課型設計與課時分配：
The first period: Reading
The second period Words and Grrmmar
The third period Extensive Reading
The four period Listening
The five period Writing
The six period Summary
The First Period Reading
Teaching goals
1.Target Language
a. 詞匯和短語
sunburn, struggle, super, expand, circulate, equip, export, rid…of, be satisfied with, lead a…life, search for, would rather, thanks to, with the hope of, rather than
b. 重點句子
This special strain of rice makes it possible to produce one-third more of the crop in the same fields. P10
He cares little about spending the money on himself or leading a comfortable life. P10
He also doesn’t care about being famous. P10
He feels it gives him less freedom to do his research. P10
His other hobbies include playing mah-jong, swimming and reading. P10
Wishing for things, however, costs nothing. P10
2. Ability goals
Enable students to learn more about agriculture, countryside and farming. By talking they can exchange their experience with each other. By reading they will realize the role that agriculture plays in human life. In fact this world faces a serious problem-starvation. So after reading the passage about Dr Yuan students will know the importance of his achievement to man. Of course they will learn from Dr Yuan some noble character.
3. Learning ability goals
Help students learn how to describe Dr Yuan Longping including his personality.
A. Teaching important points
1. Help to comprehend the text and grasp the main idea of the text.
2.Grasp the usage of some words and expressions.
3.How to help students make up their minds to make contributions to motherland in the future like Dr Yuan.
B. Teaching difficult points
1.How to help students learn more about agriculture.
2.Help students really master the usage of words and expressions.
C. Teaching aids
A tape recorder, a projector and a computer.
D. Teaching procedures & ways
Step 1 Greeting and leading in
look at the two pictures on Page 9 and answer the questions:
1. What are the people doing?
2.Can you tell me something about rice?
.Step 2 Warming up
1.Discussion: (group work)
Have you ever grown any plants? If so, what did you do to grow them? If not, what kind of plant would you like to grow? How will you grow it?
Step 3 Pre-reading
The purpose of this step is to let students know the importance of rice. By answering the two questions, students can easily understand why we call Dr Yuan Longping a pioneer for all people, and why he devotes all his life to the rice research.
1.What do you think would happen if tomorrow there was suddenly no rice to eat?
2. If you had the chance to do one thing to help end famine in the world, what would you do?
Step 4 Fast Reading
The purpose of fast reading is to let students find some useful information, and get familiar with the text. So in this step, teacher designs some questions for students, so that they can easily find the answers and finish the reading task.
1. What does Dr Yuan look like?
2. What’s his achievement?
3. What do you think of him?
Step 5 Careful Reading and Explanation
1.Give students 3 minutes to read and find the main idea of the text. While students are doing this, teacher show the chart on the screen. After they have finished their task, ask them to look at the screen and fill in it.
Show the chart on the screen.
A PIONEER FOR ALL PEOPLE
1. He wants everyone to call him a farmer.
2. His biography.
3. His personality.
4. His dreams.
Five minutes later, teachers can ask some of them to fulfil the chart. They can use words, phrases, or sentences to do this. Here is a sample for teacher to refer to.
A PIONEER FOR ALL PEOPLE
1. He wants everyone to call him a farmer.
(1) A scientist works the land.
(2) Sunburnt face and arms, slim, strong body.
(3) Grow hybrid rice.
(4) The first agricultural pioneer.
2. His biography.
(1) In 1931, born.
(2) In 1953, graduated and devoted his life to finding ways to grow rice.
(3) Last year, twenty billion tons of rice was produced. Now, Dr Yuan is circulating his knowledge.
3. His personality.
He is satisfied with his life. Because he doesn’t like money and fame.
4. His dreams.
(1) The first dream.
(2) The second dream.
2.language points:
1)“…for that’s how he regards himself”.
“how he regards himself”, means how he thinks of himself. It refers to a person’s self-image .
