作为杰出的教学工作者，能够保证教课的顺利开展，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，帮助教师提高自己的教学质量。写好一份优质的教案要怎么做呢？考虑到您的需要，小编特地编辑了“Unit19Modernagriculture第一课时教案”，仅供参考，大家一起来看看吧。

Unit19Modernagriculture第一课时教案
I.Teachingaims:
Talkaboutmodernagricultureanditseffectsonpeople’slife
learnhowtogivesomebodyadviceandmakedecisions.
learntoreadstatisticalgraphs
Similardialoguepresentationwithnewwordsandexpressionsusedwithin
II.Teachingaids:taperecorder,slides
StepIWarmingup
1.GroupWork:getSstoworkinpairs,andmakealistoffoodwhichhisgrandparentsandhisparentsandhimselfliketoeat.ThenSsfindoutthedifficultyamongthem.
NameBreakfastSnacksLunchDinner
Grandma/grandpa
Mother/father
yourself
2.letSslookatthechartinthebook,andaskthemsomequestions:
T:“Whatthegraphisabout,lookatthewordsaboveorbelowthegraph?”
Ss:“Growthofmajorproducts1991-95comparedwith1986-90percentages”
T:“Whatkindoffoodwereshownonthechart?”
Ss:“Therearegrain,cotton,oil,sugar,meat,fish,fruit.”
T:“Whatisshownonthey-axis?”
Ss:“thepercentageinSB”
3.letSsanswerthefollowingquestionsinthebook.Ifpossible,studentscandiscusthreequestionsingroups.
Question1:Howarepeople’seatinghabitschangingovertheyears?Whydoyouthinkthishappens?
(earnmoremoney;learnabouthealthyfood;eatmorenutritiousfruitjuices;eatmorefishandmeat,etc.)
Question2:Howhasagriculturalproducechangedduringtheseyears?Whatdoyouthinkcausedthesechanges?
(variousfarmingproducts;makemoremoney;newandadvancedfarmingtechnique,etc.)
Question3:Whateffectsdoyouthinkthechangesineatinghabitswillhaveonagricultureornature?
(peopleneedmoremeatandfruits;farmersneedmorefarmlandtogrowdifferentcropsandproducedifferentfoods;farmersneedtoraisemorepoultry(家禽),etc.)
4.Teachersumupinafewwords
T:“Inwords,changesinagriculturalproduceshowsthatourlivinghabitandeatinghabithasimproved.Farmershaveadifferentandhappylifebecausetheycangrowdifferentcroptomeetpeople’sneed.”
StepIIListening
1.lead-in
T:“Ioftenfindtheexpression‘returngrainplotstoforestry’innewspapers,doyouknowwhatdoesitmeaninChinese?”(teacherwritetheexpressionontheblackboard)
Ss:“InChinese,‘退耕还林’.”
T:“Whydoyouknowfarmersshoulddoso?”
Ss:“Theymustprotectforests./inordertoprotectforests.”
T:“HaveyouevenhadexperienceofsandstorminBeijing?howaboutsandstorm?”
Ss:“yes,itissoterribleweather.”
T:“Whatcausesandstorm?”
Ss:“Manyforestsaredestroyed,theenvironmentalproblemsisserious.”
T:“Howcanfarmersmakethelandfertile?”
Ss:tousechemicalfertilizerstoimprovethesoil.
…
2.Tintroduce:“Wewillhearashorttext.Thelisteningtextisaboutthehistoryoffarming,someofitsproblemsandsomesolutionsoralternativestotheseproblems.”
3.letSslistentothetapethefirsttime,withouttakingnotes.Then,askthemtolookatExercise1.Makesuretheyunderstandallthewords.Then,askthestudentstolistenagain,andticktheitemsthelisteningtextisabout.
4.letSslistentothetapeagainandaskthemtofinishExercise2.
