把握單元素養(yǎng)目標主題意識本單元以“農(nóng)業(yè)”為主題，探討了一系列與農(nóng)業(yè)相關(guān)的熱點問題，旨在幫助學(xué)生深度思考農(nóng)業(yè)發(fā)展對國家建設(shè)乃至世界和平穩(wěn)定等方面的貢獻和意義；通過介紹袁隆平和李保國的感人事跡，引導(dǎo)學(xué)生思考正確的人生追求和理想事業(yè)，理解個人的發(fā)展和價值的實現(xiàn)要與國家和社會發(fā)展的需要相結(jié)合。語法項目能夠在語篇中理解和恰當使用主語從句。語言輸入聽聽懂并理解錄音采訪中的關(guān)鍵信息，并判斷被采訪人的主要觀點及其支撐信息之間的關(guān)系。讀讀懂并理解介紹人物的記敘文，理解并欣賞其語篇特征和寫作手法；讀懂并理解說明文，包括作者傳達的觀點以及文中的邏輯關(guān)系?？从^看關(guān)于哥斯達黎加的一所農(nóng)業(yè)學(xué)校的視頻，引導(dǎo)學(xué)生思考如何將農(nóng)業(yè)知識學(xué)以致用。語言輸出寫能夠以書面形式清晰地表達觀點，并進行說理論證。說能夠在對話中運用恰當?shù)木涫奖磉_觀點、陳述理由。SectionⅠ“ReadingandThinking”的課文習(xí)讀環(huán)節(jié)泛讀課文，完成以下學(xué)習(xí)任務(wù)(一)理清文脈結(jié)構(gòu)(二)把握主旨大意What'sthemainideaofthetext？()A．Howtoincreasericeyields.B．YuanLongping'sfarminglife.C．Howtosolvetheworld'shungerproblem.D．YuanLongping'sachievementsinfarming.精讀課文，完成以下學(xué)習(xí)任務(wù)(一)閱讀理解1．Fromthefirstparagraph,weknowthatYuanLongping________.()A．wasafarmerB．lookedlikeafarmerC．hadaweakbodyD．wasChina'smostfamousscientist2．WhydidYuanLongpingchoosetostudyagriculture？()A．Becausehisparentswantedhimtodoso.B．Becausehewantedtowinawardsinthisfield.C．Becausefarmerssometimessufferedfromseriousshortageoffoodatthattime.D．Becausehewantedtomakemoremoneybysellingseeds.3．WhatwasYuanLongping'sattitudetowardsmoney？()A．Hewasnotinterestedinmoney.B．Moneywasofnousetoascientist.C．Moneywasn'timportantatall.D．Allhismoneyshouldbespentonhisownresearch.4．Whereisthetextprobablytakenfrom？()A．Aresearchpaper. B．Anovel.C．Abiography. D．Anadvertisement.[Tip]兩法判定文章出處文章出處題要求考生根據(jù)文章內(nèi)容推斷文章選自何處。常用的解題技巧有：(1)根據(jù)文章的主要內(nèi)容進行判斷，如：介紹某產(chǎn)品性能的文章可能來自廣告，介紹某人生平事跡的文章可能來自傳記，而介紹一種新型交通工具的文章可能來自報紙上有關(guān)科技的版面。(2)根據(jù)文章的關(guān)鍵信息或形式進行判斷，如：含有experiment,research等詞的文章可能來自科學(xué)報告或研究論文；小標題中含有admission,busroutes等詞的文章可能來自旅行指南。如第4題，根據(jù)文章標題“APIONEERFORALLPEOPLE”(造福全人類的開拓者)及內(nèi)容可知，本文應(yīng)是一篇偉人傳記。(二)閱讀表達1．WhywasYuanLongpingcalled“apioneerforallpeople”？Clues：hardworking,devoted,responsible,intelligent,noble-minded______________________________________________________________________________________________________________________________________________day.Ifthan800millionpeoplegotobedhungryeveryday.Ifyouhadthechancetoridtheworldofhunger,whatwouldyoudo?Clues：invent,fertiliser,pests,prevent,soil,pollute,wasteland_______________________________________________________________________________________________________________________________________________|閱|讀|技|能|提|升|抓住典型事例，分析人物形象本文是一篇介紹人物的記敘文，屬于傳記體裁。此類文章常采用倒敘的寫作手法，即首先概括介紹人物，接著介紹他(她)的出生、成長過程，然后通過一些典型事例或業(yè)績來反映他(她)的思想、品德和情操，最后對他(她)進行評價，從而表達作者對他(她)的情感。在閱讀時，我們應(yīng)抓住典型的事例，認真分析人物的外貌、語言、行動和心理等各方面的描寫，從而把握人物的性格特征，深刻理解文章的思想內(nèi)容。如第三段中通過介紹袁隆平開發(fā)出可用于耕作的第一代雜交水稻的經(jīng)歷，反映了他勤奮、執(zhí)著、有創(chuàng)造力的性格特征，激發(fā)學(xué)生對科學(xué)家的崇敬之情并學(xué)習(xí)科學(xué)家的奉獻精神。(一)賞用詞之妙1．