高一必修4作文议论文

高一必修4作文议论文（精选5篇）

1.高一必修4作文议论文 篇一

每个人都有不如意的时候，但只要相信自己，去尝试，去拼搏，我坚信，那一定会成功!——题记时光匆匆，岁月流逝，转眼间，我们又迎来了多姿多彩的11月。11月是美丽的季节，是喜悦的季节。11月，向我们招手的是一年一度的冬季运动会!大家可以参加自己喜爱的运动项目，我喜爱跑步，所以我选择了1500米的长跑活动。为了能“独占鳌头”，赢得第一名。我每天都要练习。早上六点钟起床，沿着小区跑上三四十圈。

有一次我跑步时不小心摔了一跤，把膝盖摔破了，皮肤张开，一根一根精神地竖立起来，好像想让我屈服，在挑战我的极限。那时我有多想放弃，但我不能放弃。我要坚持，相信自己的意念。困难是人生的老师，梦想是飞翔的翅膀，是航行的船桨。没有了梦想就是没有了目标。这天，运动会如期举行。终于轮到跑步比赛了。跑道上，运动员们的加油呼喊，满载着我们的青春活力。1500米的赛跑，即将要拉开序幕。我穿上“三道”运动服装，跨上了跑道。1500米是要跑七圈半的。经过一番热身运动后，我将双手抵下脚跟。一声清脆的枪的声响，“预备——跑!”几个字从发令员嘴里脱口而出。我们便像离弦的箭一样“嗖——”地飞出了跑道。刚开始我遥遥领先，冲到我们一队的中间(我们1500米比赛一队8个人)。当我跑到第四圈时，我开始有点体力不支了，被一位同学超越了。我越来越精疲力尽，忽然特别想放弃，但又转念一想，如果真要放弃那就太不值得了，毕竟我已经练了很长时间了。我被落在最后了，现在是冲刺的关键时刻，我不能停下!

我开始发挥我的潜力，跑起来像飞一样，一阵风在耳边“呼呼”作响。“运动健儿们，加油啊，你们一定是最棒的……这是我的好朋友王宇昕的声音!她在鼓励我，我绝对不会让她失望的!我冲到了第一个。啊，还有十米，应经近在咫尺了。五米，四米，三米，两米，一米!我赢了，我也听到了一阵阵欢呼声!站在领奖台上，我心里有许多的感想。通过这次跑步比赛，我明白了一个道理：世界上没有什么事情是办不了的，只要你相信自己的意念，信念，就一定会成功!

高一必修4第三单元作文5

如果可以,我真希望,20__年的我变得足够勇敢。卡里纪伯伦在《我曾七次鄙视自己的灵魂》里说：“第七次，当他陷身于生活的泥沼无法自拔，想要改变时，却又畏首畏尾。”听了这段话的我，竟生出一股“秉烛一瞬，柳暗花明”的心境，这句话点醒了我，我何尝不鄙视自己的畏首畏尾?我想变得勇敢，为了信念，为了成为更好的自己，让灵魂升华!勇敢，成为了我的方向，却也时不时萌发出来支持着我的前行。

改变，是一件看似容易，实则很难的事情。当我学会了隐忍，学会了自我消解，甚至是习惯了它们，勇敢对于我来说已经束之高阁，可遇不可求得。而我却想，为了自己的信念而变得勇敢起来，不畏难千山万险，不囿于自我的约束，就想为了自己而拼一把，做一些在信念指引下需要足够的勇气才能做的事情。

我期待自己的改变，所以我正在努力。信念，是千军万马也抵挡不了的东西，我希望从此而变得勇敢。我的信念，需要足够强大，才能支撑我不断进取。我的现在，正是少了那样一份“上穷碧落下黄泉”的勇气，所以说我需要它，我需要改变。

王朔说“获取幸福的错误方式莫过于沉迷于花天酒地的生活方式。”我觉得这便是一种懦弱——一种信念缺失时无比低下的臣服于生活的懦弱。而我，需要变得勇敢，我太过于畏首畏尾，因害怕孤独而强装示弱，我必须得勇敢起来，叔本华也言“要么孤独，要么庸俗。”我要实现自己的信念，就得变得勇敢，无惧孤独。

