Unit-BasedDesignandInterpretationBackgroundInformationUnittitle:WorkingtheLandStudents:SeniorGradeTwoAids:MultimediacoursewareandblackboardGuidingIdeologyandTheoreticalBasesTheGeneralSeniorHighSchoolEnglishCurriculumStandards(2017Edition)(SECS2017hereafter)advocatesstructuringthecurriculumcontentwiththecoreconceptofthesubject,andcontextualizingthecurriculumcontentwiththethemeastheguide,inordertopromotetheimplementationofcorecompetenciesinthesubject.SECS2017emphasizestheintegrityofunitteachingbyestablishingeducationalgoalsandteachingmainlinesaroundunitthemes,integratingorreorganizingunitcontentasnecessary,andconnectingvariousdiscourseswithintheunittoformauniteducationblueprint,therebypromotingthecomprehensiveperformanceofcorecompetencies.TheteachingdesignofthisunitisbasedontheoverallconceptoftheEnglishsubject,aimingattheintegrationandunityofthelanguageconceptofthesubjectitselfandthethemeconceptwithinterdisciplinarycharacteristics.Withthethemeastheguide,itestablishestherelationshipbetweensubthemesandlanguages,extractsthecompleteunitconcept,analyzesthelearningsituation,formulatesunitgoals,lessonallocation,lessongoals,activitydesignandeffectevaluation,constructsnewcognition,methodsandvaluesthroughcontinuousunitoutputactivities,andpromotestheintegrationofteaching,learningandevaluationthroughcontinuousunitteachingandlearningeffectevaluation.TheconceptofEnglishlearningactivitiesaimstodevelopstudents'corecompetencies,withlearningasthecenter,studentsasthesubject,teachersastheguide,andcreativeactivitiesasthecarrier.ItbelievesthatlanguagelearninghasinteractiveandgrowthcharacteristicsinEnglishcurriculumlearning.TheteachingactivitiesofthisunitwillrevolvearoundthreelevelsofactivitiesundertheperspectiveofEnglishlearningactivities,graduallyunfoldingandcyclicallyadvancing.Undertheguidanceofagriculturalthemes,studentswilllearnandunderstandlanguageexpressionknowledgerelatedtoagriculture,applythelearnedknowledgefororalandwrittenexpression,andcreateposters.Learnthroughexperience,applyinpractice,andinnovatethroughtransfer.UnitContentAnalysisThecontentofthisunitiscenteredonagriculture,whichfallsunderthethemecategoryof“manandself”,addressingthethemegroupof“l(fā)earningtobeandlearningtodo”,withthesub-themesincluding“meaningandvalueoflife,innovationandentrepreneurship”.Italsobelongstothethemecategoryof"ManandSociety",includingthethemegroupsof“history,society,andculture,scienceandtechnology”,withthesub-themesincluding“peoplewhohavemadeoutstandingcontributionstosociety,hotissuesinsociety”.Italsobelongstothethemecategoryof"manandnature",includingthethemegroupsof“disasterprevention,spaceexploration”,withthesub-themesincluding“therelationshipbetweenhumansurvival,socialdevelopmentandtheenvironment,naturalscienceresearchachievements”.(SeeAppendixA)Themaincontentispresentedinthefollowingfivetexts:APioneerforAllPeople;ChemicalVersusOrganicFarming;AmazingMethodsofAgriculture;Better,GreenerLivesAwayfromtheCity;WorldHunger.Thetexttypesincludeexpositorytextandnarrativetext.Thewholeunithassixmainsections:speakingandlistening,readingandthinking,readingandwriting,listeningandspeaking,videotime,project.Thespecificareasoflanguageknowledgecoveredintheunitare:(1)Themethodofconstructingasemanticnetworkofvocabularyusingwordformation,topicvocabulary,andothermethodstoexpandvocabulary.Thediscoursecharacteristicsandwritingtechniquesofbiographies.Theauthor'sviewpointexpressionandlogicalrelationshipintheexplanatorytext.Theconnectionbetweenkeyinformationinrecordedinterviews.Thetopicsofthisunitcanarousestudents’rationalthinkingabouthotissuesinthefieldofagriculture,suchasworldhungerandthechoiceoffarmingmethods.Meanwhile,thematerialsinstudents’schoollifecanbeusedtoteachandencouragethelearnerstoobjectivelyanalyzeandidentifytheinherentconnectionsanddifferencesbetweenvariousinformationintheexplorationofagriculturalthemes,enablestudentstounderstandthefundamentalpositionandimportantroleofagricultureinChina'seconomicdevelopment,aswellasthesignificanceofsustainableagriculturaldevelopmentandpovertyalleviationthroughagriculture.Unit-LevelBigIdeasThisunit'sdiscoursediscusses"agriculture"fromdifferentperspectivesbasedonthethemeof"thenecessityofsolvingagriculturaldevelopmentandfoodproblems","learningtheexcellentqualitiesofoutstandingandordinarypeople",and"deeplyunderstandingtechnologicalinnovationinthefieldofagriculture".Extractthemainthemeofthisunit-'Deeplyreflectonthecontributionandsignificanceofagriculturaldevelopment,cultivateasenseofmissionanddedication,andputitintoaction'.Atthelanguagelevel,thisunitmainlyinvolvesintegratingvocabularyandexpressionsaroundthetheme,understandingandappropriatelyusingsubjectclauses;distinguishbetweenviewpointsandfacts,understandexplanationsandclarificationsofcausalrelationships,analyze,argue,summarize,andexpresspersonalopinionsfrommultipleperspectives,bothpositiveandnegative.Fromthis,extractthelanguageconceptofthisunit—"deepenunderstandingofthethemecontentbasedontheinformationobtained,extractone'sownviewpoint,andbeabletoappropriatelyargueone'sownviewpoint,expressingone'sviewsonagriculturaldevelopmentandfoodissues.Basedonthethematicandlinguisticperspectives,theunitperspectivecanberefinedas"cultivatingcorrectvalues,understandingtheneedtocombinepersonaldevelopmentwithnationalandsocialdevelopment,cultivatingasenseofmissionanddedication,knowinghowtotakeactionandputitintopractice".Throughunitlearning,studentswillunderstandthefundamentalpositionandimportantroleofagricultureinChina'seconomicdevelopment,andbeabletousethevocabularyandexpressionstheyhavelearnedtouseappropriatesentencestructuresindialoguestoarguetheirviews,expresstheirviewsonagriculturalissuesandfooddevelopment,thinkrationally,andunderstandfoodandagriculturaldevelopmentissuesfromtheperspectiveandheightofacommunitywithasharedfutureformankind.StudentAnalysis1.CognitiveDevelopmentAnalysis（1）Piaget’sFormalOperationalStage,16-17AsstudentsinSeniorGrade2(aged16–17),theyhaveenteredtheformaloperationalstage,enablingabstractreasoning(e.g.,graspinghybridricebreedingprinciples).However,theyrequirescaffoldingtoconnectinterdisciplinaryconcepts(e.g.,agriculturalinnovation’ssocietalimpact).（2）Vygotsky’sZPDStudentscanextractfactualdetails(e.g.,Yuan’s1974breakthrough)independentlybutneedscaffoldingtoanalyzeimplicitthemes(e.g.,hisself-identificationasafarmer).Collaborativetasks(e.g.,KWLcharts)bridgetheirZoneofProximalDevelopment(ZPD).2.Psychological&EmotionalTraits（1）SocialIdentity&RoleModelsAdolescentsstronglyadmirerolemodels(e.g.,YuanLongping)butmayoversimplifytheirachievements.Comparativeanalysis(e.g.,Yuanvs.Borlaug)fosterscriticalperspectivesonscientists’multifacetedimpacts.