高中英語必修三Unit 2-【教學參考】

高中英語必修三Unit2高中英語必修三Unit2歡迎下載閱讀本文檔，本文檔來源于網(wǎng)絡，如有侵權(quán)請聯(lián)系刪除，我們將竭誠為你提供優(yōu)質(zhì)文檔歡迎下載閱讀本文檔，本文檔來源于網(wǎng)絡，如有侵權(quán)請聯(lián)系刪除，我們將竭誠為你提供優(yōu)質(zhì)文檔高中英語必修三Unit2歡迎下載閱讀本文檔，本文檔來源于網(wǎng)絡，如有侵權(quán)請聯(lián)系刪除，我們將竭誠為你提供優(yōu)質(zhì)文檔Unit2WorkingthelandＩ．單元教學目標技能目標SkillGoalsTalkaboutagriculture:apioneerinfarming-YuanLongpingTalkaboutorganicfarming&greenfoodHowtowriteabriefsummaryTrytoconsolidatehowtoexpresssuggestions&adviceMastertheusageofthe-ingformasthesubjectandobjectLearnhowtodesignEnglishpostersII．目標語言功 能 句 式建議（Suggestions&advice）Iwouldrather...IfIhaveachoiceI’dchoosebecause...Idon’tlike...because...Youneedto...I’dprefer...because...MayIsuggest...It’sagreatpitythat...LetmesuggestLengJianlibecause...ShouldI/We...?PerhapsweshouldconsiderLengJianlibecause...It’sbetterto...Butwhat/howabout...詞 匯1.四會詞匯Sunburnt,struggle,decade,super,output,crop,hunger,disturbing,expand,Vietman,circulate,satisfied,freedom2.認讀詞匯hybrid,strain,sorghum,peanut,darken,organic,fertilizer,fertile,3.詞組rid...of,besatisfiedwith,leada...life,wouldrather,referto,searchfor,thanksto,would…rather,語法動詞的-ing形式作主語和賓語的用法（The-ingformasthesubject&object）a.Wishingforthings,however,costsnothing.b.Hisotherhobbiesincludeplayingmah-jong,swimmingandreading.Ⅲ.教材分析與教材重組 1．教材分析 本單元的中心話題是“農(nóng)業(yè)”，學生通過討論和閱讀了解有關農(nóng)業(yè)、農(nóng)村和農(nóng)作物種植的內(nèi)容。讓學生了解農(nóng)業(yè)在整個人類生活中的重要性，了解農(nóng)村生活，了解中國農(nóng)民的生活現(xiàn)狀，提高他們對農(nóng)業(yè)的認識，并且?guī)椭麄兏羁痰乩斫廪r(nóng)業(yè)科學家袁隆平的科學研究的價值。同時讓學生了解organicfarming以及它對人們生活的重要性，進一步擴大學生的關于農(nóng)業(yè)方面的詞匯量，并通過寫一則海報提高學生的寫作水平。 1.1WARMING-UP通過提問有關農(nóng)業(yè)、農(nóng)村和農(nóng)作物種植的內(nèi)容，讓學生談談自己對農(nóng)村和農(nóng)業(yè)勞動的認識或經(jīng)驗。教師可通過討論讓學生互相學習，相互交流經(jīng)驗以增加他們的農(nóng)業(yè)知識。 1.2PRE-READING部分有兩組問題。在第一組問題中，討論大米在東亞和東南亞國家人民生活中的重要性；而第二組問題則提出世界部分地區(qū)所面臨的饑餓問題。由此激發(fā)學生對世界的關注，培養(yǎng)學生的同情心。 1.3READING部分介紹中國著名的農(nóng)業(yè)科學家袁隆平的生平和他的雜交水稻。第一段描述了袁博士的外表——他更象一個農(nóng)民而不象一個科學家，農(nóng)村就是他做科研的殿堂。他的科研成果就是超級雜交水稻。第二段描述他的家庭出身，學業(yè)，獻身水稻科研的原因及所取得的成就。第三段告訴我們袁博士過著跟普通人一樣的生活卻干著偉大的事業(yè)。即使在功成名就之后，他也淡泊名利,有著無私奉獻的高尚精神。 1.4COMPREHENDING部分設計了三個練習。第一個是判斷練習，學生根據(jù)課文中理解和收集的信息做出判斷，甚至通過討論才能做出判斷。第二個是詞語理解題。第三個練習提出問題，要求學生在閱讀課文后作出回答,以檢驗他們的理解力和訓練他們的歸納總結(jié)能力。1.5LEARNINGABOUTLANGUAGE部分學習本單元重點詞匯和語法項目。詞語學習部分采用給出詞義而讓學生從課文中找出與之匹配的詞，然后用所找的詞匯完成第二個練習中的短文，以及用課文中意義相近的詞匯替換練習三句中劃線部分。通過這三種練習幫助學生理解并能熟練應用課文中所學的詞匯。語法部分通過從課文中找同義句引出動詞的-ing形式，教師此時可引導學生找出其他的句子，以啟發(fā)學生理解-ing形式的句法功能。練習二通過模仿例句，用-ing形式做主語代替動詞不定式改寫句子。練習三要求學生連接短語造句，讓學生學習-ing形式作賓語的用法，并列舉后面接動詞-ing形式作賓語的動詞。練習四則訓練學生v-ing形式在實際生活中的應用能力。練習五則設計了一個游戲以豐富學生的想象力。 1.6USINGLANGUAGE部分綜合訓練學生的聽說讀寫能力。第一部分讀寫結(jié)合，學生先閱讀文章，文章寫的是OrganicFarmingorgreenfood,讀完后要求學生寫一個摘要。在此教師要首先強調(diào)寫摘要時學生一定要抓住文章的主題并且運用所學的重要詞語。聽力部分通過回答問題來提高學生的理解能力和理解的正確性。Reading,speakingandwriting部分把讀，說和寫有機地結(jié)合在一起。假設你是一個“綠色食品”farmer，通過背景閱讀，你要有充分的理由，利用所提供的句型，以對話的形式說服他人購買你的食品。最后為你的食品設計一個有說服力的廣告。 1.7SUMMINGUP部分要求學生歸納總結(jié)本單元內(nèi)容、詞匯和語法結(jié)構(gòu)三個方面。 