高中安全第一課教案

Unit19Modernagriculture第一課時教案。

Unit19Modernagriculture第一課時教案
I.Teachingaims:
Talkaboutmodernagricultureanditseffectsonpeople’slife
learnhowtogivesomebodyadviceandmakedecisions.
learntoreadstatisticalgraphs
Similardialoguepresentationwithnewwordsandexpressionsusedwithin
II.Teachingaids:taperecorder,slides
StepIWarmingup
1.GroupWork:getSstoworkinpairs,andmakealistoffoodwhichhisgrandparentsandhisparentsandhimselfliketoeat.ThenSsfindoutthedifficultyamongthem.
NameBreakfastSnacksLunchDinner
Grandma/grandpa
Mother/father
yourself
2.letSslookatthechartinthebook,andaskthemsomequestions:
T:“Whatthegraphisabout,lookatthewordsaboveorbelowthegraph?”
Ss:“Growthofmajorproducts1991-95comparedwith1986-90percentages”
T:“Whatkindoffoodwereshownonthechart?”
Ss:“Therearegrain,cotton,oil,sugar,meat,fish,fruit.”
T:“Whatisshownonthey-axis?”
Ss:“thepercentageinSB”
3.letSsanswerthefollowingquestionsinthebook.Ifpossible,studentscandiscusthreequestionsingroups.
Question1:Howarepeople’seatinghabitschangingovertheyears?Whydoyouthinkthishappens?
(earnmoremoney;learnabouthealthyfood;eatmorenutritiousfruitjuices;eatmorefishandmeat,etc.)
Question2:Howhasagriculturalproducechangedduringtheseyears?Whatdoyouthinkcausedthesechanges?
(variousfarmingproducts;makemoremoney;newandadvancedfarmingtechnique,etc.)
Question3:Whateffectsdoyouthinkthechangesineatinghabitswillhaveonagricultureornature?
(peopleneedmoremeatandfruits;farmersneedmorefarmlandtogrowdifferentcropsandproducedifferentfoods;farmersneedtoraisemorepoultry(家禽),etc.)
4.Teachersumupinafewwords
T:“Inwords,changesinagriculturalproduceshowsthatourlivinghabitandeatinghabithasimproved.Farmershaveadifferentandhappylifebecausetheycangrowdifferentcroptomeetpeople’sneed.”
StepIIListening
1.lead-in
T:“Ioftenfindtheexpression‘returngrainplotstoforestry’innewspapers,doyouknowwhatdoesitmeaninChinese?”(teacherwritetheexpressionontheblackboard)
Ss:“InChinese,‘退耕還林’.”
T:“Whydoyouknowfarmersshoulddoso?”
Ss:“Theymustprotectforests./inordertoprotectforests.”
T:“HaveyouevenhadexperienceofsandstorminBeijing?howaboutsandstorm?”
Ss:“yes,itissoterribleweather.”
T:“Whatcausesandstorm?”
Ss:“Manyforestsaredestroyed,theenvironmentalproblemsisserious.”
T:“Howcanfarmersmakethelandfertile?”
Ss:tousechemicalfertilizerstoimprovethesoil.
…
2.Tintroduce:“Wewillhearashorttext.Thelisteningtextisaboutthehistoryoffarming,someofitsproblemsandsomesolutionsoralternativestotheseproblems.”
3.letSslistentothetapethefirsttime,withouttakingnotes.Then,askthemtolookatExercise1.Makesuretheyunderstandallthewords.Then,askthestudentstolistenagain,andticktheitemsthelisteningtextisabout.
4.letSslistentothetapeagainandaskthemtofinishExercise2.
5.getSslistentothetapeforthirdtimeandfillintheblankintheExercise3.
6.Iftimepermitted,teachercangetSstolistenanotherlisteningtextanddosomeexercises.
7.Iftimepermitted,teachergetSstofinishtheexercisesinWorkbook/Listening(page107)
StepIII.Speaking
1.GroupWork:getSstoworkingroupsanddivideSsintogroupsoffive.Eachgroup,eachtopic.Letthemactaseachrole.Anddiscusswhyweshouldgrowwheat/sugarcane/wheat/treesorraisepigs.
2.letSsmakesentencesusingthefollowingexpressions:
Inmyopinionyoushould…
IfIwereyou…
AsfarasIcanseethebestthingwouldbeto…
Wouldn’titbebetterif…?
Ithinkheisright…
Wehavetomakeachoice…
Wecan’tdoboth,so…
Theotherideasoundsbettertome…
3.Talking(Workbook,page108)
①letSsworkinsmallgroupsoffiveandassignanyofthethreetopictothegroups
②giveSstimetoreadthethreedescriptionsandaskquestionsaboutthem.
③askSstodiscusstheseissuesinawaythattheydevelopandgivetheirownopinionabouttheissuesathand.
StepIV.Summary
Teacherexplainsomelanguagepointsinthebook
ⅰ.whatdoyouthinkcausethesechanges?
①doyouthink是插入語，經(jīng)常位于疑問詞（組）后，如
Wheredoyouthinktheoldladyis?
有時也可以放在句尾。例如：
Whatisit,doyouthink?
②causev.=bethecauseof(sth);makehappen造成（某事物）；使發(fā)生
如：Smokingcancauselungcancer.吸煙可導(dǎo)致肺癌。
She’salwayscausingtroubleforpeople.她總是給人添麻煩。
ⅱ.Makeadecision“做決定，決定”
如：ImakeadecisiontolearnEnglishhard.
Becauseofbadweather,theymakeadecisiontoputoffthemeeting.
ⅲ.Youwanttousethelandinthebestwaypossibleanddothebestforeverybodyinthevillage為了村里的每一個人，你想盡自己最大的努力，以最好的方法來使用這塊地。
Inthebestwaypossible盡能最好的方法。Possible表示“盡可能最……”
dothebest表示“盡力”。如：
Shedothebesttohelptheoldlady.她盡力地幫助這個老婦人。
StepVExercise
1.finishtheexercisesinWorkbook,page108.
2.letSsfinishthefollowexercises.（showslides）
1.Hesaidhewasgoingto____alotofpigsonhisfar.(B)
A.riseB.keepC.growD.support
2.Myfatherstudies______inhissparetime.（C）
A.farmB.farmerC.farmingD.tofarm
3.Heis______interestedinEnglish.Heoftenworksatituntil______intothenight.(A)
A．deeply;deepB．deep;deeplyC．deep;deepD．deeply;deeply
4.They____chickens,cattleandcropsaswellonthefarm.(A)
A.raiseB.feedC.keepD.bringup
5.MybrotherstayedathomestudyingEnglish____goingtothecinema.(B)
A.insteadB.insteadofC.withoutD.didn’t
6.Theaccidentwasmyfault,soIhadtopayforthedamage____theothercar.(C)
A.ofB.atC.toD.on
7.Theoldmanisstillsufferingfrompain.Itseemsthatthemedicinehas_____him.(B)
A.noeffecttoB.isusedfor
C.someeffectin　D.agoodeffecton
8._____shouldamanhavecourage,______heshouldhavewisdomandknowledge.(D)
A.Neither…norB.Both…andC.Either…orD.Notonly…butalso
9.Hetalkedabouthiswonderful____inAfrica,buthesaidhedidn’thave_____indealingwithsomeproblemshemetthere.(A)
A.experiences…muchexperience
B.experience…manyexperiences
C.experiences…manyexperiences
D.experience…muchmoreexperience
10.Alibrarywithfivethousandbooks_____tothenationasagift.(A)
A.isofferedB.haveofferedC.areofferedD.hasoffered

