高中英语必修三Unit 2教学设计-【教学参考】

高中英语必修三Unit2高中英语必修三Unit2高中英语必修三Unit2Unit2WorkingthelandＩ．单元教学目标技能目标SkillGoalsTalkaboutagriculture:apioneerinfarming-YuanLongpingTalkaboutorganicfarming&greenfoodHowtowriteabriefsummaryTrytoconsolidatehowtoexpresssuggestions&adviceMastertheusageofthe-ingformasthesubjectandobjectLearnhowtodesignEnglishpostersII．目标语言功 能 句 式建议（Suggestions&advice）Iwouldrather...IfIhaveachoiceI’dchoosebecause...Idon’tlike...because...Youneedto...I’dprefer...because...MayIsuggest...It’sagreatpitythat...LetmesuggestLengJianlibecause...ShouldI/We...?PerhapsweshouldconsiderLengJianlibecause...It’sbetterto...Butwhat/howabout...词 汇1.四会词汇Sunburnt,struggle,decade,super,output,crop,hunger,disturbing,expand,Vietman,circulate,satisfied,freedom2.认读词汇hybrid,strain,sorghum,peanut,darken,organic,fertilizer,fertile,3.词组rid...of,besatisfiedwith,leada...life,wouldrather,referto,searchfor,thanksto,would…rather,语法动词的-ing形式作主语和宾语的用法（The-ingformasthesubject&object）a.Wishingforthings,however,costsnothing.b.Hisotherhobbiesincludeplayingmah-jong,swimmingandreading.Ⅲ.教材分析与教材重组 1．教材分析 本单元的中心话题是“农业”，学生通过讨论和阅读了解有关农业、农村和农作物种植的内容。让学生了解农业在整个人类生活中的重要性，了解农村生活，了解中国农民的生活现状，提高他们对农业的认识，并且帮助他们更深刻地理解农业科学家袁隆平的科学研究的价值。同时让学生了解organicfarming以及它对人们生活的重要性，进一步扩大学生的关于农业方面的词汇量，并通过写一则海报提高学生的写作水平。 1.1WARMING-UP通过提问有关农业、农村和农作物种植的内容，让学生谈谈自己对农村和农业劳动的认识或经验。教师可通过讨论让学生互相学习，相互交流经验以增加他们的农业知识。 1.2PRE-READING部分有两组问题。在第一组问题中，讨论大米在东亚和东南亚国家人民生活中的重要性；而第二组问题则提出世界部分地区所面临的饥饿问题。由此激发学生对世界的关注，培养学生的同情心。 1.3READING部分介绍中国著名的农业科学家袁隆平的生平和他的杂交水稻。第一段描述了袁博士的外表——他更象一个农民而不象一个科学家，农村就是他做科研的殿堂。他的科研成果就是超级杂交水稻。第二段描述他的家庭出身，学业，献身水稻科研的原因及所取得的成就。第三段告诉我们袁博士过着跟普通人一样的生活却干着伟大的事业。即使在功成名就之后，他也淡泊名利,有着无私奉献的高尚精神。 1.4COMPREHENDING部分设计了三个练习。第一个是判断练习，学生根据课文中理解和收集的信息做出判断，甚至通过讨论才能做出判断。第二个是词语理解题。第三个练习提出问题，要求学生在阅读课文后作出回答,以检验他们的理解力和训练他们的归纳总结能力。1.5LEARNINGABOUTLANGUAGE部分学习本单元重点词汇和语法项目。词语学习部分采用给出词义而让学生从课文中找出与之匹配的词，然后用所找的词汇完成第二个练习中的短文，以及用课文中意义相近的词汇替换练习三句中划线部分。通过这三种练习帮助学生理解并能熟练应用课文中所学的词汇。语法部分通过从课文中找同义句引出动词的-ing形式，教师此时可引导学生找出其他的句子，以启发学生理解-ing形式的句法功能。练习二通过模仿例句，用-ing形式做主语代替动词不定式改写句子。练习三要求学生连接短语造句，让学生学习-ing形式作宾语的用法，并列举后面接动词-ing形式作宾语的动词。练习四则训练学生v-ing形式在实际生活中的应用能力。练习五则设计了一个游戏以丰富学生的想象力。 1.6USINGLANGUAGE部分综合训练学生的听说读写能力。第一部分读写结合，学生先阅读文章，文章写的是OrganicFarmingorgreenfood,读完后要求学生写一个摘要。在此教师要首先强调写摘要时学生一定要抓住文章的主题并且运用所学的重要词语。听力部分通过回答问题来提高学生的理解能力和理解的正确性。Reading,speakingandwriting部分把读，说和写有机地结合在一起。假设你是一个“绿色食品”farmer，通过背景阅读，你要有充分的理由，利用所提供的句型，以对话的形式说服他人购买你的食品。最后为你的食品设计一个有说服力的广告。 1.7SUMMINGUP部分要求学生归纳总结本单元内容、词汇和语法结构三个方面。 1.8LEARNINGTIPS部分对如何提高表达能力提出建议。 2.教材重组 2．1把Warmingup和Pre-reading作为reading的导入内容，将这三部分与Comprehending整合成一节阅读课。 2.2将LearningaboutLanguageonPage11,USINGSTRUCTURES(P50)设计成一节词汇和语法课。 2.3将UsingLanguage中的Reading和READINGTASKinWorkbook(P51)还有USINGWORDSANDEXPRESSIONSonP51设计成一节泛读课。 