必修4 unit 2 working the land 教学设计

Unit 2 Working the land
教 学 设 计
Warming up and reading
Teaching Aims
To help students develop their reading ability.
To help students learn about working the land.
Teaching Procedures
I. Warming up
Warming up by questioning
Hello, everyone. We shall read about man who works the land today. Have you ever grown any plants? If not, what kind of plant would you like to grow? How will you grow it?
(For reference: Mr. Li, I worked with my father in the rice field last year. We grow hybrid rice and use animal wastes to make the soil rich.)
Has anyone of you ever been to the countryside? What did you do there?
(For reference: I went to Chuankou the day before yesterday. It is a small mountain village 75 li north of Beijing. I went there to visit my uncle’s family. I like that small beautiful village very much. )
Who are from a farmer’s family? What do you know about farming?

(For reference: Mr. Li, Dou Jun and I are from a farmer’s family in our class. We grow wheat and raise pigs on our farms. And both of our family are going to expand the area of fields this year. )
Warming up seeing and listening
Boys and girls, I shall show you some photos of farming first. Look at this one. What are these people doing in the fields? Yes, it is spring and they are planting rice. Lots of people in the world live on rice. I think you like eating rice, too.

Planting rice
Here is another photo about farming. The man driving the tractor in the photo is plowing the land to prepare for the planting. He does not grow rice there. What kind of crop is he going to plant here?

Plowing the land
This photo is interesting. The woman farmer from Tibet is harvesting her crops not in the open field but in a plastic house. For generations, the people in Tibet Autonomous Region, have farmed the land using traditional methods. But in recent years, things have begun to change. All the farmers admit the new ways are better.

Indoor harvesting
II. Pre-reading
Questioning and answering
Rice is main food in South China. What do you think would happen if tomorrow there was suddenly no rice to eat?
(For reference: Then the south people would have to change their eating habit. They could turn to potatoes, wheat flour, cow and sheep cheese, cabbage, onions and garlic for food. They are the bases of the traditional food in North China. )
If you had the chance to do one thing to help end hunger in the world, what would you do?
(For reference: I would try to end hunger by popularizing the advanced farmingtechniques. Modern techniques could be introduced to increase the rice output, and expand the area of fields.)

Giving background information about Professor Yuan Longping
Have you ever heard of a man called Professor Yuan Longping? Would anyone of you tell the class something about him?
(For reference: Professor Yuan Longping is a Chinese agricultural scientist. Professor Yuan's breakthrough scientific achievement led to the world's first successful and widely grown hybrid rice varieties, revolutionizing rice cultivation in China and tripling production over a generation. His approach to rice breeding then spread internationally throughout Asia and to Africa and the Americas, providing food for tens of millions and leading to his becoming known as the "Father of Hybrid Rice."
III. Reading
Reading aloud to the recording
Comprehension—understanding what you are reading—is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. Now turn to page 10 and read aloud to the recording of the text A PIONEER FOR ALL PEOPLE. Pay attention to the thought groups in the sentences while listening and reading aloud.
Reading and underlining
Read the text again and underline all the collocations in the passage. You are asked to copy them to your notebook after class as homework.
Collocations from A PIONEER FRO ALL PEOPLE call sb. …, regard sb. …, work the land, do one’s research, for the past five decades, grow hybrid rice, become an agricultural pioneer, have a high output, produce one-third more of the crop, be born into a poor family, graduate from a college, devote one’s life to…, find ways to do sth., see the great need for doing sth., increase the rice output, search for a way to do sth., increase rice harvests, expand the area of fields, produce tons of rice, feed sb. from a piece of farmland, circulate one’s knowledge, thanks to…, rid the world of hunger, be satisfied with…, care little about…, spend money on…, lead a comfortable life, have troubles, equip sb. for sth., care about…, keep one’s time for…, play one’s violin, play mah-jong, ride one’s motorcycle, wish for…, in a dream, an ear of rice, a grain of rice, awake from one’s dream

