1、Unit 5 WORKING THE LAND Reading and Thinking: A Pioneer for All People 文本简析文本简析 本单元阅读文本话题是袁隆平和他的创新性农业研究成果。 通过介绍袁隆平的成就与梦 想， 特别是他从事农业研究的初衷， 引导学生认识农业创新对缓解世界饥饿问题的重要意义， 与此同时，启发学生树立崇高的理想，执着地追求梦想。 本文是一篇人物介绍。 全文六个段落呈现了人物介绍类文本常见的内容结构： 身份简介 （第一段）核心事件（第二、三段）影响力（第四段）人物评价（第五、六段） 。 本文以标题“A Pioneer for All People”
2、为统领，以袁隆平研发杂交水稻这个事件为核心，描述 了他从事农业研究的初衷、为消除饥饿问题所做的努力、贡献及影响，赞扬了这位“全人类 的先驱”的悲悯之心、使命感、创新能力、淳朴品质和追梦精神。 设计教学活动时，应帮助学生整理人物介绍和杂交水稻的话题类语言。值得关注的是， 文本多处运用了对比的写作手法来突显袁隆平的品格和特质。在强调杂交水稻的影响力时， 则主要运用了列数据的手法。 让学生分析文本的写作手法， 能提高学生运用写作技巧表达意 图的意识和能力。此外，可引导学生关注第五段首句在内容上的承上启下作用，以及第六段 首句作为段落主题句的作用。 让学生对句子的作用进行分析， 能增强学生对段落架构技
3、巧的 感知。 第第 1 课时课时 一、教学内容一、教学内容 理解全文，明确文本的内容结构；细读前三段，以“pioneer”和“pioneering work”为主线 梳理文本，完成关于杂交水稻研发的“袁隆平自述”。 二、课时目标二、课时目标 1. 速读全文，归纳段落大意，提取文本的内容框架。 2. 通过细读前三段，了解袁隆平的身份和研发杂交水稻的相关信息，并学习相关语言， 如：be known as, consideras, boost yields, attain a higher yield, expand their output, a cross between two or more
4、 varieties of a species, characteristic, conventional crops, self-pollinating plants。 3. 通过分析对比这一写作手法的作用，提升学生运用写作技巧表达意图的意识和能力。 4. 通过角色代入式复述，巩固内容和语言。 三、教学过程三、教学过程 Activity 1: Introducing the topic 本活动为落实所有课时目标做铺垫。本活动为落实所有课时目标做铺垫。 1. Discuss the hunger problem and what Yuan Longping has done to tackle
5、 this crisis. Ask the students to read Yuan Longpings quote “My lifelong pursuit is to keep all the people away from hunger” on the opening page of the unit. Q1: What information can you get from the quote? Q2: What do you know about the hunger problem in China and the world today? (Provide Hunger M
6、ap 2019 and ask the students to read the map to find relevant information.) Q3: Do you know what Yuan Longping has done to relieve (alleviate) the hunger problem? 【设计意图】【设计意图】该单元首页的引言为袁隆平的名言“我毕生的梦想就是让所有人都远离饥 饿”，这句话是对袁隆平一生探求的总结，也恰巧可用于启动阅读课的话题。问题 1 让学生 练习获取句子中的重要信息，可分字面的(literal)和隐含的(implied)两种。问题 2 则
7、利用名言 导入“饥饿”话题。在 PPT 上呈现世界饥饿问题图片，让学生读图找相关信息。问题 3 用于 激活学生的内容图式， 即关于袁隆平的杂交水稻背景知识， 同时使学生在之后的阅读中更具 主动性。问题 2 和问题 3 在逻辑上构成 problemsolution 结构。 Activity 2. Making predictions 本活动旨在为课时目标本活动旨在为课时目标 1 作铺垫。作铺垫。 1. Understand the title. Q1: What is a pioneer? Q2: How do you understand the title “a pioneer for al
8、l people”? 2. Predict the contents of the text. Ask the students to predict the contents of the text based on Yuan Longpings quote and the title of the text. 【设计意图设计意图】 本文的标题是全文的统领， 对标题的解读有助于学生把握全文的内容要点。 再则，本课时以“pioneer”和“pioneering work”为主线梳理文本，因此有必要理解标题中关键 词的内涵。 让学生依据标题和袁隆平的名言推断文本内容， 能激活学生对于人物介绍类文
9、本 的背景图式，促使学生主动获取文本信息。 Activity 3: Getting the content structure of the text 本活动旨在落实课时目标本活动旨在落实课时目标 1。 1. Skim the text and check their predictions. 2. Divide the passage into several meaningful parts and pair-check the pision (based on the main idea of each paragraph and the aspects they discuss abo
