單元標題解讀

本單元圍繞“modern agriculture” 這一主題展開聽、說、讀、寫等一系列教學活動。農(nóng)業(yè)是人類生存和發(fā)展的基礎(chǔ)，農(nóng)業(yè)的發(fā)展也是人類文明發(fā)展的一大體現(xiàn)。教材涉及到農(nóng)業(yè)技術(shù)的發(fā)展和進步，發(fā)展和環(huán)境問題的矛盾，現(xiàn)代生態(tài)農(nóng)業(yè)以及農(nóng)作物培植的基因工程,中國古代的農(nóng)業(yè)著作等多方面的內(nèi)容，有著比較強的可挖掘性；同時，在學習本單元的過程中，可以促進英語學科與其他學科之間的相互滲透與聯(lián)系，使學生的思維能力、想象力、協(xié)作和創(chuàng)新能力等綜合素質(zhì)得到發(fā)展,同時培育學生的科技人文精神。

熱身（warming up）

以數(shù)據(jù)統(tǒng)計圖的形式導入本單元的話題。膳食結(jié)構(gòu)的變化引起農(nóng)業(yè)生產(chǎn)的變化---農(nóng)業(yè)產(chǎn)業(yè)結(jié)構(gòu)和比例的調(diào)整，從而引起生態(tài)和自然環(huán)境的變化。

聽力（listening）

本部分是一篇短文，從正反兩方面論述了農(nóng)業(yè)生產(chǎn)與自然環(huán)境的關(guān)系，體現(xiàn)出人在從事農(nóng)業(yè)生產(chǎn)的過程中的對自然環(huán)境的影響和作用。在設(shè)計上采用了聽選有關(guān)信息、判斷正誤和填充的形式，注重訓練對有效信息的捕捉和處理的能力。

讀(reading)

讀前(pre-reading)

結(jié)合幾幅極具代表意義的照片設(shè)計了兩個問題，激活學生已有知識和經(jīng)驗，誘發(fā)學生觀察、思考、比較傳統(tǒng)農(nóng)業(yè)和現(xiàn)代農(nóng)業(yè)，現(xiàn)代農(nóng)業(yè)的利與弊討論等，使學生進一步熟悉本單元的主要話題，為“讀”作好充分的準備；

閱讀中(while-reading)

“讀”部分以時間的先后為序簡要介紹了農(nóng)業(yè)發(fā)展的歷程，側(cè)重介紹了現(xiàn)代農(nóng)業(yè)的發(fā)展和新的成就，其中滲透著人在農(nóng)業(yè)發(fā)展中和的作用和影響, 激活學生的科技人文意識。

讀后(post-reading）

本部分設(shè)計了三種練習，第一題以選擇題的形式檢測學生對課文的淺層次理解；第二題以問答題的形式檢查學生對文章一些句子的深層次理解；第三題是一個開放性的題目，鼓勵學生結(jié)合想象和其他學科知識，做出決定并解釋原因。通過這一任務(wù)的完成，不僅切實鍛煉和提高學生的語言運用能力，而且加強了學科間的滲透，提高了學生的思維能力和創(chuàng)新能力。

說(speaking)

通過開村民大會的方式，使學生進入到十分接近真實生活的活動之中，模擬各種實際生活中的角色，暢所欲言，甚至激烈辯論，從各自的立場去尋求解決的途徑。這種活動促使學生進一步鞏固所學語言知識，活化所學語言技能，達到真實交流的目的。

語言學習 (language study)

包括兩個部分，詞匯部分設(shè)計了幾組通過后綴的添加而互相轉(zhuǎn)化詞性的練習，旨在培養(yǎng)學生對構(gòu)詞法的意識，了解構(gòu)詞規(guī)律；語法部分是有關(guān)強調(diào)句型的示例和練習，從易到難，有利于學生的掌握和實際運用。

綜合能力(integrating skills)