Reading, identifying and summarizing
Attention, please! It is time to skim the text one more time and identify the topic sentence of each paragraph.
(Minutes later) Xue Hongmei, would you read to the class the four topic sentences you identified?
What about the main idea of the passage? Who will volunteer to give the class his summary of the main idea? Bai Jianfang, you’d like to say something? Go ahead!
Understanding difficult sentences
In groups of four, analyze the structure of the difficult sentences. If you have any problems which are too difficult for you to solve do not hesitate to put them to me.
Reading and transferring
In pairs, read the text, find information to complete the following form.
Facts about Yuan Longping Facts about Yuan’s super hybrid rice
age capacity
education application
major contribution
hobby overseas
ideal future
IV. Closing down
Closing down by doing exercises
In the last five minutes let’s do the comprehension exercises on page 10. Check your answers against your neighbour’s when you have finished.
Closing down by having a dictation
To end the period you will take a dictation. It is about Yuan Longping, “Father of Super hybrid rice”.

Yuan Longping, China's Most Famous "Farmer" Yuan?came?up?with?the?idea?of?hybridizing?rice?for?the?first?time?in?the?world?in?1960s.?Since?then,?50?percent?of?China's?total?rice?cultivation?fields?have?grown?such?rice,?which?added?some?300?billion?kilograms?to?the?country's?grain?output. Furrows?grown?on?his?sun-burnt?face,?a?slim?figure?and?coiled-up trousers?legs?would?confuse?foreign?reporters?who?came?to?interview?the?most?famous?scientist?in?China,?who?would?rather?be?called?"a?farmer."Indeed,?like?many?Chinese? farmers,?Yuan?in?his?70s?and?has? devoted?most?of?his?life?growing?rice?in?paddy fields,?but?unlike? those?farmers,?he?reaps?the?seed?from?experimental?fields?only ?for hybridizing?rice.?

Learning about Language
(The –ing form as the Subject & Object)
Teaching Aims
To help students learn about the –ing form as the Subject & Object.
To help students discover and learn to use some useful words and expressions.
To help students discover and learn to use some useful structures.
Teaching Procedures
I. Warming up
Warming up reading aloud the text A PIONEER FOR ALL PEOPLE
Language is learned in context. So let’s first review the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly.
II. Discovering useful words and expressions
In pairs do the exercises 1, 2 and 3 on pages 12. You must finish them in 5 minutes.
III. Learning about grammar
Read and identify
Read the text about Yuan Longping again, paying attention to the sentences which use the –ing form as the subject and object.
In the sentence “Wishing for things, however, cost nothing. “the –ing is used as subject.
It can be also used as object of the sentence. For example: Yuan Longping likes playing his violin.
Consolidating by do exercises
To consolidate your understanding you will be given 10 minutes to go over exercises 1, 2, 3 and 4 on pages 13. You may just write on your text book. I mean the student’s book you are working by.
IV. Ready used materials for the –ing form as the Subject & Object)
语法学习 —— 动名词
1. 动名词作主语
1） 名词直接放在句首作主语。例如：
Using the right hand to shake hands is a convention in many countries.
用右手握手是许多国家的一种习俗。
2） 动名词在“It is no use/ no good/ fun / a waste of time/ a good pleasure 等名词 + doing”结构中作主语，it为形式主语。例如：
It is no good writing to him; he never answers letters.
写信给他不妥，他从来不回信。
It is no use your complaining; the company won’t do anything about it.
抱怨是没有用的，公司是不会管的。
3） 动名词在“It is useless/ nice/ good/ interesting/ worthwhile 等形容词 + doing”结构中作主语。例如：
It is good playing chess after supper. 晚饭后弈棋挺好。
It is useless speaking. 光说是没有用的。
4） 动名词在“There is(was) no + doing”结构中作主语。例如：
There is no denying that she is very efficient. 她效率高是不容否认的。
There is no telling what he is going to do. 他要做什么一点消息都没有。

