新課標讀寫教學案例分析以人教版必修4 Unit 2 Working the land 為例

楊紹斌

一、教學目標

在本課時結束時，學生將能夠：1. 羅列綠色農業（食物）和化學農業的優缺點;2. 說出海報的組成及其基本特點;3. 羅列自己生活中食物的安全的具體做法。

二、教學重點、難點

學生通過系列活動深度學習、多元互動、真實交際，認識生活、認識農業問題、發展思維。

三、教學流程

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？

設計意圖：該活動旨在激活學生已有經驗，引導深入思考和農業有關的問題，為后續活動做好鋪墊;問題鏈難度和深度呈階梯式遞增，兼具層次性和整體性，學生在思考回答問題的過程中，回顧了生活經驗，利用了本單元先前積累的知識，激活已有圖式，教學和生活結合，指向學科育人，深化對單元話題意義的理解和建構。

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.

設計意圖：該步驟承上啟下，為下一步輸出做鋪墊。通過前面三課時的學習，學生對農業這一話題的意義建構基本成型，在此基礎上結合“綠色農業生產”這一現實問題，啟發學生獨立思考，促使他們整合已有知識，明確綠色農業生產的具體細節要求;完成該任務，學生需要獨立深度思考，分享觀點，充分利用學生間的信息差，引導其批判性地思考。

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.

設計意圖：在上一步對綠色農業生產條件深入思考的基礎上，該活動把主題意義情景化、問題化和活動化，學生圍繞著情景和問題開展活動，在活動中運用知識，培養語言能力;在解決問題中整合已有圖式，深入思考，形成邏輯思維、批判思維、創造思維。

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.

設計意圖：在上一步充分進行了思想交流碰撞、語言和知識輸入及輸出鋪墊的基礎上，學生開展寫的任務可及時鞏固內化語言知識，形成語言能力;“說”和“寫”最終的輸出目標應該是意義輸出，而非簡單的文本知識、內容轉述;在該情景中，海報的設計正是意義輸出;部分學生缺乏海報的圖式，所以提供語篇圖式支架。

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.

設計意圖：課后讓學生回顧整合課堂活動內容，充實觀點，形成一篇廣告詞，一可以深化主題理解，完善意義建構;二學生會注重表達的邏輯性，可以促進思維的進一步固化;三不同層次的學生的語言知識也及時得到修正和完善，可以深入鞏固語言知識，有助于形成語言能力。