俗话说，磨刀不误砍柴工。教师要准备好教案，这是每个教师都不可缺少的。教案可以让学生们能够在上课时充分理解所教内容，帮助教师在教学期间更好的掌握节奏。怎么才能让教案写的更加全面呢？下面的内容是小编为大家整理的Unit19　Modernagriculture，欢迎您阅读和收藏，并分享给身边的朋友！

Unit19　Modernagriculture
Ⅰ.TeachingGoals:
1.Talkaboutmodernagricultureandtheeffectsithasonpeopleslife.
2.Practisegivingadviceandmakingdecisions.
3.Use“It”foremphasis.
4.Readstatisticalgraphs.
5.Writeaplanforavegetablegarden.
Ⅱ.TeachingTime:
Fiveperiods
Ⅲ.BackgroundInformation:
TheFirstPeriod
TeachingAims:
1.Improvethestudentsspeakingabilitybypractisinggivingadviceandmakingdecisions.
2.Enablethestudentstomastertheexpressionsofgivingadviceandmakingdecisions.
3.Getthestudentstolearnmoreaboutagriculture.
TeachingImportantPoints:
1.Howtoexpressoneself,usingwhatislearnedorgiven.
2.Howtoadvisesb.todosomethingandhowtomakedecisions.
TeachingDifficultPoints:
1.Theusageofsomeexpressions.
2.Howtoimprovethestudentslisteningability.
TeachingMethods:
1.Listeningsomematerialstoimprovethestudentslisteningability.
2.Discussiontoletthestudentsexpressthemselvesfreely.
3.Groupworkorpairworktogiveeverystudentachancetoexpressthemselves.
TeachingAids:
1.ataperecorder
2.aprojectorandsomeslides
3.acomputer
TeachingProcedures:
stepⅠ.GreetingsandRevision
T:Goodmorning,everyone.
Ss:Goodmorning,teacher.
T:Sitdown,please.Inthisclass,Illcheckyourhomeworkfirst,WangPing,readyourhomeworktous,…
(TheteacherchecksthestudentshomeworkandhaveadiscussionwiththestudentsaboutthemistakeWangPingmade.Letthestudentshaveaclearunderstandingandcorrectit.)
stepⅡ.Preparationforlisteningandspeaking
T:Today,weregoingtolearnanewunit,Unit19,ModernAgriculture(Teacherwritesthefollowingontheblackboard:Unit19Modernagriculture,theFirstPeriod).First,letslearnthenewwordsofthisperiod.Lookatthescreen:
Newwords:
producen.产量、产物、农产品
effectn.结果、影响、作用
diken.堤坝；排水沟
droughtn.干旱
leadern.领导者　
leadv.领导、带领
canen.细长的茎、藤条
sugar-canen.甘蔗
tobaccon.(烟草)制品；抽烟
localadj.地方的、当地的
(Teacherasksonestudenttoreadthenewwords,thencorrectsthemistakesthestudentmade.)
StepⅢ.Warmingup
T:PleaseturntoPage32.LetsdoWarmingup.(TeachershowsthegraphsonPage32onthescreen.)LookatthetwographsanddiscussthequestionsonPage32.Youcandoitinpairsorgroups.Inafewminutes,Illasksomestudentstotalkaboutthem.(Studentsbegintodiscussthequestions.Andteachergoesandjoinsthem.Afewminuteslater,teachersaysthefollowing.)
T:Areyouready?Whocangiveusatalkaboutthefirsttopic?SA,howarepeopleseatinghabbitschangingovertheyears?
SA:Fromthefirstgraph,wecanseethattheeatinghabitsofthepeopleinourcountryhavechangedgreatly.Before1949,theyhadnotenoughtoeatandoftenwenthungry.Oncenaturaldisastershappened,agreatnumberofpeoplewoulddieofhunger.Beforethereformingandopeningtotheworld,grainwasstillabigproblem.Peoplemainlylivedoncornandfewkindsofvegetables.Sincethe1980s,especiallythe1990s,peopleseatinghabitshavegreatlyimproved.Peoplecaneatwhatevertheywant.Moreandmorepeopleeatlessgrain,moremeatandeggsandsoon.Moreandmorepeopleturntheireyestomeat,eggs,milkandallkindsofgreenvegetables.
T:Whydoyouthinkthishappens,SB?
SB:ItisallbecauseofthePartysgoodpolicies.
T:Verygood.Itistrueandeveryonecanseethat.Howhasagriculturalproducechangedduringthefirsthalfofthe1990s?Andwhatdoyouthinkcausedthesechanges?
SC:Fromthefirsthalfofthe1990s,scientistsstartedtodevelopnewtechniquestoincreaseagriculturalproductionwithoutcausingdamagetotheenvironment.Especiallythenewtechnique,“GM”,hasmadeagriculturalproductionincreasecontinuously.Scientistsdevelopnewkindsofseeds,bettercows,pigs,sheepaswellasfish.Itisthenewtechniquesthatmakeallthispossible.
T:Doyouagreewithhim,SD?
SD:Yes,Ido.AndIwanttogiveananswertothethreequestion.
T:Good,pleasesaythat.
SD:Withthechangesinpeopleseatinghabits,agricultureaswellasnaturewillhavetochange,too.Peopleareeatingmoremeatandmilk.Thatistosay,theyneedmorefish,pigs,sheepandcattleaswellaspoultry.Tofeedtheseanimals,weneedmoregrain,especiallymoregrass.Toprotectourenvironment,thewaystoraiseanimalshavechanged.Withthedevelopmentofmodernscienceandtechniques,someofthefieldsarenotneededtoproducemorefood.Wecangrowgrass,flowersetc.onthem.Lessfarmersareneededandtheycandootherkindsofwork.
StepⅣ.Listening
T:Somuchforthediscussion.Nextwelldolistening.Thepassageyoulllistentoisaboutfarming.Ittellsusaboutfarmingofallcountriesinearlytimesandprotectionofnatureandenvironment.Listentothetapecarefullyanddotheexercisesconcerned.Now,readtherequirements,please.(Studentsreadtherequirements.)Nowdoyouknowwhatyoullhavetodoafterlisteningtothepassage?(Ss:Yes.)Duringlistening,Illplaythetapethreetimes.Afterlisteningforthefirsttime,youcanleaveovertheonesyouarenotsureabout.YoucandothemwhenIplaythetapeforthesecondorthethirdtime.Checkyouranswerswithyourpartnerafterlistening.Areyouclear?(Ss:Yes.)(Atlast,teachershowstheanswersonthescreen.)
StepⅤ.Speaking
T:Nowletsdospeaking.Thispartsaysthatagroupoffarmersinyourareahavebeengivenalargepieceofland.Thevillagerstogetherwiththevillageleaderhavetodecidehowtousetheland.Workingroupsoffivestudents.Eachgroupmemberwillplayoneoftheroles.Preparerolecards,discusstheproblemandtrytomakeadecision.Beforediscussion,whocangiveussomeusefulexpressionsaboutgivingadviceandmakingdecisions?
Givingadvice:
SE:Myadvicewouldbe….Iadviseyoutodo….
SF:Ithinkyououghtto….You.dbetter….
SG:IfIwereyou,Iwould….
Iwouldadviseyou.
SH:Idontthinkyououghtto….
Makingadecision:
SI:Inmyopinion,weshould…
Ithink/believeyoushould…
SJ:Idontthinkitisnecessarytodosth.….Wemustdecide….
SK:Ihopewecanmakeadecision.
(TeacherwritesalltheexpressionsaboveontheBb.)
T:Nowletshaveadiscussion,usingtheexpressionsontheblackboardlater,Illasksomestudentstoactitout.
Samplediaolgue:
Sa—villagerA;Sb—villagerB;
Sc—villagerC;Sd—villagerD
Se—thevillageleader
Se:Asweallknow,wearegivenalargepieceofland.Ivegotallofusheretohaveadiscussionanddecidehowtousetheland.Pleasegiveusyouradvice.
