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

Unit 2 Working the land-Assessment 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabulary such as struggle, expand, rid, and phrases like rid...of, build up, focus on; grasp the -ing form as subject and object; improve skills in reading, listening, speaking and writing about agricultural themes. Cultural Awareness: Understand the development of agriculture at home and abroad, respect the spirit of farmers and agricultural scientists, and enhance the awareness of food conservation. Thinking Quality: Cultivate logical thinking through analyzing the structure of agricultural themed texts and critical thinking by discussing the pros and cons of modern agriculture. Learning Ability: Develop autonomous learning habits by finishing after-class tasks independently, and improve cooperative learning ability through group discussions and project-based learning. 2. 教学重难点 Key Points: Grasp core vocabulary (e.g., ecosystem, biodiversity) and complex sentences in assessment; accurately express environmental views in English. Difficult Points: Using assessment language flexibly to evaluate environmental phenomena; integrating listening, speaking, reading and writing skills in comprehensive assessment tasks. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing a series of pictures and short videos. The materials include scenes of farmers working in the fields (plowing, sowing, harvesting), modern agricultural scenes (greenhouses, mechanical farming), and photos of famous agricultural scientists such as Yuan Longping. After playing the materials, the teacher asks two guiding questions: “What do you see in the pictures and videos?” “What do you think of the work of working the land?” Then, the teacher invites 3-4 students to share their answers in English. After the sharing, the teacher summarizes: “Working the land is a vital activity that supports human survival and development. It has evolved from traditional manual farming to modern scientific agriculture. Today, we will explore the unit Working the Land to learn more about agriculture, farmers and the spirit behind it.” Design Intention: The lead-in links students’ daily life with the unit theme through vivid audio-visual materials. It can quickly attract students’ attention, arouse their interest in the theme of agriculture, and activate their existing knowledge and vocabulary related to agriculture (such as farmer, field, crop, harvest). Meanwhile, the guiding questions guide students to think actively and express their views in English, laying a foundation for the subsequent listening, speaking, reading and writing activities. Introducing agricultural scientists also helps to imperceptibly infiltrate the education of the spirit of dedication and perseverance, which is in line with the requirements of cultural awareness and thinking quality in core literacy. Step 2: Vocabulary and Phrase Learning (Vocabulary Input) First, the teacher presents the core vocabulary and phrases of the unit on the blackboard or courseware, including struggle (v. & n. struggle), expand (v. expand), rid (v. rid), reduce (v. reduce), comment (n. & v. comment), thanks to, rid...of, build up, focus on, keep...free from/of, lead to. For each word and phrase, the teacher explains its meaning, pronunciation and usage in detail, and gives example sentences closely related to the theme of agriculture. For example, for “rid...of”, the teacher gives the example sentence: “Farmers try their best to rid the fields of weeds to ensure the growth of crops.” For “build up”, the example sentence is: “We should build up the soil fertility to improve crop yields.” Then, the teacher organizes a vocabulary practice activity: “Vocabulary Matching Game”. The teacher divides the students into groups of 4. One student in each group reads a word or phrase, and the other students compete to say its meaning and make an agricultural-related sentence. The group that answers correctly and quickly gets one point. After the game, the teacher checks the students’ mastery of vocabulary and corrects common mistakes in pronunciation and usage. In addition, the teacher guides students to sort out the word formation of related words, such as the derivative of “produce” (produce v. → product n. → production n.), helping students master the method of memorizing words and improving their learning ability. Design Intention: Vocabulary is the foundation of language learning. This step focuses on the input of core vocabulary and phrases related to the unit theme, ensuring that students can understand and use these words and phrases in subsequent learning. The example sentences closely related to agriculture help students connect vocabulary with the unit theme, deepening their memory. The vocabulary matching game increases the interest of vocabulary learning, avoids the tediousness of mechanical memorization, and cultivates students’ cooperative learning ability and reaction ability. Guiding students to sort out word formation helps them master scientific learning methods, which is conducive to the development of learning ability in core literacy. Step 3: Grammar Learning — The -ing Form as Subject and Object First, the teacher reviews the basic form of the -ing form (verb + -ing) and its basic meaning (expressing an action that is ongoing or has a lasting effect), and then leads students to discover the usage of the -ing form as subject and object through example sentences in the unit text. For the -ing form as subject: The