1.8LEARNINGTIPS部分對如何提高表達能力提出建議。 2.教材重組 2．1把Warmingup和Pre-reading作為reading的導入內(nèi)容，將這三部分與Comprehending整合成一節(jié)閱讀課。 2.2將LearningaboutLanguageonPage11,USINGSTRUCTURES(P50)設計成一節(jié)詞匯和語法課。 2.3將UsingLanguage中的Reading和READINGTASKinWorkbook(P51)還有USINGWORDSANDEXPRESSIONSonP51設計成一節(jié)泛讀課。 2.4將UsingLanguage中的Listening（P14），LISTENINGTASK（P50）和LISTENING（P48）設計成一節(jié)聽力課。 2.5將SpeakingandWriting（P15）和SPEAKINGANDWRITINGTASK（P53）及TALKING（P48）設計成一節(jié)寫作課。 2.6將SUMMINGUP(P16),USINGWORDSANDEXPRESSIONS(P49),PROJECT和CHECKINGYOURSELF(P47)設計成一節(jié)復習課。3.課型設計與課時分配（經(jīng)過教材分析，本單元可用五課時完成。） 1stperiodReading 2ndperiodWordsandgrammar 3rdperiodReading 4thperiodListening 5thperiodWriting 6thperiodSummaryⅣ.分課時教案TheFirstPeriodReadingTeachinggoals教學目標1.TargetLanguage目標語言a.詞匯和短語Sunburnt,struggle,decade,super,output,crop,hunger,disturbing,expand,Vietman,circulate,satisfied,freedomb.重點句子Thankstohisresearch,theUNhasmoretoolsinthebattletoridtheworldofhunger.2.Abilitygoals能力目標EnableSstolearnmoreaboutagriculture,countrysideandfarming.Bytalkingtheycanexchangetheirexperiencewitheachother.Byreadingtheywillrealizetherolethatagricultureplaysinhumanlife.Infactthisworldfacesaseriousproblem—starvation.SoafterreadingthepassageaboutDrYuanstudentswillknowtheimportanceofhisachievementtoman.OfcoursetheywilllearnfromDrYuansomenoblecharacter.3.Learningabilitygoals學能目標HelpSslearnhowtodescribeDrYuanLongpingincludinghispersonality.Teachingimportantpoints教學重點a.Helptocomprehendthetextandgraspthemainideaofthetext.b.Grasptheusageofsomewordsandexpressions.c.HowtohelpstudentsmakeuptheirmindstomakecontributionstomotherlandinthefuturelikeDrYuan.Teachingdifficultpoints教學難點a.Howtohelpstudentslearnmoreaboutagriculture.b.Helpstudentsreallymastertheusageofwordsandexpressions.Teachingmethods教學方法Talking,questioning-and-answeringactivityandreading.Teachingaids教具準備Ataperecorder,aprojectorandacomputer.Teachingprocedures&&ways教學過程與方式StepⅠGreetingandleadinginT:Hello,everyone.Ss:Hello,teacher.T:Inlastunitwelearntsomegreatwomen.Todaywe’lllearnafamousman.Whowillitbe?Atfirstlet’slookatthetwopicturesonPage9.Whatarethepeopledoing?Ss:Theyareplantingrice.T:Canyoutellmesomethingaboutrice?S:Ricegrowsinthesouth.S:Butinsomeplaceofthenorthwecanalsofindrice.T:Yeah.Youareright.Infactriceisacerealgrainthathasbeengrownforatleast5,000yearsandiseatenby2.4billionpeopleeverydaythroughouttheworld.InAustralia,farmershavehadtostrugglewiththeirharshenvironmenttogrowrice.Ss:Really?StepⅡWarmingupT:Haveyouevergrownanyplants?Ifso,whatdidyoudotogrowthem?Ifnot,whatkindofplantwouldyouliketogrow?Howwillyougrowit?S:Ihaveevergrowncornandpotatoes.Inautumn,myfatherandIploughedthesoildeepforthefirsttime,theninthenextspring,weploughedthesoilforasecondtime,thistimeIputthecornseedsintothetunnelfollowingmyfather.Finallymyfathercoveredthecornseedsbyploughingagain.S:Inevergrowanyplant.I’dliketoplantsunflowers.Theylookbeautiful.Theyalwaysfacethesunwhentheyareyoung.Idigsomeholesinmygarden,putsomesunflowerseedsinthem,waterthemandfinallycoverthemwithsomemoresoil.T:Verywell.Haveyoueverbeentothecountryside?Whatdidyoudothere?S5:Yes,Iwenttheretoseemygrandfather.InthevillageIplayedwithotherboysinthelittlestreamandcaughtlittlefish.Ievenhelpedmygrandfathergetinthecornbycuttingthecornstems,whichmademetired.T:Areyoufromafarmer’sfamily?Whatdoyouknowaboutfarming?S:Yes,myfatherisafarmer.Inmyview,farmingishardwork.Peoplehavetoplantcrops,smoothawayweedsandgetinthecropsattherighttime.Theyhavetogetupearlytoworkinthefieldsoastoprotectthemselvesfromthesunshine.T:That’sright.Inthenorth,thebiggestworrythatfarmershaveisthedrought.Whenitdoesn’train,andtheycan’tirrigatethecrops,thecropswilldieandtheywillhavenothingafterhardworking.StepⅢPre-readingThepurposeofthisstepistoletstudentsknowtheimportanceofrice.Byansweringthetwoquestions,studentscaneasilyunderstandwhywecallDrYuanLongpingapioneerforallpeople,andwhyhedevotesallhislifetothericeresearch.T:Foodisthebasicneedforman.RiceisamainfoodinallEasternAsianandSoutheasternAsiancountries.Itissaidthatthereare2.4billionpeopletoeatriceeverydaythroughouttheworld.Whatdoyouthinkwouldhappeniftomorrowtherewassuddenlynoricetoeat?S:Ithinkifthathappened,peopletherewouldsufferfromstarvation.Theywouldbepanicandthewholecountrywouldgetintotrouble.Maybethesituationthathumanbeingseathumanbeingswillhappen.T:That’stooterrible.Butthiskindofthingoncehappenedinhistory.Well,ifyouhadthechancetodoonethingtohelpendfamineintheworld,whatwouldyoudo?S:Iwouldinventanewkindofplanttoproducemorefood.S:I’llmakeakindoffertilizertogivericeenoughnutritionandletthemgrowquicklyandhavehighproduct.Butfirstwithoutpollutiontoourenvironment.T:Agreatidea!YourideaisjustthesamewithDrYuanLongping.DoyouknowYuanLongping?S:Iheardthatheisanexpertonagriculture.T:Yeah,todaywearegoingtoreadapassageabouthim.Let’sseehowhehelpedtheworldtosolvetheproblem-starvation.PleaseopenyourbookstoPage9.StepⅣFastReadingThereadingmaterialisaboutanagriculturalpioneernamedYuanLongpingwhoworkedhardatanewstrainofrice.Ithasprovedsosuccessfulthathistechnologyspreadintoothercountries.Thepurposeoffastreadingistoletstudentsfindsomeusefulinformation,andgetfamiliarwiththetext.Sointhisstep,teachercandesignsomequestionsforstudents,sothattheycaneasilyfindtheanswersandfinishthereadingtask.T:Pleasescanthepassageandfindouttheanswerstothequestionsonthescreen.ThenI’dliketoaskyoutoanswerthem.Showthequestionsonthescreenandgivestudentsthreeminutestoreadthetextquickly.1.WhydidYuanLongpingwanttoincreasethericeoutputwhenhewasyoung?2.IsDrYuanmoreofascientistormoreofafarmer?Doyouthinkheisabusinessman?3.HowwouldyoudescribeDrYuan’spersonality?Usethreeorfouradjectives.4.Whatdoyouthinkisthemainreasonforhissuccess?5.DrYuanthinksthatapersonwithtoomuchmoneyhasmoreratherthanfewertroubles.Doyouagreeordisagree?Why?6.DrYuandevelopedsuperhybridricetohelpChinesefarmersandhungrypeoplearoundtheworld.Canyouthinkofanyothermajordevelopmentthatwouldmakeagreatdifferencetoworldhunger?StepⅤExplanationShowthefollowingpointsonthescreen.1.strugglevtomakegreateffortse.g.Theyhavestruggledforyearstofreetheircountryfromtheenemy.I’mstrugglingtofinishthehugehelpingyougaveme.2.sunburntadjsun-tannede.g.Hissunburntskinlookshealthy.3.superadj(infml)excellent;splendide.g.You’lllikeher,she’ssuper.Youlooksuperinyournewclothes.Itwassuperofyoutohelp.4.expandv(causesthto)becomegreaterinsize,numberorimportancee.g.Metalsexpandwhentheyareheated.Whynottrytoexpandyourstoryintoanovel?5.circulatev(causesthto)passfromoneperson,place,etctoanothere.g.Peoplewhocirculatefalsenewsaretobeblamed.Yetreportsofthiskindhavebeencirculatedbyournewspapers.Thenewsoftheenemy’sdefeatquicklycirculatedroundthetown.6.equipvsupplysb/sth(withwhatisneeded,foraparticularpurpose)e.g.Nowallfishingboatsareradio-equipped.Theycan’taffordtoequiptheirarmyproperly.Pleaseequipyourselfwithasharppencilandarubberfortheexam.7.exportvsend(goods)toanothercountryforsalee.g.Indiaexportsteaandcottontomanydifferentcountries.Thiscompanyhasalargehomemarketbutdoesn’texport.8.rid...ofmakesb/sthfreefrom(sb/sthunpleasant)e.g.Weallwishthatwewouldridtheworldoffamine.Thefarmerrecentlytriedtoridthehouseofrats.9.besatisfiedwith,becontentwithe.g.Theyoungladyisn’tsatisfiedwiththepeacefullife.Areyousatisfiedwithhisanswers?10.wouldrather,prefertoe.g.I’dratherwalkthantakeabus.I’dratheryouknewthatnow,thanafterwards.StepⅥListeningandPost-readingAtfirst,letstudentslistentothetape,andthenfinishtheexerciseinComprehending,wehaveinvolvedsomequestionsinExercise3,soteachercanchoosesomequestionstodo.ForEx1and2,teachercanleavesometimeforstudentstofinishandthenchecktheanswerswiththewholeclass.StepⅦSummaryandHomeworkT:Todaywetalkedaboutagriculture.AndwealsoreadaboutDrYuanLongping.Wehaveknownmuchaboutthegreatscientist.Ofcoursewehavelearnedsomewordsandexpressionsaboutfarming.Pleasetrytograspthesewordsandexpressionsafterclass.Nowpleaselookatthepoemonthescreen: Farmersweedingatnoon, Sweatdownthefieldsoon.Whoknowsfoodonatray, Duetotheirtoilingday?T:Doyouknowit?Readitandsaywhatdoesitmean?Ss:Ofcourse.It’s憫農(nóng)writtenbyLiShen.T:Right.ThetitleisAHARD-WORKINGFARMER.Thisismygifttoyou.Pleasereadittogether.OK,hopeyoucanrememberitwhenyouarehavingyourdinners.Besides,I’dlikeyoutothink:evenifDrYuan’sdreamscometrue,canthisreallysolvethestarvation?Why?Thisisthehomework.Thinkitover.NexttimeI’llasksomeofyoutogiveyouropinionintheclass.AnotheroneistofinishtheexercisesinLearningaboutLanguage.Exercise1,2and3areaboutusefulwordsandexpressions.Finishthem.Nexttimewe’llchecktheanswers.Ok,classisover.Seeyounexttime.