening preparation helps students eliminate the obstacle of new words in listening, so that they can focus more on understanding the content of the listening material. Predicting the listening content can activate students’ thinking, improve their enthusiasm for listening, and help them form a sense of expectation for the listening material, thus improving the efficiency of listening. Second, while-listening practice. The teacher plays the listening material twice. For the first time, students are required to listen carefully and grasp the main idea of the listening material, and then answer the question: “What is the main content of the interview?” After students finish answering, the teacher checks the answers and summarizes the main idea: the interview mainly introduces the definition, advantages and challenges of organic farming. For the second time, students are required to listen carefully and fill in the blanks in the listening task sheet. The blanks involve key information such as the advantages of organic farming (protecting the environment, producing healthy food, maintaining soil fertility) and the challenges (lower yield, higher cost for consumers). During the listening process, the teacher reminds students to pay attention to the connection between sentences and the pronunciation of key words, and encourages students to take simple notes to record key information. After playing the listening material, the teacher invites students to share their answers, corrects the wrong answers in time, and explains the key points and difficulties in the listening material, such as the understanding of long sentences and the discrimination of similar information. Design Intention: Playing the listening material twice conforms to the cognitive law of students. The first listening focuses on the main idea, which helps students establish an overall understanding of the listening material; the second listening focuses on specific information, which can train students’ ability to capture key details. Taking notes can help students develop good listening habits and improve their ability to process and remember information. Timely correction and explanation can help students find their own mistakes and consolidate the knowledge they have learned in listening. Third, post-listening extension. The teacher organizes students to have a short group discussion: “According to the listening material, what are the advantages and challenges of organic farming? Do you think organic farming is suitable for all regions?” Each group has 4 students, and they discuss for a few minutes. Then, each group sends a representative to share their discussion results. The teacher comments on students’ sharing, affirms their reasonable views, and guides students to think more comprehensively, such as combining the actual situation of different regions (climate, soil, economic conditions) to analyze the applicability of organic farming. Design Intention: Post-listening extension connects listening with speaking, which can not only help students consolidate the information obtained from listening, but also improve their oral expression ability. Group discussion can cultivate students’ cooperative learning ability and communication ability, and guide students to think deeply about the theme of organic farming, which lays a foundation for the subsequent reading and writing activities. Step 3: Reading Training (Process Information and Improve Reading Ability) This part takes the reading material about chemical farming as the carrier, and is divided into three stages: pre-reading, while-reading and post-reading, aiming to train students’ ability to obtain information, sort out ideas and analyze problems through reading. First, pre-reading guidance. The teacher connects the listening content and asks: “We have learned about organic farming just now. What do you know about chemical farming? What are its advantages and disadvantages?” After students briefly share their views, the teacher introduces the reading material: Sarah found an article about chemical farming on the website, which introduces the advantages and disadvantages of using chemicals in farming. Then, the teacher presents the reading task: read the article and answer the following questions: 1. What are the advantages of using chemicals in farming? 2. What are the disadvantages of using chemicals in farming? 3. What is the author’s attitude towards chemical farming? Design Intention: Connecting the listening content with the reading material can help students form a coherent cognitive context and make the transition between different skills natural. Putting forward reading tasks in advance can let students have a clear goal in reading, improve reading efficiency, and guide students to focus on the key content of the article. Second, while-reading practice. Students read the article independently. During the reading process, the teacher encourages students to mark the key words and sentences, and helps students solve the difficulties in reading in time, such as the understanding of new words, long sentences and difficult sentences. For example, the teacher explains the key sentence: “With massive amounts of data on the state of their farmland gathered, processed and analysed in real time, farmers are able to give the best possible care to the crops that most need it at the most appropriate time.” The teacher analyzes the sentence structure (with-complex structure,定语从句) and helps students understand its meaning. After students finish reading, the teacher organizes students to check the answers to the reading questions. For the first question, the advantages of chemical farming are: increasing crop yield, killing pests and weeds, and reducing the labor intensity of farmers. For the second question, the disadvantages are: polluting the environment (soil, water, air), reducing soil fertility, and endangering human health. For the third question, the author’s attitude is objective: he acknowledges the advantages of chemical farming, but also points out its disadvantages, and advocates finding a balanced way between chemical farming and organic farming. Then, the teacher guides students to sort out the structure of the article: the first paragraph introduces the wide use of chemicals in farming; the second paragraph discusses the advantages of chemical farming; the third paragraph analyzes the disadvantages of chemical farming; the fourth paragraph puts forward the author’s view on chemical farming. Through sorting out the structure, students can have a clearer understanding of the logical structure of the article. Design Intention: Independent reading can cultivate students’ independent learning ability and reading ability. Marking key words and sentences helps students sort out information and improve their ability to capture key content. Timely help from teachers can eliminate students’ reading obstacles and ensure the smooth progress of reading activities. Sorting out the article structure can help students improve their logical thinking ability and understand the writing characteristics of argumentative articles. Third, post-reading expansion. The teacher organizes students to do a comparative analysis activity: work in groups to compare chemical farming and organic farming from the aspects of yield, cost, environmental impact and human health, and fill in the comparison table. After completing the table, each group sends a representative to present their comparison results. The teacher summarizes and comments, and guides students to realize that both chemical farming and organic farming have their own advantages and disadvantages, and the key is to find a scientific and sustainable farming method according to the actual situation. In addition, the teacher leads students to review the core vocabularies and sentence patterns in the reading material, such as “boast”, “abundance”, “downside”, “conquer”, absolute construction and with-complex structure. The teacher gives examples to help students master