2.4将UsingLanguage中的Listening（P14），LISTENINGTASK（P50）和LISTENING（P48）设计成一节听力课。 2.5将SpeakingandWriting（P15）和SPEAKINGANDWRITINGTASK（P53）及TALKING（P48）设计成一节写作课。 2.6将SUMMINGUP(P16),USINGWORDSANDEXPRESSIONS(P49),PROJECT和CHECKINGYOURSELF(P47)设计成一节复习课。3.课型设计与课时分配（经过教材分析，本单元可用五课时完成。） 1stperiodReading 2ndperiodWordsandgrammar 3rdperiodReading 4thperiodListening 5thperiodWriting 6thperiodSummaryⅣ.分课时教案TheFirstPeriodReadingTeachinggoals教学目标1.TargetLanguage目标语言a.词汇和短语Sunburnt,struggle,decade,super,output,crop,hunger,disturbing,expand,Vietman,circulate,satisfied,freedomb.重点句子Thankstohisresearch,theUNhasmoretoolsinthebattletoridtheworldofhunger.2.Abilitygoals能力目标EnableSstolearnmoreaboutagriculture,countrysideandfarming.Bytalkingtheycanexchangetheirexperiencewitheachother.Byreadingtheywillrealizetherolethatagricultureplaysinhumanlife.Infactthisworldfacesaseriousproblem—starvation.SoafterreadingthepassageaboutDrYuanstudentswillknowtheimportanceofhisachievementtoman.OfcoursetheywilllearnfromDrYuansomenoblecharacter.3.Learningabilitygoals学能目标HelpSslearnhowtodescribeDrYuanLongpingincludinghispersonality.Teachingimportantpoints教学重点a.Helptocomprehendthetextandgraspthemainideaofthetext.b.Grasptheusageofsomewordsandexpressions.c.HowtohelpstudentsmakeuptheirmindstomakecontributionstomotherlandinthefuturelikeDrYuan.Teachingdifficultpoints教学难点a.Howtohelpstudentslearnmoreaboutagriculture.b.Helpstudentsreallymastertheusageofwordsandexpressions.Teachingmethods教学方法Talking,questioning-and-answeringactivityandreading.Teachingaids教具准备Ataperecorder,aprojectorandacomputer.Teachingprocedures&&ways教学过程与方式StepⅠGreetingandleadinginT:Hello,everyone.Ss:Hello,teacher.T:Inlastunitwelearntsomegreatwomen.Todaywe’lllearnafamousman.Whowillitbe?Atfirstlet’slookatthetwopicturesonPage9.Whatarethepeopledoing?Ss:Theyareplantingrice.T:Canyoutellmesomethingaboutrice?S:Ricegrowsinthesouth.S:Butinsomeplaceofthenorthwecanalsofindrice.T:Yeah.Youareright.Infactriceisacerealgrainthathasbeengrownforatleast5,000yearsandiseatenby2.4billionpeopleeverydaythroughouttheworld.InAustralia,farmershavehadtostrugglewiththeirharshenvironmenttogrowrice.Ss:Really?StepⅡWarmingupT:Haveyouevergrownanyplants?Ifso,whatdidyoudotogrowthem?Ifnot,whatkindofplantwouldyouliketogrow?Howwillyougrowit?S:Ihaveevergrowncornandpotatoes.Inautumn,myfatherandIploughedthesoildeepforthefirsttime,theninthenextspring,weploughedthesoilforasecondtime,thistimeIputthecornseedsintothetunnelfollowingmyfather.Finallymyfathercoveredthecornseedsbyploughingagain.S:Inevergrowanyplant.I’dliketoplantsunflowers.Theylookbeautiful.Theyalwaysfacethesunwhentheyareyoung.Idigsomeholesinmygarden,putsomesunflowerseedsinthem,waterthemandfinallycoverthemwithsomemoresoil.T:Verywell