單元教學(xué)計(jì)劃第5單元：UNIT5WORKINGTHELAND教材地位及作用farming.Studentssunitisagricultureandfarming.StudentswillbeginbyreadingaboutYuanLongpingandhybridrice.Theywillthenturntotheproblemofworldproblem.ThewhatorganizationssuchastheFoodandAgriculturalOrganizationaredoingtobattheproblem.Thedifferencesbetweenchemicalfarmingandorganicfarmingwillthenbeintroduced,farming.Ittswillbeledtoconsidertheprosandconsofeach.Studentswillthenresearchwheretheirfoodesfromandhowitisprocessedfromfarmtoplate.Finally,theywillwatchavideoaboutanagriculturaluniversitywhichteachessustainablefarming.Itishopedthatstudentscanusetheinformationinthisunittogainappreciationforwheretheirfoodesfrom,andtobeemoreawareofissuesfacingagriculture,theenvironment,andthefutureofhumanity.教學(xué)目標(biāo)1.Enablestudentstomaster

the

usage

of

some

important

words

and

expressionssuchassorghum,broom,grain,wheatandsoon.

2.Enablestudentstomasterthebasicgrammarrulesabouttheuseofthesubjectiveclause.3.GuidestudentstoappreciateYuanLongping’sgreatcontributiontosolvingtheproblemofhunger.4.LetstudentslearnfromAcademicianYuanLongping’sspiritofassiduousresearchandhisattitudetofameandwealth.5.Instructstudentstowriteanessayaboutyouropinionsonorganicfarmingorchemicalfarming.教學(xué)重點(diǎn)1.Enablestudentstolearnhow

to

use

the

words

and

phrases

in

real

situations.2.Enablestudentstomasterhowtousegrammarrulesaboutthesubjectclauseproperly.3.Enablestudentstouseappropriatesentencepatternstoexpressopinionsandstatereasonsinadialogue.4.Enablethestudentstoguessthemeaningofwordsbywordformation.5.Guidethestudentstowriteanargumentativeessaygivingyouropiniononchemicalororganicfarming.教學(xué)難點(diǎn)Enablestudentstolearnproperlyhow