2) “…h(huán)as more, rather than fewer troubles.”?
while “ …h(huán)as more, rather than fewer troubles” means that you expect fewer troubles but in face you get more than you thought you would.
3) struggle v to make great efforts
e.g. They have struggled for years to free their country from the enemy.
I’m struggling to finish the huge helping you gave me.
4)sunburnt adj sun-tanned
e.g. His sunburnt skin looks healthy.
5)super adj (infml) excellent; splendid
e.g. You’ll like her, she’s super.
You look super in your new clothes.
It was super of you to help.
6) expand v
(cause sth to) become greater in size, number or importance
e.g. Metals expand when they are heated.
Why not try to expand your story into a novel?
7)circulate v
(cause sth to) pass from one person, place, etc to another
e.g. People who circulate false news are to be blamed.
Yet reports of this kind have been circulated by our newspapers.
The news of the enemy’s defeat quickly circulated round the town.
7) equip v
supply sb/sth (with what is needed, for a particular purpose)
e.g. Now all fishing boats are radio-equipped.
They can’t afford to equip their army properly.
Please equip yourself with sharp pencil and a rubber for the exam.
9)export v
send(goods) to another country for sale
e.g. India exports tea and cotton to many different countries.
This company has a large home market but doesn’t export.
10) rid…of make sb/sth free from(sb/sth unpleasant)
e.g. We all wish that we would rid the world of famine.
The farmer recently tried to rid the house of rats.
11) lead… a life, live… a life
e.g. Now we are leading a happy life.
In the old days farmers led a terrible life in the country.
12) be satisfied with, be content with
e.g. The young lady isn’t satisfied with the peaceful life.
Are you satisfied with his answers?
13) would rather, prefer to
e.g. I’d rather walk than take a bus.
I’d rather you knew that now, than afterwards.
Step 5 Listening and Post-reading
At first, let students listen to the tape, and then finish the exercise in Comprehending. In Step IV and V, we have involved some questions in Exercise 3, so teachers can choose some questions to do. For Exx 1 and 2, teachers can leave some time for students to finish and then check the answers with the whole class.
Step 6 Summary and Homework
Today we talked about agriculture. And we also read about Dr Yuan Longping. We have known much about the great scientist. OF course we have learned some words and expressions about farming. Please try to grasp these words and expressions after class. Now please look at the poem on the screen:
Farmers weeding at noon,
Sweat down the field soon.
Who knows food on a tray,
Due to their toiling day.
Do you know it? Read it and say whot does it mean?
(It’s 憫農(nóng) written by Li Shen.)
The title is A HARD-WORKING FARMER. This is my gift to you. Please read it together. OK, hope you can remember it when you are having your dinners. Besides, I’d like you to think: even if Dr Yuan’s dreams come true, can this really solve the starvation? Why? This is the homework. Think it over. Next time I’ll ask some of you to give your opinion in the class. Another one is to finish the exercises in learning about Language. Exercise 1,2 and 3 are about useful words and expressions. Finish them.
The Second Period Words and Grammar
Teaching goals 教學目標
1. target language 目標語言
a. 詞匯和短語
sunburnt, hunger, expand, circulate, struggle, export , output, satisfied , strain , rid ……of , lead a ….life, would rather , thanks to
b .語法
The-ing form as subject and object.
2. Ability goals能力目標
Enable students to master the usage of the words and expressions above and use the –ing form as subject and object correctly and freely.
3. Learning ability goals 學能目標
Help students learn how to use these words and expressions freely to express their ideas and use the–ing form as subject and object as they like. They can also practise actively and attentively do that they reach their goals
A. Teaching important points 教學重點
The usage of the important words and the-ing form used as subject and object .
B. Teaching important words points
How to use the words and expressions and the-ing form freely .
C. Teaching method
Explaining , discussing and practicing .
D. Teaching aids
A projector and a computer.