Sa:Iadviseweshouldgrowcornonthispieceofland.Itslargeandflatandmachinescangoupanddownit,sowecanspendlesstimeandgetmorecorn.Alotofmoneycanbemadeaftersellingthecorn.
Sb:Ithinkweoughttobuildafarmthereandraisepigsorcowswiththegrainweharvest.Sowecanmakemoremoney.
Sc:Myadviceisthatweshouldturnitintoagarden,andgrowflowersthere.Thenwecanselltheflowers.Thereisnobodyheresellingflowers.SoIthinkourbusinesswillsurelybegood.Besides,sometimessellinggrainormeatishard,forthepricecouldbetoolow.
Sd:Ithinkwedbetterdesignitlikethis:Webuildabuildingofafewfloors.Ineachfloor,wecanraiseonekindofanimals.Withtheirwastes,wecanraisefishorgrowvegetablesonthetoporinthespacewhichfacesthesun.Wecanalsogrowmushroomsinthedarkplaces.Wecanuseonequarterofittodothisandbuildagardenononequartersothatpeoplecanenjoythemselveshere.Halfoftherestgrowflowerstosellandfortheotherhalfwecangrowgrassonitsothatourenvironmentwillbebetter.
Sa:Thatsagoodidea.Butitwillneedalotofmoneytodothis.Ihopewecanmakeadecisiontoday.
Se:Wemustmakeadecision.MyopinionisthatwedoasSDsaid.Anyotheropinions?
SbandSc:Iagreewithyou.
StepⅥ.SummaryandHomework
T:Inthisclass,wevetalkedabouttwostatisticalgraphsandlistenedtoapassage.Wehavealsotalkedabouthowtousealargepieceofland,usingsomeexpressionsofgivingadviceandmakingdeicisions.Theseexpressionsare:“…”(Pointingtotheblackboard.)Afterclass,chooseasubjectasyoulikewithyourpratnerandhaveadiscussion,usingtheexpressionsontheblackboard.Thatsallfortoday.Classisover.
StepⅦ.TheDesignoftheWritingontheBlackboard
Unit19　Modernagriculture
TheFirstPeriod
Givingadvice:Myadvicewouldbe….
Iadviseyoutodo….
Ithinkyououghtto….
Youdbetter….
IfIwereyou,Iwould….
Iwouldadviseyou….
Idontthinkyououghtto….
Makeadecision:Inmyopinion,weshould….
Ithink/believeweshould….
Idontthinkitisnecessarytodosth.
Wemustdecide….
Ihopewecanmakeadecision.
StepⅧ.RecordafterTeaching
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TheSecondPeriod
TeachingAims:
1.Enablethestudentstolearnsomethingaboutmodernagriculturefromthetext.
2.Enablethestudenttomasterthenewwordsandexpressionsinthetext.
3.Getthestudentstohavetheabilitytograspthegeneralideaofanpassageasfastaspossible.
TeachingImportantPoints:
1.Howtoimprovethestudentsreadingability.
2.Howtogetthestudentstomasterthenewwordsandexpressionsofthetext.
TeachingDifficultPoint:
Howtoimprovethestudentsreadingandwritingability.
TeachingMethods:
1.Discussiontoraisethestudentsinterestinagriculture.
2.Ask-and-answermethodtohelpthestudentsunderstandthetextbetter.
3.Freetalktoimprovethestudentsspeakingability.
TeachingAids:
1.ataperecorder
2.aprojectorandsomeslides
3.acomputerformultimediause
TeachingProcedures:
stepⅠ.GreetingsandRevision
Greetthewholeclassasusual
T:Attheendofthelastperiod,Iaskedeveryoneofustojoininadiscussion.NowIllaskagrouptorepeatthediscussion.Whowillactitoutforus?WangHong,actitforuswithyourgroup,willyou?
Wang:Yes.…
(Teacheraskstwogroupstorepeattheirdiscussionbeforetheclass.)
stepⅡ.PreparationforReading
T:Somuchforrevision.PleaseturntoPage113.Letslearnthenewwordsandexpressionstogether.LiMing,readthenewwordsandexpressionsofthisperiod,please.Beginwiththeword“arable”andendwiththeword“soil”.
(Teacherandthestudentslearnthenewwordsandexpressionstogether.Teachercorrectsstudentsmistakesinpronunciationandgivessimpleexplanationsofsomewordsifnecessary.)
T:Arethereanystudentscomingfromthecountrysideinourclass?
Ss:Yes.Alotofusstudentsarefrompeasantfamily.
T:Haveyoueverworkedinthefields,WangFei?
Wang:Yes.Ioftenworkinthefieldwithmyparents.Icandoalotoffarmwork.
T:Haveyoueverheardofanythingaboutfarminginthepast?
Ss:Yes,Ihave.
T:NowturntoPage34.Letsdopre-reading.Discussthequestions.Groupwork.Writeyouranswersonapieceofpaper.
(Afterafewminutes.)
T:Areyouready?(Ss:Yes.)Whowouldtellussomethingabouttraditionalandmodernfarming?
SA:Inthepast,farmersgrowcropsinthetraditionalway:Usecattletoploughthefield;farmersworkinthefieldmostofthedayallyearround,buttheycouldnotproduceenoughfoodforthewholepopulation.Nowtheygrowcropsinthemodernway.Theyusemoderntechniquesintheirfields,suchaschemicalfertilizers,greenhousesandsoon.
T:Whowouldanswerthesecondquestion?
SB:Illtry.Theadvantagesare:chemicalfertilizers,electronicpumpsandotheradvancedtechnologyareused.Farmerscanspendlesstimeonfarmsandmuchmoregrainisproduced.Thedisadvantagesare:theair,thewaterandthesoilroundusaremoreorlesspolluted.
Sc:Illsaysomethingaboutotherchangesthathavetakenplaceonfarmsinthelast100years.Inthepast,wedependedonheavenandwecoulddolittlewhennaturaldisastershappened.Now,wecandoartificialrainfall.GMmakesbetterseedspossible.Inthesamefields,betterseedscangiveusmuchmoregrain.Besides,allkindsofscientificwaysoffarmingareusedinfarming.Farmersinourcountryarebecomingricherandricherdaybyday.
T:Verygood.
StepⅢ.FastReading
T:Nowreadthetextfastandthenanswerthequestionsonthescreen.
1.Whenwasmoreadvancedtechnicalinformationwasbroughtinfromabroad?
2.Whatisimportantforfutureagriculture?
Whatshouldfutureagriculturedependon?
3.Whatdoes“which”refertointhelasttwolines?
(Afterafewminutes.)
T:Areyouready?
Ss:Yes.
T:Pleasegiveustheanswerstothequestions.
SD:Inthe1980s,moreadvancedtechnicalinformationwasbroughtinfromabroad.
SE:Bothfoodproductionandtakingcareoftheenvironmentareimportant.Andfutureagricultureshoulddependonhightechnologyaswellastraditionalmethods.
SF:Ithinktakingcareoftheenvironmentismoreimportant.Becausewehaveonlyoneearth.
Sa:Inthelasttwolines,“which”refersto“goldenrice”.
T:Whatistheothernameof“goldenrice”inthetext?
Sa:GMrice.
StepⅣ.Reading
T:NowreadthetextagainandanswerthequestionsinPostReading.Ifyouarenotsureaboutyouranswers,haveadiscussionwithyourclassmates.
(Afterthestudentsdiscussion)
T:PleaseturntoPage35.Letsanswerthequestions.SH,giveyouranswerstothefirstfivequestions.
SH:Theyare:1.D　2.A　3.C　4.C　5.C