.Haveyoueverbeentothecountryside?Whatdidyoudothere?S5:Yes,Iwenttheretoseemygrandfather.InthevillageIplayedwithotherboysinthelittlestreamandcaughtlittlefish.Ievenhelpedmygrandfathergetinthecornbycuttingthecornstems,whichmademetired.T:Areyoufromafarmer’sfamily?Whatdoyouknowaboutfarming?S:Yes,myfatherisafarmer.Inmyview,farmingishardwork.Peoplehavetoplantcrops,smoothawayweedsandgetinthecropsattherighttime.Theyhavetogetupearlytoworkinthefieldsoastoprotectthemselvesfromthesunshine.T:That’sright.Inthenorth,thebiggestworrythatfarmershaveisthedrought.Whenitdoesn’train,andtheycan’tirrigatethecrops,thecropswilldieandtheywillhavenothingafterhardworking.StepⅢPre-readingThepurposeofthisstepistoletstudentsknowtheimportanceofrice.Byansweringthetwoquestions,studentscaneasilyunderstandwhywecallDrYuanLongpingapioneerforallpeople,andwhyhedevotesallhislifetothericeresearch.T:Foodisthebasicneedforman.RiceisamainfoodinallEasternAsianandSoutheasternAsiancountries.Itissaidthatthereare2.4billionpeopletoeatriceeverydaythroughouttheworld.Whatdoyouthinkwouldhappeniftomorrowtherewassuddenlynoricetoeat?S:Ithinkifthathappened,peopletherewouldsufferfromstarvation.Theywouldbepanicandthewholecountrywouldgetintotrouble.Maybethesituationthathumanbeingseathumanbeingswillhappen.T:That’stooterrible.Butthiskindofthingoncehappenedinhistory.Well,ifyouhadthechancetodoonethingtohelpendfamineintheworld,whatwouldyoudo?S:Iwouldinventanewkindofplanttoproducemorefood.S:I’llmakeakindoffertilizertogivericeenoughnutritionandletthemgrowquicklyandhavehighproduct.Butfirstwithoutpollutiontoourenvironment.T:Agreatidea!YourideaisjustthesamewithDrYuanLongping.DoyouknowYuanLongping?S:Iheardthatheisanexpertonagriculture.T:Yeah,todaywearegoingtoreadapassageabouthim.Let’sseehowhehelpedtheworldtosolvetheproblem-starvation.PleaseopenyourbookstoPage9.StepⅣFastReadingThereadingmaterialisaboutanagriculturalpioneernamedYuanLongpingwhoworkedhardatanewstrainofrice.Ithasprovedsosuccessfulthathistechnologyspreadintoothercountries.Thepurposeoffastreadingistoletstudentsfindsomeusefulinformation,andgetfamiliarwiththetext.Sointhisstep,teachercandesignsomequestionsforstudents,sothattheycaneasilyfindtheanswersandfinishthereadingtask.T:Pleasescanthepassageandfindouttheanswerstothequestionsonthescreen.ThenI’dliketoaskyoutoanswerthem.Showthequestionsonthescreenandgivestudentsthreeminutestoreadthetextquickly.1.WhydidYuanLongpingwanttoincreasethericeoutputwhenhewasyoung?2.IsDrYuanmoreofascientistormoreofafarmer?Doyouthinkheisabusinessman?3.HowwouldyoudescribeDrYuan’spersonality?Usethreeorfouradjectives.4.Whatdoyouthinkisthemainreasonforhissuccess?5.DrYuanthinksthatapersonwithtoomuchmoneyhasmoreratherthanfewertroubles.Doyouagreeordisagree