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1、 必修?4 Unit?2?Working?the?land 林燕玲?2014.4.18 I?單元教學(xué)目標(biāo) 技能目標(biāo)?Skill?Goals Talk?about?agriculture:?a?pioneer?in?farming?-Yuan?Longping Talk?about?organic?farming?&?green?food How?to?write?a?brief?summary Try?to?consolidate?how?to?express?suggestions?&?advice Master?the?usage?of?t

2、he?-ing?form?as?the?subject?and?object Learn?how?to?design?English?posters II.?目標(biāo)語(yǔ)言 Talk?about?the?important?people,?history?and?methods?of?agriculture. 功 能 句 式 詞 匯 What?do?farmers?usually?do?in?the?fields? How?to?

3、grow?rice? Who?made?a?great?contribution?to?solving?the?problem?of?hunger? Practice?how?to?persuade?others?to?buy?green?food. You?need?to… The?advantages?are… I’d?prefer…because… What’s?the?advantage?of…? It’s?better?to… It’s?more?expensive?but… I?don’t?like?…because… I’d?rather… This?is?

4、good?value?because… 1?四會(huì)詞匯 hunger,?sunburn,?struggle,?super,?output,?expand,?circulate,?satisfied,?equip, freedom,?violin,?motorcycle,?grain,?export,?suitable,?chemical,?confuse,?mineral, reduce,?supply,?bacteria,?pest,?level,?whatever,?summary,?exchange,?nutrition, certain 2?認(rèn)讀詞匯

5、 Hybrid,?strain,?sorghum,?peanut,?personality,?organic,?fertilizer,?soybean,?producer, industrial 3?詞組 rid?...?of,?be?satisfied?with,?lead?a?...? life,?would?rather,?refer?to,?search?for,?thanks to,?rather?than,?with?the?hope?of?... 語(yǔ) 動(dòng)詞的?-ing?形式作主語(yǔ)和賓語(yǔ)的用法 Learn?to?use?The?–ing?form?as?

6、the?subject?and?object. 第?1?頁(yè)?共?17?頁(yè) 法 重 點(diǎn) 句 子 課 時(shí) 安 排 1.?The?–ing?form?as?the?subject Since?then,?finding?ways?to?grow?more?rice?has?been?his?life?goal. Spending?money?on?himself?or?leading?a

7、?comfortable?life?also?means?very?little?to?him. 2.?The?–ing?form?as?the?object As?a?young?man,?he?saw?the?great?need?for?increasing?the?rice?output. He?enjoys?listening?to?violin?music,?playing?mah-jong,?swimming?and?reading. 1.?However,?he?cares?little?about?spending?the?money?on?himself?or?

8、leading?a comfortable?life. 2.His?other?hobbies?include?playing?mah-jong,?swimming?and?reading. 3.?Wishing?for?things,?however,?costs?nothing.P10 4.?It?also?refers?to?crops?growing?with?natural?rather?than?chemical?fertilizers. 5.?Putting?this?in?their?fields,?they?argue,?makes?the?so

9、il?...? P13 6.?This?is?important?because?developing?a?healthy?soil?reduces?diseases?...P13 7.?However,?using?chemical?fertilizers?is?a?big?problem.?P13 8.?Instead,?organic?farmers?insist?on?changing?crops?every?two?or?three?years.P14 9.?These?put?the?minerals?back?into?the?soil,?making?i

10、t?rich?and?healthy?...P14 10.?...? make?sure?that?what?is?left?in?the?ground?after?harvesting?becomes?a?...P14 11.?He?advised?farmers?to?clear?weeds?from?the?ground?before?planting?crops. 12.?He?suggested?changing?crops?in?the?field?every?year.?P52 Periods?needed:?8?periods Period?1-2.?

