高一英语下：Unit 19 Modern agriculture 第四课时教案
高一英语Modern agriculture Unit 19 modern agriculture教学设计
高一英语Modern agriculture Unit 19 modern agriculture教学设计Teaching design of modern agriculture unit 1 9高一英语Modern agriculture Unit 19 modern agriculture教学设计前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是高中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文下载后内容可随意修改调整及打印。
Unit 19 modern agriculturePeriod 1（一）明确目标1.To learn to read statistical graphs.2.To train listening and speaking skills.3.To grasp the necessary language points connected with the content.（二）整体感知Step 1 lead in /presentationWith the time passing by, people’s living standardis becoming higher and higher. As a result their eatinghabits have charged a lot. Today we are going to know some details about it by watching the graphs.（三）教学过程Step 2 warming up by brain stormingTopic: agricultural produce, people’s eating habits, favorite foods and so on.Step 3Go through the questions by discussing in small groups with the help of the graphs. Learn with language point at the same timeStep 4Present the results form each groups.Step 5After brief conclusion come to listening task.Step 6Acting out a short play. “how to make use of the land.”（四）随堂练习用适当的词填空1.____ the years people’s ___ ____ are charging. That’s ____ _____ produc e has charged ___ three years.2.Girls are come ____ ____ flowers.st year the number of death increased try 2-3___ ____ the year before last.4.They reason ___ he did not come is quite clear.5.The desire that they wanted to make good money ___ ___ a disaster.6.Do you think the medicine will have a food ___ ___ the boy？7.The villagers didn’t take care about the ____ of nature. They cut down as many tresses as ____ in time; the area was ____ ____ a desert.8.The young man is the only one ____ for the Jole.9.Never ___ ____ nature or you can’t escape ___ punished.10.If I ____ a bird ___ ___ to the moon ---doesn’t it sound _____?1.over eating habits why agriculturalpared topared to /with4.why5.led to6.effect on7.protection possible charged into8.possible9.go against being10.were would nice-------- Designed By JinTai College ---------。
人教版高中英语Unit 19 Modern agriculture 教案2023
人教版高中英语Unit 19 Modern agriculture教案2023Unit 19 Modern Agriculture 教案近些年来，现代农业的发展在全球各地都引起了广泛关注。
本教案将介绍人教版高中英语Unit 19 Modern Agriculture 的内容，以及它对农业行业的影响。
一、教学目标：通过学习本单元，学生将能够：1. 掌握有关现代农业的基本知识；2. 了解现代农业在提高农作物产量和品质方面的作用；3. 理解现代农业与传统农业的区别，以及现代农业对环境的影响；4. 能够运用所学知识，分析该领域面临的问题和挑战。
二、教学重点：1. 现代农业的概念和特点；2. 现代农业技术在提高农作物产量和品质方面的应用；3. 现代农业与传统农业的区别；4. 现代农业对环境的影响。
三、教学难点：1. 现代农业的发展趋势；2. 现代农业技术在解决农业问题方面的作用；3. 现代农业的利弊分析。
四、教学内容及步骤：1. Warming up：介绍现代农业的概念，并与传统农业进行比较，引入本单元的学习内容。
2. Listening：在听取听力材料的过程中，让学生了解现代农业技术在提高农作物产量和品质方面的应用。
3. Reading：教师引导学生分析现代农业与传统农业的异同点，并让学生了解现代农业对环境的影响。
4. Language points：教师讲解教材中出现的重点单词、短语和句型，并引导学生运用这些语言知识描述现代农业。
5. Discussion：教师组织学生进行小组讨论，学生就现代农业的利弊展开讨论。
6. Summary：教师总结本单元的内容，强调现代农业的发展趋势和面临的问题，让学生能够更全面地理解现代农业。
七、Homework：要求学生撰写一篇关于现代农业的文章，分析现代农业与传统农业的异同点，并与同学分享。
教师可根据学生的作业情况进行评分。
Unit19ModernAgriculture（人教版高一英语下册教案教学设计）
Unit 19 Modern Agriculture(人教版高一英语下册教案教学设计)Teaching Aims and DemandsWords and PhrasesFour Skills: protection technical import production method tie discovery garden gardening wisdom practical guide firstly condition remove generation depend on and so onThree Skills: technique irrigation pump seed insect root golden sow soil weed sunflowerSpoken English:Giving advice and making decisionsIn my opinion you should … I think he is right …If I were you … Wouldn’t it be better if …?We can’t do both, so… The other idea sounds better to me…We have to make a choice ….As far as I can see the best thing would be to …Grammar:The use of “it” （2）: ----强调句中的某一成分1. 强调主语The children often help the parents do he farm work.It is the children who often help the parents do the farm work.2. 强调宾语Future agriculture should depend on high technology.It is high technology that future agriculture should depend on.3. 强调地点、时间等状语。
Unit 19 Modern agriculture 第四课时教案
高一英语Unit 19 Modern Agriculture人教版知识精讲
高一英语Unit19 Modern Agriculture人教版【本讲教育信息】一. 教学内容：Unit19 Modern Agriculture二. 教学目标掌握Unit 19词汇与词性变化三. 教学重难点掌握课文中的重点句型的结构、用法Unit19 Modern Agricultureproduce v. 生产，产生n. 农产品Their efforts produced no effects.She produced another short story.Smoking produces all kinds of diseases.production n. 生产protection n. 保护protective a. 保护的technique n. 技术，技巧，方法technical a. 技术的，科学的technician n. 技术员modernize v. 使…现代化modernization n. 现代化depend on 依靠dependent a. 需要依靠人的independent a. 独立的short a. 短缺in shortbe short ofshortage n. 短缺modify v. 修改，调整The inventor modified his design.practical a. 实际的，实用的guide n. 向导v. 引导condition n. 条件，情况in good/poor conditionin no condition to doHe was allowed to go out, but his parents made it a condition that he should finish his homework first.The firefighters must work in/under very hard conditions.on condition thaton no conditionremove v. 祛除，搬家He removed the ices from the water.They have removed from London to New York.课文重难点：P43 WARMING UPHow are people’s eating habits changing over the years?over the years多年以来，相当于during the yearsWhat effects do you think the changes in eating habits will have on agriculture or nature?注意此句的断句，have与on是分开的，主干是What effects will the changes have on agriculture or nature?P45 READINGIt is on this arable area that the farmers produce food…强调句，试着把它变回原句The farmers produce food…on this arable area.Over time, many farming techniques have been modernized…over time长久以来，许多农业技术已经被现代化了To make as much use of the land as possible…as…as possible 结构two or more crops are planted each where possible.状语从句中的主语加be动词可以省略，但是对be动词后面的结构有要求。
人教版高中英语Unit19 Modern agriculture教案
Unit 19Modern agricultureⅠ.Teaching Goals:1.Talk about modern agriculture and the effects it has on people's life.2.Practise giving advice and making decisions.e “It”for emphasis.4.Read statistical graphs.5.Write a plan for a vegetable garden.Ⅱ.Teaching Time:Five periodsⅢ.Background Information:1.An American Small FarmLast year,at harvest time,we visited the Steenhoek farm,which is 2 200 mu,or 340 acres.Typical family farms are run entirely by family members,with every member playing a vital part in the operation.Both of these families are descendants of Dutch immigrants who settled here over a century ago.The Steenhoek farm supports 3 generations.The family of Mr.and Mrs.Steenhoek includes three children and 2 grandchildren.As we will see,this family is an excellent example of hardworking,experienced farmers who stay on the land not purely because of profit,but because they are living a life-style that satisfies them.Sixty percent of the Steenhoek's acres are devoted to pasture land,on which they raise 120 beef cattle.The rest of the land is used for growing corn.Fifteen years ago,the American farm economy was booming.Farmers could specialize,raising one crop,or one type of animal.Today,with an uncertain farm economy,such an idea is considered foolhardy,and diversifying is one way that farmers can lesson their risk of loss.For example,if weather affects the size of a crop,the sale of the livestock will make up the difference.If the animals are plagued by disease,at least there is grain to take to market.Kendall Steenhoek,Simon's eldest son,divides his time between running this machine shop and farming zoo acres of corn.He attended a community college in Iowa for two years to study diesel mechanics.Then he opened this repair shop for farm machinery.Kendall also plants and harvests over 30 000 bushels of corn each year,but it is the income from the repair shop that has enabled him to stay within the farming community.The heavy equipment used on the farms today is in constant need of maintenance,and requires precision tooling for repairs.By far,the most impressive and certainly the most costly piece of farm equipment used on a small farm is a harvesting machine called a combine,which can cost up to $100 000.This type of machinery is what makes the American farm so efficient.With a combine,one man and his family can harvest an entire crop of a 500 acre farm in two weeks.The value of the combine is that it performs several functions.As it moves through a field of corn,this sophisticated machine cuts the stalk,plucks the ear,discards the stalk,shucks the corn kernels off the ear and deposites the kernels in a storage bin in the back.Then,a spinning device in the rear of the combine shreds the husks and shafts and scatters them across the field,to serve as mulch,cutting down on the possibility of soil erosion from winter rains.The machine is even more amazing when you think that it has been in use on American farms for only one generation.2.GenesEvery living cell contains genes.They are too small to be seen in a microscope,but they are vitally important.Each set of genes in the body contains all the instructions needed to make a human being.Some genes determine hair color.Some determine the shape of a nose.Some genes help determine your height and even your weight.Genes are made of a chemical called DNA—the letters stand for deoxyribonucleicacid(脱氧核糖核酸).In the early 1950's,two scientists,Francis Crick and James Watson,figured out how the parts of DNA fit together.Once scientists understood this structure,it became possible to take pieces of DNA apart and put them together in new ways.New kinds of genes could be made in this manner.Scientists have studied the genes of many plants and animals.They have worked out which genes affect the color of a tomato and the stickness of its skin.Working out which genes determine which features is called genetic mapping,scientists have begun the Human Genome Project,an ambitious effort to map all the genes in the human body.Some genes may be effective.For example,something might be wrong with the gene that makes blood clot(凝聚).An individual born with this defective gene could suffer serious hemorrhages(出血)or even bleed to death because his or her blood fails to clot.If scientists ever learn how to map all the genes in our bodies,they could determine whether or not an unborn child has any defective genes.They might even discover how to treat these genes before the child is born.The First PeriodTeaching Aims:1.Improve the students' speaking ability by practising giving advice and making decisions.2.Enable the students to master the expressions of giving advice and making decisions.3.Get the students to learn more about agriculture.Teaching Important Points:1.How to express oneself,using what is learned or given.2.How to advise sb.to do something and how to make decisions.Teaching Difficult Points:1.The usage of some expressions.2.How to improve the students' listening ability.Teaching Methods:1.Listening some materials to improve the students' listening ability.2.Discussion to let the students express themselves freely.3.Group work or pair work to give every student a chance to express themselves.Teaching Aids:1.a tape recorder2.a projector and some slides3.a computerTeaching Procedures:step Ⅰ.Greetings and RevisionT:Good morning,everyone.Ss:Good morning,teacher.T:Sit down,please.In this class,I'll check your homework first,Wang Ping,read yourhomework to us,…(The teacher checks the students' homework and have a discussion with the students about the mistake Wang Ping made.Let the students have a clear understanding and correct it.) step Ⅱ.Preparation for listening and speakingT:Today,we're going to learn a new unit,Unit 19,Modern Agriculture(Teacher writes the following on the blackboard:Unit 19 Modern agriculture,the First Period).First,let's learn themade.)Step Ⅲ.Warming upT:Please turn to Page 32.Let's do Warming up.(Teacher shows the graphs on Page 32 on the screen.)Look at the two graphs and discuss the questions on Page 32.You can do it in pairs or groups.In a few minutes,I'll ask some students to talk about them.