?Why?6.DrYuandevelopedsuperhybridricetohelpChinesefarmersandhungrypeoplearoundtheworld.Canyouthinkofanyothermajordevelopmentthatwouldmakeagreatdifferencetoworldhunger?StepⅤExplanationShowthefollowingpointsonthescreen.1.strugglevtomakegreateffortse.g.Theyhavestruggledforyearstofreetheircountryfromtheenemy.I’mstrugglingtofinishthehugehelpingyougaveme.2.sunburntadjsun-tannede.g.Hissunburntskinlookshealthy.3.superadj(infml)excellent;splendide.g.You’lllikeher,she’ssuper.Youlooksuperinyournewclothes.Itwassuperofyoutohelp.4.expandv(causesthto)becomegreaterinsize,numberorimportancee.g.Metalsexpandwhentheyareheated.Whynottrytoexpandyourstoryintoanovel?5.circulatev(causesthto)passfromoneperson,place,etctoanothere.g.Peoplewhocirculatefalsenewsaretobeblamed.Yetreportsofthiskindhavebeencirculatedbyournewspapers.Thenewsoftheenemy’sdefeatquicklycirculatedroundthetown.6.equipvsupplysb/sth(withwhatisneeded,foraparticularpurpose)e.g.Nowallfishingboatsareradio-equipped.Theycan’taffordtoequiptheirarmyproperly.Pleaseequipyourselfwithasharppencilandarubberfortheexam.7.exportvsend(goods)toanothercountryforsalee.g.Indiaexportsteaandcottontomanydifferentcountries.Thiscompanyhasalargehomemarketbutdoesn’texport.8.rid...ofmakesb/sthfreefrom(sb/sthunpleasant)e.g.Weallwishthatwewouldridtheworldoffamine.Thefarmerrecentlytriedtoridthehouseofrats.9.besatisfiedwith,becontentwithe.g.Theyoungladyisn’tsatisfiedwiththepeacefullife.Areyousatisfiedwithhisanswers?10.wouldrather,prefertoe.g.I’dratherwalkthantakeabus.I’dratheryouknewthatnow,thanafterwards.StepⅥListeningandPost-readingAtfirst,letstudentslistentothetape,andthenfinishtheexerciseinComprehending,wehaveinvolvedsomequestionsinExercise3,soteachercanchoosesomequestionstodo.ForEx1and2,teachercanleavesometimeforstudentstofinishandthenchecktheanswerswiththewholeclass.StepⅦSummaryandHomeworkT:Todaywetalkedaboutagriculture.AndwealsoreadaboutDrYuanLongping.Wehaveknownmuchaboutthegreatscientist.Ofcoursewehavelearnedsomewordsandexpressionsaboutfarming.Pleasetrytograspthesewordsandexpressionsafterclass.Nowpleaselookatthepoemonthescreen: Farmersweedingatnoon, Sweatdownthefieldsoon.Whoknowsfoodonatray, Duetotheirtoilingday?T:Doyouknowit?Readitandsaywhatdoesitmean?Ss:Ofcourse.It’s悯农writtenbyLiShen.T:Right.ThetitleisAHARD-WORKINGFARMER.Thisismygifttoyou.Pleasereadittogether.OK,hopeyoucanrememberitwhenyouarehavingyourdinners.Besides,I’dlikeyoutothink:evenifDrYuan’sdreamscometrue,canthisreallysolvethestarvation?Why?Thisisthehomework.Thinkitover.NexttimeI’llasksomeofyoutogiveyouropinionintheclass.AnotheroneistofinishtheexercisesinLearningaboutLanguage.Exercise1,2and3areaboutusefulwordsandexpressions.Finishthem.Nexttimewe’llchecktheanswers.Ok,classisover.Seeyounexttime.