【正文】 維和表達的能力?！罱滩姆治鲞@節(jié)課是本單元的第五課時，學生在extensive reading部分已了解了“Chemical or Organic Farming?”的有關(guān)情況，為本節(jié)課的聽說讀寫訓練作了鋪墊。本節(jié)課的目的是讓學生通過聽、讀活動，從語言材料中獲取相關(guān)的信息，并通過對信息的加工和處理，提高他們的說、寫能力。高一(2)班的學生整體水平還可以，上課基本能配合老師完成各項教學任務，學習氛圍較濃，但也有一小部分學生基礎(chǔ)偏差。因此在教學中我根據(jù)兩個不同的班級情況準備采用分層授課和分層布置作業(yè)使每一位學生得到提高。以一根主線下來，從聽力中chemical farming的缺點到說、讀、寫部分的green food的優(yōu)點，從語言的輸入到語言的輸出。然后從閱讀材料中獲知 “green food”的生長環(huán)境和好處。最后，在寫作中，提供sample和三個情景，叫學生設(shè)計海報，提高學生的寫作能力?！罱虒W重點和難點1) Get students to listen and understand the listening material.2) Get students to learn how to persuade others by using the functional items for persuasion3) Get students to learn to design a poster by advertising the safety and imporance of eating “green food”. Lead—in before listening1. Ask students to go over what they have learned in the extensive reading by doing an interwiew.2. Teacher shows a cabbage with a hole in it to the class and ask:Look! What is wrong with the vegetable? Step2: While listening1. Ask students to listen to the tape for the main idea. The possible bad effects of chemical fertilizers on the fruit and vegetables that we eat today 2. Ask students to Listen to the tape for a second time. Decide if the following statesments are true or false. Before listening, ask students to go through the five sentences first.( If necessary, write down key words.)(1) Paul thinks that Carrie is not telling him the truth. ( T )(2) Using chemical fertilizers always makes vegetables empty inside. ( F )(3) Today’s fruit is not as healthy for people as fruit fifty years ago. ( T )(4) Eating more vegetables is good for us. ( F )(5) All of today’s vegetables look healthy but in fact are not. ( T )3. Show students the listening text and and ask them to listen to the tape for a third time to check if their answers are right. This time students can look at the material and should underline the key words, phrases and sentences. (listening text is omitted)Step3 Postlistening for consolidationT: What is wrong with the vegetable ? ( showing the cabbage)Ss: The vegetable was grown with chemical fertilizers. Although it is big, it is empty inside.T: Why are today’s fruit and vegetables not as healthy as they were before?Ss: Because they were grown with chemical fertilizers.T: So what kind of food would you like to buy?S1: Food grown with natural waste from animals. Ss: green food.Step4. Reading1．Let students know something about green foodT: This is the symbol of green food. (by showing pictures)In what condition do you think green food grow?dirty air (no)clean water supplies (yes)clean, fresh (yes)dirty water supplies (no)in industrial areas (no)away from industrial areas設(shè)計意圖 Lead—in before listening1. Ask students to go over what they have learned in the extensive reading by doing an interwiew.2. Teacher shows a cabbage with a hole in it to the class and ask:Look! What is wrong with the vegetable? 1. Ask students to listen to the tape for the main idea. The possible bad effects of chemical fertilizers on the fruit and vegetables that we eat today2. Ask students to Listen to the tape for a second time. Decide if the following statesments are true or false. Before listening, ask students to go through the five sentences first3. Show students the listening text and and ask them to listen to the tape for a third time to check if their answers are right. This time students can look at the material and should underline the key words, phrases and sentences. (listening text is omitted)1．Let students know something about green food2．Ask students to skim the passage on Page 15 and tell the advantages of green food and problems about green food. (by filling in the blanks)3．Ask students to read the passage and underline useful expressions學生帶著問題“What is wrong with the vegetable?”去聽，這種設(shè)疑導入法能有效激發(fā)學生的興趣，形成對學習內(nèi)容知之、好之、樂之的心理過程，達到激趣樂學最佳狀態(tài)。學生快速瀏覽5個句子，然后帶著任務聽錄音，以減少聽力訓練中的盲目性，這是聽力教學中常見的教學方法。另外，考慮到教材中的第四個句子本身就很難理解，作了改動。學生對綠色食物很感興趣，對其標志以及生長環(huán)境很了解，回答不但快速并且全部正確。然后，以chemical farming為切入點，給學生看實物，一個長得很大但又空心的大白菜，以引起學生對聽力的興趣，從而自然地引出聽力材料的話題“What is wrong with the vegetable?”。讓學生知道綠色食品的標志以及綠色食品的生長環(huán)境☆板書設(shè)計Working the land” Module4 Unit2 Period 5Step1. Revis