(Students begin to discuss the questions.And teacher goes and joins them.A few minutes later,teacher says the following.) T:Are you ready?Who can give us a talk about the first topic?S A,how are people's eating habbits changing over the years?S A:From the first graph,we can see that the eating habits of the people in our country have changed greatly.Before 1949,they had not enough to eat and often went hungry.Once natural disasters happened,a great number of people would die of hunger.Before the reforming and opening to the world,grain was still a big problem.People mainly lived on corn and few kinds of vegetables.Since the 1980s,especially the 1990s,people's eating habits have greatly improved.People can eat whatever they want.More and more people eat less grain,more meat and eggs and so on.More and more people turn their eyes to meat,eggs,milk and all kinds of green vegetables.T:Why do you think this happens,S B?S B:It is all because of the Party's good policies.T:Very good.It is true and everyone can see that.How has agricultural produce changed during the first half of the 1990s?And what do you think caused these changes?S C:From the first half of the 1990s,scientists started to develop new techniques to increase agricultural production without causing damage to the environment.Especially the new technique, “GM”,has made agricultural production increase continuously.Scientists developnew kinds of seeds,better cows,pigs,sheep as well as fish.It is the new techniques that make all this possible.T:Do you agree with him,S D?S D:Yes,I do.And I want to give an answer to the three question.T:Good,please say that.S D:With the changes in people's eating habits,agriculture as well as nature will have to change,too.People are eating more meat and milk.That is to say,they need more fish,pigs,sheep and cattle as well as poultry.To feed these animals,we need more grain,especially more grass.To protect our environment,the ways to raise animals have changed.With the development of modern science and techniques,some of the fields are not needed to produce more food.We can grow grass,flowers etc.on them.Less farmers are needed and they can do other kinds of work.Step Ⅳ.ListeningT:So much for the discussion.Next we'll do listening.The passage you'll listen to is about farming.It tells us about farming of all countries in early times and protection of nature and environment.Listen to the tape carefully and do the exercises concerned.Now,read the requirements,please.(Students read the requirements.)Now do you know what you'll have to do after listening to the passage?(Ss:Yes.)During listening,I'll play the tape three times.After listening for the first time,you can leave over the ones you are not sure about.You can do them when I play the tape for the second or the third time.Check your answers with your partner after listening.Are you clear?(Ss:Yes.)(At last,teacher shows the answers on the screen.) Step Ⅴ.SpeakingT:Now let's do speaking.This part says that a group of farmers in your area have been given a large piece of land.The villagers together with the village leader have to decide how to use the land.Work in groups of five students.Each group member will play one of the roles.Prepare role cards,discuss the problem and try to make a decision.Before discussion,who can give us some useful expressions about giving advice and making decisions?Giving advice:S E:My advice would be….I advise you to do….S F:I think you ought to….You.d better….S G:If I were you,I would….I would advise you.S H:I don't think you ought to….Making a decision:S I:In my opinion,we should…I think/believe you should…S J:I don't think it is necessary to do sth.….We must decide….S K:I hope we can make a decision.(Teacher writes all the expressions above on the Bb.)T:Now let's have a discussion,using the expressions on the blackboard later,I'll ask some students to act it out.Sample diaolgue:S a—villager A;S b—villager B;S c—villager C;S d—villager DS e—the village leaderS e:As we all know,we are given a large piece of land.I've got all of us here to have a discussion and decide how to use the land.Please give us your advice.S a:I advise we should grow corn on this piece of land.It's large and flat and machines can go up and down it,so we can spend less time and get more corn.A lot of money can be made after selling the corn.S b:I think we ought to build a farm there and raise pigs or cows with the grain we harvest.So we can make more money.S c:My advice is that we should turn it into a garden,and grow flowers there.Then we can sell the flowers.There is nobody here selling flowers.So I think our business will surely be good.Besides,sometimes selling grain or meat is hard,for the price could be too low.S d:I think we'd better design it like this:We build a building of a few floors.In each floor,we can raise one kind of animals.With their wastes,we can raise fish or grow vegetables on the top or in the space which faces the sun.We can also grow mushrooms in the dark places.We can use one quarter of it to do this and build a garden on one quarter so that people can enjoy themselves here.Half of the rest grow flowers to sell and for the other half we can grow grass on it so that our environment will be better.S a:That's a good idea.But it will need a lot of money to do this.I hope we can make a decision today.S e:We must make a decision.My opinion is that we do as S D said.Any other opinions?S b and S c:I agree with you.Step Ⅵ.Summary and HomeworkT:In this class,we've talked about two statistical graphs and listened to a passage.We have also talked about how to use a large piece of land,using some expressions of giving advice and making deicisions.These expressions are:“…”(Pointing to the blackboard.)After class,choose a subject as you like with your pratner and have a discussion,using the expressions on the blackboard.That's all for today.Class is over.Step Ⅷ.Record after Teaching____________________________________________________________________________________________________________________________________________________The Second PeriodTeaching Aims:1.Enable the students to learn something about modern agriculture from the text.2.Enable the student to master the new words and expressions in the text.3.Get the students to have the ability to grasp the general idea of an passage as fast as possible.Teaching Important Points:1.How to improve the students' reading ability.2.How to get the students to master the new words and expressions of the text.Teaching Difficult Point:How to improve the students' reading and writing ability.Teaching Methods:1.Discussion to raise the students' interest in agriculture.2.Ask-and-answer method to help the students understand the text better.3.Free talk to improve the students' speaking ability.Teaching Aids:1.a tape recorder2.a projector and some slides3.a computer for multimedia useTeaching Procedures:step Ⅰ.Greetings and RevisionGreet the whole class as usualT:At the end of the last period,I asked every one of us to join in a discussion.Now I'll ask a group to repeat the discussion.Who will act it out for us?Wang Hong,act it for us with your group,will you?Wang:Yes.…(Teacher asks two groups to repeat their discussion before the class.)step Ⅱ.Preparation for ReadingT:So much for revision.Please turn to Page 113.Let's learn the new words and expressions together.Li Ming,read the new words and expressions of this period,please.Begin with the word “arable”and end with the word “soil”.(Teacher and the students learn the new words and expressions together.Teacher corrects students' mistakes in pronunciation and gives simple explanations of some words if necessary.) T:Are there any students coming from the countryside in our class?Ss:Yes.A lot of us students are from peasant family.T:Have you ever worked in the fields,Wang Fei?Wang:Yes.I often work in the field with my parents.I can do a lot of farm work.T:Have you ever heard of anything about farming in the past?Ss:Yes,I have.T:Now turn to Page 34.Let's do pre-reading.Discuss the questions.Group work.Write your answers on a piece of paper.(After a few minutes.)T:Are you ready?(Ss:Yes.)Who would tell us something about traditional and modern farming?S A:In the past,farmers grow crops in the traditional way:Use cattle to plough the field;farmers work in the field most of the day all year round,but they could not produce enough food for the whole population.Now they grow crops in the modern way.They use modern techniques in their fields,such as chemical fertilizers,greenhouses and so on.T:Who would answer the second question?S B:I'll try.The advantages are:chemical fertilizers,electronic pumps and other advanced technology are used.Farmers can spend less time on farms and much more grain is produced.The disadvantages are:the air,the water and the soil round us are more or less polluted.S c:I'll say something about other changes that have taken place on farms in the last 100 years.In the past,we depended on heaven and we could do little when natural disasters happened.Now,we can do artificial rainfall.GM makes better seeds possible.In the same fields,better seeds can give us much more grain.Besides,all kinds of scientific ways of farming are used in farming.Farmers in our country are becoming richer and richer day by day.T:Very good.Step Ⅲ.Fast ReadingT:Are you ready?Ss:Yes.T:Please give us the answers to the questions.S D:In the 1980s,more advanced technical information was brought in from abroad.S E:Both food production and taking care of the environment are important.And future agriculture should depend on high technology as well as traditional methods.S F:I think taking care of the environment is more important.Because we have only one earth.S a:In the last two lines,“which”refers to“golden rice”.T:What is the other name of “golden rice”in the text?S a:GM rice.Step Ⅳ.ReadingT:Now read the text again and answer the questions in Post Reading.If you are not sure about your answers,have a discussion with your classmates.(After the students' discussion)T:Please turn to Page 35.Let's answer the questions.S H,give your answers to the first five questions.S H:They are:1.D 2.A 3.C 4.C 5.CT:Is he right?Ss:Yes,he is right.T:Now let's do Part 2.S I:I want to change apples.I want them not only to grow bigger and more delicious,but also of the same size.Because some of the apples now are smaller and not delicious and the apples of the same size are popular in the market.S J:I want to change fruit trees.I want them to grow shorter so that the fruits on them are easy to pick up.And they must give us more fruits so that the farmers can make more money and become richer.T:That's a good idea!I have the same opinion as you.S K:I want to change carrots.I want them to grow much bigger.Because the carrots our villagers grow are smaller.S L:I want to change the vegetables people usually eat.I want them to be better for people's health.So they will spend less money on medicine.S M:I want to change cows.I want them to have more babies.So they will not be expensive to buy.If so,more farmers can buy them and become rich.S N:I want to change fruit trees.I want to plant the trees growing in the south.So we will have more kinds of fruits than ever before.T:You've done well.After class,continue to think about more good ideas.Now I'll explainyou still have something you find difficult to understand.(Teacher goes among the students to explain any questions raised by the students.)Step Ⅴ.Listening and Reading AloudT:Let's listen to the tape.I'll play it twice.The first time I play it,just listen.When I play for the second time,you can read the text after it.Then please read the text aloud after I play the tape.(While the students read the text,teacher goes among the students and corrects any mistakes the students make in pronunciation and intonation.)Step Ⅵ.Summary and HomeworkT:In this class,we've learnt the text“Modern agriculture”.It tells us about agriculture of our country,for example,its past and present,especially its future.Have you had a clear understanding about future agriculture?From now on,we should study hard and be ready to make greater contributions to our agriculture and farmers.After class,please read the text again and master the usages of the new words and expressions of the text,especially the following:modernize….You can make sentences with them in pairs or groups.That's all for today.Class is over.________________________________________________________________________________________________________________________________________________The Third PeriodTeaching Aims:1.Get the students to master the structure:It is …that….2.Get the students to obtain some knowledge about word formation so that they can enlarge their vocabulary.Teaching Important Points:1.The usage of the structure:It is…that…2.The basic rules of word formation.Teaching Difficult Point:How to use the sentence pattern:“It is…that…”when we emphasize the nouns which mean places or time.Teaching Methods:1.Pair work or group work to get every student to become active.2.Drills in grammar to get the students to have a clear concept.3.Repetition to make the student master what they learn.Teaching Aids:1.a tape recorder.2.a projector and some slides.3.a computer for multimedia use.Teaching Procedures:step Ⅰ.Greetings and Revision(Greet the whole class as usual.Then teacher asks some students to read the text aloud.)T:Now look at the screen,please.Match the words on the left with their meanings on theT:Are you ready?Ss:Yes.T:I'll show the answers on the screen.Please check your answers with them.Suggested answers:1.C2.A3.E4.B5.G6.D7.H8.F9.Istep Ⅱ.Word StudyT:Let's go on to do Language study.First we'll do the first part:Word study.As we all know,word formation is a useful tool in learning English.It can help us enlarge our vocabulary.We can get a noun by adding some sufixes to a verb,for example,form→formation,Generally a verb+-tion=a noun.But there is something you should pay special attention to.Now let's do the following exercise.Write the noun form of the given verbs and the verb form of the given nouns.If you are not sure about them,please turn to a dictionary.Then make sentences with each word.If you have anything you don't understand,have a discussion with your classmates.