人教版英语必修四新素养同步讲义：Unit 2 Working the land 4 Section ⅣGrammar含答案

人教版高中英语必修4《Unit 2 Work ing the land》教案2篇Teaching plan of unit 2 working the land编订：JinTai College人教版高中英语必修4《Unit 2 Working the land》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

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本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语必修4《Unit 2 Working the land》教案2、篇章2：人教版高中英语必修4《Unit 2 Working the land》教案篇章1:人教版高中英语必修4《Unit 2 Working the land》教案教学准备教学目标（1）知识目标：让学生通过阅读课文更多地了解我国著名的农业科学家袁隆平的科研成果及其影响。

（2）能力目标：让学生进一步使用恰当地阅读方式与技能，如略读（skimming），快速阅读（fast reading），细读（close reading）等（3）情感目标：让学生不但学习袁隆平的科研精神，更要学习他不计较名利，踏踏实实的生活态度。

教学重难点1.阅读课文更多地了解我国著名的农业科学家袁隆平的科研成果及其影响。

教学过程1.话题的引导。

（Pre-reading）1）.开头通过设计了一首熟悉的诗歌，让学生知道话题---farming.2）.涉及到提高产量从而解决世界饥荒问题，从而引出本节课的中心话题--伟大人物袁隆平。

Section ⅡWarming Up & Reading—LanguagePointsstruggle v i.& n．斗争；拼搏；努力(经典例句)She never gave up and struggled to lead an active life.她从来没有放弃，努力过着一种积极的生活。

struggle for努力争取……；为……而斗争struggle against 与……作斗争struggle with 与……作斗争struggle to do sth. 努力做某事struggle to one’s feet 挣扎着站起来①We have to struggle with all kinds of difficulties from home and abroad.我们必须和来自国内外的各种各样的困难作斗争。

②She is struggling to bring up a family on a very low income.她靠着非常微薄的收入艰难地供养一家人。

[即学即练]——单句语法填空①Her mother has been struggling against/with her illness for many years.②Workers are struggling for a clean canteen and healthy food.③Some farmers have to leave their hometown and go to work in cities, struggling(struggle) to increase their incomes.[能力提升]——微写作④他被一辆摩托车撞倒后受了重伤，不得不挣扎着站起来。

Knocked down by a motorbike, he was badly hurt and had__to__struggle__to__his__feet．disturbing adj.引起烦恼的；令人不安的(教材P10)At that time, hunger was a disturbing problem in many parts of the countryside.当时，饥饿是困扰许多农村地区的问题。

Unit2 Working the landVocabulary and Useful ExpressionsStep1.重点难点1. In many ways, he is one of them, and he struggled for the past five decades to help them.In a way; in one way; in some ways 在某种程度上2．However, he cares little about spending the money on himself or leading a comfortable life.care v. 在乎,在意，喜欢，有兴趣spend sth. … on …在某方面花费spend … (in) doing sth. 花费…做某事3．Wishing for nothing, however, costs nothing.wishing for nothing 动名词短语做主语，谓语动词用单数。

