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教材内容分析：
本单元围绕“modern agriculture” 这一主题展开听、说、读、写等一系列教学活动。农业是人类生存和发展的基础，农业的发展也是人类文明发展的一大体现。教材涉及到农业技术的发展和进步，发展和环境问题的矛盾，现代生态农业以及农作物培植的基因工程，中国古代的农业著作等多方面的内容，有着比较强的可挖掘性；同时，在学习本单元的过程中，可以促进英语学科与其他学科之间的相互渗透与联系，使学生的思维能力、想象力、协作和创新能力等综合素质得到发展,同时培育学生的科技人文精神。
“热身”（Warming up:）部分以数据统计图的形式导入本单元的话题。膳食结构的变化引起农业生产的变化---农业产业结构和比例的调整，从而引起生态和自然环境的变化。
“听力（listening）”部分是一篇短文，从正反两方面论述了农业生产与自然环境的关系，体现出人在从事农业生产的过程中的对自然环境的影响和作用。在设计上采用了听选有关信息、判断正误和填充的形式，注重训练对有效信息的捕捉和处理的能力。
“说(speaking)”部分通过开村民大会的方式，使学生进入到十分接近真实生活的活动之中，模拟各种实际生活中的角色，畅所欲言，甚至激烈辩论，从各自的立场去寻求解决的途径。这种活动促使学生进一步巩固所学语言知识，活化所学语言技能，达到真实交流的目的。
“读(reading)” 包含了“读前(pre-reading)”“读(reading)”和“读后(post-reading)”三部分。“读前”部分编者结合八幅极具代表意义的照片设计了三个问题，激活学生已有知识和经验，诱发学生观察、思考、比较传统农业和现代农业，现代农业的利与弊，近百年来农业的发展变化等，使学生进一步熟悉本单元的主要话题，为“读”作好充分的准备；“读”部分以时间的先后为序简要介绍了农业发展的历程，侧重介绍了现代农业的发展和新的成就，其中渗透着人在农业发展中和的作用和影响, 激活学生的科技人文意识。“读后”部分设计了两种练习，第一题以选择题的形式检测学生对课文的理解；第二题是一个开放性的题目，鼓励学生结合想象和其他学科知识，做出决定并解释原因。通过这一任务的完成，不仅切实锻炼和提高学生的语言运用能力，而且加强了学科间的神透，提高了学生的思维能力和创新能力。
“语言学习(language study)”包括两个部分，词汇部分设计了8组动词与同根名词通过后缀-tion的添加与否而互相转化的练习，旨在培养学生对构词法的意识，了解构词规律；语法部分是有关强调句型的示例和练习，从易到难，有利于学生的掌握和实际运用。
“综合能力(integrating skills)”部分是一篇介绍中国古代的农学家贾思勰和他的著作《齐民要术》的文章，主要涉及了他对农作物的种植的一些指导和看法，直到今天对农业生产都是适用的。文后的读写训练中，首先，要学生根据需要完成对信息捕捉和加工的任务；第二个是开放性的任务，要学生为自己的菜园做种植计划。这一任务的设计给学生充分的空间去创造性的运用所学知识，发展语言综合运用的能力，从而达到了在做中学的目的。
“小建议(tips)”部分给出了一些与农时、天气有关的谚语，学生通过对这些谚语的理解和思考，并同中国的类似谚语比较，增强了学习的趣味性，也使他们的文化意识得到的潜移默化的培养和影响。
教学目标：，
语言知识：学会使用一些有关农业的词汇
语法：1）学会构词法中“动词----名词”的后缀：-tion
2）学会使用强调句型：It is…that/who…
功能：学会提建议和做决定
话题：谈论现代农业的发展及其对人类生活的影响
语言技能：
听：培养学生捕捉、理解和处理信息的能力
说：鼓励学生在完成开放性问题时，通过讨论和阐述的方式积极地表达自己的观点、看法和决定，并能适时而得体地给出建议
读：1)学会阅读和分析科普文献中的数据图
2)培养学生的语篇意识，挖掘出文章内涵的思想态度和人文意识，分析写作方法，以及快速捕捉特定信息的能力
写：结合教材内容和有关知识，写一篇菜园的种植计划
学习策略：
认知策略：能够在学习中善于抓重点，总结所接触语言材料中的语言规律并加以运用，能对所学内容进行整理和归纳，能把另一领域或学科的学习技能有效得转移到英语学习之中。
调控策略：能够根据个人的特点和需要安排自己的学习，主动拓宽学习英语的渠道，乐于和老师及同学交流学习体会和经验，能够较为客观地自我评价，正确对待他人的评价，总结有效的学习方法。
交际策略：能够在课内外活动中积极用英语和他人交流，利用各种机会用英语进行真实的交际。
资源策略：能够有效利用词典等工具书，能够通过图书馆、计算机网络和广播电视等手段获得更广泛的信息，扩展所学知识。
教学重点：1)现代农业的发展的认识、思考和感悟，
2)学习并掌握以下词汇：:
produce, effect, dike, drought, leader, cane, sugar-cane, tobacco, local, arable, technique, fertilization, irrigation, modernize, pump, seed, seedbed, technical, delegation, depend, root, greenhouse, insect, control, genetically, gene, modify, soybean, golden, soil, seedless, shortage, wisdom, garden, gardening, gardener, practical, guide, firstly, secondly, thirdly, sow, condition, remove, weed, plough, sunflower, short of, depend on, stand for, and so on
教学难点：如何设计尽量贴近真实的任务，使学生进行跨学科的探究，并且能够用学过的语言进行阐述或报告，
教学方法：任务型教学
课时安排：1.warming up and listening
2.speaking
3.reading
4.language study
5.integating skills and writing
Tasks:
1) The students are to be divided into four groups to take records of the food for each meal in their family then report to the whole class. Group one and two work on meals at present time, either in the city or in the country; group three and four work on meals in the past, city or country. Then work out a report-----. (Three days before the first period)