(Teacher goes among the students and help them to do the exercise.)T:Have you finished?(Ss:Yes.)Let's check the answers.S A.Write your answers on the blackboard,please.AnswersVerb Nounirrigate irrigationmodernize modernizationpopulate populationproduce productionfertilize/fertilise fertilizationinform informationprotect protectionmodify modificationT:Now make sentences with each group words.One student,one group.S B:irrigate:They irrigate their crops with water from this river.irrigation:We often see irrigation canals on the land.S C :modernize:They have failed to modernize the factories.modernization:We will realize the four modernizations.S D :populate:America was populated mostly by Europeans.population:China has a population of more than 1 200 000 000.S E :produce:Australia produces wool and meat.production:This country is famous for the production of cars.S F :fertilize:Rice growers fertilize their fields by flooding them with water.fertilization:Proper fertilization is important for farming.S G :inform:He informed them of his arrival.information:The information might be false.S H :protect:It is our duty to protect our country.protection:The protection of our country is the duty of us all.S I :modify:Adjectives modify nouns.modification:The article needs some modification.Step Ⅲ.Grammar:The use of “It ”(2)T:(Teacher shows some sentences on the screen.)Look at the two groups of sentences on the screen:⎩⎨⎧land. arable on this China of population whole?f or the f ood produce f armers The :b China. of ¡population whole f or the f ood produce f armers? that the land arable on this is It :a ⎪⎪⎩⎪⎪⎨⎧t.environmen the harming? withoutproduction alagricultur increase? to s technique new develop to started scientists 1990s,early the From :b t.environmen the harming without?production al agricultur increase ¡ to s technique new develop to started scientists that 1990s early the f rom is It :a T:Are sentence a and b in each group have the same meaning?Ss:Yes.Both of the two sentences in each group have the same meaning.T:Are there any difference?S a ,can you tell me?S a :Yes.Sentence a is the emphatic form,while sentence b is normal.Am I right?T:Yes,you are right.“It is/was …that …”is the emphatic construction.This structure can be used to emphasize almost any part of the sentence (except emphasizing the verb).Besides,if we emphasize the subject,“who ”(referring to a person)is possible instead of “that ”.If an object is emphasized,“whom ”(referring to a person)is possible.Look at the screen.Read this sentences and rewrite them,emphasizing the parts underlined,using “It is/was …that …”.Please prepare them in(After a few minutes.)T:Are you ready?(Ss:Yes.)Please change these sentences.One student,one sentence.Who will be the first?S b:I'll try.Sentence 2:It is the children who/that often help the father and mother do the farm work.S c:I want to rewrite the second sentence,but I'm not sure whether I should use“is”or“was”.T:Here you should use “was”.S c:Sentence I:It was in 1993 when a tomato was developed that was very different from any grown before.T:Is he right,S d?S d:Yes.T:You're both wrong.We should pay special attention to “that”when we emphasize the adverbial of time and place.In both situations,we should use“that”instead of “when ”or “where”.Are you clear about that?Ss:Yes.T:Let's go on with the other sentences.S e:Sentence 3:It is the shortage of arable land that the biggest problem of Chinese farmers is.S F:Sentence 4:It is the plants grown in green houses that are protected from the wind,rain and insects.S G:Sentence 5:It is high technology as well as traditional methods that future agriculture should depend on.T:Are they right?Ss:Yes,they are all right.Step Ⅳ.PracticeT:Now let's do the second part of Grammar.Rewrite the sentences,emphasizing as many parts as possible.First look at Example.Read it carefully and then do the exercise.You can have a discussion with your classmates if you have any questions.A few minutes later,we'll check the answers.(When students finish,teacher shows the answers on the screen and get the students toT:In this class,we've done some exercises about Word Formation.Please remember these words on the blackboard(Pointing to the blackboard).We should also remember the emphatic construction:It is …that(who,whom)…What should we pay special attention to?Who can tell us?S h:1.The verb can not be emphasized.2.When we emphasize the adverbial,we should remember that we cant't use when or where.T:(Write what the student said on the blackboard.)That's right.After class,we should do more exercises so that we can master it.Today's homework:Do the exercises concerned in the workbook.That's all.Class is over.____________________________________________________________________________________________________________________________________________________The Fourth PeriodTeaching Aims:1.Have the students learn and master the new words and expressions in the text.2.Improve the students' reading ability by learning the text.3.Get the students to know something about farming,learn from Jia Sixie and dedicate themselves to science.Teaching Important Points:1.How to get the students to master the new words and expressions.2.How to improve the students' reading and writing abilities.Teaching Difficult Point:How to get a clear idea of an article as fast as possible.Teaching Methods:1.Pair work or group work make every student take part in the class activities.2.Writing summary to help the students understand the main idea.3.Ask-and-answer method to help the students to grasp the main idea faster.Teaching Aids:1.a recorder2.a projector and some slides3.a computer for multimedia useTeaching Procedures:Step Ⅰ.Greetings and RevisionGreet the whole class as usual.Teacher checks the students' homework.Step Ⅱ.Preparation for ReadingT:Now let's go over the new words and expressions appearing in the text together.Please turn to Page 113.…(Teacher and students learn the new words and expressions of this period together.Teacher gives brief explanations when necessary.)Step Ⅲ.Fast-readingT:(Show the picture of Jia Sixie and his book“Qi Min Yao Shu”.)Do you know the old man and the book“Qi Min Yao Shu”?S A:Yes.He was Jia sixie,a great scientist of ancient China,living in Northern Wei Dynasty.And he was famous for the book.The book is about the science of farming.T:Very good.Now please read the text fast and answer the two questions on the screen.Write your answers on a piece of paper.I'll collect the first five pieces of answers.Let's begin.。
高一英语 Unit19《Modern agriculture第四课时》精品教案 旧人教版第一册
高一英语 Unit19《Modern agriculture第四课时》精品教案旧人教版第一册Teaching Aims:1.Review the different usages of “it”.2.Get the students to remember some useful sentence patterns.3.Get the students to do more exercises so that they can master the grammar item.Teaching Important Points:Master the different uses of “it”,esp,the emphatic use and the use as a preparatory subject or a preparatory object.Teaching Difficult Point:How to master and use “it ” correctly.Teaching Methods:1.Review method to revise the common use of “it”.2.Inductive method to go through some sentence patterns with “it”.3.Practice to consolidate the use of “it”.Teaching Aids:1.a projector and some slides2.a computer for multimedia useTeaching Procedures:step Ⅰ.Greetings and Revision(Teacher greets the whole class as usual and shows the screen.)T:So far we've learned several uses of “it”.Now please look at the screen.Discuss the sentences with your partner and tell what the word “it”in each sentence refers to and its function.Write your answers on a piece of paper and later I'll ask some students to say the answers.(After a few minutes.)T:Are you ready?Ss:Yes.T:Who will give us the answers?One student,one sentence.Volunteers?S A:“It” is used as a formal subject in the first sentence.Its real subject is the infinitive“to remember all their names.”S B：2.“It”refers to present situation.S C:3.“It”refers to “weather”.S D:4.“It”is used as a formal object.S E:5.“It” is used as a formal subject.S F:6.This sentence is an emphatic structure,emphasizing the adverbial of time.S G:7.“It” is used here as an impersonal pronoun,referring to distance.S H:8.“It”here is used to point out definitely a person.S I:9.“It”here is applied to a new bike.S J:10.“It”refers to time.S K:11.“It”is used as the subject,expressing state of things in general.S L:12.This sentence is also an emphatic construction,emphasizing adverbial of place “on this coast”.S M:13.The word “it”here is used as a formal subject.T:Quite right.As we all know,the word “it”can be used as a personal pronoun.In this case,“it”is not generally applied to a person,but to a thing or an animal just mentioned,such as“Sentence 9”.Secondly,“it” is used as a subject in expressions of time,weather,distance,etc,such as,in Sentence 2,3,7,10,11.Thirdly,“it”can be used as a formal subject or object.(The real subject is an infinitive or gerundial phrase or a clause.)Such as,in sentences 1,4,5,13.Fourthly,in Sentence 8,“it”points to a person and is called the Demonstrative it.It can also be used in the emphatic structure,such as in sentence 6,12.Step Ⅱ.PracticeT:From the exercise we've done just now,we can see that you are all familiar with the common use of“it”.Next,let's see some important sentence patterns.Now,I'll give you an exercise on the screen.(Show the screen.)Pair work or group work.Some of the patterns are perhaps not familiar to you.If so,look at the answers some minutes later and remember them.(Some minutes later,teacher shows the answers on the screen to let the students check.)Step Ⅲ.PracticeT:(Teacher shows the screen.)There are some other useful sentence patterns for you.Please do the exercise on the screen.Have a discussion with your classmates.T:(Some minutes later.)Have you fi-nished it?Now look at the screen.(Teacher shows the screen.)Please remember these sentence patterns.Step Ⅳ.TestT:Now let's have a quiz.Please look at the screen and do the exercise on it.Suggested answers:1.D2.B3.D4.D5.A6.A7.BStep Ⅴ.Summary and HomeworkT:In this class,we've gone over the use of “it”.Can you remember it?Let's recall it together.“It” can be used as a personal pronoun…(The Design of the Writing on the Blackboard.)There are some useful sentence patterns.They are….After class,make sentences with them.Next class,I'll call some students to say their sentences tous.That's all for today.Class is over.Step Ⅵ.The Design of the Writing on the BlackboardStep Ⅶ.Record after Teaching____________________________________________________________________________________________________________________________________________________。
高一英语教案：Unit 19 Modern agriculture