11、??New?words?learning?&?Warming?up?&?Reading Period?3-4???Important?language?points. Period?5-6???Using?language:?Extensive?reading?&?writing Period?7?????Grammar Period?8 Sum?up?&?Exercises 分課時(shí)教案 Period?1-2.?New?words?learning?&?Warming?up?&?Reading 一、Teaching?aims Knowledge?

12、aims: 1.?Let?the?students?learn?and?grasp?new?words?and?expressions?of?unit?5. 2.?Enable?Ss?to?learn?more?about?agriculture,?countryside?and?farming. 3.?Enable?the?students?to?know?the?main?idea?of?the?passage. Ability?aims: Develop?the?students`?reading?ability?and?let?them?learn?to?use?some?r

13、eading?strategies?such?as skimming,?scanning,?and?so?on. Emotional?aims: 第?2?頁(yè)?共?17?頁(yè) 1.?Let?the?students?treasure?what?we?have?now,?including?rice?,friendship?and?so?on. 2.?Develop?the?students’spirit?of?cooperation?and?teamwork. 二、Teaching?important?points 1.?Talk?about?the?

14、procedures?of?growing?rice. 2.?Discuss?the?importance?of?rice. 3.?Let?the?students?know?the?main?idea?of?the?passage. 三、Teaching?difficult?points 1.?Understand?how?to?grow?rice. 2.?Discuss?the?question: What?will?life?be?like?if?we?have?no?food?to?eat? 四、Teaching?methods 1.Skimming?and

15、?scanning 2.Asking-and-answering?activity 3.Individual,?pair?or?group?work?to?finish?each?task. 4.Discussion. 五、Teaching?procedures Step1.?New?words?learning and 1. Ask?the?students?to?pronoun?the?new?words?of?this?unit?and?correct?some?of?them. 2. The?whole?class?read?the?new?words?after?

16、the?teacher. 3. The?whole?class?read?the?new?words?together. Step2.?Lead-in Warming?Up 1.?Have?you?ever?been?to?such?a?place? What?did?farmers?usually?do?there? ---Farmers?grow?rice?there. 2.Do?you?know?how?to?grow?rice？ Plow?the?fields,?grow?some?young?plant

17、s,?insert?the?young?plants?into?the?fields,?spray?the agricultural?chemicals,?harvest T: That?is?how?the?rice?comes?from.?We?have?learnt?a?poem?about?growing?rice.?Do?you remember? S: Li?shen?Min?Non T: Yes,?you?get?it! Then?show?them?the?pictures?about?the?poem: p?Farmers?weeding?at?noon, p

18、?Sweat?down?the?field?soon. p?Who?knows?food?on?a?tray, p?Due?to?their?toiling?day. Step3. Pre-reading 1. Discussion Get?the?Ss?to?discuss?the?questions: 第?3?頁(yè)?共?17?頁(yè) What?do?you?think?would?happen?if?tomorrow?there?was?suddenly?no?rice?to?eat? Suggested?answer:?starve?to?death. 2

19、. Conclusion: Suggested?answer:Rice?plays?an?important?role?in?our?life.?We?should?treasure?it?and?find?more ways?to?produce?more?rice. 3. Do?you?know?how?to?solve?this?problem??And?who?made?a?great?contribution?to?solving?this problem? Suggested?answer:?Yuan?Longping Step4. Reading: A?pione

20、er?for?all?people 1.?Skimming Task?1:?Listen?to?the?tape?and?try?to?fill?in?the?following?blanks. Name:?Yuan?Longping Age:84?(?as?of?2014) Nationality：?Chinese Occupation：scientist/?farmer Education：graduated?from?Southwest?Agricultural?College?in?1953 Dream：to?export?his?hybrid?rice?so?that

21、?it?can?be?grown?around?the?globe Achievement:?in?1973,?developed?hybrid?rice?which?produces?20%?more?than?normal?rice Hobbies:?listening?to?violin?music,?playing?mah-jong,?swimming?and?reading. Task?2:?According?to?the?exercise?one?on?Page?11,?sum?up?the?main?idea?of?the?passage. Summary: Yuan?