E. Teaching procedures & ways
Step 1 Greeting and revision
Free talk:
1. What’s your breakfast ?
2. When you are eating at the dinning-room, do you often find some food thrown away ?
Step II word study
A. Complete the exercise on the screen. Teaches shows the following in the screen
Complete the sentences with the words from the box in proper forms. Some
Words may not be used.
Sunburnt, strain, output , export , rid …of , would rather , increase , satisfied , super ,lead…a life , thanks to , struggle
1. With the development of science and technology china is ____ many kinds of electric products to developing countries.
2. Yao Ming plays basketball in NBA and he is a ____ basketball star.
3. _____ bad weather ,our football match has to be put off.
4. Now the old couple _____ simple but happy _____ in the countryside .
5. Judging from his ___ _face and arms , he works in the open air .
6. I’m very tired . I _____ have a good sleep than go to the cinema .
7. The ____ of corn this year is double that of last year .
8. We ____ wheat to Russia and import silk from Japan .
9. The basketball league _____ by adding four new terns .
10. The people _____ to get out of the burning building .
A few minutes later , the teacher may ask some students to read out their answers and give the Chinese meaning of each sentence . The teacher corrects any mistake and gives some explanations.
Answers to the sentences:
1. exporting 2.super 3.thank to 4. is leading a …life 5.sunburnt 6.would rather 7.output 8.export 9. was strained 10.struggled
B.Finish the Exx 1,2 and 3 on page 11.
Step III grammar
There are two tasks in this step. One is to do some explanations about the structure ; the other is to do some exercises in the discovering useful structures in page 12.
Task 1
A. The following sentences are from the text. There are some useful structures in them . Let students translate them and pay attention to these boldface words .
1…..,he cares little about spending the money on himself or leading a comfortable life . p 10
2.He also doesn’t care about being famous. P 10
3.His other hobbies include playing mah-jong ,swimming and reading .
p 10
4.Wishing for things , however , costs noting . p 10
B.Complete the sentences with the given words in proper forms.
1. Fancy Mary _____ (do ) a thing like that !
2. _____ ( take ) physical exercise every day is profitable to our health .
3. That is a matter of importance , it wants ______ ( handle ) carefully .
4. Her not _____ (come back ) made us disappointed .
5. I must apologize for ______ ( not let )you know ahead of time .
6. Mr Brown regretted ______ (beat ) his son.
Check the answers and correct mistakes if there is any and do some explanations at the same time .
Task 2
A .Do some exercises: Please do ex 2 on page 12. You are asked to rewrite the following sentences using the -ing form as the subject .
Ask some students to do them one by one .
B. Do Exercise 3. This time join the two halves to sentences.
C. Finish EX4 in page 13. Use the following phrases with the –ing form to describe a person you admire.
Teacher can give students four minutes to write a short passage by themselves and then ask one or two students to give their answers.
Step IV Using Structures
A. Finish Exercise 1 on Page 50. Check their answers with the whole class .
B. Exercise Now work in pairs or groups to finish this task.
Step V Homework
Finish all Exercises on Page 49.
The Third Period Extensive Reading
Teaching language
1.Target language
A 重點詞語
mineral , reduce , organic , level , whatever , bacteria , refer to , year after year
B 重點句型
It also refers to crops growing with natural rather than chemical fertilizers. P13
Putting this in their fields, they argue, makes the soil……… P13
This is importing because developing a healthy soil reduces diseases …… P13
However, using chemical fertilizers is a big problem. P13
Firstly , leaving chemicals in the ground a long time is not good for ……… P13
Instead, organic farmers insist on changing crop every two or three years. P14
These put the minerals back into the soil, making it rich and healthy … P14
…make sure that what is left in the ground after harvesting becomes a …… P14
2.Ability goals 能力目標
Enable Ss to master the main idea of the text and know the ways of organizing articles.
3.Learning ability goals 學能目標
Help students learn how to enlarge the words and know the ways of the same topic.
A.Teaching important and difficult points
1． How to grasp the main idea of the passage.