擴展閱讀

Unit19Modernagriculture第二課時教案

俗話說，凡事預(yù)則立，不預(yù)則廢。教師要準備好教案，這是老師職責的一部分。教案可以讓講的知識能夠輕松被學(xué)生吸收，讓教師能夠快速的解決各種教學(xué)問題。那么，你知道教案要怎么寫呢？為此，小編從網(wǎng)絡(luò)上為大家精心整理了《Unit19Modernagriculture第二課時教案》，歡迎大家與身邊的朋友分享吧！

Unit19Modernagriculture第二課時教案
I.Teachingaims:
Talkaboutmodernagricultureanditseffectsonpeople’slife
learnhowtogivesomebodyadviceandmakedecisions.
Similardialoguepresentationwithnewwordsandexpressionsusedwithin
II.Teachingaids:taperecorder,pictures,slides
Step1Pre-reading
1.letSslookatthefollowingpictureandfindoutthedifferencebetweenthemodernfarmingandtraditionalfarming----letSsfindouttheadvantagesanddisadvantagesofeachwaysandfillinthetable.
(slideshow)
Raisingchickens
SmallscaleLargescale
…

Horsepower
Animals(buffalo;alsoox)Machines(tractor)
……

Climatecontrol
OpenairGreenhouse
……
2.Groupwork:GetSsworkinpairanddiscussthequestion---whatotherchangeshavehappenedonfarmsinthelast100years?
3.Tsumupinafewwords:“Withthedevelopmentofthenewtechnique,theagriculturalproductionhasincreased.Thefarmerscanusechemicalfertilizationtomakecropstrongerandbetterandtheycanuseadvancedmachinestoirrigateorcultivatethefarmland.”
StepII.Reading
1.Skimming
①T:“What’sthetitleofthereadingpassage?”
Ss:“modernagriculture”
T:“WhatdoesitmeaninChinese?”
Ss:“現(xiàn)代農(nóng)業(yè)”
T:“Howtosay‘傳統(tǒng)農(nóng)業(yè)’inEnglish?”
Ss:“traditionalagriculture.”
T:“Canyouimaginewhattraditionalagricultureislike?”
Ss:…
②letSsreadthetextfirstlyandanswerthefollowingquestions:
HowmuchlandcanbeusedforfaminginChina?
(Sevenpercentoftheland.)
Whatistheadvantageanddisadvantageofchemicalfertilization?
(ithelpstoproducebettercrops.Butisharmfultotheenvironment.)
WhatisthebiggestproblemofChinesefarmers?
(Theshortageofarableland.)
2.Skipping
letSsreadthepassageforthesecondtimeandanswertwoquestions:
Whatdoes“GM”standfor?
(“G”standsfor“genetically”fromtheword“genes”.“M”standsfor“modified”,whichmeans“changed”.)
Whatistheadvantageoftomatoeswhichwereusingtechniqueknownas“GM”?
(Thetomatoesarebiggerandhealthier.Theycangrowwithoutdangerfromdiseases.Theyalsoneedmuchlesstimetogetripe.)
3.Intensivereading
letSsreadthepassageandfillinthetable:(slideshow)
1950s---1980s1980s--present
Theuseofmachinese.g.tractors
Theuseofelectricpumpsforirrigation
Theuseofchemicalfertilizers
Theuseofinsectkillers
TheuseofspecialseedbedsTheuseofgreenhouses
Tomakevegetablesbiggerorbetter
Tochangevegetablessotheycangrowonpoorsoil
Knowledgefromabroad

InnovationsProblemsAdvantages
ChemicalfertilisersShortageofarablelandBiggerandbettercrops