teacher presents example sentences from the text, such as “Working the land requires great patience and hard work.” “Planting crops in spring is the first step of a year’s harvest.” Then, the teacher guides students to analyze the position and function of the -ing form in the sentences, and summarizes the usage: The -ing form as subject usually appears at the beginning of the sentence, and the predicate verb is singular. When the subject is too long, we can use “it” as a formal subject, and put the -ing form at the end of the sentence, such as “It is important to keep the soil healthy by using organic fertilizer.” For the -ing form as object: The teacher presents example sentences such as “Farmers enjoy seeing the crops grow well.” “We should avoid using too many chemical fertilizers.” Then, the teacher guides students to summarize the common verbs that can be followed by the -ing form as object, including enjoy, avoid, practice, suggest, mind, keep, finish, etc. The teacher also reminds students of the difference between verbs followed by -ing form and infinitive as object, and gives typical examples for comparison, such as “like doing sth. (habitual action)” and “like to do sth. (specific action)”. After the explanation, the teacher organizes grammar practice activities in two parts: 1. Fill in the blanks: The teacher provides sentences related to agriculture, and students fill in the blanks with the correct form of the given verbs (using -ing form as subject or object). 2. Sentence making: Students work in pairs to make sentences using the -ing form as subject and object, with the theme of agriculture. Each pair needs to make at least 3 sentences, and then invite several pairs to present their sentences to the class. The teacher comments and corrects them. Design Intention: Grammar is the key to ensuring the correctness of language expression. This step takes the example sentences in the unit text as the carrier, which is closely connected with the unit theme and helps students understand the application of grammar in context. By guiding students to discover and summarize the usage of grammar independently, it cultivates their logical thinking ability. The two practice activities from fill-in-the-blank to sentence making are gradual, helping students consolidate the grammar knowledge they have learned and improve their ability to use grammar flexibly. This step focuses on the training of language ability and thinking quality. Step 4: Reading Comprehension (Text Input and Analysis) The teacher distributes the reading text of the unit (the text is about the development of Chinese agriculture, introducing the changes from traditional farming to modern agriculture, and the contributions of agricultural scientists). First, the teacher asks students to read the text quickly (skimming) and answer two questions: 1. What is the main idea of the text? 2. What are the two stages of Chinese agricultural development mentioned in the text? After students finish reading, the teacher invites students to share their answers and summarizes the main idea of the text: The text introduces the development process of Chinese agriculture, the changes in farming methods, and the efforts made by agricultural scientists to improve agricultural production, reflecting the progress of agriculture and the spirit of dedication of agricultural workers. Then, the teacher guides students to read the text carefully (scanning) and analyze the structure of the text. The teacher divides the text into three parts and asks students to discuss in groups: 1. What is the content of each part? 2. What is the logical relationship between the parts? After the group discussion, each group sends a representative to report the discussion results. The teacher summarizes the text structure: Part 1 (Paragraph 1-2): Introduce the importance of agriculture and the current situation of Chinese agriculture; Part 2 (Paragraph 3-5): Introduce the characteristics of traditional agriculture and modern agriculture, and the changes in farming methods; Part 3 (Paragraph 6-7): Introduce the contributions of agricultural scientists and the prospects of Chinese agriculture. Next, the teacher asks students to find out the key sentences and difficult sentences in the text, and explains them in detail. For example, the difficult sentence: “With the development of science and technology, modern agriculture has gradually replaced traditional agriculture, which has greatly improved crop yields and reduced the burden on farmers.” The teacher analyzes the structure of the sentence (with structure as adverbial, which guides non-restrictive attributive clause), and explains the meaning of the sentence, helping students understand the logical relationship between the clauses. After that, the teacher organizes a group discussion activity: “What are the advantages and disadvantages of traditional agriculture and modern agriculture?” Students discuss in groups of 5, and each group sorts out the advantages and disadvantages of the two types of agriculture and writes them down. Then, each group sends a representative to present the discussion results. The teacher comments on the students’ views, guides them to look at the development of agriculture from an objective perspective, and emphasizes that modern agriculture should inherit the advantages of traditional agriculture and avoid its shortcomings, and develop in a green and sustainable way. Design Intention: Reading is an important way to input language and understand the theme. Skimming