Unit 5 Working the Land Writing 教案-2026-2027学年高中英语人教版选择性必修第一册

该教案聚焦化学农业与有机农业对比及议论文写作，通过标题预测和图片分类导入，激活学生旧知，以略读梳理文本结构、精读完成对比表格为支架，引导学生从阅读输入过渡到写作输出，构建读写整合的学习脉络。 此资料亮点在于读写融合与核心素养培养，通过对比表格、过渡词分析提升语言组织能力，小组讨论和同伴互评（评估清单）发展批判思维，渗透环保意识（文化意识），助力学生理性分析农业模式，为教师提供分层教学方案，高效落实语言能力与思维品质目标。

人教版英语选择性必修一单元五Writing教案 I.Teaching Objectives 1.Knowledge and skills ①Students can master key facts about chemical farming and organic farming, including their advantages and disadvantages. ②Students can identify the structural features of an argumentative essay. ③Students are able to use argumentative writing techniques: giving examples, making comparisons and using transitional expressions. ④Students can finish a short argumentative essay to express personal opinions on farming styles. 2.Process and methods ①By prediction, skimming and close‑reading activities, students improve their reading skills for argumentative texts. ②Through group discussion and peer evaluation, students develop their abilities to analyse texts and revise compositions. 3.Emotional attitude & values Students form awareness of environmental protection and healthy food, and think rationally about agricultural development. II.Key and Difficult Points 1.Teaching key points ①Sort out advantages and disadvantages of chemical farming and organic farming. ②Understand the structure of argumentative writing and functions of transitional words. 2. Teaching difficult points ①Help students apply contrast and example‑giving skills to write a logical argumentative essay. ②Guide students to form objective views on two farming methods. III.Teaching Aids Multimedia equipment, pictures, PPT, textbook. IV.Teaching Procedures Step 1 Lead-in & Pre-reading (7 mins) Activity 1 Prediction (1) Teacher guides students to look at the title of the passage. Ask students to guess what content will be covered in the text. Invite several students to share their guesses. (2) Teacher raises the question: If you are the author of this passage, what writing structure will you adopt? Collect students’ ideas and write typical structures on the blackboard. Activity 2 Picture observation Show six pictures about farming work. Ask students to classify them into chemical farming or organic farming according to their prior knowledge. Call on volunteers to give answers. Teacher gives brief comments. Step 2 Skimming: Check predictions & Analyse text structure (8 mins) (1) Task: Ask students to read the passage silently and quickly. Require students to sum up the main idea for each paragraph. (2) Students finish skimming individually, then discuss answers with desk‑mates. (3) Teacher checks students’ output. Analyse the whole text structure together with the whole class, and draw the structure framework on the blackboard. Para.1: Advantage of chemical farming Para.2: Disadvantages of chemical farming Para.3: Definition and one advantage of organic farming Para.4: Other approaches and advantages of organic farming Para.5: Disadvantage of organic farming and the writer’s attitude Step 3 Close-reading for detailed information (10 mins) (1) Task: Students read the text carefully again and complete the comparison table about chemical farming and organic farming. (2) Students work on the table independently first. Afterwards, pair work is carried out for mutual correction. (3) Teacher presents the standard table on PPT. Explain key points, emphasise important vocabulary about agriculture. (4) Teacher asks: What is the writer’s attitude towards the two farming styles? Guide students to find the supporting sentences in the article. Step 4 Text organisation & language appreciation (8 mins) Activity 1 Research transitional words (1) Assign the task: Students circle transitional words and phrases in the reading text. (2) Invite students to list these words on the blackboard, such as for example, not only…but also, in addition, in fact, as for. (3) Teacher explains their functions: connecting ideas, forming contrast and making logic clear in argumentation. Activity 2 Group discussion Divide students into small groups of 4. Two discussion questions are offered: (1) What other advantages and disadvantages of organic farming are not mentioned in the passage? (2) Which farming method do you support? Why? Each group selects one representative to share group opinions in front of the class. Teacher gives positive feedback and proper guidance. Step 5 Writing practice & peer assessment (7 mins) (1) Pre-writing: Teacher introduces the basic components of an argumentative essay: topic sentence, supporting points with details and conclusion. Hand out the writing outline to help students organise ideas. (2) Drafting: Students write a short argumentative essay following the outline. Remind students to use proper transitional expressions. (3) Peer-editing: Students exchange their drafts. They evaluate compositions with the assessment checklist: Is the personal opinion clearly stated? Does