5.getSslistentothetapeforthirdtimeandfillintheblankintheExercise3.
6.Iftimepermitted,teachercangetSstolistenanotherlisteningtextanddosomeexercises.
7.Iftimepermitted,teachergetSstofinishtheexercisesinWorkbook/Listening(page107)
StepIII.Speaking
1.GroupWork:getSstoworkingroupsanddivideSsintogroupsoffive.Eachgroup,eachtopic.Letthemactaseachrole.Anddiscusswhyweshouldgrowwheat/sugarcane/wheat/treesorraisepigs.
2.letSsmakesentencesusingthefollowingexpressions:
Inmyopinionyoushould…
IfIwereyou…
AsfarasIcanseethebestthingwouldbeto…
Wouldn’titbebetterif…?
Ithinkheisright…
Wehavetomakeachoice…
Wecan’tdoboth,so…
Theotherideasoundsbettertome…
3.Talking(Workbook,page108)
①letSsworkinsmallgroupsoffiveandassignanyofthethreetopictothegroups
②giveSstimetoreadthethreedescriptionsandaskquestionsaboutthem.
③askSstodiscusstheseissuesinawaythattheydevelopandgivetheirownopinionabouttheissuesathand.
StepIV.Summary
Teacherexplainsomelanguagepointsinthebook
ⅰ.whatdoyouthinkcausethesechanges?
①doyouthink是插入语，经常位于疑问词（组）后，如
Wheredoyouthinktheoldladyis?
有时也可以放在句尾。例如：
Whatisit,doyouthink?
②causev.=bethecauseof(sth);makehappen造成（某事物）；使发生
如：Smokingcancauselungcancer.吸烟可导致肺癌。
She’salwayscausingtroubleforpeople.她总是给人添麻烦。
ⅱ.Makeadecision“做决定，决定”
如：ImakeadecisiontolearnEnglishhard.
Becauseofbadweather,theymakeadecisiontoputoffthemeeting.
ⅲ.Youwanttousethelandinthebestwaypossibleanddothebestforeverybodyinthevillage为了村里的每一个人，你想尽自己最大的努力，以最好的方法来使用这块地。
Inthebestwaypossible尽能最好的方法。Possible表示“尽可能最……”
dothebest表示“尽力”。如：
Shedothebesttohelptheoldlady.她尽力地帮助这个老妇人。
StepVExercise
1.finishtheexercisesinWorkbook,page108.
2.letSsfinishthefollowexercises.（showslides）
1.Hesaidhewasgoingto____alotofpigsonhisfar.(B)
A.riseB.keepC.growD.support
2.Myfatherstudies______inhissparetime.（C）
A.farmB.farmerC.farmingD.tofarm
3.Heis______interestedinEnglish.Heoftenworksatituntil______intothenight.(A)
A．deeply;deepB．deep;deeplyC．deep;deepD．deeply;deeply
4.They____chickens,cattleandcropsaswellonthefarm.(A)
A.raiseB.feedC.keepD.bringup
5.MybrotherstayedathomestudyingEnglish____goingtothecinema.(B)
A.insteadB.insteadofC.withoutD.didn’t
6.Theaccidentwasmyfault,soIhadtopayforthedamage____theothercar.(C)
A.ofB.atC.toD.on
7.Theoldmanisstillsufferingfrompain.Itseemsthatthemedicinehas_____him.(B)
A.noeffecttoB.isusedfor
C.someeffectin　D.agoodeffecton
8._____shouldamanhavecourage,______heshouldhavewisdomandknowledge.(D)
A.Neither…norB.Both…andC.Either…orD.Notonly…butalso
9.Hetalkedabouthiswonderful____inAfrica,buthesaidhedidn’thave_____indealingwithsomeproblemshemetthere.(A)
A.experiences…muchexperience
B.experience…manyexperiences
C.experiences…manyexperiences
D.experience…muchmoreexperience
10.Alibrarywithfivethousandbooks_____tothenationasagift.(A)
A.isofferedB.haveofferedC.areofferedD.hasoffered

