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Unit 24 The science of farmingle
教學目標
知識目標
一、教學目標與要求
通過本單元教學，繼續(xù)學習、鞏固有關直接引語和間接引語的內容。學生應能夠熟練地把直接引語轉換為間接引語。復習有關談論天氣的話題，能熟練的描述各種天氣。通過對課文的學習，讓學生了解我國歷史上農業(yè)發(fā)展的情況，并能用英語進行簡單描述。
二、教學重點與難點
1． 重點詞匯
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． 語法：（間接引語）
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． 日常交際用語 談論天氣 (Talking about the weather) ：
1) It's a beautiful day today. 2) It's going to be dry and sunny for the next two days. 3) What's the weather going to be like at the weekend? 4) They say it's going to be wet and windy.
能力知識
1．掌握本課的重點詞匯、詞組和句型以及語法。
2．運用所學語言，圍繞農業(yè)這一題材，完成聽、說、讀、寫四方面的訓練。
德育、美育知識
讓學生通過本單元的學習，了解有關農業(yè)的一般知識，知道中國是最早研究農業(yè)科學的國家，對中國的農業(yè)有著巨大貢獻，不愧是我國的農業(yè)先驅。同時，我們每一位公民都要養(yǎng)成熱愛勞動、珍惜糧食的優(yōu)秀品質。
教學建議
教學分析與建議
分析課文L94-95
本單元話題主要是介紹我國農學先驅賈思勰和他的著作《齊民要術》，讓學生了解我國農業(yè)發(fā)展的悠久歷史，提高對農業(yè)在國民經濟中重要地位的認識。分為三段：
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的課堂結構及教法：
Step l：高中英語教學大綱指出"高一年級的學生能以每分紳40 - 50個詞的速度閱讀，并能基本把握中心思想和主要事實o"本課共300多個詞，限學生在六分鐘內讀完。然后指導、培養(yǎng)學生善于發(fā)現文章或段落主題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 指導學生通讀全文，細讀。
(1)就課文內容回答Yes--No Questions
(2)利用課文,培養(yǎng)學生根據語境或構詞知識推測詞義和理解句意的能力
①Word study farming-farm+ing
government-govern+ment information-inform＋tion
②explain the following sentences
[4] [5]
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根據課文內容，精心設計綜合題,培養(yǎng)學生綜合應用知識的能力(略)
Step 4布置練習：Summarize the text
知識點講解
語法----直接引語變成間接引語
總結直接引語變成間接引語有四種情況：
l．直接引語是陳述句，變成間接引語時，要把陳述句變成由that引導的賓語從句。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.
直接引語是陳述句，變成間接引語時要注意三點：
l）時態(tài)的一致；
2）對人稱代詞和物主代詞的相應調整；
3）某些時間和地點狀語的相應調整。
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．直接引語是一般疑問句，變成間接引語時要把一般疑問句變成由if/ whether（是否）引導的賓語從句，同時將語序改成陳述句語序。例如：
He asked her, “Do they agree to sow wheat close together?”
→He asked her if they agreed to sow wheat close together.
直接引語是一般疑問句，變成間接引語時，除了要用if/whether來引導賓語從句外，前述的三點注意事項同樣適用于這種情況。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．直接引語是特殊疑問句，變成間接引語時要把特殊疑問句變成由疑問詞（when，where，how等）引導的賓語從句，還要把疑問句的語序改成陳述句的語序。此外，前述的三點注意事項同樣適用于這種情況。例如：
Tire students asked the farmer, “When do you harvest the wheat?”
→The students asked the farmer when he harvested the wheat.
→“What are you doing here, Mary?” John asked.
→John asked Mary what she was doing there.
→“When will she leave for Beijing?” Mr Smith asked me.
→Mr Smith asked me when she would leave for Beijing.
4．直接引語是祈使句，變成間接引語時，要把祈使句變成一個不定式短語，同時根據口氣選用適當的謂語動詞，如ask（請），tell（讓），order（命令）等。例如：
He said to the farmers, “Do things at the right fame of year.”