（2）InternalizationofValuesStudentsrecognizeYuan’saltruism(e.g.,donatingwealth),butvalueinternalizationrequiresauthentictaskstoalignwiththetext’scoremessage.3.LanguageKnowledge(SeeAppendixA)UnitObjectivesandSchedulingBylearningtheunit,studentswillbeabletoRecognizethenecessityofaddressingfoodissuesandagriculturaldevelopment,includingdescribingtheseverityofworldhunger.Analyzethecausesofworldhunger;SummarizeandsharethepracticesandinitiativesoftheWorldFoodandAgricultureOrganization.Describeindividualsandagriculturalachievementswhohavemadeoutstandingcontributionstosolvingfoodproblemsandpromotingagriculturaldevelopment.Introducethecontributionsmadebytypicalfigures(outstandingandordinary)inthefieldofagriculturetofoodissuesandagriculturaldevelopment.Reportandevaluateagriculturaltechnologicalinnovation.Recognizethatactionisthefuture,andcontributetosolvingfoodproblemsandagriculturaldevelopment.Discussthewaysinwhichindividualscanmakesignificantcontributionsinthefieldofagriculture.Createposterstopromotetypicalfiguresandagriculturalachievements,callingoneveryonetotakeactiontogether.UnitObjectivesSchedulingSortoutanddescribetheproblemscausedbyglobalfoodshortagesandthereasonsthatleadtoworldfamine.Obtainandsharetheeffortsandachievementsmadebyhumanityinaddressingfoodshortages,andcallonpeopletoactivelyrespondtofoodshortages.OpeningPage+ReadingandThinkingperiods）UsingLanguage-ListeningandSpeaking（1period）Acquireandsharerelevantknowledgeonthedevelopmentofmodernagriculture,anddescribetheproblemsfacedbythe此表需呈現(xiàn)落實(shí)單元教學(xué)目標(biāo)的課堂活動(dòng)等項(xiàng)目；表格內(nèi)容較多，采用TimesNewRoman五號(hào)字體;單倍行距。developmentofmodernagriculture.此表需呈現(xiàn)落實(shí)單元教學(xué)目標(biāo)的課堂活動(dòng)等項(xiàng)目；表格內(nèi)容較多，采用TimesNewRoman五號(hào)字體;單倍行距。Elaborateontheactionsandvaluesthathumansshouldtakeinresponsetofoodshortagesandmodernagriculturaldevelopmentissuesindailylife.UsingLanguage-ReadingandWriting(2periods)ListeningandSpeaking(1period)VideoTime(1period)Produceposterspromotingtheimportanceofcherishingfoodandintroducingthedevelopmentprocessofmodernagriculturebasedonthesurveyreport,andusethepostersforpresentations.AssessingYourProgress(1period)Unit-BasedIntegratedInstructionalDesignUnitObjectives MainActivities DesignpurposesOutcomeEvaluation1.Toobtainthediscoursecharacteristicsandwritingtechniquesofnarrativetextsintroducingcharacters.TounderstandthecontributionsofagriculturalscientistsrepresentedbyYuanLongpingtothedevelopmentofagricultureinChinaandglobally.Todeepentheunderstandingofthethemecontentbasedontheinformationobtained,andexpressone'sviewsonagriculturaldevelopmentandfoodissues.1-1DiscussandShare(1)Studentsreadtheunittitleandthememap,guessthetypeoffarmlandandcropsinthepicture,andunderstandtheunittopic.Q:Howdoyouunderstandthisunit'stitle"WorkingtheLand"?Howdoyoufeelwhenyouseethepicture?Haveyouhadsomeexperiencelivinginthecountrysideorhelpingwithfarmwork?Canyoushareyourexperiencewithus?(2)Studentsreadtheintroduction,sharetheirunderstandingofhungerissues,andreflectonthesignificanceofYuanLongping'sstatement.Q:Howdoyouunderstandthequote?Howmuchdoyouknowabouttheworldhungerproblem?