Unit 5 Working the Land Assessing Your Progress & Project & Video Time 教学设计-2026-2027学年高中英语人教版选择性必修第一册

该高中英语教学设计聚焦单元核心词汇词形变换与主语从句运用，通过《齐民要术》语篇填空导入，串联袁隆平杂交水稻、Earth University等单元素材，搭建从语言检测到创意输出的学习支架。 特色在于多模态任务链设计，融合词形填空、海报创作、视频赏析，以“最爱的菜·从田间到餐桌”项目提升语言能力与思维品质，对比《齐民要术》与Earth University深化文化意识，助力学生综合运用语言，为教师提供结构化教学资源。

Unit 5 Assessing Your Progress & Project & Video Time 1、 基础信息 （一）核心基础信息 项目 内容 课题 人教版（2019）高中英语选择性必修第一册 Unit 5 Assessing Your Progress & Project & Video Time 课时 1课时（45 分钟） 授课年级 高二年级 课型 新授课 授课教师 授课时间 （二）课标要求 · 运用本单元核心词汇的词形变换与从句结构完成填空、句子练习；读懂贾思勰《齐民要术》语篇，抓取古代农学智慧与全球可持续农业案例信息，完成词形填空与问答。 · 小组合作完成“最爱的菜·从田间到餐桌”创意海报设计与口头展示，梳理食材生产链（产地、种植/养殖、加工），逻辑清晰地介绍自创主题。 · 观看Earth University可持续农业视频，掌握看前预测、看中判断、看后讨论的视频学习策略，理解全球绿色农业教育与粮食供应链的意义。 · 完成单元学习自我反思，梳理薄弱知识点，学会小组互助；树立珍惜粮食、传统农学创新、可持续农业与城市生态平衡的意识。 二、教学设计依据 （一）教材分析 本课为Unit 5收尾综合课，按照Assessing Your Progress、Project、Video Time三大板块，整合词汇语法检测、食材生产链创意设计、可持续农业影视赏析，复盘单元全部语言与主题内容。 · Assessing Your Progress 板块：以贾思勰《齐民要术》导览短文为载体，集中巩固attain、output、depth、diverse、essential、soil等核心词汇，运用that / whether / wh- 主语从句完成填空，以词形填空、从句练习检测学生语言综合运用能力，查漏补缺单元薄弱点； · Project板块：以“最爱的菜·从田间到餐桌”为核心项目，围绕诗歌讨论、菜品头脑风暴、食材溯源、海报制作、课堂展示展开，提供宫保鸡丁、意大利面等范文模板，完成“讨论—溯源—海报—展示”创意输出闭环； · Video Time板块：以Earth University（哥斯达黎加可持续农业大学）视频为载体，配套看前填空、看中选择、看后讨论习题，拓展全球绿色农业教育与粮食供应链素材，深化单元“耕耘土地”主题； · 前后关联：串联袁隆平杂交水稻、贾思勰古代农学、Earth University等单元农业素材，汇总农业描述、从句语法、粮食产业链全套表达，为本单元检测做好铺垫。 （二）学情分析 · 知识基础：学生已掌握单元核心词汇的基本含义，但attain、depth、diverse等词的词形变换易出错；对that / whether / wh-引导主语从句的语法功能理解不够深入；对Earth University、粮食供应链认知较少。 · 能力短板：说明性长文本信息梳理速度慢；食材生产链溯源缺乏逻辑框架，小组海报制作缺少结构化分工；视听材料中专业农业术语抓取困难。 · 兴趣特点：学生对美食、食材溯源、可持续农业话题好奇心强，图片观察、视频观看、小组海报创作类任务参与积极性更高。 三、教学目标与重难点 （一）教学目标 1. 语言能力 ① 灵活变换本单元核心单词词形，能结合语境完成《齐民要术》词形填空；熟练用 that / whether / wh- 引导的主语从句完成句子填空与仿写。 ② 能看懂 Earth University 视频内容，提取关键信息完成选择；掌握“从田间到餐桌”食材介绍标准表达，完成海报撰写与口头展示。 ③ 整合单元词汇、主语从句语法，完整输出古代农学、粮食产业链、可持续农业三类英文表达。 2. 思维品质 ① 通过语篇填空、从句练习训练信息提取与归纳思维； ② 小组头脑风暴构思“最爱的菜”海报，锻炼创新逻辑与分类梳理能力； ③ 辩证讨论全球可持续农业现状，客观分析传统农学与现代绿色农业价值。 3. 文化意识 ① 了解贾思勰《齐民要术》古代农学智慧、Earth University 全球绿色农业教育特色； ② 知晓粮食“从田间到餐桌”全产业链，树立珍惜粮食、可持续农业与传统文化创新理念。 4. 学习能力 ① 掌握“读—填—说”单元检测学习流程与“看前预测—看中记录—看后思辨”视频学习方法； ② 小组分工完成海报制作、课堂展示，自主完成单元学习反思，互助攻克知识难点。 （二）教学重难点 教学重点 熟练运用单元核心词汇，读懂《齐民要术》短文并完成词形填空； 掌握 that / whether / wh- 引导的主语从句用法，能运用主语从句完成填空； 小组合作设计“最爱的菜”食材生产链海报，完成海报制作与课堂展示； 观看Earth University视频，提取关键信息完成选择，并开展小组讨论。 教学难点 在语篇中准确理解 attain、depth、diverse 等词的语境含义并完成词形变换； 在食材溯源中合理规划生产链分类，运用生动语言撰写介绍； 听懂视频内的农业术语，结合视频细节进行深入的小组讨论。 四、教学准备 多媒体素材：词汇填空习题、贾思勰《齐民要术》介绍图片、主语从句填空练习、Earth University 视频及配套看前填空、看中选择题、课后讨论题、“最爱的菜”海报模板与样例（意大利面、宫保鸡丁）； 纸质学习资料：词形填空练习、主语从句练习、菜品头脑风暴提纲、食材溯源表、海报制作模板、视频选择题； 前置任务：预习单元农业词汇（attain、output、depth、diverse、essential、soil 等）；提前想一道自己最爱吃的菜，简单梳理其主要食材。 五、教学过程设计 Step 1 Assessing Your Progress Task 1 Read and complete the passage with the correct forms of the words and phrases in the box. Then answer the questions. 1. The teacher displays the introduction text of Jia Sixie and his book Qi Min Yao Shu together with the word bank, and asks students to read the whole passage first to grasp the main idea, then fill each blank with the correct form of the given words. attain be comprised of depth diverse essential for instance output soil Jia Sixie was a government official from Shandong Province who conducted a lot of agricultural research in the sixth century. In his travels, he observed that some farmers had much better output than others, so he decided to investigate the best ways of attaining good harvests. After retiring, he wrote a book, Qi Min Yao Shu, which was comprised of sound advice and practices for people doing agricultural work. In one piece of advice, for instance, he told farmers to clear weeds from the ground before planting crops. They could either let the animals eat the weeds or turn the soil over so that the weeds were covered. Then he gave advice on ploughing, suggesting that the autumn ploughing should be at a greater depth than the spring ploughing. He also suggested changing crops to get better harvests every year. Finally, he suggested that farmers grow a diverse range of crops next to each other in the fields. Although it has been centuries since Jia Sixie died, Qi Min Yao Shu is still considered a(n) essential book in China's agricultural history. 