2． How to grasp the words and phrases and be able to use them of the same topic.
B.Teaching methods
Show questions, read fast, find the main idea carefully and finish all the tasks.
C.Teaching aids
A recorder and a projector.
D.Teaching procedures & ways
Step I Greeting
Step II Reading
There are three tasks in this. Teachers can ask students to read the articles one paragraph by one paragraph. Ask them some questions about the passages. There are three paragraph in the article. In each passage, there are one or two questions. When students finish these questions, they will find that the structure of the text has turned up.
Task 1 : Questions about the text.
Show the questions on the screen:
1. what is the organic farming?
2. what is the advantage of using natural fertilizer?
3. what is the disvangtage of using chemical fertilizers?
4. what’s the main idea of paragraph 3?
5. why do farmers grow their crops in such ways?
Read the text one paragraph by one paragraph and answer the questions.
Task 2: Structure of the text
Look at the screen. This is the structure of the text. Read it and retell the text according
This is the structure of the text. Read it and text according to it.
Give students some time to retell the text by themselves.if time permits, teacher can ask some of them to read out his or her passage.
Task 3: Exercises on Page 14
Because some of the exercises have been involved in Step II, teachers can leave this part to students.
For Exercise 3, here is a simple:
Organic farming means crops growing with natural fertilizers instead of chemical ones. Yhe natural fertilizer which is natural waste from animals does good to soil. It makes the soil richer in minerals while chemical fertilizers damage the soil, leaving chemicals fertilizers in the ground for a long time and killing both helpful and harmful bacteria and pests. Organic farmers keep the soil rich and healthy by changing plants every two or three years, planting different crops in different layers and planting grass between crops to prevent wind or water from carrying away the soil.
Step III Listening and Language points
1. Listen to the text carefully and pay attention to meanings of the bold words and try to grasp the main idea of each paragraph.
2. Check the meanings of the bold words.
“refer to” means “mean”.
“minerals” means “substances that bodies needs in slight amount”. “Reduce” means “make smaller in number ”.
“Supply” means “something provided
“bacteria” and “poests” mean “microscopic organisms that exist in large number in air, water and soil and insects or animals that destroy plants”.
“l(fā)evel” means “l(fā)ayer”.
“whatever” means “no matter what” .
3. Do some explanations about some important words and phrases.
Show the following sentences on the screen:
1. reduce V make sth smaller in size, number, degree, price, etc
e.g.
This company tries to increase profits by reducing costs.
We have reduced expenses this year.
2. supply V give sb sth that is needed or useful
e.g.
He kept me well supplied with cups of coffee while I wrote the report.
The shop was unable to supply what she wanted.
In Britain milk is supplied to each house in bottles.
3. whatever pron any or every(thing)
e.g.
we will be grateful for whatever amount you cab afford.
Whatever I have is yours.
4. refer to V mention or speak of sb/st
e.g.
When I said some people are stupid, I wasn’t referring to you.
Don’t refer to this mater again.
5. year after year
e.g.
The villagers plant trees on the hill year after year
Step IV Further reading
Translate the sentences and pay attention to the boldfaced parts of each sentence.
1. It also refers to crops growing with natural rather than chemical fertilizers. P13
2. Putting this in their fields, they argue, makes the soil … P13
3. This is important because developing a healthy soil reduces diseases ... P13
4. However, using chemical fertilizers is a big problem. P13
5. Firstly, leaving chemicals in the ground for as long time is not food for… P13
6. Instead, organic farmers insist on changing crops every two or three years. P14
7. These put the minerals back into the soil, making it rich and healthy … P14
8. … make sure that what is left in the ground after harvesting becomes a … P14
Step V Reading on Page 51
A. Answer these questions:
1: What’re his ambitions or dreams?
2.What made him have such ambition?
3.How did he get his achievement?
4. How many suggestions did he give to farmers?
5. What’s his contribution?
B. Fill in the chart in Page 52.
After students finish the chart, check the answers.