T:Isheright?
Ss:Yes,heisright.
T:NowletsdoPart2.
SI:Iwanttochangeapples.Iwantthemnotonlytogrowbiggerandmoredelicious,butalsoofthesamesize.Becausesomeoftheapplesnowaresmallerandnotdeliciousandtheapplesofthesamesizearepopularinthemarket.
SJ:Iwanttochangefruittrees.Iwantthemtogrowshortersothatthefruitsonthemareeasytopickup.Andtheymustgiveusmorefruitssothatthefarmerscanmakemoremoneyandbecomericher.
T:Thatsagoodidea!Ihavethesameopinionasyou.
SK:Iwanttochangecarrots.Iwantthemtogrowmuchbigger.Becausethecarrotsourvillagersgrowaresmaller.
SL:Iwanttochangethevegetablespeopleusuallyeat.Iwantthemtobebetterforpeopleshealth.Sotheywillspendlessmoneyonmedicine.
SM:Iwanttochangecows.Iwantthemtohavemorebabies.Sotheywillnotbeexpensivetobuy.Ifso,morefarmerscanbuythemandbecomerich.
SN:Iwanttochangefruittrees.Iwanttoplantthetreesgrowinginthesouth.Sowewillhavemorekindsoffruitsthaneverbefore.
T:Youvedonewell.Afterclass,continuetothinkaboutmoregoodideas.NowIllexplainsomeexpressionsandlanguagepointsofthetexttoyou.Pleaselookatthescreen.
modernizev.tomake(sth.)suitableformodernuseorfortheneedsofthepresenttime.
e.g.Hespentalotofmoneymodernizinghishouse.
dependon:Healthdependsongoodfood,freshairandenoughsleep.
shortof:Hedidntbuyanythingbecausehewasshortofmoney.
controlv.havepowerover(sb.orsth.),rule,direct
Themachineiscontrolledbythisbutton.
controlonesanger
standfor:USAstandsfortheUnitedStatesofAmerica.
modify:tochange(sth,suchasaplan,anopinion,acondition,…)
Tomodifyanythingistochangeitalittle.
T:(Afterexplainingthewordsandexpressionsonthescreen.)Nowreadthetextandseeifyoustillhavesomethingyoufinddifficulttounderstand.
(Teachergoesamongthestudentstoexplainanyquestionsraisedbythestudents.)
StepⅤ.ListeningandReadingAloud
T:Letslistentothetape.Illplayittwice.ThefirsttimeIplayit,justlisten.WhenIplayforthesecondtime,youcanreadthetextafterit.ThenpleasereadthetextaloudafterIplaythetape.
(Whilethestudentsreadthetext,teachergoesamongthestudentsandcorrectsanymistakesthestudentsmakeinpronunciationandintonation.)
StepⅥ.SummaryandHomework
T:Inthisclass,wevelearntthetext“Modernagriculture”.Ittellsusaboutagricultureofourcountry,forexample,itspastandpresent,especiallyitsfuture.Haveyouhadaclearunderstandingaboutfutureagriculture?Fromnowon,weshouldstudyhardandbereadytomakegreatercontributionstoouragricultureandfarmers.Afterclass,pleasereadthetextagainandmastertheusagesofthenewwordsandexpressionsofthetext,especiallythefollowing:modernize….Youcanmakesentenceswiththeminpairsorgroups.Thatsallfortoday.Classisover.
StepⅦ.TheDesignoftheWritingontheBlackboard
Unit19　Modernagriculture
TheSecondPeriod
Newwords:
modernize,control,modify.
Usefulexpressions:
dependon:Healthdependsongoodfood,freshairandenoughsheep.
shortof:Hedidntbuyanythingbecausehewasshortofmoney.
standfor:USAstandsfortheUnitedStatesofAmerica.
StepⅧ.RecordafterTeaching
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TheThirdPeriod
TeachingAims:
1.Getthestudentstomasterthestructure:
Itis…that….
2.Getthestudentstoobtainsomeknowledgeaboutwordformationsothattheycanenlargetheirvocabulary.
TeachingImportantPoints:
1.Theusageofthestructure:Itis…that…
2.Thebasicrulesofwordformation.
TeachingDifficultPoint:
Howtousethesentencepattern:“Itis…that…”whenweemphasizethenounswhichmeanplacesortime.
TeachingMethods:
1.Pairworkorgroupworktogeteverystudenttobecomeactive.
2.Drillsingrammartogetthestudentstohaveaclearconcept.
3.Repetitiontomakethestudentmasterwhattheylearn.
TeachingAids:
1.ataperecorder.
2.aprojectorandsomeslides.
3.acomputerformultimediause.
TeachingProcedures:
stepⅠ.GreetingsandRevision
(Greetthewholeclassasusual.Thenteacheraskssomestudentstoreadthetextaloud.)
T:Nowlookatthescreen,please.Matchthewordsontheleftwiththeirmeaningsontheright.Pairwork.Writeyouransweronapieceofpaper.Laterwellchecktheanswers.
1.drought　A.(ofland)suitableorusedforgrowingcrops
2.arableB.hangupon,bedependentof
3.fertilizationC.alongperiodofdryweather,whenthereisnotenoughwater
4.dependon　D.nothavingenough
5.shortage　E.puttingfertilizeronland
6.shortof　F.use;putinuse;takeadvantageof
7.irrigation　G.aconditionofhavinglessthanneeded
8.makeuseof　H.supplyingwatertodrylandbyman-madestreams
9.delegationI.agroupofpersonsactingforoneormoreothers
(Afewminuteslater.)
T:Areyouready?
Ss:Yes.
T:Illshowtheanswersonthescreen.Pleasecheckyouranswerswiththem.
Suggestedanswers:
1.C　2.A　3.E　4.B　5.G　6.D7.H8.F　9.I
stepⅡ.WordStudy
T:LetsgoontodoLanguagestudy.Firstwelldothefirstpart:Wordstudy.Asweallknow,wordformationisausefultoolinlearningEnglish.Itcanhelpusenlargeourvocabulary.Wecangetanounbyaddingsomesufixestoaverb,forexample,form→formation,Generallyaverb+-tion=anoun.Butthereissomethingyoushouldpayspecialattentionto.Nowletsdothefollowingexercise.Writethenounformofthegivenverbsandtheverbformofthegivennouns.Ifyouarenotsureaboutthem,pleaseturntoadictionary.Thenmakesentenceswitheachword.Ifyouhaveanythingyoudontunderstand,haveadiscussionwithyourclassmates.
(Teachergoesamongthestudentsandhelpthemtodotheexercise.)
T:Haveyoufinished?(Ss:Yes.)Letschecktheanswers.SA.Writeyouranswersontheblackboard,please.
Answers
VerbNoun
irrigateirrigation
modernizemodernization
populatepopulation
produceproduction
fertilize/fertilisefertilization
informinformation
protectprotection
modifymodification
T:Nowmakesentenceswitheachgroupwords.Onestudent,onegroup.
SB:irrigate:Theyirrigatetheircropswithwaterfromthisriver.
irrigation:Weoftenseeirrigationcanalsontheland.
SC:modernize:Theyhavefailedtomodernizethefactories.
modernization:Wewillrealizethefourmodernizations.
SD:populate:AmericawaspopulatedmostlybyEuropeans.
population:Chinahasapopulationofmorethan1200000000.
SE:produce:Australiaproduceswoolandmeat.
production:Thiscountryisfamousfortheproductionofcars.
SF:fertilize:Ricegrowersfertilizetheirfieldsbyfloodingthemwithwater.
fertilization:Properfertilizationisimportantforfarming.
SG:inform:Heinformedthemofhisarrival.
information:Theinformationmightbefalse.
SH:protect:Itisourdutytoprotectourcountry.
protection:Theprotectionofourcountryisthedutyofusall.
SI:modify:Adjectivesmodifynouns.
modification:Thearticleneedssomemodification.
StepⅢ.Grammar:Theuseof“It”(2)
T:(Teachershowssomesentencesonthescreen.)
Lookatthetwogroupsofsentencesonthescreen:
T:Aresentenceaandbineachgrouphavethesamemeaning?
Ss:Yes.Bothofthetwosentencesineachgrouphavethesamemeaning.
T:Arethereanydifference?Sa,canyoutellme?
Sa:Yes.Sentenceaistheemphaticform,whilesentencebisnormal.AmIright?
T:Yes,youareright.“Itis/was…that…”istheemphaticconstruction.Thisstructurecanbeusedtoemphasizealmostanypartofthesentence(exceptemphasizingtheverb).Besides,ifweemphasizethesubject,“who”(referringtoaperson)ispossibleinsteadof“that”.Ifanobjectisemphasized,“whom”(referringtoaperson)ispossible.Lookatthescreen.Readthissentencesandrewritethem,emphasizingthepartsunderlined,using“Itis/was…that…”.Pleasepreparetheminpairs.
Rewritethesentences:
1.Thechildrenoftenhelpthefatherandmotherdothefarmwork.
2.In1993,atomatowasdevelopedthatwasverydifferentfromanygrownbefore.
3.ThebiggestproblemofChinesefarmersistheshortageofarableland.
4.Theplantsgrowningreenhousesareprotectedfromthewind,rainandinsects.
5.Futureagricultureshoulddependonhightechnologyaswellastraditionalmethods.
(Afterafewminutes.)
T:Areyouready?(Ss:Yes.)Pleasechangethesesentences.Onestudent,onesentence.Whowillbethefirst?
Sb:Illtry.Sentence2:Itisthechildrenwho/thatoftenhelpthefatherandmotherdothefarmwork.
Sc:Iwanttorewritethesecondsentence,butImnotsurewhetherIshoulduse“is”or“was”.
T:Hereyoushoulduse“was”.
Sc:SentenceI:Itwasin1993whenatomatowasdevelopedthatwasverydifferentfromanygrownbefore.
T:Isheright,Sd?
Sd:Yes.
T:Yourebothwrong.Weshouldpayspecialattentionto“that”whenweemphasizetheadverbialoftimeandplace.Inbothsituations,weshoulduse“that”insteadof“when”or“where”.Areyouclearaboutthat?
Ss:Yes.
T:Letsgoonwiththeothersentences.
Se:Sentence3:ItistheshortageofarablelandthatthebiggestproblemofChinesefarmersis.
SF:Sentence4:Itistheplantsgrowningreenhousesthatareprotectedfromthewind,rainandinsects.
SG:Sentence5:Itishightechnologyaswellastraditionalmethodsthatfutureagricultureshoulddependon.
T:Aretheyright?
Ss:Yes,theyareallright.
StepⅣ.Practice
T:NowletsdothesecondpartofGrammar.Rewritethesentences,emphasizingasmanypartsaspossible.FirstlookatExample.Readitcarefullyandthendotheexercise.Youcanhaveadiscussionwithyourclassmatesifyouhaveanyquestions.Afewminuteslater,wellchecktheanswers.
(Whenstudentsfinish,teachershowstheanswersonthescreenandgetthestudentstochecktheiranswers.Thenteacheranswersthequestionsraisedbythestudents.)
Answerstotheexercise:
1.ItwasHerrywho/thatgaveGeorgeanewtieforhisbirthdaylastyear.
ItwasGeorgewhom/thatHerrygaveanewtieforhisbirthdaylastyear.
ItwasanewtiethatHerrygaveGeorgeforhisbirthdaylastyear.
ItwaslastyearthatHerrygaveGeorgeanewtieforhisbirthday.
2.Itwasduringthatperiodoftimethattheymadethreeimportantdiscoveries.
Itwastheywho/thatmadethreeimportantdiscoveriesduringthatperiodoftime.
Itwasthreeimportantdiscoveriesthatduringthatperiodoftimetheymade.
3.ItissomepeopleinSouthAmericawho/thatstillpractisethiskindoffarming.
ItisthiskindoffarmingthatsomepeopleinSouthAmericastillpractise.
StepⅤ.SummaryandHomework
T:Inthisclass,wevedonesomeexercisesaboutWordFormation.Pleaserememberthesewordsontheblackboard(Pointingtotheblackboard).Weshouldalsoremembertheemphaticconstruction:Itis…that(who,whom)…Whatshouldwepayspecialattentionto?Whocantellus?
Sh:1.Theverbcannotbeemphasized.
2.Whenweemphasizetheadverbial,weshouldrememberthatwecanttusewhenorwhere.
T:(Writewhatthestudentsaidontheblackboard.)Thatsright.Afterclass,weshoulddomoreexercisessothatwecanmasterit.Todayshomework:Dotheexercisesconcernedintheworkbook.Thatsall.Classisover.
StepⅥ.TheDesignoftheWritingontheBlackboard.
Unit19　Modernagriculture
TheThirdPeriod
WordFormation:
VerbNoun
irrigateirrigation
modernizemodernization
populatepopulation
produceproduction
fortilize/fertilise　fertilization
informinformation
protectprotection
modifymodification
Theemphaticstructure:
Itis…that(who)…
Notes:
1.Theverbcannotbeemphasized
2.Whenweemphasizetheadverbial,weshouldrememberthatwecantusewhenorwhere.
StepⅦ.RecordafterTeaching
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TheFourthPeriod
TeachingAims:
1.Havethestudentslearnandmasterthenewwordsandexpressionsinthetext.
2.Improvethestudentsreadingabilitybylearningthetext.
3.Getthestudentstoknowsomethingaboutfarming,learnfromJiaSixieanddedicatethemselvestoscience.
TeachingImportantPoints:
1.Howtogetthestudentstomasterthenewwordsandexpressions.
2.Howtoimprovethestudentsreadingandwritingabilities.
TeachingDifficultPoint:
Howtogetaclearideaofanarticleasfastaspossible.
TeachingMethods:
1.Pairworkorgroupworkmakeeverystudenttakepartintheclassactivities.
2.Writingsummarytohelpthestudentsunderstandthemainidea.
3.Ask-and-answermethodtohelpthestudentstograspthemainideafaster.
TeachingAids:
1.arecorder
2.aprojectorandsomeslides
3.acomputerformultimediause
TeachingProcedures:
StepⅠ.GreetingsandRevision
Greetthewholeclassasusual.
Teacherchecksthestudentshomework.
StepⅡ.PreparationforReading
T:Nowletsgooverthenewwordsandexpressionsappearinginthetexttogether.PleaseturntoPage113.…
(Teacherandstudentslearnthenewwordsandexpressionsofthisperiodtogether.Teachergivesbriefexplanationswhennecessary.)
StepⅢ.Fast-reading
T:(ShowthepictureofJiaSixieandhisbook“QiMinYaoShu”.)
Doyouknowtheoldmanandthebook“QiMinYaoShu”?
SA:Yes.HewasJiasixie,agreatscientistofancientChina,livinginNorthernWeiDynasty.Andhewasfamousforthebook.Thebookisaboutthescienceoffarming.
