必修四Unitampnbsp2ampnbspWorkingampnbsptheampnbspland教案（集体备课）

　　必修四unit 2 working the land教案（集体备课）
　　内容：
　　unit 2 working the land
　　ｉ．单元教学目标
　　技能目标skill goals
　　talk about agriculture: a pioneer in farming -yuan longping
　　talk about organic farming & green food
　　how to write a brief summary
　　try to consolidate how to express suggestions & advice
　　master the usage of the -ing form as the subject and object
　　learn how to design english posters
　　ii． 目标语言
　　功
　　能
　　句
　　式建议（ suggestions & advice）
　　i would rather ...
　　if i have a choice i’d choose because ...
　　i don’t like ... because ...
　　you need to ...
　　i’d prefer ... because ...
　　may i suggest ...
　　it’s a great pity that ...
　　let me suggest leng jianli because...
　　should i/we ...?
　　perhaps we should consider leng jianli because...
　　it’s better to ...
　　but what/how about ...
　　词
　　汇1. 四会词汇
　　sunburnt, struggle, decade, super, output, crop, hunger, disturbing, expand, vietman, circulate, satisfied, freedom
　　2. 认读词汇
　　hybrid, strain, sorghum, peanut, darken, organic, fertilizer, fertile,
　　3. 词组
　　rid ... of, be satisfied with, lead a ... life, would rather, refer to, search for, thanks to, would…rather,
　　语
　　法动词的 -ing 形式作主语和宾语的用法
　　（the -ing form as the subject & object）
　　a. wishing for things, however, costs nothing.
　　b. his other hobbies include playing mah-jong,swimming and reading.
　　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organic farming 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。
　　1.1 warming-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。
　　1.2 pre-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。
　　1.3 reading 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。
　　1.4 comprehending 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。
　　1.5 learning about language 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。
　　1.6 using language 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 organic farming or green food,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, speaking and writing 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。
　　1.7 summing up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。
　　1.8 learning tips 部分对如何提高表达能力提出建议。
　　2. 教材重组
　　2．1 把warming up 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 learning about language on page 11, using structures (p50)设计成一节词汇和语法课。
　　2.3 将 using language 中的 reading 和 reading task in workbook (p51) 还有using words and expressions on p51设计成一节泛读课。
　　2.4 将using language 中的listening（p14），listening task（p50）和listening（p48）设计成一节听力课。
　　2.5 将 speaking and writing（p15）和speaking and writing task（p53）及talking（p48）设计成一节写作课。
　　2.6将 summing up (p16), using words and expressions (p49), project和checking yourself (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。）
　　1st period reading
　　2nd period words and grammar
　　3rd period reading
　　4th period listening
　　5th period writing
　　6th period summary
　　ⅳ. 分课时教案
　　the first period reading
　　teaching goals 教学目标
　　1. target language 目标语言
　　a. 词汇和短语
　　sunburnt, struggle, decade, super, output, crop, hunger, disturbing, expand, vietman, circulate, satisfied, freedom
　　b. 重点句子
　　thanks to his research, the un has more tools in the battle to rid the world of hunger.
　　2. ability goals 能力目标
　　enable ss to learn more about agriculture, countryside and farming. by talking they can exchange their experience with each other. by reading they will realize the role that agriculture plays in human life. in fact this world faces a serious problem—starvation. so after reading the passage about dr yuan students will know the importance of his achievement to man. of course they will learn from dr yuan some noble character.
　　3. learning ability goals 学能目标
　　help ss learn how to describe dr yuan longping including his personality.
　　teaching important points 教学重点
　　a. help to comprehend the text and grasp the main idea of the text.
　　b. grasp the usage of some words and expressions.
　　c. how to help students make up their minds to make contributions to motherland in the future like dr yuan.
　　teaching difficult points 教学难点
　　a. how to help students learn more about agriculture.
　　b. help students really master the usage of words and expressions.
　　teaching methods 教学方法
　　talking, questioning-and-answering activity and reading.
　　teaching aids 教具准备
　　a tape recorder, a projector and a computer.
　　teaching procedures && ways 教学过程与方式
　　step ⅰ greeting and leading in
　　t: hello, everyone.
