Learning about Language教学目标

Book 4 Unit 2 Using Language Chemical or organic farming? 云南师范大学附属中学

姚珑

Teaching Plan By Yao Long Content and material Lesson type Teaching goals Book 4 Unit 2 Using language—Chemical or organic farming? People’s Education Press Reading and writing By the end of the class, students are able to: get familiar with the vocabulary and useful expressions of this unit; analyze the advantages and disadvantages of a given phenomenon;

ask information from partners and express themselves logically and confidently; use transitional words to structure their essays; write a short passage based on the “Problem-Solution” pattern.

1. Transitional words, e.g. however, first, in addition, therefore etc. 2. The structure of the text—“Problem-Solution” pattern. show questions; skim; scan; summarize; compare 40 minutes 55 students, Senior One multimedia aids; blackboard; a pot of succulent plant; pictures Warming-up (group work) Show students a pot of succulent plant（多肉植物）.

Questions: Do you like the plant?

What do we need if we are to grow a plant?

Lead-in (group work) Watch a video about “How to grow a herbal garden indoors”. Let students repeat the things needed and guess the meaning of some unfamiliar words. Show a picture of a pot of a withered plant.

Question: What else do we need to make this plant stronger and healthier? Introduce the key word—fertilizer.

Pre-reading (individual work) Brainstorm What are the functions of chemical fertilizers?

Do they cause any problem?

While-reading (individual work and group work) Skimming Read the text quickly and summarize the main idea of the text. Scanning Listen to tape and find the main idea of each paragraph. Careful-reading

1. Answer detailed questions.

Para.1 Why are chemical fertilizers so popular in farming today?

Para. 2 What problems can be caused by chemical fertilizer?

Para. 3 What is organic farming and what are the focus and purpose of farmers?

Para. 4 What are common methods to keep the soil fertile? 2. Analyze the transitional words and structure of the text. Teaching focus Teaching method Lesson Duration Students Teaching aids Teaching procedure

Structure pattern: Problem—Analysis—Solution

Post-reading (pair work and individual work) Speaking—an interview

Work in pairs. Change parts of the passage into a dialogue. One student acts as a reporter who wants to know more about chemical and organic farming, and the other acts as a local farmer who answers questions. Writing—Introduce two heated topics—Package tour or self-service tour? Economic growth or environmental protection? Instruct students to finish their essays.

Review

Homework

Finish the essay.