时代在变，人也在变，我渴望变得勇敢而坚毅，去实现自己的信念与梦想，想在生活中成为思想与行动的远行客，我就必须得勇敢起来。那些关乎梦想的曾经想做却不敢尝试一切，我都期待20__年的自己能勇敢地去践行，在此之前，努力与更努力成为了勇敢的资本。我的信念需要的是践行的勇气，更需要的是与之匹配的资格，所以我得改变，变得优秀。

木心曾收到一首诗，其中有“借我瞻前与顾后，借我执拗如少年”这两句，让我感同身受：我的现在是前者，我希望我的之后有着与后者相匹配的勇气，执拗如少年，这不正是为了心底的信念而倔强执着的勇气吗?20__的我，将是从生活的泥沼中挣扎出来的勇行者，我期待自己不再畏首畏尾，也相信自己会为了信念而生出无限勇敢。

2.高一英语课本必修一中的价值取向 篇二

关键词：英语；教科书

中图分类号：G632 文献标识码：B 文章编号：1002-7661（2014）21-075-01

一、价值取向的概念分析

价值取向（value orientation）是价值哲学的重要范畴，它指的是一定主体基于自己的价值观在面对或处理各种矛盾、冲突、关系时所持的基本价值立场、价值态度以及所表现出来的基本价值取向。价值取向的突出作用是决定、支配主体的价值选择。价值取向的合理化是进步人类的信念。

二、在高中英语教学中渗透德育教育的必要性

首先，我们应该认识到在高中英语教学中渗透德育教育的必要性是众所周知的。高中生正处于长身体和增长知识的黄金时期，他们的德育观还有很大的可塑性。在学科课堂上贯彻德育教育是新课标学科教学中态度情感价值观的目标的总体要求，同时也有着其他德育方式不可比拟的优越性。

三、高中英语教科书价值取向的基本特点

任何一门课程的理论与实践都负载着某种特定的价值，在本质上，课程不是“价值中立”或“文化无涉”的纯粹知识活动。（梁红梅，赵长林，2009）。高中英语课程作为语言学习的重要工具，其思想性和教育性比较强。通过教科书的内容使学生获得什么，都有明显的价值取向。

1、广义的人道主义精神的展现

在广义的人道主义思想体系中，生命是其关注的中心，并构成价值的来源和价值的归宿（唐代兴 2004）。教科书借助了一些故事或人物形象的塑造来传递，如第一单元的“friendship”。

课文“Annes Best Friend”以德国法西斯残害犹太人这段历史为背景，讲述了一个叫安妮的犹太小女孩在躲避纳粹的过程中与日记“交朋友”故事。日记中体现了对美好的自由的向往，对感受自然的渴望。于是，读者在形象的、直观的、情绪化的、感悟的阅读里体会着小女孩的处境和乐观的心情，一点一滴地塑造着对人的尊严、价值、命运的维护、追求和关切。

贯穿第四单元课文“A Night the Earth didnt Sleep”的文化主线，也是悲天悯人的对生命极度珍视的情怀，因此在阅读的整个过程中，读者都不能够放下对灾难中人们的挂念与担心，尤其是在最后一段，读者还能够感觉到许多的暖意：

“All hope was not lost. The army sent 150000 soldiers to Tang Shan to rescue workers. Hundreds of thousands of people were helped...Slowly， the city began to breathe again.”

我们很容易看出课本的编写者想要通过故事要传递的价值观：人的生命是平等的，每一条生命应该被珍惜和尊重；不要放弃希望，即使灾难来临，也要乐观面对。

2、对具有超越性的生活意义的追求

我们这里指的是儒家所提倡的一种终极的价值、人生的境界、道德的觉悟和最高的智慧（姚新中， 何丽艳 2008）。具有超越性的生活意义关于人自己的生存的问题，但是也没有一个确定的概念可以归纳，它可以是追求更真更善更美，可以是思考众生万物的奥秘，也可以是为了人类文明的进化。

第五单元在人物的选择上就呈现了追求超越性的生活意义的价值观。如在课文“Pre-reading”部分，为让学生对“伟人”有更深的理解，所有的实例都是为民族甚至是整个全世界做出巨大贡献的人，其中包括了为坚持自己对圣经的信念而牺牲的英国新教改革者威廉.汀代尔，国际主义战士白求恩，印度，非暴力不合作倡导者甘地，中国的民主卫士孙中山，他们无一不是为了全民族或全世界的人类而战斗着，向我们传递了超越性生活意义所在：活着不应该只是为了自己吃饱睡暖，还要怀有大爱和大智慧。

