新课标人教版英语必修四第四单元第二课时

人教新标英语必修4全册教案(Unit 2ring the land)Unit2ringthelandTeahingais:1TargetLanguageardsandph rasessunburn,struggle,super,expand,irulate,equip,ex prt,ridf,besatisfiedith,leadalife,searhfr,uldrather,tha nst,iththehpef,ratherthanbIprtantsentenesThisspeial strainfrieaesitpssibletprduene-thirdreftherpinthesa efieldsP10Heareslittleabutspendingthenenhiselfrlead ingafrtablelifeP102AbilitgalsEnableSstlearnreabutag riulture,untrsideandfaringBtalingtheanexhangetheire xperieneitheahtherBreadingtheillrealizetherlethatag riultureplasinhuanlifeInfatthisrldfaesaseriusprble—starvatinSafterreadingthepassageabutDruanstudentsil lntheiprtanefhisahieveenttanfursetheilllearnfrDruan senbleharater3LearningabilitgalsHelpSslearnhtdesrib eDruanLngpinginludinghispersnalitTeahingiprtantpint saHelptprehendthetextandgrasptheainideafthetextbGrasptheusagefserdsandexpressinsHthelpstudentsaeupthei rindstaentributinsttherlandinthefuturelieDruanTeahi ngdiffiultpintsaHthelpstudentslearnreabutagriulture bHelpstudentsreallastertheusagefrdsandexpressinsTea hingethdsTaling,questining-and-anseringativitandrea dingTeahingaidsAtapererder,apretrandaputerTeahingpr edures≈≈asThefirstperidReadingStep1GreetingandRevisin1Greetthestudentsasnral2RevisethearingupiththefllingquestinHduthintgrurainfd--rie?-----1)First,thefarersplthefieldThehavetaeth esillseenughtplantrps2)Send,grseungplants3)Third,th einserttheungplantsintthelsefield4)Atlast,theillget theharvestStep2Pre-reading1Asthefllingquestins1)hat’stheainfdinanadaandUSA:-----ptatesandbread2)hatisth eainfdinSuthAeria:-----rn/aize3)hatistheainfdinSuth eastAsianuntries:-----rie2Shthestudentssepituresandasthequestinhatis happeningtthesepepleinEastAsianandSutheastAsianuntr ies?Thenshrenesliethat:InternatinalFatsnHungerandPvert1)Ever8sends,ahildsehereintherlddiesfrstarvatin2 )rethan800illinpepleintherldsufferfralnutritin---79 9illinfthearefrthedevelpingrldrethan13illinftheareu ndertheagefAtlastasthestudentstdisuss:Ifuhadthehane tdsethingthelpendhungerintherld,hatuldud?Enuragethe studentsttelltheirpinins,Thengiveanlusin:Thenlatslv ethefdshrtageprbleistinreasetheutputfthegrainrpperl andareathrughtheadvaneentfsieneandtehnlg3leadthestudentstpaattentintthepeple---uanLngpingAs: hatdunabuthi?--------FatherfHbridRieThenleadtthetpi fthereadingpassageAPineerFrAllPepleStep3ListeningLi stentthetape,trtfindutseinfratinftheherNae_________ ___Age____________b_____________Eduatin_________Ahieveent_______Hbbies __________Step4FastreadingReadthepassagequilandanse rthetrue-r-falsequestins•Druanisreafarerthanasientist•2Druan’sindfrieisthestsuitablefrhina’sfarland•3Druanuldratherrthanrelax•4Druanhasdreashenheisasleepandalshenheisaae•DruanensasiplelifethanstrihandfauspepleSteparefulre adingReadeahparagraphandanserthefllingquestins:Para 1:1hatdseDruanllie?h?2hatishisahieveent?Para2:hdidD ruananttinreasetherieutputhenheasung?2Hdeshehelprid therldfhunger?Para341hatindflifeisDruanleading?2hat isDruan’sdrea?Step6Siing:finduttheainideafeahparagraphParag raphainIdea1Hisappearaneandahieveents2Hisbirth,eduatinandresearh3H ispersnalit4HisdreaStep7Her1LearnthepeThePeasants’LtLiShenFarerseedingatnn,Seatdnthefieldsnhnsfdnatra,D uettheirtilingda?2FinishtheexerisesinLearningabutLa nguage3Retellthetextinabut10rdsNtes:aUsethefirstpersntretellthestrbTrtusetheprpernuntin sThesendperidLearningabutLanguageAisThelpstudentsle arnabutThe–ingfrastheSubet≈betThelpstudentsdisverandlearntu seseusefulrdsandexpressinsThelpstudentsdisverandlea rntuseseusefulstruturesPreduresIaringuparingupreadi ngaludthetextAPINEERFRALLPEPLELanguageislearnedinnt extSlet’sfirstreviethetextlearnedesterdabreadingitaludTrtfr euturEnglishsllandlearlIIDisveringusefulrdsandexpre ssinsInpairsdtheexerises1,2and3npages11and12uustfin ishtheininutesIIILearningabutgraar1ReadandidentifReadthetextabutuanLngpingagain,painga ttentintthesenteneshihusethe–ingfrasthesubetandbetInthesentene“ishingfrthings,hever,stnthing“the–ingisusedassubetItanbealsusedasbetfthesenteneFrexap le:uanLngpingliesplainghisvilin2nslidatingbdexerisesTnslidateurunderstandinguillbeg iven10inutestgverexerises1,2,3,4andnpages12and13uaustritenurtextbIeanthestudent’sbuareringbIIIReadusedaterialsfrThe–ingfrastheSubet≈bet)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。