2) The students are to discuss the changes in eating habit, the discussion should be based on task1.--- (during the first period)
3) The students are to read the statistic graph and discuss the changes that the graph shows us. ---(During the first period)
4) The students are to discuss and to reach an conclusion.---(during the second period)
5) The students are to learn the development of modern agriculture. ---(During the third period)
6) Design your own farm and hold an exhibition titled “This Is My Farm”. Tell the students that they can use any means as they like such as essays, pictures, leaflets, PowerPoint, flash and so on. Ask the students to finish their projects in one week. ---(After the fifth period)
7) The students are to act out a trial. This is for group work. Student A plays a policeman; student B plays the victim of a robbery. Student C, a clerk from the bank, student D, the registrar ---(During the forth period)
8) The students are to wok out a plan for his/her own vegetable garden., by various forms such as describing, drawing, even stick figures and so on.--- (During the fifth period)
Teaching plan
Period 1 warming up and listening
Task: The students are to read the statistic graph and discuss the changes that the graph shows
Goals: To cultivate the students’ ability to read and analyze the graph:
To cultivate the student’s’ ability of listening for information
Teaching procedures:
1) In this unit we mainly talk about modern agriculture. What will you think of when you see the word “agriculture”? (Brainstorming)
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2) Report
You have done some research work in advance to compare different meals in different places at different time. Now each group can give us the report.
Compare the differences among the meals. Surely they show some changes in eating habits.
3) Go to look at the graph in the textbook to find out some statistic information of the changes over the years. Work in groups of four discussing the questions .try to reach a conclusion in each group.
Q1: how are people’s eating habits changing over the years? What do you think this happens?
Q2: how has agricultural produce changed during these years? What do you think caused these changes?
Q3: what effects do you think the changes in eating habits will have on agriculture or nature?
1) Pre-listening
From the questions we discussed we can lean that human being’s eating habits have some effects on agriculture. Agriculture produce should meet the wants of people in the world. As we know agriculture depends much on climate, weather, soil water and some other natural resources. If we changed the structure of agriculture, what do you think will happen to the nature?
Now let’s listen and learn.