本单元课文“EliasStory”以一个名为Elias的视角，向我们介绍了为南非黑人获取平等权利而不惜一生斗争的曼德拉总统的事迹。他的精神不只是他能在入狱近二十载后出来帮助民众的精神，还在于他始终体味区域性人民疾苦，为人的生存权利以外的诸项权利努力的正义行为。

3、对理性和科学精神的追求

广义的科学精神则是指由科学性质所决定的、贯穿于科学探究活动之中的基本的精神状态和思维方式，它不限于自然科学领域。科学追求真理，认识自然和人赖以生存的物质世界，使人获得自由与幸福，这与强调人的价值、尊严、自由、幸福的人文精神是一致的。

单元“Earthquake”也明显表达了科学精神的倾向，它详细地介绍和描述了有关地震的科学知识，包括地震前的预兆和地震灾害自救的科学常识，从而让读者认识他们赖以生存的自然界。

克拉克洪-斯多特贝克（Kluckhohn & Strodtbeck， 1961）曾经概括出五种价值取向模式人性取向、人与自然的关系取向、时间取向、活动取向和关系取向。克拉克洪与斯多特贝克提出某一社会所青睐的解决这些问题的方法反映的就是这个社会的价值观。

1、人性取向--人性本善（Good），人性本恶（Evil）或善恶兼而有之（Mixed）；

2、人与自然的关系取向—征服（Mastery）、服从（Submissive）或和谐（Harmonious）；

3、时间取向--过去（Past），现在（Present）或将来（Future）；

4、人类活动取向—存在（being）、成为（being-in-becoming）或做（doing）；

5、关系取向—个体主义的（Individualistic）、附属的（Collateral）或等级的（Hierarchical）。

3.高一语文必修4苏教版期中试题 篇三

2.C(A. 览—揽 B. 欧—殴 D. 箫—萧 陨—殒 )

3.A【解析】“绝然”有断然、绝对的意思，“决然”则形容态度坚决。根据句意，应选用前者。“径自”指自作主张，擅自行动，含贬义。“径直”指直接向某处前进，不绕弯，不间断。根据句意，他不顾朋友的劝阻，有擅自行动之意，故选用“径自”。“诚然”，有确实、实在的意思，有让步的含义。“固然”，表示承认事实，有转折的含义。根据句意，选用前者。“不求甚解”，指只求懂个大概，不求深刻了解。“一知半解”，知道得不全面，理解得不透彻。前者是主动行为，后者是客观结果。根据句意，应该选用“不求甚解”。

4.B(A 句意不清，“中方对此”中的“此”指代不明。C搭配不当，应为“改善土壤环境和温室气候条件”。D重复，去掉“三人”)

5.C(A. 英国，B.《荆轲刺秦王》选自《战国策》，D.“激流三部曲”)

6.B(A项“主要作用”误，原文是“宗教的传播又往往同时伴随着文化的流通”,主要作用应是传播宗教。C项“促成了西学东渐”误，“西学东渐由此拉开帷幕”是在明清时期。 D项“以传播科学知识为核心”误，主要目的是传播宗教。)

7.A(答非所问，因为此时还没有进入“西学东渐”阶段。)

8.C(A项“先是”“然后”误，文中没有提及如此明显的界限，B项应是“第二次鸦片战争后”，D在文中找不到依据)

9. C(使…跟从，率领)

10. C(①是汉朝准备攻打匈奴，②是乌孙王的战绩，④是霍光示意常惠自行决断对外事宜)

11. B(不是汉昭帝，而是汉宣帝。)

12. (1)车师国与匈奴串通一气，共同侵犯乌孙国，希望汉天子救我们。 (“为一”和“唯”各1分，大意1分)

(2)又派遣常惠带着黄金丝织品等礼物回到乌孙赏赐给乌孙有功的大臣们。(“金币”和定语后置句，各1分，大意1分)

(3)龟兹国王谢罪说：这是我先王时被大臣姑翼贻误而造成，我并没有罪过。(“谢” 和“乃”，各1分，大意1分)

13. 子贡曰：譬之宫墙，赐之墙也及肩/窥见室家之好/夫子之墙数仞/不得其门而入/不见宗庙之美/百官之富/得其门者或寡矣。

翻译：子贡说：以房屋的围墙作比喻吧。我家的围墙只有肩膀那么高，别人可以看到屋内摆设的美好状况。老师家的围墙却有几丈高，如果找不到大门进去，就看不到里面宗庙的宏伟壮观与连绵房舍的多彩多姿。能够找到大门的人或许很少吧。