Unit 19Modern agricultureⅠ.Teaching Goals:1.Talk about modern agriculture and the effects it has on people's life.2.Practise giving advice and making decisions.e “It”for emphasis.4.Read statistical graphs.5.Write a plan for a vegetable garden.Ⅱ.Teaching Time:Five periodsⅢ.Background Information:The First PeriodTeaching Aims:1.Improve the students' speaking ability by practising giving advice and making decisions.2.Enable the students to master the expressions of giving advice and making decisions.3.Get the students to learn more about agriculture.Teaching Important Points:1.How to express oneself,using what is learned or given.2.How to advise sb.to do something and how to make decisions.Teaching Difficult Points:1.The usage of some expressions.2.How to improve the students' listening ability.Teaching Methods:1.Listening some materials to improve the students' listening ability.2.Discussion to let the students express themselves freely.3.Group work or pair work to give every student a chance to express themselves.Teaching Aids:1.a tape recorder2.a projector and some slides3.a computerTeaching Procedures:step Ⅰ.Greetings and RevisionT:Good morning,everyone.Ss:Good morning,teacher.T:Sit down,please.In this class,I'll check your homework first,Wang Ping,read your homework to us,…(The teacher checks the students' homework and have a discussion with the students about the mistake Wang Ping made.Let the students have a clear understanding and correct it.) step Ⅱ.Preparation for listening and speakingT:Today,we're going to learn a new unit,Unit 19,Modern Agriculture(Teacher writes the following on the blackboard:Unit 19 Modern agriculture,the First Period).First,let's learn the newmade.)Step Ⅲ.Warming upT:Please turn to Page 32.Let's do Warming up.(Teacher shows the graphs on Page 32 on the screen.)Look at the two graphs and discuss the questions on Page 32.You can do it in pairs or groups.In a few minutes,I'll ask some students to talk about them.(Students begin to discuss the questions.And teacher goes and joins them.A few minutes later,teacher says the following.) T:Are you ready?Who can give us a talk about the first topic?S A,how are people's eating habbits changing over the years?S A:From the first graph,we can see that the eating habits of the people in our country have changed greatly.Before 1949,they had not enough to eat and often went hungry.Once natural disasters happened,a great number of people would die of hunger.Before the reforming and opening to the world,grain was still a big problem.People mainly lived on corn and few kinds of vegetables.Since the 1980s,especially the 1990s,people's eating habits have greatly improved.People can eat whatever they want.More and more people eat less grain,more meat and eggs and so on.More and more people turn their eyes to meat,eggs,milk and all kinds of green vegetables.T:Why do you think this happens,S B?S B:It is all because of the Party's good policies.T:Very good.It is true and everyone can see that.How has agricultural produce changed during the first half of the 1990s?And what do you think caused these changes?S C:From the first half of the 1990s,scientists started to develop new techniques to increase agricultural production without causing damage to the environment.Especially the new technique, “GM”,has made agricultural production increase continuously.Scientists develop new kinds of seeds,better cows,pigs,sheep as well as fish.It is the new techniques that make all this possible.T:Do you agree with him,S D?S D:Yes,I do.And I want to give an answer to the three question.T:Good,please say that.S D:With the changes in people's eating habits,agriculture as well as nature will have to change,too.People are eating more meat and milk.That is to say,they need more fish,pigs,sheep and cattle as well as poultry.To feed these animals,we need more grain,especially more grass.To protect our environment,the ways to raise animals have changed.With the development of modern science and techniques,some of the fields are not needed to produce more food.We can grow grass,flowers etc.on them.Less farmers are needed and they can do other kinds of work.Step Ⅳ.ListeningT:So much for the discussion.Next we'll do listening.The passage you'll listen to is about farming.It tells us about farming of all countries in early times and protection of nature and environment.Listen to the tape carefully and do the exercises concerned.Now,read the requirements,please.(Students read the requirements.)Now do you know what you'll have to do after listening to the passage?(Ss:Yes.)During listening,I'll play the tape three times.After listening for the first time,you can leave over the ones you are not sure about.You can do them when I play the tape for the second or the third time.Check your answers with your partner after listening.Are you clear?(Ss:Yes.)(At last,teacher shows the answers on the screen.)Step Ⅴ.SpeakingT:Now let's do speaking.This part says that a group of farmers in your area have been given a large piece of land.The villagers together with the village leader have to decide how to use theland.Work in groups of five students.Each group member will play one of the roles.Prepare role cards,discuss the problem and try to make a decision.Before discussion,who can give us some useful expressions about giving advice and making decisions?Giving advice:S E:My advice would be….I advise you to do….S F:I think you ought to….You.d better….S G:If I were you,I would….I would advise you.S H:I don't think you ought to….Making a decision:S I:In my opinion,we should…I think/believe you should…S J:I don't think it is necessary to do sth.….We must decide….S K:I hope we can make a decision.(Teacher writes all the expressions above on the Bb.)T:Now let's have a discussion,using the expressions on the blackboard later,I'll ask some students to act it out.Sample diaolgue:S a—villager A;S b—villager B;S c—villager C;S d—villager DS e—the village leaderS e:As we all know,we are given a large piece of land.I've got all of us here to have a discussion and decide how to use the land.Please give us your advice.S a:I advise we should grow corn on this piece of land.It's large and flat and machines can go up and down it,so we can spend less time and get more corn.A lot of money can be made after selling the corn.S b:I think we ought to build a farm there and raise pigs or cows with the grain we harvest.So we can make more money.S c:My advice is that we should turn it into a garden,and grow flowers there.Then we can sell the flowers.There is nobody here selling flowers.So I think our business will surely be good.Besides,sometimes selling grain or meat is hard,for the price could be too low.S d:I think we'd better design it like this:We build a building of a few floors.In each floor,we can raise one kind of animals.With their wastes,we can raise fish or grow vegetables on the top or in the space which faces the sun.We can also grow mushrooms in the dark places.We can use one quarter of it to do this and build a garden on one quarter so that people can enjoy themselves here.Half of the rest grow flowers to sell and for the other half we can grow grass on it so that our environment will be better.S a:That's a good idea.But it will need a lot of money to do this.I hope we can make a decision today.S e:We must make a decision.My opinion is that we do as S D said.Any other opinions?S b and S c:I agree with you.Step Ⅵ.Summary and HomeworkT:In this class,we've talked about two statistical graphs and listened to a passage.We have also talked about how to use a large piece of land,using some expressions of giving advice and making deicisions.These expressions are:“…”(Pointing to the blackboard.)After class,choose a subject as you like with your pratner and have a discussion,using the expressions on the blackboard.That's all for today.Class is over.____________________________________________________________________________________________________________________________________________________The Second PeriodTeaching Aims:1.Enable the students to learn something about modern agriculture from the text.2.Enable the student to master the new words and expressions in the text.3.Get the students to have the ability to grasp the general idea of an passage as fast as possible.Teaching Important Points:1.How to improve the students' reading ability.2.How to get the students to master the new words and expressions of the text.Teaching Difficult Point:How to improve the students' reading and writing ability.Teaching Methods:1.Discussion to raise the students' interest in agriculture.2.Ask-and-answer method to help the students understand the text better.3.Free talk to improve the students' speaking ability.Teaching Aids:1.a tape recorder2.a projector and some slides3.a computer for multimedia useTeaching Procedures:step Ⅰ.Greetings and RevisionGreet the whole class as usualT:At the end of the last period,I asked every one of us to join in a discussion.Now I'll ask a group to repeat the discussion.Who will act it out for us?Wang Hong,act it for us with your group,will you?Wang:Yes.…(Teacher asks two groups to repeat their discussion before the class.)step Ⅱ.Preparation for ReadingT:So much for revision.Please turn to Page 113.Let's learn the new words and expressions together.Li Ming,read the new words and expressions of this period,please.Begin with the word “arable”and end with the word “soil”.(Teacher and the students learn the new words and expressions together.Teacher corrects students' mistakes in pronunciation and gives simple explanations of some words if necessary.) T:Are there any students coming from the countryside in our class?Ss:Yes.A lot of us students are from peasant family.T:Have you ever worked in the fields,Wang Fei?Wang:Yes.I often work in the field with my parents.I can do a lot of farm work.T:Have you ever heard of anything about farming in the past?Ss:Yes,I have.T:Now turn to Page 34.Let's do pre-reading.Discuss the questions.Group work.Write your answers on a piece of paper.(After a few minutes.)T:Are you ready?(Ss:Yes.)Who would tell us something about traditional and modern farming?S A:In the past,farmers grow crops in the traditional way:Use cattle to plough the field;farmers work in the field most of the day all year round,but they could not produce enough food for the whole population.Now they grow crops in the modern way.They use modern techniques in their fields,such as chemical fertilizers,greenhouses and so on.T:Who would answer the second question?S B:I'll try.The advantages are:chemical fertilizers,electronic pumps and other advanced technology are used.Farmers can spend less time on farms and much more grain is produced.The disadvantages are:the air,the water and the soil round us are more or less polluted.S c:I'll say something about other changes that have taken place on farms in the last 100 years.In the past,we depended on heaven and we could do little when natural disasters happened.Now,we can do artificial rainfall.GM makes better seeds possible.In the same fields,better seeds can give us much more grain.Besides,all kinds of scientific ways of farming are used in farming.Farmers in our country are becoming richer and richer day by day.T:Very good.Step Ⅲ.Fast ReadingT:Are you ready?Ss:Yes.T:Please give us the answers to the questions.S D:In the 1980s,more advanced technical information was brought in from abroad.S E:Both food production and taking care of the environment are important.And future agriculture should depend on high technology as well as traditional methods.S F:I think taking care of the environment is more important.Because we have only one earth.S a:In the last two lines,“which”refers to“golden rice”.T:What is the other name of “golden rice”in the text?S a:GM rice.Step Ⅳ.ReadingT:Now read the text again and answer the questions in Post Reading.If you are not sure about your answers,have a discussion with your classmates.(After the students' discussion)T:Please turn to Page 35.Let's answer the questions.S H,give your answers to the first fivequestions.S H:They are:1.D 2.A 3.C 4.C 5.CT:Is he right?Ss:Yes,he is right.T:Now let's do Part 2.S I:I want to change apples.I want them not only to grow bigger and more delicious,but also of the same size.Because some of the apples now are smaller and not delicious and the apples of the same size are popular in the market.S J:I want to change fruit trees.I want them to grow shorter so that the fruits on them are easy to pick up.And they must give us more fruits so that the farmers can make more money and become richer.T:That's a good idea!I have the same opinion as you.S K:I want to change carrots.I want them to grow much bigger.Because the carrots our villagers grow are smaller.S L:I want to change the vegetables people usually eat.I want them to be better for people's health.So they will spend less money on medicine.S M:I want to change cows.I want them to have more babies.So they will not be expensive to buy.If so,more farmers can buy them and become rich.S N:I want to change fruit trees.I want to plant the trees growing in the south.So we will have more kinds of fruits than ever before.T:You've done well.After class,continue to think about more good ideas.Now I'll explainyou still have something you find difficult to understand.(Teacher goes among the students to explain any questions raised by the students.)Step Ⅴ.Listening and Reading AloudT:Let's listen to the tape.I'll play it twice.The first time I play it,just listen.When I play for the second time,you can read the text after it.Then please read the text aloud after I play the tape.(While the students read the text,teacher goes among the students and corrects any mistakes the students make in pronunciation and intonation.)Step Ⅵ.Summary and HomeworkT:In this class,we've learnt the text“Modern agriculture”.It tells us about agriculture of our country,for example,its past and present,especially its future.Have you had a clear understanding about future agriculture?From now on,we should study hard and be ready to make greater contributions to our agriculture and farmers.After class,please read the text again and master the usages of the new words and expressions of the text,especially the following:modernize….You can make sentences with them in pairs or groups.That's all for today.Class is over.