Unit 2 Working the land
Using language
Teaching aims:
1. The students learn to summarize the reading passage and find out the related information.
2. Use the knowledge they have learnt in “Reading” by making a plan and writing a poster.
3. Learn how to work groups.
Difficult teaching points:
1. Make a plan to show what they are going to grow in the field.
2. Write a poster to advertise their good harvest.
Teaching procedures:
I. Lead in
1. Ask the students some questions, trying to know what they are eating in their daily life.
What did you have for lunch?
Do you like eating …?
Do you think you are eating healthily?
2. Present a popular saying and let them think why such thing happens.
“吃动物怕激素；吃植物怕毒素；喝饮料怕色素；能吃什么，心里没数。”―――人大代表金志国带到两会上的顺口溜。
Why did he say so?
Can you give some examples to show what foods are harmful to our health?
How can we solve the problem?
As people’s living condition improves, more and more people are concerned about what they eat. In fact, more and more become worried about the quality of the food they eat. People now all want to eat green food which does no harm to their health.
As people’s living condition improves, more and more people are concerned about what they eat. In fact, more and more become worried about the quality of the food they eat. People now all want to eat green food which does no harm to their health.
What food is healthier and safer for us?
What we need is natural food-----green food.
Do you know how green food is produced?
II. Reading
1. Skimming:
Today we have a passage which will tell you something about organic farming. Read the passage quickly and find out:
What is organic farming?
2. Scanning:
Find the detailed information about organic farming.
Organic farmers prefer to use natural fertilizers for their plants.
Why are natural fertilizers better?
What problems are caused by using chemical fertilizers?
Do organic farmers have and special ways of farming? If they have, what are they?
And why do they do so?
III. Using language
1. Make a plan:
As we know, farming is something not familiar to us. But farming is very important for all the people. So today I’d like you to do some farming. There is a big piece of free field near your school. The school is planning to grow some crop in the field. First of all, a plan is needed. So make a plan in your group.
What to grow and why?
How to develop the soil?
What special way to grow it?
What special way to take care of your crop?
2. Report the plan
Do you think what you grow is green food?
Do you really think you have made a perfect plan?
If others will help to improve your plan, will you be willing to hear about their opinions?
3. Further discussion.
Present the plan of your group to the neighboring group and exchange your ideas with them, trying to get their advice on your farming to make your plan even more perfect. You have five more sentences to improve your plan.
After five minutes, ask several groups to report their plan and tell the whole class what advice they have got from the neighboring group.
4. You all have a good harvest. But the problem is what you will do with the harvest. Do you want to sell it and make some money? How about writing a poster? I think it can not only let more people know the food you grow, but also can make your work much easier. So if you want to sell your food quickly, write a poster right now, and try to make it as good as possible.
Homework:
1. Finish designing the posters.
2. Sum up what you have learnt in this unit, including useful words, expressions and new grammar item.
教 学 反 思
遂昌中学 季素君
记得上次葛炳芳老师用了一个比喻，把上课的教师和评课的专家比作烧菜的人和吃菜的人，我觉得我这个烧菜的人和其他烧菜的人之间存在差距，其一，本身厨艺还没有达到一定水平，在家里烧烧菜可能还可以，大家也不嫌弃，但是烧个筵席可能力不从心。其二，吃菜的人已经把目光转向其他菜系了，而我却还是在闭门烧自己的菜。讲到上课也一样，现在专家们已经非常关注“课堂有效性”了，而我们可能只知道它是一种时尚理论，却没有真正理解领会它的内涵，通过这次课堂教学评比活动，我就自己的理解，总结了几点“课堂有效性”没能达成的原因。
一、学生参与有效性不强。
任何课堂都是有学生参与的，关键是学生参与后有没有达到本节课的有效目的，不管这堂课是气氛活跃还是寂静无声看似满堂灌，都有有效与无效之说，比如，我在课堂教学评比中上的这堂课，课堂气氛应该说是挺好的，学生也是较积极地参与的，但是回来后我对夏谷鸣老师和葛炳芳老师的评论再进行了回顾，发现这堂课上学生的参与有无效的成分。比如设计海报这个环节，学生很感兴趣，也有好几个学生写的很好。但是很多学生与其说是在写海报不如说是在画海报，用了很少的几个英语单词，本堂课所学语言知识没有用上去。英语课堂应该侧重语言知识的学习和运用，而本堂课所学知识的运用是“课堂有效性”的关键。
二、达成目标不明确。
在整堂课的设计上我犯了个错误，就是，希望自己能够做到面面俱到。我上的是Using language 部分，侧重语言运用，所以就考虑了“听说读写”面面俱到，殊不知这样只能是蜻蜓点水。所以回来后，我就重新设计了我的课，并在部分班级重新上了这堂课，感觉效果比原先要好得多。
三、教材取舍不够大胆
现在的教材是可以重组的，我们不应该成为教材的奴隶，应该根据学生实际（比如学生水平，学生对这一内容的熟悉程度）进行取和舍。 Using language 里面内容很多，有一篇Reading（organic farming），listening，speaking，writing，各个环节确实紧紧相扣，但是一节课里完成是不可能的，所以我在备课时也进行了删减。第一，Listening部分内容不是很新颖，学生可能不感兴趣，所以就删去这部分内容。第二，Speaking 部分课本的设计是对话，说服顾客购买Green food，但是绿色食品实际上是比较深入人心的，大家都会选择买绿色食品，所以我设计时就把talking部分改成了让学生自己种植green food，以小组的形式讨论并制定一个种植计划。第三，Writing 部分设计了写海报，推销自己的农产品。整个设计环节是比较相扣的，缺陷是内容太多，目标达成得太肤浅，应该把重心放在某一两个任务上，并且把它完成得彻底点。
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