Unit 5 Working the Land Learning About Language 教学设计-2026-2027学年高二英语人教版（2019）选择性必修第一册

该高中英语教学设计聚焦人教版（2019）选择性必修第一册Unit 5词汇巩固与主语从句语法，承接袁隆平传记阅读课，通过词形转换、课文填空、新闻完形积累核心词汇，再以例句识别、表格对比、形式主语与强调句辨析构建语法学习支架，前置预习与小组合作任务衔接前后知识。 此资料特色在于语言能力培养与主题深度融合，用城市农场新闻完形、科学家品质讨论任务提升词汇运用与主语从句表达能力，文化意识层面渗透袁隆平奉献精神与科技报国价值观，思维品质通过语法对比和利弊分析训练归纳思辨能力，助力学生语言综合运用，为教师提供完整教学流程与评价工具。

Unit 5 Learning About Language 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 Learning About Language 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 · 系统掌握名词性从句中的主语从句，识别连接词（that / whether / if / 连接代词 / 连接副词）及其句法功能，能运用主语从句谈论人物品质。 · 理解农业科学研究对全球粮食供给的价值，认同中国杰出科学家的奉献精神。 · 分析科学家成功的关键品质，评判新型耕作方式的利弊，并通过改写句子深化语言理解。 · 能从语篇中归纳词汇与语法规则，在小组合作中运用所学语法结构创生句子，并借助表达框架完成口头展示。 二、教学设计依据 （一）教材分析 · 本节课为Unit 5语言巩固专项课时，分为词汇积累、语法探究两大核心板块，承接Reading and Thinking袁隆平传记阅读语篇，实现阅读输入后的语言内化。 · 词汇板块：以词形转换、课文词汇填空、新闻报道完形填空为载体，集中巩固 devote / tackle / convince / overcome / expand / leisure / characteristic / shortage / assume / consumption / crisis / celebrity / conventional / boost / generate 等单元核心词，搭建农业科技与人物品质完整词汇体系，为本单元听说、写作铺垫语料。 · 语法板块：核心语法为主语从句，通过课文例句识别、连接词与句法功能表格对比、形式主语it、主谓一致、区分强调句层层拆解，区分 that / whether / 连接代词 / 连接副词引导的主语从句，解决学生主语从句引导词混用难点。 · 情境输出板块：以“是什么品质造就袁隆平式的成功科学家”为话题创设讨论情境，实现语法知识从单句习题到完整口头展示的迁移运用。 · 前后关联：本课词汇、主语从句语法全部服务“劳动·土地·科学家”单元主题，为本单元 Using Language 农业主题写作、演讲提供语言支撑。 （二）学情分析 · 知识基础：学生已接触少量人物品质类单词与零散名词性从句，但未系统掌握主语从句全部引导词与句法功能；缺乏系统的农业科技、人物品质词组积累，不会借助构词法拓展同类词汇。 · 能力短板：容易混淆that（不充当成分、无词义）与what（充当成分、有词义）引导的主语从句；形式主语it与强调句结构易混淆；用主语从句表达人物品质时句式单一。 · 兴趣特点：学生对袁隆平、农业科技、城市垂直农场等实景素材兴趣浓厚，词义转换、例句仿写、小组讨论类课堂任务参与度更高。 三、教学目标与重难点 （一）教学目标 1. 语言能力 ① 熟练运用构词法与词形变化，完成课文词汇转换、选词填空与新闻报道完形； ② 吃透主语从句各类引导词、形式主语it、主谓一致与强调句的区别，独立完成语法填空与句子改写； ③ 能使用主语从句口头、书面谈论科学家的成功品质与农业科技发展。 2. 思维品质 ① 通过词汇转换对比、语法规则归类训练归纳对比逻辑； ② 对比主语从句与强调句结构，精准判断引导词与句子成分； ③ 结合袁隆平、城市农场素材思辨传统农业与新型耕作方式的利弊。 3. 文化意识 ① 了解中国农业科技（杂交水稻、海水水稻、城市垂直农场）发展成果； ② 认同袁隆平等杰出科学家的奉献精神，树立科技报国、珍爱粮食的价值观。 4. 学习能力 ① 借助表格、思维导图整理词汇语法知识点； ② 小组合作完成词汇转换、句子改写、主题演讲任务；课后自主整理错题。 （二）教学重难点 教学重点 全面掌握主语从句引导词（that / whether / 连接代词 / 连接副词）、形式主语 it、主谓一致与强调句的区别，完成语法填空； 运用主语从句结构谈论科学家成功品质。 教学难点 区分that（不作成分）与what（作成分）引导的主语从句语义差异； 形式主语it结构与强调句（It is / was ... that ...）的判断； 在完整口头展示中自然穿插多种主语从句句型。 四、教学准备 多媒体资源：词汇转换习题、主语从句语法例句与讲义、新闻报道完形、主题演讲表达框架。 纸质学案：词形转换练习、课文词汇填空、城市农场完形、主语从句识别与改写、语法填空练习卷、小组讨论展示评价表。 前置预习任务：预习devote, tackle, convince, overcome, expand, leisure等课文词汇，标注词性与释义；从Reading课文摘抄3处含主语从句的句子。 五、教学过程设计 Part 1 Build up your vocabulary Task 1 Replace the underlined words with the correct forms of the words from the text. 1. The teacher displays six sentences with the underlined words. 2. The teacher asks students to read each sentence, decide the correct word form according to context, and then check the answers with a partner. To deal with this crisis, he chose to study agriculture.（tackle） He is a very good actor and he commits himself to every role that he takes on.（devotes） Yuan Longping strongly believed that the answer could be found in the creation of hybrid rice.（was (strongly) convinced） Yuan Longping, through intense effort, solved enormous difficulties and developed the first hybrid rice that could be used for farming.（overcame） This hybrid enabled farmers to increase their output greatly.（expand） Students are encouraged to try a variety of free-time activities to reduce the intense stress from studying.