however 是插入语，表示语气的一种转折。

4．It also refers to crops growing with natural rather than chemical fertilizers.refer to 与…有关，关系到某人、某事；提到，涉及；参考5．Instead, organic farmers insist on changing crops every two or three years.insist on 坚持要求；insist后面可以跟从句，其中谓语动词常用should + 动词原形构成6．Dr. Yuan awoke from his dream with the hope of producing a kindof rice that could fees more people.with the hope of 带着某种希望7．He used to walk to his fields twice a day, but now he prefers to ride his motorcycle.used to 过去常常（现在已经不是如此）be used to doing 意思是“习惯于”prefer to do (rather than do) 相比之下更喜欢做某事8．But whatever they grow they make sure that what is left in the ground after harvesting becomes a natural fertilizer for the next year’s crop.whatever引导让步状语从句，表示“无论怎样”，相当于no matter what. Eg: Whatever you do, don’t give up.Step 2．功能句型建议（Suggestion & advice）I would rather … I don’t like … because …I’d prefer … because … It’s a great pity that …Should we/I …? It’s better to …If I have a choice I’d choose … because … You need to …May I suggest …? Let me suggest … because …Perhaps we should suggest … because … But what/how about …?Step 3. 重点单词及短语单词① hunger n. 饥饿，食欲；v. 渴望得到某事物，某人hunger for/after sth./sb.② struggle vi.stuggle with sb. 与某人争斗，搏斗struggle (against/with sb./sth.)struggle against/with sb./sth. (for sth.) 争斗，拼搏，奋斗，努力③ expand vi. (使某事物)变大，增强，伸展，张开expand on sth. 阐述或详述expansion n. 扩大，扩展，膨胀④ equip vt.equip sb./sth. (with sth.) 配备，装备equipment n. 设备，装备⑤ export vt. 输出；n. 出口业，出口品import vt. 进口⑥ circulate vi. vt. 使某物循环，流通，传播；vt. 发侧知告知某人 circulation n. 循环，流传，传播⑦ confuse vt. 把某人弄糊涂，使为难，打乱confusion n. 混乱，混淆⑧ reduce vt. 缩减，减小，降低reduction n. 减少，缩小⑨ supply vt. 供给，供应，满足；n. 供应，供给之物⑩ exchange vt. 交换，交易；n. 交换，更换，互访，交流 exhange sth. with sth.exchangeable adj. 可交换的，可退换的，可兑换的短语rid … of 清除，摆脱be satisfied with = be contented 感到满足，满意的would rather do sth. 宁可做某事refer to 与…有关，关系到某人，某事，提到，参考search for 寻找，搜寻thanks to 多亏，由于rather than 而不，宁愿…而不Unit2 Working the landWarming Up, Pre-reading and Reading Period 1 Warming up and pre-reading.Step 1 Lead-in.Poem By Li ShenFarmers weeding at noon,Sweat down the field soon. Who knows food on a tray,Due to their toiling day.Then let one student recite the poem in Chinese.Step 2 Warming 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 there to visit my uncle’s family. I like that small beautiful village very much. )Who are from a farmer’s family? What do you know about farming? Step 3 Pre-reading and talkingQuestioning 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 ofthe 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.)Giving background information about Professor Yuan Longping Have 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."Step 4. ReadingReading 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 therecording of the text A PIONEER FOR ALL PEOPLE. Pay attention to the thought groups in the sentences while listening and reading aloud.A brief introduction:Yuan Longping is known as China’s “father of hybrid rice”. It’s said that in China, we eat depending on “Two Ping” ---- Deng Xiaoping, who made the policy of System of Production Responsibility, & Yuan Longping, who invented hybrid rice.Yuan Longping, who was born in September, 1930, graduated from Agriculture Department in Southwest Agricultural Institute. He has been working on agriculture education & the research into hybrid rice since he left the institute.In the 1960s, when China was suffering from serious famine, he came up with the idea of hybrid rice, which has a high yield ( or output). Ten years later, he succeeded in inventing a new species that produced a 20 percent higher yield than common types of rice. Yuan devoted himself to the research into agriculture, & was honored by UNESCO & FAO(联合国教科文组织）. Although he is 74 years old, he is still working on the research into agriculture.Period 2 ReadingStep 1 Lead-in。