Yet,heconsideredhimselfafarmerresearch.Indeedtinuallyworkedthelandinhisresearch.Indeed,hisslimbutstrongbodywasjustlikethatofmillionsofChinesefarmers,towhomhehaddevotedhislife.賞析：本段從所敘述的人物的角度出發(fā)，運用consideredhimselfafarmer、devotedhislife等詞匯展現(xiàn)了袁隆平深厚的土地情懷，刻畫了他投身于農(nóng)業(yè)實踐與研究的執(zhí)著追求的形象。2．However,thisiscase.Deepthecase.Deepdown，Yuanwasstillverymuchheart.Asatheart.Asamanofthesoil,hecaredlittleforcelebrityormoney.賞析：該部分語言凝練、生動。用farfromthecase表示轉(zhuǎn)折，用afarmeratheart、amanofthesoil刻畫人物形象，用caredlittleforcelebrityormoney突出人物的思想品德。eq\a\vs4\al(提能訓(xùn)練/完成下列描寫人物的句子)①SuchwasEinstein,______________________________________________.這就是愛因斯坦，一位有著巨大成就的平凡的人。②Hewasshortinfigure,__________________________________________.他雖身材不高，但是性格堅強。③Sheis__________________andhasayoungandfreshlook.她中等身材，洋溢著青春、健美的氣息。(二)賞句式之高1．WhatimpressedpeoplemostaboutYuanLongpingwashisongoingabilitytofulfilhisdreams.賞析：該句使用句式“...t＋情緒類動詞＋sb.wasthat...”。名詞性從句是高中階段重要的語法項目之一，也是寫作中常用的高級表達方式。寫作中恰當運用what引導(dǎo)的名詞性從句不僅顯得句式多樣，表達豐富，而且讀起來結(jié)構(gòu)緊湊，言簡意賅。2．Totacklethiscrisis,hechosetostudyagricultureandreceivedaneducationatSouthwestAgriculturalCollegeinChongqing.賞析：該句使用句式“非謂語動詞，主語＋動作Aand動作B”。非謂語動詞作狀語，可置于句首或句尾。句中連詞and連接兩個動作，構(gòu)成動作鏈。通過動作鏈的寫作手法，讀者可以更直觀地感受到袁隆平在應(yīng)對危機時的積極態(tài)度和果斷行動。eq\a\vs4\al(提能訓(xùn)練/完成句子)①__________________________isthespectacularviewofsunriseonthetopofthemountain.最吸引游客的是山頂上壯麗的日出景色。②Hestoodupandwalkedtothewindow,____________________________.他站起身，走到窗前，苦思冥想。(三)賞銜接之順GiventhatYuan'shybridsmadehimquitewealthy,onemightthinkhewouldhaveretiredtoalifeofleisure.However,thisisfarfromthecase.賞析：上下句之間為轉(zhuǎn)折關(guān)系，過渡詞語“However”引出與通常設(shè)想不一樣的結(jié)果。從另一個側(cè)面豐富了袁隆平作為農(nóng)業(yè)科學(xué)家的形象。過渡詞語就像紐帶一樣把文章緊密連接起來，使文章銜接流暢。eq\a\vs4\al(提能訓(xùn)練/完成句子)Weranasquicklyaswecould.________________，________________________________.我們以最快的速度奔跑。然而，這頭熊幾秒鐘就追上了我們。(四)賞修辭之功YuanLongping,knownasthe“fatherofhybridrice”，wasoneofChina'smostfamousscientists.Yet,heconsideredhimselfafarmerbecausehecontinuallyworkedthelandinhisresearch.賞析：作者使用了對比(contrast)的修辭手法，通過“fatherofhybridrice”與“farmer”作對比，突出袁隆平的高尚品質(zhì)。對比是指通過對兩個事物或概念的相似或不同之處進行比較，從而強調(diào)它們之間的相似性或區(qū)別的修辭手法。通過對比，可以使形象更鮮明、感受更強烈，讓讀者在辯證思考的同時更深刻地理解問題。eq\a\vs4\al(提能訓(xùn)練/完成句子)①Childhoodiscarefreeandinnocent,______________________________________.童年無憂無慮，天真無邪，而成年則復(fù)雜且具有挑戰(zhàn)性。②Hiswordswereassharpasknives,cuttingthroughthesilenceoftheroom,_______________________________________，gentlysoothingthetensionintheair.他的話如刀鋒般尖銳，劃破了房間的寂靜，而她的話如羽毛般柔軟，溫柔地緩解了緊張氣氛。傳統(tǒng)的農(nóng)業(yè)耕作方式容易導(dǎo)致土壤退化，進而引起我們賴以生存的食物的營養(yǎng)價值下降。文章中GinaKiroff把對食物和創(chuàng)作的熱情投入到職業(yè)中，關(guān)注土壤健康，探討如何通過再生農(nóng)業(yè)維護健康的農(nóng)業(yè)實踐，讓每個人在任何地方都能獲得營養(yǎng)豐富的食物，旨在引導(dǎo)學(xué)生理解農(nóng)業(yè)對人們生活的重要性，理解可持續(xù)發(fā)展的迫切性。MakefoodaforceforgoodGinaKiroffwasaverycreativechildwhodelightedindrawing,painting,andusinghervision.