延伸阅读

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教案

Unit19ModernAgriculture教案
课时安排
Period1warminguplistening
Period2reading
Period3speaking
Period4grammarintegratingskills2(WB)
Period5integratingskills1writing(SB)
Period1warminguplistening
Task:
Thestudentsaretoreadthestatisticgraphdiscussthechangesthatthegraphshows.
Goals:
1)Tocultivatethestudents’abilitytoreadanalyzethegraph.
2)Tocultivatethestudents’abilityoflisteningforinformation.

Teachingprocedure
Task1Brainstorming
Whatwillyouthinkofwhenyouseetheword“agriculture”?AsktheSstogiveasmanywordsaboutagricultureaspossible.
Task2:Discussion
AsktheSs:“Howmanymealsdoyouhaveeveryday?Whichmealdoyouthinkisthemostimportant?Why?”
Nowlet’shaveadiscussion.(Dividethewholeclassinto2groups.)
1Group12:Whatkindoffooddidweeatatbreakfast,lunchsupperinthepast?Group34:Whatkindoffooddoweeatatbreakfast,lunchsupperatpresenttime?
breakfastlunchsupper
InthepastPorridgesalted
vegetablesNoodlesRicedeliciousdishes
AtpresentMilk,bread,fried
bread,etc.FastfoodFastfood
2Whydoyouthinkpeoplealwayspreferfastfood?(fast;busy)Whatcanwelearnfromthedifferencesbetweenthefoodinthepastatpresenttime?(Nowpeopleliveabetterlife;peoplearebusierthanbefore,etc.)
Task3:Nowopenyourbooks.Lookatthegraphonpage43answerthefollowingquestions.
Comparedwiththefarmproductsfrom1986-1990,weproducedmoregrains,cottons…thanbefore.
Whydoweproducemorefarmproductsthanbefore?(weliveabetterlife;makemoremoney;canaffordmoreexpensivefoodthanbefore)
1Howarepeople’seatinghabitschangingovertheyears?Whydoyouthinkthishappens?
2Howhasagriculturalproductchangedduringtheseyears?Whatdoyouthinkcausedthesechanges?
3Whateffectsdoyouthinkthechangesineatinghabitswillhaveonagricultureornature?
Task4:Listening
Prelistening
AsktheSs:“Whatdoesagriculturedependon?”TheSswillgivemanydifferentanswers.Afterthat,showtheanswerthepicturesonthescreen.
(weather,places,waterothernaturalsources)
Question:Ifwechangedthestructureofagriculture,whatdoyouthinkwillhappentothenature?(Wewillproducelessormaybewecan’tgetanyfoodatall.)
2)Whilelistening
1Listentothetape.Thepassageyouheartalksabout
(T)historyoffarming()farmersinAmerica()fishing
(T)protectionofnature(T)farmersinChina()pigs
(T)environmentalproblems(T)trees(T)dikes
2Whichofthefollowingsentencesaretruewhicharefalse?
1)InearlytimesfarmersinChinamovedaroundburntforests.(T)
2)AllfarmersinSouthAmericaburnforeststocreatefarmland.(F)
3)Flooddroughtsaredisastersthatfarmerscannotstop.(F)
4)SomeofthelandinChinaistoowettogrowcrops.(T)
5)Fishfarmersdamagenature.(F)
3Listentothetapecompletethesentencesbyusingyourownwords.
Whenfarminggoesagainstnature,allkindsofenvironmentalproblemsaretheresult.Theearliestfarmersdestroyednature.Theirwayofagricultureledtofloodsdroughts.Itisanoldtruththatfarmingshouldnotgoagainstnature.ThelandthatTanXiaoZaoboughtwastoowetcouldnotbeusedforfarming.Insteadtheychangedthefieldsintofishponds.Ontheirfarmtheykeptfish/ducks/chickensgrewfruittrees.
3)Postlistening
SupposeyouareTanXiaoZao.Becauseofyoursuccessfulfarmingonthefield,youareinvitedtoabigmeetingthatmanylocalfarmerswillattend.Youareaskedtogivealectureaboutyourexperiencetellinghowyouhaveworkedonthenearlydesertedfieldbecomeasuccessfulfarmer.
Homework:
1Listentothetape,finishthelisteningpartonWB(p107).
2previewthereadingpassage.
Period2Reading
Task:
TheSsaretoreadapassagetolearnthedevelopmentofmodernagriculture.
Goals:
1)Tocultivatethestudents’abilitytoscanskimthepassages.
2)Tocultivatethestudents’abilityoffurtherunderstandingaboutthetext.
Teachingprocedure
1Prereading
Classifythepicturesinthefollowingway:
Traditionalfarming(135)

AgricultureModernfarming(246)
Hi-techfarming(78)