附件:課文復述Retellthetextinabout150words.Notes:1.Usethefirstpersontoretellthestory.2.Trytousetheproperconjunctions.3.Refertothechartwhileretelling.4.Thepossibleversionbelowcanbeusedasamaterialforbothretellinganddictation.Onepossibleversion: I’mYuanLongping.Lookatmysunburntfaceandarmsandmyslim,strongbodyandyouwillthinkI’mmorelikeafarmerthanascientist.InfactIhavestruggledforthepastfivedecadestohelpfarmers.In1974,Ibegantogrowaso-calledsuperhybridrice.Thisspecialstrainofricemakesitpossibletoproduceone-thirdmoreofthecropinthesamefields. Iwasbornintoapoorfarmer’sfamilyin1931.WhenIwasyoung,Isawmanypeoplegohungryoften.SoIhavedevotedmyselftofindingwaystoincreasingriceharvestwithoutexpandingtheareaoffieldssinceIgraduatedfromSouthwestAgricultureCollegein1953.Nowmorethan60%ofthericeproducedinChinaeachyearisfromthishybridstrain.IamcirculatingthisknowledgeinIndia,VietnamThesecondperiodGrammarTheSecondPeriodWordsandGrammarTeachinggoals教學目標1.Targetlanguage目標語言a.詞匯和短語sunburnt,hunger,expand,circulate,struggle,export,output,satisfied,strain,rid...of,leada...life,wouldrather,thankstob.語法The-ingformassubjectandobject.2.Abilitygoals能力目標EnableSstomastertheusageofthewordsandexpressionsaboveandusethe-ingformassubjectandobjectcorrectlyandfreely.3.Learningabilitygoals學能目標HelpSslearnhowtousethesewordsandexpressionsfreelytoexpresstheirideasandusethe-ingformassubjectandobjectastheylike.Theycanalsopractiseactivelyandattentivelysothattheyreachtheirgoals.Teachingimportantpoints教學重點Theusageoftheimportantwordsandthe-ingformusedassubjectandobject.Teachingdifficultpoints教具難點Howtousethewordsandexpressionsandthe-ingformfreely.Teachingmethods教學方法Explaining,discussingandpractising.Teachingaids教具準備Aprojectorandacomputer.Teachingprocedures&ways教學過程與方式Grammar一.動名詞做主語的用法動名詞做主語往往表示經(jīng)常性、習慣性的動作,在口語中也可以表示具體的動作。如：Seeingisbelieving.Helpingherismyduty.Talkingmendsnoholes.空談無濟于事。Workingwithyouisapleasure.和你一起工作是一種樂趣。動名詞做主語和不定式做主語一樣，也可以用it作形式主語。如：It'srathertiringwalkingaroundinacity.不定式做主語往往表示具體的特別是將來的動作。如：It'snousecryingoverspiltmilk.覆水難收。Herealizedthattogoonlikethiswaswrong.二.動名詞作賓語的用法1．有些動詞或短語動詞后常用動名詞作賓語。如admit,appreciate,avoid，can'tstand（不能忍受）,consider，delay,devote…to,dislikeenjoy，escape,excuse,feellike,finish,forgive,getdownto,giveup,imagine.insiston,keep(on),lookforwardto,mention,mind,miss（錯過）,payattentionto,practice,putoff,stickto,suggest等等。Doingmorningexercisesisgoodforyourhealth.做早操對你的健康有好處。Hershoeswantsmending.她的鞋該修理了。注意:當need,want,require,worth后面接doing也可以表示被動。Yourhairwantscutting.你的頭發(fā)該理了。

Thefloorrequireswashing.地板需要沖洗。Ihavefinishedwritingthisbook.我已經(jīng)寫完這本書了。2.在allow,advise,forbid,permit后直接跟動名詞作賓語，如果有名詞或代詞作賓語，則構(gòu)成“allow／advise／forbid／permit＋名詞／代詞＋不定式（賓語補足語）”之形式。如：Wedon'tallowsmokinghere．Wedon'tallowanybodytosmokehere．3.動詞need,require,want意為“需要”時，后跟動名詞的主動式或不定式的被動式作賓語，意義沒有區(qū)別。如：Thewindowneeds／requires／wantscleaning／tobecleaned．4.在begin,continue,love,like,hate,prefer,intend,start后用動名詞和用不定式作賓語均可，意義沒有多大區(qū)別。5.動詞forget,goon,mean,regret,remember,stop,try,beusedto,can'thelp后跟動名詞和跟不定式區(qū)別較大，須注意。forget,regret,remember后跟動名詞，動名詞表示已經(jīng)發(fā)生的動作；后跟不定式表示將要發(fā)生的動作。