課題:

一、 教學目的

1. Learn some important language points.

2. Learn to analysis sentence structure.

3. Master the use of “it is /was ….that/ who/ whom…”

二、教學重點

1.Let students understand the relationship between agricultural production and environment protection through listening.

2. Master the use of “it is /was ….that/ who/ whom…”

3. To improve the Ss’ abilities of describing persons

4. To enlarge the Ss vocabulary.

三、教學難點

1.How to understand the material about agriculture.

2.How to build associations between English and biology or

3.other subjects and try to express freely their own ideas.

四、教學時數： 6 學時，其中實踐性教學 學時。

五、習題

1.Complete the listening practice for Unit17 in the Workbook.

2. 復習本單元，星期一晚上抽查本單元語言知識

六、教學后記：

七、教學步驟:

Part1 .Warming up

I. Look at the graph and try to answer the following questions.

1. Which farm product grew most during the first five years of the 1990s?

Fruit

2. How much did it grow compared with that during the second half of the 1980s?

84%

3. Which grew least?

Grain

4. If three million pigs, sheep and cattle were raised during the years from 1986 to 1990, how many were raised from 1991 to 1995?

4.95 million

II. Discuss the following questions in the text book.

1. How are people’s eating habits changing over the years?

The most significant changes are from a diet mainly based on rice and vegetables to a diet that still includes rice, with a greater variety in vegetables and a considerable quantity of meat.

Why do you think this happens?

(1). People are earning more money, so they want to buy and eat more meat.

(2). People learn more about healthy food, so they want to eat more fruit.

(3). Fruit juices are healthier than soft drinks such as cola, so people want to drink more juices.

(4). Fish is good to health, and it is said that it can make people become clever. And eating fish won’t make people fat.

(5). In order to taste good, people like to fry food. And it needs more oil.

2. How has agricultural produce changed during these years?

China now produces almost 80% more fish and fruit than twenty years ago. The produce of meat over the same period has increased by 60%. Oil and sugar are up about 30% each. Grain and cotton are up 10 and 15% respectively.

What do you think caused these changes?

(1). People want to buy different produces, so farmers need to grow different things.

(2). Farmers can make more money by growing fruits or fish farming than growing grain.

3. What effects do you think the changes in eating habits will have on agriculture or nature?

It may have both good and bad effects on nature.

(1). First, Chinese people are eating more meat. Next, farmers have to raise more pigs, sheep and cattle. So, more grass is needed to feed more sheep and cattle. So, farmers need more grassland. Then, people may cut down trees to take more land on which to grow grass.

(2). They also may destroy nature to get more land to grow grain and grass to feed animals.

(3). If farmers want to grow different crops, they would plant them together. This can be very good for the soil.

(4). Farmers can make full use of land to grow fruits in the places where other crops can’t be planted.

Part2 Listening

1. Explain what they are expected to do.

2. Learn some words and phrases in the listening material.

drought 旱災 dike 堤壩 environmental problems 環境問題 move on遷移 result in = lead to fish pond 魚池 go against 違反

3. Listen to the tape for more than three times.

4. Check the answer.

Part3. Reading

1. Look at the pictures in the text book and describe what they see.

(1).We can see a child and a woman and two chicken. And the woman is sitting in front of the house, feeding the chicken.

The picture below shows a large house in which thousands of chicken fed in small cages.

(2).The second picture shows a pile of animal manure.

The picture below shows a bag of chemical fertilizer.

(3).We can see that a farmer is working on the farmland with two cattle. The cattle pull the plough to work the land.

The picture below shows a tractor. And we can see the farmers are using the tractor to work the land.

(4). The fourth picture shows dry, barren land. The earth is too dry to plant anything.

The picture below shows a greenhouse, where plants grow in a building made of glass or plastic.

2. Compare traditional and modern farming.

(1) small scale & large scale

(2) natural fertiliser & chemical fertiliser

(3) animals & machines

(4) open air & greenhouse

3.What are the advantages and disadvantages of each way?

