人教版高中英语Unit19Modernagriculture教案 29页

Unit19ModernagricultureI.TeachingGoals:1.Talkaboutmodernagricultureandtheeffectsithasonpeople'slife.2.Practisegivingadviceandmakingdecisions.3.Use“It”foremphasis.4.Readstatisticalgraphs.5.Writeaplanforavegetablegarden.n.TeachingTime:Fiveperiodsin.BackgroundInformation:1.AnAmericanSmallFarmLastyear,atharvesttime,wevisitedtheSteenhoekfarm,whichis2200mu,or340acres.Typicalfamilyfarmsarerunentirelybyfamilymembers,witheverymemberplayingavitalpartintheoperation.BothofthesefamiliesaredescendantsofDutchimmigrantswhosettledhereoveracenturyago.TheSteenhoekfarmsupports3generations.ThefamilyofMr.andMrs.Steenhoekincludesthreechildrenand2grandchildren.Aswewillsee,thisfamilyisanexcellentexampleofhardworking,experiencedfarmerswhostayonthelandnotpurelybecauseofprofit,butbecausetheyarelivingalife-stylethatsatisfiesthem.SixtypercentoftheSteenhoek'sacresaredevotedtopastureland,onwhichtheyraise120beefcattle.Therestofthelandisusedforgrowingcorn.Fifteenyearsago,theAmericanfarmeconomywasbooming.Farmerscouldspecialize,raisingonecrop,oronetypeofanimal.Today,withanuncertainfarmeconomy,suchanideaisconsideredfoolhardy,anddiversifyingisonewaythatfarmerscanlessontheirriskofloss.Forexample,ifweatheraffectsthesizeofacrop,thesaleofthelivestockwillmakeupthedifference.Iftheanimalsareplaguedbydisease,atleastthereisgraintotaketomarket.KendallSteenhoek,Simon'seldestson,divideshistimebetweenrunningthismachineshopandfarmingzooacresofcorn.HeattendedacommunitycollegeinIowafortwoyearstostudydieselmechanics.Thenheopenedthisrepairshopforfarmmachinery.Kendallalsoplantsandharvestsover30000bushelsofcorneachyear,butitistheincomefromtherepairshopthathasenabledhimtostaywithinthefarmingcommunity.Theheavyequipmentusedonthefarmstodayisinconstantneedofmaintenance,andrequiresprecisiontoolingforrepairs.Byfar,themostimpressiveandcertainlythemostcostlypieceoffarmequipmentusedonasmallfarmisaharvestingmachinecalledacombine,whichcancostupto$100000.ThistypeofmachineryiswhatmakestheAmericanfarmsoefficient.Withacombine,onemanandhisfamilycanharvestanentirecropofa500acrefarmintwoweeks.Thevalueofthecombineisthatitperformsseveralfunctions.Asitmovesthroughafieldofcorn,thissophisticatedmachinecutsthestalk,pluckstheear,discardsthestalk,shucksthecornkernelsofftheearanddepositesthekernelsinastoragebinintheback.Then,aspinningdeviceintherearofthecombineshredsthehusksandshaftsandscattersthemacrossthefield,toserveasmulch,cuttingdownonthepossibilityofsoilerosionfromwinterrains.ThemachineisevenmoreamazingwhenyouthinkthatithasbeeninuseonAmericanfarmsforonlyonegeneration.2.GenesEverylivingcellcontainsgenes.Theyaretoosmalltobeseeninamicroscope,buttheyarevitallyimportant.Eachsetofgenesinthebodycontainsalltheinstructionsneededtomakeahumanbeing.Somegenesdeterminehaircolor.Somedeterminetheshapeofanose.Somegeneshelpdetermineyourheightandeven\nyourweight.GenesaremadeofachemicalcalledDNA—thelettersstandfordeoxyribonucleicacid（脱氧核糖核酸）.Intheearly1950's,twoscientists,FrancisCrickandJamesWatson,figuredouthowthepartsofDNAfittogether.Oncescientistsunderstoodthisstructure,itbecamepossibletotakepiecesofDNAapartandputthemtogetherinnewways.Newkindsofgenescouldbemadeinthismanner.Scientistshavestudiedthegenesofmanyplantsandanimals.Theyhaveworkedoutwhichgenesaffectthecolorofatomatoandthesticknessofitsskin.Workingoutwhichgenesdeterminewhichfeaturesiscalledgeneticmapping,scientistshavebeguntheHumanGenomeProject,anambitiousefforttomapallthegenesinthehumanbody.Somegenesmaybeeffective.Forexample,somethingmightbewrongwiththegenethatmakesbloodclot（凝聚）.Anindividualbornwiththisdefectivegenecouldsufferserioushemorrhages（出血）orevenbleedtodeathbecausehisorherbloodfailstoclot.Ifscientistseverlearnhowtomapallthegenesinourbodies,theycoulddeterminewhetherornotanunbornchildhasanydefectivegenes.Theymightevendiscoverhowtotreatthesegenesbeforethechildisborn.TheFirstPeriodTeachingAims:1.1mprovethestudents'speakingabilitybypractisinggivingadviceandmakingdecisions.2.Enablethestudentstomastertheexpressionsofgivingadviceandmakingdecisions.3.Getthestudentstolearnmoreaboutagriculture.TeachingImportantPoints:1.Howtoexpressoneself,usingwhatislearnedorgiven.2.Howtoadvisesb.todosomethingandhowtomakedecisions.TeachingDifficultPoints:1.Theusageofsomeexpressions.2.Howtoimprovethestudents'listeningability.TeachingMethods:1.Listeningsomematerialstoimprovethestudents'listeningability.2.Discussiontoletthestudentsexpressthemselvesfreely.3.Groupworkorpairworktogiveeverystudentachancetoexpressthemselves.TeachingAids:1.ataperecorder2.aprojectorandsomeslides3.acomputerTeachingProcedures:stepI.GreetingsandRevisionT:Goodmorning,everyone.Ss:Goodmorning,teacher.T:Sitdown,please.Inthisclass,I'llcheckyourhomeworkfirst,WangPing,readyourhomeworktous,…(Theteacherchecksthestudents'homeworkandhaveadiscussionwiththestudentsaboutthemistakeWangPingmade.Letthestudentshaveaclearunderstandingandcorrectit.)stepn.PreparationforlisteningandspeakingT:Today,we'regoingtolearnanewunit,Unit19,ModernAgriculture(Teacherwritesthefollowingon\ntheblackboard:Unit19Modernagriculture,theFirstPeriod).First,let'slearnthenewwordsofthisperiod.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.)Stepin.WarmingupT:PleaseturntoPage32.Let'sdoWarmingup.(TeachershowsthegraphsonPage32onthescreen.)LookatthetwographsanddiscussthequestionsonPage32.Youcandoitinpairsorgroups.Inafewminutes,I'llasksomestudentstotalkaboutthem.(Studentsbegintodiscussthequestions.Andteachergoesandjoinsthem.Afewminuteslater,teachersaysthefollowing.)T:Areyouready?Whocangiveusatalkaboutthefirsttopic?SA,howarepeople'seatinghabbitschangingovertheyears?SA:Fromthefirstgraph,wecanseethattheeatinghabitsofthepeopleinourcountryhavechangedgreatly.Before1949,theyhadnotenoughtoeatandoftenwenthungry.Oncenaturaldisastershappened,agreatnumberofpeoplewoulddieofhunger.Beforethereformingandopeningtotheworld,grainwasstillabigproblem.Peoplemainlylivedoncornandfewkindsofvegetables.Sincethe1980s,especiallythe1990s,people'seatinghabitshavegreatlyimproved.Peoplecaneatwhatevertheywant.Moreandmorepeopleeatlessgrain,moremeatandeggsandsoon.Moreandmorepeopleturntheireyestomeat,eggs,milkandallkindsofgreenvegetables.T:Whydoyouthinkthishappens,Sb?SB:ItisallbecauseoftheParty'sgoodpolicies.T:Verygood.Itistrueandeveryonecanseethat.Howhasagriculturalproducechangedduringthefirsthalfofthe1990s?Andwhatdoyouthinkcausedthesechanges?ScFromthefirsthalfofthe1990s,scientistsstartedtodevelopnewtechniquestoincreaseagriculturalproductionwithoutcausingdamagetotheenvironment.Especiallythenewtechnique,"GM",hasmadeagriculturalproductionincreasecontinuously.Scientistsdevelopnewkindsofseeds,bettercows,pigs,sheepaswellasfish.Itisthenewtechniquesthatmakeallthispossible.T:Doyouagreewithhim,SD?Sd:Yes,Ido.AndIwanttogiveananswertothethreequestion.T:Good,pleasesaythat.Sd:Withthechangesinpeople'seatinghabits,agricultureaswellasnaturewillhavetochange,too.Peopleareeatingmoremeatandmilk.Thatistosay,theyneedmorefish,pigs,sheepandcattleaswellaspoultry.Tofeedtheseanimals,weneedmoregrain,especiallymoregrass.Toprotectourenvironment,thewaystoraiseanimalshavechanged.Withthedevelopmentofmodernscienceandtechniques,someofthefieldsarenotneededtoproducemorefood.Wecangrowgrass,flowersetc.onthem.Lessfarmersareneededandtheycandootherkindsofwork.StepIV.ListeningT:Somuchforthediscussion.Nextwe'lldolistening.Thepassageyou'lllistentoisaboutfarming.Ittellsusaboutfarmingofallcountriesinearlytimesandprotectionofnatureandenvironment.Listentothetapecarefullyanddotheexercisesconcerned.Now,readtherequirements,please.(Studentsreadtherequirements.)Nowdoyouknowwhatyou'llhavetodoafterlisteningtothepassage?(Ss:Yes.)Duringlistening,I'llplaythe\ntapethreetimes.Afterlisteningforthefirsttime,youcanleaveovertheonesyouarenotsureabout.YoucandothemwhenIplaythetapeforthesecondorthethirdtime.Checkyouranswerswithyourpartnerafterlistening.Areyouclear?(Ss:Yes.)(Atlast,teachershowstheanswersonthescreen.)StepV.SpeakingT:Nowlet'sdospeaking.Thispartsaysthatagroupoffarmersinyourareahavebeengivenalargepieceofland.Thevillagerstogetherwiththevillageleaderhavetodecidehowtousetheland.Workingroupsoffivestudents.Eachgroupmemberwillplayoneoftheroles.Preparerolecards,discusstheproblemandtrytomakeadecision.Beforediscussion,whocangiveussomeusefulexpressionsaboutgivingadviceandmakingdecisions?Givingadvice:SE：Myadvicewouldbe•••.Iadviseyoutodo•••.Sf：Ithinkyououghtto….You.dbetter….SG:IfIwereyou,Iwould•••.Iwouldadviseyou.Sh:Idon'tthinkyououghtto….Makingadecision:SrInmyopinion,weshould…Ithink/believeyoushould…Sj：Idon'tthinkitisnecessarytodosth.….Wemustdecide….Sk:Ihopewecanmakeadecision.(TeacherwritesalltheexpressionsaboveontheBb.)T:Nowlet'shaveadiscussion,usingtheexpressionsontheblackboardlater,I'llasksomestudentstoactitout.Samplediaolgue:Sa—villagerA;Sb—villagerB;Sc—villagerC;Sd—villagerDSe—thevillageleaderSe：Asweallknow,wearegivenalargepieceofland.I'vegotallofusheretohaveadiscussionanddecidehowtousetheland.Pleasegiveusyouradvice.Sa：Iadviseweshouldgrowcornonthispieceofland.It'slargeandflatandmachinescangoupanddownit,sowecanspendlesstimeandgetmorecorn.Alotofmoneycanbemadeaftersellingthecorn.Sb:Ithinkweoughttobuildafarmthereandraisepigsorcowswiththegrainweharvest.Sowecanmakemoremoney.Sc:Myadviceisthatweshouldturnitintoagarden,andgrowflowersthere.Thenwecanselltheflowers.Thereisnobodyheresellingflowers.SoIthinkourbusinesswillsurelybegood.Besides,sometimessellinggrainormeatishard,forthepricecouldbetoolow.Sd:Ithinkwe'dbetterdesignitlikethis:Webuildabuildingofafewfloors.Ineachfloor,wecanraiseonekindofanimals.Withtheirwastes,wecanraisefishorgrowvegetablesonthetoporinthespacewhichfacesthe\nsun.Wecanalsogrowmushroomsinthedarkplaces.Wecanuseonequarterofittodothisandbuildagardenononequartersothatpeoplecanenjoythemselveshere.Halfoftherestgrowflowerstosellandfortheotherhalfwecangrowgrassonitsothatourenvironmentwillbebetter.Sa:That'sagoodidea.Butitwillneedalotofmoneytodothis.Ihopewecanmakeadecisiontoday.Se:Wemustmakeadecision.MyopinionisthatwedoasSdsaid.Anyotheropinions?SbandSc:Iagreewithyou.StepVI.SummaryandHomeworkT:Inthisclass,we'vetalkedabouttwostatisticalgraphsandlistenedtoapassage.Wehavealsotalkedabouthowtousealargepieceofland,usingsomeexpressionsofgivingadviceandmakingdeicisions.Theseexpressionsare:“…"(Pointingtotheblackboard.)Afterclass,chooseasubjectasyoulikewithyourpratnerandhaveadiscussion,usingtheexpressionsontheblackboard.That'sallfortoday.Classisover.Step叩.TheDesignoftheWritingontheBlackboardUnit19ModernagricultureTheFirstPeriodGivingadvice:Myadvicewouldbe….Iadviseyoutodo•••.Ithinkyououghtto….You'dbetter--•.IfIwereyou,Iwould•••.Iwouldadviseyou….Idon'tthinkyououghtto….Makeadecision:Inmyopinion,weshould….Ithink/believeweshould….Idon'tthinkitisnecessarytodosth.Wemustdecide-•1.Ihopewecanmakeadecision.StepW.RecordafterTeachingTheSecondPeriodTeachingAims:1.Enablethestudentstolearnsomethingaboutmodernagriculturefromthetext.2.Enablethestudenttomasterthenewwordsandexpressionsinthetext.3.Getthestudentstohavetheabilitytograspthegeneralideaofanpassageasfastaspossible.TeachingImportantPoints:1.Howtoimprovethestudents'readingability.2.Howtogetthestudentstomasterthenewwordsandexpressionsofthetext.TeachingDifficultPoint:Howtoimprovethestudents'readingandwritingability.TeachingMethods:\n1.Discussiontoraisethestudents'interestinagriculture.2.Ask-and-answermethodtohelpthestudentsunderstandthetextbetter.3.Freetalktoimprovethestudents'speakingability.TeachingAids:1.ataperecorder2.aprojectorandsomeslides3.acomputerformultimediauseTeachingProcedures:stepI.GreetingsandRevisionGreetthewholeclassasusualT:Attheendofthelastperiod,Iaskedeveryoneofustojoininadiscussion.NowI'llaskagrouptorepeatthediscussion.Whowillactitoutforus?WangHong,actitforuswithyourgroup,willyou?Wang:Yes.…(Teacheraskstwogroupstorepeattheirdiscussionbeforetheclass.)stepn.PreparationforReadingT:Somuchforrevision.PleaseturntoPage113.Let'slearnthenewwordsandexpressionstogether.LiMing,readthenewwordsandexpressionsofthisperiod,please.Beginwiththeword“arable”andendwiththeword“soil”.(Teacherandthestudentslearnthenewwordsandexpressionstogether.Teachercorrectsstudents'mistakesinpronunciationandgivessimpleexplanationsofsomewordsifnecessary.)T:Arethereanystudentscomingfromthecountrysideinourclass?Ss:Yes.Alotofusstudentsarefrompeasantfamily.T:Haveyoueverworkedinthefields,WangFei?Wang:Yes.Ioftenworkinthefieldwithmyparents.Icandoalotoffarmwork.T:Haveyoueverheardofanythingaboutfarminginthepast?Ss:Yes,Ihave.T:NowturntoPage34.Let'sdopre-reading.Discussthequestions.Groupwork.Writeyouranswersonapieceofpaper.(Afterafewminutes.)T:Areyouready?