本部分是一篇介紹中國古代的農(nóng)學家賈思勰和他的著作《齊民要術(shù)》的文章，主要涉及了他對農(nóng)作物的種植的一些指導和看法，直到今天對農(nóng)業(yè)生產(chǎn)都是適用的。文后的讀寫訓練中，首先，要學生根據(jù)需要完成對信息捕捉和加工的任務(wù)；第二個是開放性的任務(wù)，要學生為自己的菜園做種植計劃。這一任務(wù)的設(shè)計給學生充分的空間去創(chuàng)造性的運用所學知識，發(fā)展語言綜合運用的能力，從而達到了在做中學的目的。

小建議(tips)

給出了一些與農(nóng)時、天氣有關(guān)的諺語，學生通過對這些諺語的理解和思考，并同中國的類似諺語比較，增強了學習的趣味性，也使他們的文化意識得到的潛移默化的培養(yǎng)和影響。

課時安排

Period 1 warming up & listening

Period 2 reading

Period 3 speaking

Period 4 grammar & integrating skills 2(WB)

Period 5 integrating skills 1 & writing(SB)

Period 1 warming up & listening

Task:

The students are to read the statistic graph & discuss the changes that the graph shows.

Goals:

1) To cultivate the students’ ability to read & analyze the graph.

2) To cultivate the students’ ability of listening for information.

Teaching procedure

Task 1 Brainstorming

What will you think of when you see the word “agriculture”? Ask the Ss to give as many words about agriculture as possible.

Task 2: Discussion

Ask the Ss: “How many meals do you have every day? Which meal do you think is the most important? Why?”

Now let’s have a discussion. (Divide the whole class into 2 groups.)

1 Group 1 & 2: What kind of food did we eat at breakfast, lunch & supper in the past? Group 3 & 4: What kind of food do we eat at breakfast, lunch & supper at present time?

breakfast lunch supper

In the past Porridge & salted

vegetables Noodles Rice & delicious dishes

At present Milk, bread, fried

bread, etc. Fast food Fast food

2 Why do you think people always prefer fast food? (fast; busy) What can we learn from the differences between the food in the past & at present time? (Now people live a better life; people are busier than before, etc.)

Task 3: Now open your books. Look at the graph on page 43 & answer the following questions.

Compared with the farm products from 1986-1990, we produced more grains, cottons … than before.

Why do we produce more farm products than before? (we live a better life; make more money; can afford more expensive food than before )

1 How are people’s eating habits changing over the years? Why do you think this happens?

2 How has agricultural product changed during these years? What do you think caused these changes?

3 What effects do you think the changes in eating habits will have on agriculture or nature?

Task 4: Listening

Pre listening

Ask the Ss: “What does agriculture depend on?” The Ss will give many different answers. After that, show the answer & the pictures on the screen.

(weather, places, water & other natural sources)

Question: If we changed the structure of agriculture, what do you think will happen to the nature?(We will produce less or maybe we can’t get any food at all.)

2) While listening

1 Listen to the tape. The passage you hear talks about

( T ) history of farming ( ) farmers in America ( ) fishing

( T ) protection of nature ( T ) farmers in China ( ) pigs

( T ) environmental problems ( T ) trees ( T ) dikes

2 Which of the following sentences are true & which are false?

1) In early times farmers in China moved around & burnt forests. ( T )

2) All farmers in South America burn forests to create farmland. ( F )

3) Flood & droughts are disasters that farmers cannot stop. ( F )

4) Some of the land in China is too wet to grow crops. ( T )

5) Fish farmers damage nature. ( F )

3 Listen to the tape & complete the sentences by using your own words.

When farming goes against nature, all kinds of environmental problems are the result. The earliest farmers destroyed nature. Their way of agriculture led to floods & droughts. It is an old truth that farming should not go against nature. The land that Tan & Xiao Zao bought was too wet & could not be used for farming. Instead they changed the fields into fishponds. On their farm they kept fish/ducks/chickens & grew fruit trees.

3) Post listening

Suppose you are Tan & Xiao Zao. Because of your successful farming on the field, you are invited to a big meeting that many local farmers will attend. You are asked to give a lecture about your experience telling how you have worked on the nearly deserted field & become a successful farmer.

Homework:

1 Listen to the tape, finish the listening part on WB (p107).

2 preview the reading passage.

Period 2 Reading

Task:

The Ss are to read a passage to learn the development of modern agriculture.