（leisure） Task 2 Complete the sentences with the correct forms of the words from the text, then make your own sentences. 1. The teacher shows eight sentences, each with a leading-letter hint and asks students to fill in the blanks with the correct forms of words from the text, then use each target word in a new sentence of their own. The characteristics of a person are the special qualities that make him or her different from others. Scientists from different countries have been pursuing various possibilities to overcome food shortage. Many of us assume that earthquakes would never happen in our area. With more and more farm machines being used in the fields, the consumption of fuel has been increasing. Newspapers should pay less attention to media celebrities and more attention to our national heroes. Our general manager tried his best to help overcome the difficulties we were facing during the financial crisis. My mother is very conventional and finds it hard to accept the modern lifestyle that I enjoy. The government has decided to boost the programme to generate more new jobs. Task 3 Complete the news report below with the correct forms of the words and phrases in the box. 1. The teacher displays a cloze news report about a London urban farm and a word box (tackle, vision, conventional, deep down, be comprised of, reality, consumption). 2. The teacher asks students to read the whole text first, then fill in the blanks with proper word forms according to context clues, and check in pairs. tackle vision conventional deep down be comprised of reality consumption A vast underground shelter built during World War II has been turned into an urban farm, supplying supermarkets and restaurants in London. The shelter, which could protect up to 8,000 people from wartime bombs, is comprised of two large tunnels that were intended to one day become an extension of the London Underground. But that never became real and the shelter was left for 70 years. Then businessmen decided to make use of it to grow green vegetables to meet increasing consumption demands. The tunnels are lit with pink LEDs as there is no natural light deep down below the ground. The vegetables are grown in special liquids instead of the earth that is used as in conventional farming. Many experts share a vision that this kind of urban farming could help not only in tackling the problem of population growth, but also in adapting to climate change. Part 2 Discover useful structure Task 1 Look at the complex sentences below and state the functions of the noun clauses. 1. The teacher displays three complex sentences with the italicised noun clauses. 2. The teacher asks students to read each sentence and state the grammatical function of the italicised clause, then compare with a partner. ① What Yuan Longping really cared about was not money or celebrity. (subject) ② That Yuan Longping had realised his dream of seawater rice surprised the whole world. (subject) ③ It surprised the whole world that Yuan Longping had realised his dream of developing seawater rice. (subject — “it” is the formal subject; the clause is the real subject) Task 2 Learn full rules of subject clauses 主语从句 名词性从句是指在复合句中充当名词功能的从句，相当于一个名词或名词短语。