________________________________________________________________________________________________________________________________________________The Third PeriodTeaching Aims:1.Get the students to master the structure:It is …that….2.Get the students to obtain some knowledge about word formation so that they can enlarge their vocabulary.Teaching Important Points:1.The usage of the structure:It is…that…2.The basic rules of word formation.Teaching Difficult Point:How to use the sentence pattern:“It is…that…”when we emphasize the nouns which mean places or time.Teaching Methods:1.Pair work or group work to get every student to become active.2.Drills in grammar to get the students to have a clear concept.3.Repetition to make the student master what they learn.Teaching Aids:1.a tape recorder.2.a projector and some slides.3.a computer for multimedia use.Teaching Procedures:step Ⅰ.Greetings and Revision(Greet the whole class as usual.Then teacher asks some students to read the text aloud.)T:Now look at the screen,please.Match the words on the left with their meanings on the(A few minutes later.)T:Are you ready?Ss:Yes.T:I'll show the answers on the screen.Please check your answers with them.Suggested answers:1.C2.A3.E4.B5.G6.D7.H8.F9.Istep Ⅱ.Word StudyT:Let's go on to do Language study.First we'll do the first part:Word study.As we all know,word formation is a useful tool in learning English.It can help us enlarge our vocabulary.We can get a noun by adding some sufixes to a verb,for example,form →formation,Generally a verb+-tion=a noun.But there is something you should pay special attention to.Now let's do the following exercise.Write the noun form of the given verbs and the verb form of the given nouns.If you are not sure about them,please turn to a dictionary.Then make sentences with each word.If you have anything you don't understand,have a discussion with your classmates.(Teacher goes among the students and help them to do the exercise.)T:Have you finished?(Ss:Yes.)Let's check the answers.S A .Write your answers on the blackboard,please.AnswersVerb Nounirrigate irrigationmodernize modernizationpopulate populationproduce productionfertilize/fertilise fertilizationinform informationprotect protectionmodify modificationT:Now make sentences with each group words.One student,one group.S B :irrigate:They irrigate their crops with water from this river.irrigation:We often see irrigation canals on the land.S C :modernize:They have failed to modernize the factories.modernization:We will realize the four modernizations.S D :populate:America was populated mostly by Europeans.population:China has a population of more than 1 200 000 000.S E :produce:Australia produces wool and meat.production:This country is famous for the production of cars.S F :fertilize:Rice growers fertilize their fields by flooding them with water.fertilization:Proper fertilization is important for farming.S G :inform:He informed them of his arrival.information:The information might be false.S H :protect:It is our duty to protect our country.protection:The protection of our country is the duty of us all.S I :modify:Adjectives modify nouns.modification:The article needs some modification.Step Ⅲ.Grammar:The use of “It ”(2)T:(Teacher shows some sentences on the screen.)Look at the two groups of sentences on the screen: ⎩⎨⎧land. arable on this China of population whole?for the food produce farmers The :b China. of ¡population whole for the food produce farmers? that the land arable on this is It :a ⎪⎪⎩⎪⎪⎨⎧t.environmen the harming? without productional agricultur increase? to s technique new develop to started scientists 1990s,early the From :b t.environmen the harming without?production al agricultur increase ¡ to s technique new develop to started scientists that 1990s early the from is It :a T:Are sentence a and b in each group have the same meaning? Ss:Yes.Both of the two sentences in each group have the same meaning. T:Are there any difference?S a ,can you tell me?S a:Yes.Sentence a is the emphatic form,while sentence b is normal.Am I right?T:Yes,you are right.“It is/was…that…”is the emphatic construction.This structure can be used to emphasize almost any part of the sentence (except emphasizing the verb).Besides,if we emphasize the subject,“who”(referring to a person)is possible instead of “that”.If an object is emphasized,“whom”(referring to a person)is possible.Look at the screen.Read this sentences and rewrite them,emphasizing the parts underlined,using“It is/was…that…”.Please prepare them inT:Are you ready?(Ss:Yes.)Please change these sentences.One student,one sentence.Who will be the first?S b:I'll try.Sentence 2:It is the children who/that often help the father and mother do the farm work.S c:I want to rewrite the second sentence,but I'm not sure whether I should use“is”or“was”.T:Here you should use “was”.S c:Sentence I:It was in 1993 when a tomato was developed that was very different from any grown before.T:Is he right,S d?S d:Yes.T:You're both wrong.We should pay special attention to “that”when we emphasize the adverbial of time and place.In both situations,we should use“that”instead of “when ”or “where”.Are you clear about that?Ss:Yes.T:Let's go on with the other sentences.S e:Sentence 3:It is the shortage of arable land that the biggest problem of Chinese farmers is.S F:Sentence 4:It is the plants grown in green houses that are protected from the wind,rain and insects.S G:Sentence 5:It is high technology as well as traditional methods that future agriculture should depend on.T:Are they right?Ss:Yes,they are all right.Step Ⅳ.PracticeT:Now let's do the second part of Grammar.Rewrite the sentences,emphasizing as many parts as possible.First look at Example.Read it carefully and then do the exercise.You can have a discussion with your classmates if you have any questions.A few minutes later,we'll check the answers.(When students finish,teacher shows the answers on the screen and get the students to checkT:In this class,we've done some exercises about Word Formation.Please remember these words on the blackboard(Pointing to the blackboard).We should also remember the emphatic construction:It is …that(who,whom)…What should we pay special attention to?Who can tell us?S h:1.The verb can not be emphasized.2.When we emphasize the adverbial,we should remember that we cant't use when or where.T:(Write what the student said on the blackboard.)That's right.After class,we should do more exercises so that we can master it.Today's homework:Do the exercises concerned in the workbook.That's all.Class is over.Step Ⅶ.Record after Teaching____________________________________________________________________________________________________________________________________________________The Fourth PeriodTeaching Aims:1.Have the students learn and master the new words and expressions in the text.2.Improve the students' reading ability by learning the text.3.Get the students to know something about farming,learn from Jia Sixie and dedicate themselves to science.Teaching Important Points:1.How to get the students to master the new words and expressions.2.How to improve the students' reading and writing abilities.Teaching Difficult Point:How to get a clear idea of an article as fast as possible.Teaching Methods:1.Pair work or group work make every student take part in the class activities.2.Writing summary to help the students understand the main idea.3.Ask-and-answer method to help the students to grasp the main idea faster.Teaching Aids:1.a recorder2.a projector and some slides3.a computer for multimedia useTeaching Procedures:Step Ⅰ.Greetings and RevisionGreet the whole class as usual.Teacher checks the students' homework.Step Ⅱ.Preparation for ReadingT:Now let's go over the new words and expressions appearing in the text together.Please turn to Page 113.…(Teacher and students learn the new words and expressions of this period together.Teacher gives brief explanations when necessary.)Step Ⅲ.Fast-readingT:(Show the picture of Jia Sixie and his book“Qi Min Yao Shu”.)Do you know the old man and the book“Qi Min Yao Shu”?S A:Yes.He was Jia sixie,a great scientist of ancient China,living in Northern Wei Dynasty.And he was famous for the book.The book is about the science of farming.T:Very good.Now please read the text fast and answer the two questions on the screen.Write your answers on a piece of paper.I'll collect the first five pieces of answers.Let's begin.(Teacher shows the screen.)Answer the following questions:1.Where was Jia Sixie born and when did he live?2.What advice did Jia Sixie give about ploughing the field?T:(After all the students finish.)Have you finished?Ss:Yes.T:S B and S C,give us the two answers,please.S B:He was born in Yidu,Shandong Province.S C:He said that when you plough the soil,plough deeply the first time and less deeply the second time,and the autumn ploughing should be deeper than the spring ploughing.Step Ⅲ.ReadingT:Quite right.Now let's read the text again and discuss the questions on the screen.Pair work or group work.1.What advice did Qi Min Yao Shu include?2.What should you do first as a farmer?3.What must be done before sowing or planting crops?4.Why did Jia Sixie let sheep or cows walk on the land?5.What should we do if we want to reach the best harvest?6.Should wheat be planted close together or with space?T:Are you ready?(Ss:Yes.)Who will give us the first answer?S D:It includes the following advice:growing green vegetables and fruit trees,keeping cows,sheep and fish in lakes.There are also instructions for making wine.T:Please go on with the questions.V o-lunteers!S E:2.Firstly as a farmer,you should remember to do things at the right time of the year,Ifso,your work will be less and the result will be better.S F:3.Before you sow or plant crops,you must clean rough ground and remove weeds.S G:4.Because he wanted the animals to destroy the weeds or eat them.T:Do the farmers get rid of weeds in this way now?S G:No,they pull up the weeds or destroy them with a hoe.T:Yes,they hoe up the weeds or use weed killer.Please go on.S H:5.If you want to reach the best harvest,you should change the crops in your fields.T:What does that mean?S H:For example,if you plant rice in a field one year and wheat in the field the next year,you will harvest good crops.That is to say,do not plant the same crop year after year in the same field.S I:6.Wheat should be planted close together instead of with space.Because Jia Sixie did experiments and showen that.T:Your answers are right.That is because you have a full understanding about the text.Thank you.Next,I'll explain some language points to you.Please look at the screen.Notes to the text:a.Jia Sixie was an important agricultural pioneer of the Northern Wei Dynasty(386~534AD).b.spent his time on research into agriculture:Note the preposition“spend time on something/doing something”and also“research into something”.c.go against nature=do things that are the opposite of the natural way.d.do things at the wrong time of year=do things at a time of year when the weather conditions are unsuitable.e.year after year=every yearf.Grow different plants next to each other in same field:“next to each other”refers to “different plants”.T:(After explaining the language points.)Do you have anything you don't understand?Please read the text again and see if you have any.(Teacher goes among the students and answers the questions raised by the students.Then teacher plays the tape and let the students listen and follow.) Step Ⅴ.DiscussionT:This text is written in three paragraphs and each paragraph has its topic.Now read the text again and make notes about the topics on the screen.You can do it in pairs or groups,then we'll check the answers.(Teacher shows the screen.)Farming and Gardening1.About Jia Sixie(Paragraph 1)2.About Qi Min Yao Shu(Paragraph 2)3.About Jia Sixie's advice(Paragraph 3)T:(After a few minutes.)Have you fi-nished?Now I'll show the answers on the screen.Please check your answers with them.Farming and Gardening1.About Jia Sixie2.About Qi Min Yao Shu(about farming and gardening)paper.You can have a discussion with your classmates if you are not sure about it.Possible version:。
高一英语Unit19 Modern Agriculture 人教版 教案