《unit2 Working The Land 》示范说课稿Unit 2 Working The Land (NSEFC B4)Reading: A Pioneer For All PeopleA teaching plan interpretationTarget students: students of average level in Senior 2Period under interpretation: The second period of Unit 2 Working the LandTime: 2nd, Dec, 2008Teaching material: Reading passage A pioneer for all peopleTeaching aids: A multi-media set for teaching, a tape recorder, a power-point display works Teaching aims:a) Knowledge-oriented aims: Some idiomatic phrases and complicated sentences.b) Ability-oriented aims: Comprehension of Dr. Yuan’s work and life.c) Moral-oriented aims: Analyze Dr. Yuan’s characteristics and personality traits.Teaching principles:a)student-centered and teacher-directedb)task-based learning and purpose-focused teachingc)the communicative language teaching approachTeaching methods:a)free talkb)question and answer activityc)group presentationd)pair worke)role-playDifficult teaching point:Help students how to conclude Dr Yuan’s personality through the descriptions about his appearance, achievements and dreams.Important teaching points:Encourage students to be ambitious like Dr Yuan and follow his steps to make contributions.Exploring work before class:•New words & expressions•Assigned the students to surf on the Internet to find out some information about Chinese agriculture and Yuan Longping.Aims: 1. Remove the language obstacles before class and develop students’ habit of self-study.2. Gain some background information about Yuan Longping.Teaching procedures:Step 1: Lead-in (2m’)Show pictures of hungry Africans and draw out Dr. Yuan.Aim: To grab students’ attention and lead in the topic of the passage.Step 2: Task-based reading (7m’+ 5m’+8m’)1. First reading (group work and discussion) (7m’)The students will be given 7 minutes to skim for:1) the main idea of the whole passage (4m’)2) the main idea of each paragraph (3m’)Aim:To enable students to get a general idea and the organization of the passage.2. Second reading (individual work and chart filling) (5m’)Students will be divided into 4 groups to finish 4 different tasks. This time more detailed information is called for. After the reading, there will be different tasks for different groups. Group 1: Dr Yuan’s appearance and Dr Yuan’s achievementGroup 2: Dr Yuan’s biographyGroup 3: Dr Yuan’s personalityGroup 4: Dr Yuan’s dreamsAim: This task is aimed to develop students’ ability of reading for useful information within a limited time. Meanwhile, the teacher can help to remove the language obstacles in the reading passage.3. Dig-in reading (pair work and personality recognition) (8m’)How do you like Dr. Yuan? What characters can you conclude from these sentences?Try to summarize Dr. Yuan’s characteristics.Aim: To enable students to get a deeper understanding of Dr. Yuan and appreciate his noble personality.Step 3: Movie watching (3m’)A 3-minute short movie about Dr. Yuan will be played in order that the whole class may know him better.Aim: To know Dr. Yuan better in a vivid way.Step 4: An interview (pair work and role-play) (5m’+5m’)Suppose Dr. Yuan will visit our school and he will answer the questions after a speech.Prepare some questions, which may cover his life, agricultural research work, even his hobbies or love story and then show your interview.Aim:1. The interview focuses on teamwork, cooperation and collaboration.2. The purpose is to develop the students’ random thinking skills and practice their oral English.Step 5: Feedback (number game) (4m’)The students will play a number game--- What’s your lucky number? There are nine numbers to choose from and each number represents a different task. The task is mainly about the words, phrases and comprehension of the passage.Aim:To check the teaching effect and consolidate students’ basic knowledge about words and sentences.Step 6: Self assessment and assignment (1m’)Check out how much you have learned in class!Write an article which is entitled Dr. Yuan in my eyes.Aim: 1.To expand the information and to broaden students’ minds.2.To consolidate the knowledge and help improve students’ writing.。

Book4 Unit 2 Working the landStep3.Researching cooperatively& answering questions(合作探究, 解决问题)Learn the usages of the following language points and answer some questions in groups.1.At that time, hunger was a disturbing problem in many parts of the countryside.(P10)当时饥荒是许多农村地区面临的严重问题。

【词语拓展】hunger n./v.饥饿；渴望；使……饥饿hungry adj.饥饿的；渴望的die of hunger 死于饥饿hunger for/after sth.渴望go hungry挨饿【小试身手】根据括号内的汉语提示完成句子。

〔1〕The little boy who ran away from home soon felt ____________ .〔饥饿〕〔2〕It，s terrible to_________ news when the family，s letters don，t arrive.〔渴望〕〔3〕Many people in Africa had to(挨饿) ________and some even _________(死于饥饿)because of the lack of grain.2.Dr.Yuan searched for a way to increase rice harvestswithout expanding the area of fields.(P10)袁博士在不增加土地面积的根底上寻求到达增收的途径。

【词语拓展】search for；in search of；look forsearch for 搜寻〔动词词组〕in search of 搜寻〔介词词组〕search...for 搜查某地/某人寻找某物The dogs were in the forest in search of/looking for/searching for clues of the criminals.=The dogs searched the forest for clues of the criminals.=The dogs were in the forest to look for clues of the criminals.【小试身手】选用上述短语填空。

