Unit 5 Working the Land Using Language Writing an Argumentative Essay写作课教学设计 2026-2027学年高中英语人教版选择性必修第一册

Lesson Plan: Using Language — Writing an Argumentative Essay

Selective Compulsory Book 1 · Unit 5 Working the Land

Grade: Senior 1    Period: 4 (Using Language)    Type: Reading-to-Writing Class

I. Teaching Objectives

By the end of this lesson, students will be able to:

1. Identify the main differences between chemical farming and organic farming in terms of advantages and disadvantages.

2. Recognise the structure of an argumentative essay and master key transitional words.

3. Write a short argumentative essay expressing their own opinion on chemical or organic farming with supporting details.

II. Teaching Key Points and Difficulties

Key Points:

(1) Understanding the organisational structure of an argumentative essay (topic sentence → supporting points → conclusion).

(2) Mastering transitional words and their functions in connecting ideas.

Difficulties:

(1) Using appropriate transitional words to link points and details logically.

(2) Producing a well-organised argumentative essay with clear opinions and convincing supporting details.

III. Teaching Procedures

Step 1  Warm-up and Lead-in  (5 minutes)

Activity 1  Making Predictions

(1) Ask students to look at the title of the passage and guess what the text is likely to discuss.

(2) Ask students: If you were to write an essay under this title, what outline would you follow?

Activity 2  Picture Guessing

Show six pictures and ask students to classify them according to their background knowledge: which show chemical farming and which show organic farming?

设计说明：预测活动激活学生已有知识，图片分类介绍两种农业方式的基本概念。

Step 2  Fast Reading and Structure Mapping  (8 minutes)

Ask students to read the text quickly and silently, find the main idea of each paragraph, and draw a structure map.

Para. 1: ________________________________________

Para. 2: ________________________________________

Para. 3: ________________________________________

Para. 4: ________________________________________

Para. 5: ________________________________________

设计说明：快读训练学生把握文章整体结构，为后续写作做铺垫。

Step 3  Close Reading and Detail Completion  (12 minutes)

Ask students to read the text carefully and complete the table below.

Chemical farming — advantage: A great way to ____________________.

Chemical farming — disadvantages:

(1) It kills not only ____________________ but also ____________________.

(2) It affects not only ____________________ but also ____________________.

(3) The crops are lacking in ____________________.

Organic farming — advantages:

(1) The soil is rich in ____________________.

(2) It keeps ____________________ free of chemicals.

(3) It avoids damage to ____________________.

Organic farming — disadvantage: Nowhere near able to ____________________.

The writer's attitude: He / She is for ____________________. But there is still a long way to ____________________.

设计说明：细节阅读帮助学生系统梳理两种农业方式的优缺点，为写作提供内容素材。

Step 4  Language Focus and Discussion  (8 minutes)

Activity 1  Transitional Words

Ask students to read the text again and pick out all transitional words, then discuss their functions.

Activity 2  Discussion

(1) What other advantages or disadvantages of organic farming has the author not mentioned?

(2) Which kind of farming do you prefer? And why?

设计说明：过渡词分析为写作提供语言工具；讨论活动激发学生个人观点。

Step 5  Writing — Outline  (5 minutes)

Ask students to complete the outline below before writing.

Topic sentence: In my opinion, ________ farming is preferable to ________ farming because ________.

Point 1: ____________________ (Detail: ____________________)

Point 2: ____________________ (Detail: ____________________)

Point 3: ____________________ (Detail: ____________________)

Conclusion: ____________________

设计说明：写前大纲帮助学生构思文章结构，避免写作时缺乏逻辑。

Step 6  Writing — Draft  (10 minutes)

Ask students to use their outline to write a short essay expressing their opinion on the topic, paying attention to using appropriate transitional words.

设计说明：学生独立完成初稿，将所学结构与过渡词运用到实际写作中。

Step 7  Peer Review  (5 minutes)

Ask students to exchange their drafts with a partner and use the checklist below to give helpful feedback:

√ Does the writer state his / her opinion clearly?

√ Does each paragraph focus on one main idea?

√ Does each paragraph include at least one supporting detail?

√ Are the points arranged in a logical order?

√ Does the essay persuade you to accept the writer’s opinion?

设计说明：互评环节培养学生的评价能力与同伴学习意识。

Step 8  Polish and Share  (5 minutes)

Ask students to polish their drafts based on the peer feedback, then share one or two essays with the class.

设计说明：润色与分享使学生从同伴作品中取长补短，巩固写作技能。

IV. Homework

1. Put up your essay poster in the classroom or a public place.

2. Read and appreciate your classmates’ good writings and learn from them.

V. Blackboard Design

Left side: Topic

Chemical Farming VS Organic Farming

Middle: Structure

Topic Sentence → Point 1 (Detail) → Point 2 (Detail) → Point 3 (Detail) → Conclusion

Right side: Transitional Words

for example / not only...but also / in addition / in turn / in fact / as for / however / while / therefore / in conclusion

VI. Teaching Reflection

优点：