14. (1)特征：①诞生于黑暗和死亡。②炽焰熊熊、、恢弘伟大。③势不可挡④创造万物(答对任意两处给2分)太阳象征着光明、希望、新生。(2分)

(2)第一节中运用比喻手法，把太阳比作火轮，形象生动地展现了太阳炽焰熊熊、滚滚而来的奔涌之势。(2分)第二节中运用拟人手法，描写“高树的舞蹈”“河流的狂歌”等，勾画了一幅众生热烈欢迎太阳、万物复苏的情景。(2分)

15.(1)怅寥廓(2)到了颓圮的篱墙(3)向青草更青处漫溯(4)悄悄是别离的笙箫(5)为变徵之声(6)风萧萧兮易水寒(7)惨象，已使我目不忍视了(8)敢于直面惨淡的人生：

16.B D

(A.文章并不是以写黄永玉多才多艺为重心，而是写老年黄永玉的现状、“活得最像自己”的性格与追求。C. “努力跳出荷花‘孤傲于世’之境界的追求”文中没有这样的表述。E. 豁达与透彻与黄永玉对“爱”“怜悯”“感恩” 等的解读是和谐统一的。)

17.①文章开头一段简要介绍了老年黄永玉独特的肖像、成就以及“活得最像自己”的性格特点。②在行文结构上起到了总领全文的作用:表明下文主要写老年黄永玉的现状、性格与追求。(4分。每个要点2分，意思对即可)

18.个人行为上率性而为：(1分)艺术观点上新颖独到;(1分)对人生看得豁达、透彻;(1分)情感上博爱，怜悯，感恩。(1分)(意思对即可)

19.①创作应该奠定在生活的基础上。(观点明确1分)黄永玉被称为“一代鬼才”，各方面多有建树，与其深厚的生活体验分不开。《无愁河上的浪荡汉》的创作就来自他的亲身经历而非虚构。绘画创作画荷也来源于他对生活的仔细观察。(结合文本分析2分)联系实际略(联系实际1分)

②创作需要多读书，会读书。(观点明确1分)黄永玉在工作之余常读书，并顺乎自己的情趣来读书。先生认为读书能使人的思想有节奏感，有灵活性。因此先生能写出津津有味的文章，先生的文章让人读起来觉得妙趣横生。(结合文本分析2分)联系实际略(联系实际1分)

③创作需要有对事物独到的理解和思考。(观点明确1分)黄永玉认为别人眼中的污泥是充满养料的土，他所画的荷花有一种很绚丽、很灿烂的气质。(结合文本分析2分)联系实际略(联系实际1分)(以上三点能写出任意两点即可)

20.示例：

登橘子洲，眺岳麓山，击湘江水;览万山红叶，观争流百舸，睇鹰击鱼翔，山、水、洲，自然万物尽收眼底;情、志、气撞击心头。于是乎粪土当年万户侯。书生的抱负、革命的豪情便啸成了这一千古绝唱。(评分标准：扣内容2分，能使用一种修辞1分，语言通顺1分

21.示例 一支粉笔写春秋(扣住内容2分。符合对联要求，结构相同，词性相对2分)

22.示例：

噪音扰民违法，公安局岳麓分局对周咏清的报案置之不理，实际上是站在违法者一边，在纵容违法，执法部门不能纵容违法。我们要共同维护人人守法、执法必严的法治环境。(观点正确2分，合理分析、有理有据2分)

4.高一必修4作文议论文 篇四

I．单元教学目标

技能目标Skill Goals

Talk about agriculture: a pioneer in farming -Yuan Longping

Talk about organic farming & green food

How to write a brief summary

Try to consolidate how to express suggestions & advice

Master the usage of the -ing form as the subject and object

Learn how to design English posters

II． 目标语言

功

能

句

式 建议（ Suggestions & advice）

I would rather ...

If I have a choice I’d choose because ...

I don’t like ... because ...

You need to ...

I’d prefer ... because ...

May I suggest ...

It’s a great pity that ...

Let me suggest Leng Jianli because...

Should I/We ...?

Perhaps we should consider Leng Jianli because...

It’s better to ...

