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Unit 24 The science of farmingle－教案

日期：07-01| 味学网| http://www.weixiu6.com |高一英语教案 |人气:890次

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教学目标

知识目标

一、教学目标与要求

　　通过本单元教学，继续学习、巩固有关直接引语和间接引语的内容。学生应能够熟练地把直接引语转换为间接引语。复习有关谈论天气的话题，能熟练的描述各种天气。通过对课文的学习，让学生了解我国历史上农业发展的情况，并能用英语进行简单描述。

二、教学重点与难点

1． 重点词汇

develop; experience; knock out of; point out; turn over; go against; agree to do; now and then

2． 重要句型

1) The soil should also be turned over with a fork so that the weeds would be destroyed. 2) The book, which has 110 000 characters, is about both farming and gardening.

3． 语法：（间接引语）

1) He said that the best seed-heads should be hung up to dry. 2)They asked him if it was a good idea to sow wheat close together. 3) They asked him when he harvested the wheat. 4) He advised/told farmers to do things at the right time of year.

4． 日常交际用语 谈论天气 (Talking about the weather) ：

1) Its a beautiful day today. 2) Its going to be dry and sunny for the next two days. 3) Whats the weather going to be like at the weekend? 4) They say its going to be wet and windy.

能力知识

　　1．掌握本课的重点词汇、词组和句型以及语法。

　　2．运用所学语言，围绕农业这一题材，完成听、说、读、写四方面的训练。

德育、美育知识

　　让学生通过本单元的学习，了解有关农业的一般知识，知道中国是最早研究农业科学的国家，对中国的农业有着巨大贡献，不愧是我国的农业先驱。同时，我们每一位公民都要养成热爱劳动、珍惜粮食的优秀品质。


教学建议

教学分析与建议

分析课文L94-95

　　本单元话题主要是介绍我国农学先驱贾思勰和他的著作《齐民要术》，让学生了解我国农业发展的悠久历史，提高对农业在国民经济中重要地位的认识。分为三段：

Part 1 (Paragraphs 1-2) China was the earliest research center for agriculture.

　　　　( Paragraph 1 ) China was one of the first countries in the world to study the science of farming.

　　　　(Paragraph 2) One of the pioneers of farming was Jia Sixie.

Part 2 (Paragraphs 3—4) Jia Sixie’s research on farming

　　　　(Paragraph 3) Jia Sixie studied ways of keeping seeds.

　　　　(Paragraph 4) Jia Sixie studied how to improve soil conditions.

Part 3 (Paragraphs 5-7) Something about the book QI Min Yao Shu.

　　　　(Paragraph 5) Qi Min Yao Shu is about both farming and gardening.

　　　　(Paragraph 6) The book was considered to be an important summary of the knowledge of farming.

　　　　(Paragraph 7) Five pieces of advice from Qi Min Yao Shu.

2.Lesson 94 Reading的课堂结构及教法：

Step l：高中英语教学大纲指出"高一年级的学生能以每分绅40 - 50个词的速度阅读，并能基本把握中心思想和主要事实o"本课共300多个词，限学生在六分钟内读完。然后指导、培养学生善于发现文章或段落主题句和概括大意的技能。

　　Part 1(1-2)Jia Sixie was one of the pioneers of farming in China，

　　Part 1(2-3)Jia Sixie，s studies in farming

　　Part 1(5-6)Jia Sixie，s famous book　Qi MinYao Shu

Step　2　指导学生通读全文，细读。

　　(1)就课文内容回答Yes--No Questions

　　(2)利用课文,培养学生根据语境或构词知识推测词义和理解句意的能力

　　①Word study 　　　farming-farm+ing

　　government-govern+ment information-inform＋tion

　　②explain the following sentences

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　　a. He pointed out that it was important to remove seeds，-He said it was important to get

　　b. The seeds should be knocked out Of the seed-heads-The seeds should be separated from

Step 3根据课文内容，精心设计综合题,培养学生综合应用知识的能力(略)

Step 4布置练习：Summarize the text

知识点讲解

　　语法----直接引语变成间接引语

　　总结直接引语变成间接引语有四种情况：

　　l．直接引语是陈述句，变成间接引语时，要把陈述句变成由that引导的宾语从句。例如：

　　He said: “Die best seed-heads should be hung up to dry.”

　　→He said that the best seed-heads should be hung up to dry.

　　直接引语是陈述句，变成间接引语时要注意三点：

　　l）时态的一致；

　　2）对人称代词和物主代词的相应调整；

　　3）某些时间和地点状语的相应调整。

　　例如：

　　Alice said, “I’ve just got a letter from my father.”

　　→Alice said that she had just got a letter from her father.

　　Mr Black said, “I arrived yesterday.”

　　→Mr Black said that he had arrived the day before.

　　2．直接引语是一般疑问句，变成间接引语时要把一般疑问句变成由if/ whether（是否）引导的宾语从句，同时将语序改成陈述句语序。例如：

　　He asked her, “Do they agree to sow wheat close together?”

　　→He asked her if they agreed to sow wheat close together.

　　直接引语是一般疑问句，变成间接引语时，除了要用if/whether来引导宾语从句外，前述的三点注意事项同样适用于这种情况。例如：

　　Alice asked Mike, “Have you finished doing your homework?”

　　→Alice asked Mike if/whether he had finished doing his homework.

　　Mrs Turner asked me, “Do you know where Tom works?”

　　→Mrs Turner asked me if/whether I knew where Tom worked.

　　3．直接引语是特殊疑问句，变成间接引语时要把特殊疑问句变成由疑问词（when，where，how等）引导的宾语从句，还要把疑问句的语序改成陈述句的语序。此外，前述的三点注意事项同样适用于这种情况。例如：

　　Tire students asked the farmer, “When do you harvest the wheat?”

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