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

Unit 2 Working the land-Grammar and composition 教学目标和重难点 1. 教学目标 It focuses on language competence by mastering emphasis structures and agricultural writing skills, cultivates cultural awareness by understanding Chinese agricultural civilization, develops thinking quality through logical analysis and creative expression, and fosters learning ability via independent exploration and cooperative practice. 2. 教学重难点 Key points: Master the usage of emphasis structures (It is/was...that...) and write a coherent essay about agriculture with correct grammar. Difficult points: Flexibly use emphasis structures in different contexts and integrate agricultural knowledge into writing naturally. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing pictures and short videos about modern agriculture in China, such as precision farming, organic planting, and the achievements of agricultural scientists like Yuan Longping. Then the teacher asks students two questions: “What do you know about working the land in China?” and “How can we express our admiration for agricultural workers in English?” After students share their ideas freely, the teacher summarizes and leads to the topic: “Today we will learn the grammar of emphasis to better express our thoughts about working the land, and then write an essay related to agriculture.” Design Intention: This lead-in links the unit theme “Working the Land” with real-life agricultural situations, which not only activates students’ prior knowledge about agriculture but also stimulates their interest in learning grammar and writing. By asking open-ended questions, it encourages students to participate in classroom interaction actively and lays a foundation for the following grammar learning and composition practice. Grammar Learning: Master Emphasis Structures (It is/was...that...) Discover the Rule The teacher presents three sentences from the unit text on the screen: ① It is because of the river’s important role in developing agriculture that it is symbolically referred to as the Mother River of China. ② It is really easy to see why these societies considered it an ideal place for farming. ③ It was 7,000 years ago that farming societies first appeared on the banks of the Yellow River. Then the teacher asks students to observe the sentences carefully and discuss the following questions in groups: “What is the structure of these sentences?” “What parts of the sentences are emphasized?” “What is the difference between the tenses of the first and third sentences?” After group discussion, each group sends a representative to share their findings. The teacher then summarizes the rule of the emphasis structure: The basic structure is “It is/was + the emphasized part + that/who + the rest of the sentence”. When emphasizing a person, “who” can be used instead of “that”; when emphasizing a time, place, reason, etc., “that” is used. The tense of “is/was” depends on the tense of the original sentence — present tense uses “is”, past tense uses “was”. Design Intention: By letting students discover the grammar rule through observing and discussing the sentences from the unit text, it helps students connect grammar with the unit theme closely. Group discussion encourages students to cooperate and communicate, and cultivates their ability to analyze and summarize, which is in line with the requirements of thinking quality and learning ability in core literacy. Explain Key Points and Avoid Mistakes The teacher focuses on explaining the key points and common mistakes of the emphasis structure. First, the teacher explains that the emphasized part can be a noun, pronoun, adjective, adverb, prepositional phrase, or clause (such as reason clause, time clause). Then the teacher gives examples for each situation: ① Emphasize a noun: It is the fertile soil that ensures good harvests. ② Emphasize a prepositional phrase: It is with new agricultural methods that farmers have improved their yields. ③ Emphasize a reason clause: It is because they work hard that farmers can get good results. Next, the teacher points out common mistakes: ① Omit “that/who” incorrectly. For example, wrong sentence: It is the farmer works hard every day. Correct sentence: It is the farmer who works hard every day. ② Confuse the tense of “is/was” with the original sentence. For example, wrong sentence: It is yesterday that I visited a farm. Correct sentence: It was yesterday that I visited a farm. ③ Overemphasize or emphasize the wrong part. For example, wrong sentence: It is I who am a student study hard. Correct sentence: It is I who study hard. The teacher asks students to correct the wrong sentences together and explains the reasons for the mistakes in detail. Design Intention: Focusing on key points and common mistakes helps students grasp the grammar structure accurately and avoid making similar mistakes in practice. By giving specific examples and correcting wrong sentences, it makes abstract grammar knowledge more concrete and understandable, which is conducive to improving students’ language competence. Practice in Context The teacher designs three levels of exercises to help students consolidate the emphasis structure, combining the unit theme “Working the Land”. Level 1: Transform the following sentences into emphasis sentences, emphasizing the underlined parts. ① Farmers grow a variety of crops along the Yellow River. (emphasize “a variety of crops”) ② We should respect agricultural workers because they contribute a lot to our life. (emphasize the reason clause) ③ Agricultural technology has greatly changed the way of working the land in recent years. (emphasize “in recent years”) After students finish the exercises individually, the teacher checks the answers and explains the difficult ones. Level 2: Group discussion — Work in groups of 4 to talk about “What is important for working the land” and use at least 3 emphasis sentences in the discussion. Each group selects one student to report their discussion results to the class. The teacher comments on their performance, focusing on the correct use of the emphasis structure and the connection with the theme. Design Intention: The three-level exercises follow the principle of “from easy to difficult”, which is in line with students’ cognitive law. Combining the unit theme in the exercises ensures that grammar learning is not isolated but closely linked to the practical use of language. Group discussion not only consolidates grammar knowledge but also improves students’ oral expression ability and cooperative learning ability. Composition Guidance: Write an Essay About Agriculture Analyze the Writing Task The teacher presents the writing task: “Write an essay of 120-150 words about ‘The Importance of Working the Land’. You should include the following points: ① The role of agriculture in our life; ② The changes in agricultural methods; ③ Your feelings about agricultural workers. You should use at least 2 emphasis structures in your essay.” Then the teacher analyzes the writing task with students: “First, we need to make sure the theme is ‘The Importance