高三 Unit 4 Lesson 15

Step 1 Revision

1 Check the homework exercises.

2 Ask Ss to tell you 10 things that they have learnt so far in this unit.

Step 2 Preparation for reading

SB Page 22, Part 1. Ask Ss this question: In which country or countries in the world are people hungry today? List the countries on the Bb. Ask the second question: Why are people hungry in the world? and list the answers in note form on the Bb. Then say You are going to read a text about world hunger. How many countries or groups of countries are mentioned in the text? Read the passage quickly to find out the answers. Give them enough time to do this task.

Step 3 Reading

Now let the Ss read the passage carefully and make notes. Write these headings on the Bb.

Reasons for world hunger

In EU: 1)

2)

In India:

In less-developed countries:

In western countries:

Let Ss do this task individually and then compare notes in pairs. Then go through the answers with the class.

Answers:

Reasons for world hunger

In EU: 1) Food is bought from farmers and thrown away;

2) Farmers are paid not to grow crops.

In India: Most land is owned by rich land­owners.

In less-developed countries: Farmers are forced to plant cash crops.

In western countries: Grain is fed to beef cattle. Note that detailed study of the text comes after this stage; there are no great language problems or diffi­cult vocabulary that will hinder the note-making stage.

Then go through the text with the Ss and deal with any language problems.

Notes:

a goes hungry = is hungry (a fixed expression)

b The European Union: The EU, previously known as the EEC (European Economic Community) and later the EC (European Community), was originally formed in 1967. It comprises a group of European countries that is still being enlarged. The main- aspects of the EU are a common external tariff, a common agricultural policy, a monetary policy, and the absence of customs controls on trade between member states.

c has the information = has enough information

d to do this: refers to make sure that no one in the world goes hungry.

e the right to sell their crops to the EU: In an attempt to balance supply and demand, the EU guarantees prices of certain crops to farmers, even if there is a surplus.

f paid by the EU for not growing crops: This scheme is called set-aside. The purpose is to compensate farmers who take land out of food production in a situation where more food is produced than is consumed.

g It has been proved: Note the use of the passive to introduce an idea.

h the way to produce the most food is to let farmers grow crops = If you let farmers grow their own crops, this will produce more food than any other way.

i either to feed their family or to sell: This is related to the phrase grow their own crops

j whichever they choose = whether they choose to keep the food for their family or to sell it.

k If the peasants could ... would be much higher. Note the use of a conditional clause to express the result of an imaginary situation. The structure is as follows: If-clause: if+ Past Indefinite; Result-clause: would + infinitive.

1 it has been suggested: Note the use of the passive to express an idea.

m even if it resulted in a fairer society = even if the result were a fairer society

n less-developed countries: Previously known as underdeveloped, then developing countries.

Abbreviated to LDCs.

o are in debt = owe money to other countries, or banks in other countries

p cash crop = a crop that is sold rather than to be used by the people growing it.

q 10 kg of grain ... 1 kg of meat: This is known as the food conversion rate. Better food conversion rates are achieved by pigs, geese and chickens. The best rate is for fish: one kilogram of fish-food can provide one kilogram of fish.　

Step 4 Practice

SB Page 23, Part 2. Let the Ss work through the exercise orally in pairs and check the answers at the end. Answers:

1 What 2 How 3 that 4 How many 5 Where 6 Whether 7 who 8 which

Step 5 Practice

SB Page 23, Part 3. Explain the task: Ss need to use the right verb in its correct form. Let the Ss work through the exercise orally in pairs. Ask the class for their answers at the end.

1 ruin 2 was / would be 3 be provided 4 keep 5 add 6 get 7 wipe 8 needed

Step 6 Practice

SB Page 23, Part 4. Explain that Ss have to join two parts to make sentences. Let the Ss work through the exercise orally in pairs. Check the answers with the class at the end. Answers:

I have no idea whether the crops will be ruined or not.

I had an idea who had stolen the ham from the butcher.

I didn‘t know why the peasants there didn’t keep geese.

I‘m sure that the problem can be solved.

The question who is going to give a speech remains to be decided.

What she said was exactly what we expected to hear.

I made a promise that the vegetables would not be sold.

It is already a fact that throughout China people work five days a week.

We must remember the fact that goats usually live in mountainous country.

Step 7 Workbook

Wb Lesson 15, Exx. 1-3.

Ex. 1 is good for consolidation. Ss have to be very familiar with the information in the text. They may discuss the questions in groups. Encourage Ss to give different opinions. Then call out one S to be chairman and hold a discussion with the whole class. You may join in and express your own ideas. This can become a real communicative activity.

Exx. 2 and 3 can be done orally in class first, then in written form after class.

Homework

Finish off the Workbook exercises. Read the passage again.