to

use

the

words

and

phrases

in

real

situations.2.Enablestudentstomasterthegrammarrulesofthesubjectclause.3.Guidestudentstoproperlywriteanargumentativeessaygivingyouropiniononchemicalororganicfarming.單元課時(shí)安排序號(hào)課題課時(shí)數(shù)起止時(shí)間1OpeningPage12ReadingandThinking(1)13ReadingandThinking(2)14LanguagePoints15DiscoveringUsefulStructures16UsingLanguage(1)17UsingLanguage(2)18Revision19Exercise1授課時(shí)間第周教案序號(hào)課時(shí)1課題OpeningPage課型Newlesson主備教師使用教師核心素養(yǎng)教學(xué)目標(biāo)1.Studentswillbeabletounderstandandrememberthekeyvocabularyrelatedtoagricultureonthefrontpage.2.Studentswillbeabletounderstandthemainideaandthemepresentedontheunit'sfrontpage.3.Improvestudents'readingprehensionskillsbyanalyzingthefrontpagetext.4.Enhancestudents'abilitytousenewvocabularyincontext.5.Cultivatestudents'interestandrespectforagricultureandtheeffortsofthoseintheagriculturalfield.6.Inspirestudentstothinkabouttheimportanceofsustainableagriculture.教學(xué)重點(diǎn)1.Guidestudentstoobserveanddiscussthephotointheopeningpage.2.Enablestudentstolearnabouttherelevantvocabulariesabouttheopeningpage.教學(xué)難點(diǎn)Getstudentstoexpresstheiropinionsrelatedtoagricultureproperly.教學(xué)方法TBTL教學(xué)手段Normalteachingtools教學(xué)活動(dòng)設(shè)計(jì)學(xué)生活動(dòng)二次備課Step1.Watchinganddiscussing(5minutes)Showashortvideoclipaboutbeautifulfarmlandsandtheprocessoffarming.Askstudentsafewquestionstostartthediscussion:Q1:Whatdoyouseeinthevideo?Q2:Whatestoyourmindwhenyouthinkofagriculture?China.TerracedofterracedricefieldsandavillageinruralChina.Terracedfieldsaremoninhillyormountainousareaswherethefarmerscutintothehillstocreateflatsurfacesterraces—onwhichtogrowcrops.Aswaterrunoffisaproblemonslopes,alowwallistypicallybuiltaroundeachterracetoholdthewaterin.)Step2:IntroductiontotheFrontPage(10minutes)Activity1:BrainstormingDisplaythefrontpageofUnit5onthescreenandaskstudentstoobservethesubject,thepicture,thecaptionsandthequote.Q1:Howdoyouunderstandthisunit’stitle“WorkingtheLand?”Q2:Haveyouhadsomeexperiencelivinginthecountrysideorhelpingwithfarmwork?Canyoushareyourexperiencewithus?Q3:Howdoyouunderstandthequote?Inthequote,YuanLongpingstatesthathis"lifelongpursuitistokeepallpeopleawayfromhunger”,whichexpresseshisdesiretopreventhungerandstarvationintheworld.Hecandothisthroughhisscientificknowledgeofcropssuchasrice,allowingforthesecropstogrowinplacesandsituationswheretheynormallywouldnotbeabletodoso.Bydoingthis,Yuanincreasespeople'saccesstofoodbyallowingfarmerstoproducemore.Activity2:SharingEncouragestudentstosharetheirinitialimpressionsandideasagriculture.Andagriculture.Andcanyouusesomerelatedvocabulariesinyourexpression?1.Food:sorghum;broom;grain;wheat;flavour;nutritional;nutritious;nutrition;bacteriabacteria;inturn;digest;mineral;root.2.Agriculturalproduction:hybrid;boost;yield;conventional;expand;output;strain;soil;salty;fertilizer;chemical;poverty;organic;pesticide.3.Grainproblem:shortage;tackle;crisis;domestic;consumption;generate;reality;essential;grocery.4.Figuredescription:devote...to;convince;characteristic;attain;assumption;overe;estimate;leisure;deepdown;celebrity;envision;vision.5.Cityconstruction:intense;prise;beprisedof;urban;bomb;tunnel;extension;alleviate;widespread;alternative;instance;forinstance;depth;entirely;aspect.Step3:VocabularyPresentation(15minutes)Activity1:1.Pointoutandintroducethekeyvocabularyonthefrontpageonebyone,suchas“devote”,“shortage”,“tackle”,“boost”.2.Usepictures,examples,andsimplesentencestoillustratethemeanings.3.Havestudentsrepeatthewordsaftertheteacher.Activity2:Readashortparagraphrelatedtoagriculturethatcontainsthenewvocabularyandaskstudentstoguessthemeaningsofthewordsincontext.Step4:VocabularyPractice(10minutes)1.Groupwork:Dividestudentsintosmallgroups.Giveeachgroupasetofcardswiththenewvocabularywordsandtheirdefinitions.Askthemtomatchthewordswiththecorrectdefinitions.Havegroupsdiscussandchecktheiranswers.2.Sentencemaking:Askstudentstousethenewvocabularytomakesentencesontheirown.Invitesomestudentstosharetheirsentenceswiththeclass.Studentsobservetheopeningpageandtrytoanswersomequestionsaboutit.Studentsworkingroupsoffourtodiscussthequestions.Studentstrytousesomerelevantvocabularytosharetheiropinionsonagriculture.Studentsreadandtrytofurthergraspthewordsbyputtingthemintomakingsentences.總結(jié)Inthisperiod,we’velearnedsomekeyvocabulariesandtheinformationofthefrontpage.YoushouldlayEmphasisontheimportanceofunderstandingandusingthesewords布置作業(yè)Askstudentstowriteaparagraphaboutagricultureusingatleastfiveofthenewvocabularywords.Surftheinternetorreadothermaterialsaboutagriculturetoknowmoreaboutthetopicofthisunitandalsoprepareforreadingandthinking.板書設(shè)計(jì)Period1OpeningPageandVocabulary1.Food:sorghum;broom;grain;wheat;2.Agriculturalproduction:hybrid;boost;yield;conventional;expand;3.Grainproblem:shortage;tackle;crisis;domestic;consumption;generate;reality;essential;grocery.4.Figuredescription:devote...to;convince;characteristic;attain;assumption;overe;5.Cityconstruction:intense;prise;beprisedof;urban;教學(xué)反思優(yōu)點(diǎn)：缺點(diǎn)：改進(jìn)措施：授課時(shí)間第周教案序號(hào)課時(shí)1課題ReadingandThinking(1)課型Newlesson主備教師使用教師核心素養(yǎng)教學(xué)目標(biāo)Bytheendoftheclass,studentswillbeableto:1.Topredictionofthecontent;tomakethestructureofthepassage;tofullyunderstandthewholearticle.Togetthemainidea,paragraphmeaningandsomedetailsbycarefulreading.TosumupandrefinethegreatnessofYuanLongpingandtheteam.ToUnderstandandusethetopicrelatedwordsandexpressions.教學(xué)重點(diǎn)1.Analysethemainideaofeachparagraphtodeepentheunderstandingofthetext;2.Furtherexploresomedetailstomorethanaboutrelevantinformationanddeepentheunderstanding.教學(xué)難點(diǎn)1.Expresspersonalopinionsaboutthedevelopmentofagriculture.2.Understandandusethetopicrelatedwordsandexpressions.教學(xué)方法ActivitybasedLanguageTeachingMethod.municativeLanguageTeachingMethod教學(xué)手段Normalteachingtools教學(xué)活動(dòng)設(shè)計(jì)學(xué)生活動(dòng)二次備課Step1.Introducingthetopic(5minutes)Activity1:DiscussthehungerproblemandwhatYuanLongpinghasdonetotacklethiscrisis.