Goals:

1) To cultivate the students’ ability to scan & skim the passages.

2) To cultivate the students’ ability of further understanding about the text.

Teaching procedure

1 Pre reading

Classify the pictures in the following way:

Traditional farming (1 3 5)

Agriculture Modern farming (2 4 6)

Hi-tech farming (7 8)

2 Pre reading

Compare traditional & modern farming, focusing on the advantage & disadvantage of modern farming. Then fill the form. (Show the pictures again)

Agriculture Advantages Disadvantages

Traditional farming

Modern farming

Hi-tech farming

3 While reading

1) Scanning:

Q1: What’s the biggest problem to Chinese farmers?

The shortage of arable land.

Q2: What does GM mean?

“G” stands for “genetically”

“M” stands for “modified” (changed)

2) Skimming:

A. Read the whole text & find out the topic sentence in each paragraph.

B. Answer the following questions:

1. How much does arable land take up in China?

Only 7 percent.

2. How many ways are mentioned to make the land produce more? What are they?

4. Fertilisation, irritation, 2 or more crops are planted each year where possible, more advanced technical information.

3. What does new techniques mean?

Those that are used to increase agricultural production without harming the environment.

4. When did scientist start to develop new techniques?

From the early 1990s.

5. How many unusual ways are mentioned to deal with the shortage of arable land?

2. Grow vegetables in greenhouses, GM.

4 Post reading

1) Choose the best answers.

1 In China only seven percent of the land is used for farming. This is __D__.

A because farmers don’t need more land to produce food for the whole population

B because China needs more & more land to build cities

B because China needs more & more land to build cities

C because there are not enough farmers to work on the land

D because the other land can’t be used for agriculture

2 Fertilisation is a technique that is used to __A___.

A make poor soil better B make wet land drier

C make dry land wetter D grow vegetables with their roots in water instead of earth

3 Modern agriculture means finding ways to ___C___.

A increase irritation & stop using fertilisers

B stop irritation & using fertilisers

C increase production & be friendly to the environment

D produce the same amount while taking better care of nature

4 In the sentence “ … they are protected from the wind, rain & insects”, “they” means _C_.

A greenhouses B roots

C vegetables D tomatoes

5 In GM “M” stands for “modified”, which means “changed”. What changes is ___C___.

A the way in which poor soil is made better

B the way in which Chinese farmers work on their land

C the way in which crops develop from seed

D the way in which farmers take care of the environment

2) Answer the following questions by further understanding about the text.

1 At the beginning of the passage, why does the writer say “It is on the arable land that the farmers produce food for the whole population of China”?

It shows how great we Chinese are: We produce food for so many people with so little arable land.

2 What does the writer want to tell us by saying, “Not only food production is important but also taking care of the environment.”?

We must take care of the environment as well as food production. That is to say, we should produce more food by means of new techniques which will not do harm to the environment.

3 What can we infer from the sentence “In China about one hundred research stations are now doing GM research to make better tomatoes, cotton …”

In the future we can eat the hi-tech produced food, which contains more vitamins & will not do harm to the environment.

4 What can you imagine about the future of food production?

We can produce more food than now with new techniques.

3) Group work:

Through GM it is possible to change fruits, vegetables & even animals. We can change the way they grow, where they can grow, how they will taste, what color & what shape they will have. Decide which fruits, vegetables & farm animals you would change, explain how you would change them & why.

Kind How would you change it? Why do you want to change it in this way？

fruit

vegetables

animals

Homework:

Find out some sentences you enjoys most, & try to recite them as possible as you can.

Consult the websites：

www.capitalfarmer.net/greenhouse/wenshitiandi

www.chemnet.com.cn/newscenter

www.sdxnw.gov.cn/zfxd-show.asp

Period 3 Speaking

Task:

The Ss are to discuss & reach a conclusion.

Goals:

Enable the Ss to invent their own ideas based on some specific situation first & give the reasons why they make the conclusions as well.

Teaching procedure

1 Pre task

1. Describe the farm in the picture.

2. What else should be included at a farm besides what you see in the picture?

3. Suppose you are a farmer. You have a big farm. What will you do with your farm?

4. What’s the percentage of the arable land in China?

The Ss may not know the exact number, so the answer may be “the arable land in China is less than before”.