Unit 2 Working the land一、刷黑板——词汇全听写(先过识记默写关)Ⅰ.阅读词汇(英译汉)[第一屏听写]1．statistic n．数据；统计；统计数字；统计资料2．sunburnt adj. 晒黑的3．super adj. 特级的；超级的4．output n. 产量；输出5．circulate vt.& vi. 循环；流传6．grain n. 谷物；粮食；颗粒7．occupation n. 工作；职业；占领8．personality n. 性格；个性；人格9．chemical adj. 化学的；关于化学的[第二屏听写]10．organic adj. 有机的；器官的；组织的11．fertile adj. 肥沃的；富饶的12．fertilizer n. 肥料；化肥13．bacteria n．(bacterium的复数形式) 细菌14．nutrition n. 营养；滋养；食物15．pest n. 害虫；害兽；害鸟16．mineral n. 矿物；矿石17．skim vt. 浏览；略读18．underline vt. 画底线标出；强调19．industrial adj. 工业的；产业的[第三屏听写]Ⅱ.高频词汇(汉译英)1．struggle vi.& n．斗争；拼搏；努力2．decade n. 十年；十年期3．crop n. 庄稼；农作物；产量4．hunger n. 饥饿；欲望vt.& vi. (使)饥饿5．disturbing adj. 引起烦恼的；令人不安的6．expand vt.& vi. 使变大；伸展7．battle n. 战役；战斗；较量；斗争vt.& vi. 搏斗；奋斗[第四屏听写]8．rid vt. 摆脱；除去9．freedom n. 自由；自主10．therefore adv. 因此；所以；因而11．equip vt.& vi. 配备；装备12．export vt.& vi. 输出；出口13．confuse vt. 使迷惑；使为难14．regret vt. 遗憾；惋惜n. 遗憾；懊悔15．production n. 生产；制造[第五屏听写]16．discovery n．发现；发觉17．focus n. 焦点；中心点vt. 集中；聚焦18．soil n. 土壤19．reduce vt. 减少；减缩20．root n. 根；根源21．summary n. 总结；摘要；概要22．comment n. 评论；议论vi.& vt. 表达意见；作出评论[第六屏听写]23．nationality n．国籍24．thanks_to 幸亏；由于；因为25．rid_...of 使……摆脱或除去26．be_satisfied_with 对……感到满意27．would_rather 宁愿；宁可28．build_up 逐渐增强；建立；开发29．lead_to 导致；造成(后果) 30．focus_on 集中(注意力、精力等)于31．keep_...free_from/of 使……免受(影响、伤害等)；使……不含(有害物)。

Unit Two Working the land课程标准中的内容标准：本单元的中心话题是“农业”，介绍了我国著名的杂交水稻专家袁隆平的贡献、化肥对土地耕种的影响以及开展有机生态耕种等。

教学细目：1、（情感目标）通过阅读，了解农村、农业及农作物耕种的基本知识，了解袁隆平博士的研究成果以及有机耕种的重大意义，提高学生对农民生活现状和农业的认识、让学生学习袁隆平院士的科研精神和他不计较名利、踏踏实实的生活态度，从而帮助学生建立正确的人生观和世界观。

2、（交际）通过听说学习如何劝说他人。

3、（词汇）通过阅读、师生互动掌握本单元的词汇、短语及其用法。

4、（写作）通过阅读和书面训练，学习并掌握如何设计英文海报。

5、（语法）通过书面训练，理解和运用动词-ing形式做主语和宾语。

学习领域与主题内容及要求目标层次人教版必修四UnitTwoWorkingthe land理解掌握运用1.1.1. 话题：Important people, history andmethods of agriculture√1.1.2功能（通过听和说，能在生活中运用下列英语进行交际）：Persuasion说服；劝说I’d rather...I’d prefer... because...If I have a choice I’ll choose...This is good value because...It’s better to...I don’t like...because...What’s the advantage of...?It’s a great pity that...√You need to...The advantages are...You will taste the difference when...√1.1.3 Understanding vocabulary（理解词汇）（通过听、看、阅读，能理解下列词汇含义。