PumpsforirrigationWeatherconditionsBiggerandbettercrops
SpecialseedbedsShortageofarablelandMorecropsinoneyear
Machinese.g.tractorsHowtomakeproductioncheaper(notinthetext)Biggercropsonmorelandbyfewerhands
InternationalexchangeLackofknowledgeLearnfromotherpeople
GreenhousesWeatherconditionBiggerandbettercrops
Greenhouses(rootsinwatertanks)ShortageofarablelandMorecropsinoneyear
GMtechnique(cangrowinpoorsoil)ShortageofarablelandCangrowinpoorsoil;biggerhealthier;lesstimetoripe
4.Listening
LetSslistentothetapeandfollowit.
5.Discussion
①letSsworkingroupsandimaginewhatotherchangeshavehappenedonfarmsinthelast100years.
②letSsdiscussionthefollowingquestions
Atthebeginningofthepassage,whydoesthewritersay“Itisonthearablelandthatthe
farmersproducefoodforthewholepopulationofChina”?
Whatdoesthewriterwanttotellusbysaying,“Notonlyfoodproductionisimportantbut
alsotakingcareoftheenvironment.”?
Whatcanweinferfromthesentence“InChinaaboutonehundredresearchstationsarenowdoingGMresearchtomakebettertomatoes,cotton…?”
Whatcanyouimagineaboutthefutureoffoodproduction?
StepIVPost-reading
1.finishtheexercisesinStudentsBook,page46,Exercise1-2
2.Ifpossible,teachercangetSsreadanewtextinWorkbook,page111,andfinishalltheexercises.
StepV.Languagepointsandusefulexpressions
1.LetSsbythemselvesfindoutsomephrasesorusefulexpressions,whichareimportantinthetext.
2.teacherexplainlanguagepoints:
Compareto/with
Forthousandsofyears
Makeuseof
Beharmfulto
Dependon
Aswellas
Notonly…butalso…Protectfrom
Nomatterhow
Bedifferentfrom
Standfor
Inotherwords
Thewaytomatoesgrowfroma
naturalseedis
changed
AvarietyofOvertheyears
Haveaneffecton
Makegoodmoney
Makeuseof
Inthe1980s
Goagainst
Homework
FinishofftheexerciseontheWorkbook.
教案點評：
根據(jù)新教材中的以閱讀為主的教學(xué)環(huán)節(jié)所設(shè)計的一課時/兩課時教案。本課閱讀課的目的是讓學(xué)生通過閱讀英語材料，掌握實驗步驟，領(lǐng)悟嚴謹?shù)目茖W(xué)精神財富，體驗英語語言、問題，學(xué)習(xí)靈活使用語言結(jié)構(gòu)。
這個教學(xué)過程主要分四個教學(xué)步驟：pre-reading,reading,post-reading,languagepoints。
pre-reading：在閱讀課文之前，教師可適當?shù)闹v解與本單元有關(guān)的背景知識,運用圖片向?qū)W生介紹傳統(tǒng)農(nóng)業(yè)與現(xiàn)代農(nóng)業(yè)的差異，通過提問的方式引入課文主題。教師可根據(jù)課文的內(nèi)容和篇章結(jié)構(gòu)，從不同的角度，引導(dǎo)學(xué)生對課文內(nèi)容進行預(yù)測和討論。
reading：課文分三個步驟：掠讀（skimming），即帶著某個問題進行搜索式閱讀，這樣能培養(yǎng)學(xué)生捕捉關(guān)鍵句的能力；略讀(skipping)，即教師指導(dǎo)學(xué)生通讀全文，理解課文大意，培養(yǎng)學(xué)生發(fā)現(xiàn)文章或段落的主題句及概括大意的能力；聽讀(listening)，即加深對課文理解。
post-reading：教師通過讓學(xué)生完成課堂練習(xí)，加深學(xué)生對課文內(nèi)容的理解。教師開展課堂小組活動，誘發(fā)學(xué)生的參與積極性，培養(yǎng)學(xué)生辯證的看待事物的能力，鍛煉他們說話的條理性和邏輯性。
languagepoints:教師點評課文中的知識點。
通過以上個步驟的訓(xùn)練，學(xué)生對課文理解得比較深刻，同時也掌握了文中的語言知識。

