优质课件|大赛一等奖,很有趣味的读写课B1U5
- 2026-09-20 10:14:37
优质课件|大赛一等奖,很有趣味的读写课B1U5
【完整资源领取看文末】 下面按“邱倩老师第十六届全国高中英语教师基本功大赛课例”来写： 人教版选择性必修一 Unit 5 Working the Land，Period 4 Using Language / Reading for writing，课题 Chemical versus Organic Farming，
师：Good morning, everyone. Today we are still in Unit 5 Working the Land, but we are not talking about Yuan Longping only. We are going to solve a very practical problem in our school garden. （出示篮子+白萝卜/蔬菜实物或图片） 师：Look at this basket. Are these from a supermarket? No. Some of you know we have a small planting corner on campus. Last month we grew radishes, tomatoes and some leafy vegetables. But here is the problem—some plants were attacked by insects, some leaves turned yellow, and a few students asked: “Should we use chemicals to make them grow faster, or should we go fully organic?” 师：So today’s job is simple to say but not easy to do: after reading, you will write a short argumentative passage to recommend one farming model for our school garden. Clear? 生：Yes. 师：Good. Let’s begin.
（播放/口述CGTN父子短视频梗概：父亲倾向用化肥农药提高产量，儿子坚持有机种植更环保） 师：Now watch this short clip. Father and son are talking about farming. While watching, catch only two things: What does the father worry about? What does the son insist on? （播放后） 师：OK, who can tell me the father’s worry? 生A：He worries the yield is too low if we don’t use fertilizer and pesticides. 师：Exactly—low yield, more pests, more work. And the son? 生B：He says organic farming is better for soil and health, even if it’s slower. 师：Nice. So we already have two positions: chemical versus organic. Write these two words on your notebook. “Versus” means “against”. So our reading text is “Chemical versus Organic Farming”—it compares both. （PPT出标题+两张图：化肥农田/有机农田） 师：Before reading, guess: which side will the writer fully support? Don’t open the book yet. Quick talk with your partner—30 seconds. （巡堂，轻敲两组） 师：Any guess? Lily. 生C：Maybe both have problems, so the writer will suggest a balance. 师：A very mature guess—many argumentative texts don’t say “only A” or “only B”; they compare and then decide. Let’s see if you’re right.
师：Open the text. You have 2 minutes. Skim, don’t read every word. Your task: match each paragraph with its main idea on the screen. （PPT出5个段意选项，例如： A. Problems caused by chemical farming B. What organic farming is and its advantages C. A balanced/combined solution or future trend D. General background: food demand and farming choices E. How chemical farming works and why it became popular） 师：Time. Paragraph 1? 生D：D. Background… because it talks about more food needed and modern methods. 师：Good. Paragraph 2 and 3? 生E：Two and three are both chemical? Two is how it works, three is problems. 师：Careful. If the text gives “how chemicals increase output” first, then “what problems appear”, they can be two separate ideas. Check the signposts—words like “however”, “unfortunately”, “on the other hand” tell you the turn. Who found “however” in paragraph 3? 生F：Yes, paragraph 3 says “however, using chemical fertilizers…” then problems. 师：Excellent. That “however” is a signpost. It shows the writer is changing from advantage to problem. Paragraph 4? 生G：B. Organic farming—definition and benefits. 师：Paragraph 5? 生H：C. Maybe a combination or what we should do. 师：So the whole text moves: background → chemical method → chemical problems → organic advantages → decision/balance. That’s a typical compare-and-decide structure. （板书画简易结构：Background – Chemical (pros→cons) – Organic (pros) – Recommendation）
师：Now we read for details. Focus on paragraphs 2–3. Fill the table: chemical farming—methods, short-term benefit, long-term problems. （PPT出表头；学案发空白表） 师：First, methods. What do chemical farmers use? 生I：Chemical fertilizers, pesticides, maybe herbicides. 师：Good. Add “synthetic fertilizers” if the text uses it. Short-term benefit? 生J：Higher yield, faster growth, kill pests quickly. 师：Right. Now the hard part—long-term problems. Find at least three. 生K：Soil quality becomes worse; bacteria in soil are killed. 师：Yes—overuse of chemicals harms soil micro-organisms. Another? 生L：Pests can become resistant, so more pesticides are needed. 师：Very good—“resistance” is the key word. Third? 生M：Chemicals may remain in food and harm health; also pollution to water. 师：Perfect. So we don’t just say “chemicals are bad”. We say: they increase yield short-term, but cause soil degradation, pest resistance, residues and pollution long-term. That is how an argumentative paragraph should work—claim plus reasons. （教师领读重点表达：increase crop yield / damage soil structure / kill beneficial bacteria / lead to pest resistance / chemical residues） 师：One more question: what is the author’s attitude in paragraph 3? Fully against chemicals, or against overuse? 生N：Against overuse. Because paragraph 2 says they helped solve hunger. 师：Smart. The writer is balanced, not extreme. Remember this when you write.