Activity2:AskthestudentstoreadYuanLongping’squote“Mylifelongpursuitistokeepallthepeopleawayfromhunger”ontheopeningpageoftheunit.

Q1:Whatinformationcanyougetfromthequote?Q2:WhatdoyouknowaboutthehungerprobleminChinaandtheworldtoday?(ProvideHungerMap2019andaskthestudentstoreadthemaptofindrelevantinformation.)Q3:DoyouknowwhatYuanLongpinghasdonetorelieve(alleviate)thehungerproblem?Step2.Makingpredictions(5minutes)1.Understandthetitle.

Q1:Whatisapioneer?Q2:Howdoyouunderstandthetitle“apioneerforallpeople”?2.Predictthecontentsofthetext.

AskthestudentstopredictthecontentsofthetextbasedonYuanLongping’squoteandthetitleofthetext.

Step3.Gettingthestructureofthetext(15minutes)1.Skimthetextandchecktheirpredictions.

2.Dividethepassageintoseveralmeaningfulpartsandpaircheckthestructure(basedonthemainideaofeachparagraphandtheaspectstheydiscussaboutYuanLongping).

Suggestedvision:Step4.AnalyzingthekeyinformationinParagraphs13.

(15minutes)1.ReadParagraph1carefullyandtrytofindoutthelinkbetweenParagraph1andthetitle.

Q:WhatdoesParagraph1tellusaboutYuanLongpingasa“pioneerforallpeople”directlyandindirectly(atleast3points)?2.ReadParagraphs2—3anddrawamindmapinpairsaboutYuanLongping’spioneeringwork.Thefollowingcanbeanexampleofthemindmap:StudentstalkaboutthequotebyYuanLongpingandshareopinions.Studentscanlookatthetitleandmakeapredictionofthetext.Readthetextquicklytodrawoutthestructureofthetext.Studentscananalysepara13anddrawamindmapaboutYuanLongping’spioneeringwork.Ssareguidedtopractiseretellingthetextaccordingtothemindmap.總結(jié)Inthisperiod,wehavelearnedtopredictforthecontentofthetextandsomereadingskills,suchasskimmingformainideaorparagraphmeaningandscanningfordetails.布置作業(yè)ProducealanguagebankrelatedtoYuanLongping’sstatusandhisresearchintohybridrice.ReadthetextagainandtrytoretellthestoryofYuanLongping.板書設(shè)計(jì)Period2ReadingandThinking(1)教學(xué)反思優(yōu)點(diǎn)：缺點(diǎn)：改進(jìn)措施：授課時(shí)間第周教案序號(hào)課時(shí)1課題ReadingandThinking(2)課型Newlesson主備教師使用教師核心素養(yǎng)教學(xué)目標(biāo)1.Thestudentswillbeabletoknowthemeaningandusageofthewordsinthetext.2.Thestudentswillbeabletousethesewordscorrectlyinwritingandspeaking.3.Thestudentswilllearntoanalysesomelonganddifficultsentencesinthereadingpassage.4.Thestudents?will?be?more?confidentinwritingandbeabletorefinethegreatnessofachievement.教學(xué)重點(diǎn)Enablethestudentstoknowthemeaningandusageofthewordsinthetextandusethesewordscorrectlyinwriting.教學(xué)難點(diǎn)Getthestudentstolearnandmastersomebasicmethodsofanalyzinglonganddifficultsentenceswhilelearningabouttheelementsofasentence.教學(xué)方法TBTL教學(xué)手段Normalteachingtools教學(xué)活動(dòng)設(shè)計(jì)學(xué)生活動(dòng)二次備課Step1.Checkinghomeworkandreviewingthecontents1.Presentstudents’own“LanguageBank”.Talkaboutwordsandexpressionsthatimpressedthemmost.

