Unit 2 Working the land
Ｉ．單元教學目標
技能目標Skill Goals
Talk about agriculture: a pioneer in farming -Yuan Longping
Talk about organic farming & green food
How to write a brief summary
Try to consolidate how to express suggestions & advice
Master the usage of the -ing form as the subject and object
Learn how to design English posters
II． 目標語言
功
能
句
式 建議（ Suggestions & advice）
I would rather ...
If I have a choice I’d choose because ...
I don’t like ... because ...
You need to ...
I’d prefer ... because ...
May I suggest ...
It’s a great pity that ...
Let me suggest Leng Jianli because...
Should I/We ...?
Perhaps we should consider Leng Jianli because...
It’s better to ...
But what/how about ...
詞
匯 1. 四會詞匯
hunger, sunburn, struggle, super, output, expand, circulate, satisfied, equip, freedom, violin, motorcycle, grain, export, suitable, chemical, confuse, mineral, reduce, supply, bacteria, pest, level, whatever, summary, exchange, nutrition, certain
2. 認讀詞匯
hybrid, strain, sorghum, peanut, darken, organic, fertilizer, fertile, soybean
3. 詞組
rid ... of, be satisfied with, lead a ... life, would rather, refer to, search for, thanks to, rather than, with the hope of ...
語
法 動詞的 -ing 形式作主語和賓語的用法
（The -ing form as the subject & object）
a. Wishing for things, however, costs nothing.
b. His other hobbies include playing mah-jong,swimming and reading.
重 點 句 子 1. However, he cares little about spending the money on himself or leading a comfortable life. P10
2.His other hobbies include playing mah-jong, swimming and reading. P10
3. Wishing for things, however, costs nothing.P10
4. It also refers to crops growing with natural rather than chemical fertilizers. P13
5. Putting this in their fields, they argue, makes the soil ... P13
6. This is important because developing a healthy soil reduces diseases ...P13
7. However, using chemical fertilizers is a big problem. P13
8. Instead, organic farmers insist on changing crops every two or three years.P14
9. These put the minerals back into the soil, making it rich and healthy ...P14
10. ... make sure that what is left in the ground after harvesting becomes a ...P14
11. He advised farmers to clear weeds from the ground before planting crops. P52
12. He suggested changing crops in the field every year. P52
Ⅲ. 教材分析與教材重組
1． 教材分析
本單元的中心話題是“農業(yè)”， 學生通過討論和閱讀了解有關農業(yè)、農村和農作物種植的內容。讓學生了解農業(yè)在整個人類生活中的重要性，了解農村生活，了解中國農民的生活現(xiàn)狀，提高他們對農業(yè)的認識，并且?guī)椭麄兏羁痰乩斫廪r業(yè)科學家袁隆平的科學研究的價值。同時讓學生了解organic farming 以及它對人們生活的重要性，進一步擴大學生的關于農業(yè)方面的詞匯量，并通過寫一則海報提高學生的寫作水平。
1.1 WARMING-UP 通過提問有關農業(yè)、農村和農作物種植的內容，讓學生談談自己對農村和農業(yè)勞動的認識或經(jīng)驗。教師可通過討論讓學生互相學習，相互交流經(jīng)驗以增加他們的農業(yè)知識。
1.2 PRE-READING 部分有兩組問題。在第一組問題中，討論大米在東亞和東南亞國家人民生活中的重要性；而第二組問題則提出世界部分地區(qū)所面臨的饑餓問題。由此激發(fā)學生對世界的關注，培養(yǎng)學生的同情心。