(Ss:Yes.)Whowouldtellussomethingabouttraditionalandmodernfarming?SA:Inthepast,farmersgrowcropsinthetraditionalway:Usecattletoploughthefieldfarmersworkinthefieldmostofthedayallyearround,buttheycouldnotproduceenoughfoodforthewholepopulation.Nowtheygrowcropsinthemodernway.Theyusemoderntechniquesintheirfields,suchaschemicalfertilizers,greenhousesandsoon.T:Whowouldanswerthesecondquestion?Sb：I'11try.Theadvantagesare:chemicalfertilizers,electronicpumpsandotheradvancedtechnologyareused.Farmerscanspendlesstimeonfarmsandmuchmoregrainisproduced.Thedisadvantagesare:theair,thewaterandthesoilroundusaremoreorlesspolluted.Sc:I'llsaysomethingaboutotherchangesthathavetakenplaceonfarmsinthelast100years.Inthepast,wedependedonheavenandwecoulddolittlewhennaturaldisastershappened.Now,wecandoartificialrainfall.GMmakesbetterseedspossible.Inthesamefields,betterseedscangiveusmuchmore\ngrain.Besides,allkindsofscientificwaysoffarmingareusedinfarming.Farmersinourcountryarebecomingricherandricherdaybyday.T:Verygood.Stepin.FastReadingT: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.ReadingT:NowreadthetextagainandanswerthequestionsinPostReading.Ifyouarenotsureaboutyouranswers,haveadiscussionwithyourclassmates.(Afterthestudents'discussion)T:PleaseturntoPage35.Let'sanswerthequestions.SH,giveyouranswerstothefirstfivequestions.SH：Theyare:1.D2.A3.C4.C5.CT:Isheright?Ss:Yes,heisright.T:Nowlet'sdoPart2.Si：Iwanttochangeapples.Iwantthemnotonlytogrowbiggerandmoredelicious,butalsoofthesamesize.Becausesomeoftheapplesnowaresmallerandnotdeliciousandtheapplesofthesamesizearepopularinthemarket.Sj：Iwanttochangefruittrees.Iwantthemtogrowshortersothatthefruitsonthemareeasytopickup.Andtheymustgiveusmorefruitssothatthefarmerscanmakemoremoneyandbecomericher.T:That'sagoodidea!Ihavethesameopinionasyou.Sk：Iwanttochangecarrots.Iwantthemtogrowmuchbigger.Becausethecarrotsourvillagersgrowaresmaller.Sl:Iwanttochangethevegetablespeopleusuallyeat.Iwantthemtobebetterforpeople'shealth.Sotheywillspendlessmoneyonmedicine.\nSm:Iwanttochangecows.Iwantthemtohavemorebabies.Sotheywillnotbeexpensivetobuy.Ifso,morefarmerscanbuythemandbecomerich.Sn:Iwanttochangefruittrees.Iwanttoplantthetreesgrowinginthesouth.Sowewillhavemorekindsoffruitsthaneverbefore.T:You'vedonewell.Afterclass,continuetothinkaboutmoregoodideas.NowI'llexplainsomeexpressionsandlanguagepointsofthetexttoyou.Please100katthescreen.modernizev.tomake(sth.)suitableformodernuseorfortheneedsofthepresenttime.e.g.Hespentalotofmoneymodernizinghishouse.dependon:Healthdependsongoodfood,freshairandenoughsleep.shortof:Hedidn'tbuyanythingbecausehewasshortofmoney.controlvhavepowerover(sb.orsth.),rule,directThemachineiscontrolledbythisbutton.controlone'sangerstandfor:USAstandsfortheUnitedStatesofAmerica.modify:tochange(sth,suchasaplan,anopinion,acondition,…)Tomodifyanythingistochangeitalittle.T:(Afterexplainingthewordsandexpressionsonthescreen.)Nowreadthetextandseeifyoustillhavesomethingyoufinddifficulttounderstand.(Teachergoesamongthestudentstoexplainanyquestionsraisedbythestudents.)StepV.ListeningandReadingAloudT:Let'slistentothetape.I'llplayittwice.ThefirsttimeIplayit,justlisten.WhenIplayforthesecondtime,youcanreadthetextafterit.ThenpleasereadthetextaloudafterIplaythetape.