Learning about Language优质课教案推荐

Unit 2 Working the land Ｉ．单元教学目标

技能目标Skill Goals Talk about agriculture: a pioneer in farming -Yuan Longping Talk about organic farming & green food How to write a brief summary Try to consolidate how to express suggestions & advice Master the usage of the -ing form as the subject and object Learn how to design English posters II．

目标语言

功

能

句

式

建议（

Suggestions & advice）

I would rather ...

If I have a choice I’d

choose because ... I don’t like ... because ...

You need to ... I’d prefer ... because ... May I suggest ... It’s a great pity that ... Let me suggest Leng Jianli because... Should I/We ...?

Perhaps we should consider Leng Jianli because... It’s better to ... But what/how about ...

词

汇

1. 四会词汇

Sunburnt, struggle, decade, super, output, crop, hunger, disturbing, expand, Vietman, circulate, satisfied, freedom

2. 认读词汇

hybrid, strain, sorghum, peanut, darken, organic, fertilizer, fertile,

3. 词组

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rid ... of, be satisfied with, lead a ... life, would rather, refer to, search for, thanks to, would…rather,

语

法

动词的

-ing 形式作主语和宾语的用法

（The -ing form as the subject & object）

a. Wishing for things, however, costs nothing. b. His other hobbies include playing mah-jong,swimming and reading.

III. 教材重组

2．1 把Warming up 和Pre-reading 作为reading 的导入内容，将这三部分与Comprehending整合成一节阅读课。

2.2 将

Learning about Language on Page 11, USING STRUCTURES (P50)设计成一节词汇和语法课。

2.3 将

Using Language 中的

Reading 和

READING TASK in Workbook (P51) 还有USING WORDS AND EXPRESSIONS on P51设计成一节泛读课。

2.4 将Using Language 中的Listening（P14），LISTENING TASK（P50）和LISTENING（P48）设计成一节听力课。

2.5 将

Speaking and Writing（P15）和SPEAKING AND WRITING TASK（P53）及TALKING（P48）设计成一节写作课。

2.6将

SUMMING UP (P16), USING WORDS AND EXPRESSIONS (P49), PROJECT和CHECKING YOURSELF (P47) 设计成一节复习课。

IV. 课型设计与课时分配

（经过教材分析，本单元可用五课时完成。）

V. 分课时教案

1st

period

Reading 2nd

period

Words and grammar 3rd

period

Reading 4th

period

Listening

5th

period

Writing 6th

period

Summary

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The First Period Reading Learning ability goals 学能目标

Help Ss learn how to describe Dr Yuan Longping including his personality. Teaching important points 教学重点

a. Help to comprehend the text and grasp the main idea of the text. b. Grasp the usage of some words and expressions. c. How to help students make up their minds to make contributions to motherland in the future like Dr Yuan. Teaching difficult points 教学难点

a. How to help students learn more about agriculture. b. Help students really master the usage of words and expressions. Teaching methods 教学方法

Talking, questioning-and-answering activity and reading. Teaching aids 教具准备

A tape recorder, a projector and a computer. Teaching procedures && ways 教学过程与方式

Step Ⅰ

Greeting and leading in T: Hello, everyone. Ss: Hello, teacher. T: In last unit we learnt some great women. Today we’ll learn a famous man. Who will it be? At first let’s look at the two pictures on Page 9. What are the people doing? Ss: They are planting rice.

T: Can you tell me something about rice? S: Rice grows in the south. S: But in some place of the north we can also find rice. T: Yeah. You are right. In fact rice is a cereal grain that has been grown for at least 5,000 years and is eaten by 2.4 billion people everyday throughout the world. In Australia, farmers have had to struggle with their harsh environment to grow rice. Ss: Really?

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Step Ⅱ

Warming up T: Have you ever grown any plants? If so, what did you do to grow them? If not, what kind of plant would you like to grow? How will you grow it? S: I have ever grown corn and potatoes. In autumn, my father and I ploughed the soil deep for the first time, then in the next spring, we ploughed the soil for a second time, this time I put the corn seeds into the tunnel following my father. Finally my father covered the corn seeds by ploughing again. S: I never grow any plant. I’d like to plant sunflowers. They look beautiful. They always face the sun when they are young. I dig some holes in my garden, put some sunflower seeds in them, water them and finally cover them with some more soil. T: Very well. Have you ever been to the countryside? What did you do there? S5: Yes, I went there to see my grandfather. In the village I played with other boys in the little stream and caught little fish. I even helped my grandfather get in the corn by cutting the corn stems, which made me tired. T: Are you from a farmer’s family? What do you know about farming? S: Yes, my father is a farmer. In my view, farming is hard work. People have to plant crops, smooth away weeds and get in the crops at the right time. They have to get up early to work in the field so as to protect themselves from the sunshine. T: That’s right. In the north, the biggest worry that farmers have is the drought. When it doesn’t rain, and they can’t irrigate the crops, the crops will die and they will have nothing after hard working.

