2/2Unit5UsingLanguage(2)名師教學(xué)設(shè)計課時內(nèi)容Evaluatechemicalfarmingandorganicfarming主題語境：人與自然主題群：自然生態(tài)子主題：人類生存、社會發(fā)展與環(huán)境的關(guān)系語篇類型：說明文文本分析：[What]本節(jié)課提供了一篇說明文，主題是“評估化學(xué)耕作和有機耕作”。文本可分為三部分：第一部分為文章第一、二自然段，介紹了化學(xué)耕作方式；第二部分為文章第三、四自然段，介紹了有機耕作方式；第五自然段為文章第三部分，談了自己的看法。文章主題與本單元主題語境相關(guān)，有助于對主題意義的探究。文本結(jié)構(gòu)清晰，邏輯條理分明，為寫作提供很好的范本。[Why]培養(yǎng)學(xué)生獲取信息并利用所學(xué)語言、文化知識創(chuàng)造新語篇的能力以及批判性思維。[How]文章通過說明、舉例、對比等寫作手法，對化學(xué)耕作與有機耕作進行了對比；文章中用了一些連接詞來體現(xiàn)句子之間的關(guān)系，并使用主語從句來為文章添色?？傮w來說，本文語言生動簡潔，結(jié)構(gòu)層次分明，合乎邏輯。課時目標(biāo)1.獲取、梳理、描述化學(xué)耕作與有機耕作的區(qū)別及各自利弊。2.分析判斷作者的寫作手法，學(xué)習(xí)掌握說明文的主要語篇特征。3.聯(lián)系個人生活，用得體的語言以書面形式闡述自己對化學(xué)耕作或有機耕作的看法，實現(xiàn)對語言知識和文化知識的內(nèi)化，促進能力向素養(yǎng)的轉(zhuǎn)化。4.通過和同伴合作，對同伴的作文進行批判性評價與相互學(xué)習(xí)，培養(yǎng)學(xué)生批判性思維及與他人合作學(xué)習(xí)的能力。重點難點重點：1.獲取文章的有效信息，了解化學(xué)耕作和有機耕作的區(qū)別及各自的利弊。2.分析和判斷說明文的主要語篇特征。難點：用恰當(dāng)?shù)恼Z言闡述自己對化學(xué)耕作或有機耕作的看法。教學(xué)準(zhǔn)備教師準(zhǔn)備：搜集化學(xué)耕作及有機耕作的相關(guān)資料、圖片。學(xué)生準(zhǔn)備：1.預(yù)習(xí)新詞匯和課文。2.復(fù)習(xí)本單元語法“主語從句”的用法。3.在網(wǎng)上查找化學(xué)耕作及有機耕作的區(qū)別及各自優(yōu)缺點。教學(xué)過程StepI學(xué)習(xí)理解活動一：獲取與梳理（Predictandread）1.Showsomepicturesaboutmethodsforfarmingandaskstudentstoidentifywhethertheyarechemicalfarmingororganicfarming.2.Letstudentsreadthetitleandtrytopredictwhatthetextismainlyabout.3.Askstudentstoreadthetext“ChemicalVersusOrganicFarming”andthenanswerthefollowingquestionsonPage56.·Whydidmanyfarmerswelcometheintroductionofchemicalfarming?·Whatconcernsmanypeopleabouttheuseofpesticides?·Whatisoneproblemwiththeuseofchemicalfertilisers.·Howisorganicfarmingdifferentfromchemicalfarming?·Whydoorganicfarmerschangethekindofcropgrowninafieldeveryyear?·Whatisthegoalofusingorganicfarmingmethods?Doyouthinkitcanbereached?Whyorwhynot?Suggestedanswers:·Manyfarmerswelcomedthemasagreatwaytofightcropdiseaseandincreaseproduction.·Theirlong-termusecansometimesharmboththelandandpeople’shealth.·Cropsgrownwiththemusuallygrowtoofasttoberichinnutrition.·Organicfarmingissimplyfarmingwithoutusinganychemicals.Organicfarmersfocusonkeepingtheirsoilrichandfreeofdiseasesthroughnaturalmeans.·Differentcropsaregrownbecausetheyputimportantmineralsbackintotheground,makingitreadyforthenextbatchofcrops.·Thegoalofusingorganicfarmingmethodsistogrowgoodfoodwhileavoidingdamagetotheenvironmentortopeople’shealth.Yes,Ithinkthisgoalcanbereached.Farmersworkedforcenturieswithoutusinganykindsofchemicalsandwithoutharmingtheenvironment，andthefoodtheyproducedwasjustfine.【設(shè)計意圖】通過熱身問題，以圖片引導(dǎo)學(xué)生對常見的耕作方式進行判斷，使其對化學(xué)耕作和有機耕作有直觀的初步認識，提前進入話題，為接下來的文章閱讀做好準(zhǔn)備。通過回答問題，幫助學(xué)生理解課文內(nèi)容，掌握文章細節(jié)?；顒佣焊爬ㄅc整合（Generalizationandmindmapping）Matchthemainideas（A-D）belowwiththeparagraphs.Thencompletethesentencesinthetable.AWhatorganicfarmingisBWhyman-madechemicalsarestillusedinfarmingCOrganicmethodsforproducingrichsoilDTheproblemswithchemicalfarmingParagraphMainIdeaDetai1-2·Pesticidescankillhelpful_______.·Somepesticideshavebeen________becauseofthe________.·Cropsgrownwithchemicalfertilisersusually________tobefullof________.3·Manyorganicfarmersuse________asfertilizer.4·Theyoften________grownineachfield________.