人教版高中英语必修4全册教案上课讲义

人教版高中英语必修

4全册教案

Unit1Womenofachievement

1.Targetlanguage

a.achieve,achievement,condition,welfare,institute,connection,

campaign,organization,entertainment,inspire,support,devote...

to

b.Watchingafamilyofchimpswakeupisourfirstactivityofthe

day.P2

Everybodysitsandwaitswhiletheanimalsinthegroupbeginto

wakeupandmove.P2

Buttheeveningmakesitallworthwhile.P2

.・,weseethemgotosleeptogetherintheirnestforthenight.P2

2.Abilitygoals

a.LearnWarmingUp,andknowhowtotellthegreatwomenandthe

famouswomen.

b.Learnthewaytodescribeapersonfromwhatthepersondid,what

she/helookslikeandsoon.

3.Learningabilitygoals

TeachSshowtodescribeaperson.

Teachingimportantpoints

a.ByreadingAprotectorofAfricanwildlife,studentscanlearn

fromJaneGoodallinatleasttwoaspects：

b.Askstudentstoanswerthesequestions：

1)Whatmadeheragreatsuccess?

2)WhatshouldwelearnfromJaneGoodall?

Teachingdifficultpoints

LeteveryonebelievethatallofuscanbecomeJaneGoodall.

Teachingmethods

Inspiration,QuestioningandDiscussion.

Teachingaids

Acomputer,aprojectorandarecorder.

Thefirstperiodreading

Procedures

StepI.Warmingup

Warmingupbydescribing

Goodmorning,class.TodaywearegoingtoreadaboutAPROTECTOROF

AFRICANWILDLIFE.Butfirst,I'dliketoknowifyouhaveever

heardofwomenlikeElizabethFry,SoongChingling,JaneGoodall,

JodyWilliams,JoanofArcandLinQiaozhi.Nowturntopage1,look

atthephotos,readthecaptionsanddescribetoyourneighborthe

womeninfocus.Whoisshe?Whatisshe?Whatdidshedotobenefit

theworld?

Warmingupbydiscussing

Hi,everyone.Howdidyouspendyourwintervacation?Didyouread

anybooks?Didyoureadanywomenofachievement?Whatmakesawoman

ofachievement?Nowinpairsdiscussthewomenonpageone.Whichof

thesewomendoyouthinkisagreatwoman?Givereasonsforyour

choice.

Warmingupbyreadingaloudandtranslating

Nicetoseeyoubackatschool,boysandgirls.Asyouhaveall

preparedlessonsbeforeclassIshallasksixofyouatrandomto

readaloudandtranslatethecaptionsunderthephotosonpageone.

ZhaoYanfei,wouldyoutryreadingaloudandtranslatingthefirst

caption?

Welldone!Nextlet'shaveJuXiaohongdothesecondone.

StepII.Pre-reading

1.Lookingandsaying

Workinpairs.LookatthephotosandthetitleAPROTECTOROF

AFRICANWILDLIFEandpredictthecontentsofthetext.Whenyouare

ready,joinanotherpairandcompareyourpredictionsandtheclues

thathelpedyoutomakethepredictions.

(Key：FromthephotosandtitleIguessthatthetexttellsabouta

womanscientistwhoisworkinginAfricatoprotectthewildlife

there.Shestudiesafamilyofchimps,deliversaspeechontheir

behaviour,arguingforthemtobeleftinthewildandprotected.)

2.Talkingandsharing

Workingroupsoffour.Tellyourgroupmateswhatyouknowabout

wildlifeprotection.Thenthegroupleaderistostandupandshare

yourgroupideawiththeclass.

(Key：IamfromGroup3.WethinkthatJaneisawomanof

achievement.Forshehashelpedpeopleunderstandhowmuchchimps

behavelikehumans.Becauseofherweknowthatitisbetterforthe

animalstobeleftinthewildorinthespecialplacessetupfor

them.)