22、Longping,?an?ordinary?person?but?a?famous?scientist,?has?been?working?hard?to increase?rice?harvest?without?expanding?the?area?of?the?field,?helping?China?as?well?as?the?world get?rid?of?hunger. 2.Scanning Task?3:?Finish?the?exercises?book?Page?27?Task2?金版學(xué)案學(xué)生用書(shū)?27?頁(yè) 1.Why?does?Yuan?Longping?wo

23、rk?the?land? A. Because?he?was?born?into?a?farmer’s?family. B．Because?he?needs?to?do?his?research?on?farming. C．Because?he?is?interested?in?farming. D．Because?he?has?a?slim?and?strong?body. 2.?According?to?the?text,?in?1950,?Chinese?farmers?could?produce?only?______?tons?of?rice. A.20 B.200 C.

24、56 D.500 3.?The?following?are?all?Yuan?Longping’s?hobbies?EXCEPT_______. A.?Listening?to?violin?music B.?Swimming?and?reading C.?Playing?mah-jong D.?Smoking?and?drinking 4.How?does?Yuan?Longping’s?feel?about?money? A.?Too?much?money?can?only?bring?more?troubles?than?happiness. B.?One?has?to?

25、own?a?large?sum?of?money. C.?Money?is?not?important?at?all. D.?One?has?to?spend?all?his?money?on?his?own?research. 5.?The?whole?passage?mainly?talks?about______. A.?how?to?sovle?the?world’s?hunger?problem B.?how?to?increase?rice?harvests. 第?4?頁(yè)?共?17?頁(yè) C.?Yuan?Longping’s?achievements?i

26、n?farming D.?Yuan?Longping’s?daily?life Suggested?answers:?B?CDAC Step?5. Discussion s What?advantages?and?disadvantages?do?you?see?in?Yuan?Longping’?life??Would?you?like?to?have?a life?like?his??Why?or?why?not? Step6.?Homework 1.Copy?the?new?words?and?learn?the?new?words?by?heart. 2.Learn?

27、the?useful?new?words?and?expressions?in?this?period?by?heart. Period?3-4?Language?points 一、Teaching?aims Knowledge?aims: 1.?Get?the?students?to?learn?and?grasp?some?important?new?words?and?expressions. 2.?Get?the?students?to?understand?some?useful?sentence?patterns. The?–ing?form?as?

28、the?subject Since?then,?finding?ways?to?grow?more?rice?has?been?his?life?goal. Spending?money?on?himself?or?leading?a?comfortable?life?also?means?very?little?to?him. The?–ing?form?as?the?object As?a?young?man,?he?saw?the?great?need?for?increasing?the?rice?output. He?enjoys?listening?to?violin?m

29、usic,?playing?mah-jong,?swimming?and?reading. Ability?aims: 1.?Enable?the?students?to?use?some?useful?words?and?expressions?correctly. 2.?Enable?the?students?to?learn?how?to?understand?new?words,?expressions?and?difficult?sentences according?to?the?context. Emotional?aims: ’ Develop?the?stude

30、nts?spirit?of?cooperation?and?teamwork. 二、Teaching?important?points Enable?the?students?to?grasp?the?usages?of?some?important?new?words?,expressions?and?difficult long?sentences. 三、Teaching?difficult?points How?to?enable?the?students?to?grasp?the?usages?of?some?important?new?words?and?phras

31、es?and understand?some?difficult?long?sentences. 四、Teaching?methods 1.?Discussing,?summarizing?and?practicing. 2.?Cooperative?learning. 五、Teaching?procedures Step1.?Lead-in 1. Ask?the?students?to?read?the?new?words?together. 2. Ask?the?students?to?read?the?passage?paragraph?by?paragraph.

32、 Step2.?Language?points 1.?struggle v.掙扎；努力；拼搏；斗爭(zhēng) 第?5?頁(yè)?共?17?頁(yè) n.?(為爭(zhēng)取自由、政治權(quán)利等而進(jìn)行的)斗爭(zhēng)，奮斗 常用結(jié)構(gòu)： struggle?with與……斗爭(zhēng) struggle?for?為爭(zhēng)取……而斗爭(zhēng) struggle?against與……斗爭(zhēng)；為反對(duì)……而斗爭(zhēng) struggle?to?do?sth.?(=make?great?efforts?to?do?sth.) 努力做某事 struggle?to?one’s?feet?掙扎著站起來(lái) eg: She?struggled?to

33、?keep?back?the?tears.?她努力忍住淚水。 It?was?a?hard?struggle?to?get?my?work?done?on?time. 為使工作按時(shí)完成,?我做了一番努力。 易混辨析 struggle/fight struggle指較長(zhǎng)時(shí)間的、激烈的斗爭(zhēng)，往往指肉體及精神上的戰(zhàn)斗。 fight意為“搏斗，打斗，打架”，表示“斗爭(zhēng)”時(shí)，包含體力和勇猛的因素。 高手過(guò)招?學(xué)案學(xué)生用書(shū)P19 (1)完成句子 ①我們應(yīng)當(dāng)幫助那些仍在為獨(dú)立而斗爭(zhēng)的人們。 We?should?help?those?who?are?still . ②他們得和各種各

34、樣的困難作斗爭(zhēng)。 They?had?to . (1)①struggling?for?independence ②struggle?with/against?all?kinds?of?difficulties 2.hunger?n.饑渴，饑餓?vi.?渴望，欲望 hungry adj.?饑渴的，饑餓的 常用結(jié)構(gòu)： die?of?hunger?餓死 satisfy?one’s?hunger?充饑 hunger?for?sth?渴望某物 高手過(guò)招?學(xué)案學(xué)生用書(shū)P19 完成句子 (1)?Most?children?hunger?for?books. (2)?They?

35、were?miserable?with?hunger?and?cold. 3.disturbing?adj.?引起煩惱的；令人不安的 disturb?vt.打擾；弄亂；使不安 disturbed?adj.?心神不寧的 eg:?Some?violent?scenes?are?very?disturbing.?一些暴力場(chǎng)面著實(shí)令人很厭煩。 4.expand v.擴(kuò)大；擴(kuò)展；增加；增長(zhǎng)；（使）膨脹；闡述；使變大 常用結(jié)構(gòu)： expand...into...將……擴(kuò)展/發(fā)展成…… expand?on?闡述；詳談 He?is?thinking?of?expanding?his?bus

36、iness. 第?6?頁(yè)?共?17?頁(yè) 他在正考慮擴(kuò)大他的生意。 In?ten?years?the?city’s?population?expanded?by?12%. 十年之中,該市人口增加了百分之十二。 聯(lián)想拓展 expansion?n.?展開(kāi)；膨脹；擴(kuò)展 expansive?adj.?廣闊的；易膨脹的 易混辨析 expand/extend/spread/stretch expand?意為“展開(kāi)，擴(kuò)大”，不僅指尺寸的增加，還可指范圍和體積的擴(kuò)大。 extend?意為“伸出，延伸”，指空間范圍的擴(kuò)大，以及長(zhǎng)度，寬度的向外延伸，也 可指時(shí)間的

37、延長(zhǎng)。 spread?意為“傳播；蔓延；鋪開(kāi)”。一般指向四面八方擴(kuò)大傳播的范圍，如傳播（疾 ?。?，散布（信息）等。 stretch?意為“伸展(身體等)，拉長(zhǎng)；連綿”，一般指由曲變直，由短變長(zhǎng)的伸展， 不是加長(zhǎng)。 高手過(guò)招 選詞填空（expend/extend/spread/stretch） ①The?fire?soon to?the?nearby?houses. ②The?tourist?season from?May?till?October. ③A?balloon when?it?is?blown?up. ④The?cat out?in?front?of?the?fi