TheThirdPeriodExtensiveReadingTeachinggoals教學目標1.Targetlanguage目標語言a.重點詞語chemical,bacteria,pest,leadto,discovery,nutrition,keep…freefrom,rootb.重點句型Withthesediscoveries,somefarmerandmanycustomersarebeginningtoturntoorganicfarming.Overthepasthalfcentury,usingchemicalfertilizershasbecomeverycommoninfarming.2.Abilitygoals能力目標EnableSstomasterthemainideaofthetextandknowthewaysoforganizingarticles.3.Learningabilitygoals學能目標HelpSslearnhowtoenlargethewordsandstructuresofthesametopic.Teachingimportantanddifficultpoints教學重難點1.Howtograspthemainideaofthepassage.2.Howtograspthewordsandphrasesandbeabletousethemfreely.Teachingmethods教學方法Showquestions,readfast,findthemainideas,andthenreadcarefullyandfinishallthetasks.Teachingaids教學準備Arecorderandaprojector.Teachingprocedures&ways教學過程與方法StepⅠGreetingandrevisionT:Morning,boysandgirls!DoyoustillrememberthepoemIgaveyoulasttime?Ss:Yeah!T:Who’dliketoreciteittothewholeclass?S1:Me.Listen!心平何勞持戒，行直何用修禪，恩則孝養(yǎng)父母，義則上下相憐。讓則尊卑和睦，忍則眾惡無喧。若能鉆木取火，淤泥定生紅蓮。T：Verygood!Thankyou.Ithinkknowledgeisimportant.Butwisdomismoreimportant.Ifapersononlyknowshowtoinventandcreatsomething,butdoesn’tthinkoverwhetherhisinventionscanbringpeoplethetruehappiness;orheonlydoesthingforhisorhisgroup’sinterest.Moreover,sometimeswhathemadecandoharmtosociety,thenhewillbethemostdangerouspersonintheworld.Thepoemaboveisveryeasytounderstand.Ifyoudothingsasittellsus,youcanturnouttobeawisemanwhowillbringtheworldthehappiness.Well,todaywearegoingtodosomereading.PleaseturntoPage13.We’llreadthismaterialfirst.StepⅡReadingTherearethreetasksinthisstep.First,teachercanaskstudentstoreadthearticlesoneparagraphbyoneparagraph.Askthemsomequestionsaboutthesepassages.Therearethreeparagraphsinthearticle.Ineachpassage,thereareoneortwoquestions.Whenstudentsfinishthesequestions,theywillfindthatthestructureofthetexthasturnedup.T:Wonderful!Homeworkcheckisover.Inthelasttwoperiodswetalkedaboutagriculture.Aspeople’slivingconditionimproves,moreandmorepeopleareconcernedaboutwhattheyeat.Infactmoreandmorepeoplebecomeworriedaboutthequalityofthefoodtheyeat.Becausemoreandmorefarmersusechemicalfertilizerinsteadofnaturalwastefromanimalsandtheyusepoisontokillinsectstoprotecttheirplants.Sopeoplenowallwanttoeatgreenfoodwhichdoesnoharmtotheirhealth.Theyaremoreconcernedaboutorganicfarming.Nowlet’sreadthetextandknowsomethingaboutorganicfarming.Task1:Questionsaboutthetext.Showthequestionsonthescreen:1.Whatistheorganicfarming?2.Whatistheadvantageofusingnaturalfertilizer?3.Whatisthedisadvantageofusingchemicalfertilizers?4.What’sthemainideaofparagraph3?5.Whydofarmersgrowtheircropsinsuchways?T:Boysandgirls,todaywe’llreadthetextoneparagraphbyoneparagraph.Nowpleasereadthefirstparagraphquickly,andfindtheanswertothefirstquestion:whatistheorganicfarming?S1:Organicfarmingreferstocropsgrowingwithnaturalratherthanchemicalfertilizers.T:Good.Nowreadthesecondparagraphquicklyandfindtheanswertothisquestion:whataretheadvantageofusingnaturalfertilizer?S2:Makethesoilricherinmineralsandsomorefertile.T:anythingelse?S3:Reducediseasesincropsandhelpthemgrowstrongandhealthy.Besides,keeptheair,soilandwateraswellasthefoodsupplyfreefromchemical.T:Whatisthedisadvantageofusingchemicalfertilizers?S4:Letmeanswerit.Therearethreedisadvantages.Firstly,leavingchemicalsinthegroundforalongtimeisnotgoodforthesoilorthewatersupply.Secondly,farmersoftengrowthesamecropyearafteryear.Asaresult,thesoilgetsexhausted.Thirdly,chemicalfertilizerskillbothhelpfulandharmfulbacteriaandpests.MainideaofthepassageChemicalfertilizerscancausemanyproblems,soorganicfarmingisbecomingmorepopular.StructureofthetextIusingchemicalfertilizersforalongtimecanhurtthelandandalsopeople’shealthIIProblemcausedbychemicalfertilizers1.Damagethelandbykillingthehelpfulbacteriaandpestsaswellastheharmfulones2.Leadtocancerorotherillness.3.Foodgrownwithchemicalfertilizerslookbeautiful,butinsidethereisusuallymorewaterthanvitaminsandminerals.ⅢOrganicfarmingisbecomingmorepopularwithsomefarmersandmanycustomersafterthesediscoveriescameout.IVOthermethodstokeepthesoilfertile.附件1Isorganicfoodsafe?Yes.Organicfoodisassafetoconsumeasanyotherkindoffood.Justaswithanykindofproduce,consumersshouldwashbeforeconsumingtoensuremaximumcleanliness.Ascitedabove,organicproducecontainssignificantlylowerlevelsofpesticideresiduesthanconventionalproduce.ItisacommonmisconceptionthatorganicfoodcouldbeatgreaterriskofE.colicontaminationbecauseofrawmanureapplicationalthoughconventionalfarmerscommonlyapplytonsofrawmanureaswellwithnoregulationwhatsoever.Organicstandardssetstrictguidelinesonmanureuseinorganicfarming:Eitheritmustbefirstcomposted,oritmustbeappliedatleast90daysbeforeharvest,whichallowsampletimeformicrobialbreakdownofanypathogens. Whydoesorganiccostmore? Thecostoforganicfoodishigherthanthatofconventionalfoodbecausetheorganicpricetagmorecloselyreflectsthetruecostofgrowingthefood:substitutinglaborandintensivemanagementforchemicals,thehealthandenvironmentalcostsofwhicharebornebysociety.Thesecostsincludecleanupofpollutedwaterandremediationofpesticidecontamination.Pricesfororganicfoodsincludecostsofgrowing,harvesting,transportationandstorage.Inthecaseofprocessedfoods,processingandpackagingcostsarealsoincluded.Organicallyproducedfoodsmustmeetstricterregulationsgoverningallthesestepsthanconventionalfoods.Theintensivemanagementandlaborusedinorganicproductionarefrequently(thoughnotalways)moreexpensivethanthechemicalsroutinelyusedonconventionalfarms.Thereismountingevidencethatifalltheindirectcostsofconventionalfoodproductionwerefactoredintothepriceoffood,organicfoodswouldcostthesame,or,morelikely,becheaperthanconventionalfood.