资源简介

Teaching and Learning Design
选择性必修Book1 Unit5 Working The Land
教学设计
Period 5
Teaching and learning contents: Using Language—Exploring the world hunger problem (Listening and talking)
Comprehensive teaching and learning objectives:
By the end of this period, the students will have been able to:
1) Listen to the radio interview and take notes to gain the information of world hunger problem, the function and assignments of FAO;
2) Analyze and judge the causes of the world hunger problem, and propose solutions;
3) Describe and explain the activities of celebrating the World Food Day, and give your own opinions and suggestions to solve world hunger problem.
Teaching and learning important points:
1) Listening comprehension, taking notes to gain information and identifying supporting evidence;
2) Learning about and using the expressions to share your own opinions and suggestions to solve world hunger problem;
3) Being aware of the world hunger problem and solutions.
Teaching and learning difficult points:
1) Listening comprehension, taking notes to gain information and identifying supporting evidence;
2) Learning about and using the expressions to share your own opinions and suggestions to solve world hunger problem;
3) Being aware of the world hunger problem and solutions.
Teaching and learning procedure:
Step 1 Review and leading in
Activity 1 Review and leading in
1. Revise the function, structure and usage of subject clause, and then check the answers to the grammar exercises in the reference book.
2. Lead in the teaching topic—Exploring the world hunger problem by thinking and answering the two questions and introduce the teaching and learning objectives of this period.
1) Do you still remember what motivated Yuan Longping to study agriculture
Poor harvest and a serious shortage of food to eat in China at that time.
2) Can you think of any other causes that may lead to the world hunger problem
Not enough farmland and natural disasters such as floods, drought and abnormal climate.
Step 2 Listening
Activity 2 Pre-listening
Talk and share. In pairs, discuss what you can see in the photos and how you think each photo relates to the world hunger. And then share your ideas.
Suggested answers:
1) The first photo represents the idea of drought. Either a river or a lake bed has been exposed by receding waters, leaving behind cracked soil. A child is pouring water onto the ground. When there is drought, crops cannot grow and animals may die.
2) The second photo represents the idea of war. Hunger often comes with war, as often people cannot farm, or they cannot work to earn money to buy food. And, even if they had money to buy food, the markets might be empty or closed.
3) The third photo represents famine. The child in the photo is a victim of famine, which is why his / her arm and hand are so thin. Famine is when the crops do not grow and there is not enough food for everyone to eat. While famine can be caused by drought, some of the worst famines in world history had other sources, such as insects or diseases that destroyed the crops, or weather that was either too hot or too cool for the crops to grow properly.
Activity 3 While-listening
1. Go through the questions, listen to a radio interview and take notes, and then answer the following questions. (Listen to the radio interview twice if necessary.)
New words in listening part:
1) fertiliser n. 肥料
2) nutritional adj.营养(物)的
nutritious adj.有营养的;营养丰富的
nutrition n.营养；滋养
3) alleviate vt.减轻；缓解
4) poverty n. 贫穷；贫困
Questions and answers:
1) What is the FAO What is its mission
FAO stands for Food and Agriculture Organisation. Its aim is to eliminate world hunger.
2) What can seriously affect crop production
Droughts, floods, and climate change.
3) What does the FAO think about nutritious food
The FAO believes everyone should have the right to get healthy food.
4) What is the FAO doing to alleviate world hunger
The FAO runs a project called Climate-Smart Agriculture, which helps countries to develop sustainable agriculture.
5) What does the FAO suggest countries do
Every country needs to focus on making new achievements in agriculture too, which can often benefit the whole world.
2. Listen again and identify how the speaker supports his facts. Match the supporting evidence with the facts.
Introduce how to identify supporting evidence:
When people present important facts, they usually give some evidence to support their claims. The evidence is usually mentioned at the start of a sentence. Listen out for key words like report, research, studies, figures, findings, etc.
Answers:
1) According to our latest figures, ... + B (world hunger) stands at around 11% of the world’s population.
2) There is strong evidence to suggest that ... + C many people just can’t afford to eat well.
3) Our research indicates that ... + A wars can heavily affect food production and transportation.
3. Retell the main content of listening to reconstruct the text by refereeing to the notes and above information.
Step 3 Speaking up
Activity 4 Discussion and sharing
1. Discuss the following questions and then share your answers in class. Use a table like the one below to help you organise your thoughts.
1) What are all the possible causes of world hunger that you can think of
Droughts, floods, poverty, war…
2) What can people and countries do to help alleviate these causes
With droughts, we can invent new forms of agriculture that do not rely so much on water, and drought-resistant crops. Floods can often be prevented by the building of dams and levees (防洪堤). Poverty is best solved through economic development and programmes that give people more opportunities. War may be solved through international negotiation.
2. Learn/Know about World Food Day and useful expressions to share opinions.
1) Learn about World Food Day.
World Food Day (WFD) was created by the FAO in 1979. It is celebrated in more than 150 countries, raising awareness and knowledge of the problems and causes behind world hunger and poverty.
2) Go through the useful expressions to share opinions.
I’d rather ... In my eyes ... In my opinion ...
Without a doubt ... The advantages are ... I have a feeling that ...
It’s a pity that ... I’d prefer ... because ... My impression is that ...
I think/guess/believe ... From my point of view, ... My view/opinion/belief is that ...
3) Work in groups to brainstorm ideas for some school activities that celebrate World Food Day. Use the expressions to help you communicate with your group members. And then present your conversation to the class.
Sample conversation:
A: So what shall we do for World Food Day B: In my opinion, a poster contest would be a perfect way to celebrate it. C: That’s OK, I guess, but my impression is that everyone is tired of making posters. A: It’s a pity, but I think you’re right. We already have posters all over campus, and so the message might get lost. We need to make a stronger impact. C: In my eyes, we should have a school debate on how best to solve the problem of world hunger. B: The advantages are that it would help get people involved and interested. A: But I think the problem with a debate is that it doesn’t really hit home. People will learn more about world hunger, that’s true. I have a feeling that very few people will actually be motivated to do anything about world hunger through a debate. B: My view is that we should have a World Food Day Sunday Dinner. C: What is that B: Well, everyone buys tickets to eat a dinner, and the price of the tickets is the same. But when they buy the tickets they have to draw their tickets at random. Some people get tickets to eat like a poor person—just a small bowl of rice. Others get tickets to eat like an average person—noodles with meat, perhaps. Finally, others get tickets to eat like a king—roast duck and all sorts of sweets. C: Without doubt, that is the craziest thing I’ve ever heard. B: No, no. I don’t think it’s crazy at all. A: What’s the purpose of such a meal B: In real life, how well a person eats is really just a matter of luck. If you are born in a wealthy country, you probably eat well and might even be fat! But if you are born in a poor country, you might just starve! A: I believe that you might be onto something. But who’s going to cook the food …
Step 4 Evaluation and summary
Activity 5 Self-evaluation
Guide the students to reflect on their learning of this period by considering the following aspects.
1. How is your listening comprehension (Good/Fairly good/Moderate/Just so so/Poor)
2. How is your acting out (Good/Fairly good/Moderate/Just so so/Poor)
3. How is your pronunciation practice—pauses in sentence (Good/Fairly good/Moderate/Just so so/Poor)
Activity 6 Summary
Summarize the main contents of this period briefly and get the students to be aware of the world hanger problem and solutions.
Homework:
1. Complete the exercises in reference book.
2. Write a short passage to share opinions about world hunger problem and give suggestions to solve it.

展开更多......

收起↑