StepIII.Reading

1.Readingaloudtotherecording

NowpleaselistenandreadaloudtotherecordingofthetextA

PROTECTOROFAFRICANWILDLIFE.Payattentiontothepronunciationof

eachwordandthepauseswithineachsentence.Iwillplaythetape

twiceandyoushallreadaloudtwice,too.

2.Readingandunderlining

Nextyouaretoreadandunderlinealltheusefulexpressionsor

collocationsinthepassage.Copythemtoyournotebookafterclass

ashomework.

3.Readingtoidentifythetopicsentenceofeachparagraph

Skimthetextandidentifythetopicsentenceofeachparagraph.You

mayfinditeitheratthebeginning,themiddleortheendofthe

paragraph.

(Key：I34s'paragraph：Ourgroupareallgoingtovisitthechimpsin

theforest.2,1Cparagraph：Nobodybeforehasfullyunderstoodchimp

behaviour.3rdparagraph：ForfortyyearsJaneGoodallhasbeen

helpingtherestoftheworldunderstandandrespectthelifeof

theseanimals.)

4.Readingandtransferringinformation

Readthetextagaintocompletethetable,whichlistwhatJanedoes

toprotectAfricanwildlife.

WhatdoesJanedo?

Studiedtheseanimalsformany

years

Spentmanyyearsobservingand

recordingtheirdailyactivities

Discoveredthatchimpshuntand

eatmeat

Discoveredhowchimpscommunicate

witheachother____________________

Arguedforchimpstobeleftin

thewild___________________________

Setupspecialplaces______________

Workingwithanimalsintheirown

environment

5.Readingandunderstandingdifficultsentences

Asyouhavereadthetexttimes,youcansurelytellwhichsentences

aredifficulttounderstand.Nowputyourquestionsconcerningthe

difficultpointstometheteacher.

StepIV.Closingdown

Closingdownbydoingexercises

ToendthelessonyouaretodothecomprehendingexercisesNo.1

and2.2.Closingdownbyhavingadiscussion

DoyouagreewithJane,sideas?Whyorwhynot?

(Key：IagreewithJane'sidea,becauseleavingtheanimalsinthe

wildistheonlygoodwaytoprotectthem.Theanimalsbelongtothe

forest,justaswebelongtothecivilizedworld.)Whatdoyou

thinkisthebestwaytoprotectwildlife?

(Key：Ithinkthebestwayistounderstandandrespectthelifeof

animals.Settingupspecialplaceswheretheycanlivesafelyis

importantandeffective)

ClosingdownbyretellingthestoryofJaneGoodall

Ishallwritesomekeywordsandexpressionsontheboard.Youare

toretellthestoryofJaneGoodallaccordingtothesewords.

(Key：visitthechimps,watchthechimps,understandchimpbehaviour,

arguefor***,setupspecialplaces)

ThesecondperiodLearningaboutLanguage

Aims

Tohelpstudentslearnaboutsubject-verbagreement.

Tohelpstudentsdiscoverandlearntousesomeusefulwordsand

expressions.

Tohelpstudentsdiscoverandlearntousesomeusefulstructures.

Procedures

Stepl.Warmingup

Warmingupbydiscoveringusefulwordsandexpressions

Turntopage4anddoexercisesNo.1,2,3and4first.Checkyour

answersagainstyourclassmates?.

StepILLearningaboutgrammar

1.Readingandthinking

Turntopage2andreadwithmethetextofAPROTECTOROFAFRICAN

WILDLIFE.Asyoureadon,payattentiontotheformsofsentence

predicatesandthesubject-verbagreementshowninthesentences.

(Forreference：Ourgroupare,Watchingafamilyofchimpsis…，

Nobodybeforehasfullyunderstood***)

2.DoingexercisesNo.1and2onpage5

Turntopage5.Lookatthetwosentences：Ourgroupareallgoing

tovisitthechimpsintheforest.AndOurgroupincludessixboys

andfivegirls.Haveyounoticedanydifferencebetweenthem?Yes.

