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Teaching and Learning Design
选择性必修Book1 Unit5 Working The Land
教学设计
Period 6
Teaching and learning contents: Using Language—Reading comprehension and language focus
Comprehensive teaching and learning objectives:
By the end of this period, the students will have been able to:
1) Read and comprehend the text to know about the differences between chemical and organic farming and their advantages and disadvantages;
2) Learn about the usage of the new language items in the text.
Teaching and learning important points:
1) Reading comprehension of the text content;
2) Learning about the usage of the new language items in the text.
Teaching and learning difficult point:
1) Reading comprehension of the text content;
2) Learning about the usage of the new language items in the text.
Teaching and learning procedure:
Step 1 Leading in
Activity 1 Leading in
1. Lead in the learning topic of this period by answering the question and introducing chemical farming and organic farming.
Question: What can be used to make plants grow better To protect the crops, farmers have to kill off the harmful pests. What is used for killing pests, especially insects
Fertilizers—chemical fertilizers and natural waste from animals. Pesticides(杀虫剂).
Two way of farming: Chemical farming is the farming by using chemical fertilizers and chemical pesticides. Organic farming is simply farming without using any chemicals.
2. Introduce the learning objectives of this period.
Step 2 Reading comprehension
Activity 2 Pre-reading
Read the title of the text Chemical Versus Organic Farming and think about which you prefer and predict the main content of the text.
(The comparison of the chemical farming and organic farming and their advantages and disadvantages.)
Activity 3 Reading comprehension
1. Read the text, and answer the following questions.
1) Why did many farmers welcome the introduction of chemical farming
Many farmers welcomed them as a great way to fight crop diseases and increase production.
2) What concerns many people about the use of pesticides
Their long-term use can sometimes harm both the land and people’s health.
3) What is one problem with the use of chemical fertilisers
Crops grown with them usually grow too fast to be rich innutrition.
4) How is organic farming different from chemical farming
Organic farming is simply farming without using any chemicals. Organic farmers focus on keeping their soil rich and free of diseases through natural means.
5) Why do organic farmers change the kind of crop grown in a field every year
Different crops are grown because they put important minerals back into the ground, making it ready for next batch of crops.
6) What is the goal of using organic farming methods Do you think it can be reached Why or why not
The goal of using organic farming methods is to grow good food while avoiding damage to the environment or to people’s health.
Yes, I think this goal can be reached. Farmers worked for centuries without using any kinds of chemicals and without harming the environment, and the food they produced was just fine.
2. Match the main ideas (A-D) below with the paragraphs. And then complete the sentences in the table.
Para. 1-2 D. The problems with chemical farming
Para. 3 A. What organic farming is
Para. 4 C. Organic methods for producing rich soil
Para. 5 B. Why man-made chemicals are still used in farming
Para. Main Idea Detail
1-2 The problems with chemical farming Pesticides can kill helpful bacteria and insects.
Some pesticides have been prohibited because of the damage they cause.
Crops grown with chemical fertilisers usually grow too fast to be full of nutrition.
3 What organic farming is Many organic farmers use natural waste from animals as fertiliser.
4 Organic methods for producing rich soil They often change the kind of crop grown in each field every year. They also plant crops that use different depths of the soil to help keep it rich.
5 Why man-made chemicals are still used in farming Organic farming is nowhere near able to meet the high demand for food around the world.
Step 3 Language Focus
Activity 4 Learning about the new language items
1. versus (abbr. v, vs) prep. （两队或双方）对抗；（两种不同想法、选择）与……相对；对抗
e.g. It is France versus Brazil in the final. 决赛是法国队对巴西队。
It was the promise of better job opportunities versus the inconvenience of moving away and leaving her friends. 那是她较好的就业前景与搬走并远离朋友的不便之间的矛盾。
2. widespread adj. 分布广的，普遍的
e.g. The plan received widespread support throughout the country. 这项计划得到了全国的普遍支持。
Food shortages are widespread. 食物短缺的情况很普遍。
3. in turn 相应地；转而；依次；轮流
by turns轮流
take turns to do sth(＝do sth by turns) 轮流做某事
it is one’s turn to do sth 轮到某人做某事
it turns/turned out that... 结果是……；原来是……
turn out to be... 结果是……；证明是……
e.g. On the other hand, it causes pollution to our fragile environment, which will in turn do harm to our health. 另一方面，它对我们脆弱的环境造成污染，反过来也会危害我们的健康。
I think it’s my turn to drive the kids to school this week.
The twin sisters took care of their sick mother by turns.
This summer, I decided to learn photography, and it turned out to be an amazing journey.
今年夏天，我决定学习摄影，结果这是一段奇妙的旅程。
The reason why I won’t be available at that time is that my grandfather fell ill suddenly yesterday and my family are taking turns to take care of him in the hospital.
我那时没空的原因是我爷爷昨天突然生病了，我的家人正在医院轮流照顾他。
3. digest vt. & vi. 消化 vt.领会；领悟n. 摘要；文摘
digestion n. 消化（系统）
e.g. They learn well but seem to need time to digest information.
