Unit1Womenofachievement1．Targetlanguagea.achieve,achievement,condition,welfare,institute,connection,campaign,organization,entertainment,inspire,support,devote...tob.Watchingafamilyofchimpswakeupisourfirstactivityoftheday.P2Everybodysitsandwaitswhiletheanimalsinthegroupbegintowakeupandmove.P2Buttheeveningmakesitallworthwhile.P2...weseethemgotosleeptogetherintheirnestforthenight.P22．Abilitygoalsa.LearnWarmingUp,andknowhowtotellthegreatwomenandthefamouswomen.b.Learnthewaytodescribeapersonfromwhatthepersondid,whatshe/helookslikeandsoon.3．LearningabilitygoalsTeachSshowtodescribeaperson.Teachingimportantpointsa.ByreadingAprotectorofAfricanwildlife,studentscanlearnfromJaneGoodallinatleasttwoaspects:b.Askstudentstoanswerthesequestions:1)Whatmadeheragreatsuccess?2)WhatshouldwelearnfromJaneGoodall?TeachingdifficultpointsLeteveryonebelievethatallofuscanbecomeJaneGoodall.TeachingmethodsInspiration,QuestioningandDiscussion.TeachingaidsAcomputer,aprojectorandarecorder.ThefirstperiodreadingProceduresStepI.WarmingupWarmingupbydescribingGoodmorning,class.TodaywearegoingtoreadaboutAPROTECTOROFAFRICANWILDLIFE.Butfirst,I’dliketoknowifyouhaveeverheardofwomenlikeElizabethFry,SoongChingling,JaneGoodall,JodyWilliams,JoanofArcandLinQiaozhi.Nowturntopage1,lookatthephotos,readthecaptionsanddescribetoyourneighborthewomeninfocus.Whoisshe?Whatisshe?Whatdidshedotobenefittheworld?WarmingupbydiscussingHi,everyone.Howdidyouspendyourwintervacation?Didyoureadanybooks?Didyoureadanywomenofachievement?Whatmakesawomanofachievement?Nowinpairsdiscussthewomenonpageone.Whichofthesewomendoyouthinkisagreatwoman?Givereasonsforyourchoice.WarmingupbyreadingaloudandtranslatingNicetoseeyoubackatschool,boysandgirls.AsyouhaveallpreparedlessonsbeforeclassIshallasksixofyouatrandomtoreadaloudandtranslatethecaptionsunderthephotosonpageone.ZhaoYanfei,wouldyoutryreadingaloudandtranslatingthefirstcaption?Welldone!Nextlet’shaveJuXiaohongdothesecondone.StepII.Pre-readingLookingandsayingWorkinpairs.LookatthephotosandthetitleAPROTECTOROFAFRICANWILDLIFEandpredictthecontentsofthetext.Whenyouareready,joinanotherpairandcompareyourpredictionsandthecluesthathelpedyoutomakethepredictions.(Key:FromthephotosandtitleIguessthatthetexttellsaboutawomanscientistwhoisworkinginAfricatoprotectthewildlifethere.Shestudiesafamilyofchimps,deliversaspeechontheirbehaviour,arguingforthemtobeleftinthewildandprotected.)TalkingandsharingWorkingroupsoffour.Tellyourgroupmateswhatyouknowaboutwildlifeprotection.Thenthegroupleaderistostandupandshareyourgroupideawiththeclass.(Key:IamfromGroup3.WethinkthatJaneisawomanofachievement.Forshehashelpedpeopleunderstandhowmuchchimpsbehavelikehumans.Becauseofherweknowthatitisbetterfortheanimalstobeleftinthewildorinthespecialplacessetupforthem.)StepIII.ReadingReadingaloudtotherecordingNowpleaselistenandreadaloudtotherecordingofthetextAPROTECTOROFAFRICANWILDLIFE.Payattentiontothepronunciationofeachwordandthepauseswithineachsentence.Iwillplaythetapetwiceandyoushallreadaloudtwice,too.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.ReadingtoidentifythetopicsentenceofeachparagraphSkimthetextandidentifythetopicsentenceofeachparagraph.Youmayfinditeitheratthebeginning,themiddleortheendoftheparagraph.