2Prereading
Comparetraditionalmodernfarming,focusingontheadvantagedisadvantageofmodernfarming.Thenfilltheform.(Showthepicturesagain)
AgricultureAdvantagesDisadvantages
Traditionalfarming
Modernfarming
Hi-techfarming
3Whilereading
1)Scanning:
Q1:What’sthebiggestproblemtoChinesefarmers?
Theshortageofarableland.
Q2:WhatdoesGMmean?
“G”standsfor“genetically”
“M”standsfor“modified”(changed)
2)Skimming:
A.Readthewholetextfindoutthetopicsentenceineachparagraph.
B.Answerthefollowingquestions:
1.HowmuchdoesarablelandtakeupinChina?
Only7percent.
2.Howmanywaysarementionedtomakethelandproducemore?Whatarethey?
4.Fertilisation,irritation,2ormorecropsareplantedeachyearwherepossible,moreadvancedtechnicalinformation.
3.Whatdoesnewtechniquesmean?
Thosethatareusedtoincreaseagriculturalproductionwithoutharmingtheenvironment.
4.Whendidscientiststarttodevelopnewtechniques?
Fromtheearly1990s.
5.Howmanyunusualwaysarementionedtodealwiththeshortageofarableland?
2.Growvegetablesingreenhouses,GM.
4Postreading
1)Choosethebestanswers.
1InChinaonlysevenpercentofthelandisusedforfarming.Thisis__D__.
Abecausefarmersdon’tneedmorelandtoproducefoodforthewholepopulation
BbecauseChinaneedsmoremorelandtobuildcities
BbecauseChinaneedsmoremorelandtobuildcities
Cbecausetherearenotenoughfarmerstoworkontheland
Dbecausetheotherlandcan’tbeusedforagriculture
2Fertilisationisatechniquethatisusedto__A___.
AmakepoorsoilbetterBmakewetlanddrier
CmakedrylandwetterDgrowvegetableswiththeirrootsinwaterinsteadofearth
3Modernagriculturemeansfindingwaysto___C___.
Aincreaseirritationstopusingfertilisers
Bstopirritationusingfertilisers
Cincreaseproductionbefriendlytotheenvironment
Dproducethesameamountwhiletakingbettercareofnature
4Inthesentence“…theyareprotectedfromthewind,raininsects”,“they”means_C_.
AgreenhousesBroots
CvegetablesDtomatoes
5InGM“M”standsfor“modified”,whichmeans“changed”.Whatchangesis___C___.
Athewayinwhichpoorsoilismadebetter
BthewayinwhichChinesefarmersworkontheirland
Cthewayinwhichcropsdevelopfromseed
Dthewayinwhichfarmerstakecareoftheenvironment
2)Answerthefollowingquestionsbyfurtherunderstandingaboutthetext.
1Atthebeginningofthepassage,whydoesthewritersay“ItisonthearablelandthatthefarmersproducefoodforthewholepopulationofChina”?
ItshowshowgreatweChineseare:Weproducefoodforsomanypeoplewithsolittlearableland.
2Whatdoesthewriterwanttotellusbysaying,“Notonlyfoodproductionisimportantbutalsotakingcareoftheenvironment.”?
Wemusttakecareoftheenvironmentaswellasfoodproduction.Thatistosay,weshouldproducemorefoodbymeansofnewtechniqueswhichwillnotdoharmtotheenvironment.
3Whatcanweinferfromthesentence“InChinaaboutonehundredresearchstationsarenowdoingGMresearchtomakebettertomatoes,cotton…”
Inthefuturewecaneatthehi-techproducedfood,whichcontainsmorevitaminswillnotdoharmtotheenvironment.
4Whatcanyouimagineaboutthefutureoffoodproduction?
Wecanproducemorefoodthannowwithnewtechniques.
3)Groupwork:
ThroughGMitispossibletochangefruits,vegetablesevenanimals.Wecanchangethewaytheygrow,wheretheycangrow,howtheywilltaste,whatcolorwhatshapetheywillhave.Decidewhichfruits,vegetablesfarmanimalsyouwouldchange,explainhowyouwouldchangethemwhy.
KindHowwouldyouchangeit?Whydoyouwanttochangeitinthisway？
fruit
vegetables
animals