高一英语Unit19 Modern AgricultureWarming up and ListeningTeaching aims:1.Practicing the students’ speaking and listening skills.2.Talking about the changes of eating habits of Chinese people to learn China’spresent farming situation.3.Getting the students to know some history of farming development as well as thehardships of peasants ,thus to understand life better and to be able to show our respect for farmers.4.Showing the importance of protecting the environment.Teaching facilities:Tape-recorder, back-projector etc.Teaching plan:IntroductionWarming upListeningConclusion and PracticeEndingConcrete Teaching Procedures:Introduction(Play the projector slide 1)Good morning class. Here I show the poem that everybody is familiar with. What does it remind you of when you read or hear it? Hard life of peasants? Or the importance to save grains? Perhaps you can think of both. Anyhow, this poem gives us a picture of China’s traditional agriculture and it has educated millions of children not to waste any food. And now so many years after this poem was created, what is China’s modern agriculture like? We will mainly deal with this question in Unit 19.(Play projector slide 2)Warming upTo know about China’s modern agriculture we’d better make a parison now please look at this graph (Play the projector slide 3) You can find the same graph on page 43 of your text book. Please study the graph carefully and try to answer the following questions. Now let’s go over the questions first and deal with some language points. (Play the projector slides 4,5,6)1 how are people’s eating habits changing over the years? Why do you think this happens? Over: indicating the passing of time, while doing, during/ Throughout a period, during Let’s deal with this over lunchWe had a very pleasant chat over a couple of tea.Will you stay here over Sunday? ( Perhaps you will leave on Monday.)What do you think this happen?This sentence just means “Do you think why this happen.” But we should notice that language habit. That is, we should put why /when /how /what /who and so on at the beginning of the sentence. We can see this in the following two questions.Now let’s e to the question 2and 3What effects do you think the changings in eating habits will have on agriculture or nature.Have an effect on sb./sthHave a good or bad effect on sb / sthe.g. It will have much effect.Scolding sometimes has a negative effect on a child.The medicine had a good effect on me.Now we have gone over the questions and I will give you some time to study the graph and have a discussion. You can refer to the clues on the screen. Later I will ask some of you to make a report. (Play the projector slide 7)Agriculture produce has changed over the past 20 years. The produce of fish and fruit is up about ____. The produce of meat is up about ___. Oil and sugar are up about___each. Grain is up ___and cotton is up ___ ___(About 5-7 minutes later)Now I will ask you to give a report. Just brave enough to speak out your idea. Now please see some samples and pare them with your own ideas.Play the projector slides 8,9,10,11 in turn to give more possible answers.1 People are earning more money, so they want to buy and eat more meat.2 People learn more about healthy food, so they want to eat more fruit.3 Fruit-based alcohol such as wine is better for your health than spirits, so people want to drink more wine and less spirits.4 Fruit juices are healthier than soft drinks such as cola or sprite, so people want to drink more juices.5 Eating fish doesn’t make people as fat as eating meat, so people like eating more fish.6 When people have more money, they start buying more candy and soft drinks such as cola and sprite; there is a lot of sugar in these products.7 When people eat more fish and meat, they need more oil to fry fish and meat, so more oil need to be made.8 As the population of China grows, more grain (rice and wheat) will be needed, even though each person eats less of it. Some of the grain produce is also used to feed pigs, sheep and cattle.Sample answers for question 2:Agriculture produce has changed over the past 20 years. China now produces almost 80% more fish and fruit than 20 years ago. The produce of meat over the same period is up about 60%. Oil and sugar are up about 30%each. Grain and cotton are up 10 and 15% respectively. For further sample answers see introduction to this exercise. These changes happen for different reasons.1 People want to buy different products, so farers need to grow different things. (Changes in demand)2 Farmers want to make more money. When they can grow extra crops or other crops on their land or land which they can’t use to grow grain, they will for example plant fruit trees. In the end, they will bring more fruit to the market.Sample answers for question 3:1 If farmers need to raise more pigs, they need to feed the pigs more food. Next, farmers need to buy grain to feed the pigs. So, other farmers need to grow more grain. They need more land to grow more grain or they must grow more grain on their land. They would destroy nature if farmers want to use more land. They may need to use methods that are harmful to the environment.2 If farmers want to grow different crops they would plant them together. This can be very good to the soil.ListeningOk, just now we talked about the changes of people’s eating habits and we got to know some important rules in just several minutes. But it was a long and even miserable period for humans to realize this in the past. Next we will listen to a passage about the history of farming.Before listening let’s see two strange words.Play the projector slide 12Result in = lead toFloods : a kind of natural disasters caused by too much rainDroughts : natural disaster caused by too little or no rainDike: long wall of earth to keep back waterNow let’s listen to the tape for the first time to get a general idea.(Play slide 13 and then the tape)Can you have a main idea? Next we will listen to the tape again and do exercise 1.(Play the tape again and slide 14)Now check your answer and then go over exercise 2 and 3. Later we will listen athird time and finish them.(Play the tape for the third time)Now you can check your answer(Play the projector slide15)So much for listening. Now please go over the listening passage and notice the places you can not listen clearly tomorrow morning we will listen this material again.(Play the projector slides 16-17)Conclusion and practiceI think you have gone through the passage. Now let’s have a conclusion. Today we talked about the changes of the people’s eating habits and listened to a passage. By this we have got a better understanding on farming, what is more, we learned some more language points. Such as: (Play slides4 and 9 again)Now some exercises:(Play the projector slides 18-19)1 They had a pleasant chat ___a couple of tea.A forB withC duringD over2 ---I have not heard from Henry for a long time.---____A Do you think what has happened to him?B What do you suppose has happened to him?C Do you imagine what had happened to him?3 The conference had been held to discuss the effects of tourism___ the wildlifein the area.A inB onC atD with4 At last our effects___ success.A lead toB lie inC result inKeys: 1 D 2 B 3 B 4 CAsk some students to give the answer.Ok, I can see that you have mastered them very well. After class, please make up some sentences using the following phrases and do some preparations for Speaking and Reading.(Play the projector slide20)Homework.1) Make up some sentences using:A overB result inC who/ what / why/ do you think / suppose / imagineD have good / bad effect on2) Do preparations for Speaking and Reading partsOK, so much for today goodbye(Play the projector slide 21)。
unit 19 Modern agriculture(新课标版高一英语教案教学设计)
Periods:Period1: Warming up, speakingPeriod2-3: ReadingPeriod4: Language study, GrammarPeriod5: Intergrating skills ,Writing, workbookPeriod6: ListeningThe First PeriodStep 1. Lead-in1. What do you have for breakfast / lunch / supper?2. What did your parents have in their childhood?3. What are the differences between the foods you have now and your parents had in the past?Step 2. Warming upAs you know, with the time passing by, people’s living standard is becoming higher and higher. As a result their eating habits have charged a lot. Now we are going to know some details about it by watching the graphs.1. Teach the students how to read statistical graphs:1) What is the graph about?(Look at the words above or below the graph.e.g. Growth of major farm products 1991-95 compared with 1986-90percentages)2) See what is shown on the x-axis.（the major farm products. Such as grain, cotton, oil, sugar, meat, fish and fruit)3) See what is shown on the y-axis.(the percentages of growth. 10%, 20%, 30%, 40%, 50%, 60%, 70%, 80%, 90%, 100%)4) Which farm product grew most during the first five years of the 1990s?(Fruit.)5) How much did it grow compared with that during the last five years of the 1980s?(90 percent)6) Which farm product grew least?(Grain.)7) If three million pigs, sheep and cattle were raised during the years from 1986 to 1990, how many were raised from 1991 to 1995?(4.9 million.)Step3：Discuss:1）How are people’s eating habits changing over the years?Why do you think this happens?Notes:A. over the years: 在这几年里B. do you think: 插入语,经常位于疑问词（组）后，有时也可以放在句尾。
Unit19ModernAgriculture（人教版高一英语下册教案教学设计）
Unit 19 Modern Agriculture(人教版高一英语下册教案教学设计)单元标题解读本单元围绕“modern agriculture” 这一主题展开听、说、读、写等一系列教学活动。
农业是人类生存和发展的基础，农业的发展也是人类文明发展的一大体现。
教材涉及到农业技术的发展和进步，发展和环境问题的矛盾，现代生态农业以及农作物培植的基因工程,中国古代的农业著作等多方面的内容，有着比较强的可挖掘性；同时，在学习本单元的过程中，可以促进英语学科与其他学科之间的相互渗透与联系，使学生的思维能力、想象力、协作和创新能力等综合素质得到发展,同时培育学生的科技人文精神。
热身（warming up）以数据统计图的形式导入本单元的话题。
膳食结构的变化引起农业生产的变化---农业产业结构和比例的调整，从而引起生态和自然环境的变化。
听力（listening）本部分是一篇短文，从正反两方面论述了农业生产与自然环境的关系，体现出人在从事农业生产的过程中的对自然环境的影响和作用。
在设计上采用了听选有关信息、判断正误和填充的形式，注重训练对有效信息的捕捉和处理的能力。
读(reading)读前(pre-reading)结合几幅极具代表意义的照片设计了两个问题，激活学生已有知识和经验，诱发学生观察、思考、比较传统农业和现代农业，现代农业的利与弊讨论等，使学生进一步熟悉本单元的主要话题，为“读”作好充分的准备；阅读中(while-reading)“读”部分以时间的先后为序简要介绍了农业发展的历程，侧重介绍了现代农业的发展和新的成就，其中渗透着人在农业发展中和的作用和影响, 激活学生的科技人文意识。
读后(post-reading）本部分设计了三种练习，第一题以选择题的形式检测学生对课文的浅层次理解；第二题以问答题的形式检查学生对文章一些句子的深层次理解；第三题是一个开放性的题目，鼓励学生结合想象和其他学科知识，做出决定并解释原因。
高一Unit 19 Modern agriculture教案
Unit 19Modern agricultureⅠ.Teaching Goals:1.Talk about modern agriculture and the effects it has on people's life.2.Practise giving advice and making decisions.e “It”for emphasis.4.Read statistical graphs.5.Write a plan for a vegetable garden.Ⅱ.Teaching Time:Five periodsⅢ.Background Information:1.An American Small FarmLast year,at harvest time,we visited the Steenhoek farm,which is 2 200 mu,or 340 acres.Typical family farms are run entirely by family members,with every member playing a vital part in the operation.Both of these families are descendants of Dutch immigrants who settled here over a century ago.The Steenhoek farm supports 3 generations.The family of Mr.and Mrs.Steenhoek includes three children and 2 grandchildren.As we will see,this family is an excellent example of hardworking,experienced farmers who stay on the land not purely because of profit,but because they are living a life-style that satisfies them.Sixty percent of the Steenhoek's acres are devoted to pasture land,on which they raise 120 beef cattle.The rest of the land is used for growing corn.Fifteen years ago,the American farm economy was booming.Farmers could specialize,raising one crop,or one type of animal.Today,with an uncertain farm economy,such an idea is considered foolhardy,and diversifying is one way that farmers can lesson their risk of loss.For example,if weather affects the size of a crop,the sale of the livestock will make up the difference.If the animals are plagued by disease,at least there is grain to take to market.Kendall Steenhoek,Simon's eldest son,divides his time between running this machine shop and farming zoo acres of corn.He attended a community college in Iowa for two years to study diesel mechanics.Then he opened this repair shop for farm machinery.Kendall also plants and harvests over 30 000 bushels of corn each year,but it is the income from the repair shop that has enabled him to stay within the farming community.The heavy equipment used on the farms today is in constant need of maintenance,and requires precision tooling for repairs.By far,the most impressive and certainly the most costly piece of farm equipment used on a small farm is a harvesting machine called a combine,which can cost up to $100 000.This type of machinery is what makes the American farm so efficient.With a combine,one man and his family can harvest an entire crop of a 500 acre farm in two weeks.The value of the combine is that it performs several functions.As it moves through a field of corn,this sophisticated machine cuts the stalk,plucks the ear,discards the stalk,shucks the corn kernels off the ear and deposites the kernels in a storage bin in the back.Then,a spinning device in the rear of the combine shreds the husks and shafts and scatters them across the field,to serve as mulch,cutting down on the possibility of soil erosion from winter rains.The machine is even more amazing when you think that it has been in use on American farms for only one generation.2.GenesEvery living cell contains genes.They are too small to be seen in a microscope,but they are vitally important.Each set of genes in the body contains all the instructions needed to make ahuman