Unit 2 Working the land
语法课
一、教学内容 Discovering useful structures (p.13); Using structures (p. 50)
二、教学目标
1. 学生能够识别动词-ing形式在句子中作主语或宾语，并能够使用这种结构。
2. 学生能够区分某些常用动词后面跟不定式作宾语还是动词-ing形式作宾语。
三、教学步骤
步骤一 热身
给学生呈现几幅有趣的公示牌，提醒学生注意其中使用的-ing形式。
设计意图：从日常生活中的现象入手，一方面激起学生学习语言知识的兴趣，另一方面告诉学生这种语言知识在实际生活中的应用。
步骤二 发现与探究
让学生在课文里划出带有动词-ing形式的句子。可以先呈现给学生一个例子。
小组活动。让学生从这些句子中，找出动词-ing形式短语作主语和宾语的句子，分成两大类。
设计意图：培养学生的探究和归纳能力。
步骤三 动词-ing形式作主语
先让学生集中精力观察动词-ing形式短语作主语的句子，看看能否发现动词-ing形式的特点。教师可以通过提问，引导学生发现动词-ing形式既有名词的特点，又有动词的特点。
教师给学生展示一些课外材料中的例子，让学生再体验一下动词-ing形式的用法。并且继续总结归纳其使用规则。从这些例句中，学生还可以得到三个启发：一是可以用It作形式主语；二是动词-ing形式可以有逻辑主语（即独立主格结构），三是可以有否定形式。后两种形式在高一阶段可以只让学生作一般的了解。
做课本练习2（p. 13）。巩固动词-ing形式作主语的用法。
设计意图：让学生通过熟悉的课文中的句子，自己归纳动词-ing形式作主语的规律。然后提供新的例句，让学生继续发现和归纳，一步一步地不断加深。最后再通过练习题巩固。
步骤四 动词-ing形式作宾语
呈现课文中的动词-ing形式作宾语的句子。让学生能够发现动词-ing形式既可作动词的宾语，也可以作介词宾语。
给学生提供课本以外的例子，在这个过程中，引起学生注意有些动词后面用-ing形式作宾语，有些动词后面用不定式作宾语。
小组活动。一部分学生讨论哪些动词后面常跟动词-ing形式作宾语，其余学生讨论哪些动词后面常跟不定式作宾语。执行相同任务的小组之间可以展开竞赛。最后教师总结归纳。
让学生比较一下有的动词后跟动词-ing形式作宾语和不定式作宾语时的意义不同。
再让学生比较有的动词后跟动词-ing形式作宾语和不定式作宾语时的意义差别不大或没有差别。
6. 做课本练习4（p. 13），巩固动词-ing形式作宾语的用法。
步骤五 总结
让学生自己回顾本课所学的语言知识，并做出总结。
综合练习。
设计意图：学生在本节课学习了很多关于动词-ing形式的知识，让他们自己回顾并总结比教师总结更有利于学生掌握知识。最后的环节是让学生在语境中综合运用所学知识，以便及时发现自己仍存在的问题和不足。
步骤六 小结与作业
1. 完成练习册中的练习1和练习2（p. 50）。
2. 翻译若干谚语或名言。
课件19张PPT。Unit 2 Working the land
Grammar I. Warming Up
Have you ever seen these signs?Parking, spitting, littering, smoking-ing formsII. Discovering Find and underline the sentences in the passage that use –ing forms.
Example:
Since then, finding ways to grow more rice has been his life goal. (paragraph 2)Discovering2. Choose the sentences that use –ing forms either as the subject or the object. As the subject
Since then, finding ways to grow more rice has been his life goal.
As the object
III. As the subject1. What have you discovered?
Compare the –ing form with a noun
and a verb. V + -ing formIt can have its own object or/and adverbial.It can be used as the subject.As the subject1) To him, swimming is much fun.
2) Walking in step is not easy.
3) It’s no use complaining.
4) It’s no good worrying about it.
5) It’s difficult finding your way around here?
6) Would you mind my opening the window?
7) Not having been trained as a dancer is my one regret.
2. Look at these sentences and explore more.As the subject3. Do Exercise 2 on page 13.IV. As the object1) As a young man, he saw the great need for increasing the rice output.
2) Dr Yuan searched for a way to increase rice harvests without expanding the area of the fields.
3) He enjoys listening to violin music, playing mah-jong, swimming and reading.
4) Dr Yuan awoke from his dream with the hope of producing a kind of rice that could feed more people.