师：Paragraph 4. Read silently 2 minutes. Underline the topic sentence first—the sentence that tells the main idea of the paragraph. （巡堂） 师：Found it? Tony. 生O：“Organic farming is simply farming without using artificial chemicals.” Or maybe the next sentence about advantages. 师：Good catch. The first sentence defines organic farming; the real “advantage” topic sentence may be the second. In argumentative writing, topic sentence + supporting sentences. Let’s list supports. （PPT出：Topic sentence → Supports: 1) improves soil fertility naturally 2) keeps micro-organisms 3) no harmful residues 4) better long-term sustainability） 师：Now compare with chemical problems. For each organic advantage, can you map it to one chemical disadvantage? 生P：Chemical kills bacteria → organic keeps bacteria. 生Q：Chemical residues → organic no residues. 生R：Chemical reduces soil fertility long-term → organic improves fertility. 师：Great mapping. This is your writing bank. Also notice linking words: “in addition”, “moreover”, “as a result”, “by contrast”. Circle three linking words in paragraph 4. （学生圈词，教师PPT高亮） 师：If you write about organic farming, don’t just list points. Use “First… Besides… Most importantly…” That makes it persuasive.
师：Back to our school garden. We don’t just describe; we decide. Work in groups of 4. Choose one question to answer and prepare reasons: （给学案支架： Position sentence: We recommend… Reason 1: Chemical/organic can… Reason 2: It solves the problem of… Counter-point: Although…, we still… Conclusion: Therefore, for our school garden…） 师：You have 3 minutes to discuss, then write 5–7 sentences. Use at least two words from today’s bank: yield, residue, soil fertility, pest resistance, sustainable. （巡堂，听组1）师：You choose combined model? Then your reason should mention “avoid overuse” and “control sudden pest”. Write that. （听组2）师：You choose organic only? Then address the difficulty—lower yield at first—and say how students can accept slower growth as part of learning.
师：Time. Group 3, read your recommendation, please. 生S（读）：We recommend a combined model for our school garden. Organic methods can improve soil fertility and avoid chemical residues. However, when serious pest attacks happen, small amounts of pesticide may be used. Although chemicals increase short-term yield, overuse causes pest resistance. Therefore, our garden should be mainly organic but allow limited chemicals. 师：Thank the group. Class, check with the rubric—position clear? 生众：Yes. 师：Reasons enough? 生T：Two reasons, but maybe add “students’ health” as a reason. 师：Good peer feedback. Group 3, you can add one sentence: “Since students may eat the vegetables, avoiding residues protects their health.” That makes it stronger. （再评一组，重点纠topic sentence缺失/连接词单一）
师：Today we did three things. We compared chemical and organic farming; we learned to find topic sentences, signposts and supporting details; we wrote a recommendation for our garden. Remember: a good argumentative passage is not “I think A is good”, but “position + compared reasons + balanced counter-point + conclusion”. 师：Homework. First, polish your group passage into an individual 100-word recommendation. Second, optional: interview our biology teacher or school gardener with two questions—“Which model fits our rooftop/corner best? Why?” Next class we share. 师：Class is over. Thank you.
Working the Land — Chemical vs Organic Background: more food → modern methods Chemical: +yield / +fast / −soil / −bacteria / pest resistance / residues Organic: no artificial chemicals / +soil fertility / +micro-organisms / sustainable / slower yield Decision for school garden: position → reasons → counter-point → conclusion Useful links: however, therefore, in addition, by contrast 第一步：点击下面【高中英语学习帮】公众号名片关注 第二步：“点赞+在看”本篇推文 第三步：公众号后台回复：课件 
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（资源为PPT课件）
一、课前/开场（约1.5分钟）
设计意图：用实物+校园种植真实问题破题，把“化学农业vs有机农业”从教材话题变成学生要解决的写作任务，避免一上来就讲单词。
二、Lead-in：父子观点冲突（约4分钟）
设计意图：用父子分歧建立“对立立场”图式，为后面找每段main idea、辨topic sentence做认知铺垫；同时训练看前预测。
三、First reading： skim配段意（约6分钟）
设计意图：用match代替逐段翻译，强制抓main idea；点signposts/topic sentence，落实论说文阅读策略。
四、Close reading 1：化学农业问题表（约8分钟）
设计意图：表格把“抽象问题”结构化，后面写pros/cons不空泛；同时渗透作者态度，避免学生写成绝对化议论文。
五、Close reading 2：有机农业段，topic+supporting（约8分钟）
设计意图：把“段意—论据—连接词”三层一起教，直接服务Reading for writing；用化学/有机对照建写作词汇网。
六、Decision-making＋写作支架（约6分钟）
For our radish/tomato corner, is full chemical farming acceptable? Why/why not? Is fully organic possible for beginners? What difficulties? Can we combine both—use organic base, chemical only when serious pest outbreak?
设计意图：把阅读所得转成“校园决策”写作，避免脱离情境空写模板；限定词块降低产出焦虑。
七、Drafting展示与互评（约4分钟）
设计意图：用精简量规（立场/理由/词块/连接词）做同伴评，落实教—学—评一体。
八、Summary＋作业（约1.5分钟）
设计意图：作业把课堂短文个人化，并用校内访谈延伸PBL，呼应邱倩/同单元课例“学校种植园+跨学科”思路。
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