Unit 5 Working the Land教案

Reading andThinking: A Pioneer for All People

文本簡(jiǎn)析

本單元閱讀文本話題是袁隆平和他的創(chuàng)新性農(nóng)業(yè)研究成果。通過(guò)介紹袁隆平的成就與夢(mèng)想，特別是他從事農(nóng)業(yè)研究的初衷，引導(dǎo)學(xué)生認(rèn)識(shí)農(nóng)業(yè)創(chuàng)新對(duì)緩解世界饑餓問(wèn)題的重要意義，與此同時(shí)，啟發(fā)學(xué)生樹(shù)立崇高的理想，執(zhí)著地追求夢(mèng)想。

本文是一篇人物介紹。全文六個(gè)段落呈現(xiàn)了人物介紹類文本常見(jiàn)的內(nèi)容結(jié)構(gòu)：身份簡(jiǎn)介（第一段）——核心事件（第二、三段）——影響力（第四段）——人物評(píng)價(jià)（第五、六段）。本文以標(biāo)題“A Pioneer for All People”為統(tǒng)領(lǐng)，以袁隆平研發(fā)雜交水稻這個(gè)事件為核心，描述了他從事農(nóng)業(yè)研究的初衷、為消除饑餓問(wèn)題所做的努力、貢獻(xiàn)及影響，贊揚(yáng)了這位“全人類的先驅(qū)”的悲憫之心、使命感、創(chuàng)新能力、淳樸品質(zhì)和追夢(mèng)精神。

設(shè)計(jì)教學(xué)活動(dòng)時(shí)，應(yīng)幫助學(xué)生整理人物介紹和雜交水稻的話題類語(yǔ)言。值得關(guān)注的是，文本多處運(yùn)用了對(duì)比的寫(xiě)作手法來(lái)突顯袁隆平的品格和特質(zhì)。在強(qiáng)調(diào)雜交水稻的影響力時(shí)，則主要運(yùn)用了列數(shù)據(jù)的手法。讓學(xué)生分析文本的寫(xiě)作手法，能提高學(xué)生運(yùn)用寫(xiě)作技巧表達(dá)意圖的意識(shí)和能力。此外，可引導(dǎo)學(xué)生關(guān)注第五段首句在內(nèi)容上的承上啟下作用，以及第六段首句作為段落主題句的作用。讓學(xué)生對(duì)句子的作用進(jìn)行分析，能增強(qiáng)學(xué)生對(duì)段落架構(gòu)技巧的感知。

第1課時(shí)

一、教學(xué)內(nèi)容

理解全文，明確文本的內(nèi)容結(jié)構(gòu)；細(xì)讀前三段，以“pioneer”和“pioneeringwork”為主線梳理文本，完成關(guān)于雜交水稻研發(fā)的“袁隆平自述”。

二、課時(shí)目標(biāo)

1. 速讀全文，歸納段落大意，提取文本的內(nèi)容框架。

2. 通過(guò)細(xì)讀前三段，了解袁隆平的身份和研發(fā)雜交水稻的相關(guān)信息，并學(xué)習(xí)相關(guān)語(yǔ)言，如：be known as, consider…as…, boost yields, attain a higher yield,expand their output, a cross between two or more varieties of a species,characteristic, conventional crops, self-pollinating plants。

3. 通過(guò)分析對(duì)比這一寫(xiě)作手法的作用，提升學(xué)生運(yùn)用寫(xiě)作技巧表達(dá)意圖的意識(shí)和能力。

4. 通過(guò)角色代入式復(fù)述，鞏固內(nèi)容和語(yǔ)言。

三、教學(xué)過(guò)程

Activity 1: Introducing the topic

本活動(dòng)為落實(shí)所有課時(shí)目標(biāo)做鋪墊。

1. Discuss the hunger problem and what YuanLongping has done to tackle this crisis.

Ask the students to read Yuan Longping’squote “My lifelong pursuit is to keep all the people away from hunger” on theopening page of the unit.