(3)Studentsreadthelearningobjectivesofthisunittounderstandthemainlearningcontentandrequirements.Toactivatestudents'backgroundknowledgeorlifeexperienceaboutagriculture,andthenformavocabularynetworkwithagricultureasthecoreinlanguage.Thiswillhelpstudentsaccumulatevocabularyandeffectivelyapplyit,preparinglanguageforexploringthethematicsignificanceofagriculturalunits.Studentswillspeaktopicrelatedvocabularyandformatopicvocabularynetworkdiagramwiththehelpofteachers.Duringgroupactivities,onestudentservesastherecorder,whothenreportsthediscussionresultsofthegrouptothewholeclasstoimproveclassroomefficiency.Studentsdeterminethetexttypeasamagazinecharactercolumnbyskimmingthearticle.Studentstrytosummarizethemainideaofeachparagraphontheirown.Basedontheclues,studentsorganizetheinformationinthetext,extractthecompleteideaofnarratingthedeedsofthecharacters,andorganizelanguagebasedonthistomakestatements.Studentsevaluatecharactersandtheirdeedscomprehensivelybasedonthedetailsofthetext.ThestudentwillfindthattheauthorusedcontrasttechniquesinmultiplepartsofthearticletohighlightYuanLongping'snoblequalities.Afterreading,students'understandingoftheintroductionwillbecomemorespecificandprofound.Teachersshouldprovidetimelyfeedback.Thisassessesstudents'comparativeanalysisandcollaborativeskills.Thisevaluatestheirabilitytoarticulatereasonedviewpointsandengageincriticaldiscussionaboutproductivityversussustainability.1-2Pre-Readingactivities(1)StudentsanswerthefirstquestioninActivity1bylookingatthepicture.(2)StudentsaredividedintogroupstodiscussthesecondquestioninActivity1.Teachingtip:ThediscussionofthesecondquestioncanbedoneusingtheKWLStable.Toactivatestudents’previousknowledgeofthetopicinpreparationforthereading.1-3While-readingactivities(1)Studentsquicklyreadthetitleandthefirstsentenceofeachparagraphtodeterminethetypeoftext.Q:Readthetitleandthefirstsentenceofeachparagraph.Whatkindofwritingdoyouthinkthisis?Wherecanyoufindsuchapieceofwriting?(2)StudentsbrowsetheentiretextandmatchthemainideaofparagraphsaccordingtotherequirementsofActivity2.Q:Gothroughthewholetext.Trytomatchthemainideawitheachparagraph.(3)StudentsreadtheentiretextcarefullyandanswerthequestionsinActivity3.(4)Studentsgiveapresentationonthetopicof'YuanLongping'sDevotiontoHybridRice'.(5)StudentsreviewandcompletetheKWLStable.ToacquirethemainideaandbasicinformationaboutwhatYuanhasdoneasapioneer;tosummarizethecharacteristicsandextractthecompleteideaofnarratingthedeedsofcharacters.1-4Post-readingactivities(1)Comprehensiveevaluation.Q:YuanLongingconsidershimselfafarmer.Whatdoesthewriterregardhimas?Whatevidencecanyoufindfromthereading?Canyoufinishthesentencewithasmanyadjectivesaspossible?YongLongpingisa(n)____farmer.Makesureyougivereasonsforeachadjective.(2)AnalysisofWritingTechniques.Q:WhatwritingtechniquedoesthewriteremploytoexhibitYuanLonging'squalities?(3)Studentsdiscussandsharetheirunderstandingoftheintroduction"Mylifelongpursuitistokeepallthepeopleawayfromhunger"ontheOpeningPage,andexplorethethematicsignificanceofthisunit.(4)ComparativeAnalysis.Activity1:TextualAnalysisJigsaw.Dividestudentsinto4expertgroups,eachanalyzingoneaspectofYuanandBorlaug’swork:Regroupintomixedteamstosynthesizefindings.Output:CompleteaVennDiagram.Activity2:EthicalDebateMotion:"Scientistsshouldprioritizeproductivityoverenvironmentalconcernsinagriculture."DebatePerformanceAssessmentToevaluatecharacterscomprehensively,cultivatehigher-orderthinkingabilitiesinanalysisandjudgment,criticismandevaluation.Todeeplyexploreagriculturalthemesfromdifferentperspectives,andcreatecontextsforconsolidationandapplication