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高一英语modern agriculture教案2

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Unit 19 Modern agriculture 第二课时教案
I. Teaching aims:

Talk about modern agriculture and its effects on people?s life
learn how to give somebody advice and make decisions. Similar dialogue presentation with new words and expressions used within

II. Teaching aids: tape recorder, pictures, slides
Step 1 Pre-reading 1.let Ss look at the following picture and find out the difference between the modern farming and traditional farming---- let Ss find out the advantages and disadvantages of each ways and fill in the table.

(slide show)
Raising chickens Small scale Large scale ?

Horsepower

Animals (buffalo; also ox) ?
Climate control Open air ?

Machines (tractor ) ?

Greenhouse ?

2. Group work: Get Ss work in pair and discuss the question---what other changes have happened on farms in the last 100 years? 3. T sum up in a few words: “ With the development of the new technique, the agricultural production has increased. The farmers can use chemical fertilization to make crop stronger and better and they can use advanced machines to irrigate or cultivate the farmland. ” Step II. Reading 1.Skimming

① T: “ What?s the title of the reading passage? ”
Ss: “modern agriculture” T: “ What does it mean in Chinese? ”

Ss: “现代农业”
T: “ How to say ?传统农业?in English ? ” Ss: “ traditional agriculture. ” T: “ Can you imagine what traditional agriculture is like? ” Ss: ? ② let Ss read the text firstly and answer the following questions:

How much land can be used for faming in China?
(Seven percent of the land.)

What is the advantage and disadvantage of chemical fertilization?
(it helps to produce better crops. But is harmful to the environment.) What is the biggest problem of Chinese farmers?

(The shortage of arable land.)
2. Skipping let Ss read the passage for the second time and answer two questions: What does “GM” stand for? (“G” stands for “genetically” from the word “genes”. “M” stands for “modified”, which means “changed”.) What is the advantage of tomatoes which were using technique known as “GM”?

(The tomatoes are bigger and healthier. They can grow without danger from diseases. They also need much less time to get ripe.) 3. Intensive reading let Ss read the passage and fill in the table: (slide show) 1950s---1980s The use of machines e.g. tractors The use of electric pumps for irrigation The use of chemical fertilizers The use of insect killers Knowledge from abroad The use of special seedbeds 1980s--present The use of greenhouses To make vegetables bigger or better To change vegetables so they can grow on poor soil

Innovations

Problems

Advantages

Chemical fertilisers

Shortage of arable land Bigger and better crops

Pumps for irrigation Special seedbeds Machines e.g. tractors

Weather conditions Bigger and better crops Shortage of arable land More crops in one year How to make production Bigger crops on more land cheaper (not in the text)by fewer hands

International exchange Lack of knowledge Learn from other people Greenhouses Weather condition Bigger and better crops Greenhouses (roots in Shortage of arable land More crops in one year water tanks) GM technique (can grow in Shortage of arable land Can grow in poor soil; poor soil) bigger & healthier; less time to ripe
4. Listening

Let Ss listen to the tape and follow it.
5. Discussion

①let Ss work in groups and imagine what other changes have happened on farms in the last 100 years.
② let Ss discussion the following questions 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”?

What does the writ er want to tell us by saying, “Not only food production is important but
also taking care of the environment.”? What can we infer from the sentence “In China about one hundred research stations are now doing GM research to make better tomatoes, cotton??” What can you imagine about the future of food production?

Step IV Post-reading
1. finish the exercises in StudentsBook, page 46, Exercise 1-2 2. If possible, teacher can get Ss read a new text in Workbook, page111 , and finish all the exercises. Step V. Language points and useful expressions 1.Let Ss by themselves find out some phrases or useful expressions, which are important in the text. 2. teacher explain language points : Compare to/ with Protect from Over the years Have an effect on

For thousands of years No matter how

Make use of

Be different from

Make good money

Be harmful to

Stand for

Make use of

Depend on
As well as

In other words

In the 1980s

The way tomatoes grow from a Go against

Not only ?but also? natural seed is changed A variety of Homework

Finish off the exercise on the Workbook.
教案点评:

根据新教材中的以阅读为主的教学环节所设计的一课时/两课时教案。本课阅读课 的目的是让学生通过阅读英语材料,掌握实验步骤,领悟严谨的科学精神财富,体验 英语语言、问题,学*灵活使用语言结构。

这个教学过程主要分四个教学步骤: pre-reading,reading,post-reading,language points。
pre-reading:在阅读课文之前,教师可适当的讲解与本单元有关的背景知识,运 用图片向学生介绍传统农业与现代农业的差异,通过提问的方式引入课文主题。教师 可根据课文的内容和篇章结构,从不同的角度,引导学生对课文内容进行预测和讨论。 reading:课文分三个步骤:掠读(skimming),即带着某个问题进行搜索式阅读, 这样能培养学生捕捉关键句的能力;略读(skipping),即教师指导学生通读全文,理 解课文大意,培养学生发现文章或段落的主题句及概括大意的能力;听读(listening), 即加深对课文理解。

post-reading:教师通过让学生完成课堂练*,加深学生对课文内容的理解。教 师开展课堂小组活动,诱发学生的参与积极性,培养学生辩证的看待事物的能力,锻 炼他们说话的条理性和逻辑性。

language points:教师点评课文中的知识点。 通过以上个步骤的训练,学生对课文理解得比较深刻,同时也掌握了文中的语言 知识。

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