　　ss: hello, teacher.
　　t: in last unit we learnt some great women. today we’ll learn a famous man. who will it be? at first let’s look at the two pictures on page 9. what are the people doing?
　　ss: they are planting rice.
　　t: can you tell me something about rice?
　　s: rice grows in the south.
　　s: but in some place of the north we can also find rice.
　　t: yeah. you are right. in fact rice is a cereal grain that has been grown for at least 5,000 years and is eaten by 2.4 billion people everyday throughout the world. in australia, farmers have had to struggle with their harsh environment to grow rice.
　　ss: really?
　　step ⅱ warming up
　　t: have you ever grown any plants? if so, what did you do to grow them? if not, what kind of plant would you like to grow? how will you grow it?
　　s: i have ever grown corn and potatoes. in autumn, my father and i ploughed the soil deep for the first time, then in the next spring, we ploughed the soil for a second time, this time i put the corn seeds into the tunnel following my father. finally my father covered the corn seeds by ploughing again.
　　s: i never grow any plant. i’d like to plant sunflowers. they look beautiful. they always face the sun when they are young. i dig some holes in my garden, put some sunflower seeds in them, water them and finally cover them with some more soil.
　　t: very well. have you ever been to the countryside? what did you do there?
　　s5: yes, i went there to see my grandfather. in the village i played with other boys in the little stream and caught little fish. i even helped my grandfather get in the corn by cutting the corn stems, which made me tired.
　　t: are you from a farmer’s family? what do you know about farming?
　　s: yes, my father is a farmer. in my view, farming is hard work. people have to plant crops, smooth away weeds and get in the crops at the right time. they have to get up early to work in the field so as to protect themselves from the sunshine.
　　t: that’s right. in the north, the biggest worry that farmers have is the drought. when it doesn’t rain, and they can’t irrigate the crops, the crops will die and they will have nothing after hard working.
　　step ⅲ pre-reading
　　the purpose of this step is to let students know the importance of rice. by answering the two questions, students can easily understand why we call dr yuan longping a pioneer for all people, and why he devotes all his life to the rice research.
　　t: food is the basic need for man. rice is a main food in all eastern asian and southeastern asian countries. it is said that there are 2.4 billion people to eat rice everyday throughout the world. what do you think would happen if tomorrow there was suddenly no rice to eat?
　　s: i think if that happened, people there would suffer from starvation. they would be panic and the whole country would get into trouble. maybe the situation that human beings eat human beings will happen.
　　t: that’s too terrible. but this kind of thing once happened in history. well, if you had the chance to do one thing to help end famine in the world, what would you do?
　　s: i would invent a new kind of plant to produce more food.
　　s: i’ll make a kind of fertilizer to give rice enough nutrition and let them grow quickly and have high product. but first without pollution to our environment.
　　t: a great idea! your idea is just the same with dr yuan longping. do you know yuan longping?
　　s: i heard that he is an expert on agriculture.
　　t: yeah, today we are going to read a passage about him. let’s see how he helped the world to solve the problem- starvation. please open your books to page 9.
　　step ⅳ fast reading
　　the reading material is about an agricultural pioneer named yuan longping who worked hard at a new strain of rice. it has proved so successful that his technology spread into other countries. the purpose of fast reading is to let students find some useful information, and get familiar with the text. so in this step, teacher can design some questions for students, so that they can easily find the answers and finish the reading task.
　　t: please scan the passage and find out the answers to the questions on the screen. then i’d like to ask you to answer them.
　　show the questions on the screen and give students three minutes to read the text quickly.
　　1. why did yuan longping want to increase the rice output when he was young?
　　2. is dr yuan more of a scientist or more of a farmer? do you think he is a businessman?
　　3. how would you describe dr yuan’s personality? use three or four adjectives.
　　4. what do you think is the main reason for his success?
　　5. dr yuan thinks that a person with too much money has more rather than fewer troubles. do you agree or disagree? why?
　　6. dr yuan developed super hybrid rice to help chinese farmers and hungry people around the world. can you think of any other major development that would make a great difference to world hunger?
　　step ⅴ explanation
　　show the following points on the screen.
　　1. struggle v to make great efforts
　　e.g. they have struggled for years to free their country from the enemy.
　　i’m struggling to finish the huge helping you gave me.