Q1: What information can you get from thequote?

Q2: What do you know about the hungerproblem in China and the world today? (Provide Hunger Map 2019 and ask thestudents to read the map to find relevant information.)

Q3: Do you know what Yuan Longping has doneto relieve (alleviate) the hunger problem?

【設(shè)計(jì)意圖】該單元首頁(yè)的引言為袁隆平的名言“我畢生的夢(mèng)想就是讓所有人都遠(yuǎn)離饑餓”，這句話是對(duì)袁隆平一生探求的總結(jié)，也恰巧可用于啟動(dòng)閱讀課的話題。問(wèn)題1讓學(xué)生練習(xí)獲取句子中的重要信息，可分字面的(literal)和隱含的(implied)兩種。問(wèn)題2則利用名言導(dǎo)入“饑餓”話題。在PPT上呈現(xiàn)世界饑餓問(wèn)題圖片，讓學(xué)生讀圖找相關(guān)信息。問(wèn)題3用于激活學(xué)生的內(nèi)容圖式，即關(guān)于袁隆平的雜交水稻背景知識(shí)，同時(shí)使學(xué)生在之后的閱讀中更具主動(dòng)性。問(wèn)題2和問(wèn)題3在邏輯上構(gòu)成problem—solution結(jié)構(gòu)。

Activity 2. Making predictions

本活動(dòng)旨在為課時(shí)目標(biāo)1作鋪墊。

1. Understand the title.

Q1: What is a pioneer?

Q2: How do you understand the title “apioneer for all people”?

2. Predict the contents of the text.

Ask the students to predict the contents ofthe text based on Yuan Longping’s quote and the title of the text.

【設(shè)計(jì)意圖】本文的標(biāo)題是全文的統(tǒng)領(lǐng)，對(duì)標(biāo)題的解讀有助于學(xué)生把握全文的內(nèi)容要點(diǎn)。再則，本課時(shí)以“pioneer”和“pioneeringwork”為主線梳理文本，因此有必要理解標(biāo)題中關(guān)鍵詞的內(nèi)涵。讓學(xué)生依據(jù)標(biāo)題和袁隆平的名言推斷文本內(nèi)容，能激活學(xué)生對(duì)于人物介紹類文本的背景圖式，促使學(xué)生主動(dòng)獲取文本信息。

Activity 3: Getting thecontent structure of the text

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)1。

1. Skim the text and check theirpredictions.

2. pide the passage into several meaningfulparts and pair-check the pision (based on the main idea of each paragraph andthe aspects they discuss about Yuan Longping).

Suggested pision:

【設(shè)計(jì)意圖】根據(jù)段意歸納文本的內(nèi)容框架，有助于學(xué)生把握全局，實(shí)現(xiàn)整體性閱讀，同時(shí)促成之后學(xué)生對(duì)文本更高層次的理解，由此培養(yǎng)學(xué)生歸納、總結(jié)文本重點(diǎn)內(nèi)容，并解構(gòu)文本框架的能力。同時(shí)，本文為典型的人物介紹類語(yǔ)篇，提取其內(nèi)容框架難度不高，適合中等及以上英語(yǔ)水平的學(xué)生。

Activity 4: Analyzing the keyinformation in Paragraphs 1—3.

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)2。

1. Read Paragraph 1 carefully and try tofind out the link between Paragraph 1 and the title.

Q: What does Paragraph 1 tell us about YuanLongping as a “pioneer for all people” directly and indirectly (at least 3points)?

Possible answers: 1. Yuan is known as“father of hybrid rice”. Father means the first person to do something, or apioneer. 2. His method of doing the pioneering work is mainly field research.3. Yuan has devoted all his life to pioneering agricultural research.

2. Read Paragraphs 2—3 and draw a mind-mapin pairs about Yuan Longping’s pioneering work. Then make a presentation of themind-map. The mind-map should include a title, the key information and thelogic between the information.

