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:
一位优秀的教师不打无准备之仗,会提前做好准备,作为教师就要早早地准备好适合的教案课件。教案可以更好的帮助学生们打好基础,帮助教师缓解教学的压力,提高教学质量。我们要如何写好一份值得称赞的教案呢?为此,小编从网络上为大家精心整理了《SBIBUnit14Festivals考点复习教案》,希望能为您提供更多的参考。
SBIBUnit14Festivals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。
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