1.3 READING 部分介紹中國著名的農業(yè)科學家袁隆平的生平和他的雜交水稻。第一段描述了袁博士的外表--他更象一個農民而不象一個科學家，農村就是他做科研的殿堂。他的科研成果就是超級雜交水稻。 第二段描述他的家庭出身，學業(yè)，獻身水稻科研的原因及所取得的成就。第三段告訴我們袁博士過著跟普通人一樣的生活卻干著偉大的事業(yè)。即使在功成名就之后，他也淡泊名利, 有著無私奉獻的高尚精神。
1.4 COMPREHENDING 部分設計了三個練習。第一個是判斷練習，學生根據(jù)課文中理解和收集的信息做出判斷，甚至通過討論才能做出判斷。第二個是詞語理解題。第三個練習提出問題，要求學生在閱讀課文后作出回答,以檢驗他們的理解力和訓練他們的歸納總結能力。
1.5 LEARNING ABOUT LANGUAGE 部分學習本單元重點詞匯和語法項目。詞語學習部分采用給出詞義而讓學生從課文中找出與之匹配的詞，然后用所找的詞匯完成第二個練習中的短文，以及用課文中意義相近的詞匯替換練習三句中劃線部分。通過這三種練習幫助學生理解并能熟練應用課文中所學的詞匯。語法部分通過從課文中找同義句引出動詞的-ing 形式，教師此時可引導學生找出其他的句子，以啟發(fā)學生理解-ing形式的句法功能。練習二通過模仿例句，用-ing形式做主語代替動詞不定式改寫句子。練習三要求學生連接短語造句，讓學生學習ing形式作賓語的用法，并列舉后面接動詞-ing形式作賓語的動詞。練習四則訓練學生v-ing形式在實際生活中的應用能力。練習五則設計了一個游戲以豐富學生的想象力。
1.6 USING LANGUAGE 部分綜合訓練學生的聽說讀寫能力。第一部分讀寫結合，學生先閱讀文章，文章寫的是 Organic Farming or green food,讀完后要求學生寫一個摘要。在此教師要首先強調寫摘要時學生一定要抓住文章的主題并且運用所學的重要詞語。聽力部分通過回答問題來提高學生的理解能力和理解的正確性。Reading, speaking and writing 部分把讀，說和寫有機地結合在一起。假設你是一個“綠色食品” farmer，通過背景閱讀，你要有充分的理由，利用所提供的句型，以對話的形式說服他人購買你的食品。最后為你的食品設計一個有說服力的廣告。
1.7 SUMMING UP部分要求學生歸納總結本單元內容、詞匯和語法結構三個方面。
1.8 LEARNING TIPS 部分對如何提高表達能力提出建議。
2. 教材重組
2．1 把Warming up 和Pre-reading 作為reading 的導入內容，將這三部分與Comprehending整合成一節(jié)閱讀課。
2.2 將 Learning about Language on Page 11, USING STRUCTURES (P50)設計成一節(jié)詞匯和語法課。
2.3 將 Using Language 中的 Reading 和 READING TASK in Workbook (P51) 還有USING WORDS AND EXPRESSIONS on P51設計成一節(jié)泛讀課。
2.4 將Using Language 中的Listening（P14），LISTENING TASK（P50）和LISTENING（P48）設計成一節(jié)聽力課。
2.5 將 Speaking and Writing（P15）和SPEAKING AND WRITING TASK（P53）及TALKING（P48）設計成一節(jié)寫作課。
2.6將 SUMMING UP (P16), USING WORDS AND EXPRESSIONS (P49), PROJECT和CHECKING YOURSELF (P47) 設計成一節(jié)復習課。
3. 課型設計與課時分配 （經(jīng)過教材分析，本單元可用五課時完成。）
1st period Reading
2nd period Words and grammar
3rd period Reading
4th period Listening
5th period Writing
6th period Summary
Ⅳ. 分課時教案
The First Period Reading
Teaching goals 教學目標
1. Target Language 目標語言
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 能力目標
Enable Ss 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 學能目標
Help Ss learn how to describe Dr Yuan Longping including his personality.
Teaching important points 教學重點
a. Help to comprehend the text and grasp the main idea of the text.
b. Grasp the usage of some words and expressions.
c. How to help students make up their minds to make contributions to motherland in the future like Dr Yuan.
Teaching difficult points 教學難點
a. How to help students learn more about agriculture.
b. Help students really master the usage of words and expressions.
Teaching methods 教學方法
Talking, questioning-and-answering activity and reading.
Teaching aids 教具準備
A tape recorder, a projector and a computer.
Teaching procedures && ways 教學過程與方式
Step Ⅰ Greeting and leading in
T: Hello, everyone.
Ss: Hello, teacher.
T: In last unit we learnt some great women. Today we’ll learn a famous man. Who will it be? At first let’s look at the two pictures on Page 9. What are the people doing?
Ss: They are planting rice.