→He told the farmers to do things at the right time of the year.
“Open your books. Please,” he said.
→He asked us to open our books,
“Don't turn off the light,” the teacher said.
→The teacher told me not to turn off the light.
辨析condition, situation
兩個詞都有“情況，形勢”的意思。
condition表示“情況，環(huán)境”時多用復數。當我們表示具體的工作、生活、居住“環(huán)境”“條件”時，用condition。
situation表“形勢”時為正式用語。
Their wages and working conditions must be improved. 他們的工資、工作條件必須改進。
What are conditions like in your country? 你們國家的情形如何？
How do you analyze the present economic situation? 你怎樣分析當前的經濟形勢？
辨析advise, suggest
相同點：兩個動詞都有“建議”之意，并且二者都可接+that –clause
We wish to advise you that you now owe the bank $500.你現欠銀行五百美元,特此通知。
I suggested that it would be quicker to travel by train. 我建議說坐火車旅行要快一些。
不同點：
1） advise sb. to do sth.
2） suggest doing sth.
He advised farmers to choose the best-heads. 他勸告農民要挑選最好的谷穗。
He suggested changing the plan．他建議改變這個計劃。
辨析point out, point in, point to
point out指出，常用于借喻中，后接名詞和that從句。
point in表示具體的“指”。英語可以說point a finger (gun) at ab. （用手指（槍）指某人）。但更常見的是其不及物動詞的用法。例如：
point to指著；指向，有時與point at同義，但一般用于較遠的事物。此外，point to還有“指向”，“顯示”等意義。例如：
He pointed out the mistakes in my composition. 他指出了我作文中的錯誤。
“That’s the man who did it,” she said, pointing at me. “那就是干那件事的人，”她手指著我說。
She pointed to the house on the corner and said, “That’s where I lived.”她指著拐角處的房子說，那就是我住的地方。
辨析it, one, ones, that, those
這幾個替代詞都可以用來替代句中或上文中已提到的名詞，以避免重復。
1）it用于指代前面所提到過的名詞，即同類同物。它可代替單數名詞或不可數名詞。
2）one常用來代替上文中出現過的可數名詞，或以可數名詞為中心的整個名詞詞組，指同類異物。其復數形式為ones。one和ones即可指人，也可指物。one代替單數可數名詞，ones代替復數可數名詞。
that用來代替上文中出現的名詞，它表示與前面同類的東西，既可代替可數名詞，也可代不可數名詞，常要求有后置定語，一般不指人。
those用來代替可數名詞復數，表示特指。有時the ones和 those可互換，要求有后置定語。
I don't want to drink the tea. It is too hot. 我不想喝茶，太燙了。
She looked for her watch everywhere, but she couldn't find it anywhere. 她四處找她的手表，結果哪兒也沒找到。
He needs a new dictionary. He is going to buy one.他需要新字典，打算去買一本。
The new designs are much better than the old one. 這些新的設計比舊的（設計）好多了。
The weather here is colder than that in Hainan．這里的天氣要比海南的天氣冷一些。
The book is more difficult than those we have read before.這本書比我們以前讀過的書要難些。
辨析earth；soil；ground；land
earth意為：“地”，“地球”，“泥土”。它著重指“大地”以別于天空，但它也往往指地面，以別于海洋，大氣和天空。作“泥土”理解時，它常用以別于堅硬的巖石。
soil意為：“土地”“土壤”，尤指生長植物的土地。
ground意為：“地、地面”，主要指大地表面，不論是泥地，沙地或水泥地，均可用這個詞表示；也可用指土壤，場地。
land意為：“陸地，土地”。與海洋和河流相對，也可指“田地”，可耕種的田地就叫做 land，它可以指“國士”、“國家”。
Snakes creep on the earth 蛇在地上爬行。
I’ll fill in the hole with earth．我將用泥土把洞填起來。
The soil is very thin in the forest．森林里的土層非常薄。