their usage, and invites students to make sentences with these vocabularies and sentence patterns to consolidate their learning. Design Intention: Comparative analysis activity can help students deepen their understanding of the two farming methods, cultivate their ability to analyze and compare problems, and lay a foundation for the subsequent writing activity. Reviewing core vocabularies and sentence patterns can help students consolidate the language knowledge they have learned, improve their ability to use language flexibly, and achieve the goal of integrating language knowledge and language skills. Step 4: Speaking Training (Integrate Information and Improve Oral Expression Ability) On the basis of listening and reading, this part focuses on training students’ ability to integrate information and express their views fluently in English. The teacher designs a group debate activity with the topic: “Which is better, chemical farming or organic farming?” First, the teacher divides students into two groups: Group A supports chemical farming, and Group B supports organic farming. Each group has 6-8 students. The teacher gives students 10 minutes to prepare. During the preparation, students can refer to the information obtained from listening and reading, and also use their own knowledge and experience to collect arguments and supporting materials. The teacher walks around the classroom to guide students, helps them sort out their ideas, and reminds them to use the core vocabularies and sentence patterns learned in this lesson. Then, the debate begins. Each group takes turns to state their views and arguments. Group A first states the advantages of chemical farming (high yield, low cost, easy operation), and refutes the disadvantages of organic farming (low yield, high cost). Then Group B states the advantages of organic farming (environmental protection, healthy food, sustainable development), and refutes the disadvantages of chemical farming (environmental pollution, endangering human health). During the debate, the teacher encourages students to express their views clearly and fluently, and reminds them to listen carefully to the other group’s views and refute them rationally. After the debate, the teacher makes a summary. The teacher affirms the positive performance of both groups, such as clear arguments, fluent expression and active participation. At the same time, the teacher points out the problems existing in students’ expression, such as incorrect use of sentence patterns, insufficient vocabulary and unclear logic, and gives guidance and correction. Finally, the teacher guides students to reach a consensus: chemical farming and organic farming are not mutually exclusive, and we should combine their advantages to develop sustainable agriculture. Design Intention: Group debate is a practical oral expression activity, which can stimulate students’ enthusiasm for participation and improve their oral expression ability. During the preparation and debate, students need to integrate the information obtained from listening and reading, sort out their ideas and express their views, which can not only consolidate the knowledge they have learned, but also cultivate their logical thinking ability and critical thinking ability. Teacher’s guidance and correction can help students improve their oral expression level and avoid common mistakes. Step 5: Writing Training (Apply Knowledge and Improve Writing Ability) This part is the key link of integrating skills, which requires students to apply the knowledge and skills learned in listening, speaking and reading to writing, and improve their written expression ability. The writing task is: Write an article of 120-150 words about “Choosing the Right Farming Method”, which should include the advantages and disadvantages of chemical farming and organic farming, and your own views on choosing farming methods. First, the teacher guides students to sort out the writing ideas. The teacher reminds students that the article should have three parts: introduction, main body and conclusion. The introduction part briefly introduces the two main farming methods (chemical farming and organic farming); the main body part compares the advantages and disadvantages of the two farming methods; the conclusion part puts forward their own views on choosing farming methods. Then, the teacher provides students with writing templates and key sentence patterns to help students complete the writing task. For example, the introduction part can use: “Nowadays, there are two main farming methods: chemical farming and organic farming. Each has its own advantages and disadvantages.” The main body part can use: “On the one hand, chemical farming has the advantages of... but it also has disadvantages such as... On the other hand, organic farming is beneficial to... but it also faces challenges like...”. The conclusion part can use: “In my opinion, we should choose the right farming method according to... Only in this way can we develop sustainable agriculture.” At the same time, the teacher reminds students to use the core vocabularies and sentence patterns learned in this lesson, such as “abundance”, “downside”, “conquer”, absolute construction and with-complex structure, and pay attention to the coherence and logic of the article, as well as the correct use of grammar and punctuation. Students write independently. During the writing process, the teacher walks around the classroom to provide guidance for students who have difficulties, such as helping them sort out ideas, choose appropriate words and correct grammatical mistakes. After students finish writing, they exchange their articles with their deskmates and revise each other according to the evaluation criteria (content, coherence, language, grammar). Then, the teacher selects 2-3 excellent articles and 2-3 articles with common problems to comment on. For excellent articles, the teacher affirms their advantages, such as clear structure, fluent expression and correct use of language; for articles with problems, the teacher points out the existing problems and gives revision suggestions. Finally, students revise their own articles according to the teacher’s comments and their deskmates’ suggestions. Design Intention: Writing training is the comprehensive application of listening, speaking and reading skills, which can help students consolidate the language knowledge and skills learned in this lesson and improve their written expression ability. Providing writing templates and key sentence patterns can help students reduce the difficulty of writing, especially for students with weak writing ability, and help them establish confidence in writing. Peer revision and teacher’s comment can help students find their own mistakes and improve their writing level. The whole writing process conforms to the principle of “input-output”, which can effectively improve students’ comprehensive language application ability. Step 6: Summary First, class summary. The teacher leads students to review the main content of this lesson: through listening, we learned about the advantages and challenges of organic farming; through reading, we understood the advantages and disadvantages of chemical farming; through speaking, we discussed the pros and cons of the two farming methods; through writing, we expressed our own views on choosing farming methods. At the same time, the teacher emphasizes the core vocabularies and key sentence patterns learned in this lesson, and reminds students to master their usage and apply them flexibly in language practice. Then, the teacher makes a brief comment on students’ performance in this class, affirms their positive participation and progress, and puts forward expectations for their future learning: hope students can pay more attention to the development of agriculture in daily life, accumulate relevant language materials, and continuously improve their comprehensive English application ability. 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 $