新课标人教版高一英语必修四 Unit 4 教案教学目标1.了解 Unit 4 主题是“小说和电影”，并学会掌握相关词汇和知识；2.学习阅读文学作品的技巧和方法；3.提高听力和口语能力，能够听懂和表述有关电影和小说的内容；4.培养学生的批判性思维能力。

教学内容本单元的教学内容主要包括以下四部分：1.Introduction & Reading: Introducing Literature and Films2.Listening & Speaking: Films and Novels3.Speaking & Writing: Discussing Favourite Filmsnguage study: Modal Verbs教学过程Introduction & Reading1.学生们在老师的带领下，讨论并了解本单元的主题和学习目标；2.学生们分组阅读一篇有关文学和电影的文章，并在小组内讨论文章的主要观点和结论；3.整个班级讨论文章的内容，并展示各个小组的不同观点。

Listening & Speaking1.给学生播放一段电影片段，并让他们在听完后就内容进行讨论和总结；2.给学生发放一份包括电影和小说内容的练习，并让学生用口语和同桌一起完成练习。

Speaking & Writing:1.学生被分成小组，每组产生一个代表，代表需要先介绍自己喜欢的电影，并谈论电影中的某些特点和值得推荐的原因；2.所有代表回到教室，并通过细节和观点进行辩论；3.接下来，学生们需要写一篇有关一部电影、小说或者文化作品的作文，并将这篇作文与同桌进行分享和讨论。

Language study本单元的语言学习环节将主要集中在Modal Verbs语法和习惯用法上。

学生需要通过阅读和翻译文本，以及完成会话练习和语言表达作业来掌握这一难点。

教学评估1.通过小组讨论和全班讨论来听取学生的观点和意见；2.通过听力和口语练习来检查学生的听力和口语能力；3.通过作文和语法作业来检测学生对知识点的掌握情况。

Unit 4 Body LanguageThe first period readingStep I. Warming up Warming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body Language.Warming up by defining—What is body language?Step II. Pre-reading1Joking and sayingLook at the man in the picture below. What does he say to you by his body language? Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.2Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthStep III. Reading11eading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2Read the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?3Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.Step IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27. Closing down by checkingCheck some of the following basic non-verbal cues and you'll recognize that you already speakand translate much of the language. “I’m surprised!” I’m shocked!” “I’m sad!”The second period Learning about Language(The ~ing form as the Attribute & Adverbial)Step I. Warming up Warming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers.Step II. Learning about grammar1 Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial.(They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语；This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)2 Doing exercises No. 1 and 2 on page 29 Turn to page 29. Do exercises No. 1 and 2。