T:Verygood.Nowpleasereadthetextfastandanswerthetwoquestionsonthescreen.Writeyouranswersonapieceofpaper.Illcollectthefirstfivepiecesofanswers.Letsbegin.
(Teachershowsthescreen.)
Answerthefollowingquestions:
1.WherewasJiaSixiebornandwhendidhelive?
2.WhatadvicedidJiaSixiegiveaboutploughingthefield?
(Teachercollectstheanswerswhenthefirstfivestudentshavefinished)
T:(Afterallthestudentsfinish.)Haveyoufinished?
Ss:Yes.
T:SBandSC,giveusthetwoanswers,please.
SB:HewasborninYidu,ShandongProvince.
SC:Hesaidthatwhenyouploughthesoil,ploughdeeplythefirsttimeandlessdeeplythesecondtime,andtheautumnploughingshouldbedeeperthanthespringploughing.
StepⅢ.Reading
T:Quiteright.Nowletsreadthetextagainanddiscussthequestionsonthescreen.Pairworkorgroupwork.
1.WhatadvicedidQiMinYaoShuinclude?
2.Whatshouldyoudofirstasafarmer?
3.Whatmustbedonebeforesowingorplantingcrops?
4.WhydidJiaSixieletsheeporcowswalkontheland?
5.Whatshouldwedoifwewanttoreachthebestharvest?
6.Shouldwheatbeplantedclosetogetherorwithspace?
(Afewminuteslater.)
T:Areyouready?(Ss:Yes.)Whowillgiveusthefirstanswer?
SD:Itincludesthefollowingadvice:growinggreenvegetablesandfruittrees,keepingcows,sheepandfishinlakes.Therearealsoinstructionsformakingwine.
T:Pleasegoonwiththequestions.Vo-lunteers!
SE:2.Firstlyasafarmer,youshouldremembertodothingsattherighttimeoftheyear,Ifso,yourworkwillbelessandtheresultwillbebetter.
SF:3.Beforeyousoworplantcrops,youmustcleanroughgroundandremoveweeds.
SG:4.Becausehewantedtheanimalstodestroytheweedsoreatthem.
T:Dothefarmersgetridofweedsinthiswaynow?
SG:No,theypulluptheweedsordestroythemwithahoe.
T:Yes,theyhoeuptheweedsoruseweedkiller.Pleasegoon.
SH:5.Ifyouwanttoreachthebestharvest,youshouldchangethecropsinyourfields.
T:Whatdoesthatmean?
SH:Forexample,ifyouplantriceinafieldoneyearandwheatinthefieldthenextyear,youwillharvestgoodcrops.Thatistosay,donotplantthesamecropyearafteryearinthesamefield.
SI:6.Wheatshouldbeplantedclosetogetherinsteadofwithspace.BecauseJiaSixiedidexperimentsandshowenthat.
T:Youranswersareright.Thatisbecauseyouhaveafullunderstandingaboutthetext.Thankyou.Next,Illexplainsomelanguagepointstoyou.Pleaselookatthescreen.
Notestothetext:
a.JiaSixiewasanimportantagriculturalpioneeroftheNorthernWeiDynasty(386~534AD).
b.spenthistimeonresearchintoagriculture:Notethepreposition“spendtimeonsomething/doingsomething”andalso“researchintosomething”.
c.goagainstnature=dothingsthataretheoppositeofthenaturalway.
d.dothingsatthewrongtimeofyear=dothingsatatimeofyearwhentheweatherconditionsareunsuitable.
e.yearafteryear=everyyear
f.Growdifferentplantsnexttoeachotherinsamefield:“nexttoeachother”refersto“differentplants”.
T:(Afterexplainingthelanguagepoints.)Doyouhaveanythingyoudontunderstand?Pleasereadthetextagainandseeifyouhaveany.(Teachergoesamongthestudentsandanswersthequestionsraisedbythestudents.Thenteacherplaysthetapeandletthestudentslistenandfollow.)
StepⅤ.Discussion
T:Thistextiswritteninthreeparagraphsandeachparagraphhasitstopic.Nowreadthetextagainandmakenotesaboutthetopicsonthescreen.Youcandoitinpairsorgroups,thenwellchecktheanswers.
(Teachershowsthescreen.)
FarmingandGardening
1.AboutJiaSixie
(Paragraph1)
2.AboutQiMinYaoShu
(Paragraph2)
3.AboutJiaSixiesadvice
(Paragraph3)
T:(Afterafewminutes.)Haveyoufi-nished?NowIllshowtheanswersonthescreen.Pleasecheckyouranswerswiththem.
FarmingandGardening
1.AboutJiaSixie
2.AboutQiMinYaoShu(aboutfarmingandgardening)
T:NowletsdothesecondexerciseonPage37.Readtheinstructionsandwriteitonapieceofpaper.Youcanhaveadiscussionwithyourclassmatesifyouarenotsureaboutit.
Possibleversion:
November:ItsinNovemberthatwehavetoploughthelandforthefirsttime.Theploughinghastobedonedeeply.
March:ItsinMarchthatweshouldremovetheweedandploughthelandforthesecondtime.Theploughinghastobedonelessdeeply.Thenwecleantheroughground.
April:ItsinAprilthatweshouldsowtheseeds.Weshouldremembertogrowdifferentplantsnexttoeachother.
May~September:Itisinthistimethatweshouldwatertheplants,putfertilizeronthesoilandremoveweedsregularly.
July~October:Itisinthistimethatweshouldharvestthem.
StepⅥ.Checkpoint
T:PleaseturntoPage38.Letsgoovercheckpointofthisunit.Readtheexamplesoftheuseof“It”foremphasisandfindusefulexpressionsfromthisunit.Thenmakesentenceswiththem.Youcanturntoyourdictionaryifne-cessary.
Samplesentences:
suchas:Astudentsuchashewillsurelysucceed.
makeuseof:OnyourtriptoMexicoyouwillbeabletomakegooduseofyourknowledgeofFrench.
as…aspossible:Beaskindtoheraspossible.
bringin:Hisworkbroughthimin$50000ayear.
dependon:Idependonyoutodoit.
shortageof:Shortageofskilledworkersisourmaindifficulty.
standfor:Ourflagstandsforourcountry.
inotherwords:Hebecame,inotherwords,agreathero.
avarietyof:Thisshophasavarietyoftoys.
beusefulfor:ThisbookisusefulforEnglishstudy.
spendtimeon:Everyspareminutehegetsisspentonthecar.
goagainst:Theyaregoingagainstourwishes.
yearafteryear:Wehavebeentothatplaceforaholidayyearafteryear.
nexeto:ThemannexttoBillwastalkingtohiminSpanish.
StepⅦ.SummaryandHomework
T:Inthisclass,wevelearnedatext.ItsaboutFarmingandGardeningandithasthreeparagraphs,describingabout…(Writeontheblackboard.)Wevelearnedsomeusefulexpressionsinthisunit,suchas“Suchas,makeuseof…”(Writeontheblackboard.)Afterclass,readthetextandsaythesentencesyoumakeingroups.Thatsallforthisclass.Goodbye!
StepⅧ.TheDesignoftheWritingontheBlackboard
Unit19　Modernagriculture
TheFourthPeriod
FarmingandGardening
Usefulexpressions:
suchas　makeuseof　as…aspossible　bringin　dependon　shortageof　standfor　inotherwords　avarietyof　beusefulfor　spendtimeon　goagainst　yearafteryear　nextto
StepⅨ.RecordafterTeaching
____________________________________
____________________________________
____________________________________
____________________________________