of Working the Land’. Second, we should cover all three points required. Third, we must use the emphasis structure we just learned to make the essay more expressive. Finally, pay attention to the logic and coherence of the essay.” Design Intention: Clearly analyzing the writing task helps students understand the requirements and key points of the composition, avoiding off-topic or incomplete content. Linking the writing task with the grammar knowledge learned earlier ensures the integration of grammar and writing, which is conducive to improving students’ language application ability. Brainstorming and Outlining The teacher organizes students to brainstorm ideas related to the writing task in groups. Students can share their thoughts about the role of agriculture (e.g., providing food, supporting the national economy), changes in agricultural methods (e.g., from traditional farming to modern precision farming, the use of agricultural machinery and new technologies), and their feelings about agricultural workers (e.g., admiration, respect, gratitude). The teacher writes down the key ideas shared by students on the blackboard. After brainstorming, the teacher guides students to make an outline for the essay. The outline is divided into three parts: ① Introduction: Briefly introduce the importance of working the land. ② Body: Explain the role of agriculture, the changes in agricultural methods, and express feelings about agricultural workers (use emphasis structures here). ③ Conclusion: Summarize the importance of working the land and put forward expectations (e.g., cherishing food, respecting agricultural workers). The teacher gives an example of an outline to help students understand better: Introduction: Working the land is one of the most important activities for human beings. Body 1: It is agriculture that provides us with enough food to live. Body 2: It is with the development of technology that agricultural methods have changed greatly. Body 3: It is the hard work of agricultural workers that we should never forget. Conclusion: We should cherish the fruits of their labor and respect every agricultural worker. Design Intention: Brainstorming helps students collect rich materials for writing and stimulates their creative thinking. Making an outline helps students sort out their ideas and ensure the logic and coherence of the essay, which is conducive to cultivating students’ thinking quality and writing ability. Language Guidance and Sample Analysis The teacher provides some useful words, phrases and sentences related to agriculture to help students enrich their writing: Words and phrases: fertile soil, irrigation, precision farming, organic farming, agricultural technology, crop varieties, hardworking, contribute, ensure, thrive. Sentences: ① It is impossible for us to live without the food provided by agriculture. ② With the development of agricultural technology, farmers no longer need to work as hard as before. ③ Agricultural workers devote their lives to working the land, which deserves our respect. Then the teacher shows a sample essay on the screen and analyzes it with students: “The sample essay covers all the required points and uses two emphasis structures: ‘It is agriculture that is the foundation of our country’s development’ and ‘It is the hard work of farmers that has brought us abundant food’. The logic is clear, and the language is fluent. Let’s learn from the sample and pay attention to how to use the emphasis structure naturally in the essay.” Sample Essay: The Importance of Working the Land Working the land is closely related to our daily life. It is agriculture that is the foundation of our country’s development. It provides us with a variety of foods, such as rice, wheat and vegetables, ensuring our basic living needs. In recent years, great changes have taken place in agricultural methods. With the help of new technologies, farmers can use precision farming to improve yields and reduce environmental pollution. It is the hard work of farmers that has brought us abundant food. They work day and night in the fields, no matter how hot or cold it is. We should cherish the fruits of their labor and respect every agricultural worker. Working the land is not only a job but also a kind of responsibility, which helps our country thrive. Design Intention: Providing useful language materials helps students solve the problem of “lack of words” in writing. Analyzing the sample essay helps students understand the writing standards and learn how to integrate grammar knowledge into writing, which improves their language competence and writing skills. Independent Writing and Peer Evaluation Students start to write their essays independently according to the outline and language guidance. The teacher walks around the classroom to provide help for students who have difficulties, such as how to use the emphasis structure correctly, how to organize sentences, and how to improve the coherence of the essay. The teacher reminds students to pay attention to grammar, spelling, punctuation and the word count. After students finish writing, the teacher organizes peer evaluation. Students exchange their essays with their deskmates and evaluate each other according to the evaluation criteria: ① Whether all the required points are covered; ② Whether the emphasis structures are used correctly and naturally; ③ Whether the logic is clear and the language is fluent; ④ Whether there are grammar, spelling or punctuation mistakes. Each student gives suggestions for improvement to their deskmate. Design Intention: Independent writing allows students to apply the grammar and writing knowledge they have learned to practice, which is the key to improving their writing ability. Peer evaluation not only helps students find their own mistakes and shortcomings but also improves their ability to evaluate and appreciate articles, fostering their learning ability and cooperative spirit. Summary and Consolidation The teacher summarizes the key points of the class: “Today we have learned the emphasis structure (It is/was...that...) and how to write an essay about the importance of working the land. We should master the usage of the emphasis structure and be able to use it flexibly in speaking and writing. We also need to remember the key points of writing an agricultural essay: clear theme, complete content, correct grammar and fluent language.” Then the teacher assigns after-class tasks: ① Review the emphasis structure and finish the related exercises in the workbook; ② Revise your essay according to the peer evaluation suggestions and submit it in the next class; ③ Collect more English materials about modern agriculture and share them in the next class. Design Intention: Summarizing the key points helps students sort out the knowledge learned in the class and strengthen their memory. The after-class tasks not only consolidate the knowledge but also extend the learning content, encouraging students to learn independently and expand their horizons, which is in line with the requirements of core literacy. 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 $