2.Reviewthecontentsofthetextstudentslearnedinthepreviouslesson.

Q1:DoyoustillrememberthecontentstructureofthewholetextandwhichaspectsofYuanLongpingwediscussedinthepreviouslesson?Q2:CanyourecallYuanLongping’squoteontheopeningpage?(Let’sfindouthowmuchhisinnovativehybridricehashelpedtoalleviatethehungerproblem.)Step2.AnalyzingandevaluatingParagraph4Q1:HowmuchhasYuanLongping’sinnovationhelpedtoalleviatethehungerproblem?Whatlanguageandwritingtechniquedoesthewriteremploytoemphasizesuchinfluence?Q2:Supposeonepersonconsumes150kgofriceperyear.Howmanypeoplecanhybridricefeed?Suggestedanswer:Itcanfeedabout1.3billionpeople—approximatelythewholepopulationofChina.

Q3:Tomaketheabstractnumberconcreteandgivethereadersavividimpression,canyouaddsomewordstothesentence“…h(huán)isstrainshaveallowedChina’sfarmerstoproducearound200milliontonsofriceperyear”?Possibleanswer:…h(huán)isstrainshaveallowedChina’sfarmerstoproducearound200milliontonsofriceperyear,enoughtofeedthewholeofChina.

(Bymakingabstractthingsconcrete,thewritingwillbemorevividandreaderswillhaveabetterunderstandingofthecontent.)Step3.AnalyzingandevaluatingParagraphs5&6(YuanLongping’sinnovationhasnotonlyrelievedthehungerproblembutalsoearnedhimselfnumerousawardsandabigfortune.IfyouwereYuanLongping,wouldyouretiretoalifeofleisure?)1.ReadParagraphs5&6closelytofindoutwhatYuanLongpingdidafterhisgreatsuccess.

2.Inthewriter’seyes,whatkindofpersonisYuanLongping?(Opinion)Whydoeshe/shethinkso?(Supportingevidence)Isthewriter’sideawellconveyed?Step4.Consolidatingandtransferringtheknowledge.

SupposeyouwereDr.Yuanagain.Pleasemakeashortspeechaboutdreamstoinspirestudentstopursuetheirdreams.

Studentsareexpectedtopresentstudents’own“LanguageBank”Studentsareaskedtobeingroupstoanalyzeandevaluatepara4.Studentscanusewhattheyhavelearnedtoexpresstheiropinionsabouthowtowritevividly.Followingtheteacher,thestudentswillsummarizethestructureofwriting.總結(jié)Inthisperiod,wehavefurtherreadthepassageandappreciatethespiritofthepioneerYuanLongplearnedtoprepareourwriting.布置作業(yè)1.Finishfillinginblanksofthesummaryofthetext.2.DosomeresearchviatheInternetandintroduceanotheragriculturalscientist,ChenRisheng,usingthestructure,expressionsandwritingtechniquesyouhavelearnedfromthetext“APioneerforAllPeople”.板書設(shè)計(jì)Period3ReadingandThinking(2)教學(xué)反思優(yōu)點(diǎn)：缺點(diǎn)：改進(jìn)措施：授課時(shí)間第周教案序號(hào)課時(shí)1課題LanguagePoints課型Newlesson主備教師使用教師核心素養(yǎng)教學(xué)目標(biāo)1.Enablestudentstomaster

the

usage

of

such

important

words

and

expressions

andlearn

to

express

themselves

by

using

them.2.Guidestudentstolearn

the

method

of

constructing

knowledge

trees

through

selfstudy

andcooperative

exploration.3.