Step Ⅲ

Pre-reading

The purpose of this step is to let students know the importance of rice. By answering the two questions, students can easily understand why we call Dr Yuan Longping a pioneer for all people, and why

he devotes all his life to the rice research.

T: Food is the basic need for man. Rice is a main food in all Eastern Asian and Southeastern Asian countries. It is said that there are 2.4 billion people to eat rice everyday throughout the world. What do you think would happen if tomorrow there was suddenly no rice to eat?

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S: I think if that happened, people there would suffer from starvation. They would be panic and the whole country would get into trouble. Maybe the situation that human beings eat human beings will happen. T: That’s too terrible. But this kind of thing once happened in history. Well, if you had the chance to do one thing to help end famine in the world, what would you do?

S: I would invent a new kind of plant to produce more food. S:

I’ll make a kind of fertilizer to give rice enough nutrition and let them grow quickly and have high product. But first without pollution to our environment. T: A great idea! Your idea is just the same with Dr Yuan Longping. Do you know Yuan Longping? S: I heard that he is an expert on agriculture. T: Yeah, today we are going to read a passage about him. Let’s see how he helped the world to solve the problem- starvation. Please open your books to Page 9.

Step Ⅳ

Fast Reading The reading material is about an agricultural pioneer named Yuan Longping who worked hard at a new strain of rice. It has proved so successful that his technology

spread into other countries. The purpose of fast reading is to let students find some useful information, and get familiar with the text. So in this step, teacher can design some questions for students, so that they can easily find the answers and finish the reading task. T: Please scan the passage and find out the answers to the questions on the screen. Then I’d like to ask you to answer them.

Show the questions on the screen and give students three minutes to read the text quickly. 1. Why did Yuan Longping want to increase the rice output when he was young? 2. Is Dr Yuan more of a scientist or more of a farmer? Do you think he is a businessman?

3. How would you describe Dr Yuan’s personality? Use three or four adjectives.

4. What do you think is the main reason for his success?

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5. Dr Yuan thinks that a person with too much money has more rather than fewer troubles. Do you agree or disagree? Why?

6. Dr Yuan developed super hybrid rice to help Chinese farmers and hungry people around the world. Can you think of any other major development that would make a great difference to world hunger?

Step ⅤListening and Post-reading At first, let students listen to the tape, and then finish the exercise in Comprehending, we have involved some questions in Exercise 3, so teacher can choose some questions to do. For Ex 1 and 2, teacher can leave some time for students to finish and then check the answers with the whole class.

Step Ⅵ

Summary and Homework T: Today we talked about agriculture. And we also read about Dr Yuan Longping. We have known much about the great scientist. Of course we have learned some words and expressions about farming. Please try to grasp these words and expressions after class. Now please look at the poem on the screen:

Farmers weeding at noon,

Sweat down the field soon.

Who knows food on a tray,

Due to their toiling day? T: Do you know it? Read it and say what does it mean? Ss: Of course. It’s 悯农

written by Li Shen. T: Right. The title is A HARD - WORKING FARMER. This is my gift to you. Please read it together. OK, hope you can remember it when you are having your dinners. Besides, I’d like you to think: even if Dr Yuan’s dreams come true, can this really solve the starvation? Why? This is the homework. Think it over. Next time I’ll ask some of you to give your opinion in the class. Another one is to finish the exercises in Learning about Language. Exercise 1, 2 and 3 are about useful words and expressions.

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Finish them. Next time we’ll check the answers. Ok, class is over. See you next time.