Homework:
Findoutsomesentencesyouenjoysmost,trytorecitethemaspossibleasyoucan.
Consultthewebsites：
.cn/newscenter
pleteeachofthesentencesbelow.
NounVerbAdjective
FertilizationFertiliseFertile
ProductionProduceProductive
ProductionProtectProtective
ModificationModifyModified
1Afterafewteststhemodifiedsoftwarecouldbeusedonallcomputers.
2Protectingtheenvironmentdoesnotmeanfarmers’cropshavetogowithoutprotection.
3Ifthesoilisnotfertilefarmershavetousechemicalfertilisers.
4Ifwewanttoproducemore,everybodyhastobemoreproductive.
4Grammar
TheUseof“it”(2)forEmphasis
强调结构的形式是“It+be的适当形式+被强调部分+that/who+剩余部分”，意为“正是…”；若被强调部分是人，引导词用who或that均可，若是其他强调部分，则引导词一律用that。
Changethefollowingsentencesusingitforemphasisindifferentways:
TomstudiedatBeijingUniversitylastyear.
ItisTomwho/thatstudiedatBeijingUniversitylastyear.
ItisatBeijingUniversitythatTomstudiedlastyear.
ItislastyearthatTomstudiedatBeijingUniversity.
5Situation
Tomwasrobbedofhiswalletatthegateofthebankwhenhewasgettingout.Hecalledthepoliceatonce.Soonapolicemancameaskedhimoneoftheclerksinthebank.Becausethepoliceneedexactinformation,Tomtheclerkhadtoemphasizeeachoftheanswers.
Thepossiblebeginning:
Victim:Thankstogod,you’vecomeatlast!
Policeman:Let’sgetdowntothepoint.Youreportedthatyouwererobbed,didn’tyou?Wheredidithappen?
Victim:Righthere.
Policeman:Here?Atthebankgate?
Victim:Yes,yes.ItwasatthegateofthebankthatIwasrobbed.
…
6Integratingskills2
Zhuozuo(where):insouthChina
problem?
inthepast:floods,sandstormsordroughts
solution(who/how?)
atpresent:
1)HuMeiyingallwomenfromthevillagesaroundplanttrees.
2)Peoplearenotallowedtocutdownthetreeswhentheyarestillsmall.
result
1)Allthehillssurroundingtheirvillagearecoveredwithgreentrees.
2)Thetreeteacropsarealsobringinmoneytothem.
Homework:
1Make5sentencesusingitforemphasis.
2Previewintegratingskills1onpage48.

Period5integratingskills1writing
Task:
TheSsaretoworkoutaplanforhis/herownvegetablegarden.
Goals:
1)EnabletheSstoknowtheimportanceofdoingfarmworkattherighttimeoftheyear.
2)EnabletheSstolearntowriteapassageintroducingYuanLongping.
Teachingprocedure
1warmingup
Show4picturesofdifferentseasonsinayeartorevisewordsof4seasons12months.
1Whatseasondoyouthinkthe1stpictureis?…
2Howmanymonthsarethereinspring?Whatarethey?
2Prereading
1Whatcanyouseeinthepicture?
2WhatdoyouknowaboutJiaSixie?
Heisascientistinfarming;hewroteabookcalledQiminYaoshu.
3Whilereading
1)Fastreading
WhydoweconsiderJiaSixieasanagriculturescientist?
BecausehespenthistimeonresearchintoagriculturewroteabookcalledQiminYaoshu,whichisaboutbothfarminggardening.
2)Carefulreading
Thelifeoffarmerisbusy.Eachmonththereisalotofworktodo:ploughing,sowing,
weeding,harvesting,fertilisingandsoon.WhatadvicedoesJiaSixiegivefarmers?
Advice
OntimeoffarmingAtthecorrecttime…
Goagainst…atthewrongtime