人教新课标英语必修4全册教案(Unit 2 Working the land) Unit 2 ring the landTeahing ais:1 Target Languageards and phrasessunburn, struggle, super, expand, irulate, equip, exprt, rid f, be satisfied ith, lead a life, searh fr, uld rather, thans t, ith the hpe f, rather thanb Iprtant sentenesThis speial strain f rie aes it pssible t prdue ne-third re f the rp in the sae fields P10He ares little abut spending the ne n hiself r leading a frtable life P102 Abilit galsEnable Ss t learn re abut agriulture, untrside and faring B taling the anexhange their experiene ith eah ther B reading the ill realize the rle that agriulture plas in huan life In fat this rld faes a serius prble—starvatin S after reading the passage abut Dr uan students ill n the iprtane f his ahieveent t an f urse the ill learn fr Dr uan se nble harater3 Learning abilit galsHelp Ss learn h t desribe Dr uan Lngping inluding his persnalitTeahing iprtant pintsa Help t prehend the text and grasp the ain idea f the textb Grasp the usage f se rds and expressinsH t help students ae up their inds t ae ntributins t therland in the future lie Dr uanTeahing diffiult pintsa H t help students learn re abut agriultureb Help students reall aster the usage f rds and expressins Teahing ethdsTaling, questining-and-ansering ativit and reading Teahing aidsA tape rerder, a pretr and a puterTeahing predures ≈≈ asThe first perid ReadingStep 1Greeting and Revisin1 Greet the students as nral2 Revise the aring up ith the flling questinH d u thin t gr ur ain fd--rie?-----1)First, the farers pl the field The have t ae the sil lse enugh t plant rps2)Send,gr se ung plants3)Third, the insert the ung plants int the lse field4)At last ,the ill get the harvestStep 2 Pre-reading1 As the flling questins1)hat’s the ain fd in anada and USA:----- ptates and bread2)hat is the ain fd in Suth Aeria:----- rn/aize3 )hat is the ain fd in Sutheast Asian untries:----- rie2 Sh the students se pitures and as the questinhat is happening t these peple in East Asian and Sutheast Asian untries?Then sh re nes lie that:Internatinal Fats n Hunger and Pvert (2002)1)Ever 8 sends, a hild sehere in the rld dies fr starvatin2)re than 800 illin peple in the rld suffer fr alnutritin (营养不良)---799 illin f the are fr the develping rld re than 13 illin f the are under the age fAt last as the students t disuss:If u had the hane t d sething t help end hunger in the rld, hat uld u d?Enurage the students t tell their pinins, Then give a nlusin:The nl a t slve the fd shrtage prble is t inrease the utput f the grain rp per land area thrugh the advaneent f siene and tehnlg3 lead the students t pa attentin t the peple---uan LngpingAs : hat d u n abut hi?--------Father f Hbrid RieThen lead t the tpi f the reading passage A Pineer Fr All PepleStep 3 ListeningListen t the tape, tr t find ut se infratin f the herNae ____________Age ____________b _____________Eduatin _________Ahieveent _______Hbbies __________Step 4 Fast readingRead the passage quil and anser the true-r- false questins• 1Dr uan is re a farer than a sientist• 2 Dr uan’s ind f rie is the st suitable fr hina’s farland • 3Dr uan uld rather r than relax• 4 Dr uan has dreas hen he is asleep and als hen he is aae • Dr uan ens a siple life than st rih and faus pepleStep areful readingRead eah paragraph and anser the flling questins: Para 1:1hat dse Dr uan l lie? h?2hat is his ahieveent?Para 2:h did Dr uan ant t inrease the rie utput hen he as ung? 2H des he help rid the rld f hunger?Para 341 hat ind f life is Dr uan leading?2hat is Dr uan’s drea?Step 6 Siing:find ut the ain idea f eah paragraphParagraphain Idea1His appearane and ahieveents2His birth, eduatin and researh 3His persnalit4His dreaStep 7 Her1Learn the peThe Peasants’LtLi Shen (772-846)Farers eeding at nn,Seat dn the field snh ns fd n a tra,Due t their tiling da?2 Finish the exerises in Learning abut Language3 Retell the text in abut 10 rdsNtes:a Use the first persn t retell the strb Tr t use the prper nuntinsThe send perid Learning abut Language(The –ing fr as the Subet ≈ bet)AisT help students learn abut The –ing fr as the Subet ≈ betT help students disver and learn t use se useful rds and expressins T help students disver and learn t use se useful strutures PreduresI aring uparing up reading alud the text A PINEER FR ALL PEPLELanguage is learned in ntext S let’s first revie the text learned esterda b reading it alud Tr t fre ut ur English sll and learlII Disvering useful rds and expressinsIn pairs d the exerises 1, 2 and 3 n pages 11 and 12 u ust finish the in inutesIII Learning abut graar1 Read and identifRead the text abut uan Lngping again, paing attentin t the sentenes hih use the –ing fr as the subet and betIn the sentene “ishing fr things, hever, st nthing “the –ing is used as subetIt an be als used as bet f the sentene Fr exaple: uan Lngping lies plaing his vilin2 nslidating b d exerisesT nslidate ur understanding u ill be given 10 inutes t g ver exerises 1,2,3,4 and n pages 12 and 13 u a ust rite n ur text b I ean the student’s b u are ring bIII Read used aterials fr The –ing fr as the Subet ≈ bet)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。