2. The teacher then asks students to answer the two questions about Jia Sixie and his book. ① Why did Jia Sixie investigate good ways of farming? He was an official who wanted to help people. ② What makes Qi Min Yao Shu an important book in China's agricultural history? Because it was comprised of sound advice and practice for people doing agricultural work. Task 2 Fill in the blanks with that, whether, or wh- question words to complete the sentences. The teacher displays seven sentences with blanks and asks students to fill each blank with that, whether, or a wh- question word to form a subject clause. Whether/Where the research centre is to be set up has not been decided. That many countries still face food shortages remains a big problem. What impressed me most was that the hybrid rice enabled farmers to expand their output greatly. Whether/When the plan is to be carried out still needs discussing. Whether the new chemical pesticide is effective remains to be seen. Who will join in the research team will be announced tomorrow. Why he quit his high-paying job is not difficult to understand. He wanted to start up his own business. Task 3 Reflecting 1. The teacher divides the whole class into groups of four and asks students to discuss four reflective questions about the whole unit, combining examples such as Yuan Longping's hybrid rice, Jia Sixie's farming wisdom, and Earth University. · What did you learn about agriculture that you did not know before? · What interested you most about agriculture in this unit? Give your reasons. · What other important aspects of agriculture do you want to know about? · Overall, I thought this unit was ⭕interesting ⭕useful ⭕so-so ⭕difficult. 2. The teacher leads students to exchange group opinions and makes a general conclusion about students’ gains from this unit. Step 2 Project — Make a poster of your favourite dish, from field to plate Task 1 Group discussion: discuss the line of poetry. The teacher displays the line of poetry “Every single grain on your plate is the result of hard work.” and asks students to discuss in groups what the line means to them and how this knowledge should affect their daily life. What does this line mean to you? How should this knowledge affect your daily life? Task 2 Brainstorm a list of your favourite dishes. The teacher asks each group to brainstorm a list of their favourite dishes, and reminds them that each dish should be comprised of five or more ingredients. Task 3 Choose one dish and assign members to research its ingredients. 1. The teacher asks each group to choose one dish from their list that everyone likes, and to find a list of its ingredients from a recipe or a product label (e.g. Kung Pao Chicken: chicken, peanuts, onions, red peppers, Sichuan peppercorns, ginger, garlic, oil, cooking wine, salt, soy sauce, vinegar, etc.). 