人教版高中英语必修四教案全册

Unit1WomenofachievementTargetlanguageachieve,achievement,condition,welfare,institute,connection,campaign,organization,entertainment,inspire,support,devote...toWatchingafamilyofchimpswakeupisourfirstactivityoftheday.P2Everybodysitsandwaitswhiletheanimalsinthegroupbegintowakeupandmove.P2Buttheeveningmakesitallworthwhile.P2...weseethemgotosleeptogetherintheirnestforthenight.P2AbilitygoalsLearnWarmingUp,andknowhowtotellthegreatwomenandthefamouswomen.Learnthewaytodescribeapersonfromwhatthepersondid,whatshe/helookslikeandsoon.LearningabilitygoalsTeachSshowtodescribeaperson.TeachingimportantpointsByreadingAprotectorofAfricanwildlife,studentscanlearnfromJaneGoodallinatleasttwoaspects:Askstudentstoanswerthesequestions:Whatmadeheragreatsuccess?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…，seplaces)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.Ifthewordconsideredasawhole,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):oTherearesnacksonthelaundry-roomtable.oWherearethey?oOnthetablearethegoodies!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.oNeitherthedogsdownthestreetnortheonenextdoorpaysanyattention.Comparethiswiththefollowing:oEithertheconstructionworkersorthemailmaniscausingPeggytobarklikecrazy.oNeithertheonenextdoornorthedogsdownthestreetpayanyattention.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.…WritingadescriptionscharacteTurntopage8andfollowthedirectiontowriteadescriptionofawomanusetheinformation,structuresandexpressionsfromtheunit.scharacteStepIV.FurtherapplyingFindinginformationGotothelibrarytoreadorgetonlinetosearchinordertofindmoreinformationonwildlifeprotection.TakenotesofyourfindingandreporttoyourgroupmatesnextMondaymorning.WritinglettersWritealettereithertoJaneGoodallorLinQiaozhi,tellingheraboutyourlifeandhope.ActingatextplayTurnthearticleAGOODEXAMPLEFORMEintoatextplay.ChooseyourpartandrehearsefortheSchoolArtFestivalnextmonth.StepV.ClosingdownClosingdownbyfillingaformMakeuseofthetextandotherstofillinform.LinQiaozhi'slifehistorytimeplaceeventClosingdownbydescribingapersonToendthisperiod,Iamgoingtohavetwoofyoustanduptodescribetotheclassapersonwhomheadmires.Wholikestospeakfirst?ThefourthperiodListeningStep1ShowthepictureofthebirthofboysandgirlsinChina.ThenshowanotherpictureofthejobsofthemStep2ListeningListentothetapeanddothetrueorfalseexercisesGirlsoftenleaveschoolearlierforfamilyreasons.Whenthereisverylittlemoney,theschooloftenpreventsgirlsfromtraining.Girlsdon'thaveachancetorunacompany.Whenwomenhavechildren,theyhavetostopwork.Menhavemorechancestogettothetopoftheircareerthanwomen.Mencandowhatevertheylike.ThenaskthemtoanswerthequestionWhatthreeproblemsdowomenhavewhichdonotapplytomen?Step3ListeningtextHandoutthelisteningmaterialstothestudents,Listentothetapeandaskthemtocompletethepassage,afterthreetimes,encouragesomestudentstoreadthepassagewiththerightanswers.Step4ListeningonP41IntroducethewarbetweenFranceandBritain.Thenmentiontheimportantwoman:JoanofArcAskthestudentstolistentothetapeandAnswerthequestionsWhydidJoanhavetodressupasamantobecomeasoldier?WhydidtheChurchnotlikeJoanactingasaman?WhydidFrancenotwinawaragainsttheEnglishbeforeJoanbecameasoldier?WhydidJoanhelptheFrencharmytofightbetterevenafterherdeath?Howwasshehonouredafterherdeath?AtlastshowthemthelisteningmaterialandgetsomestudentstoreaditUnit2WorkingthelandTeachingaims:TargetLanguagea.Wordsandphrasessunburn,struggle,super,expand,circulate,equip,export,rid...of,besatisfiedwith,leada...life,searchfor,wouldrather,thanksto,withthehopeof,ratherthanb.ImportantsentencesThisspecialstrainofricemakesitpossibletoproduceonehirdmoreofthecropinthesamefields.P10Hecareslittleaboutspendingthemoneyonhimselforleadingacomfortablelife.P10AbilitygoalsEnableSstolearnmoreaboutagriculture,countrysideandfarming.Bytalkingtheycanexchangetheirexperiencewitheachother.Byreadingtheywillrealizetherolethatagricultureplaysinhumanlife.Infactthisworldfacesaseriousproblem—starvation.SoafterreadingthepassageaboutDrYuanstudentswillknowtheimportanceofhisachievementtoman.OfcoursetheywilllearnfromDrYuansomenoblecharacter.LearningabilitygoalsHelpSslearnhowtodescribeDrYuanLongpingincludinghispersonality.TeachingimportantpointsHelptocomprehendthetextandgraspthemainideaofthetext.Grasptheusageofsomewordsandexpressions.HowtohelpstudentsmakeuptheirmindstomakecontributionstomotherlandinthefuturelikeDrYuan.TeachingdifficultpointsHowtohelpstudentslearnmoreaboutagriculture.Helpstudentsreallymastertheusageofwordsandexpressions.TeachingmethodsTalking,questioning-and-answeringactivityandreading.TeachingaidsAtaperecorder,aprojectorandacomputer.Teachingprocedures&&waysThefirstperiodReadingStep1.GreetingandRevisionGreetthestudentsasnormal.RevisethewarmingupwiththefollowingquestionHowdoyouthinktogrowourmainfood--rice?1)First,thefarmersplowthefield.Theyhavetomakethesoillooseenoughtoplantcrops.2)Second,growsomeyoungplants3)Third,theyinserttheyoungplantsintotheloosefield.4)Atlast,theywillgettheharvestStep2Pre-reading1Askthefollowingquestions).WhatsthemainfoodinCanadaandUSA:——potatoesandbread).WhatisthemainfoodinSouthAmerica:corn/maize)WhatisthemainfoodinSoutheastAsiancountries:——riceShowthestudentssomepicturesandaskthequestionWhatishappeningtothesepeopleinEastAsianandSoutheastAsiancountries?Thenshowmorenewslikethat:InternationalFactsonHungerandPoverty(2002)1)Every8seconds,achildsomewhereintheworlddiesfromstarvation.2)Morethan800millionpeopleintheworldsufferfrommalnutrition(营养不良)799millionofthemarefromthedevelopingworld.Morethan153millionofthemareundertheageof5.Atlastaskthestudentstodiscuss:Ifyouhadthechancetodosomethingtohelpendhungerintheworld,whatwouldyoudo?Encouragethestudentstotelltheiropinions,Thengiveaconclusion:Theonlywaytosolvethefoodshortageproblemistoincreasetheoutputofthegraincropperlandareathroughtheadvancementofscienceandtechnology..leadthestudentstopayattentiontothepeop-le--YuanLongpingAsk:Whatdoyouknowabouthim?FatherofHybridRiceThenleadtothetopicofthereadingpassagAPioneerForAllPeopleStep3ListeningListentothetape,trytofindoutsomeinformationofthehero.NameAgeJobEducationAchievementHobbiesStep4FastreadingReadthepassagequicklyandanswerthetruor-falsequestions?1.DrYuanismoreafarmerthanascientist.

2.DrYuanskindofriceisthemostsuitableforChina2.DrYuan?3.DrYuanwouldratherworkthanrelax.?4.DrYuanhasdreamswhenheisasleepandalsowhenheisawake.?5.DrYuanenjoysasimplelifethanmostrichandfamouspeople.Step5CarefulreadingReadeachparagraphandanswerthefollowingquestions:Para1:.WhatdoseDr.Yuanlooklike?Why?.Whatishisachievement?Para2:.WhydidDr.Yuanwanttoincreasethericeoutputwhenhewasyoung?.Howdoeshehelpridtheworldofhunger?Para3.4.WhatkindoflifeisDr.Yuanleading?.WhatisDrYuan'sdream?Step6Skimming:findoutthemainideaofeachparagraph.ParagraphMainIdea1Hisappearanceandachievements2Hisbirth,educationandresearch3Hispersonality4HisdreamStep7HomeworkI.LearnthepoemThePeasants'LotLiShen(772-846)Farmersweedingatnoon,Sweatdownthefieldsoon.Whoknowsfoodonatray,Duetotheirtoilingday?FinishtheexercisesinLearningaboutLanguage.Retellthetextinabout150words.Notes:Usethefirstpersontoretellthestory.Trytousetheproperconjunctions.ThesecondperiodLearningaboutLanguage(The-ingformastheSubject&Object)AimsTohelpstudentslearnaboutThe-ingformastheSubject&Object.Tohelpstudentsdiscoverandlearntousesomeusefulwordsandexpressions.Tohelpstudentsdiscoverandlearntousesomeusefulstructures.ProceduresWarmingupWarmingupreadingaloudthetextAPIONEERFORALLPEOPLELanguageislearnedincontext.Solet'sfirstreviewthetextlearnedyesterdaybyreadingitaloudTrytoforceoutyourEnglishslowlyandclearly.DiscoveringusefulwordsandexpressionsInpairsdotheexercises1,2and3onpages11and12.Youmustfinishthemin5minutes.LearningaboutgrammarReadandidentifyReadthetextaboutYuanLongpingagain,payingattentiontothesentenceswhichusetheformasthesubjectandobject.InthesentenceWishingforthings,however,costnothing.”the-ingisusedassubject.Itcanbealsousedasobjectofthesentence.Forexample:YuanLongpinglikesplayinghisviolin.ConsolidatingbydoexercisesToconsolidateyourunderstandingyouwillbegiven10minutestogooverexercises1,2,3,4and5onpages12and13.Youmayjustwriteonyourtextbook.Imeanthestudent'sbookworkingby.III.ReadyusedmaterialsforThe-ingformastheSubject&Object)语法学习一一动名词1.动名词作主语1)名词直接放在句首作主语。例如：Usingtherighthandtoshakehandsisaconventioninmanycountries.用右手握手是许多国家的一种习俗。动名词在"Itisnouse/nogood/fun/awasteoftime/agoodpleasure等名词+doing结构中作主语，it为形式主语。动名词在"Itisuseless/nice/good/interesting/worthwhile等形容词+doing结构中作主动名词在"Thereis(was)no+doing结构中作主语。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'tstandi不住；can'thelps不住；feellike想，欲；giveup放弃；putoff推迟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：insteadof,lookforwardto,objectto,keepon,seeabout,taketo等。我们终于克服了所有的困难。4)在"havedifficulty(trouble,problem,ahardtime,fun,agoodtime)(+in)+动名词；bebusy(in)+动名词；wastetime(in)+动名词；losttime(in)+动名词；Thereisnopoint(in)+动名词”等结构中，动名词做介词宾语，in常要省去。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：Iconsideritawasteoftimearguingaboutit.我认为辩论这事是很浪费时间的。6)在“therebe吉构当中，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：Wecanimaginetherebeingalotoffussaboutit.我们可以想象到人们对此大惊小怪。Wereyoudisappointedattherenothavingbeenmoregifts?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。2）在（be）worth后面只能用动名词的主动态来表示被动意义。ThethirdperiodUsingLanguage（OrganicFarming）AimsTohelpstudentsreadthepassageOrganicFarming.Tohelpstudentstousethelanguagebyreading,listening,speakingandwriting.ProceduresWarmingupWarmingupbylisteningandreadingaloudLanguageiscreatedtobelistenedtoandspokenfirst.Soopenyourbooktopage13andreaditaloudwhilelisteningtotherecording.Watchyourpausesbetweenthethoughtgroups.GuidedreadingReadingandtranslatingReadthetextsentencebysentence,andputitintoChinese.Whowillbethefirsttotry.Iwillonlyhavefourofyoutodothistask.OK,WangShan.Yougotit,theopportunity,Imean.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.DoingexercisesNowyouaregoingtodoexercisesNo.1,2and3onpage14followingthearticle.ListeningForlisteningturntopage14andthen15forthelisteningexercises1,2and3.Areyouready?Reading,speakingandwritingWhentryingtoarguepeopleintooroutofdoingsomethingwemayusethefollowingexpressions:Iwouldrather…Idon'tlike…because…I'dprefer-••becauseIt'sagreatpitythat…ShouldI/we•••?It'sbetterto…Thisisgoodvaluebecause…IfIhaveachoiceI'dchoose••becauseWhatistheadvantageof•••?Youneedto…Inpairsyouaretomakeupadialoguetoargueeachotherintooroutadoptingorganicfarming.Iwillarguewithyourmonitor,LiangBochao.Getstarted.GuidedwritingWritingaposterWritingaposterwhichincludesalltheinformationabouttheusesofcomputersothatyouwillencouragemorefarmerstobuyanduse.YouareaskedtobaseyourposterontheoverallpatternofthearticleyoulearnedOrganicFarming.Limityourpostertobetween200and250words.WritingaspeechWriteaspeechforProfessorYuanLongping.Heistoattendaninternationalconferenceonmodernagriculture.Youmayalsomakeuseofthelibraryandnetworkresourcesforthetask.IV.FurtherapplyingFindinginformationReadonlinetofindasmuchinformationaspossibleaboutProfessorYuanLongpingandhisresearchgroup.Shareyourfindingswithyoupartnernexttimeyouarehere.WritingareportGobackhometointerviewyourparentsoryourgrandparentsaboutChina'sagriculture,andpresentsituations.WriteareportinEnglishinabout500wordsasaweeklyproject.ActingatextplayTurneitheroneofthetwoarticlesintoatextplay.Rehearseitandplayitinfrontoftheclass.Theplayshalllastatleast10minutes.ClosingdownClosingdownbyfillingaformToendtheperiodpleasefillintheformbelow.Whatisorganicfarming?definitioncharacteristicspotentialsClosingdownbyimagingImagineandwriteaboutwhattheagriculturewillbelike50yearsfromnowinthefuture.Useyourimaginationtocompetefor“wildthinkingprize".ThefourthperiodListeningStep1Pre-listeningTalkaboutthethedifferencesbetweenorganicfarmingandfertilizerfarming.AndshowthepictureIntroducesomenewwordsinthelisteningpassagevalleycompetitordeterminedpourcarrotscucumberspumpkinsattackspreadlikewildfiresighsolidStep2ListeningListentothetapeandanswerthefollowingquestions:.Whatdoesthepassagetellus?.Whatdothewordsinthefirstcolumnmean?Cropsgrownmeanshowtheircropsgrow.Wellorbad?Fertilizermeanswhatkindoffertilizertheyuse.Organicorchemical?Otherplantnutritionmeansmaybe,besidesthosetwofertilizers,theystillhadsomemorepowerfulones.ListentothetapeandfinishtheformStep3Getthestudentstoanswer:Whydoyouthinktheresultsfromthetwofarmersaresodifferent?Lookatthesummariesofthestory.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...IfIhaveachoiceIdchoose...because...Whatistheadvantageof...?Youneedto...Step2Writing1BuythebestfruitshereWeonlysellgreenfoodinthisshop!Bestchoiceatbestprice!Safe,healthy,clean,fresh.Farawayfromanypollution.21.Nochemicalfertilizer,allorganicfertilizersCleanair,cleanwaterNopoison,nopesticidesHomeinheavenStep3SpeakingandWritingTaskonPage53.NOTESkeepingfishinpondstakingeggsfromthebestqualityfishfeedingfishkeepingfishveryclosetogetherunderstandingthatfishdiseasesareaproblemtryingtostopfishbeingaffectedbydiseasesremovingfishthataretherightsizeforeatingorsellingdeliveringfreshfishtothemarketStep4SamplewritingShowthestudentsthesamplewritingandaskthemtoreadit.Step5HomeworkNexttimewellfinishthisunit.WhatwelldonextperiodistocheckyourhomeworkonPageandfinishtheProjectandCheckingYourselfonPage47,SumminguponPage16,andsoon.Unit3AtasteofEnglishhumourTeachinggoalsTargetlanguageverbal,nonverbal,mime,farce,pancakes,mountainous,whisperb.Ithinkhowshortlifeisandhowlongtheuniversehaslasted.P22AbilitygoalsEnablethestudentstotalkaboutsometypesofEnglishhumourandChinesehumour.LearningabilitygoalsHelpthestudentslearnhowtotalkaboutsometypesofEnglishandChinesehumour,andthenfindtheirdifferences.Letthestudentslisten,read,andthenimitatethejokes,sothattheycanrealizethathumouristoletpeopletobeoptimisticabouteverythingaround.TeachingimportantpointsHelpthestudentslearnhowtounderstandandenjoyEnglishhumors.TeachingdifficultpointsHelpthestudentsknowthedifferencesbetweenEnglishandChineseinhumours.TeachingmethodsUsingpictures,discussion,readingandimitation.TeachingaidsArecorderandaprojector.PartOne:TeachingDesignreading(NONVERBALHUMOUR)AimsTohelpstudentsdeveloptheirreadingability.TohelpstudentslearnaboutEnglishhumour.ProceduresWarmingupWarmingupbydefining“Humour”Whatis“Humour"?Doesanyoneofyouknowanythingabouthumour?LookatthesreenandreadthedefinitionofHumourfromtheInternet.Whosejob...?ThisisthestoryaboutfourpeoplenamedEverybody,Somebody,AnybodyandNobody.Therewasanimportantjobtobedone,andEverybodywassurethatSomebodywoulddoit.Anybodycouldhavedoneit,butNobodydidit.SomebodygotangryaboutthatbecauseitwasEverybodysjob.'EverybodythoughtAnybodycoulddoit,butNobodyrealisedthatEverybodywouldntdoit.'ItendedupthatEverybodyblamedSomebodyWhenNobodydi