·Theyalsoplantcropsthatuse_______ofthesoiltohelpkeepitrich.5·Organicfarmingisnowherenearabletomeetthehigh________.Suggestedanswers:Paragraphs1-2:D·bacteriaandinsects·prohibited;damagetheycause·growtoofast;nutritionParagraph3:A·naturalwastefromanimalsParagraph4:C·changethekindofcrop;everyyear·differentdepthsParagraph5:B·demandforfoodaroundtheworld【設(shè)計意圖】通過段落大意選擇與細節(jié)填空，讓學(xué)生對化學(xué)耕作和有機耕作有進一步了解，并對說明文的語篇結(jié)構(gòu)一目了然，為接下來的寫作鋪路。StepⅡ應(yīng)用實踐活動三：分析與判斷（Howdoestheauthorwrite？）Workingroupsoffourandfinishthefollowingtasks.（1）Theauthorusessomeconnectiveswhenexplainingthedetails.Findandunderlinethem.Thenthinkaboutwhattheyaddtothetext.Canyounamemoreconnectivesaccordingtodifferentclasses？（Helpstudentsifnecessary.）Suggestedanswers:Connectivesinthetextand,but,while,however,forexample,forinstance,inaddition,infact,asfor,therefore（2）Findthesubjectclausesusedinthetextandunderlinethem.Thenmakeyourownsentencesonthethemeofchemicalfarmingandorganicfarming.Suggestedanswers:①Overtime,however,whatsomescientistshavefoundisthattheirlong-termusecansometimesharmboththelandandpeople’shealth.②Whydifferentcropsaregrownisbecausetheyputimportantmineralsbackintotheground,makingitreadyforthenextbatchofcrops.③Whatkeepsthemfromdoingsoisthefactthatchemicalfarmingservesthehighdemandforfoodaroundtheworld.【設(shè)計意圖】通過讓學(xué)生尋找文中的連接詞、討論其作用然后給出更多連接詞并分類歸納，可以培養(yǎng)學(xué)生分析文章時重視邏輯關(guān)系的習(xí)慣。通過讓學(xué)生找出文章中的主語從句并以化學(xué)/有機耕作為主題來造句，對本單元語法知識進行復(fù)習(xí)。這兩個活動使學(xué)生對文章語用知識方面有更深層次的理解，也為下一步的寫作打好語言基礎(chǔ)?；顒铀模簝?nèi)化與應(yīng)用（Writeanargumentativeessayonchemicalororganicfarming）1.Discussthequestionsingroups：·Istheauthorofthepassagefororagainstorganicfarming？Howdoyouknow？·Whatotherdisadvantagesofchemicalfarmingdidtheauthornotlist？·Howmightthefollowingitemsbeproblemsandhowimportantaretheyfororganicfarming？naturalanimalwasteusedasfertiliserhighercostofproducingfoodgreatereffortrequiredtofarm·Whatotherdisadvantagesoforganicfarmingcanyouthinkof?2.Decidewhetheryourgroupsupportschemicalfarmingororganicfarming.Comeupwiththreemainpointstosupportyouropinion,andthenaddatleastonedetailtosupporteachmainpoint.Completetheoutlinebelow.Topicsentence:Inmyopinion,________farmingispreferableto________farmingbecause____________________________________________________________________________________Point1:______________________________________________(Detail)_______________________________________Point2:______________________________________________(Detail)_______________________________________Point3:______________________________________________(Detail)_______________________________________Conclusion:___________________________________________3.Useyouroutlinetowriteashortessaygivingyouropiniononthetopic.YoucanusetheexpressionsonPage55whensharingyouropinion.【設(shè)計意圖】本活動為寫作實踐，在寫前設(shè)計小組活動，引導(dǎo)學(xué)生用之前所學(xué)語言知識和文化知識對化學(xué)耕作和有機耕作進行更深層次的討論，為寫作提供素材；通過小組合作列出作文大綱并復(fù)習(xí)上節(jié)課所學(xué)“給出觀點”的相關(guān)表達，旨在降低學(xué)生寫作難度，增強寫作信心。StepⅢ遷移創(chuàng)新活動五：批判與評價Exchangeyourdraftwithapartner.（1）Usethechecklisttohelpyoureviewyourpartner’sdraft.√Doesthewriterdoagoodjobofexpressinghis/heropinion?√Doeseachparagraphhaveonemainidea?√Doeseachparagraphhaveatleastonedetailtosupportitsmainidea?√Doesthewritersequencethepointsinalogicalor