T: Can you tell me something about rice?
S: Rice grows in the south.
S: But in some place of the north we can also find rice.
T: Yeah. You are right. In fact rice is a cereal grain that has been grown for at least 5,000 years and is eaten by 2.4 billion people everyday throughout the world. In Australia, farmers have had to struggle with their harsh environment to grow rice.
Ss: Really?
Step Ⅱ Warming up
T: 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?
S: I have ever grown corn and potatoes. In autumn, my father and I ploughed the soil deep for the first time, then in the next spring, we ploughed the soil for a second time, this time I put the corn seeds into the tunnel following my father. Finally my father covered the corn seeds by ploughing again.
S: I never grow any plant. I’d like to plant sunflowers. They look beautiful. They always face the sun when they are young. I dig some holes in my garden, put some sunflower seeds in them, water them and finally cover them with some more soil.
T: Very well. Have you ever been to the countryside? What did you do there?
S5: Yes, I went there to see my grandfather. In the village I played with other boys in the little stream and caught little fish. I even helped my grandfather get in the corn by cutting the corn stems, which made me tired.
T: Are you from a farmer’s family? What do you know about farming?
S: Yes, my father is a farmer. In my view, farming is hard work. People have to plant crops, smooth away weeds and get in the crops at the right time. They have to get up early to work in the field so as to protect themselves from the sunshine.
T: That’s right. In the north, the biggest worry that farmers have is the drought. When it doesn’t rain, and they can’t irrigate the crops, the crops will die and they will have nothing after hard working.
Step Ⅲ 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.
T: Food is the basic need for man. Rice is a main food in all Eastern Asian and Southeastern Asian countries. It is said that there are 2.4 billion people to eat rice everyday throughout the world. What do you think would happen if tomorrow there was suddenly no rice to eat?
S: I think if that happened, people there would suffer from starvation. They would be panic and the whole country would get into trouble. Maybe the situation that human beings eat human beings will happen.
T: That’s too terrible. But this kind of thing once happened in history. Well, if you had the chance to do one thing to help end famine in the world, what would you do?
S: I would invent a new kind of plant to produce more food.
S: I’ll make a kind of fertilizer to give rice enough nutrition and let them grow quickly and have high product. But first without pollution to our environment.
T: A great idea! Your idea is just the same with Dr Yuan Longping. Do you know Yuan Longping?
S: I heard that he is an expert on agriculture.
T: Yeah, today we are going to read a passage about him. Let’s see how he helped the world to solve the problem- starvation. Please open your books to Page 9.
Step Ⅳ Fast Reading
The reading material is about an agricultural pioneer named Yuan Longping who worked hard at a new strain of rice. It has proved so successful that his technology spread into other countries. The purpose of fast reading is to let students find some useful information, and get familiar with the text. So in this step, teacher can design some questions for students, so that they can easily find the answers and finish the reading task.
T: Please scan the passage and find out the answers to the questions on the screen. Then I’d like to ask you to answer them.
Show the questions on the screen and give students three minutes to read the text quickly.
1. What does Dr Yuan look like?
2. What’s his achievement?
3. What do you think of him?
Three minutes later.
T: Now who’s the first volunteer to answer Question 1?
S: He has a sunburnt face and arms and a slim, strong body. He is more like a farmer than a scientist.
T: Good! What about his achievement?
S: He grows what is called super hybrid rice, which makes it possible to produce one-third more of the crop in the same fields. Thanks to his research, the UN is trying to rid the world of hunger. Using his hybrid rice farmers’ producing harvests twice as large as before.
T: What do you think of Dr Yuan?
S: It isn’t a quick question. I think Dr Yuan doesn’t like money. He gives millions of yuan to equip others for their research in agriculture. He doesn’t like fame too. Because he feels it gives him less freedom to do his research, and he would rather keep time for his hobbies. Besides, he is a man with colourful dreams. He wants to produce a kind of rice that could feed more people, and he can export his rice so that it can be grown all of the world.
T: I think that your eyes are like a scanning machine. You can find so many good points of Dr Yuan Longping in such a short time. That’s very good. But I can describe Dr Yuan in one word. Guess which word?
S: I don’t know.