Ifthewordugroup“referstodifferentmembers,useaplural

verb.Iftheword“group“isconsideredasawhole,useasingular

verb.Nowfillintheblankswiththeproperformofthegivenverbs

inbracketsonpage5.AndthengoontodoExerciseNo.2onthe

samepage,thatis,fillinthecorrectverbformintheletter.

StepIII.ReadyusedmaterialsforSubject-verbagreement

Weal1knowthesemeaningsofMagree,,rbutwhenwetalkabout

subject-verbagreement,we*retalkingaboutsomethingdifferent:

matchingsubjectsandverbsaccordingtonumber.Thatis,whenyou

haveasingularsubject,youhavetomatchitwithasingularverb

form：Theboyplays.Whenyouhaveapluralsubject,youmusthave

apluralverbform：Theboysplay.

Inshort,simplesentences,youshouldhavenoproblemwith

agreement.Youcanheartheproblem：Theboysplays.Whenit's

wrong,itjustsoundsfunny.However,therearefourpotential

problemspotsthatyouneedtowatchcarefully：

Reversedsentenceorder

ThenormalpatternforEnglishsentencesissubject-verb.However,

thereareafewsituationswherethisorderisreversed(likethis

sentence)：

oTherearesnacksonthelaundry-roomtable.

oWherearethey?

oOnthetablearethegoodies!

Seehowthesubjectcomesaftertheverbineachofthese?Ifyou

canrememberhowtolocatesubjectsandverbs,youshouldn't

blunderintomistakeswhenwritingreversed-ordersentences.

HiinnitiHai_-nj

-body,-one,ana-thingwords

Thecorrecttermforthesewordsisindefinitepronouns,butifyou

rememberthemas”-body,“"-one,"and"-thing"words,you'11

probablybeabletospotthemmoreeasily.Youonlyneedtoknow

onething：ifawordhasoneoftheseendings(likeeverybody,

everyone,anyone,anything,etc.),itisalwayssingular!Youcan

alsoincludeeach,either,andneitherinthisgroup.Lookatthe

following：

1.Everyoneisgoingonapicnic.

2.Eachoftheboysistakinghisownlunch.

3.Ifanyonedropssomethingtoeat,I'llgrab

itbeforehecanpickitup.

Youshouldn*thaveproblemswiththeseifyousimplymemorizethe

endingsofwordsthatarealwayssingular.

NOTE：Wesaidthateitherandneitherarealwayssingular；however,

ifyouhavetwosubjectsinaneither...ororneither...nor

construction,gettingtheagreementrightmaygiveyoufits.Toget

itright,justlocatethesubjectclosesttotheverbandmakethe

verbagreewithit:

oEitherthemailmanorthe

constructionworkersarecausingPeggy

tobarklikecrazy.

oNeitherthedogsdownthestreet

northeonenextdoorpaysanyattention.

Comparethiswiththefollowing：

oEithertheconstructionworkers

orthemailmaniscausingPeggytobark

likecrazy.

oNeithertheonenextdoornorthe

dogsdownthestreetpayanyattention.

IV.Closingdownbydoingaquiz

Toendtheperiodyouaregoingtotakeaquizonsubject-verb

agreement.

ThethirdperiodUsingLanguage

(AGOODEXAMPLEFORME)

Aims

TohelpstudentsreadthepassageAGOODEXAMPLEFORME.

Tohelpstudentstousethelanguagebyreading,listening,speaking

andwriting.

Procedures

StepI.Warmingup

Readaloudtowarmup：Let'swarmupbyreadingaloudtothe

recordingofthetextAGOODEXAMPLEFORME.

StepII.Guidedreading

1.Readingandtranslating

ReadthetextAGOODEXAMPLEFORMEandtranslateitintoChinese

paragraphbyparagraph.LiWenqin.Youaretodoparagraph1,

please.•••・

2.Readingandunderlining

Nextyouaretoreadandunderlinealltheusefulexpressionsor

collocationsinthepassage.Copythemtoyournotebookafterclass

ashomework.

3.Doingexercises

NowyouaregoingtodoexercisesNo.1and2onpage6following

thearticle.

4.Listening

Forlisteningturntopage7andbereadytodoexercisesNo.1,2

and3.