Havestudentstoexploreandsummarizethemeaningandusageofthefollowingwordsandsentencepatternsbyobservingtheexamplesentences:devote,convince,assumption,expand,Itisestimatedthat...;Giventhat...教學(xué)重點(diǎn)1.Help

students

to

learn

the

following

key

words

and

expressions:

devote,convince,assumption,expand,Itisestimatedthat...;Giventhat...2.

Exercises

are

expected

to

assist

students

to

express

themselves

freely

in

English.教學(xué)難點(diǎn)1.Enablestudentstolearnhow

to

use

the

words

and

phrases

in

real

situationsproperly.2.Enablestudentstomastertheimportantlanguagepointsinclass.教學(xué)方法TBTL教學(xué)手段Normalteachingtools教學(xué)活動(dòng)設(shè)計(jì)學(xué)生活動(dòng)二次備課Step

1.Exploring

Askstudentstoworkingroupsandfindoutsomeusefulandimportantphrasesanssentencepatternsinthereadingtext.

Step

2.

Groupwork

Have

students

toanalyzethefoundphrasesandsentencepatternsandtrytofigure

out

the

meaning

or

usage

of

them..Step

3.Presentationofkey

words

and

expressions1.devote【觀察思考】Indeed,hisslimbutstrongbodywasjustlikethatofmillionsofChinesefarmers,towhomhehaddevotedallhislife（教材第50頁)確實(shí)，他瘦削但結(jié)實(shí)的身軀,與其為之奉獻(xiàn)畢生的千千萬萬的中國農(nóng)民無異。Beforetheexam,Idevotedmyselftoprepareinforit.考試之前，我努力做好準(zhǔn)備。Devotedtohisresearch,hehasnotimetospendaweekendwithhisfamily.致力于研究，他沒有時(shí)間與家人共度周末。Frommyfirstjobattherestaurant,learnedteamworkanddevotion.從我在餐館的第一份工作中，我學(xué)會(huì)了合作與奉獻(xiàn)?！咎骄靠偨Y(jié)】①devote...to把...奉獻(xiàn)給...②devoteoneselfto...獻(xiàn)身于；致力于③bedevotedto（doing）sth專心于…④devotionn.關(guān)愛；關(guān)照；奉獻(xiàn)；忠誠【應(yīng)用實(shí)踐】單句語法填空(1)Asweallknow,he'sagenerous,________(devote),activeandwarmheartedman.(2)Idon'tthinkweshoulddevoteanymoreto___________(persuade）suchastubbornmantochangehismind.22.convince【觀察思考】Yuanwasconvincedthattheanswercouldbefoundinthecreationofhybridrice.（教材第50頁）袁隆平確信答案可以在雜交水稻的培育中找到。You'llneedtoconvincethemofyourenthusiasmforthejob.你要使他們相信你殷切希望得到這份工作。Thepictureconvincesmethatitisevenmoreimportanttobeagooddaughterthanagoodstudent.這幅圖畫讓我深信做一個(gè)好女兒比做一個(gè)好學(xué)生甚至更重要。I'vebeentryingtoconvincehimtoseeadoctor.我一直勸他去看病。【探究總結(jié)】①convincesbthat...②convincedadj.確信的：深信的③beconvincedthat...④convincingadj.令人信服的；有說服力的【應(yīng)用實(shí)踐】她說的話讓我相信我弄錯(cuò)了。Whatshesaid__________________________Iwasmistaken.Step