TheFifthPeriod
Theuseofit
TeachingAims:
1.Reviewthedifferentusagesof“it”.
2.Getthestudentstoremembersomeusefulsentencepatterns.
3.Getthestudentstodomoreexercisessothattheycanmasterthegrammaritem.
TeachingImportantPoints:
Masterthedifferentusesof“it”,esp,theemphaticuseandtheuseasapreparatorysubjectorapreparatoryobject.
TeachingDifficultPoint:
Howtomasteranduse“it”correctly.
TeachingMethods:
1.Reviewmethodtorevisethecommonuseof“it”.
2.Inductivemethodtogothroughsomesentencepatternswith“it”.
3.Practicetoconsolidatetheuseof“it”.
TeachingAids:
1.aprojectorandsomeslides
2.acomputerformultimediause
TeachingProcedures:
stepⅠ.GreetingsandRevision
(Teachergreetsthewholeclassasusualandshowsthescreen.)
T:Sofarwevelearnedseveralusesof“it”.Nowpleaselookatthescreen.Discussthesentenceswithyourpartnerandtellwhattheword“it”ineachsentencereferstoanditsfunction.WriteyouranswersonapieceofpaperandlaterIllasksomestudentstosaytheanswers.
Discussthefollowingsentencesandtellthefunctionof“it”.
1.Itsdifficulttorememberalltheirnames.
2.Itsveryquietinthecafe.
3.Itrainedforthreedays.
4.Hemadeitclearthathedidntwanttospeaktome.
5.Itwasniceseeingyou.
6.ItwasonTuesdaythatMrs.Smithcame.
7.Itsthreemilesfromheretothenearestgarage.
8.Atallmanstoodupandshookhands.ItwascaptainLawrie.
9.Ihearyouboughtanewbike.Canyoushowittome?
10.Itwasfiveoclockwhenwegotbackhomeyesterday.
11.Itwasdirtyandwetbelowtheshipwheretheslaveswerekept.
12.Itwasonthiscoastthatlotsofhispeopledisappeared.
13.Itwasmostlikelythatonethirdofthemhadlosttheirlives.
(Afterafewminutes.)
T:Areyouready?
Ss:Yes.
T:Whowillgiveustheanswers?Onestudent,onesentence.Volunteers?
SA:“It”isusedasaformalsubjectinthefirstsentence.Itsrealsubjectistheinfinitive“torememberalltheirnames.”
SB：2.“It”referstopresentsituation.
SC:3.“It”refersto“weather”.
SD:4.“It”isusedasaformalobject.
SE:5.“It”isusedasaformalsubject.
SF:6.Thissentenceisanemphaticstructure,emphasizingtheadverbialoftime.
SG:7.“It”isusedhereasanimpersonalpronoun,referringtodistance.
SH:8.“It”hereisusedtopointoutdefinitelyaperson.
SI:9.“It”hereisappliedtoanewbike.
SJ:10.“It”referstotime.
SK:11.“It”isusedasthesubject,expressingstateofthingsingeneral.
SL:12.Thissentenceisalsoanemphaticconstruction,emphasizingadverbialofplace“onthiscoast”.
SM:13.Theword“it”hereisusedasaformalsubject.
T:Quiteright.Asweallknow,theword“it”canbeusedasapersonalpronoun.Inthiscase,“it”isnotgenerallyappliedtoaperson,buttoathingorananimaljustmentioned,suchas“Sentence9”.Secondly,“it”isusedasasubjectinexpressionsoftime,weather,distance,etc,suchas,inSentence2,3,7,10,11.Thirdly,“it”canbeusedasaformalsubjectorobject.(Therealsubjectisaninfinitiveorgerundialphraseoraclause.)Suchas,insentences1,4,5,13.Fourthly,inSentence8,“it”pointstoapersonandiscalledtheDemonstrativeit.Itcanalsobeusedintheemphaticstructure,suchasinsentence6,12.
StepⅡ.Practice
T:Fromtheexercisewevedonejustnow,wecanseethatyouareallfamiliarwiththecommonuseof“it”.Next,letsseesomeimportantsentencepatterns.Now,Illgiveyouanexerciseonthescreen.(Showthescreen.)Pairworkorgroupwork.Someofthepatternsareperhapsnotfamiliartoyou.Ifso,lookattheanswerssomeminuteslaterandrememberthem.
Completethesentences,payingattentiontothestructuresofthemandtheuseof“it”.
1.__________(据报道)thatdozensofchildrendiedintheaccident.
2.__________(真遗憾)thathecantswimathisage.
3.__________(很可能)thattheywillbeatustonight.
4.__________(看来)thatheenjoyspopsongsverymuch.
5.__________(还是一个问题)whenweshallhaveoursportsmeet.
6.__________(还不确定)whetherhecanattendthisconferenceornot.
7.__________(不要紧，没关系)whetherwegotogetherorseparetely.
8.Itisuptoyou__________(决定是否接受这项工作).
9.Itisimportant__________(我们学英语).
10.Itiskind__________(你帮助我).
11.Ittookmefivedays__________(解决这问题).
12.Itsnouse__________(与她争论).
(Someminuteslater,teachershowstheanswersonthescreentoletthestudentscheck.)
Suggestedanswers:
1.Itwasreported…
Itbe+p.pknown,thought,told,believed,hoped…)thatclause.
2.Itsapity…
It+be+n.(anhonour,agoodthing,afact,asurprise…)+thatclause.
3.Itislikely…
Itbe+adj.(wonderful,ture,important,surprising,clear,…)+thatclause
4.Itseems
Itseem/appear/happen+thatclause.
5.Itisstillaquestion…
Itbe+n.+whether/when/whereclause
6.Itisuncertain…
Itbe+adj.(notdecided,uncertain)+whether/when/howclause
7.Itdoesntmatter…
Itdoesntmatter(Itsnowonder.Itdoesntmaketoomuchdifference…)+wh-/howclasue
8.todecidewhethertotakethejobornot
Itsuptosb.todosth.
9.forustolearnEnglish
Itbe+adj.(difficult,easy,hard,important)forsb.todosth.
10.ofyoutohelpme
Itbe+adj.(kind,nice,brave,clever,stupid…)+ofsb.todosth.
11.tosolvetheproblem
Ittooksb.+time+todosth.
12.arguingwithher
Itsnouse/nogood/uselessdoingsth.
StepⅢ.Practice
T:(Teachershowsthescreen.)Therearesomeotherusefulsentencepatternsforyou.Pleasedotheexerciseonthescreen.Haveadiscussionwithyourclassmates.
Completethesentences:
1.__________(已经有三年了)sincehisfatherpassedaway.
2.__________(不久)thepolicearrived.
3.__________(已经八点了)whenwegothome.
4.__________(该……)shewrotealettertoherboyfriend.
5.__________(这是第一次)theseEuropeanshavevisitedtheGreatWall.
6.__________(我们该……)togotoschool.
T:(Someminuteslater.)Haveyoufi-nishedit?Nowlookatthescreen.(Teachershowsthescreen.)Pleaserememberthesesentencepatterns.
Suggestedanswers:
1.Itis/hasbeenthreeyears
2.Itwasnotlongbefore
3.Itwasalready8oclock
4.Itishightimethat
5.Itisthefirsttimethat
6.Itistimeforus
Usefulsentencepatterns:
1.Itbe+aperiodoftime+since-clause.
2.Itbe+aperiodoftime+before-clause.
3.Itbe+adefinitetime+when-clause.
4.Itbe(high)time+that-clause.
5.Itbe+thefirst(second,third)time+that-clause.
6.Itbe+timeforsb.todosth.
StepⅣ.Test
T:Nowletshaveaquiz.Pleaselookatthescreenanddotheexerciseonit.
Choosetherightanswers:
1.Does__________matterifhecantfinishthejobontime?
A.thisB.that
C.heD.it
2.Itwasnot__________shetookoffherdarkglasses__________Irealizedshewasafamousfilmstar.
A.when;thatB.until;that
C.until;whenD.when;then
3.Tomsmotherkepttellinghimthatheshouldworkharder,but__________didnthelp.
A.heB.which
C.sheD.it
4.__________isafactthatEnglishisbeingacceptedasaninternationallanguage.
A.ThereB.This
C.ThatD.It
5.Itwasabout600yearsago__________thefirstclockwithafaceandanhourhandwasmade.
A.thatB.until
C.beforeD.when
6.Was__________thatIsawlastnightattheconcert?
A.ityouB.notyou
C.yourD.thatyourself
7.__________wasin1979__________Igraduatedfromtheuniversity.
A.that;thatB.It;that
C.That;whenD.It;when
Suggestedanswers:
1.D　2.B　3.D　4.D　5.A　6.A　7.B
StepⅤ.SummaryandHomework
T:Inthisclass,wevegoneovertheuseof“it”.Canyourememberit?Letsrecallittogether.“It”canbeusedasapersonalpronoun…(TheDesignoftheWritingontheBlackboard.)Therearesomeusefulsentencepatterns.Theyare….Afterclass,makesentenceswiththem.Nextclass,Illcallsomestudentstosaytheirsentencestous.Thatsallfortoday.Classisover.
StepⅥ.TheDesignoftheWritingontheBlackboard
Grammar:TheUseof“it”
TheFifthPeriod
1.ThePersonal“It”:appliedtoathingorananimalmentioned
2.TheImpersonal“It”:referringtotime,weather,distance,thestateofthingsingeneral
3.TheDemonstrative“It”:pointingtoapersonorathingorthethingspokenof;
4.TheExpletive“It”:A:aformalsubjectoraformalobject;
B:theEmphatic“It”:Itis…that(who)…
Someusefulsentencepatterns:
Itisreportedthat…:
Itis/hasbeenthreeyearssince…
Itisapitythat…:
Itisnotlongbefore
……
StepⅦ.RecordafterTeaching
_____________________________________
_____________________________________
______________________________