(Key:1stparagraph:Ourgroupareallgoingtovisitthechimpsintheforest.2ndparagraph:Nobodybeforehasfullyunderstoodchimpbehaviour.3rdparagraph:ForfortyyearsJaneGoodallhasbeenhelpingtherestoftheworldunderstandandrespectthelifeoftheseanimals.)ReadingandtransferringinformationReadthetextagaintocompletethetable,whichlistwhatJanedoestoprotectAfricanwildlife.WhatdoesJanedo?StudiedtheseanimalsformanyyearsSpentmanyyearsobservingandrecordingtheirdailyactivitiesDiscoveredthatchimpshuntandeatmeatDiscoveredhowchimpscommunicatewitheachotherArguedforchimpstobeleftinthewildSetupspecialplacesWorkingwithanimalsintheirownenvironmentReadingandunderstandingdifficultsentencesAsyouhavereadthetexttimes,youcansurelytellwhichsentencesaredifficulttounderstand.Nowputyourquestionsconcerningthedifficultpointstometheteacher.StepIV.ClosingdownClosingdownbydoingexercisesToendthelessonyouaretodothecomprehendingexercisesNo.1and2.2.ClosingdownbyhavingadiscussionDoyouagreewithJane’sideas?Whyorwhynot?(Key:IagreewithJane’sidea,becauseleavingtheanimalsinthewildistheonlygoodwaytoprotectthem.Theanimalsbelongtotheforest,justaswebelongtothecivilizedworld.)Whatdoyouthinkisthebestwaytoprotectwildlife?(Key:Ithinkthebestwayistounderstandandrespectthelifeofanimals.Settingupspecialplaceswheretheycanlivesafelyisimportantandeffective)ClosingdownbyretellingthestoryofJaneGoodallIshallwritesomekeywordsandexpressionsontheboard.YouaretoretellthestoryofJaneGoodallaccordingtothesewords.(Key:visitthechimps,watchthechimps,understandchimpbehaviour,arguefor…,setupspecialplaces)ThesecondperiodLearningaboutLanguageAimsTohelpstudentslearnaboutsubject-verbagreement.Tohelpstudentsdiscoverandlearntousesomeusefulwordsandexpressions.Tohelpstudentsdiscoverandlearntousesomeusefulstructures.ProceduresStepI.WarmingupWarmingupbydiscoveringusefulwordsandexpressionsTurntopage4anddoexercisesNo.1,2,3and4first.Checkyouranswersagainstyourclassmates’.StepII.LearningaboutgrammarReadingandthinkingTurntopage2andreadwithmethetextofAPROTECTOROFAFRICANWILDLIFE.Asyoureadon,payattentiontotheformsofsentencepredicatesandthesubject-verbagreementshowninthesentences.(Forreference:Ourgroupare…,Watchingafamilyofchimpsis…,Nobodybeforehasfullyunderstood…)DoingexercisesNo.1and2onpage5Turntopage5.Lookatthetwosentences:Ourgroupareallgoingtovisitthechimpsintheforest.AndOurgroupincludessixboysandfivegirls.Haveyounoticedanydifferencebetweenthem?Yes.Iftheword“group”referstodifferentmembers,useapluralverb.Iftheword“group”isconsideredasawhole,useasingularverb.Nowfillintheblankswiththeproperformofthegivenverbsinbracketsonpage5.AndthengoontodoExerciseNo.2onthesamepage,thatis,fillinthecorrectverbformintheletter.StepIII.ReadyusedmaterialsforSubject-verbagreementWeallknowthesemeaningsof"agree,"butwhenwetalkaboutsubject-verbagreement,we'retalkingaboutsomethingdifferent:matchingsubjectsandverbsaccordingtonumber.Thatis,whenyouhaveasingularsubject,youhavetomatchitwithasingularverbform:Theboyplays.Whenyouhaveapluralsubject,youmusthaveapluralverbform:Theboysplay.Inshort,simplesentences,youshouldhavenoproblemwithagreement.Youcanheartheproblem:Theboysplays.Whenit'swrong,itjustsoundsfunny.However,therearefourpotentialproblemspotsthatyouneedtowatchcarefully:ReversedsentenceorderThenormalpatternforEnglishsentencesissubject-verb.However,thereareafewsituationswherethisorderisreversed(likethissentence):Therearesnacksonthelaundry-roomtable.Wherearethey?Onthetablearethegoodies!Seehowthesubjectcomesaftertheverbineachofthese?Ifyoucanrememberhowtolocatesubjectsandverbs,youshouldn'tblunderintomistakeswhenwritingreversed-ordersentences."