The Second Period

Words and Grammar Teaching goals 教学目标

1. Target language 目标语言

a. 词汇和短语

sunburnt, hunger, expand, circulate, struggle, export, output, satisfied, strain, rid ... of, lead a ... life, would rather, thanks to b. 语法

The -ing form as subject and object. 2. Ability goals 能力目标

Enable Ss to master the usage of the words and expressions above and use the -ing form as subject and object correctly and freely. 3. Learning ability goals 学能目标

Help Ss learn how to use these words and expressions freely to express their ideas and use the -ing form as subject and object as they like. They can also practise actively and attentively so that they reach their goals. Teaching important points 教学重点

The usage of the important words and the -ing form used as subject and object. Teaching difficult points 教具难点

How to use the words and expressions and the -ing form freely. Teaching methods 教学方法

Explaining, discussing and practising. Teaching aids 教具准备

A projector and a computer. Teaching procedures & ways 教学过程与方式

Grammar

一. 动名词做主语的用法

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动名词做主语往往表示经常性、习惯性的动作, 在口语中也可以表示具体的动作。如：

Seeing is believing.

Helping her is my duty.

Talking mends no holes.

空谈无济于事。

Working with you is a pleasure.

和你一起工作是一种乐趣。

动名词做主语和不定式做主语一样，也可以用it作形式主语。如：

It's rather tiring walking around in a city.

不定式做主语往往表示具体的特别是将来的动作。如：

It's no use crying over spilt milk.

覆水难收。

He realized that to go on like this was wrong. 二.

动名词作宾语的用法

1．有些动词或短语动词后常用动名词作宾语。如admit, appreciate, avoid，can't stand（不能忍受）, consider，delay, devote … to, dislike enjoy，escape, excuse, feel like, finish, forgive, get down to, give up,

imagine. insist on, keep (on), look forward to, mention, mind, miss（错过）, pay attention to, practice, put off, stick to, suggest等等。

Doing morning exercises is good for your health.

做早操对你的健康有好处。

Her shoes wants mending.

她的鞋该修理了。

注意: 当

need, want, require, worth后面接doing也可以表示被动。

Your hair wants cutting.

你的头发该理了。

The floor requires washing.

地板需要冲洗。

I have finished writing this book.

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我已经写完这本书了。

2. 在allow, advise, forbid, permit后直接跟动名词作宾语，如果有名词或代词作宾语，则构成“allow／advise／forbid／permit ＋名词／代词＋不定式（宾语补足语）”之形式。如：

We don't allow smoking here．

We don't allow anybody to smoke here．

3. 动词need, require, want意为“需要”时，后跟动名词的主动式或不定式的被动式作宾语，意义没有区别。如：

The window needs／requires／wants cleaning／to be cleaned．

4. 在begin, continue, love, like, hate, prefer, intend, start后用动名词和

用不定式作宾语均可，意义没有多大区别。

5. 动词forget, go on, mean, regret, remember, stop, try, be used to, can't help后跟动名词和跟不定式区别较大，须注意。

forget, regret, remember后跟动名词，动名词表示已经发生的动作；后跟不定式表示将要发生的动作。

The Third Period Extensive Reading Teaching goals 教学目标

1. Target language 目标语言

a. 重点词语

chemical, bacteria, pest, lead to, discovery, nutrition, keep…free from, root b. 重点句型

With these discoveries, some farmer and many customers are beginning to turn to organic farming. Over the past half century, using chemical fertilizers has become very common in farming. 2. Ability goals 能力目标

Enable Ss to master the main idea of the text and know the ways of organizing articles.

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3. Learning ability goals 学能目标

Help Ss learn how to enlarge the words and structures of the same topic. Teaching important and difficult points 教学重难点

1. How to grasp the main idea of the passage. 2. How to grasp the words and phrases and be able to use them freely. Teaching methods 教学方法

Show questions, read fast, find the main ideas, and then read carefully and finish all the tasks. Teaching aids 教学准备

A recorder and a projector. Teaching procedures & ways 教学过程与方法

Step Ⅰ

Greeting and revision

T: Morning, boys and girls! Do you still remember the poem I gave you last time? Ss: Yeah! T: Who’d like to recite it to the whole class? S1: Me. Listen! 心平何劳持戒，行直何用修禅，恩则孝养父母，义则上下相怜。让则尊卑和睦，忍则众恶无喧。若能钻木取火，淤泥定生红莲。

T：Very good! Thank you. I think knowledge is important. But wisdom is more important. If a person only knows how to invent and creat something, but doesn’t think over whether his inventions can bring people the true happiness; or he only does thing for his or his group’s interest. Moreover, sometimes what he made can do harm to society, then he will be the most dangerous person in the world. The poem above is very easy to understand. If you do things as it tells us, you can turn out to be a wise man who will bring the world the happiness.

Well, today we are going to do some reading. Please turn to Page 13. We’ll read this material first.