But what/how about ...

词

汇 1. 四会词汇

hunger, sunburn, struggle, super, output, expand, circulate, satisfied, equip, freedom, violin, motorcycle, grain, export, suitable, chemical, confuse, mineral, reduce, supply, bacteria, pest, level, whatever, summary, exchange, nutrition, certain

2. 认读词汇

hybrid, strain, sorghum, peanut, darken, organic, fertilizer, fertile, soybean

3. 词组

rid ... of, be satisfied with, lead a ... life, would rather, refer to, search for, thanks to, rather than, with the hope of ...

语

法 动词的 -ing 形式作主语和宾语的用法

（The -ing form as the subject & object）

a. Wishing for things, however, costs nothing.

b. His other hobbies include playing mah-jong,swimming and reading.

重 点 句 子 1. However, he cares little about spending the money on himself or leading a comfortable life. P10

2.His other hobbies include playing mah-jong, swimming and reading. P10

3. Wishing for things, however, costs nothing.P10

4. It also refers to crops growing with natural rather than chemical fertilizers. P13

5. Putting this in their fields, they argue, makes the soil ... P13

6. This is important because developing a healthy soil reduces diseases ...P13

7. However, using chemical fertilizers is a big problem. P13

8. Instead, organic farmers insist on changing crops every two or three years.P14

9. These put the minerals back into the soil, making it rich and healthy ...P14

10. ... make sure that what is left in the ground after harvesting becomes a ...P14

11. He advised farmers to clear weeds from the ground before planting crops. P52

12. He suggested changing crops in the field every year. P52

Ⅲ. 教材分析与教材重组

1． 教材分析

本单元的中心话题是“农业”， 学生通过讨论和阅读了解有关农业、农村和农作物种植的内容。让学生了解农业在整个人类生活中的重要性，了解农村生活，了解中国农民的生活现状，提高他们对农业的认识，并且帮助他们更深刻地理解农业科学家袁隆平的科学研究的价值。同时让学生了解organic farming 以及它对人们生活的重要性，进一步扩大学生的关于农业方面的词汇量，并通过写一则海报提高学生的写作水平。

1.1 WARMING-UP 通过提问有关农业、农村和农作物种植的内容，让学生谈谈自己对农村和农业劳动的认识或经验。教师可通过讨论让学生互相学习，相互交流经验以增加他们的农业知识。

1.2 PRE-READING 部分有两组问题。在第一组问题中，讨论大米在东亚和东南亚国家人民生活中的重要性；而第二组问题则提出世界部分地区所面临的饥饿问题。由此激发学生对世界的关注，培养学生的同情心。

1.3 READING 部分介绍中国著名的农业科学家袁隆平的生平和他的杂交水稻。第一段描述了袁博士的外表--他更象一个农民而不象一个科学家，农村就是他做科研的殿堂。他的科研成果就是超级杂交水稻。 第二段描述他的家庭出身，学业，献身水稻科研的原因及所取得的成就。第三段告诉我们袁博士过着跟普通人一样的生活却干着伟大的事业。即使在功成名就之后，他也淡泊名利, 有着无私奉献的高尚精神。

1.4 COMPREHENDING 部分设计了三个练习。第一个是判断练习，学生根据课文中理解和收集的信息做出判断，甚至通过讨论才能做出判断。第二个是词语理解题。第三个练习提出问题，要求学生在阅读课文后作出回答,以检验他们的理解力和训练他们的归纳总结能力。

1.5 LEARNING ABOUT LANGUAGE 部分学习本单元重点词汇和语法项目。词语学习部分采用给出词义而让学生从课文中找出与之匹配的词，然后用所找的词汇完成第二个练习中的短文，以及用课文中意义相近的词汇替换练习三句中划线部分。通过这三种练习帮助学生理解并能熟练应用课文中所学的词汇。语法部分通过从课文中找同义句引出动词的-ing 形式，教师此时可引导学生找出其他的句子，以启发学生理解-ing形式的句法功能。练习二通过模仿例句，用-ing形式做主语代替动词不定式改写句子。练习三要求学生连接短语造句，让学生学习ing形式作宾语的用法，并列举后面接动词-ing形式作宾语的动词。练习四则训练学生v-ing形式在实际生活中的应用能力。练习五则设计了一个游戏以丰富学生的想象力。