Read the sentences from the text and try to find
some rules.It can be used as the object both of verb and preposition.As the object2. Look at the following sentences. What have you found?
1) He suggested doing it in a different way.
2) The president tried to avoid answering
the reporter’s questions.
3) I admit having read your letter.
4) Mom agreed to lend me some money.
5) Jack pretended not to see me when he passed.
6) My friend offered to help when I was in trouble. As the objectVerbs with –ing form as their object:admit, advise, allow, appreciate, avoid, complete, consider, delay, deny, enjoy, escape, finish, imagine, keep, mind, miss, postpone, practise, quit, suggest, stop, can’t stand, can’t help, be worthVerbs with the infinitive as their object:afford, agree, arrange, choose, decide, hope, expect, offer, plan, promise, determine, demand, manage, fail, prepare, refuse, pretend, seem
As the object3. Compare the three pairs of sentences.
I forgot mailing your letter.
I forgot to mail your letter.
Being early may means wasting time.
You really mean to go?
He tried working out the problem another way.
He tried to open the back door with the key.
Different meaningsAs the object Other verbs
remember, regret, need, want, go on, etc.
You need to take more exercise.
The batteries in that toy need changing.
The teacher went on to talk about –ing form after a short break.
The headteacher went on talking for one hour.As the object4. Compare the three pairs of sentences.
I’d like to have a cup of coffee.
I like reading novels very much.
I prefer to take the next train.
I prefer going to work by bus.
Oh, I hate to leave you tomorrow.
I hate lying and cheating.
Slightly different meaningA future actionA general caseAs the object5. Compare the three pairs of sentences.
It has started to snow.
It has started snowing.
The band began to play.
The band began playing.
They continued to meet regularly.
They continued meeting regularly.Same meaningAs the object6. Do Exercise 4 on page 13.V. Summary-ing form
-ing form as the subject
-ing form as the objectSummaryFill in the blanks with the verbs given in their proper form.
I used to like to go to our local cinema. It was old and rather uncomfortable, but it had character. Now they’ve stopped ____
(show) films there. The owner would have liked to go on ______ (run) the cinema, but to do that he needed ________ (make) a lot of improvements, which meant ______ (spend) tens of thousands of pounds. I remember _______ (watch) the last film at the cinema. It was a murder mystery. Five minutes from the end, when we were trying ________(work) out who the murderer was when all the lights suddenly went out and the film stopped. We sat in the dark for a few minutes, and then the owner appeared with a torch. “I regret _____ (tell) you,” he said, “that we’ve had a power cut. I’m sorry _________ (disappoint) you, but I’m afraid we can’t show you the end of the film. We’ve tried _______ (phone) the electricity company, but they say they can’t help.” He went on _________ (explain) how the film ended. Despite this, I don’t regret ________ (go) to the cinema on its last evening. showingrunningto makespendingwatchingto workto tellto disappointphoningto explaingoingVI. HomeworkDo Exercises 1 and 2 on page 50.
Read the following quotations and proverbs. Then underline the -ing form used as subject or object. Try to translate them into Chinese. Homework1) Constant dripping wears away a stone.
2) Saying and doing are two different things.
3) Writing is nothing more than a guided dream.
4) Doing is better than saying.
5) There are three rules for writing the novel. Unfortunately, no one knows what they are.
6) Writing a book of poetry is like dropping a rose petal down the Grand Canyon and waiting for the echo.
7) Writing ought to be like running through a field.
8) Doing easily what others find difficult is talent; doing what others think is impossible is genius.
9) Learning makes a good man better, and an ill man worse.
10) He who is ashamed of being curious is ashamed of learning.Unit 2 Working the land
阅读课
一、教学内容 Warming up (p. 9); Pre-reading (p. 9); Reading (p. 10)
二、教学目标
1. 能力目标
学生能够利用文章信息填表格，归纳文章的中心思想，并找出文中的支撑句。
学生能够比较描写人物的文章的不同点。
学生能够针对文章内容发表自己的见解和观点。
2. 语言目标
重点词汇和短语
sunburnt, struggle, decade, super, output, crop, hunger, disturbing, expand, circulate, battle, freedom, equip, therefore, grain, export, nationality, occupation
work the land, thanks to, rid … of …, be satisfied with …, would rather
重点句子
Indeed, his sunburnt face and arms and his slim, strong body are just like those of millions of Chinese farmers, for whom he has struggled for the past five decades.
This special strain of rice makes it possible to produce one-third more of the crop in the same fields.
