【正文】 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 (yes) many chemical fertilizers (no)no chemical fertilizers (yes)2．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)Advantages of green foodhealthy and safe for people’s healthfree of chemical fertilizersgrown away from industrial areasgrown away from dirty water suppliesProblems about green foodnot knowing about the food and how good it ismore expensive than other food which is not so safe3．Ask students to read the passage and underline useful expressions.教學環(huán)節(jié)教師活動預設學生行為設計意圖Step1. Revision amp。 Lead—in before listeningStep2: While listeningStep4. Reading1. 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，這種設疑導入法能有效激發(fā)學生的興趣，形成對學習內容知之、好之、樂之的心理過程，達到激趣樂學最佳狀態(tài)。問題設計不適合自己的學生，就用自己設計的題目來替換原有的題目，以降低難度，面向全體學生。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。必要時，學生可記下關鍵詞。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。學生聽第三遍錄音時可以看材料，并劃出做題的依據(jù)，使學生做到自己問題盡量自己解決，從而增強了自信，提高了能力。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。學生快速閱讀文章，了解綠色食物的advantages和problems，并且要求學生記住綠色食物的好處，為編對話做好鋪墊。通過記者對農民的采訪，激活學生已有的知識。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?”。主要是引導和鼓勵學生積極利用學習資源解決學習中的困難，培養(yǎng)學生的判斷能力和自己解決問題的能力。讓學生知道綠色食品的標志以及綠色食品的生長環(huán)境☆板書設計Working the land” Module4 Unit2 Period 5Step1. RevisionStep2: While listeningStep3 Postlistening for consolidationVegetable chemica