4.Summarydevote:①devote...to把...奉獻(xiàn)給...②devoteoneselfto...獻(xiàn)身于；致力于③bedevotedto（doing）sth專心于…④devotionn.關(guān)愛；關(guān)照；奉獻(xiàn)；忠誠convince:①convincesbthat...②convincedadj.確信的：深信的③beconvincedthat...④convincingadj.有說服力的Studentsworkingroupsandfindoutsomeusefulandimportantphrasesanssentencepatternsinthereadingtext.Studentexploretheusageofphrasesandsentencepatterns.Studentscandiscusstherelevantphrasesof“devote”&“convince”withtheirpartner.Summarizetheimportantusages,followingtheteacher.總結(jié)Inthisperiod,youhavelearnedthe

usage

of

some

important

words

and

expressions

andyoushouldlearn

toexpress

yourself

by

using

them.布置作業(yè)Finishofftherelatedexercisesintheworkbookandexercisebook.Memorizetheusefulphrasesandreadyforadictation.板書設(shè)計(jì)Period4LanguagePointsdevote:①devote...to把...奉獻(xiàn)給...②devoteoneselfto...獻(xiàn)身于；致力于convince:①convincesbthat...②beconvincedthat...教學(xué)反思優(yōu)點(diǎn)：缺點(diǎn)：改進(jìn)措施：授課時(shí)間第周教案序號(hào)課時(shí)1課題DiscoveringUsefulStructures課型Newlesson主備教師使用教師核心素養(yǎng)教學(xué)目標(biāo)1.Toidentifyandanalysetheformsandmeaningsofthesubjectclause.2.Tomastertheusagesofthesubjectclausethroughselfstudyandpractice.3.Tousethesubjectclausetodescribeongoingactivitiesinthefuture.4.Todistinguishthesubjectclausefromthesimplesubject.教學(xué)重點(diǎn)Helpstudentsidentifytheusageofthesubjectclause.教學(xué)難點(diǎn)Howtousethesubjectclauseinrealsituationproperly.教學(xué)方法TBTL教學(xué)手段Normalteachingtools教學(xué)活動(dòng)設(shè)計(jì)學(xué)生活動(dòng)二次備課Step1.LeadinUnderlinethesubjectineachsentence.Whowilltakepartinthemeetinghasnotbeendecided.Howhebecameagreatscientistisknowntousall.asentenceservesasWhatshesaidistrue.subject,sowecallThatheisstillaliveisagoodnewstous.itSubjectClause.Wheresheisfromisunknown.Step2.Fillingtheblanksandfeelingthefunctionofsubjectclauses.1.(P50)However,_________concernedhimmostwas_________farmersoftenhadpoorharvestsandsometimesevenhadaseriousshortageoffoodtoeat.2.(P50)However,_________itwaspossibletodevelopahybridofselfpollinatingplantssuchasricewasamatterofgreatdebate.3.(P50)Today,_________isestimated_________about60percentofdomesticriceconsumptioninChinaisprisedofcropsgeneratedfromYuan'shybridstrains,andhisstrainshaveallowedChina'sfarmerstoproducearound200milliontonsofriceperyear.4.(P51)_________impressespeoplemostaboutYLPishisongoingabilitytofulfilhisdreams.Step3pareanddiscoverDiscover1:Thedifferencebetweenthatandwhether.【探究總結(jié)】that在主語從句中________（充當(dāng)/不充當(dāng)）句子成分，_____（有/無）詞義，只起連接作用，但不可省略。whether在主語從句中_________（充當(dāng)/不充當(dāng)）句子成分，起連接作用，意為“_________”，不可省略。Discover2:Thedifferencesamongwho,whatandwhich.【探究總結(jié)】連接代詞在主語從句中_______詞義，除了起連接作用外，通常在從句中可以作_________、__________或__________成分。【應(yīng)用實(shí)踐】用適當(dāng)?shù)倪B接代詞填空(1)________(ofyou)esinfirstwillreceiveaprize.(2)_________Iwanttoknowiswhichroadweshouldtake.(3)_________partofthecountryhewillraveltoneedsdiscussing.(4)__________surprisesmemostisthatheistooproud.(5)__________isinterestedintheactivitycansignyourname.Discover3:Thedifferencesamongwhy,where,whenandhow.【探究總結(jié)】連接副詞when、where、how和why可引導(dǎo)主語從句并在從句中分別作_________狀語、________狀語、________狀語和________狀語?！緫?yīng)用實(shí)踐】用適當(dāng)?shù)倪B接副詞填空(1)_________Johnwaslatefortheclasshasbeenunexplained.(2)___________itwasdonewasamystery.(3)__________thepartywillbeheldhasnotyetbeendecided.Step4.Practice單句語法填空1.__________hegotfirstprizeintheEnglishcontestsurprisedallofus.2.__________itwilldousharmremainstobeseen.3._________willtaketheplaceofMrLiasournewheadmasterhasn'tbeendecided.4.__________thewatchbelongstoisunknown.5.__________Ihaveseentodayhasmadeaverydeepimpressiononme.ReadthesentencesandUnderlinethesubjectineachsentence.Guidesstofillintheblanksandcheckanswerswitheachother,Totellthedifferencesbetweenconjunctionwordsandstatetheirfunctions.Ssareexpectedtofinishtheexercise.Dothefollowingexercisesandthenshowtheiranswersandreasons.總結(jié)Inthisperiod,youwereguidedtodiscoverthegrammarrulesofthesubjectclausebyyourselvesandyoualsoincreasedyourexperienceofgrammarlearning.布置作業(yè)1.FinishEx.1&2onpage53instudentsbook.2.Memorizetheusefulexpressionsofthisunit.板書設(shè)計(jì)Period5DiscoveringUsefulStructures1.whether在主語從句中不充當(dāng)句子成分，起連接作用，意為“是否”，不可省略2.連接代詞在主語從句中有詞義，除了起連接作用外，通常在從句中可以作主語、賓語或者表語成分。教學(xué)反思優(yōu)點(diǎn)：缺點(diǎn)：改進(jìn)措施：授課時(shí)間第周教案序號(hào)課時(shí)1課題UsingLanguage(1)課型Newlesson主備教師使用教師核心素養(yǎng)教學(xué)目標(biāo)1.Toidentifyforthemainsettingforthelistening.2.Tofigureoutdetailsbylisteningforsupportingevidenceandopinions.3.Toevaluatethepossiblecausesandsolutionstotheworldhungerproblembythinkingaboutwhattheycando.教學(xué)重點(diǎn)1.Helpstudentstogetfamiliarwiththekeywordsinthepassage.2.Helpstudentstomakeclearhowtofigureoutdetailsbylisteningforsupportingevidenceandopinions.3.Summarizesomeusefulandauthenticexpressionsfromthelisteningtext.教學(xué)難點(diǎn)1.Helpstudentstoknowhow