2) While-listening
a. The passage you hear mainly talks about
( ) history of farming ( )farmers in America ( )fishing ( ) protection of nature
( ) farmers in china ( ) pigs
( ) environmental problems ( )trees ( ) dikes
b. Listen again and decide true (T) or false (F) ---see Page44
c. Listen again and complete the sentences ---see Page 44
3) Post-listening
Suppose you are Tan and Xiao Zhao. Because of your successful farming on the field, you are invited to a big meeting that many local farmers will attend. You are asked to give a lecture about your experience telling them how you ‘ve worked on the nearly deserted field and become a successful farmer.
Period 2 speaking
Task: the students are to discuss and to reach a conclusion
Goals: 1) Enable the students to invent their own ideas on a specific purpose first and give the reasons as well.
2) Try to reach a conclusion through discuss and negotiation.
Teaching procedures
1.
Warming up
To the students:
1) Look at the picture of a farm. Describe it.
2)Suppose you are a farmer. You have a big farm. What will you do with your farm?
The students may give various answers. Collect and then classify them. Fill in a form that is prepared in advance.
Generally the following items should be included: growing grains, growing cash crops, growing trees, raising livestock, and fishery.
The students may give more items that we expected. We can include them in the form as well.
. Divide them into several groups according to the classification and talk about advantages and disadvantages. Then ask each group to report what conclusion they’ve reached. Then collect them and fill in the form
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Advantage |
Disadvantage |
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Growing grains |
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Growing cash crops |
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Growing trees |
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Raising livestock |
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Fishery |
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… |
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2. Pre-speaking
Q1. How many first do we Chinese have in the history of agriculture?
Q1.What’s the percentage of the arable land in China?
Q2.What’s the population of China?
You see, we have to feed so many people on so little land. It is really a challenge to us. Over time we have improved our farming techniques. But, since farming is based on land, I think, for a farmer, the most important thing is to make the best use of the land. If a farmer is given an extra piece of land, how happy he will be! How many plans will he create for the valuable land!
3. Speaking--debate
Now, let’s come to a village. The villagers there are so lucky that they have just been given a large piece of land. They all have their own opinions about how to make use of it and they can’t agree with each other. So, a meeting is being held. Together with the village leaders, they have to make a decision. Among them are wheat farmers, sugarcane farmers, local farmers who prefer to grow tees and local farmers who prefer to raise pigs.
Which kind of farmer would you like to be?
Those who choose the same role can get together and form a group of their own. So the whole class can be divided into four groups. Then appoint several students village leaders, who are the fifth group.
Each group prepares their own role cards, discussing the problem. While they are preparing for the debate, they can refer to the material on page 44.
Then a debate can be carried on until they make a good decision in the end.
Period 3 reading
Task: the students are to learn the development of modern agriculture
Goals: enable the students to read through given materials and start some related topics
Teaching procedures:
1..Warmimgup
Ask the students to describe some pictures, which come from, our textbook or Internet. Then ask them to classify the pictures in the following way:
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2. Pre-reading
Ask the students to compare traditional and modern farming, focusing on the advantage and disadvantage of modern farming. Then fill the form.
Agriculture |
Advantages |
Disadvantages |
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Traditional farming |
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Modern farming |
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Hi-tech farming |
3.While-reading
1). Scanning:
Q1: What is the biggest problem to Chinese farmers?
Q2: What does GM mean?
2) Skimming
A. Read the whole text. Find out the topic sentences in each paragraph
B Read and answer(write some keywords on the blackboard when the students are answering the questions)
Q1. How much does arable land take in China?
Q2: How many ways are mentioned to make the land produce more? What
are they?
Q3: What does new techniques mean?
Q4: when did scientist start to develop new techniques?
Q5: How many unusual ways are mentioned to deal with the shortage of arable land?
4.post-reading
1. Retell the text according to the above questions and the keywords on the blackboard
2. Choose the best answers according to the text (see Ex.1 on page 46)
3. Group work:
Through GM it is possible to change fruits, vegetables and even animals. We can change the way they grow, where they can grow, how they will taste, what color and what shape they will have. Decide which fruits, vegetables and farm animals you would change., explain how you would change them and why.