2. The teacher then guides each group to assign team members to research where and how each ingredient is produced, and gives the peanut example as a model. EXAMPLE: Peanuts are planted in April or May. It takes around 120 to 160 days for them to be ready for harvesting. This is usually done by hand. The farmer pulls the peanut plants out of the ground and leaves them in the field to dry. The peanuts are then collected and separated from their vines. They are dried for some more time and then taken to the market for sale. Task 4 Make a poster. The teacher asks students to work together to make a poster about their favourite dish, where each team member explains where at least one ingredient comes from and how it is produced. The teacher displays a sample poster layout to help organise content visually. Sample: Our Favourite Food: Spaghetti! Spaghetti is made of noodles, canned tomatoes, garlic, salt, spices, cheese, and beef. Canned tomatoes: Tomato seeds are planted by machine in late March and early April. By late June and early July, the tomatoes are ready for harvest. This is usually done by machine. After harvesting, the tomatoes are taken to a factory. They are cleaned. The peel is taken off and they are cut up. They are then put in cans which are sealed shut. These cans are then cooked at a high temperature. Task 5 Present your poster to the class. 1. The teacher asks each group to present their poster to the class and give an introduction to their favourite dish from field to plate. 2. The teacher encourages the audience to ask questions and provide constructive feedback on each group's poster. Step 3 Video Time Task 1 Earth University — Introduction The teacher introduces the video topic: Earth University, a special university in Costa Rica where students learn sustainable farming methods that can protect the environment. Task 2 Before you watch: Complete the passage with the words in the box. The teacher displays the passage about Earth University with a word box and asks students to complete it with the words before watching. agricultural ecology methods profit scholarships sustainable typical unique Earth University is located in Guacimo, Costa Rica. It is not a(n) typical university. What is unique about it is that students study both in classrooms and in the fields. That is because Earth University is a(n) agricultural school where students learn about farming. The kind of farming taught here is called sustainable farming. The farming methods they learn have little or no negative impact on the environment. In class, they also learn about ecology, which is the study of how to protect the natural balance of the environment. The students grow bananas on the farm for profit. The money they get from these bananas goes towards scholarships for students from poor areas. Task 3 While you watch: Circle the best answers 1. The teacher plays the Earth University video and asks students to circle the best answers to the four multiple-choice questions while watching. ① Which is not a goal of Earth University?（B） A. To teach poor students. B. To teach students how to make food with bananas. C. To give students skills to protect the environment. ② Most of the students are from __________.（B） A. Africa B. Latin America C. Costa Rica ③ Students have to work six days a week for __________.（B） A. half of the year B. most of the year C. the entire year ④ Earth University students also learn about __________.（B） A. chemical farming B. leadership C. economics 2. If students miss some information, the teacher replays key video segments to finish all questions. Task 4 After you watch: Discuss these questions in groups The teacher puts forward two thinking questions about Earth University and guides students to exchange group opinions combining video details. What do you like about Earth University? I like the fact that it gives its students hands-on experience in sustainable farming techniques. Would you like to study at Earth University? Why or why not? No, I would not like to study at Earth University. I am sure that it is a