38、re. 答案:①spread ②extends ③expands ④stretched 5.?circulate?v.?循環(huán)，交流 circulation?n.循環(huán)，流通，發(fā)行額 circulative?adj.?循環(huán)的，促進(jìn)循環(huán)的，流通的 eg:?People?who?circulate?false?news?are?to?be?blamed. 6.?thanks?to 由于；多虧（有時(shí)用作反語(yǔ)）;因?yàn)? Thanks?to?your?help,?we?were?successful. 由于你的幫助，我們成功了。 Thanks?to?you,?I?was?saved?f

39、rom?drowning. 多虧你，我才沒(méi)被淹死。 Thanks?to?the?bad?weather,?the?match?had?been?cancelled. 多虧了這倒霉的天氣，比賽被取消了。（反語(yǔ)） 聯(lián)想拓展?金版學(xué)案學(xué)生用書(shū)P20 表示“因?yàn)椋捎凇钡亩陶Z(yǔ)還有： because?of，owing?to，on?account?of，due?to，as?a?result?of。 溫馨提示 以上這些都是介詞短語(yǔ)，因此后面可以跟名詞或動(dòng)名詞而不可以跟從句。 7.battle?vt&vi?搏斗；奮斗 n.?戰(zhàn)役；戰(zhàn)斗；斗爭(zhēng) 搭配：battle?against?與…戰(zhàn)

40、斗 battle?for?為…而戰(zhàn) eg:?Many?soldiers?died?in?that?battle.?很多士兵在那場(chǎng)戰(zhàn)役中陣亡了。 第?7?頁(yè)?共?17?頁(yè) 8.?rid?...of 擺脫；除去 You?should?rid?yourself?of?that?bad?habit. 你應(yīng)該改掉那個(gè)壞習(xí)慣。 聯(lián)想拓展 be?rid?of 擺脫 get?rid?of 擺脫；除掉；去掉 rid?oneself?of?debt 還清債務(wù) break?away?from 擺脫；放棄 You?must?break?away?from?such?a

41、?bad?habit. 你必須改掉這樣的壞習(xí)慣。 It?won’t?be?long?before?we?can?be/get?rid?of?the?pest?altogether. 不用太久，我們就能把這種害蟲(chóng)消除干凈。 高手過(guò)招 同義句轉(zhuǎn)換 （原創(chuàng)） Could?you?rid?yourself?of?the?bad?habit?of?smoking? Could?you the?bad?habit?of?smoking? 答案: get rid of 9.be?satisfied?with?對(duì)…感到滿意 eg:?I’m?not?satisfied?with?th

42、e?way?he?cut?my?hair. 10.?would?rather?寧愿，寧可 聯(lián)想拓展 would?rather...than...是常用句式，意為“寧可（愿）……（而）不要（愿）……” would?rather＋從句時(shí)，從句要用虛擬語(yǔ)氣，用動(dòng)詞的過(guò)去時(shí)表示。 would?rather?have?done?本想做……（而實(shí)際上未做） I’d?rather?you?didn’t.?(常用來(lái)委婉拒絕別人) 我希望你不要。 He?would?rather?stay?at?home?watching?TV. 他寧愿待在家里看電視。 I’d?rather?not?go

43、?there.?我寧愿不去那里。 I’d?rather?you?came?tomorrow?than?today. 我寧愿你明天來(lái)而不是今天來(lái)。 I’d?rather?have?made?a?telephone?call?to?him?yesterday. 我昨天本想給他打個(gè)電話的。 高手過(guò)招 單項(xiàng)填空 ①—Shall?we?go?skating?or?stay?at?home? —Which do?yourself? （2010·01·江西南昌檢測(cè)） A.?do?you?rather B.?would?you?rather C.?will?you?rather D.?

