教學(xué)設(shè)計課題Unit5WorkingtheLandLearningAboutLanguage教學(xué)目標(biāo)Studentswillmasterkeyvocabularyrelatedtoagriculture,like“irrigation”and“fertilizer”.Theyareexpectedtounderstandthestructureandusageofsubjectclauses,andcorrectlyapplytheminsentences.Forinstance,beabletodistinguish“Whathedidforagricultureisremarkable”fromincorrectforms.重難點Key：Graspingnewagriculturalvocabularyandfirmlyunderstandingtheformationandusageofsubjectclauses.Difficult：Distinguishingbetweendifferenttypesofsubjectclauses,suchasthoseintroducedby“that”,“whether”,andquestionwords,andapplyingthemaccuratelyinplexcontexts.教學(xué)過程Teacher:Goodday,class!AfterexploringtheinspiringstoryofYuanLongpinginourreadingpassage,wearenowgoingtofocusonthe“LearningAboutLanguage”partofUnit5“WorkingtheLand”.Thissectioniscrucialasithelpsusmasterthenewwords,phrases,andgrammarthatareessentialforbetterunderstandingandusingtheEnglishlanguage.So,let’sgetstarted!DiscoveringUsefulWordsandExpressionsTeacher:First,let’slookatsomenewwordsandexpressionsfromourreadingpassage.Takeoutyourtextbooksandturntothe“LearningAboutLanguage”section.Thefirstwordweencounteris“struggle”.Inthecontextofthepassage,weread“YuanLongpingstruggledfordecadestoincreasericeharvestswithoutexpandingtheareaofthefields.”Whatdoes“struggle”meanhere?Anyideas?Raiseyourhands.Student1:Itmeanstotryveryhardtodosomething,especiallywhenit’sdifficult.Teacher:Excellent!Youareabsolutelyright.“Struggle”inthissentenceimpliesthatYuanLongpingfacedmanydifficultiesandhadtomakegreateffortsoveralongperiodtoachievehisgoalofincreasingriceharvestswithoutusingmoreland.Now,canyouthinkofasentenceusing“struggle”onyourown?Let’shaveavolunteer.Student2:Thestudentsstruggledtounderstandtheplexmathproblem.Teacher:Perfect!That’sagreatexample.Now,let’smoveontothenextword,“expand”.Inthepassage,wementioned“withoutexpandingtheareaofthefields”.Whatdoes“expand”mean?Student3:Itmeanstomakesomethingbeelargerortobeelargerinsize,number,oramount.Teacher:Correct.Justlikewhenabusinessexpands,itgrowsinsize,perhapsbyopeningmorebranchesorincreasingitsproductrange.Now,let’spracticeusing“expand”.Iwantyoutoworkinpairsandcreateasentencewith“expand”withinoneminute.(Afteraminute)Time’sup.Whowantstoshareyoursentence?Pair1spokesperson:Thepanyplanstoexpanditsmarketoverseas.Teacher:Verygood.Yoursentenceisnotonlygrammaticallycorrectbutalsousesthewordinapracticalcontext.Now,let’slookatthephrase“thanksto”.Weknowfromthepassage“Thankstohisresearch,theUNhasmoretoolsinthebattletoridtheworldofhunger.”Whatdoes“thanksto”mean?Student4:Itmeansbecauseoforasaresultof.Teacher:Exactly.Itisusedtoshowthereasonforsomethinggoodhappening.Now,let’splayalittlegame.Iwillgiveyouasituation,andyouneedtouse“thanksto”tomakeasentence.Thesituationis:Yougotahighscoreonthetest.Student5:Thankstomyhardworkandmyteacher’shelp,Igotahighscoreonthetest.Teacher:Wonderful!Youusedthephraseverywell.Now,let’slookatanotherimportantword,“rid”.Thephrase“rid…of…”isquitemon.Inthepassage,wehave“thebattletoridtheworldofhunger”.Whatdoes“rid…of…”mean?Student6:Itmeanstomakesomeoneorsomethingfreefromsomethingunwantedorunpleasant.Teacher:Right.Justlikewhenwecleanourrooms,wearetryingtoridtheroomofdirtandclutter.Now,let’spracticethisphrase.Iwillgiveyouanobjectandsomethingunwanted,andyouneedtouse“rid…of…”tocreateasentence.Forexample,ifIsay“thehouse”and“rats”,youcansay“Weneedtoridthehouseofrats.”Now,Isay“thegarden”and“weeds”.Student7:Weshouldridthegardenofweeds.Teacher:Greatjob.Now,let’slookatsomemorewordsrelatedtoagriculture.Theword“output”.Inthecontextoffarming,whatdoes“output”mean?Student8:Itmeanstheamountofsomethingproduced,liketheamountofcropsproducedonafarm.Teacher:Correct.Justasafactoryhasanoutputofproducts,afarmhasanoutputofcrops.Canyouthinkofasentenceusing“output”inthecontextofagriculture?Student9:Thenewfarmingmethodsincreasedtheoutputofwheat.Teacher:Perfect.Now,let’smoveontotheword“circulate”.Inthepassage,itmightnotbedirectlyrelatedtoagricultureinthemostobviousway,butwecanstilllearnitsmeaning.Whatdoes“circulate”mean?Student10:Itmeanstomovearoundorthroughaplaceorsystem,ortospreadorpasssomethingaround.Teacher:Right.Forexample,moneycirculatesintheeconomy,andinformationcancirculateamongpeople.Now,let’spracticeusing“circulate”.Iwantyoutocreateasentenceusing“circulate”within30seconds.Student11:Thenewsaboutthenewdiscoveryquicklycirculatedamongthescientists.Teacher:Excellent.Now,let’slookatthephrase“l(fā)eadto”.Weoftenseethisphraseinmanytexts.Inthecontextofourstudy,ifwesay“Certainfarmingtechniquescanleadtobettersoilquality.”Whatdoes“l(fā)eadto”mean?Student12:Itmeanstocauseaparticularresultorsituation.Teacher:Correct.Itshowsacauseandeffectrelationship.Now,Iwillgiveyouacause,andyouneedtouse“l(fā)eadto”toeupwithaneffect.Thecauseis“plantingmoretrees”.Student13:Plantingmoretreescanleadtoabetterenvironmentandreducedsoilerosion.Teacher:Greatanswer.Younotonlyusedthephrasecorrectlybutalsoprovidedaveryreasonableandrelevanteffect.Now,let’sreviewallthesewordsandphraseswehavelearned.Iwillsayawordoraphrase,andyouneedtoquicklygiveitsmeaningandanexamplesentence.First,“struggle”.Student14:Itmeanstotryveryhardtodosomethingdifficult.Example:Shestruggledtocarrytheheavyboxupstairs.Teacher:Good.Next,“expand”.Student15:Itmeanstomakesomethinglarger.Example:Thecityisexpandingitssubwaysystem.Teacher:Right.Now,“thanksto”.Student16:Itmeansbecauseof.Example:Thankstothesunnyweather,wehadagreatpicnic.Teacher:Welldone.“Rid…of…”.Student17:Itmeanstomakesomeoneorsomethingfreefromsomethingunwanted.Example:Weneedtoridourmindsofnegativethoughts.Teacher:Perfect.“Output”.Student18:Itmeanstheamountofsomethingproduced.Example:Thefactory’soutputhasincreasedthismonth.Teacher:Correct.“Circulate”.Student19:Itmeanstomovearoundorspread.Example:Therumorcirculatedquicklyintheschool.Teacher:Goodjob.“Leadto”.Student20:Itmeanstocauseaparticularresult.Example:Eatingtoomuchjunkfoodcanleadtohealthproblems.Teacher:Excellent.Now,let’sdoalittleexercise.Iwillgiveyouapassagewithsomeblanks,andyouneedtofillintheblankswiththecorrectwordsorphraseswehavejustlearned.(Distributestheexercisesheets)Youhave5minutestopleteit.(After5minutes)Time’sup.Let’schecktheanswerstogether.