Unit 4 Body language本单元以Body Language——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。

本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。

这节课主要侧重在阅读部分的学习，这种对课文的理解，本节课十本单元的第一节课。

本课的READING材料处于教材的第三部分，是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。

学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解Communication: No problem?（交际，毫无问题可言吗？）这一主题。

课后COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。

在READING前面有WARMING UP和PRE-READING 两部分。

W ARMING UP以列表对比（填充及增补）的形式，并通过W ARMING UP的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。

Unit 4 Body LanguageThe first period readingStep I. Warming up Warming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body Language.Warming up by defining—What is body language?Step II. Pre-reading1Joking and sayingLook at the man in the picture below. What does he say to you by his body language? Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.2Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthStep III. Reading11eading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2Read the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?3Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.Step IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27. Closing down by checkingCheck some of the following basic non-verbal cues and you'll recognize that you already speakand translate much of the language. “I’m surprised!” I’m shocked!” “I’m sad!”The second period Learning about Language(The ~ing form as the Attribute & Adverbial)Step I. Warming up Warming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers.Step II. Learning about grammar1 Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial.(They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语；This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)2 Doing exercises No. 1 and 2 on page 29 Turn to page 29. Do exercises No. 1 and 2。

Period 2文本研读课学习目标1.Students are able to have a good understanding of the text.2.Students can know the following words:represent,curious,approach,misunderstand,likely,in general,avoid.3.Students can know the function of the -ing form.课堂探究➡Step 1SkimmingGo through the first three paragraphs quickly and silently and find out the main idea.Question:What is the main idea of the first three paragraphs?➡Step 2Careful readingRead the first three paragraphs again and try to find the detailed information.Task 1:Choose the best answer.1.What did the writer go to the Capital International Airport for yesterday?A.To see off his friend.B.To buy a flight ticket.C.To meet international students.D.To meet some visitors coming from several countries.2.Where is Tony Garcia from?A.Britain.B.Japan.C.Colombia.D.Canada.3.From Paragraph 2 we know that Japanese prefer to when they are introduced to others.A.bowB.shake handsC.kiss each otherD.touch others’ shoulders4.According to the text,men from the Middle East often .A.nod heads and wave hands to girlsB.touch others’ heads when they first meetC.kiss each other twice on each cheek when they are introduced to othersD.stand quite close to other men when they talk but will not touch women5.How does Mr Garcia greet Ms Smith?A.He shakes hands with her.B.He touches her shoulder and kisses her.C.He smiles at her.D.He bows to her.Task 2:Read the last two paragraphs and choose the best answer for the following questions.1.How do people use unspoken language?A.By the movements of their bodies.B.By eye contact.C.By keeping physical distance,actions or posture.D.By moving their hands.2.People from seldom touch strangers,while people from are more likely to touch.A.England;Spain,Italy and South American countriesB.France;Spain,America and EnglandC.Spain;Italy,England and South American countriesD.Spain;Italy,England and America3.We can infer from the text that.A.we can communicate successfully with others using body languageB.people from different countries will not misunderstand each other using body languageC.we sho uld try to learn more about other countries’ customsD.all around the world,people express the same ideas using the same body language4.How many international students are mentioned in the passage?A.8B.7C.6D.5➡Step 3Enjoy some beautiful sentences.1.Yesterday,another student and I,representing our university’s student association,went to the airport to meet this year’s international students.2.In the same way that people communicate with spoken language,they also express their feelings using unspoken language through physical distance,actions or posture.3.When Darlene Coulon from France came dashing through the door,she recognized Tony Garcia’s smiling face.➡Step 4Do some exercises.1.more attention,the trees could have grown better.A.GivenB.To giveC.GivingD.Having given2.She reached the top of the hill and stopped on a big rock by the side of the path.A.to have restedB.restingC.to restD.rest3.The secretary worked late into the night, a long speech for the president.A.to prepareB.preparingC.preparedD.was preparing4.The computer center,last year,is very popular among the students in this school.A.having openedB.openC.openingD.opened5.The visiting Minister expressed his satisfaction with the talks that he enjoyed his stay here.A.having addedB.to addC.addingD.added6.The first textbooks for teaching English as a foreign language came out in the 16th century.A.having writtenB.to be writtenC.being writtenD.written7. a post office,I stopped some stamps.A.Passed;buyingB.Passing;to buyC.Having passed;buyD.Pass;to buy8.Here are some new computer programs for home buildings.A.designingB.designC.designedD.to design➡Step 5SummaryFill in the blank with proper words.Not all cultures 1.each other in the same way.Each country may have its own way to 2.feelings.In Britain,people may keep a 3.distance.In Japan,people may 4. to each other when they meet.In France,people 5.hands and kiss each other twice on each 6..And in South American countries,they may stand 7.and touch each other.But in Middle East Muslim countries,they shake hands only with men,not with women.In China today,people may shake hands with each other,sometimes they greet each other only with a 8..➡Step 6Homework1.Retell the passage in your own words.2.Do some research on body language by surfing the Internet or reading books and make a report.课后提升1.Find out different ways for people to greet.2.Translate the following sentences.(1)各种文化背景下的人互致问候的方式不尽相同,身体接触和相互间距的程度也并不一样。