1.6 USING LANGUAGE 部分综合训练学生的听说读写能力。第一部分读写结合，学生先阅读文章，文章写的是 Organic Farming or green food,读完后要求学生写一个摘要。在此教师要首先强调写摘要时学生一定要抓住文章的主题并且运用所学的重要词语。听力部分通过回答问题来提高学生的理解能力和理解的正确性。Reading, speaking and writing 部分把读，说和写有机地结合在一起。假设你是一个“绿色食品” farmer，通过背景阅读，你要有充分的理由，利用所提供的句型，以对话的形式说服他人购买你的食品。最后为你的食品设计一个有说服力的广告。

1.7 SUMMING UP部分要求学生归纳总结本单元内容、词汇和语法结构三个方面。

1.8 LEARNING TIPS 部分对如何提高表达能力提出建议。

2. 教材重组

2．1 把Warming up 和Pre-reading 作为reading 的导入内容，将这三部分与Comprehending整合成一节阅读课。

2.2 将 Learning about Language on Page 11, USING STRUCTURES (P50)设计成一节词汇和语法课。

2.3 将 Using Language 中的 Reading 和 READING TASK in Workbook (P51) 还有USING WORDS AND EXPRESSIONS on P51设计成一节泛读课。

2.4 将Using Language 中的Listening（P14），LISTENING TASK（P50）和LISTENING（P48）设计成一节听力课。

2.5 将 Speaking and Writing（P15）和SPEAKING AND WRITING TASK（P53）及TALKING（P48）设计成一节写作课。

2.6将 SUMMING UP (P16), USING WORDS AND EXPRESSIONS (P49), PROJECT和CHECKING YOURSELF (P47) 设计成一节复习课。

3. 课型设计与课时分配 （经过教材分析，本单元可用五课时完成。）

1st period Reading

2nd period Words and grammar

3rd period Reading

4th period Listening

5th period Writing

6th period Summary

Ⅳ. 分课时教案

The First Period Reading

Teaching goals 教学目标

1. Target Language 目标语言

a. 词汇和短语

sunburn, struggle, super, expand, circulate, equip, export, rid ... of, be satisfied with, lead a ... life, search for, would rather, thanks to, with the hope of, rather than

b. 重点句子

This special strain of rice makes it possible to produce one-third more of the crop in the same fields. P10

He cares little about spending the money on himself or leading a comfortable life. P10

He also doesn’t care about being famous. P10

He feels it gives him less freedom to do his research. P10

His other hobbies include playing mah-jong, swimming and reading. P10

Wishing for things, however, costs nothing. P10

2. Ability goals 能力目标

Enable Ss to learn more about agriculture, countryside and farming. By talking they can exchange their experience with each other. By reading they will realize the role that agriculture plays in human life. In fact this world faces a serious problem-starvation. So after reading the passage about Dr Yuan students will know the importance of his achievement to man. Of course they will learn from Dr Yuan some noble character.

3. Learning ability goals 学能目标

Help Ss learn how to describe Dr Yuan Longping including his personality.

Teaching important points 教学重点

a. Help to comprehend the text and grasp the main idea of the text.

b. Grasp the usage of some words and expressions.

c. How to help students make up their minds to make contributions to motherland in the future like Dr Yuan.

Teaching difficult points 教学难点

a. How to help students learn more about agriculture.

b. Help students really master the usage of words and expressions.

Teaching methods 教学方法

Talking, questioning-and-answering activity and reading.

Teaching aids 教具准备

A tape recorder, a projector and a computer.

Teaching procedures && ways 教学过程与方式

Step Ⅰ Greeting and leading in

T: Hello, everyone.

Ss: Hello, teacher.

T: In last unit we learnt some great women. Today we’ll learn a famous man. Who will it be? At first let’s look at the two pictures on Page 9. What are the people doing?

Ss: They are planting rice.

T: Can you tell me something about rice?

S: Rice grows in the south.

S: But in some place of the north we can also find rice.

T: Yeah. You are right. In fact rice is a cereal grain that has been grown for at least 5,000 years and is eaten by 2.4 billion people everyday throughout the world. In Australia, farmers have had to struggle with their harsh environment to grow rice.

Ss: Really?

Step Ⅱ Warming up

T: Have you ever grown any plants? If so, what did you do to grow them? If not, what kind of plant would you like to grow? How will you grow it?