and scanning training helps students improve their reading speed and reading ability, and learn to grasp the main idea and key information of the text. Analyzing the text structure helps students cultivate logical thinking ability and learn to organize and express ideas in a coherent way. Discussing the advantages and disadvantages of traditional and modern agriculture not only deepens students’ understanding of the text, but also cultivates their critical thinking ability and the awareness of sustainable development. This step integrates the training of language ability, thinking quality and cultural awareness, and lays a foundation for subsequent speaking and writing activities. Step 5: Listening Training (Listening Input and Output) First, the teacher introduces the listening material: The listening material is a dialogue between a reporter and a farmer, talking about the farmer’s experience in using modern agricultural technologies (such as greenhouses, drip irrigation) and the changes in his life. The teacher plays the listening material twice. For the first time, students listen carefully and answer the general question: “What is the dialogue mainly about?” For the second time, students listen again and fill in the blanks with the key information (such as the name of the modern agricultural technology, the changes in crop yields, the changes in the farmer’s life). After the listening practice, the teacher checks the students’ answers, corrects the wrong answers, and plays the key parts of the listening material again to help students understand the difficult points. Then, the teacher guides students to sort out the key information in the listening material, such as the modern agricultural technologies mentioned (greenhouse, drip irrigation), the advantages of these technologies (saving water, improving crop yields, extending the growing period), and the changes in the farmer’s life (higher income, better living conditions). Next, the teacher organizes a listening retelling activity: Students work in pairs, and one student retells the content of the listening material according to the key information, while the other student listens and supplements the missing information. Then, the teacher invites 2-3 pairs to present their retelling to the class, and comments on their performance, focusing on the accuracy and fluency of the retelling. Design Intention: Listening is an important part of language ability. The listening material is closely related to the unit theme of agriculture, which helps students consolidate the vocabulary and grammar knowledge they have learned, and understand the practical application of modern agricultural technologies. Listening twice (general understanding and detailed understanding) is in line with the law of listening training, helping students improve their listening ability step by step. The retelling activity transforms listening input into oral output, which not only consolidates the listening content, but also improves students’ oral expression ability and cooperative learning ability, realizing the integration of listening and speaking. Step 6: Speaking Practice (Oral Output) On the basis of the previous listening and reading activities, the teacher organizes a group discussion and presentation activity with the theme: “How can we promote the sustainable development of agriculture?” The teacher divides the students into groups of 5, and each group chooses a sub-theme to discuss, such as “The role of organic agriculture in sustainable development”, “How to reduce the pollution of chemical fertilizers to the environment”, “The prospects of agricultural intelligence”, etc. Before the discussion, the teacher gives some guiding suggestions: 1. Use the vocabulary and phrases learned in the unit, such as build up, reduce, focus on, keep...free from/of, etc. 2. Use the -ing form as subject and object correctly. 3. Put forward specific suggestions and explain the reasons. During the discussion, the teacher walks around the classroom, guides students who have difficulties in expression, and reminds students to use English to communicate. After the discussion (each group discusses for a certain period), each group sends a representative to give a 3-5 minute presentation. The presentation should include the group’s views, specific suggestions and reasons. After each presentation, other students can ask questions, and the representative of the group answers them. The teacher comments on each group’s presentation, focusing on the accuracy of language, the fluency of expression, the rationality of views and the use of unit knowledge. The teacher also encourages students to put forward different views and cultivate their critical thinking ability. In addition, the teacher organizes a short oral dialogue activity: Students work in pairs, and make a dialogue about “Visiting a Modern Farm”. The dialogue should include the introduction of the farm (such as the crops planted, the agricultural technologies used), the feelings of visiting, etc. The teacher invites several pairs to perform the dialogue in front of the class, and comments and corrects them. Design Intention: Speaking is an important way of language output, which can test students’ ability to use language flexibly. The theme of the group discussion is closely related to the unit theme and social reality, which can arouse students’ thinking and cultivate their sense of social responsibility. The guiding suggestions help students use the knowledge learned in the unit in oral