人教新课标英语必修4全册教案(Unit 2 Working the land)Unit2workingthelandTeachingaims:1.TargetLanguagea.w ordsandphrasessunburn,struggle,super,expand,circula te,equip,export,rid...of,besatisfiedwith,leada...life,searchfor,wou ldrather,thanksto,withthehopeof,ratherthanb.Importa ntsentencesThisspecialstrainofricemakesitpossibleto produceone-thirdmoreofthecropinthesamefields.P10Hec areslittleaboutspendingthemoneyonhimselforleadingac omfortablelife.P102.AbilitygoalsEnableSstolearnmore aboutagriculture,countrysideandfarming.Bytalkingthe ycanexchangetheirexperiencewitheachother.Byreadingt heywillrealizetherolethatagricultureplaysinhumanlif e.Infactthisworldfacesaseriousproblem—starvation.SoafterreadingthepassageaboutDryuanstude ntswillknowtheimportanceofhisachievementtoman.ofcou rsetheywilllearnfromDryuansomenoblecharacter.3.Lear ningabilitygoalsHelpSslearnhowtodescribeDryuanLongpingincludinghispersonality.Teachingimportantpointsa .Helptocomprehendthetextandgraspthemainideaofthetex t.b.Grasptheusageofsomewordsandexpressions.c.Howtoh elpstudentsmakeuptheirmindstomakecontributionstomot herlandinthefuturelikeDryuan.Teachingdifficultpoint sa.Howtohelpstudentslearnmoreaboutagriculture.b.Hel pstudentsreallymastertheusageofwordsandexpressions. TeachingmethodsTalking,questioning-and-answeringact ivityandreading.TeachingaidsAtaperecorder,aprojecto randacomputer.Teachingprocedures&&waysThefi rstperiodReadingStep1.GreetingandRevision1.Greetthestudentsasnormal.2.RevisethewarmingupwiththefollowingquestionHowdoyout hinktogrowourmainfood--rice?-----1)First,thefarmers plowthefield.Theyhavetomakethesoillooseenoughtoplan tcrops.2)Second,growsomeyoungplants3)Third,theyinse rttheyoungplantsintotheloosefield.4)Atlast,theywill gettheharvestStep2Pre-reading1Askthefollowingquesti ons1).what’sthemainfoodincanadaandUSA:-----potatoesandbread2).whatisthemainfoodinSouthAmerica:-----corn/maize3)wh atisthemainfoodinSoutheastAsiancountries:-----rice2Showthestudentssomepicturesandaskthequest ionwhatishappeningtothesepeopleinEastAsianandSouthe astAsiancountries?Thenshowmorenewslikethat:Internat ionalFactsonHungerandPoverty1)Every8seconds,achilds omewhereintheworlddiesfromstarvation.2)morethan800m illionpeopleintheworldsufferfrommalnutrition---799m illionofthemarefromthedevelopingworld.morethan153mi llionofthemareundertheageof5.Atlastaskthestudentsto discuss:Ifyouhadthechancetodosomethingtohelpendhung erintheworld,whatwouldyoudo?Encouragethestudentstot elltheiropinions,Thengiveaconclusion:Theonlywaytoso lvethefoodshortageproblemistoincreasetheoutputofthe graincropperlandareathroughtheadvancementofsciencea ndtechnology.3.leadthestudentstopayattentiontothepeople---yuanLong pingAsk:whatdoyouknowabouthim?