The following can be an example of themind-map:

【設(shè)計(jì)意圖】以上兩項(xiàng)任務(wù)圍繞標(biāo)題設(shè)置，讓學(xué)生主動(dòng)閱讀、提取文本的關(guān)鍵信息，分析其邏輯結(jié)構(gòu)。任務(wù)1讓學(xué)生從直接和間接兩個(gè)角度去解讀第一段落，既有淺層的信息獲取，又有推斷層面的設(shè)計(jì)。任務(wù)2提供了mind-map的要素，讓學(xué)生在自主分析文本時(shí)有章可循，同時(shí)，該任務(wù)開(kāi)放度較高，學(xué)生可以真正從自己的視角去表達(dá)解讀到的信息。由此培養(yǎng)學(xué)生綜合分析信息的能力。另外，在完成任務(wù)2的過(guò)程中，可增加中國(guó)“三年饑荒”的背景知識(shí)。

Activity 5. Commenting on Yuan’squalities and evaluating the writing technique

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)3。

Talk about what special qualities of YuanLongping are exhibited in Paragraphs 1—3 and how the writer manages to makethese qualities stand out.

Q1: What special qualities of Yuan Longpingare exhibited in Paragraphs 1—3? Use three adjectives to describe him and givesupporting evidence.

Q2: What technique does the writer use tomake these qualities stand out? Find out all the examples in these paragraphs.

The following examples are for reference:

【設(shè)計(jì)意圖】該活動(dòng)旨在突出袁隆平作為農(nóng)業(yè)先驅(qū)的品格，如：compassionate, devoted, innovative等，讓學(xué)生用三個(gè)關(guān)鍵詞來(lái)形容袁隆平，能讓學(xué)生聚焦人物最突出的品質(zhì)；讓學(xué)生提供證據(jù)，能培養(yǎng)其求證思維。同時(shí)，該活動(dòng)要求學(xué)生在分析人物品格時(shí)把內(nèi)容與寫(xiě)作技巧結(jié)合在一起考慮，能提升其運(yùn)用寫(xiě)作技巧描述與表達(dá)的意識(shí)和能力。

Activity 6. Consolidating the contentand language

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)4。

Suppose you were Yuan Longping—talk aboutyour pioneering work concerning hybrid rice. You can include the motivation,process, challenges, results, etc.

【設(shè)計(jì)意圖】該任務(wù)是鞏固文本內(nèi)容和語(yǔ)言的活動(dòng)，代入角色的活動(dòng)設(shè)計(jì)能讓學(xué)生深入人物內(nèi)心，在敘述時(shí)更具情感色彩，引起聽(tīng)眾共鳴。

Assignment:

Produce a language bank related to YuanLongping’s status and his research into hybrid rice.

【設(shè)計(jì)意圖】學(xué)生通過(guò)自己動(dòng)手整理話題相關(guān)詞匯，能鞏固所學(xué)，促進(jìn)主動(dòng)學(xué)習(xí)的意識(shí)和能力?？晒膭?lì)學(xué)生使用圖表或word-web。

第2課時(shí)

一、教學(xué)內(nèi)容

以袁隆平的“畢生追求”為主線梳理文本信息；完成關(guān)于“夢(mèng)想”的演講。

二、課時(shí)目標(biāo)

1. 通過(guò)細(xì)讀、分析文本，理解作者稱袁隆平為“夢(mèng)想家”的事實(shí)依據(jù)，培養(yǎng)舉證思維，同時(shí)學(xué)習(xí)特別是與“夢(mèng)想”有關(guān)的詞匯，如：fulfill one’s dream, envision…as, vision, become a reality, dreamup