10、ut Yuan Longping). Suggested pision: 【设计意图】【设计意图】根据段意归纳文本的内容框架，有助于学生把握全局，实现整体性阅读， 同时促成之后学生对文本更高层次的理解，由此培养学生归纳、总结文本重点内容，并解构 文本框架的能力。同时，本文为典型的人物介绍类语篇，提取其内容框架难度不高，适合中 等及以上英语水平的学生。 Activity 4: Analyzing the key information in Paragraphs 13. 本活动旨在落实课时目标本活动旨在落实课时目标 2。 1. Read Paragraph 1 carefully and try
11、 to find out the link between Paragraph 1 and the title. Q: What does Paragraph 1 tell us about Yuan Longping as a “pioneer for all people” directly and indirectly (at least 3 points)? Possible answers: 1. Yuan is known as “father of hybrid rice”. Father means the first person to do something, or a
12、pioneer. 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 23 and draw a mind-map in pairs about Yuan Longpings pioneering work. Then make a presentation of the mind-map. The mind-map should i
13、nclude a title, the key information and the logic between the information. The following can be an example of the mind-map: 【设计意图】【设计意图】以上两项任务围绕标题设置，让学生主动阅读、提取文本的关键信息，分 析其逻辑结构。 任务 1 让学生从直接和间接两个角度去解读第一段落， 既有浅层的信息获取， 又有推断层面的设计。 任务 2 提供了 mind-map 的要素， 让学生在自主分析文本时有章可循， 同时，该任务开放度较高，学生可以真正从自己的视角去表达解读到的信息。
14、由此培养学生 综合分析信息的能力。另外，在完成任务 2 的过程中，可增加中国“三年饥荒”的背景知识。 Activity 5. Commenting on Yuans qualities and evaluating the writing technique 本活动旨在落实课时目标本活动旨在落实课时目标 3。 Talk about what special qualities of Yuan Longping are exhibited in Paragraphs 13 and how the writer manages to make these qualities stand out.
15、Q1: What special qualities of Yuan Longping are exhibited in Paragraphs 13? Use three adjectives to describe him and give supporting evidence. Q2: What technique does the writer use to make these qualities stand out? Find out all the examples in these paragraphs. The following examples are for refer
16、ence: 【设计意图设计意图】该活动旨在突出袁隆平作为农业先驱的品格，如：compassionate, devoted, innovative 等，让学生用三个关键词来形容袁隆平，能让学生聚焦人物最突出的品质；让学 生提供证据，能培养其求证思维。同时，该活动要求学生在分析人物品格时把内容与写作技 巧结合在一起考虑，能提升其运用写作技巧描述与表达的意识和能力。 Activity 6. Consolidating the content and language 本活动旨在落实课时目标本活动旨在落实课时目标 4。 Suppose you were Yuan Longpingtalk about
17、your pioneering work concerning hybrid rice. You can include the motivation, process, challenges, results, etc. 【设计意图设计意图】该任务是巩固文本内容和语言的活动，代入角色的活动设计能让学生深入 人物内心，在叙述时更具情感色彩，引起听众共鸣。 Assignment: Produce a language bank related to Yuan Longpings status and his research into hybrid rice. 【设计意图设计意图】学生通过自己动
18、手整理话题相关词汇，能巩固所学，促进主动学习的意识 和能力。可鼓励学生使用图表或 word-web。 第第 2 课时课时 一、教学内容一、教学内容 以袁隆平的“毕生追求”为主线梳理文本信息；完成关于“梦想”的演讲。 二、课时目标二、课时目标 1. 通过细读、分析文本，理解作者称袁隆平为“梦想家”的事实依据，培养举证思维， 同时学习特别是与“梦想”有关的词汇，如：fulfill ones dream, envisionas, vision, become a reality, dream up 2. 通过分析、评价写作手法，探讨文本的优缺点，培养评判性阅读能力。 3. 通过深入理解袁隆平的梦想与