Step VI Homework
To collect some information about the safety and importance of green food.
The Fourth Period Listening
Teaching goals 教學目標
By listening the materials, require the students to grasp the ways of listening and try to improve their listening ability.
1. Ability goals
Get the key words of each listening material, and then get the main ideas of theirs, so that students can catch the passage and realize the purpose of listening.
a. Change what they heard into their own thoughts and express them out in their language.
2. Learning ability goals
Help students get some skills in listening: First listening to get a general idea; second listening to find some key words and write down the required information; finally, check the answers.
A. Teaching important and difficult points
Train to get the key words by reading the questions before listening, understand the whole passage and then answer some questions about the text.
B.Teaching methods
Instruction and practice
C.Teaching aids
A tape recorder and a projector
Teaching procedures & ways
Step I Lead-in
Free Talk:
Where did you go over your weekend?
Step II Listening on Page 14
1. Teacher shows the following words and asks students to tell their meanings in Chinese.
valley competitor determined pour carrots cucumbers pumpkins attack
wildfire sigh solid
2. Listen to the tape for the first time, and get a general idea of the passage.
.
3. Listen to the tape again and fill in the chart in Exercise 1, page 14.
Show the answer chart on the screen for students so that they can check it quickly.
Farming Practices Mr Jone’s farm Mr Smith’s farm
Crops grown Carrots, cucumbers, pumpkins Carrots, cucumbers, pumpkins
Fertilizer Chemical Natural
Other plant nutrition Water Water
Results Empty inside Solid and healthy indise
4.Listen to the tape once again. This time we’ll finish Exercise 2 and 3.
Step III Listening on Page 48
Play the tape for three times. Ask students to finish the whole exercises And then check the answer with the whole class.
Step IV Listening on Page 50
This is an easy listening material. The purpose is to give students some information about early faming methods in different area of the world. What students should do is to read the descriptions on Page 50,and match them with the correct sites on Page51. listen twice.
Check the answers with the whole class.
Step V Summary and Homework
Today we mainly do some listening practice. Desert is expanding continuously, which makes us worried. As students we should pay more attention to the environmental problems. We should try to play our role in stopping our earth from becoming word please do more practice after class so as to improve your listening ability.
The Fifth Period Writing
Teacher goals
1. Target language
I would rather ...
I don't ...because ...
I'd prefer ...because ...
It's a great pity that ...
Should I/ we ...?
It's better to ...
This is good value because ...
If I have a choice I'd choose ...because ...
What is the advantage of ...?
You need to ...
2.Ability goals
To improve students' integrating skills. It helps students express themselves and develop an argument to try to persuade to believe that their ideas are correct.
3.Learning ability goals
Let students learn how to express themselves and write a clear and attractive poster to persuade to believe what they say.
A.Teaching important and difficult points
1. To understand what they read.
2.How to find reasons to persuade people to believe what they say. 3.How to write an attractive poster.
B.Teaching methods
Reading, speaking ,discussing and writing.
C.Teaching aids
A projector and a recorder.
D.Teaching procedures & ways
Step I Lead-in
There are three main tasks in these period.
1. Deal with the reading. Speaking and Writing on Page 15.
2. Do SPEAKING AND WRITING TASK on Page 53.
3. Finish TALKING on Page 48
Step Ⅱ Reading
1.This is the first step of Reading, Speaking and Writing. In the three steps, teacher should remind students the following: for reading, they should get the key words of the passage, in order to get a good understanding and make a good base for the writing; for speaking, they should attend to what they will do. Be careful not be off the point; for writing ,the most important thing is to practise writing using phrases, instead of the whole sentences. Give students a minute to read it and then show a chart on the screen to let them make sure the important points of this passage.