　　2. sunburnt adj sun-tanned
　　e.g. his sunburnt skin looks healthy.
　　3. super adj (infml) excellent; splendid
　　e.g. you’ll like her, she’s super.
　　you look super in your new clothes.
　　it was super of you to help.
　　4. expand v
　　(cause sth to) become greater in size, number or importance
　　e.g. metals expand when they are heated.
　　why not try to expand your story into a novel?
　　5. circulate v
　　(cause sth to ) pass from one person, place, etc to another
　　e.g. people who circulate false news are to be blamed.
　　yet reports of this kind have been circulated by our newspapers.
　　the news of the enemy’s defeat quickly circulated round the town.
　　6. equip v
　　supply sb/sth (with what is needed, for a particular purpose)
　　e.g. now all fishing boats are radio-equipped.
　　they can’t afford to equip their army properly.
　　please equip yourself with a sharp pencil and a rubber for the exam.
　　7. export v
　　send (goods) to another country for sale
　　e.g. india exports tea and cotton to many different countries.
　　this company has a large home market but doesn’t export.
　　8. rid ... of make sb/ sth free from (sb/ sth unpleasant)
　　e.g. we all wish that we would rid the world of famine.
　　the farmer recently tried to rid the house of rats.
　　9. be satisfied with, be content with
　　e.g. the young lady isn’t satisfied with the peaceful life.
　　are you satisfied with his answers?
　　10. would rather, prefer to
　　e.g. i’d rather walk than take a bus.
　　i’d rather you knew that now, than afterwards.
　　step ⅵ listening and post-reading
　　at first, let students listen to the tape, and then finish the exercise in comprehending, we have involved some questions in exercise 3, so teacher can choose some questions to do. for ex 1 and 2, teacher can leave some time for students to finish and then check the answers with the whole class.
　　step ⅶ summary and homework
　　t: today we talked about agriculture. and we also read about dr yuan longping. we have known much about the great scientist. of course we have learned some words and expressions about farming. please try to grasp these words and expressions after class. now please look at the poem on the screen:
　　farmers weeding at noon,
　　sweat down the field soon.
　　who knows food on a tray,
　　due to their toiling day?
　　t: do you know it? read it and say what does it mean?
　　ss: of course. it’s 悯农 written by li shen.
　　t: right. the title is a hard - working farmer. this is my gift to you. please read it together. ok, hope you can remember it when you are having your dinners. besides, i’d like you to think: even if dr yuan’s dreams come true, can this really solve the starvation? why? this is the homework. think it over. next time i’ll ask some of you to give your opinion in the class. another one is to finish the exercises in learning about language. exercise 1, 2 and 3 are about useful words and expressions. finish them. next time we’ll check the answers. ok, class is over. see you next time.
　　附件:
　　课文复述
　　retell the text in about 150 words.
　　notes:
　　1. use the first person to retell the story.
　　2. try to use the proper conjunctions.
　　3. refer to the chart while retelling.
　　4. the possible version below can be used as a material for both retelling and dictation.
　　one possible version:
　　i’m yuan longping. look at my sunburnt face and arms and my slim, strong body and you will think i’m more like a farmer than a scientist. in fact i have struggled for the past five decades to help farmers. in 1974, i began to grow a so-called super hybrid rice. this special strain of rice makes it possible to produce one-third more of the crop in the same fields.
　　i was born into a poor farmer’s family in 1931. when i was young, i saw many people go hungry often. so i have devoted myself to finding ways to increasing rice harvest without expanding the area of fields since i graduated from southwest agriculture college in 1953. now more than 60 % of the rice produced in china each year is from this hybrid strain. i am circulating this knowledge in india, vietnam and other less developed countries to increase their harvest. perhaps you think i am rich. actually i live a simple life. i care little for money. in my opinion a person with too much money will have more troubles. i don’t want to be famous because i prefer to have more time to do my research. in my free time i love listening to music, playing mah-jong and reading. i once had a dream, in which i saw rice plants as tall as sorghum and each ear of rice was as big as an ear of corn and each grain of rice was as huge as a peanut. now i have another dream—to export my rice so that it can be grown all over the world.
　　the second period grammar
　　the second period words and grammar
　　teaching goals 教学目标
　　1. target language 目标语言
　　a. 词汇和短语
　　sunburnt, hunger, expand, circulate, struggle, export, output, satisfied, strain, rid ... of, lead a ... life, would rather, thanks to
　　b. 语法
　　the -ing form as subject and object.