19、成就，探讨缓解世界饥饿问题的途径。 4. 通过运用文本的语言和内容进行创意表达，受到人物德行的启发。 三、教学过程三、教学过程 Activity 1: Checking homework and reviewing the contents 本活动为课时目标本活动为课时目标 1 作铺垫。作铺垫。 1. Present students own “Language Bank”. Talk about words and expressions that impressed them most. 【设计意图设计意图】通过分享个性化的“Language Bank”，学生之间可以相互学习，取长补短，
20、同时再一次复习、巩固语言。 2. Review the contents of the text students learned in the previous lesson. Q1: Do you still remember the content structure of the whole text and which aspects of Yuan Longping we discussed in the previous lesson? Q2: Can you recall Yuan Longpings quote on the opening page? (Lets find
21、out how much his innovative hybrid rice has helped to alleviate the hunger problem.) 【设计意图设计意图】本教学设计把语篇拆成了两部分来处理，因此，有必要在第二课时开始时 回顾全文的内容架构和第一课时讨论的内容， 让学生清楚地了解本课时将要学习的内容。 整 个教学设计以袁隆平的名言开始，他的“毕生追求”又是设计两个课时的主导性线索，并且袁 隆平毕生追求的结果在文本中有具体的表现， 因而再次提出， 并以此为契机让学生继续文本 的阅读，获取相应的信息。 Activity 2: Analyzing and evalu
22、ating Paragraph 4 本活动旨在落实课时目标本活动旨在落实课时目标 1 和和 2。 Q1: How much has Yuan Longpings innovation helped to alleviate the hunger problem? What language and writing technique does the writer employ to emphasize such influence? Q2: Suppose one person consumes 150 kg of rice per year. How many people can hyb
23、rid rice feed? Suggested answer: It can feed about 1.3 billion peopleapproximately the whole population of China. Q3: To make the abstract number concrete and give the readers a vivid impression, can you add some words to the sentence “his strains have allowed Chinas farmers to produce around 200 mi
24、llion tons of rice per year”? Possible answer: his strains have allowed Chinas farmers to produce around 200 million tons of rice per year, enough to feed the whole of China. (By making abstract things concrete, the writing will be more vivid and readers will have a better understanding of the conte
25、nt.) 【设计意图设计意图】问题 1 的设计针对第 4 段落的核心内容和语言，列数据、举例子是作者强 调杂交水稻影响力时所用的主要写作手法，另外，表达因果关系的语言也特别典型，如 allowto do, because of但是，教师可能会发现，作者使用的数据比较抽象，读者无法形成 一个具体的、形象生动的印象，让学生自己去发现会有一定难度，因此设计了问题 2、3， 用以帮助学生感知、评价写作手法的优缺点。 Activity 3: Analyzing and evaluating Paragraphs 5&6 本活动旨在落实课时目标本活动旨在落实课时目标 1。 (Yuan Longpings
26、innovation has not only relieved the hunger problem but also earned himself numerous awards and a big fortune. If you were Yuan Longping, would you retire to a life of leisure?) 1. Read Paragraphs 5 & 6 closely to find out what Yuan Longping did after his great success. Suggested answer: He didnt re
27、tire to a life of leisure. Rather, he continued to do research on rice, such as seawater rice. Also, he made large donations to support agriculture research. 2. In the writers eyes, what kind of person is Yuan Longping? (Opinion) Why does he/she think so? (Supporting evidence) Is the writers idea we