each paragraph have one main idea? Are there supporting details for every viewpoint? Is the whole essay logically organised? Can the essay persuade readers? (4) A few students share their finished essays in class. Teacher makes brief comments. Step 6 Summary & Homework (5 mins) (1) Class summary Teacher reviews the content learned in this lesson: differences between chemical farming and organic farming; structure and language features of argumentative essays. Stress the significance of environmentally‑friendly agriculture. (2) Homework ①Read and learn from excellent compositions written by classmates. ②Core competence task: Read the passage on Page 92. Rewrite it by using the compare‑contrast structure of “Chemical farming VS Organic farming”. V.Blackboard Design Chemical farming VS Organic farming Chemical farming  Advantage: fight crop disease, increase production  Disadvantages: harm helpful creatures; affect crops, animals and humans; less nutrition Organic farming  Advantages: rich soil minerals; no chemicals; protect environment & health  Disadvantage: cannot meet market demands Argumentative essay structure  Topic sentence → Supporting points (examples / contrast) → Conclusion Transitional expressions: for example; not only…but also; in addition; in fact VI.Teaching Reflection This lesson combined reading input and argumentative writing output, focusing on the theme of chemical farming versus organic farming. On the whole, teaching goals were basically achieved. 1.Strengths of this lesson First of all, the activity design follows the cognitive rule of students. Starting from pre‑reading prediction and picture classification, to skimming for text structure, close reading for details, language analysis and final writing practice, students receive knowledge step‑by‑step. Reading serves as the foundation of writing, which realises the integration of reading and writing. Secondly, group discussion and peer‑assessment effectively activate students’ participation. Students are encouraged to express their own opinions on agricultural modes instead of accepting knowledge passively. Meanwhile, students can learn to evaluate compositions by using the assessment checklist, which improves their critical thinking ability. Thirdly, emotional education is well integrated. Through learning the harms of chemical farming and values of organic farming, students build awareness of environmental protection and healthy diet, which achieves the goal of emotional-attitude values. 2. Existing problems and shortcomings For one thing, time arrangement needs adjustment. Close‑reading and group discussion took slightly longer than planned. As a result, some students did not finish their argumentative essay drafts within the limited in-class time. Only a small number of students could share their writing work. For another, individual differences among students were not fully considered. Some weaker students had difficulty identifying transitional words and organising supporting details in argumentative writing. They still struggled to combine examples and contrasts to support their viewpoints. Teacher’s guidance for low‑level learners was not enough. Besides, in group discussion, a few students were inactive and relied on other group members. The monitoring over each student’s real participation was insufficient. 3. Improvement suggestions for future teaching First, control time more strictly. Set clear time limits for each activity. Prepare simplified writing outlines and sentence frames for students with weak language competence to lower writing barriers. Second, offer layered tasks. Design different‑level requirements for reading and writing tasks for students of different levels. Give targeted guidance when students work in pairs or groups. Third, optimise group-work rules. Assign clear roles for every member in groups, so that every student gets involved in thinking and sharing. Select more samples of students’ work to make comments, covering both good points and typical mistakes. Fourth, extend after‑class resources. Assign short relevant reading materials about green farming as optional homework, helping students accumulate more examples for argumentative writing. Answers to the Teaching Plan Step 1 Lead-in & Pre-reading Activity 2 Picture observation Picture 1: organic farming Picture 2: chemical farming Picture 3: organic farming Picture 4: organic farming Picture 5: organic farming Picture 6: chemical farming Step 2 Skimming: Check predictions & Analyse text structure Main idea for each paragraph Para.1: It talks about the advantage of chemical farming—fighting crop disease and increasing production. Para.2: It presents three main disadvantages of chemical farming. Para.3: It introduces the definition and one advantage of organic farming. Para.4: It shows other practical approaches and corresponding advantages of organic farming. Para.5: It states the disadvantage of organic