Advantage:
1. Healthy and safe
2. Free of chemical fertilizers
3. Grown away from industrial areas
4. Away from dirty water supplies Disadvantage:
1. People don’t know about the food and how good it is
2. More expensive than other food which is not so safe
Read Exercise 2 and then finish the task with the words and expressions below. Make sure that all that the students say is to persuade people to buy their food! So please don't be off this point. Give students some time to do this.
Step Ⅲ Speaking
Three minutes later, teacher can collect students' ideas. There are two kinds of ways to do this task. One is the seller's speech; he other is dialogue between two students. Students can choose either of them to practise the phrases below.
Step Ⅳ Writing
In this part the students should not use the whole sentences, using phrases or notes is OK. Ask students to read the instructions, and the example on Page 16 carefully. And then write down their poster.
Give students three minutes to practise. And give them enough help, if some of them need it. Three minutes later teacher can ask one or two pairs of students to-act out their dialogues.
Main heading
This explains that you sell green food.
Reasons to buy
1. ( one reason )
2. ( one reason )]
3. ( one reason )
4. ( one reason )
Why it is good value. Buy the best fruits here
We only sell green food in this shop!
Best choice at best price!
Safe, healthy, clean, fresh. Far away from any pollution.
1. No chemical fertilizer, all organic fertilizers
2. Clean air, clean water
3. No poison, no pesticides
4. Home in heaven
Healthy food means healthy life. Far away from diseases, without worries, full of happiness. ( one reason )
Step V Talking
The purpose of this task is to let students practice how to persuade others, using some useful expressions below the instructions. There are two points that students should pay attention to. One is that they must know what is the subject they will talk about; the other is that they should use the expressions to practice presuasive skill. So, there are two tasks to finish the talking. First, teacher should help the students to remember who is Leng Jianli and what did she do. Second, ask the students to practice.
the chart will give you more information about Leng Jianli. Maybe it is useful to your talking.
What Leng Jianli did
● Plant trees, bushes and other plants in the desert near her farm.
● Carry water from far away and take very good care of them.
● Have been working very hard for many years.
● Turn desert into farmland.
Read the instructions in Talking on Page 48.
Step Ⅳ Speaking and Writing Task on Page 53
If time permits, teacher can do the "Speaking and Writing task on Page 53 in this period, or leave it as homework.
Sample writing:
A fish farm is a pond or cage in the sea where farmers raise fish. In this case farmers can help fish grow faster to be big enough. This summer holiday I'm going to visit a fish farm near Yingshan lake.
A fish farmer has to be careful when he keeps fish in a pond .He must keep the water of the ponds from becoming too dirty. He also is to keep fish very close together.
What I am most interested in is to feed fish. I think fish must be fed regularly--twice or three times a day. I enjoy the scene in which fish jump up to take food. Besides feeding, the other task I have to do is to try to stop fish being affected by disease. I understand that fish disease are a serious problem. If that happened, all the fish in the pond would die. So I have to examine fish for disease. If so,I have to give some medicine to the fish.
I imagine I'll be busy on a fish farm and have a good time.
Step Ⅶ Homework
1. Finish the Project on Page49 .
2. Summing up on Page 16.
The sixth Period
Teaching goals
1.Target language
Word and expressions of this unit.
2.Ability goals
Enable students to summarize what they learned and make a check by themselves.
3.Learning ability goals
Help Ss learn how to summarize what they have learned according to the instructions in the Summing up and Checking Yourself.
A. Teaching important and difficult points
How to review and conclude what students learned.
B. Teaching methods
Help students learn by themselves.
C.Teaching aids
A projector.
C. Teaching procedures & ways
Step I Exx on page 49
For Exx 1 and 2, teacher can show them the answer sheet, so that they can check the answers quickly. For Exercise 3, teacher can ask some of them to go to the blackboard to write down their translation. And then check them with the whole class. If there are some problems, teacher can ask student to discuss and give them some suggestions to solve them.
Step II Summary
1.Fill in the chart on Page 16 to sum up what we have learned in this unit.
