Teaching design of Food for All 

周庄中学 薛丽姣

.Text Analysis

Food for All是“多维英语阅读第13级”的一本科普类(non-fiction）读物。书中介绍了造成人类或动物食物短缺的原因，并强调人类及动物共享一个地球，互相影响，突出“人与自然”的主题。

（1）[What]主题意义和主要内容

本书一方面介绍了由于雨水、自然灾害以及大象、野猪、老鼠、蝗虫等动物对人类食物造成的破坏，另一方面也介绍了人类的行为造成动物们无家可归，觅食困难的问题。 

（2）[Why]写作意图

作者通过介绍影响人类及动物食物短缺的各方面因素，启发读者思考背后产生的原因，引发读者思考人类及动物如何共同生活，共享地球。

（3）[How]文体结构和语言修辞

本书可以分为两个部分，第一部分说明了影响人类食物获取的原因，尤其重点展开说明了动物对人类食物获取的影响；第二部分则说明了人类行为对动物栖息地及觅食造成的巨大影响。本书结构呈现出前后两部分互为因果，逻辑清晰，前后文联系紧密。

在对比描述人类和动物的行为时，作者通过大量动词的使用，形象地突出了人类及不同动物的特点及行为，例如形容大象时使用了“walk all over the crops,” “smash the crops down”, 形容野猪、老鼠和蝗虫时则分别使用了“dig up”， “they eat and eat and eat”, “fly in a group”等短语；描写人类的行为时，文章使用了 “scare away”， “keep away”，“cut down trees”等。

2. Teaching objectives

By the end of this lesson, students are expected to be able to：

（1） Have a better understanding of the text features of a non-fiction.

（2） Get some information about the causes of the food shortage of humans and animals.

（3） Analyse the conflicts between humans and some animals in terms of getting food.

（4） Think about how to make humans and animal live in a peaceful and harmonious way.

（5） Learn to cooperate with each other in a group work and develop critical thinking ability.

3.Teaching procedures:

Lead-in

Share the news about the death of Yuan Longping.

Show some pictures about some hungry people from Africa

(让学生了解科学家袁隆平对于世界人民摆脱饥饿的巨大成就，但仍有部分人处于饥饿之中。）

Pre-reading:

1. Give students some information about the features of a non-fiction.

(教师介绍非虚构类文本的文本特征，引导学生在阅读文章本时，学会利用这些文本特征来更好理解文本。）

2. Look for the cover

Questions: 1）What can you see on the cover?

         2）What do you want to know from this book?

(让学生预测文本信息，激发学生阅读兴趣）

3. Look for the content

Questions: How many parts can these headings be divided into?

(让学生对整本书的结构有整体的了解）

While-reading

1.Hungry people:

Question: 1）What makes people hungry?

(rain, disasters, animals)

2）How do animals become a big problem to people according to the sentence “Animals are a big problem to people.” ?

(由此问题导入分析下面四种问题动物。）

2.Problems with elephants:

Questions:

1) What are problems with elephants? (circle the verbs)

2) What is people’s solution towards elephants’ problems? (underline the verbs)

3) What is the result of people’s solution?

(根据 “problems-solutions”的逻辑关系，引导学生梳理文章）

（过渡：These are problems with elephants. What about the other three animals?)

3.Read and find out:

1) What are problems with wild pigs/rats/locusts? (circle the verbs)

2) What is people’s solutions towards these problem animals? (underline the verbs)

(首先是教师引导学生找出大象的相关问题，通过能力的迁移，找出其他问题动物的相关问题。）

4. Then the teacher show other problem animals.

5. What is your solution towards these problem animals? (group discussion)

6. Questions: Should we kill them all？

( introduce the topic “ food chain” and let students realize that humans and animals depend on each other. We should be friendly to each other.  But are humans kind to the animals? Why not find the answer in the next heading?)

Food for everyone

1. What are problems with people?

7. Is it right? What should we do? (group discussion)

What have you learned from today’s lesson?

Homework:

1. Go over what you have learned today.

2.Think more solutions to problem animals.

3. Discuss how to get along well with animals.