(Whilethestudentsreadthetext,teachergoesamongthestudentsandcorrectsanymistakesthestudentsmakeinpronunciationandintonation.)StepVI.SummaryandHomeworkT:Inthisclass,we'velearntthetext“Modernagriculture”.Ittellsusaboutagricultureofourcountry,forexample,itspastandpresent,especiallyitsfuture.Haveyouhadaclearunderstandingaboutfutureagriculture?Fromnowon,weshouldstudyhardandbereadytomakegreatercontributionstoouragricultureandfarmers.Afterclass,pleasereadthetextagainandmastertheusagesofthenewwordsandexpressionsofthetext,especiallythefollowing:modernize•••.Youcanmakesentenceswiththeminpairsorgroups.That'sallfortoday.Classisover.StepW.TheDesignoftheWritingontheBlackboardUnit19ModernagricultureTheSecondPeriodNewwords:modernize,control,modify.Usefulexpressions:dependon:Healthdependsongoodfood,freshairandenoughsheep.shortof:Hedidn'tbuyanythingbecausehewasshortofmoney.standfor:USAstandsfortheUnitedStatesofAmerica.StepW.RecordafterTeaching\nTheThirdPeriodTeachingAims: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:4.ataperecorder.5.aprojectorandsomeslides.6.acomputerformultimediause.TeachingProcedures:stepI.GreetingsandRevision\n(Greetthewholeclassasusual.Thenteacheraskssomestudentstoreadthetextaloud.)T:Nowlookatthescreen,please.Matchthewordsontheleftwiththeirmeaningsontheright.Pairwork.Writeyouransweronapieceofpaper.Laterwe'llchecktheanswers.1.droughtA.(ofland)suitableorusedforgrowingcropsentofland2.arableB.hangupon,bedepend3.fertilizationC.alongperiodofdryweather,whenthereisnotenoughwater4.dependonD.nothavingenough5.shortageE.puttingfertilizeron6.shortofF.use;putinuse;takeadvantageof7.irrigationG.aconditionofhavinglessthanneeded8.makeuseofH.supplyingwatertodrylandbyman-madestreams9.delegationI.agroupofpersonsactingforoneormoreothers(Afewminuteslater.)T:Areyouready?Ss:Yes.T:I'llshowtheanswersonthescreen.Pleasecheckyouranswerswiththem.Suggestedanswers:1.C2.A3.E4.B5.G6.D7.H8.F9.Istepn.WordStudyT:Let'sgoontodoLanguagestudy.Firstwe'lldothefirstpart:Wordstudy.Asweallknow,wordformationisausefultoolinlearningEnglish.Itcanhelpusenlargeourvocabulary.Wecangetanounbyaddingsomesufixestoaverb,forexample,form-formation,Generallyaverb+-tion=anoun.Butthereissomethingyoushouldpayspecialattentionto.Nowlet'sdothefollowingexercise.Writethenounformofthegivenverbsandtheverbformofthegivennouns.Ifyouarenotsureaboutthem,pleaseturntoadictionary.Thenmakesentenceswitheachword.Ifyouhaveanythingyoudon'tunderstand,haveadiscussionwithyourclassmates.(Teachergoesamongthestudentsandhelpthemtodotheexercise.)T:Haveyoufinished?(Ss:Yes.)Let'schecktheanswers.SA.Writeyouranswersontheblackboard,please.AnswersVerbirrigatemodernizepopulateproducefertilize/fertiliseinformprotectmodifyNounirrigationmodernizationpopulationproductionfertilizationinformationprotectionmodificationT:Nowmakesentenceswitheachgroupwords.Onestudent,onegroup.SB:irrigate:Theyirrigatetheircropswithwaterfromthisriver.\nirrigation: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.Srmodify:Adjectivesmodifynouns.modification:Thearticleneedssomemodification.Stepin.Grammar:Theuseof"It"(2)T:(Teachershowssomesentencesonthescreen.)Lookatthetwogroupsofsentencesonthescreen:a:Itisonthisarablelandthatthefarmers?producefoodforthewholepopulation?ofChina.、b:Thefarmersproducefoodforthewhole?populationofChinaonthisarableland.a:Itisfromtheearly1990sthatscientistsstartedtodevelopnewtechniquestoincrease,agriculturalproductionwithout?harmingtheenvironment.|b:Fromtheearly1990s,scientistsstartedtodevelopnewtechniquestoincrease?agriculturalIproductionwithoutharming?theenvironment.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.\n(Afterafewminutes.)T:Areyouready?