good place, but I think I want to do something different while making contributions to the world. Step 4 Exercise The teacher distributes the cloze worksheet about rooftop farming to every student. Ask students to finish the passage independently. Remind students to pay attention to verb tenses, non-finite verbs and logical conjunctions. In an age of rapidly growing urbanization, rooftop farming has emerged as a sustainable response 1. to the challenge of creating green space in cities. This innovative practice transforms rooftops into mini farms, where vegetables, fruits, and even flowers 2. are planted (plant), providing local residents with fresh produce and adding a touch of nature to urban environments. Rooftop farming, also 3. referred (refer) to as vertical agriculture (立体农业), is more than just a trend; it’s a step towards environmental conservation. 4. What green roofs with vegetation can do is that they help to absorb sunlight and release moisture, cooling the air and reducing the demand for air conditioning, 5. which reduces energy consumption and carbon emissions. Meanwhile, rooftop farms serve as educational platforms, 6. teaching (teach) city residents about sustainable agriculture practices and the 7. importance (important) of locally sourced food. As urban populations continue to grow, rooftop farming boosts community engagement and 8. promotes (promote) healthier lifestyles by providing access to fresh and organic produce. When we look towards a future where environmental consciousness and sustainable practices become increasingly vital, rooftop farming stands as 9. an evidence to our ability to cultivate more than just food — we cultivate hope for a 10. greener (green) and more resilient (可迅速恢复的) world. Step 5 Summary Master the core vocabulary of agricultural themes and the usage of conjunctions for subject clauses. Cooperate in groups to trace the whole production chain of ingredients for a favourite dish, design thematic posters and give in-class presentations. Grasp the core features and teaching modes of Earth University to deepen understanding of sustainable agricultural education. Step 6 Homework 1. Sort out all vocabulary and grammar points of Unit 5 in notebooks for full review. 2. Preview the content of the next lesson in advance. 六、板书设计 Unit 5 Working the Land (Assessing Your Progress & Project & Video Time) 1. Core Words attain, output, depth, diverse, essential, soil, for instance 2. Subject Clauses that / whether / wh- (what, who, why, where, when ...) — used as the subject of a sentence 3. Project: Favourite dish → field to plate ingredients → production (where & how) → poster → class presentation 4. Earth University Location: Guacimo, Costa Rica Feature: sustainable farming + hands-on field experience Goal: protect the environment & fund scholarships for poor students 七、教学评价与反思 （一）教学评价 1. 过程性课堂观察评价：全程观察学生词汇填空、主语从句练习、食材海报设计任务的完成状态，记录课堂发言、海报展示参与情况，对积极参与、取得进步的学生及时口头鼓励。 2. 书面成果综合评价：课后收集词汇习题、主语从句练习、主题海报、视频选择题四类书面材料，汇总词汇变形错误、从句误用、海报结构不完整等共性薄弱点，作为后续专项巩固内容。 3. 发展性观察评价：对比学生课前预习与课堂输出表现，以学生自身词汇运用、语法掌握、创意设计能力的进步幅度为评价依据，不横向对比班级学生分数高低。 （二）教学反思 1. 课堂优势 课堂形成“词汇语法复盘—食材生产链创意设计—可持续农业视听拓展”完整教学闭环，同步落实语言夯实、创意输出、生态育人三维目标。任务由浅入深分层设计，词形填空、主语从句为基础保底任务，食材海报创作、Earth University深度小组讨论为拔高拓展任务，兼顾不同基础学生学习需求。素材兼顾中国《齐民要术》古代农学与哥斯达黎加 Earth University 现代绿色农业，拓宽学生国际视野，引导学生树立珍惜粮食与人与自然和谐共处的价值观。多模态教学融合说明短文、创意海报、英文短视频，打破复习课枯燥刷题模式，提升学生课堂参与度。 2. 现存问题 词汇、语法习题讲解占用时长偏多，挤压食材海报打磨、Earth University 深度小组讨论时间，部分学生仅完成海报基础框架，缺少食材介绍细节。that / whether / wh- 主语从句的语法功能部分学生仍混淆，词形变换存在较多错误。食材溯源设计学生过度依赖模板，自主拓展创意表达的能力不足。 3. 优化改进方案 课前发放词汇预习清单与主语从句微型练习，课堂只统一讲解全班共性错题，节省基础讲解课时，预留充足海报制作、讨论时间。增设主语从句改写小练习，课堂当堂巩固 that / whether / wh- 的用法差异。板书补充“从田间到餐桌”食材介绍万能句型，给基础学生提供写作拓展素材。 学科网（北京）股份有限公司 $