2. 通過(guò)分析、評(píng)價(jià)寫(xiě)作手法，探討文本的優(yōu)缺點(diǎn)，培養(yǎng)評(píng)判性閱讀能力。

3. 通過(guò)深入理解袁隆平的夢(mèng)想與成就，探討緩解世界饑餓問(wèn)題的途徑。

4. 通過(guò)運(yùn)用文本的語(yǔ)言和內(nèi)容進(jìn)行創(chuàng)意表達(dá)，受到人物德行的啟發(fā)。

三、教學(xué)過(guò)程

Activity1: Checking homework and reviewing the contents

本活動(dòng)為課時(shí)目標(biāo)1作鋪墊。

1. Present students’ own “Language Bank”.Talk about words and expressions that impressed them most.

【設(shè)計(jì)意圖】通過(guò)分享個(gè)性化的“Language Bank”，學(xué)生之間可以相互學(xué)習(xí)，取長(zhǎng)補(bǔ)短，同時(shí)再一次復(fù)習(xí)、鞏固語(yǔ)言。

2. Review the contents of the text studentslearned in the previous lesson.

Q1: Do you still remember the contentstructure of the whole text and which aspects of Yuan Longping we discussed inthe previous lesson?

Q2: Can you recall Yuan Longping’s quote onthe opening page?

(Let’s find out how much his innovative hybridrice has helped to alleviate the hunger problem.)

【設(shè)計(jì)意圖】本教學(xué)設(shè)計(jì)把語(yǔ)篇拆成了兩部分來(lái)處理，因此，有必要在第二課時(shí)開(kāi)始時(shí)回顧全文的內(nèi)容架構(gòu)和第一課時(shí)討論的內(nèi)容，讓學(xué)生清楚地了解本課時(shí)將要學(xué)習(xí)的內(nèi)容。整個(gè)教學(xué)設(shè)計(jì)以袁隆平的名言開(kāi)始，他的“畢生追求”又是設(shè)計(jì)兩個(gè)課時(shí)的主導(dǎo)性線索，并且袁隆平畢生追求的結(jié)果在文本中有具體的表現(xiàn)，因而再次提出，并以此為契機(jī)讓學(xué)生繼續(xù)文本的閱讀，獲取相應(yīng)的信息。

Activity 2: Analyzing and evaluatingParagraph 4

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)1和2。

Q1: How much has Yuan Longping’s innovationhelped to alleviate the hunger problem? What language and writing techniquedoes the writer employ to emphasize such influence?

Q2: Suppose one person consumes 150 kg ofrice per year. How many people can hybrid rice feed?

Suggested answer: It can feed about 1.3billion people—approximately the whole population of China.

Q3: To make the abstract number concreteand give the readers a vivid impression, can you add some words to the sentence“…h(huán)is strains have allowed China’s farmers to produce around 200 million tonsof rice per year”?

Possible answer: …h(huán)is strains have allowedChina’s farmers to produce around 200 million tons of rice per year, enough tofeed the whole of China.

(By making abstract things concrete, thewriting will be more vivid and readers will have a better understanding of thecontent.)

【設(shè)計(jì)意圖】問(wèn)題1的設(shè)計(jì)針對(duì)第4段落的核心內(nèi)容和語(yǔ)言，列數(shù)據(jù)、舉例子是作者強(qiáng)調(diào)雜交水稻影響力時(shí)所用的主要寫(xiě)作手法，另外，表達(dá)因果關(guān)系的語(yǔ)言也特別典型，如allow…to do, because of…但是，教師可能會(huì)發(fā)現(xiàn)，作者使用的數(shù)據(jù)比較抽象，讀者無(wú)法形成一個(gè)具體的、形象生動(dòng)的印象，讓學(xué)生自己去發(fā)現(xiàn)會(huì)有一定難度，因此設(shè)計(jì)了問(wèn)題2、3，用以幫助學(xué)生感知、評(píng)價(jià)寫(xiě)作手法的優(yōu)缺點(diǎn)。

Activity 3: Analyzing and evaluatingParagraphs 5&6

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)1。

(Yuan Longping’s innovation has not onlyrelieved the hunger problem but also earned himself numerous awards and a bigfortune. If you were Yuan Longping, would you retire to a life of leisure?)