(Ss:Yes.)Pleasechangethesesentences.Onestudent,onesentence.Whowillbethefirst?Sb:I'lltry.Sentence2:Itisthechildrenwho/thatoftenhelpthefatherandmotherdothefarmwork.Sc:Iwanttorewritethesecondsentence,butI'mnotsurewhetherIshoulduse"is"or"was".T:Hereyoushoulduse"was".Sc:SentenceI:Itwasin1993whenatomatowasdevelopedthatwasverydifferentfromanygrownbefore.T:Isheright,Sd?Sd:Yes.T:You'rebothwrong.Weshouldpayspecialattentionto"that"whenweemphasizetheadverbialoftimeandplace.Inbothsituations,weshoulduse"that"insteadof"when"or“where”.Areyouclearaboutthat?Ss:Yes.T:Let'sgoonwiththeothersentences.Se:Sentence3:ItistheshortageofarablelandthatthebiggestproblemofChinesefarmersis.S^Sentence4:Itistheplantsgrowningreenhousesthatareprotectedfromthewind,rainandinsects.SG:Sentence5:Itishightechnologyaswellastraditionalmethodsthatfutureagricultureshoulddependon.T:Aretheyright?Ss:Yes,theyareallright.StepIV.PracticeT:Nowlet'sdothesecondpartofGrammar.Rewritethesentences,emphasizingasmanypartsaspossible.FirstlookatExample.Readitcarefullyandthendotheexercise.Youcanhaveadiscussionwithyourclassmatesifyouhaveanyquestions.Afewminuteslater,we'llchecktheanswers.(Whenstudentsfinish,teachershowstheanswersonthescreenandgetthestudentstochecktheiranswers.Thenteacheranswersthequestionsraisedbythestudents.)Answerstotheexercise:1.ItwasHerrywho/thatgaveGeorgeanewtieforhisbirthdaylastyear.ItwasGeorgewhom/thatHerrygaveanewtieforhisbirthdaylastyear.ItwasanewtiethatHerrygaveGeorgeforhisbirthdaylastyear.ItwaslastyearthatHerrygaveGeorgeanewtieforhisbirthday.2.Itwasduringthatperiodoftimethattheymadethreeimportantdiscoveries.Itwastheywho/thatmadethreeimportantdiscoveriesduringthatperiodoftime.Itwasthreeimportantdiscoveriesthatduringthatperiodoftimetheymade.3.ItissomepeopleinSouthAmericawho/thatstillpractisethiskindoffarming.ItisthiskindoffarmingthatsomepeopleinSouthAmericastillpractise.StepV.SummaryandHomeworkT:Inthisclass,we'vedonesomeexercisesaboutWordFormation.Pleaserememberthesewordsontheblackboard(Pointingtotheblackboard).Weshouldalsoremembertheemphaticconstruction:Itis•••that(who,whom)・••Whatshouldwepayspecialattentionto?Whocantellus?Sh:1.Theverbcannotbeemphasized.2.Whenweemphasizetheadverbial,weshouldrememberthatwecant'tusewhenorwhere.T:(Writewhatthestudentsaidontheblackboard.)That'sright.Afterclass,weshoulddomoreexercises\nsothatwecanmasterit.Today'shomework:Dotheexercisesconcernedintheworkbook.That'sall.Classisover.StepVI.TheDesignoftheWritingontheBlackboard.Unit19ModernagricultureTheThirdPeriodWordFormation:VerbNounirrigateirrigationmodernizemodernizationpopulatepopulationproduceproductionfortilize/fertilisefertilizationinforminformationprotectprotectionmodifymodificationTheemphaticstructure:Itis…that(who)…Notes:1.Theverbcannotbeemphasized2.Whenweemphasizetheadverbial,weshouldrememberthatwecan'tusewhenorwhere.StepW.RecordafterTeachingTheFourthPeriodTeachingAims:1.Havethestudentslearnandmasterthenewwordsandexpressionsinthetext.2.Improvethestudents'readingabilitybylearningthetext.2.Getthestudentstoknowsomethingaboutfarming,learnfromJiaSixieanddedicatethemselvestoscience.TeachingImportantPoints:1.Howtogetthestudentstomasterthenewwordsandexpressions.2.Howtoimprovethestudents'readingandwritingabilities.TeachingDifficultPoint:Howtogetaclearideaofanarticleasfastaspossible.TeachingMethods:1.Pairworkorgroupworkmakeeverystudenttakepartintheclassactivities.2.Writingsummarytohelpthestudentsunderstandthemainidea.3.Ask-and-answermethodtohelpthestudentstograspthemainideafaster.TeachingAids:1.arecorder2.aprojectorandsomeslides\n1.acomputerformultimediauseTeachingProcedures:StepI.GreetingsandRevisionGreetthewholeclassasusual.Teacherchecksthestudents'homework.Stepn.PreparationforReadingT:Nowlet'sgooverthenewwordsandexpressionsappearinginthetexttogether.PleaseturntoPage113.