S: I have ever grown corn and potatoes. In autumn, my father and I ploughed the soil deep for the first time, then in the next spring, we ploughed the soil for a second time, this time I put the corn seeds into the tunnel following my father. Finally my father covered the corn seeds by ploughing again.

S: I never grow any plant. I’d like to plant sunflowers. They look beautiful. They always face the sun when they are young. I dig some holes in my garden, put some sunflower seeds in them, water them and finally cover them with some more soil.

T: Very well. Have you ever been to the countryside? What did you do there?

S5: Yes, I went there to see my grandfather. In the village I played with other boys in the little stream and caught little fish. I even helped my grandfather get in the corn by cutting the corn stems, which made me tired.

T: Are you from a farmer’s family? What do you know about farming?

S: Yes, my father is a farmer. In my view, farming is hard work. People have to plant crops, smooth away weeds and get in the crops at the right time. They have to get up early to work in the field so as to protect themselves from the sunshine.

T: That’s right. In the north, the biggest worry that farmers have is the drought. When it doesn’t rain, and they can’t irrigate the crops, the crops will die and they will have nothing after hard working.

Step Ⅲ Pre-reading

The purpose of this step is to let students know the importance of rice. By answering the two questions, students can easily understand why we call Dr Yuan Longping a pioneer for all people, and why he devotes all his life to the rice research.

T: Food is the basic need for man. Rice is a main food in all Eastern Asian and Southeastern Asian countries. It is said that there are 2.4 billion people to eat rice everyday throughout the world. What do you think would happen if tomorrow there was suddenly no rice to eat?

S: I think if that happened, people there would suffer from starvation. They would be panic and the whole country would get into trouble. Maybe the situation that human beings eat human beings will happen.

T: That’s too terrible. But this kind of thing once happened in history. Well, if you had the chance to do one thing to help end famine in the world, what would you do?

S: I would invent a new kind of plant to produce more food.

S: I’ll make a kind of fertilizer to give rice enough nutrition and let them grow quickly and have high product. But first without pollution to our environment.

T: A great idea! Your idea is just the same with Dr Yuan Longping. Do you know Yuan Longping?

S: I heard that he is an expert on agriculture.

T: Yeah, today we are going to read a passage about him. Let’s see how he helped the world to solve the problem- starvation. Please open your books to Page 9.

Step Ⅳ Fast Reading

The reading material is about an agricultural pioneer named Yuan Longping who worked hard at a new strain of rice. It has proved so successful that his technology spread into other countries. The purpose of fast reading is to let students find some useful information, and get familiar with the text. So in this step, teacher can design some questions for students, so that they can easily find the answers and finish the reading task.

T: Please scan the passage and find out the answers to the questions on the screen. Then I’d like to ask you to answer them.

Show the questions on the screen and give students three minutes to read the text quickly.

1. What does Dr Yuan look like?

2. What’s his achievement?

3. What do you think of him?

Three minutes later.

T: Now who’s the first volunteer to answer Question 1?

S: He has a sunburnt face and arms and a slim, strong body. He is more like a farmer than a scientist.

T: Good! What about his achievement?

S: He grows what is called super hybrid rice, which makes it possible to produce one-third more of the crop in the same fields. Thanks to his research, the UN is trying to rid the world of hunger. Using his hybrid rice farmers’ producing harvests twice as large as before.

T: What do you think of Dr Yuan?

S: It isn’t a quick question. I think Dr Yuan doesn’t like money. He gives millions of yuan to equip others for their research in agriculture. He doesn’t like fame too. Because he feels it gives him less freedom to do his research, and he would rather keep time for his hobbies. Besides, he is a man with colourful dreams. He wants to produce a kind of rice that could feed more people, and he can export his rice so that it can be grown all of the world.

T: I think that your eyes are like a scanning machine. You can find so many good points of Dr Yuan Longping in such a short time. That’s very good. But I can describe Dr Yuan in one word. Guess which word?

S: I don’t know.

T: Wise. In this world, many people warship material and fame. But just as you said Dr Yuan didn’t like money and fame. Because he knows he can’t own these things forever. All the money and fames are chains, which can trip a person’s happiness and freedom. So he is a wise man. Giving up all the fame and money means liberation. Here I’d like to praise him using a Chinese poem. That is “有如莲花出于水, 又如日月不住空。”. Don’t you agree with me?

Ss: Yes, we agree with you.