“Ilovedhelpingmymomcreatedishesandtheprocessofcookingwithher,buildingflavors,changingtheformofingredients,usingdifferenttechniques,alltoendupwithafinisheddish，”saysKiroff.Kirofftookthatpassionforfoodandcreationintohercareer.Shejoinedabrandleadingmarketingonmanydifferentfoodsandotherproducts.eq\o(Currently，herfocusistohelpthebrand,\s\do13(①))takestepstowardscarryingoutregenerative(再生的)practicestoattainingredientsusedintheirproducts.Theimportanceofcreatingandsustaininghealthysoilhastakenaleadingposition.eq\o(In2013the,\s\do13(②))UnitedNationsGeneralAssemblyrecognizedWorldSoilDay,whichiscelebratedyearlyonDecember5th.AccordingtotheFoodandAgricultureOrganizationoftheUnitedNations,95%ofourfoodesfromthesoil.However,33%ofsoilshavebeedegraded.Andoverthepastsevendecadestheamountofnutrientsinfoodhasgreatlydecreased.InhonorofWorldSoilDayandtoreflectonwhatthefoodindustrycandotohelpmaintainhealthyagriculturalpracticestoimprovefoodsecurity,KiroffwasjoinedbyformerWhiteHousechefSamKassataspecialdinnertoshowthepowerofregenerativeagriculture.“eq\o(Thedinneryouareabouttoeatcosts$72tonight.In2050，thisexactsamemealwillcost$566,\s\do13(③))eq\o(astherewillnotbeenoughoftheingredientsthatwedependon,\s\do13(④))，”saidKass.KassandKiroffexplainedhowriceandotherkeyingredientswilllikelybeerare,ifwecontinuetocarryouttoday'sconventionalagriculturepractices.“Ifwestayonourcurrentpath,ourkidsandgrandkidswon'tbeabletoenjoywhatwe'reeatinghere，”saidKass.“Ourmissionistomakenutritiousfoodavailabletoeveryone,everywhere.”[閱讀理解]1．WhatdidGinaKirofflikedoingwhenshewasachild？()A．Shelikedreadingbooksaboutfood.B．Shelikedplayingmusicalinstruments.C．Shelikeddrawing,paintingandcookingwithhermom.D．Shelikeddoingscientificexperiments.2．WhatisGinaKiroff'scurrentfocusinhercareer？()A．Leadingmarketingondifferentfoods.B．Helpingthebrandcarryoutregenerativepracticestogetingredients.C．Creatingnewtypesoffoodproducts.D．Teachingpeoplehowtocookdeliciousdishes.3．WhatcanweinferfromwhatSamKasssaidaboutthecostofthedinner？()A．Therewillbeashortageofingredientsinthefuture.B．Thepriceoffoodwillgodowninthefuture.C．Peoplewilleatlessinthefuture.D．Thefoodindustrywillmakelessmoneyinthefuture.[素養(yǎng)積累]1．由文積詞匯ingredientn． 原料techniquen. 技巧endupwith 以……結(jié)束carryout 實施sustainv. 維持degradev. 退化；惡化reflecton 反思chefn. 廚師2．據(jù)文悟句式句①：tohelp...是不定式短語作表語；toattain...作目的狀語；usedintheirproducts是過去分詞短語作后置定語，修飾ingredients。句②：which引導(dǎo)非限制性定語從句。句③：youareabouttoeat是省略了關(guān)系代詞which/that的定語從句。句④：as引導(dǎo)原因狀語從句；thatwedependon是定語從句，修飾ingredients。課下請完成UNIT5課時檢測(一)UNIT5WORKINGTHELANDSectionⅠ課文閱讀理解泛讀課文，完成以下學(xué)習(xí)任務(wù)(一)①self-assessment②contributions③Overallassessment(二)D精讀課文，完成以下學(xué)習(xí)任務(wù)(一)1～4BCAC(二)1.(1)Hewasahardworkingscientistwhocontinuallyworkedthelandinhisresearch.(2)Hewasad