人教版高中英語必修+選修電子課本彙編
Unit 5 單詞朗讀：
Unit 5 課文朗讀：
重點單詞：
重點句型：
A PIONEER FOR ALL PEOPLE
造福全人類的先驅者
Yuan Longping, known as the 「father of hybridrice」, is one of China’s most famous scientists. Yet, he considers himself a farmer because he continually works the land in his research. Indeed, his slim but strong body is just like that of millions of Chinese farmers, to whom he has devoted his life.
袁隆平，被譽為「雜交水稻之父」，是中國最著名的科學家之一。然而，他認為自己是個農民，因為他不斷地在田間耕作，進行科學研究。確實，他瘦削但結實的身軀看起來和他為之奉獻了一生的千百萬中國農民一樣。
Yuan Longping was born in 1930 in Beijing. His parents wanted him to pursue a career in science or medicine. However, what concerned him most was that farmers often had poor harvests and sometimes even had a serious shortage of food to eat. To tackle this crisis, he chose to study agriculture and received an education at Southwest Agricultural College in Chongqing.
袁隆平1930年出生於北京。他的父母希望他從事科學或醫學方面的工作。然而，最讓他擔心的是，農民經常歉收，有時甚至嚴重缺乏食物。為了應對這一危機，他選擇了學習農業，並在重慶的西南農學院接受教育。
After graduating in 1953, he worked as a researcher. Yuan Longping realised that larger fields were not the solution. Instead, farmers needed to boost yields in the fields they had. How this, could be done was a challenging question at the time. Yuan was convinced that the answer could be found in the creation of hybrid rice. A hybrid is a cross between two or more varieties of a species. One characteristic of hybrids is that they usually attain a higher yield than conventional crops. However, whether it was possible to develop a hybrid of self-pollinating plants such as rice was a matter of great debate. The common assumption then was that it could not be done. Through intense effort, Yuan overcame enormous technical difficulties to develop the first hybrid rice that could be used for farming in 1974. This hybrid enabled farmers to expand their output greatly.
1953年畢業後，他從事研究工作。袁隆平意識到，解決問題的辦法並不是擴大農田面積，而是農民們需要提高他們已有土地上農作物的產量。如何做到這一點在當時是一個具有挑戰性的問題。袁隆平堅信，可以在雜交水稻的培育中找到答案。雜交植物是一個物種的兩個或多個變種之間的雜交。雜交作物的一個特點是它們的產量通常比常規作物高。然而，是否有可能培育出如水稻等自花授粉植物的雜交種，這是一個充滿爭議的問題。人們普遍認為這是不可能做到的。通過不懈的努力，袁隆平克服了巨大的技術難題，於1974年研製出了第一批可用於農業生產的雜交水稻。這種雜交植物使農民能夠大幅度增加他們的水稻產量。
Today, it is estimated that about 60 percent of domestic rice consumption in China is comprised of crops generated from Yuan’s hybrid strains, and his strains have allowed China’s farmers to produce around 200 million tons of rice per year. Yuan’s innovation has helped feed not just China, but many other countries that depend on rice as well, such as India and Vietnam. Because of his invaluable contributions, Yuan Longping has received numerous awards both in China and abroad.
據估算，現在中國國內消費的稻米有大約60%來自袁隆平的雜交水稻品種形成的作物，這些品種(形成的作物)讓中國農民每年能夠生產出大約兩億噸稻米。袁隆平的創新不僅幫助養活了中國，也養活了許多其他依賴大米的國家，如印度和越南。因為他做出了不可估量的貢獻。袁隆平在國內外獲得了無數獎項。
Given that Yuan’s hybrids have made him quite wealthy, one might think he would retire to a life of leisure. However, this is far from the case. Deep down, Yuan is still very much a farmer at heart. As a man of the soil, he cares little for celebrity or money. Instead, he makes large donations to support agricultural research.
考慮到雜交水稻使袁隆平變得相當富有，人們可能認為他會退休享受閒適的生活。然而，事實遠非如此。實際上，袁隆平在內心深處仍然是一位農民。作為一個土生土長的人，他不太在乎名利。相反，他大量捐款支持農業科學研究。
What impresses people most about Yuan Longping is his ongoing ability to fulfill his dreams. Long ago, he envisioned rice plants as tall as sorghum, with each ear of rice as big as a broom, and each grain of rice as huge as a peanut. He succeeded in producing a kind of rice that could feed more people at home and abroad. His latest vision for 「seawater rice」 has also become a reality, and potentially opened up nearly one million square kilometres of salty land in China for rice production. Despite his advanced years, Yuan Longping is still young at heart and full of vision, and everyone is waiting to see what he will dream up next.
