Module 4 Unit 5 Working the Land

The Third Period—Extensive Reading:

Chemical or organic farming?

九江市彭泽二中——朱胜红

Teaching Class: Class 1 Senior 1

Textbook version: People’s Education Press.

Teaching Time: 40~45 minutes.

Analyses of the Students:

1. This is the common art class that consists of 48 students. Most of them are from the suburban district. Besides, their overall qualities are not so good.

2. But the students have the specific motivation to learn English and active learning attitude. What’s more, they are willing to co-operate with each other and finish their learning tasks together.

3. The students have the abilities of previewing, reviewing, and teaching. Themselves. They have previewed the new words and expressions before class.

   Analyses of the textbook.

   The reading passage introduces students to the advantages of organic farming. It is important as more and more people become worried about the quality of the food we eat.

   Some of the problems caused by chemical fertilizers are analysed. Methods of organic farming are introduced. The article mentions the goal of organic farming.

   Teaching aims:

1. Knowledge aims: 1) Help the Ss master the key words, phrases and sentences of the passage. 2) Enable the Ss to summarize the main ideas of each paragraph and the passage. 3) Help the Ss to summarize the advantages of organic farming.

2. Ability aim: Enable the Ss to master the main idea of the text and know the ways of organizing articles.

3. Emotional aim: To arouse the students’ interest in agriculture.

   Teaching important points: Enable the students to master the main idea of the text and know the ways of organizing articles.

   Teaching difficult points: 1) How to grasp the main idea of the passage. 2) How to master the words and phrases and be able to use them freely.

   Teaching methods: Task-based teaching method, Skimming, Scanning and Group discussion.

   Teaching aids: A multi-media Classroom.

   Teaching procedures and ways:

   Step 1 Leading-in. (3 minutes).

   Let the Ss look at some pictures of Agriculture on the screen and talk about them.

   Brainstorming: Agriculture can provide us with food. Can you tell me if you have healthy food every day? Is healthy food important to us? What do you know about green food? What are the advantages of green food? Collect their ideas on the board but make no comment about incorrect ideas.

   [设计说明]运用“头脑风暴”营造宽松和活跃的课堂气氛，激活学生的思维。同时自然过渡到下一个内容。

   Step 2. Pre-reading. (5 minutes).

1. Look at the title and the picture and predict what eh passage is about.

   [设计说明]培养学生通过文章标题和插图预测课文内容的能力。

2. If you work the land, will you use chemical fertilizers? Why or why not? (Group work).

   [设计说明]学生们领略了一翻田园风光之后，提出这个问题，学生分成四人一组进行讨论，然后交流及老师给出可能的答案。通过分组讨论的方式，进一步激发同学们的学习兴趣，为理解课文作好铺垫。

   Step 3. While-reading.

1. Fast-reading. (5 minutes).

   Task 1. Skim the text fast, find and underline the topic sentence of each paragraph.

   Task 2. Summarize the main idea of the whole passage in your own words. (Use only one sentence to describe it.)

   [设计说明]任务1旨在培养学生快速读完文章后迅速找到各段的中心句的能力。任务2要求学生用自己的话用一个句子概括全文大意或填关键词的方式，考虑到不同层次的学生，概括能力强的学生可以用自己的话来概括，差一点的学生通过模仿填关键词的方式慢慢地掌握归纳概括的能力。通过平时阅读教学注重培养学生的概括能力，与高考题型接轨。

   The main idea of the passage:

   Chemical fertilizers can cause many problems, so organic farming is becoming more popular.

2. Detailed-reading. Please read the passage carefully. (10 minutes).

   Task 3, Scan the passage and find the answers to the following questions. (Individual work).

   Q1. Why are chemical fertilizers so popular in farming today?

   Q2. What problems can be caused by using chemical fertilizers?

   Q3. What is organic farming?

   Q4. What is the main reason for using organic farming methods?

   [设计说明]培养学生根据问题的线索，运用找读的技巧迅速捕捉和了解文章关键信息的能力。

   Task 4, Complete the chart. (Group work).

[设计说明]通过小组讨论的方式，使学生们进一步掌握文章的主要信息，激发他们对农业的兴趣，培养他们互相合作、相互学习的精神，现时实现本单元的情感教学目标。

Step 4. Summary (5 minutes).

Task 5. Fill in the blanks according to the text. In recent days, scientists have discovered that using             for a long time can hurt the      and also people’s     . There are several      caused by chemical fertilizers. They hurt the health of the land,      in the water for a long time and     

     People’s bodies through their food.           Is becoming more popular with farmers and customers after these   

Came out organic farming does not use any     . There are many organic farming      for making the land     and    . All of these     try to produce good food. And to keep

the     and people healthy.

[设计说明]按照“总——分——总”的阅读思路，在这里设计一个根据课文内容填空的题型，目的在于进一步理解课文，进一步抓住文章的大意，并且进一步提高学生运用文章中的关键词根据上下文去填空，旨在培养学生高考语法填空题解题的能力。

Step 5. Post-reading. (10 minutes).

Discussion: What do you think of to day’s vege tables?(Pair work).

[设计说明]要求学生以对话形式呈现，目的在于培养学生将所学到的语言灵活用于实际情景中，即语言实际运用的能力，鼓励他们积极思维，大胆表现和敢于将自己的看法用较为得体的语言表达出来。

Step 6. Assignment (2 minutes).

1. Suppose you have a small area of field, what would you like to grow and how would you like to grow them?

2. Read the text at least twice and find out the language points.

   [设计说明]通过读的输入，可以充分激活学生说和写的输出，由课堂延伸到课外，设置任务：要求学生写一篇任务型写作，培养学生的写作能力。另外要求学生再读课文，主动找出语言点，自己通过现有的资料、工具书去弄明白，如有不明白的地方，课堂通过讨论的方式加以解决。重在培养学生自主学习语言点的能力。

【通过这次研修学习，我重新审视了自己的教案，有了新的认识。  在教学设计上，由浅入深，由易到难，层层深入。不足之处在于学生互动的情节偏少。从教学策略上，采用任务型的教学方法，有利于发挥学生的积极性，激发学生的潜能，不足之处在于缺少一些图片，少了一些生动性和趣味性。教学评价上只有教师对学生的评价，缺少学生的互评。因此，如果在以上三个方面加以改进，这份教案将会更加完善。我决心在以后的备课中秉承上面的做法。】