附件2INTERNATIONALCOALITIONPROPOSESWORLDHUNGERREFORMS FromIVUNews2001 Rome,Italy,May28[2002]-Aninternationalcoalitionpromotingplant-basedsolutionstoworldhungerproposedsweepingreformstodelegatestotheFoodandAgricultureOrganizationmeetingonworldfoodsecurityinRome.Thepurposeofthemeetingwastorepairaflawedprocessthatwassupposedtoreducethenumberofchronicallyhungrypeopleintheworldbyhalfbytheyear2015. Thecoalition’spositionpapermakesseveralcreativepointstocleartheimpasse: Akeyrootcauseofworldhunger,asidefromnaturaldisasters,pests,andwars,hasbeentheinsistencefirstbycolonialpowersandnowbycorporateinterestsonproductionofcashcropsforexport,inplaceofsufficientnutritious,safe,andaccessiblefoodforthelocalpopulation. Internationaltradecannotsolveworldhungerbecauseitshiftslimitedagriculturalresourcestoproductionofcashcropsforexport,andpeoplewhodon’thaveaccesstofoodandotherbasicnecessitiesoflifehavenothingtotrade. Westemmeatindustries,facingpublicawarenessofthehealthimpactsandstrictenvironmentalregulationsathome,seektoexploitthenaturalresources,cheaplabor,andpotentialmarketsoflow-incomefood-deficientnations(LIFDNs). Thedefinitionoffoodsecurityasthesustainableavailabilityofsufficientamountsofnutritious,safe,andaccessiblefoodstuffsleadsinevitablytothechoiceofplant-basedsolutionsandtheavoidanceofanimal-basedsolutions. Affluentnationsshouldactupontheirmoralobligationtoprovidetheresourcesnecessarytotransportanddistributewesternfoodsurplusestotheworld’shungrypeopleandtohelpsetupsustainableproductionofsufficientnutritious,safe,andaccessiblelocallygrownplant-basedfoods.Theyshouldreducetheirowndependenceonanimal-baseddietstoreleasefoodstuffsforthehungry. LIFDNsshouldscrutinizecarefullyalloffersofresourcestomakesurethatthesetrulymeettheirneeds,ratherthanthoseofwesterncorporateinterests.Theyshouldinsistonbuildingupsustainableproductionofsufficientnutritious,safe,andaccessiblelocallygrownplant-basedfoods. Inadditiontodistributingthepositionpapertothedelegates,coalitionactivistsalsohandedoutleafletsattheFAORomeheadquarters.AdditionalactionsareplannedinconnectionwiththeWorldFoodSummittobeheldinRomeinNovember. MembersofthecoalitionincludeFARM,aU.S.non-profitorganizationwhichhaspromotedsustainable,humanefarmingpracticessince1976,andtwoItaliangroups,SocietaVegetariana(Milan)andProgettoVivereVegan(Florence).附件3Hunger:VegetarianSolutionsNow-VegfamByFrevaDinshaVegfamisacharitableorganizationwiththemissiontofeedthehungrywithoutexploitinanimals.Itwasfoundedin1963inEnglandbyChrisandJanetAldous.LaterRuthandFriedensternHowardbecameTrustees..FriedenandotherscontinueitsworktodayoutoftheofficeinDevon,England.(VEGFAM,TheSanctuary,NrLydford,Okehampton,DevonEX204AL,England)Forover30years,Vegfamhasbeenworkingwithandinfluencingmajorcharitiesaroundtheworld,byco-financingprojectsthatdonotexploitanimals.Vegfamworksthroughindigenouson-theShort-termaidforfaminevictimsincludespurchasinggrains,legumes,fruits,nuts,andvegetables,andprovidingwatersupplies.Long-termaidincludesprovidingseedsforplanting,irrigationprojects,diggingwaterwells,providingfruitandnuttrees,provid