袁隆平給人印象最深的是他不斷實現夢想的能力。很久以前，他設想水稻高至高粱，稻穗大如掃帚，而每粒稻穀大如花生。他成功地種植出一種可以養活國內外更多人口的水稻。他對「海水稻」的最新設想也已成為現實，並可能在中國開闢近100萬平方公裡的鹽鹼地，用於水稻生產。儘管年事已高，袁隆平的內心仍然年輕，富有遠見，每個人都在等著看他下一步的夢想。
CHEMICAL VERSUS ORGANIC FARMING
化學耕作和有機耕作
Chemical pesticides and artificial fertilisers have been in widespread use in farming since the middle of the 20th century. When they were first introduced, many farmers welcomed them as a great way to fight crop disease and increase production. Over time, however, what some scientists have found is that their long-term use can sometimes harm both the land and people’s health.
自20世紀中期以來，化學農藥和人工化肥在耕作中得到了廣泛使用。當它們第一次被引進時，很多農民喜歡使用農藥和化肥，把它們作為防治農作物病蟲害和提高產量的重要手段。然而，隨著時間的推移，一些科學家發現長期使用農藥和化肥會造成土地受損，對人們的健康造成危害。
For example, pesticides can damage the land by killing not only harmful bacteria and insects, but also helpful ones. In addition, these chemicals can stay in the soil and underground water sources for a long time. This affects the crops grown on the land and, in turn, the animals and humans who digest them. Many people worry that these chemicals may make them ill and even cause cancer. In fact, some pesticides like DDT have been prohibited in most countries because of the damage they cause to people and the environment. As for chemical fertilisers, crops grown with them usually grow too fast to be rich in nutrition. They may look beautiful on the outside, but inside there is usually more water than essential minerals, and they often have less flavour as well.
例如，農藥在殺死病菌和害蟲的同時也會殺死有益的細菌和昆蟲，從而破壞土地。此外，這些化學物質可以在地裡和地下水中保存很長時間，而這會影響生長在土地上的農作物，進而影響到消化它們的動物和人類。許多人擔心這些化學物質會使他們生病甚至導致癌症。事實上，像滴滴涕這樣的殺蟲劑在大多數國家已經被禁止了，因為它們對人類和環境造成了破壞。至於化肥，施過化肥的農作物通常生長得過快而營養不足。它們表面上很好看，但是裡面的水分通常比必需的礦物質多，而且味道也不太好。
As an alternative, some farmers have switched to organic farming, and many customers have turned to organic food when they shop at the local grocery. Organic farming is simply farming without using any chemicals. Organic farmers focus on keeping their soil rich and free of disease through natural means. For example, many organic farmers use natural waste from animals as fertiliser. This makes the soil in their fields richer in minerals. It also keeps the air, soil, water, and crops free of chemicals.
作為另一種選擇，一些農民開始轉向有機耕作，許多顧客在當地雜貨店購物時轉向有機食品。有機耕作就是不用任何化學肥料的耕作。有機耕作的農民注重通過自然的方式保持土壤肥沃和免受病害。例如，許多有機耕作的農民把天然的動物糞便當作肥料。這樣會使他們地裡的土壤更富含礦物質，同時還可以讓空氣、土壤、水以及農作物不受化學物質的汙染。
Organic farmers also use many other methods to produce rich soil. They often change the kind of crop grown in each field every year. For instance, they may grow corn or wheat in a field one year, and then grow beans there the next. Why different crops are grown is because they put important minerals back into the ground, making it ready for the next batch of crops. Organic farmers also plant diverse crops that use different depths of soil to help keep it rich. For example peanuts grow on the ground’s surface, but many other vegetables put down deep roots. The goal of using different organic farming methods is to grow good food while avoiding damage to the environment or to people’s health.
有機耕作的農民也使用很多其他的方法來保持土壤肥沃。在同一塊地裡， 他們經常每隔幾年就換種農作物。例如，他們可能一年在一塊地裡種玉米或小麥後來年再改種豌豆。種植不同的作物是因為它們把重要的礦物質帶回土壤，，從而使之適宜於種植下一批作物。有機耕作的農民還種植多種農作物，利用不同層次的土壤來幫助保持肥沃。例如，花生種植生長於淺層土壤，但許多其他蔬菜種植生根於深層土壤。使用不同的有機耕作方法的目的是種植好的糧食，避免損害環境或者人們的健康。
Some people would prefer to stop the use of man-made chemicals in agriculture entirely. What keeps them from doing so is the fact that chemical farming serves the high demand for food around the world. Organic farming is nowhere near able to meet that need. Therefore, there is still a long way to find a suitable solution that puts sufficient food on the dinner table while keeping people and the environment as healthy as possible.