He studied how to improve soil conditions．他研究怎樣改善土壤條件。
The ground is covered with leaves in the woods．地上落滿了樹葉。
We travelled by land until we reached the sea．我們從陸地去，一直旅行到大海。
Then we'd better pick the rest of these cabbages before the weather changes.那咱們最好在變天前把這些剩下的卷心菜收回去。
1）注意before引導的時間狀語從句中用現在時態(tài)替將來時。
2）有些 before引導的從句譯成“在……之前”意思很別扭，不合乎漢語的表達習慣、這時，應根據不同的語境靈活地譯成其他各種含義，句意才能自然通順。 其譯法主要有下列幾種：
a．譯成“……之后才”。例如：
The fire lasted about four hours before the fire-fighters could control it．大火持續(xù)了大約四個小時后，消防人員才將它控制住。
b．譯成“就”，“便’等。這時主句謂語動詞是否定形式。例如：
I didn't sleep long before day broke．我沒睡多長時間就亮了。
c．譯成“不等……就……”、例如：
He laughed before I could finish the humorous story．不等我講完那幽默故事他就笑起來了。
Before I could get in a word, he had measured me. 不等我插話，他已經給我量好了尺寸。
d．譯成“先……再”。例如：
Be a pupil before you become a teacher．先做學生，后做先生。
e．其他譯法。例如：
Then we can leave early in the morning before it gets too hot． 這樣我們可以一清早就動身，以免天氣太熱。
Write it down before you forget it．趁你還沒忘記，把它寫下來。
China was one of the first countries in the world to study the science of farming．中國是世界上最最研究農學的國家之一。
l）on of the first…to do…作“最早做……的之一”解，first后面跟不定式，作定語。如：
They are first to bear hardships，the last enjoy comforts．他們總是吃苦在前，享樂在后。
2）作后置定語的不定式（短語）“to study the science of farming”與其所修飾的先行調（同組）“（one of）the first countries”發(fā)生了脫離的情況。這種“脫離”或稱“分裂”有時是必要的，是不可不用的。歸納起來，有下列三種：
a．當中心名詞另有形容詞、介詞短語或定語從句作其后置定語時，后置不定式從句作其后置定語時，后置不定式定語應往后移置。故本句應將“in the world”置于“to study…”之前。而不能相反。另如：
You will remember the vain efforts of my little brother to climb to the top of that big tree.
b．當中心詞用作句中動詞的賓語，而該動詞作某些不可后移的狀語修飾時，該定語的后置不定式定語也正好移至狀語之后。如：
He orders this morning to put out of the city at once.
試比較：This morning he received orders to put out of the city at once. 但不可說成：
He received orders to put out of the city at once this morning.
c．中心詞如是句中主語，而句中謂語又比較短小，不定式比較長時，常將這種不定式移置謂語之后。如：
A lot of ways have been found to protect the country against attack.
At the meeting a decision was made to transfer a part of the student to another school.
Here are five pieces of advice collected from Jia Sixie’s book Oi Min Yao Shu. 這里從賈思勰的《齊民要術》中摘錄的五條意見。
（1）此句是倒裝句，here是表示地點的副詞，一般不放在句首，但有時為了加強語氣或引起對方的注意，可將here置于句首變成全部倒裝語序，這時要注意謂語動詞的位置，即主語是名詞，謂語放在主語之前，主語是代詞，謂語仍然放在主語之后。例如：
Here comes the bus. 班車來了。
Here he comes. 他來了。
（2）here用于倒裝句，謂語的單復數與后面的主語保持一致
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I suggested that it would be quicker to travel by train. 我建議說坐火車旅行要快一些。
不同點：
1） advise sb. to do sth.
2） suggest doing sth.
