unit 2 working the land using language

2018-2019学年高中英语Unit 2 Working the land Section 3 Using Language巩固提升新人教版必修4编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（2018-2019学年高中英语Unit 2 Working the land Section 3 Using Language巩固提升新人教版必修4）的内容能够给您的工作和学习带来便利。

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Unit 2 Working the land Section 3 Using LanguageⅠ。

单词拼写1．The importance of protecting the forest has been __underlined__ (强调)again and again，but people there are still cutting down trees.2．Soil should be improved by adding __organic__ （有机的）fertilizer.3．The new model will go into __production__ (生产）next year.4．He __skims__ （浏览)the newspaper before going to work every day。

5．The __discovery__ （发现）of new oilfields brought the price up。

Unit 2 Working the landPart One: Teaching Design1． A sample lesson plan for reading(Working the land)AimsTo help students develop their reading ability.To help students learn about working the land.ProceduresI. Warming upWarming up by questioningHello, everyone. We shall read about man who works the land today. Have you ever grown any plants? If not, what kind of plant would you like to grow? How will you grow it?(For reference: Mr. Li, I worked with my father in the rice field last year. We grow hybrid rice and use animal wastes to make the soil rich.)Has anyone of you ever been to the countryside? What did you do there?(For reference: I went to Chuankou the day before yesterday. It is a small mountain village 75 li north of Beijing. I went t here to visit my uncle’s family. I like that small beautifulvillage very much. )Who are from a farmer’s family? What do you know about farming?(For reference: Mr. Li, Dou Jun and I are from a farmer’s family in our class. We grow wheat and raise pigs on our farms. And both of our family are going to expand the area of fields this year. )Warming up seeing and listeningBoys and girls, I shall show you some photos of farming first. Look at this one. What are these ppeople doing in the fields? Yes, it is spring and they are planting rice. Lots of people in the world live on rice. I think you like eating rice, too. Planting riceHere is another photo about farming. The man driving the tractor in the photo is plowing the land to prepare for the planting. He does not grow rice there. What kind of crop is he going to plant here?Plowing the landThis photo is interesting. The woman farmer from Tibet is harvesting her crops not in the open field but in a plastic house. For generations, the people in Tibet Autonomous Region,have farmed the land using traditional methods. But in recent years, things have begun to change. All the farmers admitt the new ways are better.Indoor harvestingII. Pre-reading1. Questioning and answeringRice is main food in South China. What do you think would happen if tomorrow there was suddenly no rice to eat?(For reference: Then the south people would have to change their eating habit. They could turn to potatoes, wheat flour, cow and sheep cheese, cabbage, onions and garlic for food. They are the bases of the traditional food in North China. )If you had the chance to do one thing to help end hunger in the world, what would you do?(For reference: I would try to end hunger by popularizing the advanced farming techniques. Modern techniques could be introduced to increase the rice output, and expand the area of fields.)2. Giving background information about Professor YuanLongpingHave you ever heard of a man called Professor Yuan Longping? Would anyone of you tell the class something about him? (For reference: Professor Yuan Longping is a Chinese agricultural scientist. Professor Yuan's breakthrough scientific achievement led to the world's first successful and widely grown hybrid rice varieties, revolutionizing rice cultivation in China and tripling production over a generation. His approach to rice breeding then spread internationally throughout Asia and to Africa and the Americas, providing food for tens of millions and leading to his becoming known as the "Father of Hybrid Rice."III. Reading1. Reading aloud to the recordingComprehension—understanding what you are reading—is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. Now turn to page 9 and read aloud to the recording of the textA PIONEER FOR ALL PEOPLE. Pay attention to the thoughtgroups in the sentences while listening and reading aloud.2. Reading and underliningRead the text again and underline all the collocations in the passage. You are asked to copy them to your notebook after class as homework.3. Reading, identifying and summarizingAttention, please! It is time to skim the text one more time and identify the topic sentence of each paragraph. (Minutes later) Xue Hongmei, would you read to the class the four topic sentences you identified?What about the main idea of the passage? Who will volunteerto give the class his summary of the main idea? Bai Jianfang, you’d like to say something? Go ahead!4. Understanding difficult sentencesIn groups of four, analyze the structure of the difficult sentences. If you have any problems which are too difficult for you to solve do not hesitate to put them to me.5. Reading and transferringIn pairs, read the text, find information to complete the following form.IV. Closing downClosing down by doing exercisesIn the last five minutes let’s do the comprehension exercises on page 10. Check your answers against your neighbour’s when you have finished.Closing down by having a dictationTo end the period you will take a dictation. It is about Yuan Longping, “Father of Super hybrid rice”.2．A sample lesson plan for Learning about Language(The –ing form as the Subject & Object)AimsTo help students learn about The –ing form as the Subject & Object.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up reading aloud the text A PIONEER FOR ALL PEOPLE Language is learned i n context. So let’s first review the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly.II. Discovering useful words and expressionsIn pairs do the exercises 1, 2 and 3 on pages 11 and 12. You must finish them in 5 minutes.III. Learning about grammar1. Read and identifyRead the text about Yuan Longping again, paying attention tothe sentences which use the –ing form as the subject and object.In the sentence “Wishing for things, however, cost nothing. “the –ing is used as subject.It can be also used as object of the sentence. For example: Yuan Longping likes playing his violin.2. Consolidating by do exercisesTo consolidate your understanding you will be given 10 minutes to go over exercises 1,2,3,4 and 5 on pages 12 and 13. You may just write on your text book. I mean the student’s book you are working by.III. Ready used materials for The –ing form as the Subject & 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。

◆They damage the land by killing the helpful
harmful
bacteria and pests as well as the (2)________ ones.
◆Chemicals stay in the ground and underground
water for a long time, which (3)______ crops, affects
3. Crops such as peas or soybeans put important minerals back into the soil, _m_a_k__in_g__it_r_e_a_d_y__fo_r__c_r_o_p_s_s_u_c_h_a_s__w_h_e_a_t_o_r__co_r_n__t_h_a_t_n_e_e_d_r_i_c_h_a_n_d__f_e_r_ti_le_ _so_i_l(从而使之适宜于种植要求土壤肥沃的农作物, 比如小麦或玉米). 4. They feel that this makes the soil in their fields _r_ic_h_e_r__in_(更富含)minerals and so _m__o_r_e_f_er_t_i_le_(更肥沃).
CHEMICAL OR ORGANIC FARMING?
Scientists’ discovery
◆Long-term use of chemical fertilizers can cause
(1)__d_a__m__atgo ethe land and people’s health.
Problems caused by chemical fertilizers

7. Using his hybrid rice farmers are producing harvests twice as large as before.
我们学校学生的数量是他们学校的两倍。
The number of the students in our school twice as large as that is ______________________ in their school. 这座楼比那座楼高出五倍。 This building is five times higher than that one. 这座楼是那座楼的六倍高。 This building is six times as high as that one.
Unit2 Working the land
Learning languages
organic fertile
or ga nic fer tile
fertilizer
production bacteria nutrition discovery focus reduce
fer ti li zer
pro duc tion bac te ria nu tri tion dis co ve ry fo cus re duce
underline summary comment
under line sum ma ry com ment
producer
industrial
pro du cer
in dus tri al
Comprehending
1. As a young man, he saw the great need for increasing the rice output.