Dr Yuan searched for a way to increase rice harvests without expanding the area of the fields.
Thanks to his research, the UN has more tools in the battle to rid the world of hunger.
Dr Yuan is satisfied with his life. However, he doesn’t care about being famous.
He therefore gives millions of yuan to equip others for their research in agriculture.
3. 文化目标
学生能够了解我国的著名农业科学家、中科院院士袁隆平及其科研成果，以及他的杂交水稻技术对我国乃至世界其他国家的巨大影响。
三、教学步骤
步骤一 热身
给学生展示几幅照片，问：What are they doing?让学生从图中人们的动作和行为预测本节课的话题（agriculture）。
从话题（agriculture）引入，引导学生理解本单元的题目：Working the land。提问学生对该题目的理解。
启发学生思考以前学过的有关农业的词汇。
设计意图：这一步骤是为了唤醒学生已有的关于农业方面的知识以及所学过的有关该话题的词汇，为整个单元的学习做好准备。
步骤二 读前
1. 首先从第一单元涉及到的wildlife protection引入，让学生思考除了环境问题之外，我们这个世界还面临着什么样的问题，从而引出饥饿问题。
1）In Unit 1, we have learned about Jane Goodall and her research into chimps.
2）Besides environmental protection, what other problems is the world facing today?
2. 然后让学生讨论：What can we do to solve the hunger problem?
3. 介绍本课主人公正是一个致力于解决这个问题的人，引起学生阅读的兴趣。
设计意图：这一部分是让学生意识到世界饥饿问题的严重性，一方面激发学生阅读文章的兴趣，另一方面也更加深刻地感受到了袁隆平教授对世界的贡献之大。
步骤三 阅读
1. 学生小组合作学习，预测文章内容。让
学生看文章标题和袁隆平的照片，问：
Can you guess what kind of person Yuan Longping is from the title and the picture? Write down a few sentences to describer him.鼓励学生使用第一单元所学过的描写人物的形容词。启发学生从外貌、面部表情、以及pioneer这个词的含义等方面来考虑。
2. 教师选择两组学生，展示他们对袁隆平教授的描述。
3. 查读信息。让学生快速阅读文章，填写表格。提醒学生这些信息分布于文章的不同段落，要想找到信息，关键是从每段的第一句话来判断本段是否涉及要查找的信息。
4. 再把文章题目呈现给学生，让他们认真阅读文章后，小组讨论：
Why did the author call Yuan Longping “a pioneer for all people”？
Could you find any evidence to support your idea?
教师可抽查两组学生的讨论结果。其他小组记录发言小组同学的讲话。
5. 讲解词汇。学生经过两遍阅读，对文章的基本意思已经了解，但还不能学会或明白其中的生词。学生凭借已有的构词法知识能够猜出某些词的词义，如sunburnt, super, output, freedom, hunger, disturbing等。如果学生的构词法知识有限，教师也可以先把这些词写在黑板上，考察学生是否能够猜出，给与适当的点拨。本节课应重点讲解一些动词，如struggle等。教师呈现这些词的英语释义后，提醒学生在课文里寻找这些动词或动词词组，并注意其在课文语境中的使用是否具有相同的意义。
6. 教师就文章信息对学生提问，并在黑板上写下重点词汇。然后学生可以再提出若干问题，相互提问。
7. 小组活动。让学生再次回到第四步的讨论题 目（Why did the author call Yuan Longping “a pioneer for all people”？），利用刚刚学过的动词和动词词组补充完善自己的讨论结果。小组整理完毕后，在全班展示。
8. 小组讨论：同是描写著名人物的文章，本单
元的课文和第一单元的课文有什么不同之
处？
设计意图：通过这次阅读活动，学生训练了查读信息的能力。在掌握了文章的信息以后，让学生体会不同的作者在描写人物时有不同的写法，这样既可以训练学生的思辨能力，也可以拓展学生的写作思路。
步骤四 读后
1. 小组合作学习。全班分成8组，4组同学讨论
第一个问题，另外4组同学讨论第二个问题。
1）What advantages do you see in Yuan
Longping’s life?
2）What disadvantages do you see in Yuan
Longping’s life?
2. 教师就每个问题提问两组学生展示他们的讨论结果，持相同问题的小组同学可以进行记录，持不同问题的小组同学可以对他们进行提问。
3. 让学生根据上一步的展示和提问，继续
整理本小组的讨论结果。
4. 教师再提出问题，引导学生发表自己的观 点。
Would you like to have a life like his?
Why or why not?