--------FatherofHybri dRiceThenleadtothetopicofthereadingpassage.APioneer ForAllPeopleStep3ListeningListentothetape,trytofind____________Age ____________job_____________Education_________Achievement_______Ho bbies__________Step4FastreadingReadthepassagequickl yandanswerthetrue-or-falsequestions•.Dryuanismoreafarmerthanascientist.•2.Dryuan’skindofriceisthemostsuitableforchina’sfarmland.•3.Dryuanwouldratherworkthanrelax.•4.Dryuanhasdreamswhenheisasleepandalsowhenheisawake .•5.Dryuanenjoysasimplelifethanmostrichandfamouspeople.Step5carefulreadingReadeachparagraphandanswerthef ollowingquestions:Para1:1.whatdoseDr.yuanlooklike?w hy?2.whatishisachievement?Para2:whydidDr.yuanwantto increasethericeoutputwhenhewasyoung?2.Howdoeshehelp ridtheworldofhunger?Para3.41.whatkindoflifeisDr.yua nleading?2.whatisDryuan’sdream?Step6Skimming:findoutthemainideaofeachparagraph.ParagraphmainIdea1Hisappearanceandachievements2Hisbirth,educationandrese arch3Hispersonality4HisdreamStep7Homework1.Learnthe poemThePeasants’LotLiShenFarmersweedingatnoon,Sweatdownthefieldsoon.wh oknowsfoodonatray,Duetotheirtoilingday?2.Finishthee xercisesinLearningaboutLanguage.3.Retellthetextinab out150words.Notes:ethefirstpersontoretellthestory.b.Trytousethepr operconjunctions.ThesecondperiodLearningaboutLangua geAimsTohelpstudentslearnaboutThe–ingformastheSubject&object.Tohelpstudentsdiscov erandlearntousesomeusefulwordsandexpressions.Tohelp studentsdiscoverandlearntousesomeusefulstructures.P roceduresI.warmingupwarmingupreadingaloudthetextAPI oNEERFoRALLPEoPLELanguageislearnedincontext.Solet’sfirstreviewthetextlearnedyesterdaybyreadingitaloud .TrytoforceoutyourEnglishslowlyandclearly.II.DiscoveringusefulwordsandexpressionsInpairsdotheexercises 1,2and3onpages11and12.youmustfinishthemin5minutes.I II.Learningaboutgrammar1.ReadandidentifyReadthetextaboutyuanLongpingagain,pa yingattentiontothesentenceswhichusethe–ingformasthesubjectandobject.Inthesentence “wishingforthings,however,costnothing.“the–ingisusedassubject.Itcanbealsousedasobjectofthesent ence.Forexample:yuanLongpinglikesplayinghisviolin.2.consolidatingbydoexercisesToconsolidateyourundersta ndingyouwillbegiven10minutestogooverexercises1,2,3,4and5onpages12and13.youmayjustwriteonyourtextbook.I meanthestudent’sbookyouareworkingby.III.ReadyusedmaterialsforThe–ingformastheSubject&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。