1. Read Paragraphs 5 & 6 closely tofind out what Yuan Longping did after his great success.

Suggested answer: He didn’t retire to alife of leisure. Rather, he continued to do research on rice, such as seawaterrice. Also, he made large donations to support agriculture research.

2. In the writer’s eyes, what kind ofperson is Yuan Longping? (Opinion) Why does he/she think so? (Supportingevidence) Is the writer’s idea well conveyed?

【設(shè)計(jì)意圖】該活動(dòng)圍繞袁隆平的品格設(shè)計(jì)，關(guān)注語(yǔ)言和段落的內(nèi)部結(jié)構(gòu)。任務(wù)1需綜合兩段文字的內(nèi)容來(lái)回答，而且，需要一定的推斷能力。任務(wù)2中的提示性問(wèn)題幫助學(xué)生理解段落的內(nèi)容和語(yǔ)言架構(gòu)。在整個(gè)解讀過(guò)程中，學(xué)習(xí)相關(guān)語(yǔ)言，特別是有關(guān)夢(mèng)想的表達(dá)，回顧“對(duì)比”寫(xiě)作手法的運(yùn)用（Paragraph 5），學(xué)習(xí)段落結(jié)構(gòu)（Topic Sentence + Supporting Details）。

Activity 4: Exploring ideas

本活動(dòng)為旨在落實(shí)課時(shí)目標(biāo)3。

1. Discuss Yuan Longping’s dreams.

Examine Yuan’s dream of sorghum-like riceand find out how far this dream has been realized.

(The teacher shows pictures of sorghum and super-yieldrice on PPT.)

Translate Yuan Longping’s dream fromChinese to English.

“我夢(mèng)見(jiàn)我們的超高產(chǎn)雜交稻長(zhǎng)得比高粱還高，穗子有掃帚那么長(zhǎng)，谷子有花生米那么大。我好高興！我走過(guò)去，坐在那個(gè)稻穗下乘涼?！保ㄔ∑降摹昂滔鲁藳鰤?mèng)”）

Possible version：“I dreamed that our super high-yield hybrid rice grew taller thansorghum, with each ear as long as a broom and each grain as big as a peanut.How delighted I was! I went up, sitting underneath the crops to enjoy thecool.”

2. Suppose you were an official fromFAO—comment on the significance of Yuan Longping’s lifelong pursuit in terms ofalleviating world hunger.

【設(shè)計(jì)意圖】任務(wù)1讓學(xué)生近距離地、準(zhǔn)確地理解袁隆平的夢(mèng)想，通過(guò)細(xì)讀和中英翻譯活動(dòng)，準(zhǔn)確理解內(nèi)容和語(yǔ)言（特別是在語(yǔ)境中猜詞，如“ear”，“envision”等詞在文中的含義），并運(yùn)用語(yǔ)言。任務(wù)2回應(yīng)了單元首頁(yè)袁隆平的引言，讓學(xué)生綜合全文的學(xué)習(xí)提煉觀點(diǎn)、分享觀點(diǎn)，提升對(duì)單元主題意義的理解。

Activity 5.Consolidating and transferring the knowledge.

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)4。

Suppose you were Dr. Yuan again. Pleasemake a short speech about dreams to inspire students to pursue their dreams.

【設(shè)計(jì)意圖】該活動(dòng)以夢(mèng)想為主題，是對(duì)整個(gè)文本的創(chuàng)意性總結(jié)與意義的升華，留給學(xué)生一定的想象空間，更重要的是，本活動(dòng)提供機(jī)會(huì)讓學(xué)生運(yùn)用文本語(yǔ)言表達(dá)人物精神對(duì)他們的啟示。因?yàn)檎n堂時(shí)間有限，教師給出了以上發(fā)言稿的框架。