tofigureoutdetailsbylisteningforsupportingevidenceandopinions.2.Guidestudentstofigureoutthepossiblecausesandsolutionstotheworldhungerproblembythinkingaboutwhattheycando.教學(xué)方法TBTL教學(xué)手段Normalteachingtools教學(xué)活動(dòng)設(shè)計(jì)學(xué)生活動(dòng)二次備課Step1.Leadin1.TwopicturesofChinesemealsindifferentperiods.2.Watchavideoaboutthepresenthungerproblem.3.Discuss:whatarethepossiblecausestohungerproblem?Activity1Listenforthemainsetting：(Who)_____isinterview_____about___________________(talkingtopics.)Activity2Listenfordetails:WhatistheFAO?Whatisitsmission?b.Whatcanseriouslyaffectcropproduction?c.WhatdoestheFAOthinkaboutnutritiousfood?d.WhatistheFAOdoingtoalleviateworldhunger?e.WhatdoestheFAOsuggestcountriesdo?f.WhatistheFAOdoingtoalleviateworldhunger?g.WhatdoestheFAOsuggestcountriesdo?Activity3Listeningforopinionsandsupportingdetails:Supporting

EvidenceOpinionsActivity4Listeningforthinking:Possible

CausesPossible

SolutionsWatchthevideosaboutthesolutionsandfoodwasteandlosses.DiscusswhatwecandoanddesignactivitiesforFAD.Askeachgrouptochooseaspokespersontopresenttheirideastotheclass.Haveaclassdiscussionafterthepresentationsandencouragestudentstoaskquestionsandaddtheirownments.Leadstudentsinbywatchingavideothepresenthungerproblem.Followthelisteningtipsandsteptoexplorethelisteningmaterial.Listenagaintofindoutthesupportingdetailsandopinions.CooperatewitheachotheranddesignactivitiesforFADandshareyouropinions.總結(jié)Inthisperiod,wehaveexploredthelisteningandpreparedfordesigningactivitiesforFAD.Weneedtokeepinmindthatdifferentlisteningtasksneeddifferentlisteningskills.布置作業(yè)Memorizetheusefulnewwordsandexpressionsinthetext.2.MakeaspeechasrepresentativeofFAOinschooltoappealstudentstopayattentiontothehungerproblemandmakecontributions.板書設(shè)計(jì)Period6UsingLanguage(1)Activity1Listenforthemainsetting：(Who)_____isinterview_____about______(talkingtopics.)Activity2Listenfordetails:1.WhatistheFAO?Whatisitsmission?2.Whatcanseriouslyaffectcropproduction?3.WhatdoestheFAOthinkaboutnutritiousfood?4.WhatistheFAOdoingtoalleviateworldhunger?教學(xué)反思優(yōu)點(diǎn)：缺點(diǎn)：改進(jìn)措施：授課時(shí)間第周教案序號(hào)課時(shí)1課題UsingLanguage(2)課型Newlesson主備教師使用教師核心素養(yǎng)教學(xué)目標(biāo)Guidestudentstowriteapositionaboutagricultureoranagriculturalscientist.Improvestudents'writingskillsintermsoforganization,languageuseandgrammar.Deepenthestudents’understandingofthereadingtext.Upgradestudents'interpretationofEnglishtexts;教學(xué)重點(diǎn)1.Enablethestudentstowriteanargumentationaboutchemicalororganicfarming.2.Helpthestudentstoputthewritingskillsintousetowriteanargumentation.教學(xué)難點(diǎn)1.Guidethestudentstodeepenthestudents’understandingofthereadingtext.2.Helpthestudentstolearntowriteaboutchemicalororganicfarmingproperly.教學(xué)方法TBTL教學(xué)手段Normalteachingtools教學(xué)活動(dòng)設(shè)計(jì)學(xué)生活動(dòng)二次備課Step1.LeadinWatchingashortvideoabout“Whatisorganicfood?”organicfood——chemicalVSorganicfarmingStep2.PrereadingTaskone：Learnsomewordsandphrasesinthetext1.化學(xué)的，有關(guān)化學(xué)的adj_________2.有機(jī)的，不使用化學(xué)的adj_________3.分布廣的，普遍的adj__________4.營養(yǎng)物的adj_________5.廣泛使用_____widespread________6.轉(zhuǎn)向_____________7.免受/擺脫___________Step3.WhilereadingActivity1:filltheblanksFarmingBenefitsProblemsChemicalfarmingAsagreatwayto_________1.Killnotonly___butalso____.

2.Cropsarelackingin_____.

OrganicfarmingKeepsoil_______andfreeof_______Nowhereableto___________Activity2:cooperation1.Havestudentsbrainstormtheimportanceofagriculture,thecontributionsofagriculturalscientists,orchallengesandsolutionsinagriculture.2.Encouragestudentstomakealistoftheirideasandchoosethemostinterestingonetowriteabout.Step3.Prewriting★辯論報(bào)告屬于應(yīng)用文文體之一，同時(shí)又具有議論文的特點(diǎn)，是對某個(gè)話題的辯論。★該類文章一般分為三部分：第一部分：提出論點(diǎn)，引入話題，開門見山，說明自己的看法或觀點(diǎn)；第二部分：列舉支持方的觀點(diǎn)及其理由；或列舉反對方的觀點(diǎn)及其理由；第三部分：得出結(jié)論或給出自己的觀點(diǎn)?！镪P(guān)注銜接詞的使用表達(dá)個(gè)人觀點(diǎn):fromone’spointofview,inone’sopinion順序詞:tobeginwith,moreover,lastly表原因:thereasonwhy...isthat...表結(jié)果:asaresult,thereforeStep4.WritingPart1：最近我們班就使用有機(jī)耕種還是化學(xué)耕種展開了一場激烈的辯論，大家的觀點(diǎn)眾說紛壇。___________________________________________________________________Part2:1.根據(jù)提示介紹正方觀點(diǎn)他們認(rèn)為化學(xué)耕種可以抵御植物病蟲害，提高產(chǎn)量（production）___________________________________________________________________2.根據(jù)介紹反方觀點(diǎn)他們認(rèn)為有機(jī)食品更加有營養(yǎng)。___________________________________________________________________Part3:1.最后，就我而言，我同意觀點(diǎn)，我認(rèn)為_________________________________________