有些人寧願完全停止在農業中使用人造化學品。阻止他們這樣做的原因是化學農業滿足了世界各地對糧食的巨大需求。有機耕作完全不能滿足那樣的需求。因此，要找到一個合適的解決方案，使人們的餐桌上有足夠的食物，同時保持人們和環境儘可能地健康仍然有很長的路要走。
教案：
本次授課內容為Module 5 unit 2Working the land 詞彙教學新授課。作為一個單元的開始，這節課旨在使學生能正確朗讀單詞，並在本單元的語境中對單詞的使用能有所了解。本單元的詞彙量適中，大致可分為已會的，可能會的（已學單詞的派生詞）和不會的。為了讓學生逐漸進入狀態，很有必要從已會的入手，以舊帶新。此外，本單元的核心主題為土地，食物，土地耕種。為了在內容上和單元貼近也有必要把單詞放置在相應的單元話題中，起到啟下的作用，為本單元的學習起到疏通詞彙障礙的作用。
本次授課對象為高二的學生，通過上下文的語境來猜測詞義是教學中一直強調的重點，所以本課的詞彙授課基本上是以語境為主，通過上下文猜測詞義，藉助小組討論集思廣益，最後也能夠根據本課所學加以運用，成為語篇。
這個年齡段的學生已經有一定的知識積累，具備相當的知識技能；思想比較獨立，有鮮明的價值觀，人生觀和世界觀，但是由於缺少閱歷，又是00後的一代人，相對缺少主動幫助他人的精神和對本民族文化的強烈熱愛，西化現象較為嚴重，因此需要積極引導，使其在潛移默化中獲得熱愛本民族文化、習俗，熱愛我們腳下這篇熱土的情感。
由於無法充分了解學情，在備課時，執教人設定的學生水平為平均水平，並對執教者以往支教的貴州地區學生做了簡單了解，在某些環節設置了三種超連結可能，對超平均，平均和平均下水平的學生進行了預設，希望在課上能夠因材施教，達到動態生成的效果。
根據英語核心素養要求，本課例設計從語言能力、文化品格、思維品質和學習能力四方面分析學情。
語言能力：學生對土地耕種比較陌生。通過單元詞彙教學，學生掌握了一些書面表達的詞彙和短語,如build up(建立)，focus on(專注)，be satisfied with(滿意)，struggle（努力）。
文化品格：大多數同學都熱愛自己家鄉，也了解一定其他城市和地區的優勢。但如何引導學生對自己家鄉原有的文化傳統等的熱愛與傳承，缺乏相應物質保障，也缺乏勇氣和自信。
思維品質：學生具有對問題進行思索和探討的欲望，有較好的發散性思維，能夠根據情景所給內容思考背後所蘊含的問題，也有一定思辨的能力，但對於如何真正幫助建立美麗貴州，需要老師給予充分引導，樹立正確的世界觀。
學習能力：學生能所學的本單元詞彙，通過個人思考和小組討論，藉助現代信息技術手段進行探究性任務型學習。
本次詞彙新授課主要以lexical-approach 中learn words as a group為理念支撐，這是在北歐TESL(teaching English as a second language)中比較受歡迎和收效較好的一種教學理念。通過重組詞彙，每組之間設計有機銜接，可以充分達到讓學生在語境中學習詞彙的目的，收到事半功倍的效果。
Teaching objectives:
This is a brief study of new words and phrases in the unit. At the end of the class, the students are expected to:
1.pronounce all the new words in this unit correctly and fluently. (Knowledge)
2.get familiar with the usages of the frequently-used words in the unit. (Knowledge)
3.apply the new words into practice through created context. (Ability)
4.taste happiness and sense of success in vocabulary and love the land under our feet. (Morality)
Teaching focus:
Guess the meanings of the new words from the text.
How to use the words in different contexts.
Teaching difficulties:
To guess the meanings of the difficult words from contexts and explain each one in English.
To apply words and phrases into practice correctly.
Teaching facilities:
Multi-media, blackboard
Teaching methods:
Task-based learning method, student-centered learning method
Teaching process:
Step1. Lead-in
Activity: Enjoy some pictures of Wuxi.
Purpose: To arouse the students』 interest in word study.
Step2. Pronunciation focus
Activity: Self-study and some of the words』 pronunciation checking.Group competition by guessing the meaning of new words or phrases.
Divide the class into groups for the competition to trigger students』 interest.
Purpose: To help students to pronounce the words correctly, preparing them for natural spelling.
Step3. Formation focus
Activity: Enjoy some pictures of Guizhou.
Purpose: To help students to learn some new words by compounds.