5. What’s the population of China?

About 1.3 billion people.

There are so many people, but there is so little arable land in China, How to solve the problem?

Make the best use of the land.

2 Speaking

A group of farmers in your area have been given a large piece of land. Together with the village leader, they have to decide how to use the land. Work in groups of 5. Each group member will play one of the roles. Prepare role cards, discuss the problem & try to make a decision.

Role A

You are a rice farmer. You think that we should grow rice on the land. Rice is an important product & we can make good money growing rice. Another reason why you think we should grow rice is that _____. You don’t think we should grow sugarcane on it because _________ & because ____________.

Role B

You are a sugarcane farmer. You think that the land should be used for growing sugarcane, because ___________ & because __________. You don’t think it would be a good idea to grow rice because _______.

Role C

You are a local farmer. You think that we should grow trees on the land because _________ & because _______. You don’t think we should use the land to raise pigs because _______ & because ___________.

Role D

You are a local farmer. You want to use the land to raise pigs because ________. You think that growing trees is a waste of time & will not make good money because _____________.

Ask the Ss to use the expressions below.

Useful expressions:

In my opinion you should … I think he is right…

If I were you … We have to make a choice …

As far as I can see the best thing would be to… We can’t do both, so …

Wouldn’t it be better if …? The other idea sounds better to me

3 Post task: Debate

Suppose the government wants to use the land in your village to build a factory, while you villagers are against it. Tell your reasons separately.

Divide the whole class into 2 groups. Give them some time to prepare for the reasons, & then let them debate against each other.

Homework:

Preview the integrating skills on WB.

Period 4 Grammar & integrating skills 2

Task:

1) The Ss are to review the usages of some suffixes & do some exercises about the usage of “it” for emphasis.

2) The Ss are to read a passage to learn sth. about greening the hills.

Goals:

1) To master the usages of some suffixes & the usage of “it” for emphasis.

2) To master the ability of how to read a passage according to the order of time.

Teaching procedure

1 Warming up (revision)

Give the following words & expressions in various forms.

n. ---- adj.

use ---- useful beauty ---- beautiful

fun ---- funny luck ---- lucky

nation ---- national nature ---- natural

v. ---- n.

arrive ---- arrival survive ---- survival

visit ---- visitor wait ---- waiter

develop ---- development govern ---- government

introduce ---- introduction prepare ---- preparation

adj. ---- n.

useless ---- uselessness

lonely ---- loneliness

2 Presentation

Find out the different forms between noun form & verb form.

educate ---- education examine ---- examination

produce ---- production pollute ---- pollution

characteristic

verb + “-tion” noun

3 Practice (SB p 47)

Complete the following chart & choose one word to complete each of the sentences below.

Noun Verb Adjective

Fertilization Fertilise Fertile

Production Produce Productive

Production Protect Protective

Modification Modify Modified

1 After a few tests the modified software could be used on all computers.

2 Protecting the environment does not mean farmers’ crops have to go without protection.

3 If the soil is not fertile farmers have to use chemical fertilisers.

4 If we want to produce more, everybody has to be more productive.

4 Grammar

The Use of “it” (2) for Emphasis

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，引導詞用who或that均可，若是其他強調(diào)部分，則引導詞一律用that。

Change the following sentences using it for emphasis in different ways:

Tom studied at Beijing University last year.

It is Tom who/that studied at Beijing University last year.

It is at Beijing University that Tom studied last year.

It is last year that Tom studied at Beijing University.

5 Situation

Tom was robbed of his wallet at the gate of the bank when he was getting out. He called the police at once. Soon a policeman came & asked him & one of the clerks in the bank. Because the police need exact information, Tom & the clerk had to emphasize each of the answers.

The possible beginning:

Victim: Thanks to god, you’ve come at last!

Policeman: Let’s get down to the point. You reported that you were robbed ,didn’t you? Where did it happen?

Victim: Right here.

Policeman: Here? At the bank gate?

Victim: Yes, yes. It was at the gate of the bank that I was robbed.