…(Teacherandstudentslearnthenewwordsandexpressionsofthisperiodtogether.Teachergivesbriefexplanationswhennecessary.)Stepin.Fast-readingT:(ShowthepictureofJiaSixieandhisbook"QiMinYaoShu”.)Doyouknowtheoldmanandthebook"QiMinYaoShu"?SA:Yes.HewasJiasixie,agreatscientistofancientChina,livinginNorthernWeiDynasty.Andhewasfamousforthebook.Thebookisaboutthescienceoffarming.T:Verygood.Nowpleasereadthetextfastandanswerthetwoquestionsonthescreen.Writeyouranswersonapieceofpaper.I'llcollectthefirstfivepiecesofanswers.Let'sbegin.(Teachershowsthescreen.)Answerthefollowingquestions:1.WherewasJiaSixiebornandwhendidhelive?2.WhatadvicedidJiaSixiegiveaboutploughingthefield?(Teachercollectstheanswerswhenthefirstfivestudentshavefinished)T:(Afterallthestudentsfinish.)Haveyoufinished?Ss:Yes.T:SbandSC,giveusthetwoanswers,please.SB:HewasborninYidu,ShandongProvince.ScHesaidthatwhenyouploughthesoil,ploughdeeplythefirsttimeandlessdeeplythesecondtime,andtheautumnploughingshouldbedeeperthanthespringploughing.Stepin.Reading\nT:Quiteright.Nowlet'sreadthetextagainanddiscussthequestionsonthescreen.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:Fo「example,ifyouplantriceinafieldoneyearandwheatinthefieldthenextyear,youwillharvestgoodcrops.Thatistosay,donotplantthesamecropyearafteryearinthesamefield.S「6.Wheatshouldbeplantedclosetogetherinsteadofwithspace.BecauseJiaSixiedidexperimentsandshowenthat.T:Youranswersareright.Thatisbecauseyouhaveafullunderstandingaboutthetext.Thankyou.Next,I'llexplainsomelanguagepointstoyou.Pleaselookatthescreen.Notestothetext:a.JiaSixiewasanimportantagriculturalpioneeroftheNorthernWeiDynasty(386~534AD).b.spenthistimeonresearchintoagriculture:Notethepreposition“spendtimeonsomething/doingsomething"andalso“researchintosomething".c.goagainstnature=dothingsthataretheoppositeofthenaturalway.d.dothingsatthewrongtimeofyear=dothingsatatimeofyearwhentheweatherconditionsareunsuitable.e.yearafteryear=everyyearf.Growdifferentplantsnexttoeachotherinsamefield:"nexttoeachother“referstoadifferentplants".T:(Afterexplainingthelanguagepoints.)Doyouhaveanythingyoudon'tunderstand?Pleasereadthetextagainandseeifyouhaveany.(Teachergoesamongthestudentsandanswersthequestionsraisedbythestudents.Thenteacherplaysthetapeandletthestudentslistenandfollow.)StepV.Discussion\nT:Thistextiswritteninthreeparagraphsandeachparagraphhasitstopic.Nowreadthetextagainandmakenotesaboutthetopicsonthescreen.Youcandoitinpairsorgroups,thenwe'llchecktheanswers.(Teachershowsthescreen.)FarmingandGardening1.AboutJiaSixie(Paragraph1)2.AboutQiMinYaoShu(Paragraph2)3.AboutJiaSixie'sadvice(Paragraph3)T:(Afterafewminutes.)Haveyoufi-nished?NowI'llshowtheanswersonthescreen.Pleasecheckyouranswerswiththem.FarmingandGardening1.AboutJiaSixie'—"livedinthesixthcentury；,•235borninYidurShandongProvince;飞oUected…