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Kind |
How would you change it? |
Why do you want to change it in this way? |
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Fruit |
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Vegetables |
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Animals |
Fill in the form and exchange your forms in your group. Choose the most imaginative or reasonable one to report to the whole class.
Period 4 Language study
Task: the students are to act out an trial
Goals:
1) Enable the students to recognize word function
2) Enable the students to use “it” to emphasize
Teaching procedure:
1. Warming up
. Give some revision to some words and expressions in various forms
2. Presentation
1) Give examples of some words for the students to compare. Encourage them to find out the different forms between noun form and verb form.
E.g.: educate---education examines---examination
Produce---production pollute---pollution
Verb + “-tion”-----Noun.
2) Complete the table by writing the noun form of the given verbs and the verb from of the given nouns.
3.Practice
Give some sentences for the students to complete.
1) The farmers ______ the desert area with underground water and_____ the soil .so the soil has become richer and richer. Good soil will _____ fine crops. As a result, _______ has increased in the last few years.
2) He bought a new house, and spent a lot of money _______ it; he’s put in electricity, had a bathroom built, etc.
3) The police were _____ that two prisoners had escaped. They say they need some ______ in order to arrest them again.
4) The industrial revolution _______ the whole structure of English society in the early eighteenth century.
5) Such a thin coat gives little ___ against the cold.
4.Grammar-- the use of “it”
a) Show the students two sentences from the text:
i. It is on this arable land that the farmers produce food for the whole population of China.
ii. It is from the early 1990s that scientists started to develop new techniques to increase agricultural production without harming the environment.
b) Rewrite the two sentences into the ordinary form. Compare each two sentences and tell the students “ it is…that…” is used to emphasize one parts of an sentences.
c) Ask the students to rewrite the sentences on page 47.
d) Ask the students to finish Ex 2 on page 2
e) Give a situations and ask the students to do role-play task.
Situation:
Tom was robbed of his wallet at the gate of the bank when he was getting out. He called the police at once. Soon a policeman came and asked him and one of the clerks in the bank. Because the police need exact information, Tom and the clerk had to emphasize each of the answers
f) Group work.
Encourage the students to create new situations to practice the emphasizing form.
Period 5 integrating skills
Task: the students are to wok out a plan for his/her own vegetable garden
Gaols: 1) Enable the students to know about Jia Sixie and his book
2) Enable the students know the importance of doing farm work at the right of the year
Teaching procedure:
1. Warming up
1) Show some pictures of different seasons in a year so as to revise some words of seasons and months.
2) Enjoy some English proverbs.---page49
The wisdom of farmers about the weather and farming is collected in many popular proverbs and passed on from generation to generation. The proverbs here tell us something about the weather in England.
Ask the students read and enjoy the proverbs.
Then ask: are they true for China?
2. Pre-reading:
Old Chinese people also discovered much wisdom of farming, much of which is still useful even today. Jia Sixie was one of China’s early agriculture scientists. He gave great contributions to China’s agriculture.---show some pictures.
Ask: what do you know about Jia Sixie?
3. While-reading
1). Let’s read and find out the answer to the question:
Why do we consider Jia sixie as an agriculture scientist?
2). Say to the students:
The life of a farmer is busy. Each month there is a lot of work to do: ploughing, sowing, weeding, harvesting, fertilizing, and so on.. What advice does Jia Sixie give farmers?
Read again and find out some information to fill in the forms below:
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Advice |
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On time of farming |
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On soil |
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On ploughing |
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On changing crops |
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On plants in the same field |
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4. Post –reading
Imagine you have a vegetable garden and you want to grow beans, cabbages, onions, tomatoes and sunflowers. What will you do in each month of the year?
5. Writing
Write a plan for your vegetable garden. Encourage the students to use colorful illustrations if possible,
6. Summary:
Design your own farm and hold an exhibition titled “This Is My Farm”. Tell the students that they use any means as they like such as essays, pictures, leaflets, PowerPoint, flash and so on.
补充内容：
一、语言知识归纳
1． Produce vt. 生产，制造，出产。
例如：1) We must produce more food for import and ourselves less.
2) Gas can be produced from coal.
Vt.提出，呈出
例如： 1) Can you produce any proof that you weren’t near the bank at the time of the robbery?
2) The magician produced a rabbit from a hat.
Vt.生，产（卵）
例如：Female sheep produce 1 0r 2 lambs at a time.
2 short adj.（总数，距离，重量等）不足的，短少的，缺少的
例如：1) These goods are in short supply; the price will be high.
2) The shopkeeper was fined for giving short weigh.
Short of 缺乏，达不到
例如：1) I’m short of money this week; can you lend me some:
2) Our car broke down only 2 miles short of where we wanted to go.
Shortage n.不足；缺乏
例如：1) We experience food shortages during the war.
2) Shortage of skilled worker is our main difficulty.
3.depend on/upon 依靠，信赖；取决于
例如：1) Good health depends on good food, exercise and getting enough sleep.
2) It depends on how you tackle the problem.
4.stand for 代表，代替，象征
例如：1) WHAT DOES“OTC” stand for?
2) Before we elect him to parliament, we want to know what he stands for.
二．文摘
[21世纪农业的八大变革]
1．由“自然化”向“工厂化”发展：21世纪，将有相当部分的作物、蔬菜、花卉由田间移到温室，再由温室转到可控的的环境室内，走向“工厂化”生产。到那时，农业生产将按市场需要，进行周年播种，全年收获。因此，未来的农业生产将淡化农业生产的地域性、季节 性特点。
2．由“机械化”向“自动化”发展：农业机械化给现代化农业带来了很的活力，特别是在解放劳动力上做出了很大贡献。随着计算机网络和本领高强的机器人将参与农业全程管理并完成各种农活，使农业生产进入自动化时代。
3．由“化学化”向“生物化”发展：现代农普遍使用化肥、农药、除草剂，可谓是“化学时代”，然而这种化学农业对自然资源和生态平衡都带来破坏。随着基因工程等生技术的发展，这种局面正在发生变化，到21世纪，目前的化学农业将被生物农业所取代。
4．由“石油型”向“生态型”发展：“石油农业”在大大刺激了西方国家现代化农业发展的同时，也带来了严重危害。而“生态农业”可以获得生产发展、环境保护、能源的再生产和利用、经济效益等综合效益，因此是21世纪农业可持续发展的必然趋势。
5．由“单向性”向“综合性”发展：综合性农业的特点是：土肥方面它既用有机肥、绿肥、秸杆还田，也配用无机氮、磷、钾肥料；此外，在杂草控制、病虫害防治等方面均科学地综合治理；并且综合农业还应对经济、就业、环境、自然、景观、食品品质及社会福利等方面加以综合考察和安排。
6．由“平面式”相“立体式”发展：21世纪，人均耕地将更少。因此农作物布局方式将由平面向立体发展，其巧妙之处在于利用各类作物在生长过程中的“空间差”和“时间差”，进行错落组合，综合搭配，构成多层次、多功能、多用途的高效生产系统。
7．由“农场式”向“公园式”发展：21世纪，农业将趋向可供观光的公园场所发展，里面不仅有最新的技术管理，更有各种珍贵的动物、植物、花卉以及娱乐场所。
8．由“土地型”向“海洋型”发展：21世纪，人类将进入开发海洋的农业时代。那时，人类不仅在有限的土地上提高生产力，而且把目光投向海洋，从海洋中获取更为丰富的“新型食品”，大力发展“海洋农业”。
三、部分农业词汇
land,soil 土壤
arable land, tilled land 耕地
dry soil 旱田
fertile soil 沃土,肥沃的土壤
humus 腐殖质
irrigable land 水浇地
lean soil, poor soil 贫瘠土壤
wasteland, barren land 荒地
grass 草
grassland 草地
meadow 草甸
prairie 大草原
pasture land 牧场
to lie fallow 休闲
fallow 休闲地
stubble, stubble field 亩茬地
straw, hay 稿杆
rural population 农村人口
rural exodus 农村迁徙
land reform, agrarian reform 土地改革
mechanization of farming 农业机械化
mechanized farming 机械化耕作
farm 农场
cattle farm 奶牛场
ranch 大农场,牧场
hacienda 庄园
holding 田产
plot, parcel, lot 地块
cooperative farm 合作农场
collective farm 集体农场
country, countryside 农村