附件:课文复述Retellthetextinabout150words.Notes:1.Usethefirstpersontoretellthestory.2.Trytousetheproperconjunctions.3.Refertothechartwhileretelling.4.Thepossibleversionbelowcanbeusedasamaterialforbothretellinganddictation.Onepossibleversion: I’mYuanLongping.Lookatmysunburntfaceandarmsandmyslim,strongbodyandyouwillthinkI’mmorelikeafarmerthanascientist.InfactIhavestruggledforthepastfivedecadestohelpfarmers.In1974,Ibegantogrowaso-calledsuperhybridrice.Thisspecialstrainofricemakesitpossibletoproduceone-thirdmoreofthecropinthesamefields. Iwasbornintoapoorfarmer’sfamilyin1931.WhenIwasyoung,Isawmanypeoplegohungryoften.SoIhavedevotedmyselftofindingwaystoincreasingriceharvestwithoutexpandingtheareaoffieldssinceIgraduatedfromSouthwestAgricultureCollegein1953.Nowmorethan60%ofthericeproducedinChinaeachyearisfromthishybridstrain.IamcirculatingthisknowledgeinIndia,VietnamThesecondperiodGrammarTheSecondPeriodWordsandGrammarTeachinggoals教学目标1.Targetlanguage目标语言a.词汇和短语sunburnt,hunger,expand,circulate,struggle,export,output,satisfied,strain,rid...of,leada...life,wouldrather,thankstob.语法The-ingformassubjectandobject.2.Abilitygoals能力目标EnableSstomastertheusageofthewordsandexpressionsaboveandusethe-ingformassubjectandobjectcorrectlyandfreely.3.Learningabilitygoals学能目标HelpSslearnhowtousethesewordsandexpressionsfreelytoexpresstheirideasandusethe-ingformassubjectandobjectastheylike.Theycanalsopractiseactivelyandattentivelysothattheyreachtheirgoals.Teachingimportantpoints教学重点Theusageoftheimportantwordsandthe-ingformusedassubjectandobject.Teachingdifficultpoints教具难点Howtousethewordsandexpressionsandthe-ingformfreely.Teachingmethods教学方法Explaining,discussingandpractising.Teachingaids教具准备Aprojectorandacomputer.Teachingprocedures&ways教学过程与方式Grammar一.动名词做主语的用法动名词做主语往往表示经常性、习惯性的动作,在口语中也可以表示具体的动作。如：Seeingisbelieving.Helpingherismyduty.Talkingmendsnoholes.空谈无济于事。Workingwithyouisapleasure.和你一起工作是一种乐趣。动名词做主语和不定式做主语一样，也可以用it作形式主语。如：It'srathertiringwalkingaroundinacity.不定式做主语往往表示具体的特别是将来的动作。如：It'snousecryingoverspiltmilk.覆水难收。Herealizedthattogoonlikethiswaswrong.二.动名词作宾语的用法1．有些动词或短语动词后常用动名词作宾语。如admit,appreciate,avoid，can'tstand（不能忍受）,consider，delay,devote…to,dislikeenjoy，escape,excuse,feellike,finish,forgive,getdownto,giveup,imagine.insiston,keep(on),lookforwardto,mention,mind,miss（错过）,payattentionto,practice,putoff,stickto,suggest等等。Doingmorningexercisesisgoodforyourhealth.做早操对你的健康有好处。Hershoeswantsmending.她的鞋该修理了。注意:当need,want,require,worth后面接doing也可以表示被动。Yourhairwantscutting.你的头发该理了。