OnsoilExaminethesoil…carefully
Condition…notgood,…improve…
Beforesowingplantingcrops…
CleanremovetheweedsSheeporcows
Landshouldbeploughed
OnploughingPloughdeep…ploughlessdeep
Autumn…deeperthanspringploughing
OnchangingcropsThebestharvestisreached
OnplantsinthesamefieldTogrowdifferentplantsnexttoeachother
4Postreading
1)Enjoysomefarmers’proverbssayings.
Farmers’proverbssayings
Thewisdomoffarmersabouttheweatherfarmingiscollectedinmanypopularproverbspassedonfromgenerationtogeneration.Thefollowingproverbstellyousth.AbouttheweatherdinEngland.AretheytrueforChina?
1Noweatherisill,ifthewindbestill.
2Yellowskyatsunset,windinthemorrow.
3Rainbeforeseven,clearbyeleven.
4AprilshowersbringMayflowers.
5Deedsarefruits,wordsarebutleaves.
6Thebestgroundbearsweedsaswellasflowers.
7Nevercackleunlessyoulay.
2)Imagineyouhaveavegetablegardenyouwanttogrowbeans,cabbages,onions,tomatoessunflowers.Whatwillyoudoineachmonthoftheyear?
NovemberItisinNovemberwhenwehavetoploughthelandforthefirsttime.Theploughinghastobedonedeep.
AsktheSstowriteaplanfortheirvegetablegarden.
5Writing
袁隆平人物简历
袁隆平被誉为中国的“杂交水稻之父”.中国农民说，吃饭靠“两平”，一靠邓小平----制定了生产承包责任制的政策，二靠袁隆平----发明了杂交水稻。
袁隆平，男，１９３０年９月出生于北京，１９５３年毕业于西南农学院农学系。毕业后，一直从事农业教育及杂交水稻研究。
在中国人民正闹饥荒的20世纪60年代，袁隆平提出了杂交水稻的概念，这种新型水稻具有高产量的特点。10年后，他研制成功了一种产量比一般水稻高出20%的新型水稻。
袁隆平一生献身于农业研究，先后受到联合国教科文组织、粮农组织的称誉。袁隆平虽已年届70岁，仍然一如既往地从事农业研究。
Newwords:杂交水稻hybridrice;生产承包责任制SystemofProductionResponsibility;学院institute;闹饥荒sufferthefamine;产量yield;联合国教科文组织UNESCO,粮农组织FAO.
Possibleversion:
YuanLongpingisknownasChina’s“fatherofhybridrice”.It’ssaidthatinChina,weeatdependingon“TwoPing”----DengXiaoping,whomadethepolicyofSystemofProductionResponsibility,YuanLongping,whoinventedhybridrice.
YuanLongping,whowasborninSeptember,1930,graduatedfromAgricultureDepartmentinSouthwestAgriculturalInstitute.Hehasbeenworkingonagricultureeducationtheresearchintohybridricesincehelefttheinstitute.
Inthe1960s,whenChinawassufferingseriousfamine,hecameupwiththeideaofhybridrice,whichhasahighyield.Tenyearslater,hesucceededininventinganewspeciesthatproduceda20percenthigheryieldthancommontypesofrice.
Yuandevotedhimselftotheresearchintoagriculture,washonoredbyUNESCOFAO.Althoughheis70yearsold,heisstillworkingontheresearchintoagriculture.
Homework:
WriteapassageintroducingYuanLongping.
Consultthewebsites:

Unit19Modernagriculture第三课时教案

一位优秀的教师不打无准备之仗，会提前做好准备，高中教师在教学前就要准备好教案，做好充分的准备。教案可以让学生更好地进入课堂环境中来，使高中教师有一个简单易懂的教学思路。所以你在写高中教案时要注意些什么呢？以下是小编为大家收集的“Unit19Modernagriculture第三课时教案”欢迎大家与身边的朋友分享吧！