2. 动名词作宾语
1） 有些动词后面要求跟动名词作宾语。常这样用的动词有：
admit 承认 ； excuse 原谅 ； postpone 拖延 ；anticipate 期望； fancy 想象
practise 练习； appreciate 欣赏； finish 完成； prevent 防止； avoid 避免；
forbid 禁止； propose 建议； consider 考虑； forgive 宽恕； recollect 回忆；
delay 耽搁； imagine 想象； resent 厌恶； deny 否认； involve 涉及；
resist 抵制； detest 厌恶； keep 保留； risk 冒险； dislike 讨厌； mind 在意； save 挽救； dread 害怕；miss 错过；suggest 建议；enjoy 喜欢； pardon 原谅；
understand 理解； escape 逃避；permit 允许
例如：
I recommend buying the dictionary. 我建议买这本词典。
I don’t anticipate meeting any opposition. 我估计不会遇到任何反对意见。
Will you admit having broken the window? 你承认不承认打破了窗户？
2） 有些动词短语后也要求跟动名词作宾语。常这样用的动词短语有：
can’t stand 忍不住； can’t help 忍不住； feel like 想，欲；
give up 放弃； put off 推迟
例如：
He put off making a decision till he had more information. 在获得详情之前，他没有急于作出决定。
Do you feel like taking a walk? 你要不要去散步？
3） 动名词常跟在介词或介词短语后做宾语。常这样用的介词短语有：instead of, look forward to, object to, keep on, see about, take to 等。
例如：
We are looking forward to coming to China. 我们期待着来中国。
We succeeded in getting over all the difficulties. 我们终于克服了所有的困难。
4） 在“have difficulty (trouble, problem, a hard time, fun, a good time) (+in) + 动名词； be busy (in) + 动名词；waste time (in) + 动名词；lost time (in) + 动名词；There is no point (in) + 动名词”等结构中，动名词做介词宾语，in常要省去。例如：
The children are busy doing their homework. 孩子们忙于做作业。
There is no point (in) making the simple experiments once again.
再做一次这种简单的实验是毫无意义的。
5） 在复合宾语中，用it作形式宾语，将动名词短语放在后面。例如：
I consider it a waste of time arguing about it.
我认为辩论这事是很浪费时间的。
6） 在“there be”结构当中，be为动名词时，该结构也是一种带逻辑主语的动名词形式。例如：
We can imagine there being a lot of fuss about it.
我们可以想象到人们对此大惊小怪。
Were you disappointed at there not having been more gifts?
你对没有更多的礼物感到失望吗？

3. 动名词的被动式
1） 动词need, require, want, deserve后，用动名词的主动形式表示被动意义。其用法相当于不定式的被动结构。例如：
The watch needs repairing. (=The watch needs to be repaired.)
这块表需要修理。
The problem deserves thinking about. (=The problem deservers to be thought about.)
这个问题值得考虑。
2） 在（be）worth后面只能用动名词的主动态来表示被动意义。例如：
His suggestion is worth considering.
他的提议值得考虑。
V. Closing down by doing a quiz


