Lesson Plan of Unit 2

Working the land（第4课时）

洪山高级中学   熊晓梅

一、教材分析

覆盖内容：Reading (Chemical or Organic Farming)

教材分析：本课时教学内容是阅读教学，要求学生能理解阅读文章中的重点内容。这篇文章是一篇有关农业的科技说明文，主要向学生介绍了化学耕作和有机耕作两种不同的生产方式。前面进行的课文阅读教学、语法教学、单词和短语的中英文解释是本课教学的基础。如何通过预测、浏览、查读、归纳和语言应用等方法来学习掌握新阅读材料是本课时的重点。

二、教学目标

Knowledge aim:

l know some useful expressions about farming;

l realize the importance of using transitional words and phrases (such as however, also, in addition) in the understanding of a reading material.

Ability aim:

l improve their reading ability by skimming and scanning;

l develop their integrative ability by reading, speaking and writing, especially reading and writing.

Emotional aim:

l raise their awareness of food safety and realize the value and importance of “green food”.

三、教学过程

Step 1 Lead-in（2minutes）

The teacher shows some pictures about QQ farm to the students and asks them

how to make plants grow better. The teacher may ask the following questions:

Do you play the game of QQ farm on the Internet?

    Do you like growing plants?

How do you make them grow better?

What do you think of your way of farming? (class work)

【设计说明：利用学生感兴趣的网络游戏QQ农场，激发学生的学习热情，创设情景，让学生了解农业耕作方式的知识，并可以由学生自己在回答问题过程中提出chemical farming等关键词，自然导入本课主题。】

 

Step 2 Pre-reading (3 minutes)

Guide the students to analyze the title and predict the content. The students may put forward the following questions:

What is farming?

What is chemical farming?

What is organic farming?

Which is better, chemical or organic farming? (class work)

【设计说明：通过引导学生分析标题，预测文章内容和体裁,引起学生的好奇心。本环节由学生独立思考，大胆预测答案，教师不提供标准答案，这些问题会引导学生进入阅读，并会在接下来的阅读环节中得到解决，由学生自主在文中查找出问题答案。】

 

Step 3 Fast reading (5 minutes)

Skim the passage to check whether the students’ prediction is right or not and find the main idea of each paragraph. (single work)

Main idea of each paragraph:

Para 1: Long-term use of fertilizers can cause damage.

Para 2: Some problems are caused by chemical fertilizers.

Para 3: Some people turn to organic farming.

Para 4: Organic farming methods are used.

After the students finish the task, the teacher shows the related sentences on the screen, asking them to pay attention to the first or last sentence and some transitional words，such as however.

During this step, the teacher should ask students to skip some new words and guess the meanings of them in the context. Make sure that students don’t look up the new words in the first place.

【设计说明：通过快速阅读，让学生掌握文章的间架结构，并归纳出文章每段的大意，快速捕捉文章关键词，尤其是衔接词汇，帮助学生更好地理解句群关系，以便进行更深入的阅读。同时培养学生根据上下文猜测生词的能力,概括总结能力,并为后续教学活动做必要准备。】

 

Step 4 Careful reading (10 minutes)

Read the passage carefully and fill in the charts below to get the detailed information. (single work)

Q1: What problems can be caused by chemical farming?

And why is it commonly used?

Q2: What organic farming methods can be used? And what are their advantages?

After students finish the charts, the teacher may ask them to check the answers in pairs first, and then check the answer in class. (pair work)

During the step, the teacher can ask them to pay attention to some transitional words, such as first, also, in addition.

【设计说明：通过细读、查读方式，让学生带着任务阅读，顺利完成表格任务，培养提取特定信息的能力，培养学生根据上下文猜测生词的能力。同时进一步注重衔接词汇的教学，注重句群关系的理解。并让学生进一步熟悉文章发现问题和解决问题的篇章模式，为后面的活动做好准备。】

 

Step 5 Post-reading (3 minutes)

Ask the students to analyze the pattern of the passage. (class work)

(Pattern: problem-solution):

Put forward a question (title)

Make an analysis of the question (problems-methods)

Draw a conclusion (goal)

【设计说明：本环节旨在培养学生从整体上把握文章篇章模式的能力，学会根据不同的模式采取不同的阅读方法，提高阅读效率。同时也为后续复述活动做好铺垫。】

 

Step 6 Activities (15 minutes)

       The teacher holds two activities to make students learn more about the two ways of farming and realize the value and importance of “green food”.

1. Ask the students to retell the passage in their own words. (single work)

2. Ask the students to make a conversation in pairs, with one student as the farmer and the other as the customer. The farmer is persuading the customer to buy his/her “green food”. (pair work)

       During this step, the teacher may go around the classroom to offer some help. After they finish the conversation, the teacher may choose one or two pairs to speak in front of the class.

【设计说明：通过两个活动，让学生完成所学信息的输出，巩固本课所学知识，培养学生的概括能力、口头表达能力，增强学生合作学习意识。】

 

Step 7 Homework（2 minutes）

       Ask the students to collect more information about “green food” and write down reasons. Then make a poster advertising the safety and importance of eating “green food”. (group work)  

【设计说明：本环节通过制作海报，对学生加强情感目标的培养，让他们增强食品安全意识，意识到“绿色食品”的价值和重要性。】

四、教学反思

本节课导入新颖、自然、科学，能极大地激发学生的阅读兴趣。读前活动准备充分，通过对标题的分析有效地培养了学生的预测能力；在阅读中，学生的阅读能力得到充足训练，使学生具备浏览式阅读、查阅式阅读等多种阅读能力；同时，在教学中，注重衔接词汇的教学，能帮助学生更好地理解句群关系,理清文章结构。在阅读后，能够为学生创设复述和对话等形式多样的活动，并由课内学习引导学生进行课外学习，使学生所学知识得到巩固，同时注重学生情感目标的培养，基本实现了教学目标。但是，在阅读教学后的两个活动中，部分学生表现不够活跃。在以后教学中，应该让学生在活动之前做更充分的准备，使学生的参与性更强，使学生在活动中表现得更完美。