countryman 农民,农夫
countrywoman 农民,农妇
agronomist 农学家
latifundium, large landed estate 大农场主
farmer 农户
producer 农业工人
settle 佃户
landowner 地主,土地拥有者
absentee landlord 外居地主
smallholder, small farmer 小农
rancher 牧场主
tenant farmer, leaseholder 土地租用人
sharecropper 佃农
ploughman 农夫,犁田者
farm labourers 农场工人,农业工人 (美作:farm laborers)
farm hand 农场短工
cattle farmer 牧场工人
cowherd, cowboy 牛仔
shepherd 牧人
fruit grower 果农
vinegrower 葡萄栽植者
vintager 采葡萄者
farming, husbandry 农业
animal husbandry, animal breeding 畜牧业
dairy farming 乳品业,乳牛业
horticulture 园艺
market gardening 商品蔬菜种植业
fruit growing 果树栽培
vinegrowing, viticulture 葡萄栽培
olive growing 油橄榄栽培
arboriculture 树艺学
silviculture 造林学
agricultural products, farm products 农产品
foodstuffs 食品
dairy produce, dairy products 乳制品
dairy industry 乳品加工业
crop year, farming year 农事年
season 季节
agricultural, commodities market 农业市场
livestock 牲畜
farmhouse 农舍
pasture 牧场
overalls 稻草人
haystacks 大干草垛
silo 筒仓
granary 谷仓
outbuildings 附属建筑
barn, shed 棚
granary, grain store 粮仓
chicken house 鸡场
windmill 磨坊
implement shed 农具房
grain silo 谷粮仓
hayloft 干草棚
stable 畜栏
litter 褥草
cowshed 牛棚
corral 围栏
dairy barn 挤奶厂
pigpen 猪圈 (美作:hog pen)
sheep pen, fold 羊圈
rabbit hutch 兔窝
hen house, henroost 鸡舍
incubator, brooder 孵卵室
laying house 产蛋室
watering trough, drinking trough 饮水器
piglet 猪仔
boar 公猪
feeding trough, feed trough 喂食器
feeding rack, manger, crib 饲槽
greenhouse, glasshouse 温室
nursery 苗圃
seedbed 苗床
threshing floor 打谷场
manure heap, dung heap 麦堆
field 田地
corn field 麦地
furrow 沟,渠
ridge 垅
clod 土块
terrace 梯田
haystack, hayrick 草垛
shock 禾捆堆
sheaf 禾捆
plantation 栽植
cabbage patch 圆白菜地
tomato patch 土豆地
vineyard 葡萄园
kitchen garden 菜园
market garden 商品菜园
orchard 果园
land tenure 土地所有制
tenancy, leasing, lease 租佃
land settlement policy 殖民政策,移民政策
land consolidation 土地集约
to cultivate, to farm 耕作
to till, to manage, to run 经营
dry farming 旱作农业
irrigated farming 灌溉农业
extensive cultivation 粗放耕作
intensive cultivation 集约耕作
crop rotation 轮作
mixed farming 多种经营
single-crop farming 单一经营
to clear 采伐
to weed 除草
to plough 犁,耕 (美作:to plow)
ploughing 耕作 (美作:plowing)
to fallow, to plough up, to turn 休闲
to loosen 松土
to dig 挖掘
to earth up 覆土
to harrow, to rake 耙
to grow 栽培
to plant 栽植
to transplant, to plant out 移植
seed 种子
to sow 播种
broadcasting, broadcast sowing 撒播
to stake 支木柱
stake 支柱
to prune 修剪,整枝
pruning 修剪,整枝
to graft 嫁接
to harvest 收获
harvest, harvesting 收获
reaping 收割
to pick 采摘