5.Acting

NextwearegoingtoputthetextAGOODEXAMPLEFORMEONSTAGE.

NowZhuQingandZhangQiang,plesase!

StepIII.Guidedwriting

1.Writinganimagineddialogue

Groups1and2aregoingtowriteanimagineddialoguebetweenLin

Qiaozhiandyou.Youmaybeginlikethis：Hello,doctor.Ineedyour

help.

2.Writingadescription

Turntopage8andfollowthedirectiontowriteadescriptionofa

woman?scharacter.Youmayusetheinformation,structuresand

expressionsfromtheunit.

StepIV.Furtherapplying

Findinginformation

Gotothelibrarytoreadorgetonlinetosearchinordertofind

moreinformationonwildlifeprotection.Takenotesofyourfinding

andreporttoyourgroupmatesnextMondaymorning.

Writingletters

WritealettereithertoJaneGoodallorLinQiaozhi,tellingher

aboutyourlifeandhope.

Actingatextplay

TurnthearticleAGOODEXAMPLEFORMEintoatextplay.Chooseyour

partandrehearsefortheSchoolArtFestivalnextmonth.

StepV.Closingdown

Closingdownbyfillingaform

Makeuseofthetextandotherstofillinform.

LinQiaozhi'sifehistory

timeplaceevent

Closingdownbydescribingaperson

Toendthisperiod,Iamgoingtohavetwoofyoustandupto

describetotheclassapersonwhomheadmires.Wholikestospeak

first?

ThefourthperiodListening

Step1

ShowthepictureofthebirthofboysandgirlsinChina.Thenshow

anotherpictureofthejobsofthem

Step2Listening

Listentothetapeanddothetrueorfalseexercises

1.Girlsoftenleaveschoolearlierforfamilyreasons.

2.Whenthereisverylittlemoney,theschooloftenpreventsgirls

fromtraining.

3.Girlsdon'thaveachancetorunacompany.

4.Whenwomenhavechildren,theyhavetostopwork.

5.Menhavemorechancestogettothetopoftheircareerthan

women.

6.Mencandowhatevertheylike.

Thenaskthemtoanswerthequestion

Whatthreeproblemsdowomenhavewhichdonotapplytomen?

Step3Listeningtext

Handoutthelisteningmaterialstothestudents,Listentothe

tapeandaskthemtocompletethepassage,afterthree

times,encouragesomestudentstoreadthepassagewiththeright

answers.

Step4ListeningonP41

IntroducethewarbetweenFranceandBritain.Thenmentionthe

importantwoman：JoanofArc

AskthestudentstolistentothetapeandAnswerthequestions

1.WhydidJoanhavetodressupasamantobecomeasoldier?

2.WhydidtheChurchnotlikeJoanactingasaman?

3.WhydidFrancenotwinawaragainsttheEnglishbeforeJoan

becameasoldier?

4.WhydidJoanhelptheFrencharmytofightbetterevenafterher

death?

5.Howwasshehonouredafterherdeath?

Atlastshowthemthelisteningmaterialandgetsomestudentsto

readit

Unit2Workingtheland

Teachingaims：

1.TargetLanguage

a.Wordsandphrases

sunburn,struggle,super,expand,circulate,equip,export,rid...

of,besatisfiedwith,leada...life,searchfor,wouldrather,

thanksto,withthehopeof,ratherthan

b.Importantsentences

Thisspecialstrainofricemakesitpossibletoproduceone-third

moreofthecropinthesamefields.PIO

Hecareslittleaboutspendingthemoneyonhimselforleadinga

comfortablelife.PIO

2.Abilitygoals

EnableSstolearnmoreaboutagriculture,countrysideandfarming.

Bytalkingtheycanexchangetheirexperiencewitheachother.By

readingtheywillrealizetherolethatagricultureplaysinhuman

life.Infactthisworldfacesaseriousproblem一starvation.So

afterreadingthepassageaboutDrYuanstudentswillknowthe

importanceofhisachievementtoman.Ofcoursetheywilllearnfrom

DrYuansomenoblecharacter.