,aswellastransferandinnovation.Toanalyzeandcomparethetwoscientists'contributionsbyextractingkeydetails,sharingfindings,andcompletingaVenndiagramoftheirapproachestoglobalfoodchallenges.Toconstructpersuasiveargumentsusingtextualevidenceandagriculturaldatatodefendtheirpositions.2.Toobtainandsortoutthecausesofworldhunger,summarizethemeasuresproposedbytheFAOtosolvetheproblemofworldhunger,andproposefeasiblemeasurestosolvetheproblemofworldhungerbasedonpracticalsituations.2-1Introducethetopicofthislessonwithimagesshowingworldhungerissues.Questions:1)Whatcanyouseefromthepictures?2)Whatdoyouthinkarethecausesofthisproblem?3)Whatsolutionscanyouthinkoftosolvethisproblem?Toactivatestudents'existingcognitionandexperience,createproblemsforstudentstosolve,stimulatestudents'interestinlearningandawarenessofanalyzingandsolvingproblems.MonitorSs’learningprocesstoassesstheircomprehensionofthedialogue.Providewordblockstoexpresscausalityforstudentstouse,suchasleadto,resultin,becausedby,asaresult,consequently,why...isbecause/that...ThroughSs’extractionofgeneralinformationandcompletionoftheVenndiagram,itisdeterminedwhetherSsunderstandboththeexplicitandimplicitmeaningsofthetext.EvaluateSs’abilitytoanalyzebothaspectsofasituationthroughtheirresponsestothediscussiontopics.Eachgroupshouldhavearecordertotakenotesinordertoreportthediscussioncomprehensivelyandaccurately.Remindstudentstousestandardizedanddecentlanguagetoimprovetheeffectofcommunication.Theyshouldnotonlyexpressthemselvespositively,butalsobegoodatexpression.2-2IntroducetheinterviewprogramofthislessonwithapicturefeaturingthelogooftheWorldFoodandAgricultureOrganization.（SeeAppendixB）Questions:1)DoyouknowtheUnitedNationshasaspecializedorganizationtodealwithworldhunger?Whatisit?Whatdoesitdo?2)Fromtheaboveinformation,canyoupredictwhattoday'slisteningwillbeabout?Toguidestudentstopredictcontentthroughrelevantinformation,stimulatelisteningdesire,cultivatepredictiveability,andreducedifficulty.2-3(1)Listentothegeneralmeaningandreasons.(2)Listentothedetails.(Activity2)(3)Listentosupportingevidenceanditsexpression.(Activity3)Toverifythepredictionandunderstandthegeneralidea.Topracticelisteningtotakenotesthrougharadiointerviewaboutworldhunger.2-4(1)Brainstormbasedonthelisteningtextandactivity4,verballydiscussandclassifyandsummarizethecausesandsolutionsofworldhungerproblemsinvolvedinallreading,listeningandconversationactivities,andcompletethetableofactivity4.(2)Completethetaskofdesigningthe"WorldFoodDay"publicityactivityinActivity5,practicethelanguagefunctionitemsofthisunit,andlearnsomewaystoshareviews.Todiscussthecausesofworldhungerandpossiblesolutions.ToputintopracticeallthatthestudentshavelearntthusfarintheunitbycomingupwithsomeschoolactivitiestocelebrateWorldFoodDay.3.Todecidewhatcontentsneedtobeincludedinanargumentativeessayaboutchemicalororganicfarming;toworkoutanoutlineofanargumentativeessayaboutchemicalororganicfarmingbasedonthestructuralanalysisofthesampletext;toidentifytheusefullanguagefromthesampletextandusethemtodrafttheirwriting;voiceopiniononhowtobalancethedevelopmentofhumanandenvironment.3-1PreparebeforereadingStudentspredictthecontentofthetextaccordingtothetitleandpicturesofthetext.Teacherscanaskquestions:Whatdoyouknowaboutchemicalfarming?Whataboutorganicfarming?Topracticereadingatextformeaning.Teacherscanconvertstudents'answersintokeywordsandwritethemontheblackboard,andconsciouslylayoutsomenewwordstoreducevocabularybarriersinreading,andhelpstudentsformabasicvocabularynetworktoprepareforreadingcomprehension.Attentionshouldbepaidtoinspirestudentstothinkdialectically.Teacherscanalsousechartstohelpstudentsanalyzethelogicaltransitionsandconversionsbetweenideasintheformofdiagrams.Listingamoredetailedoutlinebeforewritingcanhelpstudentsbetterorganizecontentandthinking,takeintoaccountkeypointsanddetails,andimprovewritingefficiency.Ifcounter-argumentisusedinthewritingofargumentativeessays,itwillbemoretargeted.Teachersshouldemphasizethattheevaluationismainlybasedontheevaluationlist,butnotlimitedtothislist.3-2Readingcomprehension(1)Studentsquicklybrowsethefulltext,findoutthedefinitionsofchemicalfarmingandorganicfarming,andtrytoexplainintheirownlanguage.(2)StudentsreadthetextcarefullyandfindtheanswerstothesixquestionsinActivity1orevidencetoprovetheirviewsfromthetext.(3)Studentsreadthefulltextagain,matchthegistoftheparagraph,andextractimportantdetailedinformationtocompletetheformofactivity2.Toreadatextformainideasanddetails.3-3Finishwriting(1)Studentsdiscussingroups,distiltheauthor'sviewsreflectedintheexplanatorytext,thinkaboutotheradvantagesanddisadvantagesonthebasisofsummary,andprepareforsubsequentwritingtasks.(2)Studentschoosethedirectionofwritingingroups:supportchemicalfarmingororganicfarming.Thenmakeawritingoutlinewithkeypointsandkeydetailsasrequired.(3)Aftercompletingthewritingaccordingtotheoutline,studentsshouldexchangeessayswiththeirpeersandevaluateeachotheraccordingtotheevaluationlistprovidedbythetextbook.Thenmodifyitaccordingtothesuggestionsofyourcompanions.(4)Whenstudentsshareessaysintheclass,theycantaketheformofreadingorposting,sothatmorestudentscanseeandevaluate.Toprovidestudentswithachancetopracticewhattheyhavelearntbywritinganargumentativeessaygivingtheiropiniononchemicalororganicfarming.Tohelpstudentslearnfromeachotherandgetadviceforimprovingtheirwork.Studentscangetfeedbackandlearnfromeachother.Toobtaininformationofthethreenewsreportsaboutagriculture;toassessthecontributionsthattheagriculturalinnovationsandmethodshavemadetotheworld;toreportoneagriculturalnewsstoryandgivecommentsonit;toanalyzethereasonsforthebirthofagriculturalinnovationsandcharacteristicsofmodernagriculture.4-1Identifytwotechnologicalinnovationprojectsinthepreclassreadingmaterials,namelydripirrigationtechnologyandfruitpickingrobots,toenhanceunderstandingofagriculturaltechnologicalinnovation.（SeeAppendixB）Lead-inactivity:Thinkandshare.Q:Howaretheplantsput?Whyaretheyputinthisway?Whatinnovationdoyouthinkthephotorepresents?Tocreateascenarioandintroduceatheme.Toactivateandinternalizetopic-relatedlanguageexpressionsinpreparationforsubsequentlisteningandexpressionactivities.Guidestudentstopayattentiontotheagriculturalenvironment,guessandpreliminarilyidentifytheagriculturaltechnologicalinnovationsshowninthepictures,andlaythefoundationforobtainingandunderstandingtheinformationinthelisteningtext.4-2Obtaininformationofthethreenewsreportsaboutagriculture.Listeningactivity:Listenandmatch.Listenandtakenotes.Toreviewthesixelementsofnewsreportingtoprepareforsubsequentlisteninganddiscussionactivities.4-3Speakingactivity:Discussandshare.Q:Whatbenefitshavetheseamazingmethodsbroughttothelocalareas?Whatcontributionsdotheagriculturalinnovationsandmethodshavemadetosolvingtheworldhungerproblem?Toassessthecontributionsthattheagriculturalinnovationsandmethodshavemadetotheworld.Todeepenstudents'understandingofthecontributionofmodernagriculturaltechnologyinnovationtosolvingtheproblemofworldhunger.4-4Reportoneagriculturalnewsstoryandgivecommentsonthenews. Speakingactivity:Reportanewsstory.Todevelopstudents'abilitytoverballycreatenewdiscourse,effectivelystateevents,conveyinformation,andexpresspersonalopinionsandemotions.Speakingactivity:discussandshare.Studentsbrainstormanddiscussandanalyzethereasonsfortheemergenceofmodernagriculturalscienceandtechnologyinnovation.Toappreciatethecontributionoftheaccumulationofagriculturalknowledge,thesupportofgovernmentagencies,andtheeffortsofagriculturalexpertsandtalentstosolvingworldagriculturalproblems.5.Torealizethatactionisthefutureandcontributetosolvingthefoodproblemandagriculturaldevelopment.Totalkaboutthepracticethatindividualscanmakeabigdifferenceinthefieldofagriculture.Tocreateposterstopromotetypicalfiguresandagriculturalachievements,andcalloneveryonetoacttogether.5-1Preparebeforewatching(1)Organizestudentstodiscussingroups.Teacherscanaskquestions:Doyouthinkitisnecessarytohaveanagriculturalcollege?Giveatleastthreereasons.(2)Studentscompletethetextselectionandfill-in-the-blankexercisesoftheBeforeYouWatchsectionaboutthebackgroundknowledgeofEarthUniversity,andpredictthemaincontentofthevideoaccordingtothetextcontent.Bycreatingsituationsandintroducingthemes,wecanactivatestudents'existingcognitionandexperience,andpavethewayforsubsequentvideoviewingandpost-watchingdiscussionactivities.Thepracticeoffillingintheblankscanhelpreducethedifficultyofvideounderstanding.high-levelstudentsdonotnecessarilyneedtofillintheblankstounderstandthebackgroundknowledgebeforewatching.Teacherscanprovidesomekeywordsforstudentstochoosefromtofurtherreducetheirlearninganxietyanddifficulties.Encouragestudentstotakenoteswhilelisteningtoquestions,andthencompletetheselection,andtheteacherwillchecktheanswers.Teacherscanfurtherinspirestudentstothinkaboutwhatothercoursescanhelplearnerslearnmoreknowledgeandmastermorepracticalskillsinanagricultural-baseduniversity,andfurthertransformthethememeaningofthisunitintospecificlearningandpracticalactivities.5-2WatchthevideoTheteacherplaysthefirstvideoandasksthestudentstoverifythespeculationandsupplementit.Browsethemultiple-choicequestionsintheWhileYouWatchsection.(3)Teacherscanplaythevideoagain,letstudentspayattentiontowhattheyareinterestedin,andorganizestudentstohaveagroupdiscussion:WhatimpressedyoumostaboutEarthUniversity?Tointernalizeinformationanddeepentheirunderstandingofmeaning.5-3DiscussafterreadingStudentsdiscussandanswerthequestionsintheAfterYouWatchsection.Toengagethestudents'interestinEnglishandintheoutsideworldthroughavideo.6.Toconsolidateandcheckwhatstudentshavelearntinthisunitwhenitcomestovocabulary.ToactivateandengagealltheskillsandknowledgestudentshavelearntinthisunitthroughhavingthemcompleteataskinEnglish.6-1Studentscompleteactivity1andactivity2Todeepentheirunderstandingoforganicfarming.Toreviewthesubjectclause.studentsdrawthesubjectpartofthesentencefirst,andthenfillintheconjunctionofthesubjectclauseaccordingtothemeaningofthesentence.Teacherscansummarizewhattheyhavelearnedanddiscussedinthisunitaccordingtothestudents'speeches,as