他们学得很好，但似乎需要时间来吃透这些知识。
You should allow a little time after a meal for the food to digest. (vi.消化)
It often takes a long time to digest new ideas. (vt.领会；领悟)
The organization publishes a regular digest of environmental statistics. (n.摘要)
4. nutrition n. 营养；滋养
nutritional adj. 营养(物)的
nutritious adj. 有营养的；营养丰富的
e.g. Nutrition and exercise are essential to fitness and health.
营养和运动是保持健康所必不可少的。
Cooking vegetables for too long lessens theirnutritional value.
烹饪蔬菜时间过长会降低其营养价值。
The cookbook contains many simple yet highly nutritiousmeals.
那本烹饪书里有许多简单而营养价值却很高的食谱。
5. essential (=completely necessary/extremely important) adj.完全必要的；极其重要的；必不可少的
be essential to/for 对……很重要
It is essential that... (should) do... /It is essential (for sb) to do... (对某人来说)做……是完全必要的
e.g. In this way, your presence will be essential to/for our program—“Talk and Talk”.
这样，您的出席对于我们的“Talk and Talk”节目至关重要。
As we all know, the four treasures of the study are writing brush, ink, paper and ink stone, which are essential to/for Chinese calligraphy.
It is essential for you to have some experience.
It is essential that we (should)/for us to take measures to protect our sea from being at risk.
我们采取措施保护我们的海洋免受危险是完全必要的。
6. mineral n. 矿物；矿石；矿物质；汽水
e.g. the recommended intake of vitamins and minerals 维生素和矿物质的建议摄入量
Soft drinks and minerals sold here. 此处销售各种软饮料和汽水。
7. alternative n.可供选择的事物adj.可供替代的；非传统的
alternatively adv.要不，或者
have no alternative/choice but to do sth. 别无选择只好做某事
have the alternative to do/of doing sth. 有做某事的选择
can’t choose/help but to…除做……之外别无选择
an alternative to... ……的替代品
e.g. To keep our ocean healthy and full of vitality, we have no alternative but to protect it well.
为了使我们的海洋健康且富于生机，我们别无选择，只能好好保护它。
To become a smart online learner, not only should we carefully choose from countless alternatives we may face, but extra attention needs to be attached when we take lessons online
You have the alternative of going out to have a holiday or staying at home.
你可以选择外出度假或待在家里。
Come with us; alternatively, meet us there.
Have you any alternative suggestions
8. for instance (=for example) 例如；比如
e.g. What would you do, for instance, if you found a member of staff stealing
比如说，如果你发现有职员偷东西，你会怎么办？
Let your child make some of the small decisions concerning his daily routine. For instance, allow him to choose what clothes he wears at the weekend.
让孩子在日常生活中作一些小决定。比如,让他自己决定周末穿什么衣服。
9. Why different crops are grown is that they put important minerals back into the ground, making it ready for the next batch of crops. 之所以要种植不同种类的作物，是因为它们能将重要的矿物质重新释放回土壤中，让土地为下一批农作物(的生长)做好准备。
1) 句式结构：why… is that…是主语从句+ is +表语从句。
2)现在分词短语作结果状语现在分词短语作结果状语，表示自然而然的、意料之中的结果；不定式短语作结果状语，表示偶然的、意料之外的结果，且前面常有only修饰。
e.g. I won first place and was overwhelmed by excitement and disbelief, making my heart pound quickly.
我得了第一名，兴奋和难以置信让我不知所措，从而使我的心怦怦直跳。
I tried to force my head into the huge pumpkin, only to find that my head was stuck in it.
我尽力把头塞进大南瓜里，结果却发现我的头卡在里面了。
She threw the toy on the ground, breaking it into pieces.
He hurried to the airport, only to be told that the plane had taken off.
10. depth n. 深（度）；（感情）深厚；严重性；深奥；深渊
deep—depth wide—width long—length high—height
11. entirely (=completely) adv. 全部地；彻底地
e.g. I entirely agree with you. 我完全同意你的看法。
I’m not entirely happy about the proposal. 我对这个建议并不十分满意。
12. What keeps them from doing so is the fact that chemical farming serves the high demand for food around the world. 阻止他们这样做的是这样一个事实，即化学耕作满足了全世界对于食品的高度需求。
句式结构：that引导同位语从句，对fact进行解释说明，引导词that没有词义，只起连接作用。
e.g. It taught me a lesson that with hard work and determination, anything is possible.
它让我明白了一个道理，凭着努力和决心，一切皆有可能。
Word came that he was arrested because of the murder. 有消息说他因谋杀案被捕了。
Step 4 Summary and evaluation
Activity 5 Summary and text reconstruction
1. Summarize the new language items learned in this period.
2. Try to reconstruct the text by retelling the text, using some of the new language items learned in this period.
Activity 6 Self-evaluation
Guide the students to reflect on their learning of this period by considering the following aspects.
1. How is your reading comprehension (Good/Fairly good/Moderate/Just so so/Poor)
2. How is your mastery of the new language items (Good/Fairly good/Moderate/Just so so/Poor)
3. What will you do to consolidate the new language items after class
Homework：
1. Complete the reading comprehension exercises in the reference book
2. Complete the vocabulary and other exercises in the reference book

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