Chemical or organic farming 教案
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A Teaching Plan for“Chemical or Organic Farming?”Module 4 Unit 2I. Teaching Objectives1. Knowledge Objectives·Have students learn and know about disadvantages of chemical farming and advantages of organic farming methods.·Enable students to learn the use of some useful expressions.2. Ability Objective·Develop students’ reading skills by skimming for main ideas and scanning for details.·Enable students to learn to write a similar exposition after reading.3. Emotional Objectives·Let students have a better understanding of organic farming and pay attention to the quality of food we eat.II. Important Points1. Help the students know about disadvantages of chemical farming and advantages of organic farming.2. Learn the structure of exposition.III. Difficult Points1. Promote the students’ reading ability: How to analyze the text and grasp the main idea of the text.2. Help the students know the structure of exposition.IV. Teaching MethodTask-based language teaching method.V. Teaching AidsThe multimedia and other general teaching tools.VI. Teaching ProceduresStep 1 Lead-inStep 2 Preview checkCheck the preview work.Step 3 Reading1. Skimming:Find the topic sentence or main idea for each paragraph.Para 1. A new discovery of scientists.Para 2. Problems caused by chemical fertilizersPara 3. The advantages of using organic farming.Para 4. Some methods to keep the soil fertile.2. Scanning:Scan to find details of chemical farming and organic farming by filling the charts:1). What problems are caused by chemical farming?2). How do they cause the problems?Chemical farmingproblems cause1. damage the land by killing the helpful bacteria and pests as wellas harmful ones2. affect crops, animals and humans by staying in the ground and underground water3. lead to cancer or other illnesses by building up in people’s bodies over time4. fruit, vegetables and other food have lessnutritionby growing too fast3). What organic farming methods do farmers use?4). What are the advantages of these methods?Organic farmingmethods advantages1. use natural waste from animals asfertilizersmake the soil in their fields richer in mineralsand so more fertile2. change the kind of crop in each field everyfew yearsput important minerals back into the soil,making it ready for other crops3. plant different crops with different roots use different levels of soil4. plant grass between crops and then leave itin the groundprevent wind or water from carrying away thesoil and become a natural fertilizers3. SummaryAsk students to read the whole passage again. Give them several minutes to be prepared to write a summary of this passage in their own words. Then ask as many students as possible to read their summaries to the class.4. Analyze the structure of the passage.Step 4 WritingDiscussion and practice “PLASTIC OR CLOTH BAGS?”请模仿这篇文章的篇章结构和句子结构去写一篇说明文。
The following expressions may help you.Over the past half century, …have become very common …. …welcomed them asa …way to …. Recently, however, we have been finding that they can cause damageto …, even …, to people’s health.What are some of the problems caused by …? First,…With these discoveries, …are beginning to turn to ….….Step 5 HomeworkFinish the writing “PLASTIC OR CLOTH BAGS?”.Ⅶ. Blackboard DesignUnit 2 Working the landChemical or Organic Farming?Para1 TopicillustrationPara2 ProblemsPara3 AdvantagesPara4 Several methodsⅧ. Teaching Reflection一．设计思路这堂课我讲的是高中英语人教版必修四第二单元的第五课，Chemical or organic farming 。
在这课中学习的是本单元的阅读二，是一篇泛读文章。
这篇文章结合本单元Working the land的主题，介绍了化肥危害和有机耕种知识。
由于这堂课是泛读课，我打算重点展开对学生阅读技能的训练。
在读前部分，我打算和学生复习本单元的第一篇阅读文章，从袁隆平和杂交水稻的话题引出化学耕作和有机耕作的话题。
并通过多媒体呈现本课中的单词，帮学生扫除单词的障碍。
在读中部分，我打算让学生快速读一遍文章，总结每段的段意或找出各段的中心句，然后带领学生一起总结文章的中心思想；接下来学生带着问题分段阅读文章，对比化学耕作与有机耕作；最后再通读整篇文章，让学生按照练习题3的提示步骤，运用自己的语言写一个阅读材料的摘要。
在读后部分，带领学生分析文章结构，延伸此类说明文的写作方法，并以“PLASTIC OR CLOTH BAGS?”为题，模仿这篇文章的篇章结构和句子结构去写一篇说明文。
二．教学反思这堂课的教学内容基本完成，结合学生的课堂反应以及自己的课后回顾，我发现自己的这堂课仍存在不少问题，在此选择其中显著的三点加以反思：第一，没有关注到学生的情感态度。
在本课中没有体现出Attitude and significance of reading. 有机耕作符合环境保护的要求，有利于人体的健康，是值得提倡的。
在教学过程中我应该给学生点出其重要性，并让学生了解到有机耕作更加符合人们对于健康饮食的要求。
但是我却忽略了这部分，导致这堂课没有情感态度的教学目标。
第二，问题设计过于单一，学生活动的方式也比较单一。
今后应强化这方面的练习和尝试。
第三，课堂时间分配欠均衡。
本节课计划读前部分用时6分钟，读中的Skimming用6分钟，Scanning用13分钟，Summary 10分钟，读后Writing用时10分钟。
实际上，Skimming和Scanning部分时间都超出预期，导致后面的Summary和Writing共剩10分钟，使得学生活动未得到充分展开。
以上是个人的反思，尚有不足之处，烦请诸君不吝赐教。
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