28、ll conveyed? 【设计意图设计意图】该活动围绕袁隆平的品格设计，关注语言和段落的内部结构。任务 1 需综 合两段文字的内容来回答，而且，需要一定的推断能力。任务 2 中的提示性问题帮助学生理 解段落的内容和语言架构。在整个解读过程中，学习相关语言，特别是有关梦想的表达，回 顾“对比”写作手法的运用 （Paragraph 5） ， 学习段落结构 （Topic Sentence + Supporting Details） 。 Activity 4: Exploring ideas 本活动为旨在落实课时目标本活动为旨在落实课时目标 3。 1. Discuss Yuan Longpings
29、dreams. Examine Yuans dream of sorghum-like rice and find out how far this dream has been realized. (The teacher shows pictures of sorghum and super-yield rice on PPT.) Translate Yuan Longpings dream from Chinese to English. “我梦见我们的超高产杂交稻长得比高粱还高，穗子有扫帚那么长，谷子有花生米那么 大。我好高兴！我走过去，坐在那个稻穗下乘凉。”（袁隆平的“禾下乘凉梦”）
30、 Possible version：“I dreamed that our super high-yield hybrid rice grew taller than sorghum, 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 the cool.” 2. Suppose you were an official from FAOcomment on the sig
31、nificance of Yuan Longpings lifelong pursuit in terms of alleviating world hunger. 【设计意图设计意图】任务 1 让学生近距离地、准确地理解袁隆平的梦想，通过细读和中英翻译 活动， 准确理解内容和语言（特别是在语境中猜词， 如“ear”， “envision”等词在文中的含义） ， 并运用语言。任务 2 回应了单元首页袁隆平的引言，让学生综合全文的学习提炼观点、分享 观点，提升对单元主题意义的理解。 Activity 5. Consolidating and transferring the knowledge.
32、 本活动旨在落实课时目标本活动旨在落实课时目标 4。 Suppose you were Dr. Yuan again. Please make a short speech about dreams to inspire students to pursue their dreams. 【设计意图】【设计意图】该活动以梦想为主题，是对整个文本的创意性总结与意义的升华，留给学 生一定的想象空间， 更重要的是， 本活动提供机会让学生运用文本语言表达人物精神对他们 的启示。因为课堂时间有限，教师给出了以上发言稿的框架。 Assignments: 1. 完成文本主要信息填空（斜体字部分设空）： As
33、a witness to farmers poor harvests and even a severe shortage of food, Yuan Longping was determined to devote his life to tackling this crisis. After graduation, he realized that what farmers needed most was to boost yields in the fields. Yuan was convinced that the answer lay in the creation of hyb
34、rid rice, one characteristic of which is that it usually achieve higher output than conventional crops. However, it was no easy job. The first difficulty he needed to overcome was scientists general assumption that this could not be done. Through trial and error, Yuan managed to generate this incred
35、ible crop. It is estimated that about 60 percent of domestic rice consumption in China was comprised of crops generated from Yuans hybrid strains. His innovation has enabled Chinese farmers to considerably expand their output and helped feed the world. Unwilling to retire early to a life of leisure
36、and unconcerned about celebrity or fortune, Yuan continues to turn one vision after another into realities. 2. 模仿写作：Do some research via the Internet and introduce another agricultural scientist, Chen Risheng（陈日胜）, using the structure, expressions and writing techniques you have learnt from the text “A Pioneer for All People”. 【设计意图设计意图】任务 1 是对文本内容和词汇学习成效的检测。任务 2 借助文本中学到的词 汇和写作手法仿写另一位科学家，提升学生迁移运用词汇、文体结构和写作方法的能力。