44、should?you?rather ②I’d?rather the?basketball?match?last?night.?Otherwise,?I?would?have finished?my?paperwork?by?now. （2010·01·江蘇徐州檢測(cè)） A.?not?have?watched B.?not?watch 第?8?頁(yè)?共?17?頁(yè) C.?hadn’t?watch D.?haven’t?watch ①解析：選B?？疾閣ould?rather?do?sth.這一結(jié)構(gòu)的用法。而do,?will和should都不能與 rather?搭配。w

45、ould?rather?(not)?do?sth.意為“寧愿（不愿意）做某事”。 ②解析：選A。would?rather?not?have?done意為“本不想做……（實(shí)際卻做了）”。后一句 句意為：否則我現(xiàn)在已經(jīng)完成了我的文件。?所以前句表示“本不想看球賽卻看了”，故選A。 11.?therefore?adv.?因此；所以；因而 eg:?There’s?still?much?to?discuss.?We?shall,?therefore,?return?to?this?plan?at?our?next meeting.?要討論的問(wèn)題還有很多。所以，我們將在下次會(huì)議中再討論這個(gè)計(jì)劃。

46、 注意：?therefore?較為正式，常用于數(shù)學(xué)，邏輯和其他精細(xì)的推論中，尤其表示嚴(yán)謹(jǐn)?shù)耐? 理；so?用于簡(jiǎn)潔的會(huì)話和日常的文體中。 12.equip vt.?&?vi.?配備；裝備 equipment?n.裝備，設(shè)備，不可數(shù)名詞 常用結(jié)構(gòu)： equip?sb./sth.?with?用……武裝某人；用……裝備某物 equip?sb./sth.?for?為……而武裝某人；為……而裝備某物 a?piece?of?office?equipment 一件辦公設(shè)備 eg:?Your?training?will?equip?you?for?your?future?job. 13.?e

47、xport?vt.&vi?出口 export?n?輸出；出口（不可數(shù)名詞） exporter?n.?出口物，輸出者，出口公司 exportation?n.?輸出 import?vt.&vi?進(jìn)口 importation?n.?輸入 eg:?We?export?rice?but?import?beans. 14.regret?vt?遺憾；惋惜 n.遺憾；懊悔 搭配：?regret?doing?sth?后悔做了某事 regret?to?do?sth?對(duì)做某事感到遺憾 eg:?I?regret?spending?so?much?money?on?a?car. Step3.?Se

48、ntence?focus 重點(diǎn)句型 1.?In?1974,?he?became?the?first?agricultural?pioneer?in?the?world?to?grow?rice?that?has a?high?output. 1974年，他成為世界上第一位種植高產(chǎn)水稻的農(nóng)業(yè)先鋒。 不定式放在表示次序的詞the?first,?the?last,?the?best以及the?only,?the?very,?the?right等 詞后面,?且這些詞與動(dòng)詞不定式有邏輯上的主謂關(guān)系，結(jié)構(gòu)為：the first/last/best/only/very/right?...+

49、n.?+?to?do?sth. 表示“第一個(gè)/最后一個(gè)/最好的一個(gè)/唯一的/恰好的/合適的……做某事的人/物”。 He?is?always?the?first?to?come?and?the?last?to?leave. 他總是第一個(gè)來(lái)并且最后一個(gè)離開(kāi)。 The?last?man?to?leave?the?sinking?ship?was?the?captain. 最后一個(gè)離開(kāi)正在下沉的船的那個(gè)人是船長(zhǎng)。 高手過(guò)招 單項(xiàng)填空 He?is?the?last?person to?Mary’s?birthday?party.（原創(chuàng)） 第?9?頁(yè)?共?17?頁(yè)

50、 A.?to?invite B.?to?be?invited C.?invited D. being?invited 解析：選B?？疾椴欢ㄊ阶鞫ㄕZ(yǔ)的用法。當(dāng)名詞前面有序數(shù)詞或last,?next等詞修飾時(shí)，名 詞后面多用不定式作定語(yǔ)。如New?Zealand?was?the?first?nation?in?modern?times?to allow?women?to?vote.?新西蘭成為現(xiàn)代史上第一個(gè)允許婦女有選舉權(quán)的國(guó)家。 2.?Using?his?hybrid?rice,?farmers?are?producing?harvests?twice?as?large?as?bef