T: Wise. In this world, many people warship material and fame. But just as you said Dr Yuan didn’t like money and fame. Because he knows he can’t own these things forever. All the money and fames are chains, which can trip a person’s happiness and freedom. So he is a wise man. Giving up all the fame and money means liberation. Here I’d like to praise him using a Chinese poem. That is “有如蓮花出于水, 又如日月不住空�！�. Don’t you agree with me?
Ss: Yes, we agree with you.
T: Thank you. Now let’s read the text again to find the main idea of the text. Doing this we can find how the writer designed the text. This can give us an idea to write an biography.
Step Ⅴ Careful Reading and Explanation
Give students 3 minutes to read and find the main idea of the text. While students are doing this, teacher can show the chart on the screen. After they have finished their task, ask them to look at the screen and fill in it.
T: Well. In last unit, we learn how to make a poster to tell everyone about a theme. Do you remember? Make a large heading, then make a smaller heading giving a little more information. Write down most of the information using the smallest size writing. Now, let’s practice it again. Look at the chart on the screen, in which I have written the large heading of each paragraph. What you should do is to fill in the smaller headings to finish the poster. Now, let’s begin. You may work in pairs to have a discussion to see what you should fill in. Should I give you some suggestions to finish this task?
Ss: Yes.
T: OK, 5 minutes is enough, I think.
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, teacher 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.
T: Wonderful! I believe that you have mastered the way to write a biography. Now do you have any trouble in understanding the sentences? Please go ahead.
S1: Yes, I don’t understand the sentence “... for that’s how he regards himself”.
S2: Can you explain the sentence “... has more, rather than fewer troubles.”?
T: OK, the phrase, “how he regards himself”, means how he thinks of himself. It refers to a person’s self-image; while“... has more, rather than fewer troubles” means that you expect fewer troubles but in fact you get more than you thought you would.
T: Now please look at the screen. Here are some explanations about the boldface words in our text. Copy the English explanation of these words and read the examples.
Show the following points on the screen.
1. 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.
2. sunburnt adj sun-tanned
e.g. His sunburnt skin looks healthy.
3. 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.
4. 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?
5. 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.
6. 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 a sharp pencil and a rubber for the exam.
7. 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.
8. 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.
9. 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.
10. be satisfied with, be content with
e.g. The young lady isn’t satisfied with the peaceful life.
Are you satisfied with his answers?
11. would rather, prefer to
e.g. I’d rather walk than take a bus.
I’d rather you knew that now, than afterwards.
Step Ⅵ 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 teacher can choose some questions to do. For Ex 1 and 2, teacher can leave some time for students to finish and then check the answers with the whole class.
Step Ⅶ Summary and Homework
T: 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?
T: Do you know it? Read it and say what does it mean?
Ss: Of course. It’s 憫農 written by Li Shen.
T: Right. 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. Next time we’ll check the answers. Ok, class is over. See you next time.
附件:
課文復述
Retell the text in about 150 words.
Notes:
1. Use the first person to retell the story.
2. Try to use the proper conjunctions.
3. Refer to the chart while retelling.
4. The possible version below can be used as a material for both retelling and dictation.
One possible version:
I’m Yuan Longping. Look at my sunburnt face and arms and my slim, strong body and you will think I’m more like a farmer than a scientist. In fact I have struggled for the past five decades to help farmers. In 1974, I began to grow a so-called super hybrid rice. This special strain of rice makes it possible to produce one-third more of the crop in the same fields.
I was born into a poor farmer’s family in 1931. When I was young, I saw many people go hungry often. So I have devoted myself to finding ways to increasing rice harvest without expanding the area of fields since I graduated from Southwest Agriculture College in 1953. Now more than 60 % of the rice produced in China each year is from this hybrid strain. I am circulating this knowledge in India, Vietnam and other less developed countries to increase their harvest. Perhaps you think I am rich. Actually I live a simple life. I care little for money. In my opinion a person with too much money will have more troubles. I don’t want to be famous because I prefer to have more time to do my research. In my free time I love listening to music, playing mah-jong and reading. I once had a dream, in which I saw rice plants as tall as sorghum and each ear of rice was as big as an ear of corn and each grain of rice was as huge as a peanut. Now I have another dream-to export my rice so that it can be grown all over the world.
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