expression, consolidating the language knowledge. The presentation and dialogue activities not only improve students’ oral expression ability and cooperative learning ability, but also cultivate their logical thinking ability and critical thinking ability, which is in line with the requirements of core literacy. Step 7: Writing Training (Written Output) The teacher assigns a writing task: Write an essay entitled “The Importance of Working the Land and the Development of Modern Agriculture”. The requirements are as follows: 1. Briefly introduce the importance of working the land; 2. Introduce the changes of Chinese agriculture from traditional to modern; 3. Put forward your own views on the future development of agriculture; 4. Use the vocabulary, phrases and grammar learned in the unit; 5. The structure is clear and the logic is coherent. Before writing, the teacher guides students to sort out the writing outline: 1. Introduction: The importance of working the land (supporting human survival, promoting social development); 2. Body: The characteristics of traditional agriculture and modern agriculture, the changes in farming methods, the contributions of agricultural scientists; 3. Conclusion: Personal views on the future development of agriculture (green development, intelligent development, sustainable development). The teacher also gives some key sentences and expressions that can be used in writing, such as “Working the land is the foundation of human survival and development.” “With the development of science and technology, modern agriculture has made great progress.” “In my opinion, the future of agriculture should be green and sustainable.” Students start writing independently. During the writing process, the teacher walks around the classroom, answers students’ questions, and guides students who have difficulties in writing (such as how to organize sentences, how to use grammar correctly). After students finish writing, they exchange their compositions in pairs, check each other’s compositions (focusing on the accuracy of vocabulary and grammar, the coherence of the structure, the rationality of views), and put forward revision suggestions. Then, the teacher selects 2-3 typical compositions (one excellent composition and one composition with common problems) to comment on in class. For the excellent composition, the teacher affirms its advantages (such as correct use of language, clear structure, rich content) and asks students to learn from it. For the composition with problems, the teacher points out the common mistakes (such as incorrect use of the -ing form, improper use of phrases, unclear logic) and guides students to revise it together. Finally, students revise their own compositions according to the teacher’s comments and their partners’ suggestions. Design Intention: Writing is a comprehensive test of students’ language ability. The writing task is closely related to the unit theme, which can help students consolidate the knowledge learned in the unit and improve their written expression ability. Guiding students to sort out the writing outline helps them clarify the writing ideas and ensure the coherence of the composition. The peer review activity not only helps students find their own mistakes, but also improves their ability to evaluate and revise compositions. The teacher’s comment focuses on the key points and difficulties, which helps students correct their mistakes and improve their writing level. This step focuses on the training of language ability and thinking quality, and realizes the integration of input and output. Step 8: Summary and After-class Tasks First, the teacher summarizes the content of the class: “In this class, we have learned the core vocabulary, phrases and grammar related to the theme of working the land, read and understood the text about the development of Chinese agriculture, carried out listening, speaking and writing training, and discussed the sustainable development of agriculture. We have not only improved our language ability, but also understood the importance of agriculture and the spirit of agricultural workers.” Then, the teacher assigns after-class tasks: 1. Review the core vocabulary, phrases and grammar learned in the unit, and make a vocabulary and grammar note; 2. Read the unit text again and recite the key sentences; 3. Revise the composition written in class and hand it in the next class; 4. Surf the Internet to collect information about modern agricultural technologies in foreign countries, and write a short report (about 100 words) to introduce one of the technologies; 5. Discuss with family members about the changes of agriculture in their hometown, and take notes for the next class sharing. Design Intention: The summary helps students sort out the knowledge learned in the class, form a systematic knowledge framework, and deepen their understanding of the unit theme. The after-class tasks are diversified, including reviewing knowledge, consolidating skills, collecting information and practical communication. They not only help students consolidate the knowledge and skills learned in the class, but also cultivate their autonomous learning ability and practical ability. Collecting information about foreign modern agricultural technologies helps students expand their horizons and enhance their cross-cultural awareness. Discussing with family members connects the classroom with real life, making the learning of the unit more practical and meaningful. 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 $