相关阅读

SBIBUnit19Modernagriculture复习教案

SBIBUnit19Modernagriculture
现代农业
素材新挖掘
考点1.guiden.向导；有指导意义的事物vt.指导；管理；领带
Jiasixie’sbookisapracticalguidetofarming.
Ishallbemuchpleasedtobeyourguide.
我很乐意当你的向导。
guidevt.带路
guidevt.影响
guiden.向导；导游
(1)Thegovernmentwill_______(引导)thecountrythrough
thedifficultiesahead.
(2)Inearliertimessailorswere________(引路)bythestars.
(3)Youneeda_______(导游)toshowyouthecity.
(4)He_______(引路)usthroughthebusystreetstoourhotel.
(5)We________________(找到了一名向导)whoknewthe
mountainswell.
(6)向导带领我们到河边。(写作小练笔：主谓宾；lead)
_____________________________
guide
guided
guide
guided
foundaguide
Theguideledustotheriver.
考点2.conditionn.条件；状况
Theconditionofthesoilisalsoveryimportant.
Speedcausedtheincidentinsteadoftheconditionoftheroad.
造成事故的是车速，而不是状况不佳的道路。
conditionn.状况；状态：条件
conditions情况；环境
inagood/badcondition状况良好/不好
outofcondition健康不佳
onconditionthat(句子)如果
onnocondition决不
(1)Theweather__________(情况)wereveryfavourablefor
theexpedition.
(2)Ineedtogetmoreexercise.I’mreally________________
(身体太差).
(2)Shewilljoinusonone__________(如果)thatwedivideall
theprofitsequally.
conditions
outofcondition
condition
(4)Youmustonnoconditiontellhimwhathashappened.(英译汉)
____________________________________
(5)这所房子条件良好。(写作小练笔：主系表；house)
____________________________________
(6)Abilityisoneofthe________ofsuccessinlife.
A.situationsB.advantagesC.expressionsD.conditions
D。conditions“条件”。
考点3.removevt.移动；搬开
Beforesowingorplantingcrops,youmustcleanroughgroundandremoveweeds.
Heremovedthemudfromhisshoes.
他去掉鞋上的泥。
removevt.拿走；移动
removevi.搬家
removevt.开除；解雇；撤职
(1)Yesterdaymyhusband___________(拆掉)thegateandourdog
Rexgotsoannoyedthatwehavenotseenhimsince.
你决不能告诉他发生了什么事。
Thehouseisinagoodcondition.
removed
(2)Hisaction_________(打消了)ourdoubts.
(3)Please___________(脱掉)yourshoesbeforeenteringthetemple.
(4)Theoldcoupleremovedfromthecitytothecountrysideafter
theyretired.(替换)_____________
(5)那位官员必须免职。(写作小练笔：主谓(被动)；officer)
_______________________________
考点4.dependon依靠；依赖；取决于
Futureagricultureshoulddependonhightechnologyaswellastraditionalmethods.
Wedependonfoodtokeepusliving.
我们靠食物生存。
dependon=relyon依靠；信任
dependentadj.依赖的
dependencen.依赖
itdepends看情况而定
removed
remove
moved
Thatofficermustberemoved.
(1)CanI___________(信任)you?
(2)Thatall___________(依靠)yourefforts.
(3)Shesawomanwhocanbe______________(依靠).
(4)Sometimeswearebusyandsometimeswearenotsobusy,
____________(得看情况).
(5)我依靠地图，但地图却错了。
(写作小练笔：主谓+介词；map,wrong)
___________________________________________
考点5.bringin/into带入；引进；获利；赚
Moreadvancedtechnicalinformationwasbroughtinfromabroadinthe1980s.
Teawasbroughtin,butnoonetouchedit.
茶端了来，但谁也不喝。

高二英语下册Unit19单词表汇总

高二英语下册Unit19单词表汇总

UNIT19

merchantn.商人

Venicen.威尼斯（意大利城市）

Hamlet哈姆雷特（男子名）

Romeo罗密欧（男子名）

Juliet朱丽叶（女子名）

Troilus特洛伊罗斯（男子名）

Cressida克雷西达（女子名）
uneasyadj.不安的；忧虑的

crownn.王冠；皇冠

denyvt.否认；拒绝给予

Bassanio巴萨尼奥（男子名）

Antonio安东尼奥（男子名）

Portia鲍西娅（女子名）

Shylock夏洛克（男子名）

payback偿还；报答

duken.公爵

masterpiecen.杰作；最佳作品

mercyn.怜悯；仁慈

havemercyon对……表示怜悯

revengen.复仇；报复

enemyn.敌人

goabout开始做；着手于

asfarasIknow就我所知

reasonableadj.合乎情理的；讲理的

weaknessn.；软弱；弱点

judgementn.判决；判断

ducatn.古时候在欧洲通用的金币

gentlemann.绅士

greetingn.招呼；问候

envyvt.n.妒忌；羡慕

troublesomeadj.令人烦恼的；讨厌的

accusevt.指控；指责

faten.命运

consequencen.结果；后果；影响

fortunen.运气；机会；大笔的钱

mercifuladj.仁慈的；宽大的

bargainn.协议；交易；廉价货vi.讨价还价；谈判

blessvt.(blest,blest)祝福；保佑

legaladj.法律的；法定的

tearup撕毁；取消（合同等）

deedn.行动；所做之事

surgeonn.外科医生

requirementn.需要；规定

declarevt.宣布；宣称

courtn.法庭

　scalen.天平盘；称盘

Bellario贝拉里奥（男子名）

justicen.公正；正义

atthemercyof任由……摆布或控制

thereforeadv.因此；所以

godownononesknees跪下

worthyadj.值得的；应得的；有价值的

kindnessn.仁慈；和气；好意

punishvt.惩罚

punishmentn.惩罚

ordervt.命令；下令

swordn.剑；刀

complexadj.错综复杂的；难解的

tragedyn.悲剧

Unit19Modernagriculture第二课时教案

俗话说，凡事预则立，不预则废。教师要准备好教案，这是老师职责的一部分。教案可以让讲的知识能够轻松被学生吸收，让教师能够快速的解决各种教学问题。那么，你知道教案要怎么写呢？为此，小编从网络上为大家精心整理了《Unit19Modernagriculture第二课时教案》，欢迎大家与身边的朋友分享吧！

Unit19Modernagriculture第二课时教案
I.Teachingaims:
Talkaboutmodernagricultureanditseffectsonpeople’slife
learnhowtogivesomebodyadviceandmakedecisions.
Similardialoguepresentationwithnewwordsandexpressionsusedwithin
II.Teachingaids:taperecorder,pictures,slides
Step1Pre-reading
1.letSslookatthefollowingpictureandfindoutthedifferencebetweenthemodernfarmingandtraditionalfarming----letSsfindouttheadvantagesanddisadvantagesofeachwaysandfillinthetable.
(slideshow)
Raisingchickens
SmallscaleLargescale
…