-body,""-one,"and"-thing"wordsThecorrecttermforthesewordsisindefinitepronouns,butifyourememberthemas"-body,""-one,"and"-thing"words,you'llprobablybeabletospotthemmoreeasily.Youonlyneedtoknowonething:ifawordhasoneoftheseendings(likeeverybody,everyone,anyone,anything,etc.),itisalwayssingular!Youcanalsoincludeeach,either,andneitherinthisgroup.Lookatthefollowing:Everyoneisgoingonapicnic.Eachoftheboysistakinghisownlunch.Ifanyonedropssomethingtoeat,I'llgrabitbeforehecanpickitup.Youshouldn'thaveproblemswiththeseifyousimplymemorizetheendingsofwordsthatarealwayssingular.NOTE:Wesaidthateitherandneitherarealwayssingular;however,ifyouhavetwosubjectsinaneither...ororneither...norconstruction,gettingtheagreementrightmaygiveyoufits.Togetitright,justlocatethesubjectclosesttotheverbandmaketheverbagreewithit:EitherthemailmanortheconstructionworkersarecausingPeggytobarklikecrazy.Neitherthedogsdownthestreetnortheonenextdoorpaysanyattention.Comparethiswiththefollowing:EithertheconstructionworkersorthemailmaniscausingPeggytobarklikecrazy.Neithertheonenextdoornorthedogsdownthestreetpayanyattention.IV.ClosingdownbydoingaquizToendtheperiodyouaregoingtotakeaquizonsubject-verbagreement.ThethirdperiodUsingLanguage(AGOODEXAMPLEFORME)AimsTohelpstudentsreadthepassageAGOODEXAMPLEFORME.Tohelpstudentstousethelanguagebyreading,listening,speakingandwriting.ProceduresStepI.WarmingupReadaloudtowarmup:Let’swarmupbyreadingaloudtotherecordingofthetextAGOODEXAMPLEFORME.StepII.GuidedreadingReadingandtranslatingReadthetextAGOODEXAMPLEFORMEandtranslateitintoChineseparagraphbyparagraph.LiWenqin.Youaretodoparagraph1,please.….ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.DoingexercisesNowyouaregoingtodoexercisesNo.1and2onpage6followingthearticle.ListeningForlisteningturntopage7andbereadytodoexercisesNo.1,2and3.ActingNextwearegoingtoputthetextAGOODEXAMPLEFORMEONSTAGE.NowZhuQingandZhangQiang,plesase!StepIII.GuidedwritingWritinganimagineddialogueGroups1and2aregoingtowriteanimagineddialoguebetweenLinQiaozhiandyou.Youmaybeginlikethis:Hello,doctor.Ineedyourhelp.…WritingadescriptionTurntopage8andfollowthedirectiontowriteadescriptionofawoman’scharacter.Youmayusetheinformation,structuresandexpressionsfromtheunit.StepIV.FurtherapplyingFindinginformationGotothelibrarytoreadorgetonlinetosearchinordertofindmoreinformationonwildlifeprotection.TakenotesofyourfindingandreporttoyourgroupmatesnextMondaymorning.WritinglettersWritealettereithertoJaneGoodallorLinQiaozhi,tellingheraboutyourlifeandhope.ActingatextplayTurnthearticleAGOODEXAMPLEFORMEintoatextplay.ChooseyourpartandrehearsefortheSchoolArtFestivalnextmonth.StepV.ClosingdownClosingdownbyfillingaformMakeuseofthetextandotherstofillinform.LinQiaozhi’slifehistorytimeplaceeventClosingdownbydescribingapersonToendthisperiod,Iamgoingtohavetwoofyoustanduptodescribetotheclassapersonwhomheadmires.Wholikestospeakfirst?ThefourthperiodListeningStep1ShowthepictureofthebirthofboysandgirlsinChina.ThenshowanotherpictureofthejobsofthemStep2ListeningListentothetapeanddothetrueorfalseexercises1.Girlsoftenleaveschoolearlierforfamilyreasons.2.Whenthereisverylittlemoney,theschooloftenpreventsgirlsfromtraining.3.Girlsdon’thaveachancetorunacompany.4.Whenwomenhavechildren,theyhavetostopwork.5.Menhavemorechancestogettothetopoftheircareerthanwomen.6.Mencandowhatevertheylike.ThenaskthemtoanswerthequestionWhatthreeproblemsdowomenhavewhichdonotapplytomen?Step3ListeningtextHandoutthelisteningmaterialstothestudents,Listentothetapeandaskthemtocompletethepassage,afterthreetimes,encouragesomestudentstoreadthepassagewiththerightanswers.Step4ListeningonP41IntroducethewarbetweenFranceandBritain.Thenmentiontheimportantwoman:JoanofArcAskthestudentstolistentothetapeandAnswerthequestions1.WhydidJoanhavetodressupasamantobecomeasoldier?2.WhydidtheChurchnotlikeJoanactingasaman?3.WhydidFrancenotwinawaragainsttheEnglishbeforeJoanbecameasoldier?4.WhydidJoanhelptheFrencharmytofightbetterevenafterherdeath?5.Howwasshehonouredafterherdeath?AtlastshowthemthelisteningmaterialandgetsomestudentstoreaditUnit2WorkingthelandTeachingaims:1.TargetLanguagea.Wordsandphrasessunburn,struggle,super,expand,circulate,equip,export,rid...of,besatisfiedwith,leada...life,searchfor,wouldrather,thanksto,withthehopeof,ratherthanb.ImportantsentencesThisspecialstrainofricemakesitpossibletoproduceone-thirdmoreofthecropinthesamefields.P10Hecareslittleaboutspendingthemoneyonhimselforleadingacomfortablelife.P102.AbilitygoalsEnableSstolearnmoreaboutagriculture,countrysideandfarming.Bytalkingtheycanexchangetheirexperiencewitheachother.Byreadingtheywillrealizetherolethatagricultureplaysinhumanlife.Infactthisworldfacesaseriousproblem—starvation.SoafterreadingthepassageaboutDrYuanstudentswillknowtheimportanceofhisachievementtoman.OfcoursetheywilllearnfromDrYuansomenoblecharacter.3.LearningabilitygoalsHelpSslearnhowtodescribeDrYuanLongpingincludinghispersonality.Teachingimportantpointsa.Helptocomprehendthetextandgraspthemainideaofthetext.b.Grasptheusageofsomewordsandexpressions.c.HowtohelpstudentsmakeuptheirmindstomakecontributionstomotherlandinthefuturelikeDrYuan.Teachingdifficultpointsa.Howtohelpstudentslearnmoreaboutagriculture.b.Helpstudentsreallymastertheusageofwordsandexpressions.TeachingmethodsTalking,questioning-and-answeringactivityandreading.TeachingaidsAtaperecorder,aprojectorandacomputer.Teachingprocedures&&waysThefirstperiodReadingStep1.GreetingandRevisionGreetthestudentsasnormal.RevisethewarmingupwiththefollowingquestionHowdoyouthinktogrowourmainfood--rice?1)First,thefarmersplowthefield.Theyhavetomakethesoillooseenoughtoplantcrops.2)Second,growsomeyoungplants3)Third,theyinserttheyoungplantsintotheloosefield.4)Atlast,theywillgettheharvestStep2Pre-reading1Askthefollowingquestions1).What’sthemainfoodinCanadaandUSA:potatoesandbread2).WhatisthemainfoodinSouthAmerica:corn/maize3)WhatisthemainfoodinSoutheastAsiancountries:rice2ShowthestudentssomepicturesandaskthequestionWhatishappeningtothesepeopleinEastAsianandSoutheastAsiancountries?Thenshowmorenewslikethat:InternationalFactsonHungerandPoverty()1)Every8seconds,achildsomewhereintheworlddiesfromstarvation.2)Morethan800millionpeopleintheworldsufferfrommalnutrition(營養不良)799millionofthemarefromthedevelopingworld.Morethan153millionofthemareundertheageof5.Atlastaskthestudentstodiscuss:Ifyouhadthechancetodosomethingtohelpendhungerintheworld,whatwouldyoudo?Encouragethestudentstotelltheiropinions,Thengiveaconclusion:Theonlywaytosolvethefoodshortageproblemistoincreasetheoutputofthegraincropperlandareathroughtheadvancementofscienceandtechnology.leadthestudentstopayattentiontothepeopleYuanLongpingAsk:Whatdoyouknowabouthim?FatherofHybridRiceThenleadtothetopicofthereadingpassage.APioneerForAllPeopleStep3ListeningListentothetape,trytofindoutsomeinformationofthehero.Name____________Age____________Job_____________Education_________Achievement_______Hobbies__________Step4FastreadingReadthepassagequicklyandanswerthetrue-or-falsequestions1.DrYuanismoreafarmerthanascientist.2.DrYuan’skindofriceisthemostsuitableforChina’sfarmland.3.DrYuanwouldratherworkthanrelax.4.DrYuanhasdreamswhenheisasleepandalsowhenheisawake.5.DrYuanenjoysasimplelifethanmostrichandfamouspeople.Step5CarefulreadingReadeachparagraphandanswerthefollowingquestions:Para1:1.WhatdoseDr.Yuanlooklike?Why?2.Whatishisachievement?Para2:WhydidDr.Yuanwanttoincreasethericeoutputwhenhewasyoung?2.Howdoeshehelpridtheworldofhunger?Para3.41.WhatkindoflifeisDr.Yuanleading?2.WhatisDrYuan’sdream?Step6Skimming:findoutthemainideaofeachparagraph.ParagraphMainIdea1Hisappearanceandachievements2Hisbirth,educationandresearch3Hispersonality4HisdreamStep7Homework1.LearnthepoemThePeasants’LotLiShen(772-846)Farmersweedingatnoon,Sweatdownthefieldsoon.Whoknowsfoodonatray,Duetotheirtoilingday?2.FinishtheexercisesinLearningaboutLanguage.3.Retellthetextinabout150words.Notes:a.Usethefirstpersontoretellthestory.b.Trytousetheproperconjunctions.ThesecondperiodLearningaboutLanguage(The–ingformastheSubject&Object)AimsTohelpstudentslearnaboutThe–ingformastheSubject&Object.Tohelpstudentsdiscoverandlearntousesomeusefulwordsandexpressions.Tohelpstudentsdiscoverandlearntousesomeusefulstructures.ProceduresI.WarmingupWarmingupreadingaloudthetextAPIONEERFORALLPEOPLELanguageislearnedincontext.Solet’sfirstreviewthetextlearnedyesterdaybyreadingitaloud.TrytoforceoutyourEnglishslowlyandclearly.II.DiscoveringusefulwordsandexpressionsInpairsdotheexercises1,2and3onpages11and12.Youmustfinishthemin5minutes.III.LearningaboutgrammarReadandidentifyReadthetextaboutYuanLongpingagain,payingattentiontothesentenceswhichusethe–ingformasthesubjectandobject.Inthesentence“Wishingforthings,however,costnothing.“the–ingisusedassubject.Itcanbealsousedasobjectofthesentence.Forexample:YuanLongpinglikesplayinghisviolin.ConsolidatingbydoexercisesToconsolidateyourunderstandingyouwillbegiven10minutestogooverexercises1,2,3,4and5onpages12and13.Youmayjustwriteonyourtextbook.Imeanthestudent’sbookyouareworkingby.III.ReadyusedmaterialsforThe–ingformastheSubject&Object)語法學習——動名詞1.動名詞作主語1）名詞直接放在句首作主語。