SUMMING UP
Write down what you have learned about working the land.
We have learned about agriculture and deeds of Dr Yuan Longping. We also know what organic farming is and grasp how to express our ideas and write a poster.
From this unit you have also learned:
Useful verbs: expand export circulate rid…of reduce struggle equip
Useful nouns: hunger bacteria fertilizer mineral supply level
Useful adjectives and adverbs: super sunburnt satisfied fertile organic
Other expressions: would rather lead a…life refer to year after year
New grammer item: the –ing form used as the subject and object
Step III Project
As for project on Page 54.teachers can ask the students to choose three kinds of crops and refer to some books to find out where they are grown. Students may be asked to make a booklet after class and display it on the classroom wall for the rest of the class to enjoy. The contents of the booklet include if they can be grown in different climate and countries and where they cannot be grown.
Here are some information for them to refer to::
Cucumbers are grown for eating fresh or preserving as pickles. They must be grown in warm temperatures and full sunlight, and will not stand frost. Cucumbers mature quickly and are best suited to large gardens but can be grown in small areas if caged or trellised.
Cucumbers do best in loose, sandy loam soil but can be grown in any well drained soil. Remove rocks, large sticks and trash before preparing the soil. Leave fine pieces of plant material such as dead grass and small weeds. They will help enrich the soil when turned under. Spade the soil to a depth of 8 to 12 inches. This is about the depth reached by most shovels or spading forks. Turn each shovel of soil completely over so all plant materials are covered with soil.
Tomatoes are warm season plants requiring at least six hours per Temperatures are very important. Most varieties of tomatoes will not set fruit unless the average nighttime temperature stays above 55degrees. If nighttime temperatures are expected to drop below 55 degrees, protect the plants using a polyethylene film.
One of the most common problems with tomatoes is called blossom end rot which appears as a gray or dark leathery scar or rot on the blossom end of the fruit. It can also be caused by a lack of calcium in the soil. Another common problem of tomatoes is blossom drop. This can occur if nighttime temperatures drop below 55 degrees and plants are not protected. Germination and tube growth are so slow that the blossoms drop off before they can be fertilized.
Peas are a frost-hardy, cool-season vegetable that can be grown throughout most of the United States, wherever a cool season of sufficient duration exists. For gardening purposes, peas may be classified as garden peas (English peas), snap peas and snow peas(sugar peas). Garden pea varieties have smooth or wrinkled seeds. The smooth-seeded varieties tend to have more starch than the wrinkled-seeded varieties. The wrinkled-seeded varieties are generally sweeter and usually preferred for home use. The smooth-seeded types are used more often to produce ripe seeds that are used like dry beans and to make split-pea soup. Snap peas have been developed from garden peas to have low-fiber pods that can be snapped and eaten along with the immature peas inside. Snow peas are meant to be harvested as flat, tender pods before the peas inside develop at all. The Southern pea (cowpea) is an entirely different warm-season vegetable that is planted and grown in the same manner as beans.
Step IV Checking yourself
This is a chance for students to collect knowledge they have learned in this unit. Teacher can give the students some time to discuss it and then finish the questions in the chart. Doing this task can improve students ability of teaching by oneself.
Step V Homework
1.Preview the next unit
2.Show the students some English farming proverbs and ask the students learn them by heart:
He who does not rise early never does a good day’s work.
起床不早，一天的工作干不好。
Go to bed with the lamb and rise with the lark.
隨羔羊就寢，與云雀同起。
A barley-corn is better than a diamond to a cock..
對一只公雞來說，一顆麥粒優(yōu)于一顆鉆石。
The cuckoo comes in April, and stays the month of May; sings a song at Midsummer, and then goes away.
布谷鳥，四月來，五月一直在，仲夏唱歌，然后就離開。
Always take out the meal-tub, and never putting in, soon comes to the bottom.
取糧不儲糧，桶底糧光光。
No mill, no meal
不磨面就沒飯吃。