Horsepower
Animals(buffalo;alsoox)Machines(tractor)
……

Climatecontrol
OpenairGreenhouse
……
2.Groupwork:GetSsworkinpairanddiscussthequestion---whatotherchangeshavehappenedonfarmsinthelast100years?
3.Tsumupinafewwords:“Withthedevelopmentofthenewtechnique,theagriculturalproductionhasincreased.Thefarmerscanusechemicalfertilizationtomakecropstrongerandbetterandtheycanuseadvancedmachinestoirrigateorcultivatethefarmland.”
StepII.Reading
1.Skimming
①T:“What’sthetitleofthereadingpassage?”
Ss:“modernagriculture”
T:“WhatdoesitmeaninChinese?”
Ss:“现代农业”
T:“Howtosay‘传统农业’inEnglish?”
Ss:“traditionalagriculture.”
T:“Canyouimaginewhattraditionalagricultureislike?”
Ss:…
②letSsreadthetextfirstlyandanswerthefollowingquestions:
HowmuchlandcanbeusedforfaminginChina?
(Sevenpercentoftheland.)
Whatistheadvantageanddisadvantageofchemicalfertilization?
(ithelpstoproducebettercrops.Butisharmfultotheenvironment.)
WhatisthebiggestproblemofChinesefarmers?
(Theshortageofarableland.)
2.Skipping
letSsreadthepassageforthesecondtimeandanswertwoquestions:
Whatdoes“GM”standfor?
(“G”standsfor“genetically”fromtheword“genes”.“M”standsfor“modified”,whichmeans“changed”.)
Whatistheadvantageoftomatoeswhichwereusingtechniqueknownas“GM”?
(Thetomatoesarebiggerandhealthier.Theycangrowwithoutdangerfromdiseases.Theyalsoneedmuchlesstimetogetripe.)
3.Intensivereading
letSsreadthepassageandfillinthetable:(slideshow)
1950s---1980s1980s--present
Theuseofmachinese.g.tractors
Theuseofelectricpumpsforirrigation
Theuseofchemicalfertilizers
Theuseofinsectkillers
TheuseofspecialseedbedsTheuseofgreenhouses
Tomakevegetablesbiggerorbetter
Tochangevegetablessotheycangrowonpoorsoil
Knowledgefromabroad

InnovationsProblemsAdvantages
ChemicalfertilisersShortageofarablelandBiggerandbettercrops
PumpsforirrigationWeatherconditionsBiggerandbettercrops
SpecialseedbedsShortageofarablelandMorecropsinoneyear
Machinese.g.tractorsHowtomakeproductioncheaper(notinthetext)Biggercropsonmorelandbyfewerhands
InternationalexchangeLackofknowledgeLearnfromotherpeople
GreenhousesWeatherconditionBiggerandbettercrops
Greenhouses(rootsinwatertanks)ShortageofarablelandMorecropsinoneyear
GMtechnique(cangrowinpoorsoil)ShortageofarablelandCangrowinpoorsoil;biggerhealthier;lesstimetoripe
4.Listening
LetSslistentothetapeandfollowit.
5.Discussion
①letSsworkingroupsandimaginewhatotherchangeshavehappenedonfarmsinthelast100years.
②letSsdiscussionthefollowingquestions
Atthebeginningofthepassage,whydoesthewritersay“Itisonthearablelandthatthe
farmersproducefoodforthewholepopulationofChina”?
Whatdoesthewriterwanttotellusbysaying,“Notonlyfoodproductionisimportantbut
alsotakingcareoftheenvironment.”?
Whatcanweinferfromthesentence“InChinaaboutonehundredresearchstationsarenowdoingGMresearchtomakebettertomatoes,cotton…?”
Whatcanyouimagineaboutthefutureoffoodproduction?
StepIVPost-reading
1.finishtheexercisesinStudentsBook,page46,Exercise1-2
2.Ifpossible,teachercangetSsreadanewtextinWorkbook,page111,andfinishalltheexercises.
StepV.Languagepointsandusefulexpressions
1.LetSsbythemselvesfindoutsomephrasesorusefulexpressions,whichareimportantinthetext.
2.teacherexplainlanguagepoints:
Compareto/with
Forthousandsofyears
Makeuseof
Beharmfulto
Dependon
Aswellas
Notonly…butalso…Protectfrom
Nomatterhow
Bedifferentfrom
Standfor
Inotherwords
Thewaytomatoesgrowfroma
naturalseedis
changed
AvarietyofOvertheyears
Haveaneffecton
Makegoodmoney
Makeuseof
Inthe1980s
Goagainst
Homework
FinishofftheexerciseontheWorkbook.
教案点评：
根据新教材中的以阅读为主的教学环节所设计的一课时/两课时教案。本课阅读课的目的是让学生通过阅读英语材料，掌握实验步骤，领悟严谨的科学精神财富，体验英语语言、问题，学习灵活使用语言结构。
这个教学过程主要分四个教学步骤：pre-reading,reading,post-reading,languagepoints。
pre-reading：在阅读课文之前，教师可适当的讲解与本单元有关的背景知识,运用图片向学生介绍传统农业与现代农业的差异，通过提问的方式引入课文主题。教师可根据课文的内容和篇章结构，从不同的角度，引导学生对课文内容进行预测和讨论。
reading：课文分三个步骤：掠读（skimming），即带着某个问题进行搜索式阅读，这样能培养学生捕捉关键句的能力；略读(skipping)，即教师指导学生通读全文，理解课文大意，培养学生发现文章或段落的主题句及概括大意的能力；听读(listening)，即加深对课文理解。
post-reading：教师通过让学生完成课堂练习，加深学生对课文内容的理解。教师开展课堂小组活动，诱发学生的参与积极性，培养学生辩证的看待事物的能力，锻炼他们说话的条理性和逻辑性。
languagepoints:教师点评课文中的知识点。
通过以上个步骤的训练，学生对课文理解得比较深刻，同时也掌握了文中的语言知识。

Unit19Modernagriculture第四课时教案

一名优秀的教师在教学方面无论做什么事都有计划和准备，作为教师就要好好准备好一份教案课件。教案可以让学生更容易听懂所讲的内容，减轻教师们在教学时的教学压力。那么，你知道教案要怎么写呢？下面是小编精心为您整理的“Unit19Modernagriculture第四课时教案”，希望对您的工作和生活有所帮助。

Unit19Modernagriculture第四课时教案
Teachingaims:
readthepassage“FarmingandGardening”
learnaboutJiasixieandhisadvicetofarming.
writeaplanforavegetablegarden
Similardialoguepresentationwithnewwordsandexpressionsusedwithin
StepIReading
1.letSslookatthepictureandbrieflyintroduceJiaSixie,
2.skimming:letSsreadthetextandfindouttheinformationaboutJiaSixie(slideshow)
Where/born:Yidu,ShandongProvince
when/live:SixcenturyAD
where/work:Gaoyang,ShandongProvince
what/do:studythescienceoffarming
whatbook/write:QiMinYaoShu
thebook/about:boththefarmingandgardening
theimportanceofthebook:animportantsummaryoftheknowledgeoffarming
3.Skipping(slideshow)
Hestudiedthewaysoffarming
Dothingssuchsowseedsorgrowyoungplantsattherighttimeoftheyear.
Improvetheconditionofthesoil
Roughgroundbeforesowingorplantingcrops
Letsheeporcowswalkonthelandtodestroytheweedsoreatthem.
Ploughthesoildeeplythefirsttimeandlessdeepthesecondtime.
Theautumnploughingshouldbedeeperthanthespringploughing.
Don’tplantthesamecropyearafteryearinthesamefield.
4.listening:letSslistentothetapeandfollowit,thenfinishtheexercises(slideshow)
Trueorfalse:
1.Chinawastheearliestresearchcenterforagriculture.(T)
2.JiaSixiewasborninGaoyanginShandongProvince.(F)
3.QiMinYaoShuincludesadviceonthefollowingsubjects:growinggreenvegetablesandfruittrees,keepingcowsandsheep,andtherearealsoinstructionsformakingmetals.(F)
4.Thespringploughingshouldbedeeperthantheautumnploughing.(F)
5.Weshouldplantriceinthesamefieldyearafteryear.(F)
6.We’dbettergrowdifferentplantsnexttoeachotherinthesamefield.(T)
StepIIWriting
Writeaplanforavegetablegarden,usingthetipsinthebook,page49.
Checkthecompositionwiththeclass.

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