高二英语（人教版2019）导学案选择性必修一学习讲义UNIT5SectionⅠ课文习读环节

把握单元素养目标主题意识本单元以“农业”为主题，探讨了一系列与农业相关的热点问题，旨在帮助学生深度思考农业发展对国家建设乃至世界和平稳定等方面的贡献和意义；通过介绍袁隆平和李保国的感人事迹，引导学生思考正确的人生追求和理想事业，理解个人的发展和价值的实现要与国家和社会发展的需要相结合。语法项目能够在语篇中理解和恰当使用主语从句。语言输入听听懂并理解录音采访中的关键信息，并判断被采访人的主要观点及其支撑信息之间的关系。读读懂并理解介绍人物的记叙文，理解并欣赏其语篇特征和写作手法；读懂并理解说明文，包括作者传达的观点以及文中的逻辑关系。看观看关于哥斯达黎加的一所农业学校的视频，引导学生思考如何将农业知识学以致用。语言输出写能够以书面形式清晰地表达观点，并进行说理论证。说能够在对话中运用恰当的句式表达观点、陈述理由。SectionⅠ“ReadingandThinking”的课文习读环节泛读课文，完成以下学习任务(一)理清文脉结构(二)把握主旨大意What'sthemainideaofthetext？()A．Howtoincreasericeyields.B．YuanLongping'sfarminglife.C．Howtosolvetheworld'shungerproblem.D．YuanLongping'sachievementsinfarming.精读课文，完成以下学习任务(一)阅读理解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]两法判定文章出处文章出处题要求考生根据文章内容推断文章选自何处。常用的解题技巧有：(1)根据文章的主要内容进行判断，如：介绍某产品性能的文章可能来自广告，介绍某人生平事迹的文章可能来自传记，而介绍一种新型交通工具的文章可能来自报纸上有关科技的版面。(2)根据文章的关键信息或形式进行判断，如：含有experiment,research等词的文章可能来自科学报告或研究论文；小标题中含有admission,busroutes等词的文章可能来自旅行指南。如第4题，根据文章标题“APIONEERFORALLPEOPLE”(造福全人类的开拓者)及内容可知，本文应是一篇伟人传记。(二)阅读表达1．WhywasYuanLongpingcalled“apioneerforallpeople”？Clues：hardworking,devoted,responsible,intelligent,noble­minded______________________________________________________________________________________________________________________________________________day.Ifthan800millionpeoplegotobedhungryeveryday.Ifyouhadthechancetoridtheworldofhunger,whatwouldyoudo?Clues：invent,fertiliser,pests,prevent,soil,pollute,wasteland_______________________________________________________________________________________________________________________________________________|阅|读|技|能|提|升|抓住典型事例，分析人物形象本文是一篇介绍人物的记叙文，属于传记体裁。此类文章常采用倒叙的写作手法，即首先概括介绍人物，接着介绍他(她)的出生、成长过程，然后通过一些典型事例或业绩来反映他(她)的思想、品德和情操，最后对他(她)进行评价，从而表达作者对他(她)的情感。在阅读时，我们应抓住典型的事例，认真分析人物的外貌、语言、行动和心理等各方面的描写，从而把握人物的性格特征，深刻理解文章的思想内容。如第三段中通过介绍袁隆平开发出可用于耕作的第一代杂交水稻的经历，反映了他勤奋、执着、有创造力的性格特征，激发学生对科学家的崇敬之情并学习科学家的奉献精神。(一)赏用词之妙1．Yet,heconsideredhimselfafarmerresearch.Indeedtinuallyworkedthelandinhisresearch.Indeed,hisslimbutstrongbodywasjustlikethatofmillionsofChinesefarmers,towhomhehaddevotedhislife.赏析：本段从所叙述的人物的角度出发，运用consideredhimselfafarmer、devotedhislife等词汇展现了袁隆平深厚的土地情怀，刻画了他投身于农业实践与研究的执着追求的形象。2．However,thisiscase.Deepthecase.Deepdown，Yuanwasstillverymuchheart.Asatheart.Asamanofthesoil,hecaredlittleforcelebrityormoney.赏析：该部分语言凝练、生动。用farfromthecase表示转折，用afarmeratheart、amanofthesoil刻画人物形象，用caredlittleforcelebrityormoney突出人物的思想品德。eq\a\vs4\al(提能训练/完成下列描写人物的句子)①SuchwasEinstein,______________________________________________.这就是爱因斯坦，一位有着巨大成就的平凡的人。