He advised farmers to choose the best-heads. 他勸告農民要挑選最好的谷穗。
He suggested changing the plan．他建議改變這個計劃。
辨析point out, point in, point to
point out指出，常用于借喻中，后接名詞和that從句。
point in表示具體的“指”。英語可以說point a finger (gun) at ab. （用手指（槍）指某人）。但更常見的是其不及物動詞的用法。例如：
point to指著；指向，有時與point at同義，但一般用于較遠的事物。此外，point to還有“指向”，“顯示”等意義。例如：
He pointed out the mistakes in my composition. 他指出了我作文中的錯誤。
“That’s the man who did it,” she said, pointing at me. “那就是干那件事的人，”她手指著我說。
She pointed to the house on the corner and said, “That’s where I lived.”她指著拐角處的房子說，那就是我住的地方。
辨析it, one, ones, that, those
這幾個替代詞都可以用來替代句中或上文中已提到的名詞，以避免重復。
1）it用于指代前面所提到過的名詞，即同類同物。它可代替單數名詞或不可數名詞。
2）one常用來代替上文中出現過的可數名詞，或以可數名詞為中心的整個名詞詞組，指同類異物。其復數形式為ones。one和ones即可指人，也可指物。one代替單數可數名詞，ones代替復數可數名詞。
that用來代替上文中出現的名詞，它表示與前面同類的東西，既可代替可數名詞，也可代不可數名詞，常要求有后置定語，一般不指人。
those用來代替可數名詞復數，表示特指。有時the ones和 those可互換，要求有后置定語。
I don't want to drink the tea. It is too hot. 我不想喝茶，太燙了。
She looked for her watch everywhere, but she couldn't find it anywhere. 她四處找她的手表，結果哪兒也沒找到。
He needs a new dictionary. He is going to buy one.他需要新字典，打算去買一本。
The new designs are much better than the old one. 這些新的設計比舊的（設計）好多了。
The weather here is colder than that in Hainan．這里的天氣要比海南的天氣冷一些。
The book is more difficult than those we have read before.這本書比我們以前讀過的書要難些。
辨析earth；soil；ground；land
earth意為：“地”，“地球”，“泥土”。它著重指“大地”以別于天空，但它也往往指地面，以別于海洋，大氣和天空。作“泥土”理解時，它常用以別于堅硬的巖石。
soil意為：“土地”“土壤”，尤指生長植物的土地。
ground意為：“地、地面”，主要指大地表面，不論是泥地，沙地或水泥地，均可用這個詞表示；也可用指土壤，場地。
land意為：“陸地，土地”。與海洋和河流相對，也可指“田地”，可耕種的田地就叫做 land，它可以指“國士”、“國家”。
Snakes creep on the earth 蛇在地上爬行。
I’ll fill in the hole with earth．我將用泥土把洞填起來。
The soil is very thin in the forest．森林里的土層非常薄。
He studied how to improve soil conditions．他研究怎樣改善土壤條件。
The ground is covered with leaves in the woods．地上落滿了樹葉。
We travelled by land until we reached the sea．我們從陸地去，一直旅行到大海。
Then we'd better pick the rest of these cabbages before the weather changes.那咱們最好在變天前把這些剩下的卷心菜收回去。
1）注意before引導的時間狀語從句中用現在時態(tài)替將來時。
2）有些 before引導的從句譯成“在……之前”意思很別扭，不合乎漢語的表達習慣、這時，應根據不同的語境靈活地譯成其他各種含義，句意才能自然通順。 其譯法主要有下列幾種：
a．譯成“……之后才”。例如：
The fire lasted about four hours before the fire-fighters could control it．大火持續(xù)了大約四個小時后，消防人員才將它控制住。
b．譯成“就”，“便’等。這時主句謂語動詞是否定形式。例如：
I didn't sleep long before day broke．我沒睡多長時間就亮了。
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c．譯成“不等……就……”、例如：
He laughed before I could finish the humorous story．不等我講完那幽默故事他就笑起來了。
Before I could get in a word, he had measured me. 不等我插話，他已經給我量好了尺寸。
d．譯成“先……再”。例如：
Be a pupil before you become a teacher．先做學生，后做先生。
e．其他譯法。例如：
Then we can leave early in the morning before it gets too hot． 這樣我們可以一清早就動身，以免天氣太熱。
Write it down before you forget it．趁你還沒忘記，把它寫下來。
China was one of the first countries in the world to study the science of farming．中國是世界上最最研究農學的國家之一。
l）on of the first…to do…作“最早做……的之一”解，first后面跟不定式，作定語。如：
They are first to bear hardships，the last enjoy comforts．他們總是吃苦在前，享樂在后。
2）作后置定語的不定式（短語）“to study the science of farming”與其所修飾的先行調（同組）“（one of）the first countries”發(fā)生了脫離的情況。這種“脫離”或稱“分裂”有時是必要的，是不可不用的。歸納起來，有下列三種：
a．當中心名詞另有形容詞、介詞短語或定語從句作其后置定語時，后置不定式從句作其后置定語時，后置不定式定語應往后移置。故本句應將“in the world”置于“to study…”之前。而不能相反。另如：
You will remember the vain efforts of my little brother to climb to the top of that big tree.