名词性从句可分为主语从句、宾语从句、表语从句和同位语从句。 · 概述 主语从句是指在复合句中充当主语的从句，相当于一个名词的功能。它常位于句首（或用形式主语 it 代替，避免句子头重脚轻）。主语从句必须用陈述句语序。 What we learn in class is important. 我们在课堂上学的东西很重要。 · 连接词及句法功能 从属连词：在从句中不作成分 连接代词：在从句中作主语、宾语、表语或定语 连接副词：在从句中作状语 · that, whether, if that在句中不充当任何成分且无词义，只起连接作用，不可省略。whether / if 不充当句子成分，仅为连接作用，意为“是否”。 if 不可引导位于句首的主语从句。 That she passed the exam surprises everyone. 她通过了考试，这让所有人都惊讶。 Whether we will go hiking depends on the weather. 我们是否去徒步取决于天气。 It is still doubtful whether/if she will play the role. 她是否要演这个角色还很难说。 · who, whom, whose, what, which, whoever, whatever, whichever等 连接代词引导主语从句时，在从句中作主语、宾语、表语或定语，有实际意义。 What he said at the meeting was meaningful. 他在会上说的话很有意义。 Whoever breaks the rules will be punished. 任何违反规则的人都会受到惩罚。 Whom we should invite to the opening ceremony is a tough question. 我们该邀请谁参加开幕式，是个棘手的问题。 · when, where, why, how 连接副词引导主语从句时，在从句中作状语，有实际意义。 When the concert will start is not announced yet. 音乐会何时开始尚未公布。 How we can solve the problem is a big challenge. 我们如何解决这个问题是个大难题。 · 注意：确定名词性从句引导词的步骤： （1）分析句式结构，明确名词性从句在句中的功能； （2）明确名词性从句所表达的意义； （3）明确名词性从句中所需要的成分； （4）确定名词性从句的连接词。 · 形式主语 it 的用法 当主语从句较长时，为避免句子头重脚轻，常用it 作形式主语，将真正的主语从句置于句末。 · It+be+形容词+that从句（常见形容词：important, necessary, clear, obvious, strange, natural等） It is necessary that we learn subject clauses well. 我们学好主语从句是必要的。 · It+be+名词短语+that从句（常见名词短语：a fact, a pity, a shame, an honor, a secret, no wonder等） It is a pity that you missed the lecture. 你错过了讲座，真遗憾。 · It+be+过去分词+that从句（常见被动结构：said, reported, believed, known, proved等） It is reported that the number of wild tigers is increasing.据报道，野生老虎的数量正在增加。 · It+特殊动词+that从句（常见动词：happen, occur, seem, appear, matter等） It happened that I met my old friend on the street. 我碰巧在街上遇到了我的老朋友。 · 注意：含形式主语的句子变否定时，否定词需放在 be 动词 / 实义动词前。 · 主谓一致 · 从句作主语时，主句的谓语动词一般用单数形式。 Why he did that is still not clear. 他为什么那么做还不清楚。 What I need to do next is just to work hard. 我下一步要做的就是努力工作。 · 如果由 and连接两个或两个以上的主语从句作主语时，谓语动词用复数；由两个或多个连接词引导一个主语从句时，谓语动词用单数。 When they will start and where they will go have not been decided yet. 他们将在什么时候动身以及要去哪里还没定下来。 When and where the movie will be shown is not clear. 这部影片何时何地上映还不清楚。 · 区分主语从句和强调句 · 去掉结构词判断：对于强调句，去掉“It is/was... that/who” 结构，句子仍然成立，只是意思不如原来突出强调某一成分；而主语从句去掉引导词后，句子则不完整。 原句：It was Yuan Longping that helped China solve the rice shortage problem. 去掉框架：Yuan Longping helped China solve the rice shortage problem. 句子完整、语法通顺 → 强调句 · 替换判断：强调句中“It is/was... that/who结构可以用其他强调方式替换，如用“do/does/did + 动词原形”来强调谓语动词，句子意思基本不变；而主语从句不能用这种方式替换。 It was Yuan Longping that created hybrid rice. 改写强调谓语（用 did）：Yuan Longping did create hybrid rice. Task 3 Find similar complex sentences from the text 1. The teacher asks students to return to the reading passage and find more complex sentences with subject clauses. 