5. 课堂评价：开展学生小组评价，评价量表 请参考第一单元。
设计意图：培养学生的交际能力，回顾所学的知识，开展学生的世界观教育。
步骤五 小结与作业
1. 复习重点词汇。可以呈现课文中的重点句子，要求学生翻译，在翻译的过程中再一次体会这些重要词汇的用法。
2. 作业
1）完成练习2 （p.11）。
2）整理步骤四中讨论的结果，简述袁隆平 教授的事迹，并简单陈述自己的观点。
3. 收交评价记录表。
课件19张PPT。Unit 2 Working the land
Reading I. Warming Up1. What are they doing?
What do you think this unit
will cover? AgricultureWarming Up2. Look at the title of the unit “Working the land”. What does it mean?To use the land to make money through farming or mining.Warming Up3. What words to do with agriculture can you think of ?agricultureplant, grow, produce, feed, harvest,
farming, animal waste, tools … field, farm, rice, wheat, crops,
fruit and vegetables, corn, peanuts … 1. What are the serious problems
the world faces today? Environment
Population
Natural resources
Wars
Poverty
Hunger …II. Pre-readingPre-reading More than 800 million people go to bed
hungry every day. - the World Health
Organization (WHO)
One billion people in the world suffer from
hunger and malnutrition.
About 24,000 people die every day from
hunger or hunger-related causes. Three-
fourths of the deaths are children under the
age of five. -http://www.thehungersite.com
Pre-reading2. What can we do to solve world hunger?
Control the population
Open more areas for growing
Increase the output of crops1. Prediction
Title: A Pioneer for All PeopleWhat kind of person is Yuan Longping?III. Readingsimple, kind, committed, down-to-earth, careful, risk-taking, not afraid of failures, creative, serious, hard-working2. Read the text quickly and fill in the chart.Reading Reading Suggested answersYuan Longping, 77, Chinese
Scientist/farmer
Graduated from Southwest Agricultural College in 1953
Sunburnt face and arms, slim and strong body, like millions of Chinese farmers
Listening to violin music, playing mah-jong, swimming and reading
To export his rice so that it can be grown around the globe
3. Read the text carefully and answer the following questions.
Why did the author call Yuan Longping “a pioneer for all people”？
What evidence is there in the text to support this idea?
ReadingReading Among the top scientists to do research into growing rice His super hybrid rice makes it possible to produce one-third more rice in the same fieldsMore than 60% of the rice produced in China each year is from this hybrid strain.22% of the world’s people are fed from just 7% of the farmland in ChinaCirculate his knowledge in India, Vietnam and many other less developed countries The UN has more tools to rid the world of hunger4. Find the verbs or verb phrases from the text for each of these meanings.
________ to make sth or sb free of
________ to become larger in size, number or amount
________ to make information and ideas known to many
people
________ to try extremely hard to achieve sth
________ to send things to foreign countries for sale
________ to provide with things necessary for a certain
purposeReadingrid … ofexpandcirculatestruggleexportequip5. Answer these questions.Why does he look like a farmer? (struggle for/with)
What is special about his rice? (make it possible to do …)
Why do people think that his way of producing more rice is so effective? (expand)
What is his contribution to the world? (thanks to … / rid … of …)
What is his attitude to life? (be satisfied with … / care about …)
How does he spend the money he gets from his research? (equip)
Reading
Reading6. What different ways did the authors of
unit 1 and unit 2 use to write a description?Unit 1 Jane GoodallUnit 2 Yuan LongpingBegins with a narration
Used a quotation
…
Begins with an introduction
More detailed personal information
…
IV. Post-reading1. Choose one of these questions and discuss in groups.
1）What advantages do you see in Yuan
Longping’s life?
2）What disadvantages do you see in Yuan
Longping’s life? 2. Discuss in groups.
Would you like to have a life like his? Why or why not? Post-readingV. SummaryIndeed, his sunburnt face and arms and his slim, strong body are just like those of millions of Chinese farmers, for whom he has struggled for the past five decades.
This special strain of rice makes it possible to produce one-third more of the crop in the same fields.
Dr Yuan searched for a way to increase rice harvests without expanding the area of the fields.
Thanks to his research, the UN has more tools in the battle to rid the world of hunger.
Dr Yuan is satisfied with his life. However, he doesn’t care about being famous.
He therefore gives millions of yuan to equip others for their research in agriculture. VI. Homework1. Do Exercise 1 (p.11) .
2. Write a short introduction of Yuan Longping. Give your own opinions about his life.