being.Some genes determine hair color.Some determine the shape of a nose.Some genes help determine your height and even your weight.Genes are made of a chemical called DNA—the letters stand for deoxyribonucleicacid(脱氧核糖核酸).In the early 1950's,two scientists,Francis Crick and James Watson,figured out how the parts of DNA fit together.Once scientists understood this structure,it became possible to take pieces of DNA apart and put them together in new ways.New kinds of genes could be made in this manner.Scientists have studied the genes of many plants and animals.They have worked out which genes affect the color of a tomato and the stickness of its skin.Working out which genes determine which features is called genetic mapping,scientists have begun the Human Genome Project,an ambitious effort to map all the genes in the human body.Some genes may be effective.For example,something might be wrong with the gene that makes blood clot(凝聚).An individual born with this defective gene could suffer serious hemorrhages(出血)or even bleed to death because his or her blood fails to clot.If scientists ever learn how to map all the genes in our bodies,they could determine whether or not an unborn child has any defective genes.They might even discover how to treat these genes before the child is born.The First PeriodTeaching Aims:1.Improve the students' speaking ability by practising giving advice and making decisions.2.Enable the students to master the expressions of giving advice and making decisions.3.Get the students to learn more about agriculture.Teaching Important Points:1.How to express oneself,using what is learned or given.2.How to advise sb.to do something and how to make decisions.Teaching Difficult Points:1.The usage of some expressions.2.How to improve the students' listening ability.Teaching Methods:1.Listening some materials to improve the students' listening ability.2.Discussion to let the students express themselves freely.3.Group work or pair work to give every student a chance to express themselves.Teaching Aids:1.a tape recorder2.a projector and some slides3.a computerTeaching Procedures:step Ⅰ.Greetings and RevisionT:Good morning,everyone.Ss:Good morning,teacher.T:Sit down,please.In this class,I'll check your homework first,Wang Ping,read your homework to us,…(The teacher checks the students' homework and have a discussion with the students about the mistake Wang Ping made.Let the students have a clear understanding and correct it.)step Ⅱ.Preparation for listening and speakingT:Today,we're going to learn a new unit,Unit 19,Modern Agriculture(Teacher writes the following on the blackboard:Unit 19 Modern agriculture,the First Period).First,let's learn the new(Teacher asks one student to read the new words,then corrects the mistakes the student made.)Step Ⅲ.Warming upT:Please turn to Page 32.Let's do Warming up.(Teacher shows the graphs on Page 32 on the screen.)Look at the two graphs and discuss the questions on Page 32.You can do it in pairs or groups.In a few minutes,I'll ask some students to talk about them.(Students begin to discuss the questions.And teacher goes and joins them.A few minutes later,teacher says the following.) T:Are you ready?Who can give us a talk about the first topic?S A,how are people's eating habbits changing over the years?S A:From the first graph,we can see that the eating habits of the people in our country have changed greatly.Before 1949,they had not enough to eat and often went hungry.Once natural disasters happened,a great number of people would die of hunger.Before the reforming and opening to the world,grain was still a big problem.People mainly lived on corn and few kinds of vegetables.Since the 1980s,especially the 1990s,people's eating habits have greatly improved.People can eat whatever they want.More and more people eat less grain,more meat and eggs and so on.More and more people turn their eyes to meat,eggs,milk and all kinds of green vegetables.T:Why do you think this happens,S B?S B:It is all because of the Party's good policies.T:Very good.It is true and everyone can see that.How has agricultural produce changed during the first half of the 1990s?And what do you think caused these changes?S C:From the first half of the 1990s,scientists started to develop new techniques to increase agricultural production without causing damage to the environment.Especially the new technique, “GM”,has made agricultural production increase continuously.Scientists develop new kinds of seeds,better cows,pigs,sheep as well as fish.It is the new techniques that make all this possible.T:Do you agree with him,S D?S D:Yes,I do.And I want to give an answer to the three question.T:Good,please say that.S D:With the changes in people's eating habits,agriculture as well as nature will have tochange,too.People are eating more meat and milk.That is to say,they need more fish,pigs,sheep and cattle as well as poultry.To feed these animals,we need more grain,especially more grass.To protect our environment,the ways to raise animals have changed.With the development of modern science and techniques,some of the fields are not needed to produce more food.We can grow grass,flowers etc.on them.Less farmers are needed and they can do other kinds of work.Step Ⅳ.ListeningT:So much for the discussion.Next we'll do listening.The passage you'll listen to is about farming.It tells us about farming of all countries in early times and protection of nature and environment.Listen to the tape carefully and do the exercises concerned.Now,read the requirements,please.(Students read the requirements.)Now do you know what you'll have to do after listening to the passage?(Ss:Yes.)During listening,I'll play the tape three times.After listening for the first time,you can leave over the ones you are not sure about.You can do them when I play the tape for the second or the third time.Check your answers with your partner after listening.Are you clear?(Ss:Yes.)(At last,teacher shows the answers on the screen.)Step Ⅴ.SpeakingT:Now let's do speaking.This part says that a group of farmers in your area have been given a large piece of land.The villagers together with the village leader have to decide how to use the land.Work in groups of five students.Each group member will play one of the roles.Prepare role cards,discuss the problem and try to make a decision.Before discussion,who can give us some useful expressions about giving advice and making decisions?Giving advice:S E:My advice would be….I advise you to do….S F:I think you ought to….You.d better….S G:If I were you,I would….I would advise you.S H:I don't think you ought to….Making a decision:S I:In my opinion,we should…I think/believe you should…S J:I don't think it is necessary to do sth.….We must decide….S K:I hope we can make a decision.(Teacher writes all the expressions above on the Bb.)T:Now let's have a discussion,using the expressions on the blackboard later,I'll ask some students to act it out.Sample diaolgue:S a—villager A;S b—villager B;S c—villager C;S d—villager DS e—the village leaderS e:As we all know,we are given a large piece of land.I've got all of us here to have a discussion and decide how to use the land.Please give us your advice.S a:I advise we should grow corn on this piece of land.It's large and flat and machines can go up and down it,so we can spend less time and get more corn.A lot of money can be made after selling the corn.S b:I think we ought to build a farm there and raise pigs or cows with the grain we harvest.Sowe can make more money.S c:My advice is that we should turn it into a garden,and grow flowers there.Then we can sell the flowers.There is nobody here selling flowers.So I think our business will surely be good.Besides,sometimes selling grain or meat is hard,for the price could be too low.S d:I think we'd better design it like this:We build a building of a few floors.In each floor,we can raise one kind of animals.With their wastes,we can raise fish or grow vegetables on the top or in the space which faces the sun.We can also grow mushrooms in the dark places.We can use one quarter of it to do this and build a garden on one quarter so that people can enjoy themselves here.Half of the rest grow flowers to sell and for the other half we can grow grass on it so that our environment will be better.S a:That's a good idea.But it will need a lot of money to do this.I hope we can make a decision today.S e:We must make a decision.My opinion is that we do as S D said.Any other opinions?S b and S c:I agree with you.Step Ⅵ.Summary and HomeworkT:In this class,we've talked about two statistical graphs and listened to a passage.We have also talked about how to use a large piece of land,using some expressions of giving advice and making deicisions.These expressions are:“…”(Pointing to the blackboard.)After class,choose a subject as you like with your pratner and have a discussion,using the expressions on the blackboard.That's all for today.Class is over.Step Ⅷ.Record after Teaching____________________________________________________________________________________________________________________________________________________The Second PeriodTeaching Aims:1.Enable the students to learn something about modern agriculture from the text.2.Enable the student to master the new words and expressions in the text.3.Get the students to have the ability to grasp the general idea of an passage as fast as possible.Teaching Important Points:1.How to improve the students' reading ability.2.How to get the students to master the new words and expressions of the text.Teaching Difficult Point:How to improve the students' reading and writing ability.Teaching Methods:1.Discussion to raise the students' interest in agriculture.2.Ask-and-answer method to help the students understand the text better.3.Free talk to improve the students' speaking ability.Teaching Aids:1.a tape recorder2.a projector and some slides3.a computer for multimedia useTeaching Procedures:step Ⅰ.Greetings and RevisionGreet the whole class as usualT:At the end of the last period,I asked every one of us to join in a discussion.Now I'll ask a group to repeat the discussion.Who will act it out for us?Wang Hong,act it for us with your group,will you?Wang:Yes.…(Teacher asks two groups to repeat their discussion before the class.)step Ⅱ.Preparation for ReadingT:So much for revision.Please turn to Page 113.Let's learn the new words and expressions together.Li Ming,read the new words and expressions of this period,please.Begin with the word “arable”and end with the word “soil”.(Teacher and the students learn the new words and expressions together.Teacher corrects students' mistakes in pronunciation and gives simple explanations of some words if necessary.) T:Are there any students coming from the countryside in our class?Ss:Yes.A lot of us students are from peasant family.T:Have you ever worked in the fields,Wang Fei?Wang:Yes.I often work in the field with my parents.I can do a lot of farm work.T:Have you ever heard of anything about farming in the past?Ss:Yes,I have.T:Now turn to Page 34.Let's do pre-reading.Discuss the questions.Group work.Write your answers on a piece of paper.(After a few minutes.)T:Are you ready?(Ss:Yes.)Who would tell us something about traditional and modern farming?S A:In the past,farmers grow crops in the traditional way:Use cattle to plough the field;farmers work in the field most of the day all year round,but they could not produce enough food for the whole population.Now they grow crops in the modern way.They use modern techniques in their fields,such as chemical fertilizers,greenhouses and so on.T:Who would answer the second question?S B:I'll try.The advantages are:chemical fertilizers,electronic pumps and other advanced technology are used.Farmers can spend less time on farms and much more grain is produced.The disadvantages are:the air,the water and the soil round us are more or less polluted.S c:I'll say something about other changes that have taken place on farms in the last 100 years.In the past,we depended on heaven and we could do little when natural disasters happened.Now,we can do artificial rainfall.GM makes better seeds possible.In the same fields,better seeds can give us much more grain.Besides,all kinds of scientific ways of farming are used in farming.Farmers in our country are becoming richer and richer day by day.T:Very good.Step Ⅲ.Fast ReadingT:Are you ready?Ss:Yes.T:Please give us the answers to the questions.S D:In the 1980s,more advanced technical information was brought in from abroad.S E:Both food production and taking care of the environment are important.And future agriculture should depend on high technology as well as traditional methods.S F:I think taking care of the environment is more important.Because we have only one earth.S a:In the last two lines,“which”refers to“golden rice”.T:What is the other name of “golden rice”in the text?S a:GM rice.Step Ⅳ.ReadingT:Now read the text again and answer the questions in Post Reading.If you are not sure about your answers,have a discussion with your classmates.