新课标读写教学案例分析以人教版必修4 Unit 2 Working the land 为例

杨绍斌

一、教学目标

在本课时结束时，学生将能够：1. 罗列绿色农业（食物）和化学农业的优缺点;2. 说出海报的组成及其基本特点;3. 罗列自己生活中食物的安全的具体做法。

二、教学重点、难点

学生通过系列活动深度学习、多元互动、真实交际，认识生活、认识农业问题、发展思维。

三、教学流程

Step 1 Lead in Situation：The Smiths got poisoned and stayed in hospital after having some vegetables Mrs. Smith bought from the farmer’s market.

Questions：1. What do you think makes the vegetables poisonous？

2. Why do the vegetable growers grow vegetables in this way？

3. If you were a vegetable grower， would you do that？

设计意图：该活动旨在激活学生已有经验，引导深入思考和农业有关的问题，为后续活动做好铺垫;问题链难度和深度呈阶梯式递增，兼具层次性和整体性，学生在思考回答问题的过程中，回顾了生活经验，利用了本单元先前积累的知识，激活已有图式，教学和生活结合，指向学科育人，深化对单元话题意义的理解和建构。

Step 2 Task：Read the passage provided on page 15.

Question：What should a green food producer pay attention to when producing green food？

Requirements：First think about the question on your own and then read the paragraph provided. Add more ideas if you have. Share them in groups.

设计意图：该步骤承上启下，为下一步输出做铺垫。通过前面三课时的学习，学生对农业这一话题的意义建构基本成型，在此基础上结合“绿色农业生产”这一现实问题，启发学生独立思考，促使他们整合已有知识，明确绿色农业生产的具体细节要求;完成该任务，学生需要独立深度思考，分享观点，充分利用学生间的信息差，引导其批判性地思考。

Step 3 Situation：There is one chance in your neighborhood to open a green food restaurant. Many people want to get the chance. There is a meeting for people who want the chance to show their advantages and persuade the locals to vote for them. As a green vegetable grower， you think you definitely have advantages and want to compete for the chance.

Activity：Divide the students into two groups， with one group as the restaurant owner and the other as the customers. They take turns asking and answering questions about in what way the foods are green.

设计意图：在上一步对绿色农业生产条件深入思考的基础上，该活动把主题意义情景化、问题化和活动化，学生围绕着情景和问题开展活动，在活动中运用知识，培养语言能力;在解决问题中整合已有图式，深入思考，形成逻辑思维、批判思维、创造思维。

Step 4 Situation：You need more people to know about your plan and ideas. And posters are a good choice. So you need to design a poster and put them on the walls of your neighborhood.

Activity：Have students work in groups or pairs， briefly talking about the characteristics of advertising posters and designing one based on the characteristics. Make an assessment and pick out the most beautifully-designed one.

設计意图：在上一步充分进行了思想交流碰撞、语言和知识输入及输出铺垫的基础上，学生开展写的任务可及时巩固内化语言知识，形成语言能力;“说”和“写”最终的输出目标应该是意义输出，而非简单的文本知识、内容转述;在该情景中，海报的设计正是意义输出;部分学生缺乏海报的图式，所以提供语篇图式支架。

Homework

Write a short passage of no less than 100 words to inform people of your green food restaurant before asking one of your classmates to help polish it.

设计意图：课后让学生回顾整合课堂活动内容，充实观点，形成一篇广告词，一可以深化主题理解，完善意义建构;二学生会注重表达的逻辑性，可以促进思维的进一步固化;三不同层次的学生的语言知识也及时得到修正和完善，可以深入巩固语言知识，有助于形成语言能力。