Unit19ModernAgriculture教案

Unit19ModernAgriculture教案
課時安排
Period1warminguplistening
Period2reading
Period3speaking
Period4grammarintegratingskills2(WB)
Period5integratingskills1writing(SB)
Period1warminguplistening
Task:
Thestudentsaretoreadthestatisticgraphdiscussthechangesthatthegraphshows.
Goals:
1)Tocultivatethestudents’abilitytoreadanalyzethegraph.
2)Tocultivatethestudents’abilityoflisteningforinformation.

Teachingprocedure
Task1Brainstorming
Whatwillyouthinkofwhenyouseetheword“agriculture”?AsktheSstogiveasmanywordsaboutagricultureaspossible.
Task2:Discussion
AsktheSs:“Howmanymealsdoyouhaveeveryday?Whichmealdoyouthinkisthemostimportant?Why?”
Nowlet’shaveadiscussion.(Dividethewholeclassinto2groups.)
1Group12:Whatkindoffooddidweeatatbreakfast,lunchsupperinthepast?Group34:Whatkindoffooddoweeatatbreakfast,lunchsupperatpresenttime?
breakfastlunchsupper
InthepastPorridgesalted
vegetablesNoodlesRicedeliciousdishes
AtpresentMilk,bread,fried
bread,etc.FastfoodFastfood
2Whydoyouthinkpeoplealwayspreferfastfood?(fast;busy)Whatcanwelearnfromthedifferencesbetweenthefoodinthepastatpresenttime?(Nowpeopleliveabetterlife;peoplearebusierthanbefore,etc.)
Task3:Nowopenyourbooks.Lookatthegraphonpage43answerthefollowingquestions.
Comparedwiththefarmproductsfrom1986-1990,weproducedmoregrains,cottons…thanbefore.
Whydoweproducemorefarmproductsthanbefore?(weliveabetterlife;makemoremoney;canaffordmoreexpensivefoodthanbefore)
1Howarepeople’seatinghabitschangingovertheyears?Whydoyouthinkthishappens?
2Howhasagriculturalproductchangedduringtheseyears?Whatdoyouthinkcausedthesechanges?
3Whateffectsdoyouthinkthechangesineatinghabitswillhaveonagricultureornature?
Task4:Listening
Prelistening
AsktheSs:“Whatdoesagriculturedependon?”TheSswillgivemanydifferentanswers.Afterthat,showtheanswerthepicturesonthescreen.
(weather,places,waterothernaturalsources)
Question:Ifwechangedthestructureofagriculture,whatdoyouthinkwillhappentothenature?(Wewillproducelessormaybewecan’tgetanyfoodatall.)
2)Whilelistening
1Listentothetape.Thepassageyouheartalksabout
(T)historyoffarming()farmersinAmerica()fishing
(T)protectionofnature(T)farmersinChina()pigs
(T)environmentalproblems(T)trees(T)dikes
2Whichofthefollowingsentencesaretruewhicharefalse?
1)InearlytimesfarmersinChinamovedaroundburntforests.(T)
2)AllfarmersinSouthAmericaburnforeststocreatefarmland.(F)
3)Flooddroughtsaredisastersthatfarmerscannotstop.(F)
4)SomeofthelandinChinaistoowettogrowcrops.(T)
5)Fishfarmersdamagenature.(F)
3Listentothetapecompletethesentencesbyusingyourownwords.
Whenfarminggoesagainstnature,allkindsofenvironmentalproblemsaretheresult.Theearliestfarmersdestroyednature.Theirwayofagricultureledtofloodsdroughts.Itisanoldtruththatfarmingshouldnotgoagainstnature.ThelandthatTanXiaoZaoboughtwastoowetcouldnotbeusedforfarming.Insteadtheychangedthefieldsintofishponds.Ontheirfarmtheykeptfish/ducks/chickensgrewfruittrees.
3)Postlistening
SupposeyouareTanXiaoZao.Becauseofyoursuccessfulfarmingonthefield,youareinvitedtoabigmeetingthatmanylocalfarmerswillattend.Youareaskedtogivealectureaboutyourexperiencetellinghowyouhaveworkedonthenearlydesertedfieldbecomeasuccessfulfarmer.
Homework:
1Listentothetape,finishthelisteningpartonWB(p107).
2previewthereadingpassage.
Period2Reading
Task:
TheSsaretoreadapassagetolearnthedevelopmentofmodernagriculture.
Goals:
1)Tocultivatethestudents’abilitytoscanskimthepassages.
2)Tocultivatethestudents’abilityoffurtherunderstandingaboutthetext.
Teachingprocedure
1Prereading
Classifythepicturesinthefollowingway:
Traditionalfarming(135)