　　2. ability goals 能力目标
　　enable ss to master the usage of the words and expressions above and use the -ing form as subject and object correctly and freely.
　　3. learning ability goals 学能目标
　　help ss learn how to use these words and expressions freely to express their ideas and use the -ing form as subject and object as they like. they can also practise actively and attentively so that they reach their goals.
　　teaching important points 教学重点
　　the usage of the important words and the -ing form used as subject and object.
　　teaching difficult points 教具难点
　　how to use the words and expressions and the -ing form freely.
　　teaching methods 教学方法
　　explaining, discussing and practising.
　　teaching aids 教具准备
　　a projector and a computer.
　　teaching procedures & 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：
　　seeing is believing.
　　helping her is my duty.
　　talking mends no holes.
　　空谈无济于事。
　　working with you is a pleasure.
　　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＂s rather tiring walking around in a city.
　　不定式做主语往往表示具体的特别是将来的动作。如：
　　it＂s no use crying over spilt milk.
　　覆水难收。
　　he realized that to go on like this was wrong.
　　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＂t stand（不能忍受）, consider，delay, devote … to, dislike enjoy，escape, excuse, feel like, finish, forgive, get down to, give up,
　　imagine. insist on, keep (on), look forward to, mention, mind, miss（错过）, pay attention to, practice, put off, stick to, suggest等等。
　　doing morning exercises is good for your health.
　　做早操对你的健康有好处。
　　her shoes wants mending.
　　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。
　　your hair wants cutting.
　　你的头发该理了。
　　the floor requires washing.
　　地板需要冲洗。
　　i have finished writing this book.
　　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：
　　we don＂t allow smoking here．
　　we don＂t allow anybody to smoke here．
　　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：
　　the window needs／requires／wants cleaning／to be cleaned．
　　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, go on, mean, regret, remember, stop, try, be used to, can＂t help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。
　　the third period extensive reading
　　teaching goals 教学目标
　　1. target language 目标语言
　　a. 重点词语
　　chemical, bacteria, pest, lead to, discovery, nutrition, keep…free from, root
　　b. 重点句型
　　with these discoveries, some farmer and many customers are beginning to turn to organic farming.
　　over the past half century, using chemical fertilizers has become very common in farming.
　　2. ability goals 能力目标
　　enable ss to master the main idea of the text and know the ways of organizing articles.
　　3. learning ability goals 学能目标
　　help ss learn how to enlarge the words and structures of the same topic.
　　teaching important and difficult points 教学重难点
　　1. how to grasp the main idea of the passage.
　　2. how to grasp the words and phrases and be able to use them freely.
　　teaching methods 教学方法
　　show questions, read fast, find the main ideas, and then read carefully and finish all the tasks.
　　teaching aids 教学准备
　　a recorder and a projector.
　　teaching procedures & ways 教学过程与方法
　　step ⅰ greeting and revision
　　t: morning, boys and girls! do you still remember the poem i gave you last time?
　　ss: yeah!
　　t: who’d like to recite it to the whole class?
　　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：very good! thank you. i think knowledge is important. but wisdom is more important. if a person only knows how to invent and creat something, but doesn’t think over whether his inventions can bring people the true happiness; or he only does thing for his or his group’s interest. moreover, sometimes what he made can do harm to society, then he will be the most dangerous person in the world. the poem above is very easy to understand. if you do things as it tells us, you can turn out to be a wise man who will bring the world the happiness.
　　well, today we are going to do some reading. please turn to page 13. we’ll read this material first.
　　step ⅱ reading
　　there are three tasks in this step. first, teacher can ask students to read the articles one paragraph by one paragraph. ask them some questions about these passages. there are three paragraphs in the article. in each passage, there are one or two questions. when students finish these questions, they will find that the structure of the text has turned up.
　　t: wonderful! homework check is over. in the last two periods we talked about agriculture. as people’s living condition improves, more and more people are concerned about what they eat. in fact more and more people become worried about the quality of the food they eat. because more and more farmers use chemical fertilizer instead of natural waste from animals and they use poison to kill insects to protect their plants. so people now all want to eat green food which does no harm to their health. they are more concerned about organic farming. now let’s read the text and know something about organic farming.
　　task 1: questions about the text.
　　show the questions on the screen:
　　1. what is the organic farming?