51、ore. 用他的雜交水稻種子，農(nóng)民們種出的糧食比以前多了一倍。 倍數(shù)表達(dá)法： A＋be＋倍數(shù)＋as＋adj.＋as＋B A＋be＋倍數(shù)＋比較級(jí)＋than＋B A＋be＋倍數(shù)＋（由某些形容詞變化而來(lái)的）n.＋of＋B I’m?not?going?out?with?a?man?who’s?twice?as?old?as?me. 我不愿意和一個(gè)年紀(jì)比我大一倍的男人一起參加社交活動(dòng)。 We?got?three?times?as?many?people?as?expected. 來(lái)的人超過(guò)我們預(yù)料人數(shù)的兩倍。 You’re?not?half?as?clever?as?you?

52、think?you?are. 你可不像自己想像的一半那么聰明。 Step4.Homework 1. Finish?off?the?Workbook?exercises. 2. Prepare?for?the?dictation?(1) Period?5-6?Extensive?reading?and?writing 一、Teaching?aims Knowledge?aims: 1?Discuss?what?do?farmers?put?into?the?soil?to?make?crops?grow?well? 2.?Learn?how?to?write?a

53、n?exposition. Ability?aims: 1.?Develop?the?students’?reading?skills?by?extensive?reading. 2.?Enable?the?students?to?learn?about?green?food. Emotional?aims: 1.?Enable?Ss?to?talk?about?the?difference?between?chemical?and?organic?farming. 2.?Develop?the?students’?spirit?of?cooperation?and?teamwor

54、k. 二、Teaching?important?points 1.?Develop?the?students’?reading?skills?by?extensive?reading. 2.?Enable?the?students?to?learn?about?organic?farming?methods.. 三、Teaching?difficult?points Enable?the?students?how?to?write?an?exposition. 四、Teaching?methods 1.?Task-based?teaching?and?learning

55、 2.?Cooperative?learning?and?practice 3.?Discussion 五、Teaching?procedures Step1.?Revision Review?the?new?words?and?important?points. 第?10?頁(yè)?共?17?頁(yè) Step2.Lead-in 1.What?do?farmers?put?into?the?soil?to?make?crops?grow?well??fertilizer 2.What’s?the?differences?between?chemical?and?or

56、ganic?farming? (show?them?some?pictures?to?see?the?differences) Step?3?Reading 1. skimming Task?1?Skim?the?text,?try?to?get?the?main?idea?of?each?paragraph Para?1 Long-term?use?of chemical_fertilizers?can?cause?damage?to?the?land?and?people’s health. Para?2 Problems__?caused?by?chemical?ferti

57、lizers. Para3 Farmers?and?customers?turn?to?_organic?farming. Para4 Other?methods?to?keep?_the?soil?fertile. Task2?Sum?up?the?main?idea?of?the?passage Chemical?fertilizers?may?stop?crop?diseases,?increase?production?but?cause?damage?to?the?land?and people?while?farming?may?keep?the?soil

58、?rich?and?free?from?chemicals. 2. Scanning?金版學(xué)案學(xué)生用書(shū)?P23 (1)From?the?passage,?we?can?see?organic?farmers?are?those?who______. A.?grow?crops?with?chemical?fertilizers. B.?grow?crops?with?natural?fertilizers C.?produce?organic?fertilizers D.?care?for?the?environment (2)From?the?fourth?paragraph,

59、?we?know?that______. A.?it’s?not?good?to?plant?grass?between?crops B.?peanuts?use?the?surface?of?soil C.?peas?and?soybeans?should?be?grown?together?with?corn?and?wheat. D.?vegetables?that?put?down?deep?roots?are?harmful?to?the?soil (3)According?to?the?text,?which?of?the?following?is?NOT?the?pro