Step Ⅱ

Reading There are three tasks in this step. First, teacher can ask students to read the articles

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one paragraph by one paragraph. Ask them some questions about these passages. There are three paragraphs in the article. In each passage, there are one or two questions. When students finish these questions, they will find that the structure of the text has turned up. T: Wonderful! Homework check is over. In the last two periods we talked about agriculture. As people’s living condition improves, more and more people are concerned about what they eat. In fact more and more people become worried about the quality of the food they eat. Because more and more farmers use chemical fertilizer instead of natural waste from animals and they use poison to kill insects to protect their plants. So people now all want to eat green food which does no harm to their health. They are more concerned about organic farming. Now let’s read the text and know something about organic farming. Task 1: Questions about the text. Show the questions on the screen:

1. What is the organic farming? 2. What is the advantage of using natural fertilizer? 3. What is the disadvantage of using chemical fertilizers? 4. What’s the main idea of paragraph 3? 5. Why do farmers grow their crops in such ways?

T: Boys and girls, today we’ll read the text one paragraph by one paragraph. Now please read the first paragraph quickly, and find the answer to the first question: what is the organic farming? S1: Organic farming refers to crops growing with natural rather than chemical fertilizers. T: Good. Now read the second paragraph quickly and find the answer to this question: what are the advantage of using natural fertilizer? S2: Make the soil richer in minerals and so more fertile.

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T: anything else? S3: Reduce diseases in crops and help them grow strong and healthy. Besides, keep the air, soil and water as well as the food supply free from chemical.

T: What is the disadvantage of using chemical fertilizers? S4: Let me answer it. There are three disadvantages. Firstly, leaving chemicals in the ground for a long time is not good for the soil or the water supply. Secondly, farmers often grow the same crop year after year. As a result, the soil gets exhausted. Thirdly, chemical fertilizers kill both helpful and harmful bacteria and pests.

Main idea of the passage Chemical fertilizers can cause many problems, so organic farming is becoming

more popular.

Structure of the text I using chemical fertilizers for a long time can hurt the land and also people’s health II Problem caused by chemical fertilizers 1. Damage the land by killing the helpful bacteria and pests as well as the harmful ones 2. Lead to cancer or other illness. 3. Food grown with chemical fertilizers look beautiful, but inside there is usually more water than vitamins and minerals.

Ⅲ

Organic farming is becoming more popular with some farmers and many customers after these discoveries came out.

IV Other methods to keep the soil fertile.

附件1

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Is organic food safe? Yes. Organic food is as safe to consume as any other kind of food. Just as with any kind of produce, consumers should wash before consuming to ensure maximum cleanliness. As cited above, organic produce contains significantly lower levels of pesticide residues than conventional produce. It is a common misconception that organic food could be at greater risk of E. coli contamination because of raw manure application although conventional farmers commonly apply tons of raw manure as well with no regulation whatsoever. Organic standards set strict guidelines on manure use in organic farming: Either it must be first composted, or it must be applied at least 90 days before harvest, which allows ample time for microbial breakdown of any pathogens.

Why does organic cost more? The cost of organic food is higher than that of conventional food because the organic price tag more closely reflects the true cost of growing the food: substituting labor and intensive management for chemicals, the health and environmental costs of which are borne by society. These costs include cleanup of polluted water and remediation of pesticide contamination. Prices for organic foods include costs of growing, harvesting, transportation and storage. In the case of processed foods, processing and packaging costs are also included. Organically produced foods must meet stricter regulations governing all these steps than conventional foods. The intensive management and labor used in organic production are frequently (though not always) more expensive than the chemicals routinely used on conventional farms. There is mounting evidence that if all the indirect costs of conventional food

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production were factored into the price of food, organic foods would cost the same, or, more likely, be cheaper than conventional food.

附件2 INTERNATIONAL COALITION PROPOSES WORLD HUNGER REFORMS

From IVU News 2001 Rome, Italy, May 28 [2002] - An international coalition promoting plant-based solutions to world hunger proposed sweeping reforms to delegates to the Food and Agriculture Organization meeting on world food security in Rome. The purpose of the meeting was to repair a flawed process that was supposed to reduce the number of chronically hungry people in the world by half by the year 2015.

The coalition’s position paper makes several creative points to clear the impasse: A key root cause of world hunger, aside from natural disasters, pests, and wars, has been the insistence first by colonial powers and now by corporate interests on production of cash crops for export, in place of sufficient nutritious, safe, and accessible food for the local population.