AgricultureModernfarming(246)
Hi-techfarming(78)

2Prereading
Comparetraditionalmodernfarming,focusingontheadvantagedisadvantageofmodernfarming.Thenfilltheform.(Showthepicturesagain)
AgricultureAdvantagesDisadvantages
Traditionalfarming
Modernfarming
Hi-techfarming
3Whilereading
1)Scanning:
Q1:What’sthebiggestproblemtoChinesefarmers?
Theshortageofarableland.
Q2:WhatdoesGMmean?
“G”standsfor“genetically”
“M”standsfor“modified”(changed)
2)Skimming:
A.Readthewholetextfindoutthetopicsentenceineachparagraph.
B.Answerthefollowingquestions:
1.HowmuchdoesarablelandtakeupinChina?
Only7percent.
2.Howmanywaysarementionedtomakethelandproducemore?Whatarethey?
4.Fertilisation,irritation,2ormorecropsareplantedeachyearwherepossible,moreadvancedtechnicalinformation.
3.Whatdoesnewtechniquesmean?
Thosethatareusedtoincreaseagriculturalproductionwithoutharmingtheenvironment.
4.Whendidscientiststarttodevelopnewtechniques?
Fromtheearly1990s.
5.Howmanyunusualwaysarementionedtodealwiththeshortageofarableland?
2.Growvegetablesingreenhouses,GM.
4Postreading
1)Choosethebestanswers.
1InChinaonlysevenpercentofthelandisusedforfarming.Thisis__D__.
Abecausefarmersdon’tneedmorelandtoproducefoodforthewholepopulation
BbecauseChinaneedsmoremorelandtobuildcities
BbecauseChinaneedsmoremorelandtobuildcities
Cbecausetherearenotenoughfarmerstoworkontheland
Dbecausetheotherlandcan’tbeusedforagriculture
2Fertilisationisatechniquethatisusedto__A___.
AmakepoorsoilbetterBmakewetlanddrier
CmakedrylandwetterDgrowvegetableswiththeirrootsinwaterinsteadofearth
3Modernagriculturemeansfindingwaysto___C___.
Aincreaseirritationstopusingfertilisers
Bstopirritationusingfertilisers
Cincreaseproductionbefriendlytotheenvironment
Dproducethesameamountwhiletakingbettercareofnature
4Inthesentence“…theyareprotectedfromthewind,raininsects”,“they”means_C_.
AgreenhousesBroots
CvegetablesDtomatoes
5InGM“M”standsfor“modified”,whichmeans“changed”.Whatchangesis___C___.
Athewayinwhichpoorsoilismadebetter
BthewayinwhichChinesefarmersworkontheirland
Cthewayinwhichcropsdevelopfromseed
Dthewayinwhichfarmerstakecareoftheenvironment
2)Answerthefollowingquestionsbyfurtherunderstandingaboutthetext.
1Atthebeginningofthepassage,whydoesthewritersay“ItisonthearablelandthatthefarmersproducefoodforthewholepopulationofChina”?
ItshowshowgreatweChineseare:Weproducefoodforsomanypeoplewithsolittlearableland.
2Whatdoesthewriterwanttotellusbysaying,“Notonlyfoodproductionisimportantbutalsotakingcareoftheenvironment.”?
Wemusttakecareoftheenvironmentaswellasfoodproduction.Thatistosay,weshouldproducemorefoodbymeansofnewtechniqueswhichwillnotdoharmtotheenvironment.
3Whatcanweinferfromthesentence“InChinaaboutonehundredresearchstationsarenowdoingGMresearchtomakebettertomatoes,cotton…”
Inthefuturewecaneatthehi-techproducedfood,whichcontainsmorevitaminswillnotdoharmtotheenvironment.
4Whatcanyouimagineaboutthefutureoffoodproduction?
Wecanproducemorefoodthannowwithnewtechniques.
3)Groupwork:
ThroughGMitispossibletochangefruits,vegetablesevenanimals.Wecanchangethewaytheygrow,wheretheycangrow,howtheywilltaste,whatcolorwhatshapetheywillhave.Decidewhichfruits,vegetablesfarmanimalsyouwouldchange,explainhowyouwouldchangethemwhy.
KindHowwouldyouchangeit?Whydoyouwanttochangeitinthisway？
fruit
vegetables
animals