3.Learningabilitygoals

HelpSslearnhowtodescribeDrYuanLongpingincludinghis

personality.

Teachingimportantpoints

a.Helptocomprehendthetextandgraspthemainideaofthetext,

b.Grasptheusageofsomewordsandexpressions.

c.Howtohelpstudentsmakeuptheirmindstomakecontributionsto

motherlandinthefuturelikeDrYuan.

Teachingdifficultpoints

a.Howtohelpstudentslearnmoreaboutagriculture.

b.Helpstudentsreallymastertheusageofwordsandexpressions.

Teachingmethods

Talking,questioning-and-answeringactivityandreading.

Teachingaids

Ataperecorder,aprojectorandacomputer.

Teachingprocedures&&ways

ThefirstperiodReading

Step1.GreetingandRevision

1.Greetthestudentsasnormal.

2.Revisethewarmingupwiththefollowingquestion

Howdoyouthinktogrowourmainfood一一rice?

l)First,thefarmersplowthefield.Theyhavetomakethesoil

looseenoughtoplantcrops.

2)Second,growsomeyoungplants

3)Third,theyinserttheyoungplantsintotheloosefield.

4)Atlast,theywillgettheharvest

Step2Pre-reading

1Askthefollowingquestions

1).What,sthemainfoodinCanadaandUSA：

potatoesandbread

2).WhatisthemainfoodinSouthAmerica：

corn/maize

3)WhatisthemainfoodinSoutheastAsiancountries：

rice

2Showthestudentssomepicturesandaskthequestion

WhatishappeningtothesepeopleinEastAsianandSoutheastAsian

countries?

Thenshowmorenewslikethat：

InternationalFactsonHungerandPoverty(2002)

1)Every8seconds,achildsomewhereintheworlddiesfrom

starvation.

2)Morethan800millionpeopleintheworldsufferfrom

malnutrition(营养不良)—799millionofthemarefromthe

developingworld.Morethan153millionofthemareundertheage

of5.

Atlastaskthestudentstodiscuss：

Ifyouhadthechancetodosomethingtohelpendhungerinthe

world,whatwouldyoudo?

Encouragethestudentstotelltheiropinions,Thengivea

conclusion：

Theonlywaytosolvethefoodshortageproblemistoincrease

theoutputofthegraincropperlandareathroughthe

advancementofscienceandtechnology.

3.leadthestudentstopayattentiontothepeopleYuanLongping

Ask：Whatdoyouknowabouthim?

FatherofHybridRice

Thenleadtothetopicofthereadingpassage.APioneerForAll

People

Step3Listening

Listentothetape,trytofindoutsomeinformationofthehero.

Name_____________

Age

Job______________

Education

Achievement

Hobbies

Step4Fastreading

Readthepassagequicklyandanswerthetrue-or-falsequestions

•1.DrYuanismoreafarmerthanascientist.

•2.DrYuan'skindofriceisthemostsuitableforChina's

farmland.

3.DrYuanwouldratherworkthanrelax.

•4.DrYuanhasdreamswhenheisasleepandalsowhenheis

awake.

•5.DrYuanenjoysasimplelifethanmostrichandfamous

people.

Step5Carefulreading

Readeachparagraphandanswerthefollowingquestions：

Para1：

1.WhatdoseDr.Yuanlooklike?Why?

2.Whatishisachievement?

Para2：

1.WhydidDr.Yuanwanttoincreasethericeoutputwhenhewas

young?

2.Howdoeshehelpridtheworldofhunger?

Para3.4

1.WhatkindoflifeisDr.Yuanleading?

2.WhatisDrYuan'sdream?

Step6Skimming：

findoutthemainideaofeachparagraph.

ParagraphMainIdea

1Hisappearanceandachievements

2Hisbirth,educationand

research

3Hispersonality

4Hisdream

Step7Homework

1.Learnthepoem

ThePeasants'Lot

LiShen(772-846)

Farmersweedingatnoon,

Sweatdownthefieldsoon.