參見教參Ｐ１６４

4. What other changes have happened on farms in the last 100 years?

Over the past 100 years there have been some changes on farms and in agriculture:

The use of machines, the use of chemical fertilizers, the use of insect killers, the use of food supplements in animal feed, the growth of the farms( bigger farms), doing the work with workers who are not part of the family, growing different crops, etc.

.Reading

Read the text quickly and try to answer following questions.

1. What’s the biggest problem to Chinese farmers?

The shortage of arable land.

2. What does GM mean?

“G” stands for “genetically”

“M” stands for “modified”3. New techniques and innovations in agriculture

chemical fertilizers, pumps for irrigation, special seedbeds, machines (eg tractors), international exchange, greenhouses, GM technique

5. Explain the language points paragraph by paragraph：

1. 強調句的結構通常是：It + be + 強調部分+ that (人物可用who/whom)加句子其他部分，特征：把It is / was ……that….結構去掉，剩下部分能整理成完整的一句話，則為強調句．

Lucy went to China last year.

It was Lucy who/that went to China last year.

It was China that Lucy went to last year.

It was last year that Lucy went to China.

2.as …… as possible 盡可能……

as much / many / early / soon/ cheap … as possible

e.g. Stay here as long as possible.

3. where possible 是 where ( it is) possible 的省略結構

e.g. Go to places where necessary.

Come to see me when possible.

We will go there next week if possible.

4. bring in 引進

e.g. We should bring in new technology.

5. be friendly to 對…..友善／有利

e.g. He is very friendly to me.

It is friendly to our work.

be friendly to 與 be harmful to / be bad for 相對應，與be good for 相一致

6. depend on 取決于，依靠

e.g. Whether you can study English well depends on how hard you study.

7. not only …but also

如果將not only 放在句首，這時not only 所在的分句需要部分倒裝

Not only do we learn Chinese but also we learn English.

由not only… but also 連接的并列主語，謂語動詞的單復數形式按就近一致原則，與貼近它的主語一致．

8.protect … from…保護……免受…

She wears sunglasses to protect her eyes from sun.

9. no matter 不管，無論，常與副詞when, where, how, who, what, which等特殊疑問詞連用，引導讓步狀語從句．可與 whatever, whenever, wherever, however 等替換，但wh-ever還可以引導名詞性從句．

e.g. No matter where (wherever) you are , I will be right here waiting for you.

You can choose whatever you like.

Whoever leaves last must close the door.

10. be known as 被稱為，以……知名，后接身份、職業的名詞。主語與as的賓語構成主表關系。

e.g. He is known as a great scientist.

be known for 以…..而聞名

be known to 為……所知，強調賓語了解或熟知主語

e.g. He is known to everyone as a good doctor. 人人都知道他是個好醫生。

11. in other words 換句話說，用語插入語，常對前面所說的話進行解釋

e.g. The doctor succeeded in her operation, in other words, he gave her a second life.

12. a variety of 多種多樣的，各種各樣的＝various

e.g. She sells a variety of flower.= She sells various flower.

Part4. Grammar

1. 強調句的結構通常是：It + be + 被強調的成分+ that (人物可用who/whom)+其他成分。

E.g. It was I who/ that broke the glass yesterday. (強調主語)

It is me whom / that you should help.(強調賓語)

It was in the classroom that he told me the news. (強調地點狀語)

It is tomorrow that we will go to Shanghai.(強調時間狀語)

It is by bus that Tom often goes to school.（強調方式狀語）

It was in order to catch the first bus that he got up earlier.(強調目的狀語)

It was because he was ill that he didn’t go to school yesterday.(強調原因狀語從句)

只能強調because引導的原因狀語從句，不能引導since, as 引導的原因狀語從句，因這兩個詞表示的語氣較弱。

強調句的反意疑問句須與主句保持一致

e.g. It was at nine last night that I knew the news, wasn’t it?