②Hewasshortinfigure,__________________________________________.他虽身材不高，但是性格坚强。③Sheis__________________andhasayoungandfreshlook.她中等身材，洋溢着青春、健美的气息。(二)赏句式之高1．WhatimpressedpeoplemostaboutYuanLongpingwashisongoingabilitytofulfilhisdreams.赏析：该句使用句式“...t＋情绪类动词＋sb.wasthat...”。名词性从句是高中阶段重要的语法项目之一，也是写作中常用的高级表达方式。写作中恰当运用what引导的名词性从句不仅显得句式多样，表达丰富，而且读起来结构紧凑，言简意赅。2．Totacklethiscrisis,hechosetostudyagricultureandreceivedaneducationatSouthwestAgriculturalCollegeinChongqing.赏析：该句使用句式“非谓语动词，主语＋动作Aand动作B”。非谓语动词作状语，可置于句首或句尾。句中连词and连接两个动作，构成动作链。通过动作链的写作手法，读者可以更直观地感受到袁隆平在应对危机时的积极态度和果断行动。eq\a\vs4\al(提能训练/完成句子)①__________________________isthespectacularviewofsunriseonthetopofthemountain.最吸引游客的是山顶上壮丽的日出景色。②Hestoodupandwalkedtothewindow,____________________________.他站起身，走到窗前，苦思冥想。(三)赏衔接之顺GiventhatYuan'shybridsmadehimquitewealthy,onemightthinkhewouldhaveretiredtoalifeofleisure.However,thisisfarfromthecase.赏析：上下句之间为转折关系，过渡词语“However”引出与通常设想不一样的结果。从另一个侧面丰富了袁隆平作为农业科学家的形象。过渡词语就像纽带一样把文章紧密连接起来，使文章衔接流畅。eq\a\vs4\al(提能训练/完成句子)Weranasquicklyaswecould.________________，________________________________.我们以最快的速度奔跑。然而，这头熊几秒钟就追上了我们。(四)赏修辞之功YuanLongping,knownasthe“fatherofhybridrice”，wasoneofChina'smostfamousscientists.Yet,heconsideredhimselfafarmerbecausehecontinuallyworkedthelandinhisresearch.赏析：作者使用了对比(contrast)的修辞手法，通过“fatherofhybridrice”与“farmer”作对比，突出袁隆平的高尚品质。对比是指通过对两个事物或概念的相似或不同之处进行比较，从而强调它们之间的相似性或区别的修辞手法。通过对比，可以使形象更鲜明、感受更强烈，让读者在辩证思考的同时更深刻地理解问题。eq\a\vs4\al(提能训练/完成句子)①Childhoodiscarefreeandinnocent,______________________________________.童年无忧无虑，天真无邪，而成年则复杂且具有挑战性。②Hiswordswereassharpasknives,cuttingthroughthesilenceoftheroom,_______________________________________，gentlysoothingthetensionintheair.他的话如刀锋般尖锐，划破了房间的寂静，而她的话如羽毛般柔软，温柔地缓解了紧张气氛。传统的农业耕作方式容易导致土壤退化，进而引起我们赖以生存的食物的营养价值下降。文章中GinaKiroff把对食物和创作的热情投入到职业中，关注土壤健康，探讨如何通过再生农业维护健康的农业实践，让每个人在任何地方都能获得营养丰富的食物，旨在引导学生理解农业对人们生活的重要性，理解可持续发展的迫切性。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.”[阅读理解]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.[素养积累]1．由文积词汇ingredientn． 原料techniquen. 技巧endupwith 以……结束carryout 实施sustainv. 维持degradev. 退化；恶化reflecton 反思chefn. 厨师2．据文悟句式句①：tohelp...是不定式短语作表语；toattain...作目的状语；usedintheirproducts是过去分词短语作后置定语，修饰ingredients。句②：which引导非限制性定语从句。句③：youareabouttoeat是省略了关系代词which/that的定语从句。句④：as引导原因状语从句；thatwedependon是定语从句，修饰ingredients。课下请完成UNIT5课时检测(一)UNIT5WORKINGTHELANDSectionⅠ课文阅读理解泛读课文，完成以下学习任务(一)①self­assessment②contributions③Overallassessment(二)D精读课文，完成以下学习任务(一)1～4BCAC(二)1.(1)Hewasahardworkingscientistwhocontinuallyworkedthelandinhisresearch.(2)Hewasad