Step4. Usage focus
Usage focuses of key words and phrases with practice.
1. People from all walks of life in Guizhou struggle to create a better life, which
is satisfying.
Rewrite the sentence —
People from all walks of life struggle to create a better life.
Fill in the blanks —
①The gun with which Feng Feng is enemies runs out of bullets.
②Gandhi(甘地)led freedom and independence in India, which made it possible for people to lead a better life.
2.Pollution and chemicals in Guizhou can lead to cancer or other illness.
Translation—
The road leads to the foot of the hill.
Paragraph the sentence—
①Cutting too many trees can lead to environmental problems.
=Cutting too many trees can environmental problems.
②The discovery of new facts leads to the thief (catch) by the police.
3. regret
4.satisfy v.
Fill in the blanks —
①People from all around the China are with contributions made by Yuan.
②Among all the achievements, super hybrid rice us most.
③To my , hard working conditions has built up Yuan\\\'s characters.
Make up some sentences to describe the pictures with some given expressions.
Challenge the usage of key words and phrases in a given context.Students will be able to consolidate important words and phrases in step4 by making up sentences orally.
5.would rather do than do
Step5. Consolidation
Activity1: Brief review of what have been learned by presenting a playback and
summary.
Students will have several minutes to review the important words and phrases mentioned above. Students will be able to consolidate key words and expressions in the unit by listening to a given material related to the topic-working the land twice.
Activity2: Practice of news words by listening to a material.
Challenge the difficulties related to the useful words and phrases in the wordlist. Students will be able to consolidate some of the important expressions learned in the class.
Activity3: Group discussion.
T:How can we help the poor and build up a better Guizhou,what can we do?
Activity4: Tell your own story by using as many words or phrases we learned today.
Encourage student to apply the important words and phrases in this unit to writing his or her story based on their imagination. Share the story with others and practise using the words and phrases.
Purpose: To help students understand words and phrases better and apply them to practice.
Activity5:Enjoy a poem.
To trigger students』 love for the land under their feet.
Step 6. Assignment
1.Memorize all new words that we』ve learned today.
2.Preview the passage in Reading.
詞彙教學課對我來說是比較陌生的。把一個單元的單詞在一節課之內全部教授完畢，還要讓學生最後有質的呈現，這個是很有挑戰性的事情。本課我所設計的內容以貴州的過去、現在和未來為主線，中間穿插各種故事，個人支教故事等相關內容，把相關的單詞基本上都涵蓋進去了。也簡要介紹了一些單詞的用法，其實我個人認為單詞新授課的重點還是在會讀，認識，知道其基本簡單的用法。對於語言點的拓展之類的可以延伸到語言點的課上再去重點突出。
所以這節課我所設計的語言點並不多。主要是詞的讀和用這兩個方面。從零碎的詞的輸入，到最後的鞏固，再到最後的語篇的輸出，基本上學生能夠從詞到句子到篇章的升華。並且最後的情感目標即熱愛我們腳下這篇土地，也就達到了。
本次備課過程中，筆者認為這堂課比較令人滿意的地方主要有以下幾個方面。
首先是教學線索清晰，具備一定創意性。在成功的教學理念的指導，相信最後的輸出一定會水到渠成的。通過創設與本單元話題有關的情境，讓學生在不同情境中獲得新知。
其次是在學習生詞的過程由淺入深，從學生角度出發，充分尊重學生個體和創造性，在互動中對動態生成的機會進行了預設。新知檢測是在創設的情境之中，並從音、義、形三方面對其進行檢測，最後能讓學生學以致用。學生操練也遵循從單詞、短語、句子再到語篇的順序，層層遞進。
最後在一節詞彙新授課中兼顧了語言附帶的文化和傳遞的美感。應該尊重不同文化，更應保護和傳播本民族文化，這需要我們從熱愛自己腳下的這片土地開始。
最後以詩讓學生體會並給予啟發的，從而引導學生熱愛自己家鄉，熱愛我們腳下這片土地的態度情感價值觀。
縱觀整個備課過程，也有一些遺憾。如果可以更多了解學生的水平，在備學生這個環節可以更加到位，對課堂節奏的掌握也可以對教學環節的深度和質量起到助推的作用。
在輸出方面十分依賴動態生成，如果學生比較被動就會影響輸入的廣度和深度，這非常考驗教師的基本功和應變能力。在課堂之後如果能進行和新授詞彙配套的文化輸入，讓學生在原汁原味的語言學習中領略豐富的人文內涵，碰撞辯證的思維火化，體驗多樣的英語文化，這樣可以鞏固本課所學，拉伸課堂教學的張力。
練習：
圖文來自網絡，版權歸原作者，如有不妥，告知即刪
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