(After the students' discussion)T:Please turn to Page 35.Let's answer the questions.S H,give your answers to the first five questions.S H:They are:1.D 2.A 3.C 4.C 5.CT:Is he right?Ss:Yes,he is right.T:Now let's do Part 2.S I:I want to change apples.I want them not only to grow bigger and more delicious,but also of the same size.Because some of the apples now are smaller and not delicious and the apples of the same size are popular in the market.S J:I want to change fruit trees.I want them to grow shorter so that the fruits on them are easy to pick up.And they must give us more fruits so that the farmers can make more money and become richer.T:That's a good idea!I have the same opinion as you.S K:I want to change carrots.I want them to grow much bigger.Because the carrots our villagers grow are smaller.S L:I want to change the vegetables people usually eat.I want them to be better for people's health.So they will spend less money on medicine.S M:I want to change cows.I want them to have more babies.So they will not be expensive to buy.If so,more farmers can buy them and become rich.S N:I want to change fruit trees.I want to plant the trees growing in the south.So we will have more kinds of fruits than ever before.T:You've done well.After class,continue to think about more good ideas.Now I'll explainT:(After explaining the words and expressions on the screen.)Now read the text and see if you still have something you find difficult to understand.(Teacher goes among the students to explain any questions raised by the students.)Step Ⅴ.Listening and Reading AloudT:Let's listen to the tape.I'll play it twice.The first time I play it,just listen.When I play for the second time,you can read the text after it.Then please read the text aloud after I play the tape.(While the students read the text,teacher goes among the students and corrects any mistakes the students make in pronunciation and intonation.)Step Ⅵ.Summary and HomeworkT:In this class,we've learnt the text“Modern agriculture”.It tells us about agriculture of our country,for example,its past and present,especially its future.Have you had a clear understanding about future agriculture?From now on,we should study hard and be ready to make greater contributions to our agriculture and farmers.After class,please read the text again and master the usages of the new words and expressions of the text,especially the following:modernize….You can make sentences with them in pairs or groups.That's all for today.Class is over.Step Ⅷ.Record after Teaching________________________________________________________________________________________________________________________________________________The Third PeriodTeaching Aims:1.Get the students to master the structure:It is …that….2.Get the students to obtain some knowledge about word formation so that they can enlarge their vocabulary.Teaching Important Points:1.The usage of the structure:It is…that…2.The basic rules of word formation.Teaching Difficult Point:How to use the sentence pattern:“It is…that…”when we emphasize the nouns which mean places or time.Teaching Methods:1.Pair work or group work to get every student to become active.2.Drills in grammar to get the students to have a clear concept.3.Repetition to make the student master what they learn.Teaching Aids:1.a tape recorder.2.a projector and some slides.3.a computer for multimedia use.Teaching Procedures:step Ⅰ.Greetings and Revision(Greet the whole class as usual.Then teacher asks some students to read the text aloud.)T:Now look at the screen,please.Match the words on the left with their meanings on theT:Are you ready?Ss:Yes.T:I'll show the answers on the screen.Please check your answers with them.Suggested answers:1.C2.A3.E4.B5.G6.D7.H8.F9.Istep Ⅱ.Word StudyT:Let's go on to do Language study.First we'll do the first part:Word study.As we all know,word formation is a useful tool in learning English.It can help us enlarge our vocabulary.We can get a noun by adding some sufixes to a verb,for example,form →formation,Generally a verb+-tion=a noun.But there is something you should pay special attention to.Now let's do the following exercise.Write the noun form of the given verbs and the verb form of the given nouns.If you are not sure about them,please turn to a dictionary.Then make sentences with each word.If you have anything you don't understand,have a discussion with your classmates.(Teacher goes among the students and help them to do the exercise.)T:Have you finished?(Ss:Yes.)Let's check the answers.S A .Write your answers on the blackboard,please.AnswersVerb Nounirrigate irrigationmodernize modernizationpopulate populationproduce productionfertilize/fertilise fertilizationinform informationprotect protectionmodify modificationT:Now make sentences with each group words.One student,one group.S B :irrigate:They irrigate their crops with water from this river.irrigation:We often see irrigation canals on the land.S C :modernize:They have failed to modernize the factories.modernization:We will realize the four modernizations.S D :populate:America was populated mostly by Europeans.population:China has a population of more than 1 200 000 000.S E :produce:Australia produces wool and meat.production:This country is famous for the production of cars.S F :fertilize:Rice growers fertilize their fields by flooding them with water.fertilization:Proper fertilization is important for farming.S G :inform:He informed them of his arrival.information:The information might be false.S H :protect:It is our duty to protect our country.protection:The protection of our country is the duty of us all.S I :modify:Adjectives modify nouns.modification:The article needs some modification.Step Ⅲ.Grammar:The use of “It ”(2)T:(Teacher shows some sentences on the screen.)Look at the two groups of sentences on the screen:⎩⎨⎧land.arable on this China of population whole?for the food produce farmers The :b China. of ¡population whole for the food produce farmers? that the land arable on this is It :a⎪⎪⎩⎪⎪⎨⎧t.environmen the harming? without production al agricultur increase? to s technique new develop to started scientists 1990s,early the From :b t.environmen the harming without?production al agricultur increase ¡ to s technique new develop to started scientists that 1990s early the from is It :a T:Are sentence a and b in each group have the same meaning?Ss:Yes.Both of the two sentences in each group have the same meaning.T:Are there any difference?S a ,can you tell me?S a :Yes.Sentence a is the emphatic form,while sentence b is normal.Am I right?T:Yes,you are right.“It is/was …that …”is the emphatic construction.This structure can be used to emphasize almost any part of the sentence (except emphasizing the verb).Besides,if we emphasize the subject,“who ”(referring to a person)is possible instead of “that ”.If an object is emphasized,“whom ”(referring to a person)is possible.Look at the screen.Read this sentences and rewrite them,emphasizing the parts underlined,using “It is/was …that …”.Please prepare them inT:Are you ready?(Ss:Yes.)Please change these sentences.One student,one sentence.Who will be the first?S b :I'll try.Sentence 2:It is the children who/that often help the father and mother do the farm work.S c :I want to rewrite the second sentence,but I'm not sure whether I should use “is ”or “was ”. T:Here you should use “was ”.S c :Sentence I:It was in 1993 when a tomato was developed that was very different from any grown before.T:Is he right,S d ?S d :Yes.T:You're both wrong.We should pay special attention to “that ”when we emphasize the adverbial of time and place.In both situations,we should use “that ”instead of “when ”or “where ”.Are you clear about that?Ss:Yes.T:Let's go on with the other sentences.S e :Sentence 3:It is the shortage of arable land that the biggest problem of Chinese farmers is. S F :Sentence 4:It is the plants grown in green houses that are protected from the wind,rain and insects.S G :Sentence 5:It is high technology as well as traditional methods that future agriculture should depend on.T:Are they right?Ss:Yes,they are all right.Step Ⅳ.PracticeT:Now let's do the second part of Grammar.Rewrite the sentences,emphasizing as many parts as possible.First look at Example.Read it carefully and then do the exercise.You can have a discussion with your classmates if you have any questions.A few minutes later,we'll check the answers.(When students finish,teacher shows the answers on the screen and get the students to checkStep Ⅴ.Summary and HomeworkT:In this class,we've done some exercises about Word Formation.Please remember these words on the blackboard(Pointing to the blackboard).We should also remember the emphatic construction:It is …that(who,whom)…What should we pay special attention to?Who can tell us?S h:1.The verb can not be emphasized.2.When we emphasize the adverbial,we should remember that we cant't use when or where.T:(Write what the student said on the blackboard.)That's right.After class,we should do more exercises so that we can master it.Today's homework:Do the exercises concerned in the workbook.That's all.Class is over.Step Ⅶ.Record after Teaching____________________________________________________________________________________________________________________________________________________The Fourth PeriodTeaching Aims:1.Have the students learn and master the new words and expressions in the text.2.Improve the students' reading ability by learning the text.3.Get the students to know something about farming,learn from Jia Sixie and dedicate themselves to science.Teaching Important Points:1.How to get the students to master the new words and expressions.2.How to improve the students' reading and writing abilities.Teaching Difficult Point:How to get a clear idea of an article as fast as possible.Teaching Methods:1.Pair work or group work make every student take part in the class activities.2.Writing summary to help the students understand the main idea.3.Ask-and-answer method to help the students to grasp the main idea faster.Teaching Aids:1.a recorder2.a projector and some slides3.a computer for multimedia useTeaching Procedures:Step Ⅰ.Greetings and RevisionGreet the whole class as usual.Teacher checks the students' homework.Step Ⅱ.Preparation for ReadingT:Now let's go over the new words and expressions appearing in the text together.Please turn to Page 113.…(Teacher and students learn the new words and expressions of this period together.Teacher gives brief explanations when necessary.)Step Ⅲ.Fast-readingT:(Show the picture of Jia Sixie and his book“Qi Min Yao Shu”.)。
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高一英语下：Unit 19 Modern agriculture 第
四课时教案
Unit 19 Modern agriculture 第四课时教案Teaching aims: read the passage “Farming and Gardening” learn about Jia sixie and his advice to farming.write a plan for a vegetable garden Similar dialogue presentation with new words and expressions used within Step I Reading 1. let Ss look at the picture and briefly introduce Jia Sixie, : let Ss read the text and find out the information about Jia Sixie (slide show)Where/born: Yidu, Shandong Provincewhen/live: Six century ADwhere/work: Gaoyang, Shandong Provincewhat/d study the science of farmingwhat book/write: Qi Min Yao Shuthe book/about: both the farming and gardeningthe importance of the book: an important summary of the knowledge of farming 3. Skipping(slide show)He studied the ways of farmingDo things such sow seeds or grow young plants at the right time of the the condition of the soilRough ground before sowing or planting cropsLet sheep or cows walk on the land to destroy the weeds or eat the soil deeply the first time and less deep the second autumn ploughing should be
deeper than the spring ploughing. Don’t plant the same crop year after year in the same field. : let Ss listen to the tape and follow it, then finish the exercises (slide show)True or false: was the earliest research center for agriculture. ( T ) was born in Gaoyang in Shandong Province. ( F ) Min YaoShu includes advice on the following subjects:growing green vegetables and fruit trees,keeping cows and sheep,and there are also instructions for making metals. ( F ) spring ploughing should be deeper than the autumn ploughing. ( F ) should plant rice in the same field year after year. ( F )’d better grow different plants next to each other in the same field. ( T )Step II Writing Write a plan for a vegetable garden , using the tips in the book, page49.Check the composition with the class.。