Homework:
Findoutsomesentencesyouenjoysmost,trytorecitethemaspossibleasyoucan.
Consultthewebsites：
.cn/newscenter
pleteeachofthesentencesbelow.
NounVerbAdjective
FertilizationFertiliseFertile
ProductionProduceProductive
ProductionProtectProtective
ModificationModifyModified
1Afterafewteststhemodifiedsoftwarecouldbeusedonallcomputers.
2Protectingtheenvironmentdoesnotmeanfarmers’cropshavetogowithoutprotection.
3Ifthesoilisnotfertilefarmershavetousechemicalfertilisers.
4Ifwewanttoproducemore,everybodyhastobemoreproductive.
4Grammar
TheUseof“it”(2)forEmphasis
強調(diào)結(jié)構(gòu)的形式是“It+be的適當形式+被強調(diào)部分+that/who+剩余部分”，意為“正是…”；若被強調(diào)部分是人，引導(dǎo)詞用who或that均可，若是其他強調(diào)部分，則引導(dǎo)詞一律用that。
Changethefollowingsentencesusingitforemphasisindifferentways:
TomstudiedatBeijingUniversitylastyear.
ItisTomwho/thatstudiedatBeijingUniversitylastyear.
ItisatBeijingUniversitythatTomstudiedlastyear.
ItislastyearthatTomstudiedatBeijingUniversity.
5Situation
Tomwasrobbedofhiswalletatthegateofthebankwhenhewasgettingout.Hecalledthepoliceatonce.Soonapolicemancameaskedhimoneoftheclerksinthebank.Becausethepoliceneedexactinformation,Tomtheclerkhadtoemphasizeeachoftheanswers.
Thepossiblebeginning:
Victim:Thankstogod,you’vecomeatlast!
Policeman:Let’sgetdowntothepoint.Youreportedthatyouwererobbed,didn’tyou?Wheredidithappen?
Victim:Righthere.
Policeman:Here?Atthebankgate?
Victim:Yes,yes.ItwasatthegateofthebankthatIwasrobbed.
…
6Integratingskills2
Zhuozuo(where):insouthChina
problem?
inthepast:floods,sandstormsordroughts
solution(who/how?)
atpresent:
1)HuMeiyingallwomenfromthevillagesaroundplanttrees.
2)Peoplearenotallowedtocutdownthetreeswhentheyarestillsmall.
result
1)Allthehillssurroundingtheirvillagearecoveredwithgreentrees.
2)Thetreeteacropsarealsobringinmoneytothem.
Homework:
1Make5sentencesusingitforemphasis.
2Previewintegratingskills1onpage48.

Period5integratingskills1writing
Task:
TheSsaretoworkoutaplanforhis/herownvegetablegarden.
Goals:
1)EnabletheSstoknowtheimportanceofdoingfarmworkattherighttimeoftheyear.
2)EnabletheSstolearntowriteapassageintroducingYuanLongping.
Teachingprocedure
1warmingup
Show4picturesofdifferentseasonsinayeartorevisewordsof4seasons12months.
1Whatseasondoyouthinkthe1stpictureis?…
2Howmanymonthsarethereinspring?Whatarethey?
2Prereading
1Whatcanyouseeinthepicture?
2WhatdoyouknowaboutJiaSixie?
Heisascientistinfarming;hewroteabookcalledQiminYaoshu.
3Whilereading
1)Fastreading
WhydoweconsiderJiaSixieasanagriculturescientist?
BecausehespenthistimeonresearchintoagriculturewroteabookcalledQiminYaoshu,whichisaboutbothfarminggardening.
2)Carefulreading
Thelifeoffarmerisbusy.Eachmonththereisalotofworktodo:ploughing,sowing,
weeding,harvesting,fertilisingandsoon.WhatadvicedoesJiaSixiegivefarmers?
Advice
OntimeoffarmingAtthecorrecttime…
Goagainst…atthewrongtime