International trade can not solve world hunger because it shifts limited agricultural resources to production of cash crops for export, and people who don’t have access to food and other basic necessities of life have nothing to trade.

Westem meat industries, facing public awareness of the health impacts and strict environmental regulations at home, seek to exploit the natural resources, cheap labor, and potential markets of low-income food-deficient nations (LIFDNs).

The definition of food security as the sustainable availability of sufficient amounts of nutritious, safe, and accessible foodstuffs leads inevitably to the choice of plant-based solutions and the avoidance of animal-based solutions.

Affluent nations should act upon their moral obligation to provide the resources necessary to transport and distribute western food surpluses to the world’s hungry people and to help set up sustainable production of sufficient nutritious, safe, and accessible locally grown plant-based foods. They should reduce their own dependence

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on animal-based diets to release foodstuffs for the hungry.

LIFDNs should scrutinize carefully all offers of resources to make sure that these truly meet their needs, rather than those of western corporate interests. They should insist on building up sustainable production of sufficient nutritious, safe, and accessible locally grown plant-based foods.

In addition to distributing the position paper to the delegates, coalition activists also handed out leaflets at the FAO Rome headquarters. Additional actions are planned in connection with the World Food Summit to be held in Rome in November.

Members of the coalition include FARM , a U.S. non-profit organization which has promoted sustainable, humane farming practices since 1976, and two Italian groups, Societa Vegetariana (Milan) and Progetto Vivere Vegan (Florence).

附件3 Hunger: Vegetarian Solutions Now - Vegfam By Freva Dinsha

Vegfam is a charitable organization with the mission to feed the hungry without exploitin animals. It was founded in 1963 in England by Chris and Janet Aldous. Later Ruth and Friedenstern Howard became Trustees.. Frieden and others continue its work today out of the office in Devon, England. (VEGFAM, The Sanctuary, Nr Lydford, Okehampton, Devon EX20 4AL, England) For over 30 years, Vegfam has been working with and influencing major charities around the world, by co-financing projects that do not exploit animals. Vegfam works through indigenous on-the-spot representatives, and works with existing charities to support immediate and long-term food and water-aid projects. In working with existing charities, Vegfam educates these groups about the need for relief efforts that do not feed the hungry at the expense of animals and the environment.

Short-term aid for famine victims includes purchasing grains, legumes, fruits, nuts, and vegetables, and providing water supplies. Long-term aid includes providing seeds for planting, irrigation projects, digging water wells, providing fruit and nut trees,

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providing vegetable plots and/or training people to grow vegetables, and Leaf Concentrate projects. Some of the countries aided by Vegfam are India, Bangladesh, Vietnam, Sudan, Ethiopia, Nigeria/Biafra, Somalia, Syria, Lebanon, Zimbabwe, and many more.

In 1994 help was sent to Angola, Rwanda, and Bosnia. Donations made in 1995 were, in ￡

sterling; (￡1 = about $1.60), and the amounts are small compared to need, to:

MALAWI (Monkey Bay) ￡1,000 to finance running a Fruit Tree Nursery . The project is done in conjunction with Concern Universal and the Wildlife Society of Malawi.

INDIA (Madurai) ￡1,265 for two wells in Karumbalai for poor villagers who would otherwise have to walk afar. ￡1,935 to feed orphans in the orphanage at Chathirpatti. (The orphans are taken in from various disasters in India: flood, earthquake, plague, etc.) Both of these efforts are in support of the work of Pastor Jesudoss.

INDIA (Jaipur) ￡500 for the leaf concentrate child feeding programs run by Find Your Feet,

INDIA (Himalayas Kumaon) ￡500 for a medicinal and culinary herb nursery which will help subsistence farmers earn a living and overcome a food shortage, and preserve the wild-growing herbs that are being excessively harvested.

EL SALVADOR ￡2,500 for growing and drying cowpea leaves to add to children’s snacks to alleviate malnutrition, in cooperation with a local agency, and Find Your Feet.

So far in 1996 donations have been made to:

INDIA, through Pastor Jesudoss: ￡500 to help feed refugees from Sri Lanka, and ￡1,220 to the orphanage.

ZAMBIA: ￡3,000 for a maize grinding mill, donated through the Zambian Society Of Vegetarians.

MEXICO: ￡2,000 for a dried leaf project of FIND YOUR FEET with cooperation of a local agency.

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NIGERIA, and awaiting funding, is a soy flour distribution project to be conducted by the Nigerian Vegetarian Society.

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