例如：Usingtherighthandtoshakehandsisaconventioninmanycountries.用右手握手是許多國家的一種習俗。2）動名詞在“Itisnouse/nogood/fun/awasteoftime/agoodpleasure等名詞+doing”構造中作主語，it為形式主語。3）動名詞在“Itisuseless/nice/good/interesting/worthwhile等形容詞+doing”構造中作主語。4）動名詞在“Thereis(was)no+doing”構造中作主語。2.動名詞作賓語1）有些動詞背面規定跟動名詞作賓語。常這樣用的動詞有：admit承認；excuse原諒；postpone遲延；anticipate期望；fancy想象practise練習；appreciate欣賞；finish完畢；prevent防止；avoid防止；forbid嚴禁；propose提議；consider考慮；forgive寬恕；recollect回憶；delay耽誤；imagine想象；resent厭惡；deny否認；involve波及；resist抵制；detest厭惡；keep保留；risk冒險；dislike討厭；mind在意；save挽救；dread膽怯；miss錯過；suggest提議；enjoy喜歡；pardon原諒；understand理解；escape逃避；permit容許2）有些動詞短語後也規定跟動名詞作賓語。常這樣用的動詞短語有：can’tstand忍不住；can’thelp忍不住；feellike想，欲；giveup放棄；putoff推遲3）動名詞常跟在介詞或介詞短語後做賓語。常這樣用的介詞短語有：insteadof,lookforwardto,objectto,keepon,seeabout,taketo等。我們終于克服了所有的困難。4）在“havedifficulty(trouble,problem,ahardtime,fun,agoodtime)(+in)+動名詞；bebusy(in)+動名詞；wastetime(in)+動名詞；losttime(in)+動名詞；Thereisnopoint(in)+動名詞”等構造中，動名詞做介詞賓語，in常要省去。5）在復合賓語中，用it作形式賓語，將動名詞短語放在背面。例如：Iconsideritawasteoftimearguingaboutit.我認為辯論這事是很揮霍時間的。6）在“therebe”構造當中，be為動名詞時，該構造也是一種帶邏輯主語的動名詞形式。例如：Wecanimaginetherebeingalotoffussaboutit.我們可以想象到人們對此大驚小怪。Wereyoudisappointedattherenothavingbeenmoregifts?你對沒有更多的禮品感到失望嗎？3.動名詞的被動式1）動詞need,require,want,deserve後，用動名詞的積極形式表達被動意義。其使用方法相稱于不定式的被動構造。2）在（be）worth背面只能用動名詞的積極態來表達被動意義。ThethirdperiodUsingLanguage(OrganicFarming)AimsTohelpstudentsreadthepassageOrganicFarming.Tohelpstudentstousethelanguagebyreading,listening,speakingandwriting.ProceduresI.WarmingupWarmingupbylisteningandreadingaloudLanguageiscreatedtobelistenedtoandspokenfirst.Soopenyourbooktopage13andreaditaloudwhilelisteningtotherecording.Watchyourpausesbetweenthethoughtgroups.II.GuidedreadingReadingandtranslatingReadthetextsentencebysentence,andputitintoChinese.Whowillbethefirsttotry.Iwillonlyhavefourofyoutodothistask.OK,WangShan.Yougotit,theopportunity,Imean.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.DoingexercisesNowyouaregoingtodoexercisesNo.1,2and3onpage14followingthearticle.ListeningForlisteningturntopage14andthen15forthelisteningexercises1,2and3.Areyouready?5.Reading,speakingandwritingWhentryingtoarguepeopleintooroutofdoingsomethingwemayusethefollowingexpressions:Iwouldrather…Idon’tlike…because…I’dprefer…becauseIt’sagreatpitythat…ShouldI/we…?It’sbetterto…Thisisgoodvaluebecause…IfIhaveachoiceI’dchoose…becauseWhatistheadvantageof…?Youneedto…Inpairsyouaretomakeupadialoguetoargueeachotherintooroutadoptingorganicfarming.Iwillarguewithyourmonitor,LiangBochao.Getstarted.III.GuidedwritingWritingaposterWritingaposterwhichincludesalltheinformationabouttheusesofcomputersothatyouwillencouragemorefarmerstobuyanduse.YouareaskedtobaseyourposterontheoverallpatternofthearticleyoulearnedOrganicFarming.Limityourpostertobetween200and250words.WritingaspeechWriteaspeechforProfessorYuanLongping.Heistoattendaninternationalconferenceonmodernagriculture.Youmayalsomakeuseofthelibraryandnetworkresourcesforthetask.IV.FurtherapplyingFindinginformationReadonlinetofindasmuchinformationaspossibleaboutProfessorYuanLongpingandhisresearchgroup.Shareyourfindingswithyoupartnernexttimeyouarehere.WritingareportGobackhometointerviewyourparentsoryourgrandparentsaboutChina’sagriculture,itspastandpresentsituations.WriteareportinEnglishinabout500wordsasaweeklyproject.ActingatextplayTurneitheroneofthetwoarticlesintoatextplay.Rehearseitandplayitinfrontoftheclass.Theplayshalllastatleast10minutes.IV.ClosingdownClosingdownbyfillingaformToendtheperiodpleasefillintheformbelow.Whatisorganicfarming?definitioncharacteristicspotentialsClosingdownbyimagingImagineandwriteaboutwhattheagriculturewillbelike50yearsfromnowinthefuture.Useyourimaginationtocompetefor“wildthinkingprize”.ThefourthperiodListeningStep1Pre-listening1.Talkaboutthethedifferencesbetweenorganicfarmingandfertilizerfarming.Andshowthepicture2.IntroducesomenewwordsinthelisteningpassagevalleycompetitordeterminedpourcarrotscucumberspumpkinsattackspreadlikewildfiresighsolidStep2ListeningListentothetapeandanswerthefollowingquestions:1.Whatdoesthepassagetellus?2.Whatdothewordsinthefirstcolumnmean?Cropsgrownmeanshowtheircropsgrow.Wellorbad?Fertilizermeanswhatkindoffertilizertheyuse.Organicorchemical?Otherplantnutritionmeansmaybe,besidesthosetwofertilizers,theystillhadsomemorepowerfulones.ListentothetapeandfinishtheformStep3Getthestudentstoanswer:2Whydoyouthinktheresultsfromthetwofarmersaresodifferent?3Lookatthesummariesofthestory.Decidewhichiscorrectandexplainwhytheothersarewrong.Step4ListeningtextHandoutthelisteningmaterial,listentothetape,thencompletethepassagewiththerightanswersStep5ListeningonPage48Listentothetape,andPutthesestagesofturningfertilelandintoadesertinorder.Fertilefarmland.()Soilisblownaway.()Plantsdie.()Landbecomesdry.()Notenoughwater.()Soilturnstosand.()Step6ListeningtextGivethestudentsthelisteningmaterialtofinishThefifthperiodWritingStep1SpeakingTrytofindreasonstopersuadepeopletobuyyourfood.Thesewordsandexpressionsmayhelpyou.Iwouldrather...Idon’t...because...I’dprefer...because...ShouldI/we...?It’sbetterto...Thisisgoodvaluebecause...IfIhaveachoiceI’dchoose...because...Whatistheadvantageof...?Youneedto...Step2Writing1BuythebestfruitshereWeonlysellgreenfoodinthisshop!Bestchoiceatbestprice!Safe,healthy,clean,fresh.Farawayfromanypollution.21.Nochemicalfertilizer,allorganicfertilizers2.Cleanair,cleanwater3.Nopoison,nopesticides4.HomeinheavenStep3SpeakingandWritingTaskonPage53.NOTESkeepingfishinpondstakingeggsfromthebestqualityfishfeedingfishkeepingfishveryclosetogetherunderstandingthatfishdiseasesareaproblemtryingtostopfishbeingaffectedbydiseasesremovingfishthataretherightsizeforeatingorsellingdeliveringfreshfishtothemarketStep4SamplewritingShowthestudentsthesamplewritingandaskthemtoreadit.Step5HomeworkNexttimewe’llfinishthisunit.Whatwe’lldonextperiodistocheckyourhomeworkonPage49andfinishtheProjectandCheckingYourselfonPage47,SumminguponPage16,andsoon.Unit3AtasteofEnglishhumourTeachinggoals1.Targetlanguageverbal,nonverbal,mime,farce,pancakes,mountainous,whisperb.Ithinkhowshortlifeisandhowlongtheuniversehaslasted.P222.AbilitygoalsEnablethestudentstotalkaboutsometypesofEnglishhumourandChinesehumour.3.Learningabilitygoalsa.HelpthestudentslearnhowtotalkaboutsometypesofEnglishandChinesehumour,andthenfindtheirdifferences.b.Letthestudentslisten,read,andthenimitatethejokes,sothattheycanrealizethathumouristoletpeoplet