OnsoilExaminethesoil…carefully
Condition…notgood,…improve…
Beforesowingplantingcrops…
CleanremovetheweedsSheeporcows
Landshouldbeploughed
OnploughingPloughdeep…ploughlessdeep
Autumn…deeperthanspringploughing
OnchangingcropsThebestharvestisreached
OnplantsinthesamefieldTogrowdifferentplantsnexttoeachother
4Postreading
1)Enjoysomefarmers’proverbssayings.
Farmers’proverbssayings
Thewisdomoffarmersabouttheweatherfarmingiscollectedinmanypopularproverbspassedonfromgenerationtogeneration.Thefollowingproverbstellyousth.AbouttheweatherdinEngland.AretheytrueforChina?
1Noweatherisill,ifthewindbestill.
2Yellowskyatsunset,windinthemorrow.
3Rainbeforeseven,clearbyeleven.
4AprilshowersbringMayflowers.
5Deedsarefruits,wordsarebutleaves.
6Thebestgroundbearsweedsaswellasflowers.
7Nevercackleunlessyoulay.
2)Imagineyouhaveavegetablegardenyouwanttogrowbeans,cabbages,onions,tomatoessunflowers.Whatwillyoudoineachmonthoftheyear?
NovemberItisinNovemberwhenwehavetoploughthelandforthefirsttime.Theploughinghastobedonedeep.
AsktheSstowriteaplanfortheirvegetablegarden.
5Writing
袁隆平人物簡歷
袁隆平被譽為中國的“雜交水稻之父”.中國農(nóng)民說，吃飯靠“兩平”，一靠鄧小平----制定了生產(chǎn)承包責任制的政策，二靠袁隆平----發(fā)明了雜交水稻。
袁隆平，男，１９３０年９月出生于北京，１９５３年畢業(yè)于西南農(nóng)學(xué)院農(nóng)學(xué)系。畢業(yè)后，一直從事農(nóng)業(yè)教育及雜交水稻研究。
在中國人民正鬧饑荒的20世紀60年代，袁隆平提出了雜交水稻的概念，這種新型水稻具有高產(chǎn)量的特點。10年后，他研制成功了一種產(chǎn)量比一般水稻高出20%的新型水稻。
袁隆平一生獻身于農(nóng)業(yè)研究，先后受到聯(lián)合國教科文組織、糧農(nóng)組織的稱譽。袁隆平雖已年屆70歲，仍然一如既往地從事農(nóng)業(yè)研究。
Newwords:雜交水稻hybridrice;生產(chǎn)承包責任制SystemofProductionResponsibility;學(xué)院institute;鬧饑荒sufferthefamine;產(chǎn)量yield;聯(lián)合國教科文組織UNESCO,糧農(nóng)組織FAO.
Possibleversion:
YuanLongpingisknownasChina’s“fatherofhybridrice”.It’ssaidthatinChina,weeatdependingon“TwoPing”----DengXiaoping,whomadethepolicyofSystemofProductionResponsibility,YuanLongping,whoinventedhybridrice.
YuanLongping,whowasborninSeptember,1930,graduatedfromAgricultureDepartmentinSouthwestAgriculturalInstitute.Hehasbeenworkingonagricultureeducationtheresearchintohybridricesincehelefttheinstitute.
Inthe1960s,whenChinawassufferingseriousfamine,hecameupwiththeideaofhybridrice,whichhasahighyield.Tenyearslater,hesucceededininventinganewspeciesthatproduceda20percenthigheryieldthancommontypesofrice.
Yuandevotedhimselftotheresearchintoagriculture,washonoredbyUNESCOFAO.Althoughheis70yearsold,heisstillworkingontheresearchintoagriculture.
Homework:
WriteapassageintroducingYuanLongping.
Consultthewebsites:

Unit19Modernagriculture第三課時教案

一位優(yōu)秀的教師不打無準備之仗，會提前做好準備，高中教師在教學(xué)前就要準備好教案，做好充分的準備。教案可以讓學(xué)生更好地進入課堂環(huán)境中來，使高中教師有一個簡單易懂的教學(xué)思路。所以你在寫高中教案時要注意些什么呢？以下是小編為大家收集的“Unit19Modernagriculture第三課時教案”歡迎大家與身邊的朋友分享吧！