picking 采摘
to cut, to mow 刈割
cutting, mowing 刈割
to thresh 脱粒
threshing 脱粒
haymaking 割晒牧草
to bind(into sheaves) 捆,扎
to ensile, to pit 青贮
soil improvement, soil dressing 土壤改良
land reclamation 开垦荒地
irrigation ditch, irrigation channel 灌渠
manure 肥料
to manure 施肥
fertilizer 化学肥料
to fertilize 施化肥
spreading 撒布
to fumigate 熏蒸
to spray 喷射
insecticide 杀虫剂
pesticide 农药
weed killer, herbicide 除草剂
pest 农业害虫
parasite 寄生虫
locust 蝗虫
termite 白蚁
rodent 啮齿类
weeds 杂草
rust 锈病
smut 黑穗病
mildew 霉病
ergot 麦角
phylloxera 葡萄根病蚜
shovel 铁锹
spade 铲
hoe 锄
weeding hoe 除草锄
mechanical hoe 动力锄
rake 搂草机
fork 叉子
hayfork, pitchfork 干草叉
scythe 大钐刀
sickle 镰刀
flail 连枷
billhook, brushhook 钩镰
(field)roller 滚压器
plough 犁 (美作:plow)
ridging plough, ridger 起垄犁
weeding machine 除草机
weeder, weeding hook 除草锄
weeding fork 除草叉
disc harrow 圆盘耙
clod crusher 碎土块机
tractor 拖拉机
sprinkler 喷水器,人工降雨器
manure spreader 撒肥机
fertilizer distributor 化肥撒肥机
rotovator 中耕机 (美作:cultivator)
planter 种植机
disk harrow 圆盘耙
cotton picker 摘棉机
potato harvester 马铃薯收割机
seeder, broadcaster 播种机
seed drill, drilling machine 条播机
mower 割草机
(power)mower 动力割草机
harvester, reaper 收割机
combine (harvester) 联合收割机
binder 捆束机
bale loader 装草机
harvesting machinery 收割机械
threshing machine, thresher 脱粒机
winnower, winnowing machine 风选机
sheafer 束禾机
grader, sorter 分类机,分级机
sieve 细筛
winepress 葡萄榨汁机
milking machine 挤奶机
churn 搅乳器
cereals, grain 谷物
coarse grain 谷粒
rye 黑麦
barley 大麦
oats 燕麦
millet 粟,黍
sorghum 高粱
bran 麸,糠
flour, meal 粗磨谷粉
wheat 小麦
maize 玉米 (美作:corn)
maize cob 玉米棒子 (美作:corn cob)
rice 稻
buckwheat 荞麦
tea 茶
coffee 咖啡
cocoa 可可树
coca 古柯
tobacco 烟草
hop 蛇麻,啤酒花
tuber crops 块茎作物
sugar beet 糖用甜菜
potato 马铃薯
sweet potato 甘薯
vegetables 蔬菜
carrot 胡萝卜
cassava, manioc 木薯
turnip 芜菁
yam 山药,薯蓣
pulses, leguminous plants 豆类植物
bean 菜豆
pea 豌豆
chick-pea 鹰嘴豆
lentil 小扁豆
soya bean 大豆 (美作:soybean)
forage plants 饲料食物
fodder grain 饲用谷物
clover 三叶草
lucern, lucerne 苜蓿 (美作:alfalfa)
textile plants 纤维植物
cotton 棉,草棉
flax 亚麻
hemp 大麻
American agave 龙舌兰
sisal 剑麻,西沙尔麻
kapok tree 木棉树
jute 黄麻
Manila hemp 马尼拉麻
raffia 酒椰
yucca 丝兰
oil plants 油料植物
sunflower 向日葵
groundnut, peanut 落花生
olive 油橄榄
olive tree 油橄榄树
sesame 芝麻
castor oil plant 蓖麻
rape seed 油菜籽
rubber tree 橡胶树
resin plant 树脂植物
mangrove 红树
fruits 水果
fruit tree 果树
grapevine 葡萄藤
grape 葡萄
turkey 火鸡
chicken 鸡
piglet 猪仔
sow 母猪
boar 公猪
sheep 绵羊
ram 公羊
ewe 母羊
lamb 羊羔
mutton 羊肉
colt 雄马驹
filly 雌马驹
horse 马
cow 奶牛
bull 公牛
calf 水牛