T: Thank you. Now let’s read the text again to find the main idea of the text. Doing this we can find how the writer designed the text. This can give us an idea to write an biography.

Step Ⅴ Careful Reading and Explanation

Give students 3 minutes to read and find the main idea of the text. While students are doing this, teacher can show the chart on the screen. After they have finished their task, ask them to look at the screen and fill in it.

T: Well. In last unit, we learn how to make a poster to tell everyone about a theme. Do you remember? Make a large heading, then make a smaller heading giving a little more information. Write down most of the information using the smallest size writing. Now, let’s practice it again. Look at the chart on the screen, in which I have written the large heading of each paragraph. What you should do is to fill in the smaller headings to finish the poster. Now, let’s begin. You may work in pairs to have a discussion to see what you should fill in. Should I give you some suggestions to finish this task?

Ss: Yes.

T: OK, 5 minutes is enough, I think.

Show the chart on the screen:

A PIONEER FOR ALL PEOPLE

1. He wants everyone to call him a farmer.

2. His biography.

3. His personality.

4. His dreams.

Five minutes later, teacher can ask some of them to fulfil the chart. They can use words, phrases, or sentences to do this. Here is a sample for teacher to refer to.

A PIONEER FOR ALL PEOPLE

1. He wants everyone to call him a farmer.

1) A scientist works the land.

2) Sunburnt face and arms, slim, strong body.

3) Grow hybrid rice.

4) The first agricultural pioneer.

2. His biography.

1) In 1931, born.

2) In 1953, graduated and devoted his life to finding ways to grow rice.

3) Last year, twenty billion tons of rice was produced. Now, Dr Yuan is circulating his knowledge.

3. His personality.

He is satisfied with his life. Because he doesn’t like

money and fame.

4. His dreams.

1) The first dream.

2) The second dream.

T: Wonderful! I believe that you have mastered the way to write a biography. Now do you have any trouble in understanding the sentences? Please go ahead.

S1: Yes, I don’t understand the sentence “... for that’s how he regards himself”.

S2: Can you explain the sentence “... has more, rather than fewer troubles.”?

T: OK, the phrase, “how he regards himself”, means how he thinks of himself. It refers to a person’s self-image; while“... has more, rather than fewer troubles” means that you expect fewer troubles but in fact you get more than you thought you would.

T: Now please look at the screen. Here are some explanations about the boldface words in our text. Copy the English explanation of these words and read the examples.

Show the following points on the screen.

1. struggle v to make great efforts

e.g. They have struggled for years to free their country from the enemy.

I’m struggling to finish the huge helping you gave me.

2. sunburnt adj sun-tanned

e.g. His sunburnt skin looks healthy.

3. super adj (infml) excellent; splendid

e.g. You’ll like her, she’s super.

You look super in your new clothes.

It was super of you to help.

4. expand v

(cause sth to) become greater in size, number or importance

e.g. Metals expand when they are heated.

Why not try to expand your story into a novel?

5. circulate v

(cause sth to ) pass from one person, place, etc to another

e.g. People who circulate false news are to be blamed.

Yet reports of this kind have been circulated by our newspapers.

The news of the enemy’s defeat quickly circulated round the town.

6. equip v

supply sb/sth (with what is needed, for a particular purpose)

e.g. Now all fishing boats are radio-equipped.

They can’t afford to equip their army properly.

Please equip yourself with a sharp pencil and a rubber for the exam.

7. export v

send (goods) to another country for sale

e.g. India exports tea and cotton to many different countries.

This company has a large home market but doesn’t export.

8. rid ... of make sb/ sth free from (sb/ sth unpleasant)

e.g. We all wish that we would rid the world of famine.

The farmer recently tried to rid the house of rats.

9. lead ... a life, live ... a life

e.g. Now we are leading a happy life.

In the old days farmers led a terrible life in the country.

10. be satisfied with, be content with

e.g. The young lady isn’t satisfied with the peaceful life.

Are you satisfied with his answers?

11. would rather, prefer to

e.g. I’d rather walk than take a bus.

I’d rather you knew that now, than afterwards.

Step Ⅵ Listening and Post-reading

At first, let students listen to the tape, and then finish the exercise in Comprehending. In Step Ⅳ and Ⅴ, we have involved some questions in Exercise 3, so teacher can choose some questions to do. For Ex 1 and 2, teacher can leave some time for students to finish and then check the answers with the whole class.

Step Ