小學(xué)四年級(jí)足球課教案

Unit19Modernagriculture第四課時(shí)教案。

一名優(yōu)秀的教師在教學(xué)方面無論做什么事都有計(jì)劃和準(zhǔn)備，作為教師就要好好準(zhǔn)備好一份教案課件。教案可以讓學(xué)生更容易聽懂所講的內(nèi)容，減輕教師們在教學(xué)時(shí)的教學(xué)壓力。那么，你知道教案要怎么寫呢？下面是小編精心為您整理的“Unit19Modernagriculture第四課時(shí)教案”，希望對(duì)您的工作和生活有所幫助。

Unit19Modernagriculture第四課時(shí)教案
Teachingaims:
readthepassage“FarmingandGardening”
learnaboutJiasixieandhisadvicetofarming.
writeaplanforavegetablegarden
Similardialoguepresentationwithnewwordsandexpressionsusedwithin
StepIReading
1.letSslookatthepictureandbrieflyintroduceJiaSixie,
2.skimming:letSsreadthetextandfindouttheinformationaboutJiaSixie(slideshow)
Where/born:Yidu,ShandongProvince
when/live:SixcenturyAD
where/work:Gaoyang,ShandongProvince
what/do:studythescienceoffarming
whatbook/write:QiMinYaoShu
thebook/about:boththefarmingandgardening
theimportanceofthebook:animportantsummaryoftheknowledgeoffarming
3.Skipping(slideshow)
Hestudiedthewaysoffarming
Dothingssuchsowseedsorgrowyoungplantsattherighttimeoftheyear.
Improvetheconditionofthesoil
Roughgroundbeforesowingorplantingcrops
Letsheeporcowswalkonthelandtodestroytheweedsoreatthem.
Ploughthesoildeeplythefirsttimeandlessdeepthesecondtime.
Theautumnploughingshouldbedeeperthanthespringploughing.
Don’tplantthesamecropyearafteryearinthesamefield.
4.listening:letSslistentothetapeandfollowit,thenfinishtheexercises(slideshow)
Trueorfalse:
1.Chinawastheearliestresearchcenterforagriculture.(T)
2.JiaSixiewasborninGaoyanginShandongProvince.(F)
3.QiMinYaoShuincludesadviceonthefollowingsubjects:growinggreenvegetablesandfruittrees,keepingcowsandsheep,andtherearealsoinstructionsformakingmetals.(F)
4.Thespringploughingshouldbedeeperthantheautumnploughing.(F)
5.Weshouldplantriceinthesamefieldyearafteryear.(F)
6.We’dbettergrowdifferentplantsnexttoeachotherinthesamefield.(T)
StepIIWriting
Writeaplanforavegetablegarden,usingthetipsinthebook,page49.
Checkthecompositionwiththeclass.

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Unit19ModernAgriculture教案

Unit19ModernAgriculture教案
課時(shí)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(qiáng)調(diào)結(jié)構(gòu)的形式是“It+be的適當(dāng)形式+被強(qiáng)調(diào)部分+that/who+剩余部分”，意為“正是…”；若被強(qiáng)調(diào)部分是人，引導(dǎo)詞用who或that均可，若是其他強(qiáng)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(yù)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(zé)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(jì)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(diǎn)。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(xiàn)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(yù)。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(zé)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:

Unit 1 Friendship 第四課時(shí)

一名優(yōu)秀負(fù)責(zé)的教師就要對(duì)每一位學(xué)生盡職盡責(zé)，作為高中教師就要精心準(zhǔn)備好合適的教案。教案可以讓學(xué)生更好的消化課堂內(nèi)容，減輕高中教師們在教學(xué)時(shí)的教學(xué)壓力。關(guān)于好的高中教案要怎么樣去寫呢？急您所急，小編為朋友們了收集和編輯了“Unit 1 Friendship 第四課時(shí)”，供大家借鑒和使用，希望大家分享！

Usingstructures

第一步：學(xué)生獨(dú)立以快速閱讀的方式完成這部分的閱讀理解和課后練習(xí);

第二步：兩人活動(dòng)，根據(jù)上一節(jié)課學(xué)習(xí)的直接引語和間接引語之間轉(zhuǎn)換的規(guī)則復(fù)述故事。（為了培養(yǎng)學(xué)生的邏輯思維和表達(dá)的連貫性，教師可以鼓勵(lì)學(xué)生在第一步快速閱讀的時(shí)候列出文章的關(guān)鍵詞，如：arrive；goupstairs；startclearup；sleepatnight；...etc.然后根據(jù)關(guān)鍵詞來重組故事情節(jié)。應(yīng)該盡量避免照本宣科地復(fù)述）

Readingtask(Page44)

第一步：閱讀練習(xí)冊中ReadingTask中的短文“FriendshipinHawaii”，理解其大意；

第二步：完成課后設(shè)計(jì)的配套練習(xí)（Page45:Exercise1and2），通過練習(xí)鞏固對(duì)課文內(nèi)容的理解；（在練習(xí)二中有部分問題的設(shè)計(jì)顯得有些抽象模糊，不利于學(xué)生思考，如：HowdopeopleinHawaiigetonwithoneanother?HowcanpeopleinHawaiiliveinpeace?教師在實(shí)際教學(xué)的過程中可根據(jù)具體情況選擇忽略或做適當(dāng)?shù)母膭?dòng)，使問題更為明確）

第三步：全班活動(dòng)，比較中國和Hawaii對(duì)待友情的特點(diǎn)和方式（如果學(xué)生程度較好，可將話題拓展到比較東、西方文化中對(duì)待友誼的差異）；

第四步：要求學(xué)生將比較結(jié)果用一段話表達(dá)出來；

第五步：如果時(shí)間允許，可讓學(xué)生根據(jù)討論得出的結(jié)論模擬表演不同地區(qū)，不同文化中朋友們見面的接待方式，活躍課堂氣氛;

Homework:

布置一篇描述友誼的作文讓學(xué)生課后完成，作文的題材和具體內(nèi)容不要過分限制，要鼓勵(lì)學(xué)生鍛煉創(chuàng)造性思維。（也可以將該寫作練習(xí)設(shè)計(jì)成一個(gè)小游戲：先讓學(xué)生完成一篇描寫自己好朋友的小作文，但對(duì)象要限制在班級(jí)以內(nèi)，120字左右，并在下次上課是在課堂上選讀2-3篇文章，讓學(xué)生猜測文中的主人公是班上的哪位同學(xué)，教師可適當(dāng)準(zhǔn)備一些小獎(jiǎng)品作為獎(jiǎng)勵(lì)）

Unit19Modernagriculture第三課時(shí)教案

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

Unit19Modernagriculture第三課時(shí)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(qiáng)調(diào)部分+that/who…
TranslatethefollowingsentencesintoEnglish:
1.寫這本書的人就是瑪麗。ItisMarywhowrotethisbook.
2.這個(gè)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(cuò)的人是我。ItisIwhoamwrong.
4.note:
a.在強(qiáng)調(diào)句型中，若被強(qiáng)調(diào)部分指人，可以用關(guān)系代詞who或that；若被強(qiáng)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(qiáng)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(qiáng)調(diào)句型中Itis/was后是對(duì)主語、賓語或狀語的強(qiáng)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.

Unit19Modernagriculture第一課時(shí)教案

Unit19Modernagriculture第一課時(shí)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(shí)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(gè)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(gè)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