farming as well as the writer’s attitude towards the two farming styles. Step 3 Close-reading for detailed information Chemical farming Advantage A great way to fight crop disease and increase production Chemical farming Disadvantages 1. Kill not only harmful bacteria and insects but also helpful ones.2. Affect not only the crops but also the animals and humans who digest them.3. Crops are lacking in nutrition Organic farming Advantages 1. The soil is rich in minerals.2. Keep the air, soil, water and crops free of chemicals.3. Avoid damage to the environment or people’s health Organic farming Disadvantage Nowhere near able to meet the need Writer’s attitude He/She is for organic farming. But there is still a long way to find a suitable solution Step 4 Text organisation & language appreciation Activity 1 Research transitional words Transitional words and phrases: for example, not only…but also, in addition, in turn, in fact, as for, but, and, as well Functions: These expressions connect different viewpoints, form contrast relationships and make the logic of argumentation clear. Activity 2 Group discussion Sample answers (1) What other advantages and disadvantages of organic farming are not mentioned in the passage? Additional advantages: Organic food tastes better and has higher nutrition; organic farming can bring farmers higher income. Additional disadvantages: Organic farming costs more money and requires more labour. (2) Which farming method do you support? Why? Sample answer: I support organic farming. Because it protects our environment and produces healthier food for people. Step 5 Writing practice & peer assessment Sample argumentative essay In my opinion, organic farming is preferable to chemical farming because of the benefits to the environment and people, and because organic food is more nutritious. To begin with, chemical farming harms the environment. Since chemical pesticides are not found in nature, and normal natural processes cannot get rid of them. Instead, the chemicals tend to accumulate in the soil and water, and are absorbed in the food chain, where they poison wildlife and domestic animals. This affects us directly, because we end up eating plants, dairy products, eggs, and meat that have high levels of pesticides. Think about it: The purpose of the pesticides is to kill “pests”. Something that can kill an insect probably is not healthy for a person to eat. While it may be true that the food we eat does not have enough pesticide in it to kill us immediately, over the years this pesticide may cause us health problems or give us diseases such as cancer. Finally, organic food is generally more nutritious than food grown with man‑made chemicals. There was the case of watermelons literally exploding in the fields because they had been given chemicals to make them grow faster. The reason why they exploded was that they contained too much water, because the farmers had used too many chemicals and the weather was unusually wet. As it turns out, such chemicals are commonly used in farming to grow larger crops more quickly. Do you really want to eat watered‑down fruit or vegetables which have been rushed to market? They cannot possibly taste as good as organic vegetables, nor can they be as nutritious. In closing, I would like to suggest buying organic food. Yes, the price is a little higher, but the small price we pay extra will bring us huge rewards in the end. Step 6 Summary & Homework ②Core competence task Sample rewritten passage Living in the Countryside VS Living in the City Although it is usually thought that living in the city has many benefits, and the people there enjoy the most convenience, now more and more university graduates prefer to live in the countryside rather than live in the city. They can stay with their family and friends. And at the same time, working in the field of agriculture can offer them both a meaningful challenge and a good standard of living. For example, Li Dan, a woman who has returned home to start her own fruit‑growing business, can earn six million yuan per year. Moreover, she has created more than 50 new jobs for others. Therefore, these graduates not only earn a good living for themselves but improve and maintain the natural and economic environments in these places. What’s more, living in the hometown offers a strong support network for them and bring great help to them, which can relieve great pressure for them. In many people’s eyes, living in the city brings about much convenience for the people living there. However, living in the city is not all it’s cracked up to be. For example, the air there is so bad and transport is terrible. It is not easy for people to make a decent living there. As for me, I hope that I will choose to come back home to live the rest of my life there. I will do my best to make a good living and also devote myself to the contribution of the construction of my hometown. 学科网（北京）股份有限公司 $