…

6 Integrating skills 2

Zhuozuo (where) : in south China

problem?

in the past: floods, sand storms or droughts

solution (who / how?)

at present:

1) Hu Meiying & all women from the villages around plant trees.

2) People are not allowed to cut down the trees when they are still small.

result

1) All the hills surrounding their village are covered with green trees.

2) The tree & tea crops are also bring in money to them.

Homework:

1 Make 5 sentences using it for emphasis.

2 Preview integrating skills 1 on page 48.

Period 5 integrating skills 1 & writing

Task:

The Ss are to work out a plan for his / her own vegetable garden.

Goals:

1) Enable the Ss to know the importance of doing farm work at the right time of the year.

2) Enable the Ss to learn to write a passage introducing Yuan Longping.

Teaching procedure

1 warming up

Show 4 pictures of different seasons in a year to revise words of 4 seasons & 12 months.

1 What season do you think the 1st picture is? …

2 How many months are there in spring? What are they?

2 Pre reading

1 What can you see in the picture?

2 What do you know about Jia Sixie?

He is a scientist in farming; he wrote a book called Qimin Yaoshu.

3 While reading

1) Fast reading

Why do we consider Jia Sixie as an agriculture scientist?

Because he spent his time on research into agriculture & wrote a book called Qimin Yaoshu, which is about both farming & gardening.

2) Careful reading

The life of farmer is busy. Each month there is a lot of work to do: ploughing, sowing,

weeding, harvesting, fertilising and so on. What advice does Jia Sixie give farmers?

Advice

On time of farming At the correct time …

Go against … at the wrong time

On soil Examine the soil … carefully

Condition … not good, … improve …

Before sowing & planting crops …

Clean & remove the weeds Sheep or cows

Land should be ploughed

On ploughing Plough deep … plough less deep

Autumn … deeper than spring ploughing

On changing crops The best harvest is reached

On plants in the same field To grow different plants next to each other

4 Post reading

1) Enjoy some farmers’ proverbs & sayings.

Farmers’ proverbs & sayings

The wisdom of farmers about the weather & farming is collected in many popular proverbs & passed on from generation to generation. The following proverbs tell you sth. About the weather din England. Are they true for China?

1 No weather is ill, if the wind be still.

2 Yellow sky at sunset, wind in the morrow.

3 Rain before seven, clear by eleven.

4 April showers bring May flowers.

5 Deeds are fruits, words are but leaves.

6 The best ground bears weeds as well as flowers.

7 Never cackle unless you lay.

2) Imagine you have a vegetable garden & you want to grow beans, cabbages, onions, tomatoes & sunflowers. What will you do in each month of the year?

November It is in November when we have to plough the land for the first time. The ploughing has to be done deep.

Ask the Ss to write a plan for their vegetable garden.

5 Writing

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)學院農(nóng)學系。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。

New words: 雜交水稻hybrid rice; 生產(chǎn)承包責任制System of Production Responsibility; 學院institute; 鬧饑荒suffer the famine; 產(chǎn)量yield; 聯(lián)合國教科文組織UNESCO,糧農(nóng)組織 FAO.

Possible version:

Yuan Longping is known as China’s “father of hybrid rice”. It’s said that in China, we eat depending on “Two Ping” ---- Deng Xiaoping, who made the policy of System of Production Responsibility, & Yuan Longping, who invented hybrid rice.

Yuan Longping, who was born in September, 1930, graduated from Agriculture Department in Southwest Agricultural Institute. He has been working on agriculture education & the research into hybrid rice since he left the institute.

In the 1960s, when China was suffering serious famine, he came up with the idea of hybrid rice, which has a high yield. Ten years later, he succeeded in inventing a new species that produced a 20 percent higher yield than common types of rice.

Yuan devoted himself to the research into agriculture, & was honored by UNESCO & FAO. Although he is 70 years old, he is still working on the research into agriculture.

Homework:

Write a passage introducing Yuan Longping.

Consult the websites:

http://agr-history.net/agriculturists/jsx

http://agri-history.bet/history/chapter03

www.yjsy.echu.edu.cn/jszj/子部-魏晉天下/齊民要術(shù)