(Goesthroughtheanswers,explaininganymistakes)DiscoveringUsefulStructuresTeacher:Nowthatwehaveagoodgraspofthenewwordsandphrases,let’smoveontothegrammarpart,theusefulstructuresinthisunit.Inourreadingpassageandrelatedtextsaboutagriculture,weoftenencountertheuseofthepresentperfecttense.Let’sfirstreviewwhatweknowaboutthepresentperfecttense.Whatisthebasicstructureofthepresentperfecttense?Student21:Itis“have/has+pastparticiple”.Teacher:Right.Butwhendoweusethepresentperfecttense?Let’slookatsomesentencesfromourpassage.“YuanLongpinghasstruggledfordecadestoincreasericeharvests.”Whydoweusethepresentperfecttensehere?Discussinpairsforaminute.Pair2spokesperson:Becausetheactionofstrugglingstartedinthepastandisstillcontinuinguptonow.Teacher:Exactly.Thepresentperfecttensecanbeusedtodescribeanactionthatbeganinthepastandcontinuestothepresent.Now,let’slookatanothersentence.“Thankstohisresearch,theUNhasmoretoolsinthebattletoridtheworldofhunger.”Here,thepresentperfecttenseisusedabitdifferently.Whatisthedifference?Student22:Here,itshowsanactionthathappenedinthepastandhasaconnectiontothepresentsituation,liketheresultofhisresearchisstillhavinganimpactnow.Teacher:Verygoodanalysis.Thepresentperfecttensecanalsobeusedtotalkaboutanactionthatoccurredatanunspecifiedtimefromnowinthepastandhasapresentresult.Now,let’spracticeformingsentencesusingthepresentperfecttense.Iwillgiveyousomeprompts.Forexample,ifIsay“I/learn/alotofEnglishwords”,youcansay“IhavelearnedalotofEnglishwords.”Now,Isay“She/read/manybooksaboutagriculture”.Student23:Shehasreadmanybooksaboutagriculture.Teacher:Great.Now,“They/visit/severalfamousfarms”.Student24:Theyhavevisitedseveralfamousfarms.Teacher:Right.Now,let’slookatamoreplexusage.Sometimes,weusethepresentperfecttensewith“since”and“for”.What’sthedifferencebetweenusing“since”and“for”inthepresentperfecttense?Student25:“Since”isusedtorefertoapointintime,like“since2010”,and“for”isusedtorefertoaperiodoftime,like“for5years”.Teacher:Correct.Now,Iwantyoutocreatesentencesusingthepresentperfecttensewith“since”and“for”.First,use“since”.Student26:IhavelivedinthiscitysinceIwasborn.Teacher:Good.Now,use“for”.Student27:Hehasbeenafarmerfor20years.Teacher:Perfect.Now,let’slookatsomenegativeandinterrogativeformsofthepresentperfecttense.Howdoweformanegativesentenceinthepresentperfecttense?Student28:Weadd“not”after“have/has”,like“Ihavenotfinishedmyhomework.”Teacher:Right.Andforaninterrogativesentence?Student29:Weput“have/has”atthebeginningofthesentence,like“Haveyoueverbeentoafarm?”Teacher:Correct.Now,let’sdoagroupactivity.Iwilldivideyouintogroupsoffour.Eachgroupwillgetasetofcardswithdifferentactionswrittenonthem.Youneedtocreatepresentperfecttensesentences(affirmative,negative,andinterrogative)basedonthoseactions.Youhave10minutestopletethistask.Then,eachgroupwillpresentsomeofyoursentencestotheclass.(Dividesthestudentsintogroupsanddistributesthecards)(After10minutes)Time’sup.Let’sstartwithGroup1.Group1spokesperson:(Presentsthesentences,forexample,“Wehaveplantedmanytrees.Wehavenotwateredthemyet.Haveyoueverplantedatree?”)Teacher:Greatjob,Group1.Yoursentencesareallcorrectandwellformed.Now,let’smoveontothenextgroup.(Eachgrouppresentstheirsentences)Afterallthepresentations,let’ssummarizewhatwehavelearnedaboutthepresentperfecttensetoday.Whatarethemainusagesand