　　2. what is the advantage of using natural fertilizer?
　　3. what is the disadvantage of using chemical fertilizers?
　　4. what’s the main idea of paragraph 3?
　　5. why do farmers grow their crops in such ways?
　　t: boys and girls, today we’ll read the text one paragraph by one paragraph. now please read the first paragraph quickly, and find the answer to the first question: what is the organic farming?
　　s1: organic farming refers to crops growing with natural rather than chemical fertilizers.
　　t: good. now read the second paragraph quickly and find the answer to this question: what are the advantage of using natural fertilizer?
　　s2: make the soil richer in minerals and so more fertile.
　　t: anything else?
　　s3: reduce diseases in crops and help them grow strong and healthy. besides, keep the air, soil and water as well as the food supply free from chemical.
　　t: what is the disadvantage of using chemical fertilizers?
　　s4: let me answer it. there are three disadvantages. firstly, leaving chemicals in the ground for a long time is not good for the soil or the water supply. secondly, farmers often grow the same crop year after year. as a result, the soil gets exhausted. thirdly, chemical fertilizers kill both helpful and harmful bacteria and pests.
　　main idea of the passage
　　chemical fertilizers can cause many problems, so organic farming is becoming
　　more popular.
　　structure of the text
　　i using chemical fertilizers for a long time can hurt the land and also people’s health
　　ii problem caused by chemical fertilizers
　　1. damage the land by killing the helpful bacteria and pests as well as the harmful ones
　　2. lead to cancer or other illness.
　　3. food grown with chemical fertilizers look beautiful, but inside there is usually more water than vitamins and minerals.
　　ⅲ organic farming is becoming more popular with some farmers and many customers after these discoveries came out.
　　iv other methods to keep the soil fertile.
　　附件1
　　is organic food safe?
　　yes. organic food is as safe to consume as any other kind of food. just as with any kind of produce, consumers should wash before consuming to ensure maximum cleanliness. as cited above, organic produce contains significantly lower levels of pesticide residues than conventional produce. it is a common misconception that organic food could be at greater risk of e. coli contamination because of raw manure application although conventional farmers commonly apply tons of raw manure as well with no regulation whatsoever. organic standards set strict guidelines on manure use in organic farming: either it must be first composted, or it must be applied at least 90 days before harvest, which allows ample time for microbial breakdown of any pathogens.
　　why does organic cost more?
　　the cost of organic food is higher than that of conventional food because the organic price tag more closely reflects the true cost of growing the food: substituting labor and intensive management for chemicals, the health and environmental costs of which are borne by society. these costs include cleanup of polluted water and remediation of pesticide contamination. prices for organic foods include costs of growing, harvesting, transportation and storage. in the case of processed foods, processing and packaging costs are also included. organically produced foods must meet stricter regulations governing all these steps than conventional foods. the intensive management and labor used in organic production are frequently (though not always) more expensive than the chemicals routinely used on conventional farms. there is mounting evidence that if all the indirect costs of conventional food production were factored into the price of food, organic foods would cost the same, or, more likely, be cheaper than conventional food.
　　附件2
　　international coalition proposes world hunger reforms
　　from ivu news XX
　　rome, italy, may 28 [XX] - an international coalition promoting plant-based solutions to world hunger proposed sweeping reforms to delegates to the food and agriculture organization meeting on world food security in rome. the purpose of the meeting was to repair a flawed process that was supposed to reduce the number of chronically hungry people in the world by half by the year XX.
　　the coalition’s position paper makes several creative points to clear the impasse:
　　a key root cause of world hunger, aside from natural disasters, pests, and wars, has been the insistence first by colonial powers and now by corporate interests on production of cash crops for export, in place of sufficient nutritious, safe, and accessible food for the local population.
　　international trade can not solve world hunger because it shifts limited agricultural resources to production of cash crops for export, and people who don’t have access to food and other basic necessities of life have nothing to trade.
　　westem meat industries, facing public awareness of the health impacts and strict environmental regulations at home, seek to exploit the natural resources, cheap labor, and potential markets of low-income food-deficient nations (lifdns).
　　the definition of food security as the sustainable availability of sufficient amounts of nutritious, safe, and accessible foodstuffs leads inevitably to the choice of plant-based solutions and the avoidance of animal-based solutions.
　　affluent nations should act upon their moral obligation to provide the resources necessary to transport and distribute western food surpluses to the world’s hungry people and to help set up sustainable production of sufficient nutritious, safe, and accessible locally grown plant-based foods. they should reduce their own dependence on animal-based diets to release foodstuffs for the hungry.
　　lifdns should scrutinize carefully all offers of resources to make sure that these truly meet their needs, rather than those of western corporate interests. they should insist on building up sustainable production of sufficient nutritious, safe, and accessible locally grown plant-based foods.
　　in addition to distributing the position paper to the delegates, coalition activists also handed out leaflets at the fao rome headquarters. additional actions are planned in connection with the world food summit to be held in rome in november.
　　members of the coalition include farm , a u.s. non-profit organization which has promoted sustainable, humane farming practices since 1976, and two italian groups, societa vegetariana (milan) and progetto vivere vegan (florence).
　　附件3
　　hunger: vegetarian solutions now - vegfam
　　by freva dinsha
　　vegfam is a charitable organization with the mission to feed the hungry without exploitin animals.
　　it was founded in 1963 in england by chris and janet aldous. later ruth and friedenstern howard became trustees.. frieden and others continue its work today out of the office in devon, england. (vegfam, the sanctuary, nr lydford, okehampton, devon ex20 4al, england) for over 30 years, vegfam has been working with and influencing major charities around the world, by co-financing projects that do not exploit animals. vegfam works through indigenous on-the-spot representatives, and works with existing charities to support immediate and long-term food and water-aid projects. in working with existing charities, vegfam educates these groups about the need for relief efforts that do not feed the hungry at the expense of animals and the environment.
　　short-term aid for famine victims includes purchasing grains, legumes, fruits, nuts, and vegetables, and providing water supplies. long-term aid includes providing seeds for planting, irrigation projects, digging water wells, providing fruit and nut trees, providing vegetable plots and/or training people to grow vegetables, and leaf concentrate projects. some of the countries aided by vegfam are india, bangladesh, vietnam, sudan, ethiopia, nigeria/biafra, somalia, syria, lebanon, zimbabwe, and many more.
　　in 1994 help was sent to angola, rwanda, and bosnia. donations made in 1995 were, in   sterling; ( 1 = about $1.60), and the amounts are small compared to need, to:
　　malawi (monkey bay)  1,000 to finance running a fruit tree nursery . the project is done in conjunction with concern universal and the wildlife society of malawi.
　　india (madurai)  1,265 for two wells in karumbalai for poor villagers who would otherwise have to walk afar.  1,935 to feed orphans in the orphanage at chathirpatti. (the orphans are taken in from various disasters in india: flood, earthquake, plague, etc.) both of these efforts are in support of the work of pastor jesudoss.
　　india (jaipur)  500 for the leaf concentrate child feeding programs run by find your feet,
　　india (himalayas kumaon)  500 for a medicinal and culinary herb nursery which will help subsistence farmers earn a living and overcome a food shortage, and preserve the wild-growing herbs that are being excessively harvested.
　　el salvador  2,500 for growing and drying cowpea leaves to add to children’s snacks to alleviate malnutrition, in cooperation with a local agency, and find your feet.
　　so far in 1996 donations have been made to:
　　india, through pastor jesudoss:  500 to help feed refugees from sri lanka, and  1,220 to the orphanage.
　　zambia:  3,000 for a maize grinding mill, donated through the zambian society of vegetarians.
　　mexico:  2,000 for a dried leaf project of find your feet with cooperation of a local agency.
　　nigeria, and awaiting funding, is a soy flour distribution project to be conducted by the nigerian vegetarian society.