2. The teacher invites students to read out the sentences they found and confirm the function of each clause. ① However, what concerned him most was that farmers often had poor harvests and sometimes even had a serious shortage of food to eat. ② How this could be done was a challenging question at the time. ③ However, whether it was possible to develop a hybrid of self-pollinating plants such as rice was a matter of great debate. ④ What impressed people most about Yuan Longping was his ongoing ability to fulfil his dreams. Task 4 Match the sentence parts, and then translate the completed sentences into Chinese. The teacher displays five pairs of sentence halves and asks students to match the left parts with the right parts, then translate the completed sentences into Chinese, paying attention to how the subjects are introduced differently. When these wheat farmers will join this pilot experiment remains an unanswered question. 这些小麦农户什么时候会加入预试验仍然不得而知。 How we can find a suitable solution to produce sufficient food while keeping the environment safe is an important topic for us to research. 如何能够找到一个合适的解决办法，在保证环境安全的同时，生产足够的粮食，是一个需要我们研究的重要课题。 What worries many people is that these chemicals may even cause cancer. 令很多人担心的是，这些化学制品甚至可能导致癌症。 It amazed all of us that these vegetables can even be planted without any soil through this new technology. 令我们所有人惊讶的是，通过这种新技术，可以无土栽培这些蔬菜。 That the lifestyle is slower and healthier is the reason why some people prefer to live in the country rather than in the city. 有些人更喜欢住在乡下而非城市的原因是前者生活节奏更慢、生活方式更健康。 Task 5 Read the passage and underline all the subject clauses. 1. The teacher displays a short passage about Grandma and the supermarket vegetables, and asks students to read it and underline all the subject clauses. 2. The teacher asks students to work in pairs and discuss whether the sentences with subject clauses can be paraphrased, then share their ideas. Grandma has been complaining about the vegetables sold in the supermarket, which have been grown using chemical fertilisers. To her, that they look beautiful on the outside is obvious. However, what she is unhappy about is the lower nutritional value and reduced flavour. Now that both of my grandparents have retired from their jobs in the city, how they are going to spend their retirement is an important decision for them. Whether they can live a healthy life is the first thing they are considering. So they have made up their minds to move to the countryside, where they can live a green life. Task 6 Group discussion and presentation: What qualities make a person like Yuan Longping so successful? 1. The teacher presents the question and the discussion points and expression frames on the slide. 2. The teacher puts students into groups, asks them to discuss the qualities and prepare a short presentation using the given expressions. 3. The teacher invites each group to present, and gives feedback on their use of subject clauses. Discussion points and expression frames: his/her determination to tackle the crisis of... his/her intense effort to overcome... his/her dream to develop... his/her love and care for... he/she succeeded in... he/she never gave up... he/she is devoted to... What impresses me most is that ... What makes him/her a great ... is that ... It is important that ... Whether ... depends on ... That ... is his/her most important quality. Sample: What impresses me most is that Yuan Longping has succeeded in helping to feed so many people. It is important that he never gave up, despite many difficulties. That he succeeded in realising his dream is what makes him great. Part 3 Exercise 1. The teacher hands out the grammar cloze worksheet which