英语选择性必修 第一册Unit 5 Working the Land教案及反思

这是一份英语选择性必修 第一册Unit 5 Working the Land教案及反思，共2页。教案主要包含了Pre-class，After-class，Summary等内容，欢迎下载使用。
科目：英语 课题：Learning Abut Language 课时：1课时
教学目标与核心素养：
知识目标：掌握话题词汇
能力目标：形成以农业发展和粮食生产为主线的词汇网络
情感目标：拓展学生的视野
教学重难点
教学重点：chemical, 主语从句等
教学难点：学会利用所学习的单词、短语和重点语法来进行口语和书面表达
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-class
1. Greeting
2. Leading-in
学生活动：复述课文，巩固词汇。
教师活动：引导学生简要复述袁隆平的主要事迹，描述他研究杂交水稻的原因、困难、结果和影响，以及他扎根土地、不断创新的高尚品质。可参考以下范例：
As a witness t farmers' pr harvests and even a severe shrtage f fd, Yuan Lngping was determined t devte his life t tackling this crisis. After graduatin, he realised that what farmers needed mst was t bst yields in the fields. Yuan was cnvinced that the answer lay in the creatin
f hybrid rice, ne characteristic f which is that it usually achieves higher utput than cnventinal
crps. Hwever, it was n easy jb. The first difficulty he needed t vercme was scientists' general
assumptin that this culd nt be dne. Thrugh intense effrt, Yuan managed t generate this incredible crp. It is estimated that abut 60 percent f dmestic rice cnsumptin in China is cmprised f crps generated frm Yuan's hybrid strains. His innvatin has enabled Chinese farmers t cnsiderably expand their utput and helped feed the wrld. Unwilling t retire early t a life f leisure and uncncerned abut celebrity r frtune, Yuan cntinues t turn ne visin after anther int realities.
While-class
学生活动：1、完成活动1的词汇练习，培养用英语释义的学习习惯，更好地内化词汇知识。
2、在句子语境的帮助和首字母的提示下完成活动2的词汇练习。
教师活动： 鼓励学生在文本中找出更多的话题词汇，模仿活动1和活动2的形式在小组中互相出题，并建议学生使用正规的英英词典或英汉双解词典以确保题目语言表达的规范性。
学生活动：完成活动3.活动3的语篇体裁为新闻报道，描述了伦敦把二战中遗留的地下防空洞演变成为城市无土栽培农场的城市农业创新之举，涉及的词汇也是本单元的核心词汇。
教师活动：
What is the main idea f the passage? What kind f writing is it?
What is the purpse f the change?
Describe the change using the key wrds frm the passage (as listed in the fllwing chart).
What d yu think f this innvatin?
学生活动：回顾活动1、2、3中的词汇，注意词性和词形的变化，并整理出部分关键词的词汇网络，还可以补充更多的核心词和拓展词。例如：
visin—envisin—visinary
cnventin—cnventinal—uncnventinal
real—reality—unreal—really
cnsume—cnsumptin—cnsumer
assume—assumptin—assumed
cnvince--cnvinced—cnvincing
expand—expansin
generate—generatin
shrt—shrtage
estimate—estimatin
innvate—innvatin—innvative
三、After-class
学生活动：讨论城市中还有哪些区域可以变成类似活动3中的创意农场。之后每个小组确定一个“潜在的现代农场”，运用以上词汇网络进行描述，并作口头陈述。教师应提醒学生注意表达的完整性，内容要点可包括：农场性质、目的、具体描述和可能带来的好处。
四、Summary
chemical, 主语从句等。
作业布置：掌握本课的核心词汇。