巩固练习: 动名词要点单项选择测验 1. While shopping, people sometimes can't help ________ into buying something they don't really need. A. to persuade B. persuading C. being persuaded D. be persuaded 2. -How do you deal with the disagreement between the company and the customers? -The key ________ the problem is to meet the demand ________ by the customers. A. to solving; making B. to solving; made C. to solve; making D. to solve; made 3. How about the two of us ________ a walk down the garden? A. to take B. take C. taking D. to be taking 4. -What do you think made Mary so upset? - ________ her new bicycle. A. As she lost B. Lost C. Losing D. Because of losing 5. -We don't allow anyone ________ here. -Well, I hate to say it again. We don't allow ________ here. A. to smoke; smoking B. smoking; to smoke C. to smoke; to smoke D. smoking; smoking 6. They thought there is no trouble ________ their favorite brand from other brands. A. to tell B. telling C. tell D. told 7. Some birds finally reach home by accidentally ________ landmarks which they recognize. A. to come across B. coming around C. coming across D. to come around 8. Millions of pounds have been spent ________ the free state education system in Britain. A. to improving B. in improving C. to improve D. to have improved 9. A large glass of water before you eat may help ________ too excited before delicious foods. A. to keep you from getting B. to carry you from getting C. to prevent you to get D. to stop you to get 10. ________ for school once in a while often makes Mr. Smith angry. A. Tom being late B. Tom to be late C. For Tom being late D. Tom's being late Key: 1-5 CBCCA 6-10 BCBAD

Using Language
Teaching Aims
To help students read the passage Chemical or Organic Farming.
To help students to use the language by reading, listening, speaking and writing.
Teaching Procedures
I. Warming up
Warming up by listening and reading aloud
Language is created to be listened to and spoken first. So open your book to page 13 and read it aloud while listening to the recording. Watch your pauses between the thought groups.


II. Guided reading
Reading and translating
Read the text sentence by sentence, and put it into Chinese. Who will be the first to try. I will only have four of you to do this task. OK, Wang Shan. You got it, the opportunity, I mean.
Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from CHEMICALORGANIC FARMING
gain a meaning, refer to…, make the soil fertile, natural waste from animals, put…in the field, make the soil rich, become healthy, develop a healthy soil, reduce diseases, grow strong and healthy, keep…free from…, leave…in the ground, as a result, get exhausted, kill bacteria and pests, insist on…, change crops, be followed by…, put…back into …, need a deeper level of soil, prefer doing sth, plant…between crops, prevent…from…, carry away…, make sure that
Doing exercises
Now you are going to do exercises No. 1, 2 and 3 on page 14 following the article.
Listening

For listening turn to page 14 and then 15 for the listening exercises 1, 2 and 3. Are you ready?
5. Reading, speaking and writing
When trying to argue people into or out of doing something we may use the following expressions:
I would rather… I don’t like…because…
I’d prefer…because It’s a great pity that…
Should I / we…? It’s better to…
This is good value because… If I have a choice I’d choose…because
What is the advantage of…? You need to…
In pairs you are to make up a dialogue to argue each other into or out adopting organic farming. I will argue with your monitor, Liang Bochao. Get started.
III. Guided writing
Writing a poster
Writing a poster which includes all the information about the uses of computer so that you will encourage more farmers to buy and use. You are asked to base your poster on the overall pattern of the article you learned Organic Farming. Limit your poster to between 200 and 250 words.

Writing a speech
Write a speech for Professor Yuan Longping. He is to attend an international conference on modern agriculture. You may also make use of the library and network resources for the task.
IV. Further applying
Finding information
Read online to find as much information as possible about Professor Yuan Longping and his research group. Share your findings with you partner next time you are here.
Writing a report
Go back home to interview your parents or your grandparents about China’s agriculture, its past and present situations. Write a report in English in about 500 words as a weekly project.
Acting a text play
Turn either one of the two articles into a text play. Rehearse it and play it in front of the class. The play shall last at least 10 minutes.
IV. Closing down
Closing down by filling a form
To end the period, please fill in the form below.
Methods of organic farming Advantages of methods
Farmers use natural waste from animals.Farmers often change the kind of crop in each field every few years.Farmers plant crops with different lengths of roots.Farmers sometimes plant grass between crops and leave it in the ground. This makes the soil richer in minerals and so more fertile.Changing the crops renews the minerals in the soil and helps it become rich and healthy.This uses different levels of soil.This prevents wind or water from carrying away soil and acts as a natural fertilizer.

Closing down by imaging
Imagine and write about what the agriculture will be like 50 years from now in the future. Use your imagination to compete for “wild thinking prize”.







- 13 -