Unit19Modernagriculture第三課時教案
I.Teachingaims:
learntouse“it”forEmphasis.
Similardialoguepresentationwithnewwordsandexpressionsusedwithin
II.Teachingaids:slide,pictures
StepIRevision
StepIIwordstudy
FinishtheexercisesinStudentbook,page47.
StepIIIPractice
LetSsfinishtheexercises“vocabulary,1-3”inpage108,Workbook
StepIVGrammar
1.giveSssomesentencestotranslateintoChineseandfindoutdifferenceandsamenessamongthesesentences(slideshow)
Itisonthisarablelandthatthefarmersproducefoodforthewholepopulationofchina.
Itwasfromtheearly1990sthatscientistsstartedtodevelopnewtechniquestoincreaseagriculturalproductionwithoutharmingtheenvironment.
Itwastheywho/thatcleanedtheclassroomyesterday.
ItwasinthestreetthatImetherfather.
Itwasthegoat’seyesthathehadseeninthedarkness.
2.teachSstofindoutthephrasefromthesentenceabove----Itis+被強調(diào)部分+that/who…
TranslatethefollowingsentencesintoEnglish:
1.寫這本書的人就是瑪麗。ItisMarywhowrotethisbook.
2.這個就是長滿了美麗的鮮花的花園。Itisgardenthatmanybeautifulflowersgrowin.
3.她就是擅長唱歌的女孩。Itisagirlwhoisgoodatsinging.
4.那就是他叔叔移居紐約的季節(jié)。ItwasforthisreasonthathisunclemovedoutofNewYork.
5.錯的人是我。ItisIwhoamwrong.
4.note:
a.在強調(diào)句型中，若被強調(diào)部分指人，可以用關(guān)系代詞who或that；若被強調(diào)的是狀語，只能用that，不能用when或where。
b.注意與“Itis/was…that+clause”主語從句的區(qū)別。
強調(diào)句型與it作形式主語，that從句作真正主語十分相似，但主語從句中Itis/was后通常用名詞或形容詞作表語。強調(diào)句型中Itis/was后是對主語、賓語或狀語的強調(diào)成分。
5.letSsfindoutsomesentencewith‘it’inthetext‘ModernAgriculture’.
ItisonthisarablelandthatthefarmersproducefoodforthewholepopulationofChina.(paragraph1)
Itwasfromtheearly1990sthatscientistsstartedtodevelopnewtechniquestoincreaseagriculturalproductionwithoutharmingtheenvironment.(paragraph2)
ItwasdevelopedusingatechniqueknowasGM.(paragraph4)(itisnotforEmphasis)
3.exercises
letSsfinishtheexercisesinStudent’sbook,page47-48,Exx1-2.
letSsfinishtheexercisesinWorkbook,page109,Exx1-3.
Finishalltheexercisesinthebook.

Unit 4 Earthquakes第一課時

古人云，工欲善其事，必先利其器。作為高中教師準備好教案是必不可少的一步。教案可以讓學(xué)生更好的吸收課堂上所講的知識點，幫助高中教師提前熟悉所教學(xué)的內(nèi)容。寫好一份優(yōu)質(zhì)的高中教案要怎么做呢？下面是小編精心為您整理的“Unit 4 Earthquakes第一課時”，希望對您的工作和生活有所幫助。

Warmingup

第一步：看多媒體圖像和圖片了解有關(guān)地震海嘯等自然災(zāi)害,讓學(xué)生結(jié)合看的內(nèi)容說出描寫自然災(zāi)害詞匯和詞組：shake,rise,burst,canal,steam,ruin,injure,destroy,shock,quake,rescue,disaster,survivor……

第二步：根據(jù)所看的內(nèi)容介紹結(jié)合自己對地震的了解，組織兩人活動，讓學(xué)生討論書中的問題，充分發(fā)揮想象力，描述地震后兩個城市可能會出現(xiàn)的情況。

Pre-reading

第一步：讓同學(xué)們想象如果家里發(fā)生地震了,應(yīng)該做些什么?

第二步：分五組分別討論以下話題:

Whatarethepredictionsofanearthquake?

Howtorescueothersinaproperway.

Doyouknowthecauseofearthquake?

Howtoreducethedamageofanearthquake？

這些問題的設(shè)置目的不在于讓學(xué)生來準確回答，而是在于給學(xué)生一個發(fā)散思維的空間，讓學(xué)生置身于這一單元的主題當中，才更能激發(fā)學(xué)習(xí)興趣和動機。

第三步：看圖描述地震前會出現(xiàn)哪些征兆。(建議教師放映一些有關(guān)話題的影像材料，增加學(xué)生的感性認識，同時印發(fā)一些有關(guān)地震的文字資料,在此基礎(chǔ)上組織學(xué)生進行討論,他們才會更有話說)

第四步：兩人討論更多關(guān)于地震的話題：

(1)Haveyouexperiencedanearthquake?

(2)Howmuchdoyouknowaboutit?

(3)Besidesearthquakewhatothernaturaldisastersdoyouknow?

（flood，typhoon，hurricane，cyclone，volcano，sandstorm，landslide）

(4)Doyouknowhowtomeasurethestrengthofearthquake?（RichterScale）

WorkbookP62

（這部分聽力材料的內(nèi)容剛好是針對以上話題的，關(guān)于地震產(chǎn)生的原因和影響）

第一步：先讓學(xué)生猜測練習(xí)一中的陳述哪些是正確的，哪些是錯誤的。

第二步：聽第一遍并錄音完成練習(xí)一。

第三步：聽第二遍，完成獲取信息題。

Homework:

Imagineyouareareporter.TrytoreporttheearthquakeonTV.Pleasewritedownyourreportonyourexercisebooks.