Whoknowsfoodonatray,

Duetotheirtoilingday?

2.FinishtheexercisesinLearningaboutLanguage.

3.Retellthetextinabout150words.

Notes：

a.Usethefirstpersontoretellthestory.

b.Trytousetheproperconjunctions.

ThesecondperiodLearningaboutLanguage

(The-ingformastheSubject&Object)

Aims

TohelpstudentslearnaboutThe-ingformastheSubject&Object.

Tohelpstudentsdiscoverandlearntousesomeusefulwordsand

expressions.

Tohelpstudentsdiscoverandlearntousesomeusefulstructures.

Procedures

I.Warmingup

WarmingupreadingaloudthetextAPIONEERFORALLPEOPLE

Languageislearnedincontext.Solet,sfirstreviewthetext

learnedyesterdaybyreadingitaloud.TrytoforceoutyourEnglish

slowlyandclearly.

II.Discoveringusefulwordsandexpressions

Inpairsdotheexercises1,2and3onpages11and12.Youmust

finishthemin5minutes.

III.Learningaboutgrammar

3.Readandidentify

ReadthetextaboutYuanLongpingagain,payingattentiontothe

sentenceswhichusethe-ingformasthesubjectandobject.

Inthesentence“Wishingforthings,however,costnothing,“the

-ingisusedassubject.

Itcanbealsousedasobjectofthesentence.Forexample：Yuan

Longpinglikesplayinghisviolin.

4.Consolidatingbydoexercises

Toconsolidateyourunderstandingyouwillbegiven10minutestogo

overexercises1,2,3,4and5onpages12and13.Youmayjustwrite

onyourtextbook.Imeanthestudent'sbookyouareworkingby.

III.ReadyusedmaterialsforThe-ingformastheSubject&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：

Usingtherighthandtoshakehandsisaconventioninmany

countries.

用右手握手是许多国家的一种习俗。

2)动名词在“Itisnouse/nogood/fun/awasteoftime/agood

pleasure等名词+doing”结构中作主语，it为形式主语。

3)动名词在“Itisuseless/nice/good/interesting/worthwhile等

形容词+doing”结构中作主语。

4)动名词在“Thereis(was)no+doing”结构中作主语。

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

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'tstand忍不住；can'thelp忍不住；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:门终于克服了所有的困难。

4)在“havedifficulty(trouble,problem,ahardtime,fun,agood

time)(+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”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:

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)

Aims

TohelpstudentsreadthepassageOrganicFarming.

Tohelpstudentstousethelanguagebyreading,listening,speaking

andwriting.

Procedures

I.Warmingup

Warmingupbylisteningandreadingaloud

Languageiscreatedtobelistenedtoandspokenfirst.Soopenyour

booktopage13andreaditaloudwhilelisteningtotherecording.

Watchyourpausesbetweenthethoughtgroups.

ILGuidedreading

6.Readingandtranslating

Readthetextsentencebysentence,andputitintoChinese.Whowillbe

thefirsttotry.Iwillonlyhavefourofyoutodothistask.OK,Wang

Shan.Yougotit,theopportunity,Imean.

7.Readingandunderlining

Nextyouaretoreadandunderlinealltheusefulexpressionsor

collocationsinthepassage.Copythemtoyournotebookafterclass

ashomework.

8.Doingexercises

NowyouaregoingtodoexercisesNo.1,2and3onpage14

followingthearticle.

9.Listening

Forlisteningturntopage14andthen15forthelistening

exercises1,2and3.Areyouready?

5.Reading,speakingandwriting

Whentryingtoarguepeopleintooroutofdoingsomethingwemay-

usethefollowingexpressions：

Iwouldrather***Idon,tlike…because…

I'dprefer…becauseIt'sagreatpitythat…

ShouldI/we…？It'sbetterto,--

ThisisgoodvalueIfIhaveachoiceI'd

because***choose…because

Whatistheadvantageof…？Youneedto…

Inpairsyouaretomakeupadialoguetoargueeachotherintoor

outadoptingorganicfarming.Iwillarguewith