Thefloorrequireswashing.地板需要冲洗。Ihavefinishedwritingthisbook.我已经写完这本书了。2.在allow,advise,forbid,permit后直接跟动名词作宾语，如果有名词或代词作宾语，则构成“allow／advise／forbid／permit＋名词／代词＋不定式（宾语补足语）”之形式。如：Wedon'tallowsmokinghere．Wedon'tallowanybodytosmokehere．3.动词need,require,want意为“需要”时，后跟动名词的主动式或不定式的被动式作宾语，意义没有区别。如：Thewindowneeds／requires／wantscleaning／tobecleaned．4.在begin,continue,love,like,hate,prefer,intend,start后用动名词和用不定式作宾语均可，意义没有多大区别。5.动词forget,goon,mean,regret,remember,stop,try,beusedto,can'thelp后跟动名词和跟不定式区别较大，须注意。forget,regret,remember后跟动名词，动名词表示已经发生的动作；后跟不定式表示将要发生的动作。TheThirdPeriodExtensiveReadingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词语chemical,bacteria,pest,leadto,discovery,nutrition,keep…freefrom,rootb.重点句型Withthesediscoveries,somefarmerandmanycustomersarebeginningtoturntoorganicfarming.Overthepasthalfcentury,usingchemicalfertilizershasbecomeverycommoninfarming.2.Abilitygoals能力目标EnableSstomasterthemainideaofthetextandknowthewaysoforganizingarticles.3.Learningabilitygoals学能目标HelpSslearnhowtoenlargethewordsandstructuresofthesametopic.Teachingimportantanddifficultpoints教学重难点1.Howtograspthemainideaofthepassage.2.Howtograspthewordsandphrasesandbeabletousethemfreely.Teachingmethods教学方法Showquestions,readfast,findthemainideas,andthenreadcarefullyandfinishallthetasks.Teachingaids教学准备Arecorderandaprojector.Teachingprocedures&ways教学过程与方法StepⅠGreetingandrevisionT:Morning,boysandgirls!DoyoustillrememberthepoemIgaveyoulasttime?Ss:Yeah!T:Who’dliketoreciteittothewholeclass?S1:Me.Listen!心平何劳持戒，行直何用修禅，恩则孝养父母，义则上下相怜。让则尊卑和睦，忍则众恶无喧。若能钻木取火，淤泥定生红莲。T：Verygood!Thankyou.Ithinkknowledgeisimportant.Butwisdomismoreimportant.Ifapersononlyknowshowtoinventandcreatsomething,butdoesn’tthinkoverwhetherhisinventionscanbringpeoplethetruehappiness;orheonlydoesthingforhisorhisgroup’sinterest.Moreover,sometimeswhathemadecandoharmtosociety,thenhewillbethemostdangerouspersonintheworld.Thepoemaboveisveryeasytounderstand.Ifyoudothingsasittellsus,youcanturnouttobeawisemanwhowillbringtheworldthehappiness.Well,todaywearegoingtodosomereading.PleaseturntoPage13.We’llreadthismaterialfirst.StepⅡReadingTherearethreetasksinthisstep.First,teachercanaskstudentstoreadthearticlesoneparagraphbyoneparagraph.Askthemsomequestionsaboutthesepassages.Therearethreeparagraphsinthearticle.Ineachpassage,thereareoneortwoquestions.Whenstudentsfinishthesequestions,theywillfindthatthestructureofthetexthasturnedup.T:Wonderful!Homeworkcheckisover.Inthelasttwoperiodswetalkedaboutagriculture.Aspeople’slivingconditionimproves,moreandmorepeopleareconcernedaboutwhattheyeat.Infactmoreandmorepeoplebecomeworriedaboutthequalityofthefoodtheyeat.Becausemoreandmorefarmersusechemicalfertilizerinsteadofnaturalwastefromanimalsandtheyusepoisontokillinsectstoprotecttheirplants.Sopeoplenowallwanttoeatgreenfoodwhichdoesnoharmtotheirhealth.Theyaremoreconcernedaboutorganicfarming.Nowlet’sreadthetextandknowsomethingaboutorganicfarming.Task1:Questionsaboutthetext.Showthequestionsonthescreen:1.Whatistheorganicfarming?2.Whatistheadvantageofusingnaturalfertilizer?3.Whatisthedisadvantageofusingchemicalfertilizers?4.What’sthemainideaofparagraph3?5.Whydofarmersgrowtheircropsinsuchways?T:Boysandgirls,todaywe’llreadthetextoneparagraphbyoneparagraph.Nowpleasereadthefirstparagraphquickly,andfindtheanswertothefirstquestion:whatistheorganicfarming?S1:Organicfarmingreferstocropsgrowingwithnaturalratherthanchemicalfertilizers.T:Good.Nowreadthesecondparagraphquicklyandfindtheanswertothisquestion:whataretheadvantageofusingnaturalfertilizer?S2:Makethesoilricherinmineralsandsomorefertile.T:anythingelse?S3:Reducediseasesincropsandhelpthemgrowstrongandhealthy.Besides,keeptheair,soilandwateraswellasthefoodsupplyfreefromchemical.T:Whatisthedisadvantageofusingchemicalfertilizers?S4:Letmeanswerit.Therearethreedisadvantages.Firstly,leavingchemicalsinthegroundforalongtimeisnotgoodforthesoilorthewatersupply.Secondly,farmersoftengrowthesamecropyearafteryear.Asaresult,thesoilgetsexhausted.Thirdly,chemicalfertilizerskillbothhelpfulandharmfulbacteriaandpests.MainideaofthepassageChemicalfertilizerscancausemanyproblems,soorganicfarmingisbecomingmorepopular.StructureofthetextIusingchemicalfertilizersforalongtimecanhurtthelandandalsopeople’shealthIIProblemcausedbychemicalfertilizers1.Damagethelandbykillingthehelpfulbacteriaandpestsaswellastheharmfulones2.Leadtocancerorotherillness.3.Foodgrownwithchemicalfertilizerslookbeautiful,butinsidethereisusuallymorewaterthanvitaminsandminerals.ⅢOrganicfarmingisbecomingmorepopularwithsomefarmersandmanycustomersafterthesediscoveriescameout.IVOthermethodstokeepthesoilfertile.附件1Isorganicfoodsafe?Yes.Organicfoodisassafetoconsumeasanyotherkindoffood.Justaswithanykindofproduce,consumersshouldwashbeforeconsumingtoensuremaximumcleanliness.Ascitedabove,organicproducecontainssignificantlylowerlevelsofpesticideresiduesthanconventionalproduce.ItisacommonmisconceptionthatorganicfoodcouldbeatgreaterriskofE.colicontaminationbecauseofrawmanureapplicationalthoughconventionalfarmerscommonlyapplytonsofrawmanureaswellwithnoregulationwhatsoever.Organicstandardssetstrictguidelinesonmanureuseinorganicfarming:Eitheritmustbefirstcomposted,oritmustbeappliedatleast90daysbeforeharvest,whichallowsampletimeformicrobialbreakdownofanypathogens. Whydoesorganiccostmore? Thecostoforganicfoodishigherthanthatofconventionalfoodbecausetheorganicpricetagmorecloselyreflectsthetruecostofgrowingthefood:substitutinglaborandintensivemanagementforchemicals,thehealthandenvironmentalcostsofwhicharebornebysociety.Thesecostsincludecleanupofpollutedwaterandremediationofpesticidecontamination.Pricesfororganicfoodsincludecostsofgrowing,harvesting