mainly tests subject clauses and asks students to finish all blanks. Whether we value traditional culture or ignore it will shape our cultural identity in the long run. It remains to be seen whether/if the new chemical pesticide is effective. What makes organic farming popular is that it produces healthy food without harmful chemicals. What excites me the most is that young people today are digital citizens who are comfortable with technology. Whoever deliberately breaks the law and harms the interests of the public will sooner or later be caught and severely punished. Why different crops are grown is that they put important minerals back into the ground, making it ready for the next batch of crops. That some less-developed countries are suffering from food shortages is a serious problem in the world. Now it occurred to him that his farm had much potential and that the death of the cow was a bit of luck. How the ancient people built the pyramids in the past with primitive tools puzzled people for centuries. What made the teacher feel satisfied was that his students were becoming more and more confident in learning. Exactly when the potato was introduced into Europe is uncertain, but it was probably around 1565. 2. Teacher checks all answers with the whole class and explains common mistakes and confusing grammar points. Part 4 Summary The teacher guides students to review the two building blocks of this lesson: Build up your vocabulary and Discover useful structure. The teacher asks students to retell the key points of subject clauses: 主语从句 → 概述 / 形式主语 it 的用法 / 连接词及句法功能 / 主谓一致 / 区分主语从句和强调句 Part 5 Homework 1. Review the target words (devote, tackle, convince, overcome, expand, leisure, characteristic, shortage, assume, consumption, crisis, celebrity, conventional, boost, generate) and the rules of subject clauses. 2. Using at least six of the target words, write a short English paragraph of about 80 words describing what personal qualities make a scientist successful, and include at least three subject clauses. 六、板书设计 Unit 5 Working the Land (Learning About Language) 1. Build up your vocabulary devote / tackle / convince / overcome / expand / leisure characteristic / shortage / assume / consumption / crisis / celebrity / conventional / boost / generate 2. Subject Clauses (主语从句) Connectors: that / whether / if / what / who / when / where / why / how ... Formal subject: It is + adj. / n. / p.p. + that ... Agreement: a clause → singular; and-joined clauses → plural 3. Output What impresses me most is that ... It is important that ... That ... is his / her most important quality. 七、教学评价与反思 （一）教学评价 1. 过程性课堂观察评价：全程观察学生词汇转换、主语从句识别、语法填空、小组讨论展示表现，对主动发言、完整展示的学生及时口头鼓励。 2. 书面成果综合评价：课后收集词汇练习、新闻报道完形、语法填空卷，汇总 that / what 混淆、形式主语与强调句误判、主谓一致错误等共性问题，安排后续专项巩固。 3. 发展性观察评价：对比学生课前预习与课堂输出能力，以个人自身进步作为评价标准，不横向对比班级学生分数。 （二）教学反思 1. 课堂优势 教学逻辑闭环完整，遵循“词汇积累—语法精讲—配套习题—综合输出”流程，从单词到句子再到完整口头展示，循序渐进降低主语从句学习难度。教学素材贴合单元主题，以袁隆平、城市农场等素材在语言操练中渗透科学家奉献精神与科技报国价值观，实现语言学习与育人融合。 2. 课堂现存问题 词汇转换与主语从句引导词讲解环节占用时长偏多，压缩后半段学生演讲展示、小组分享时间；学生对that与what引导的主语从句语义差异理解不透彻，形式主语it与强调句结构判断错误率较高。 3. 优化改进方案 课前发放词汇转换、主语从句预习清单，要求提前标注词义与引导词，课堂只针对全班共性错题统一讲解，节省基础知识点授课时间，预留充足演讲展示时长；板书固定 that / what 对比与 it 形式主语例句，设置微型语法小测当堂区分，整理主谓一致与强调句判断口诀辅助记忆。 学科网（北京）股份有限公司 $