b．當中心詞用作句中動詞的賓語，而該動詞作某些不可后移的狀語修飾時，該定語的后置不定式定語也正好移至狀語之后。如：
He orders this morning to put out of the city at once.
試比較：This morning he received orders to put out of the city at once. 但不可說成：
He received orders to put out of the city at once this morning.
c．中心詞如是句中主語，而句中謂語又比較短小，不定式比較長時，常將這種不定式移置謂語之后。如：
A lot of ways have been found to protect the country against attack.
At the meeting a decision was made to transfer a part of the student to another school.
Here are five pieces of advice collected from Jia Sixie’s book Oi Min Yao Shu. 這里從賈思勰的《齊民要術》中摘錄的五條意見。
（1）此句是倒裝句，here是表示地點的副詞，一般不放在句首，但有時為了加強語氣或引起對方的注意，可將here置于句首變成全部倒裝語序，這時要注意謂語動詞的位置，即主語是名詞，謂語放在主語之前，主語是代詞，謂語仍然放在主語之后。例如：
Here comes the bus. 班車來了。
Here he comes. 他來了。
（2）here用于倒裝句，謂語的單復數與后面的主語保持一致。
Lesson 93 教學設計方案
Teaching Aims
1. Study this lesson to know how to talk about the weather and know more about farming.
2. Get the students to practise the dialogue in pair’s.
3.. Ask some students to act it out.
Teaching Procedures
Step 1. Lead in
Ask the students questions like these:
What’s the weather like today?
Do you know what is the weather going to be like for the next two days?
Did you listen to the weather report on the radio?
Step 2. Listening
Play the tape for the students to listen and find out according to the dialogue:
What’s the weather like today?
What’s the weather going to be like for the next two days?
What’s the weather going to be like at the weekend?
Step 3 .Reading
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Read the dialogue silently and find out:
What will Tim do tomorrow?
What had they better do before the weather changes?
Step 4 .Dialogue
1. Play the tape of the dialogue for the students to listen and follow.
2. Go through the dialogue briefly. Deal with the language points.
1) be busy with, l)be busy doing
2) What's...like...? 怎么樣？指人時問的是“外貌，性格”
How is...? 怎么樣？指人時問的是“身體狀況”
What is the weather like? =How is the weather?
But: What is the new teacher like?
Possible answers: He is very tall. Or: he is very kind.
How is the teacher now?
Possible answers: He is getting better today. Or: He is quite all right.
3) be made of, be made from
3. Let the students practise in pairs.
4. Ask one pair to act it out in front of the class.
Step 5. Practice
1. Ask the students to make sentences from the two tables.
2. Deal with the new words.
Step 6. Listening
1. Listening Cassette Unit 24. Play the tape once or twice as necessary.
2. Discuss the answers with the whole class.
3. Do Ex.2,3 on page 130.
Step 7. Consolidation
1. Do some exercises on page 94, Ex. 1,2,3.
2. Ask the students to make up a similar dialogue.
Step 8 Homework
Prepare a story with the words in the box on page 94.
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Unit 24 The science of farmingle
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