,transportationandstorage.Inthecaseofprocessedfoods,processingandpackagingcostsarealsoincluded.Organicallyproducedfoodsmustmeetstricterregulationsgoverningallthesestepsthanconventionalfoods.Theintensivemanagementandlaborusedinorganicproductionarefrequently(thoughnotalways)moreexpensivethanthechemicalsroutinelyusedonconventionalfarms.Thereismountingevidencethatifalltheindirectcostsofconventionalfoodproductionwerefactoredintothepriceoffood,organicfoodswouldcostthesame,or,morelikely,becheaperthanconventionalfood.附件2INTERNATIONALCOALITIONPROPOSESWORLDHUNGERREFORMS FromIVUNews2001 Rome,Italy,May28[2002]-Aninternationalcoalitionpromotingplant-basedsolutionstoworldhungerproposedsweepingreformstodelegatestotheFoodandAgricultureOrganizationmeetingonworldfoodsecurityinRome.Thepurposeofthemeetingwastorepairaflawedprocessthatwassupposedtoreducethenumberofchronicallyhungrypeopleintheworldbyhalfbytheyear2015. Thecoalition’spositionpapermakesseveralcreativepointstocleartheimpasse: Akeyrootcauseofworldhunger,asidefromnaturaldisasters,pests,andwars,hasbeentheinsistencefirstbycolonialpowersandnowbycorporateinterestsonproductionofcashcropsforexport,inplaceofsufficientnutritious,safe,andaccessiblefoodforthelocalpopulation. Internationaltradecannotsolveworldhungerbecauseitshiftslimitedagriculturalresourcestoproductionofcashcropsforexport,andpeoplewhodon’thaveaccesstofoodandotherbasicnecessitiesoflifehavenothingtotrade. Westemmeatindustries,facingpublicawarenessofthehealthimpactsandstrictenvironmentalregulationsathome,seektoexploitthenaturalresources,cheaplabor,andpotentialmarketsoflow-incomefood-deficientnations(LIFDNs). Thedefinitionoffoodsecurityasthesustainableavailabilityofsufficientamountsofnutritious,safe,andaccessiblefoodstuffsleadsinevitablytothechoiceofplant-basedsolutionsandtheavoidanceofanimal-basedsolutions. Affluentnationsshouldactupontheirmoralobligationtoprovidetheresourcesnecessarytotransportanddistributewesternfoodsurplusestotheworld’shungrypeopleandtohelpsetupsustainableproductionofsufficientnutritious,safe,andaccessiblelocallygrownplant-basedfoods.Theyshouldreducetheirowndependenceonanimal-baseddietstoreleasefoodstuffsforthehungry. LIFDNsshouldscrutinizecarefullyalloffersofresourcestomakesurethatthesetrulymeettheirneeds,ratherthanthoseofwesterncorporateinterests.Theyshouldinsistonbuildingupsustainableproductionofsufficientnutritious,safe,andaccessiblelocallygrownplant-basedfoods. Inadditiontodistributingthepositionpapertothedelegates,coalitionactivistsalsohandedoutleafletsattheFAORomeheadquarters.AdditionalactionsareplannedinconnectionwiththeWorldFoodSummittobeheldinRomeinNovember. MembersofthecoalitionincludeFARM,aU.S.non-profitorganizationwhichhaspromote