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Unit2Using?language名师教学设计
课题：人教版高中英语教材Book?4?Unit?2
Using?Language?Chemical?or?Organic?Farming?
授课教师：福州三中英语组庄维
时间：2017年4月13日下午第一节课（45min）
班级：?高一（5）班
研究目的：利用交互式教学媒体，提高英语阅读思维品质
指导老师：林侃
Ⅰ．Analysis?of?the?teaching?material
1.This?is?an?exposition?about?the?damages?of?overusing?chemical?fertilizers?and?the?advantages?of?organic?farming.?The?text?is?composed?of?four?paragraphs,?following?a?logical?order?of?“introducing?the?topic→analyze?the?problem→solutions?to?the?problem?and?the?effect”.?
So?this?suitable?for?training?students’?logic?thinking?in?reading?by?analyzing?the?structure?of?the?passage?with?the?help?of?the?topic?sentence?of?each?paragraph.?
2.?The?many?useful?expressions?and?sentence?patterns,?especially?those?used?by?the?writer?to?introduce?the?many?organic?farming?methods,?can?be?of?great?help?when?students?writing?passages?of?this?kind.?
Ⅱ．Analysis?of?the?students?
After?nearly?one?year’s?English?learning?in?high?school,?the?students?have?known?the?different?writing?styles?of?English?passages,?including?expositions.?They?can?also?find?the?topic?of?a?paragraph,?usually?by?locating?the?topic?sentence?or?key?word.?
They?can?also?skim?or?scan?a?passage?to?get?certain?information?and?process?the?information?to?accordingly.?What’s?more,?these?students?are?quite?cooperative?in?group?work?and?willing?to?share?their?ideas,?as?well?as?turn?to?the?teacher?for?further?guidance.?
In?terms?of?thinking,?the?students?need?to?be?taught?how?to?get?the?writer’s?purpose,?to?sort?out?the?logic?of?what?they’ve?read?and?to?apply?what?they’ve?learned?into?practical?use?like?speaking?and?writing.?
III.?Teaching?Objectives?(comprehensive?objectives)?
By?the?end?of?this?class,?students?will?be?able?to:?
1.Tell?the?problems?caused?by?chemical?fertilizers?and?the?advantages?of?organic?farming?methods?by?locating?related?information?
2.Conclude?the?structure?of?this?“Problem-Solution”?Exposition?by?finding?the?topic?sentences?of?each?paragraph,?analyzing?the?logic?r
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