此句型不能用來強調謂語，表語，定語；強調謂語用do, does, did

It is a student that she is.錯句

that, who, whom之后動詞的人稱和數要與它前面被強調的名詞或代詞一致（即人稱和數要與原句中的一致）。

強調句中的事態只用兩種，一般現在時和一般過去時。原句謂語動詞是一般過去時，過去完成時和過去進行時，用It was……其余的時態用It is….。

特征：把It is / was ……that….結構去掉，剩下部分能整理成完整的一句話，則為強調句。

It is clear that not all boys like football.(IT做形式主語，引導的主語從句)

It is / was not until +被強調部分+that +其他成分

e.g. He didn’t go to bed until ten o’clock.

It was not until ten o’clock that he went to bed.

注意：因為句型It was / is not …已經是否定句了，that 后面的從句要用肯定句，切勿再用否定句。

Not…until…句型與強調句以及倒裝句的轉換

e.g. Li Ming didn’t watch TV until he finished his homework.

It was not until Li Ming finished his homework that he watched TV.

Not until Li Ming finished his homework did he watch TV.

e.g. The bus will not go until all the people get on it.

Not until all the people get on it that the bus will go.

Not until all the people get on it will the bus go.

Step 2. check exercises

Part6. Integrating skills

1. The brief introduction of Jia Sixie

賈思勰是我國南北朝時期杰出的農業科學家．他編的《齊民要術》是一部內容豐富、規模巨大的農業生產技術著作。《齊民要術》分為１０卷，共９２篇，１１萬字。內容包括農作物的栽培，各種經濟林木的生產，以及各種野生植物的利用等等。

2. Listen to the tape

3. Discuss what advice Jia Sixie gave to farmers.

(1). Farmers should do things at the right time of the year.

(2). Farmers should examine the soil carefully.

(3). If the condition of the soil is not good, farmers should improve it.

(4). Before sowing or planting crops, farmers should clean rough ground and remove weeds.

(5). Farmers should let sleep or cattle walk on the land before sowing or planting crops.

(6). Farmers should plough the land, so weeds are destroyed.

(7). When ploughing the land, farmers should plough deep the first time and less deep the second time.

(8). Farmers will get the best results if they change crops in their fields.

(9). If farmers plant rice in a field one year, and wheat in that field the following year, they will harvest good crops.

(10). If farmers plant wheat close together, they will have better results than when they plant wheat leaving space between the plants.

(11). It is good to grow different plants next to each other in the same field.

4. The useful expression in the text.

have a long history; be useful for; discover the wisdom;

live in the sixth century AD; plant wheat close together

spend time on research into; collect information; do experiments;

learn from the experiences of; give advice on; grow green vegetables;

keep cows; give instructions for; make wine; be a practical guide to ;

do things at the right time of the year;

go against nature; clean rough ground, remove weeds

reach the best harvest

plan rice year after year

5. Explain the language points in the text.

(1). go against 違背，不利于

e.g. We should not go against school rules.

(2). raise, keep, support, feed

這四者均有“撫養，養家，贍養”之意

Ａ.raise, keep 撫養人；飼養動物；種植、栽培農作物

e.g. He made a living by keeping / raising pigs.

B. support 養活人口，不用于飼養動物

e.g. You should support your parents.

C. feed喂養、飼養，指具體的喂養動作

e.g. He fed meat to his dog.

(3).year after year 年復一年，主要強調動作的重復性，不發生變化

e.g. We go to Shanghai year after year.

year by year 年年，每年，主要強調動作的漸變過程，要發生變化

e.g. The number of students is increasing year by year.

(4) close ,adj. 相近的、知心的

She is my close friend.

Close, adv. 接近，靠近

They sat down close together.

Close to….靠近…..（地方）

I sat close to the door.

(5). Next to 在…..旁邊，緊挨著；次于，幾乎

e.g. I sat next to him.+

(6). At the right time of the year.

At the correct time of the year

At the wrong time of the year