Unit19Modernagriculture第三课时教案
I.Teachingaims:
learntouse“it”forEmphasis.
Similardialoguepresentationwithnewwordsandexpressionsusedwithin
II.Teachingaids:slide,pictures
StepIRevision
StepIIwordstudy
FinishtheexercisesinStudentbook,page47.
StepIIIPractice
LetSsfinishtheexercises“vocabulary,1-3”inpage108,Workbook
StepIVGrammar
1.giveSssomesentencestotranslateintoChineseandfindoutdifferenceandsamenessamongthesesentences(slideshow)
Itisonthisarablelandthatthefarmersproducefoodforthewholepopulationofchina.
Itwasfromtheearly1990sthatscientistsstartedtodevelopnewtechniquestoincreaseagriculturalproductionwithoutharmingtheenvironment.
Itwastheywho/thatcleanedtheclassroomyesterday.
ItwasinthestreetthatImetherfather.
Itwasthegoat’seyesthathehadseeninthedarkness.
2.teachSstofindoutthephrasefromthesentenceabove----Itis+被强调部分+that/who…
TranslatethefollowingsentencesintoEnglish:
1.写这本书的人就是玛丽。ItisMarywhowrotethisbook.
2.这个就是长满了美丽的鲜花的花园。Itisgardenthatmanybeautifulflowersgrowin.
3.她就是擅长唱歌的女孩。Itisagirlwhoisgoodatsinging.
4.那就是他叔叔移居纽约的季节。ItwasforthisreasonthathisunclemovedoutofNewYork.
5.错的人是我。ItisIwhoamwrong.
4.note:
a.在强调句型中，若被强调部分指人，可以用关系代词who或that；若被强调的是状语，只能用that，不能用when或where。
b.注意与“Itis/was…that+clause”主语从句的区别。
强调句型与it作形式主语，that从句作真正主语十分相似，但主语从句中Itis/was后通常用名词或形容词作表语。强调句型中Itis/was后是对主语、宾语或状语的强调成分。
5.letSsfindoutsomesentencewith‘it’inthetext‘ModernAgriculture’.
ItisonthisarablelandthatthefarmersproducefoodforthewholepopulationofChina.(paragraph1)
Itwasfromtheearly1990sthatscientistsstartedtodevelopnewtechniquestoincreaseagriculturalproductionwithoutharmingtheenvironment.(paragraph2)
ItwasdevelopedusingatechniqueknowasGM.(paragraph4)(itisnotforEmphasis)
3.exercises
letSsfinishtheexercisesinStudent’sbook,page47-48,Exx1-2.
letSsfinishtheexercisesinWorkbook,page109,Exx1-3.
Finishalltheexercisesinthebook.

Unit 4 Earthquakes第一课时

古人云，工欲善其事，必先利其器。作为高中教师准备好教案是必不可少的一步。教案可以让学生更好的吸收课堂上所讲的知识点，帮助高中教师提前熟悉所教学的内容。写好一份优质的高中教案要怎么做呢？下面是小编精心为您整理的“Unit 4 Earthquakes第一课时”，希望对您的工作和生活有所帮助。

Warmingup

第一步：看多媒体图像和图片了解有关地震海啸等自然灾害,让学生结合看的内容说出描写自然灾害词汇和词组：shake,rise,burst,canal,steam,ruin,injure,destroy,shock,quake,rescue,disaster,survivor……

第二步：根据所看的内容介绍结合自己对地震的了解，组织两人活动，让学生讨论书中的问题，充分发挥想象力，描述地震后两个城市可能会出现的情况。

Pre-reading

第一步：让同学们想象如果家里发生地震了,应该做些什么?

第二步：分五组分别讨论以下话题:

Whatarethepredictionsofanearthquake?

Howtorescueothersinaproperway.

Doyouknowthecauseofearthquake?

Howtoreducethedamageofanearthquake？

这些问题的设置目的不在于让学生来准确回答，而是在于给学生一个发散思维的空间，让学生置身于这一单元的主题当中，才更能激发学习兴趣和动机。

第三步：看图描述地震前会出现哪些征兆。(建议教师放映一些有关话题的影像材料，增加学生的感性认识，同时印发一些有关地震的文字资料,在此基础上组织学生进行讨论,他们才会更有话说)

第四步：两人讨论更多关于地震的话题：

(1)Haveyouexperiencedanearthquake?

(2)Howmuchdoyouknowaboutit?

(3)Besidesearthquakewhatothernaturaldisastersdoyouknow?

（flood，typhoon，hurricane，cyclone，volcano，sandstorm，landslide）

(4)Doyouknowhowtomeasurethestrengthofearthquake?（RichterScale）

WorkbookP62

（这部分听力材料的内容刚好是针对以上话题的，关于地震产生的原因和影响）

第一步：先让学生猜测练习一中的陈述哪些是正确的，哪些是错误的。

第二步：听第一遍并录音完成练习一。

第三步：听第二遍，完成获取信息题。

Homework:

Imagineyouareareporter.TrytoreporttheearthquakeonTV.Pleasewritedownyourreportonyourexercisebooks.

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