60、blem?caused?by?chemical fertilizer? A.?Crop?diseases?can?be?stopped. B.?Chemicals?stay?in?the?ground?and?underground?water?for?a?long?time. C.?The?helpful?bacteria?and?pests?are?killed?as?well?as?the?harmful?one. D.?Many?of?these?fertilizers?are?dangerous?to?people’s?health. (4)How?many?ways?d

61、o?the?organic?farmers?have?to?keep?their?soil?fertile?and?healthy? A.?3 B.?4 C.5 D.6 3. Language?points (1?)These?chemicals?in?the?food?supply?build?up?in?people’s?bodies?over?time. build?up?增強(qiáng);?建立；開(kāi)發(fā) Hard?working?conditions?build?up?character.?艱苦的工作條件能磨練人的性格。 (2)Many?of?these?chemicals?can?le

62、ad?to?cancer?or?other?illnesses. lead?to:?導(dǎo)致；造成 Too?much?work?and?too?little?rest?often?lead?to?illness.?過(guò)量的工作和過(guò)少的休息會(huì)引起疾病。 All?roads?lead?to?Rome.?條條大道通羅馬。 第?11?頁(yè)?共?17?頁(yè) (3)They?focus?on?keeping?their?soil?rich?and?free?of?disease. focus?on:集中(注意力，精力等）于 You?should?focus?your?attenti

63、on?on?your?work.把注意力集中在你的工作上。 Olympus:?Focus?on?life. 奧林巴斯：瞄準(zhǔn)生活。 (4)A?healthy?soil?reduces?disease?and?help?crops?grow?strong?and?healthy. reduce?vt.減少；縮??；降低；使……陷入某種更糟的狀態(tài) He?is?trying?to?reduce?expenses.?他正試圖減少開(kāi)支。 We?must?gradually?reduce?the?wage?gap. 我們必須逐步縮小工資差距。 常用結(jié)構(gòu)： reduce?sth.?to...

64、 減少到…… reduce?sth.?by... 減少了…… be?reduced?to 淪落為…… The?shopkeeper?reduced?the?price?by?＄10.?店主把價(jià)格降了?10?美元。 The?poor?boy?is?reduced?to?begging.?那個(gè)可憐的孩子已淪為乞丐。 (5)This?also?keeps?the?air,?soil,?water?and?crops?free?from?chemicals. keeps…?free?from?/of:?使…免受（影響，傷害登）；使不含（有害物） keep?from:?阻止;?妨礙 I?

65、hope?you?will?keep?from?doing?anything?rash.?我希望你不要做出任何魯莽的事情來(lái)。 (6)comment vi.&vt.?表達(dá)意見(jiàn)；作出評(píng)論 n.［C&U］?評(píng)論；議論 常用結(jié)構(gòu)： comment?on/about?sth./sb.?對(duì)某事/某人進(jìn)行評(píng)論 make?comments/no?comment?on?sth./sb.?對(duì)某事/某人進(jìn)行評(píng)論/不進(jìn)行評(píng)論 The?scandal?caused?a?lot?of?comment.?這件丑聞遭到很多議論。 “Will?you?resign,?Minister?”?“No?comment!

66、”“部長(zhǎng)，您是要辭職嗎?”“無(wú)可奉告。” 4. Post?Reading?(Writing)?exposition (1)?The?structure?of?this?passage Para1?Topic Para2?Problems Para3?Advantages Para4?Several?methods (2)?writing?tips?in?the?text a.?adverbs Recently,?however,?therefore;?meanwhile;?anyhow;?thus?;otherwise;?moreover;?besides?etc. b.?connectives?in?paragraph?2 first;?also?;?in?addition;… first;?second; finally;?last?but?not?least?,etc. c.?several?phrases focus?on;?lead?to;?keep…?from;?build?up d.?clauses?make?the?passage?logi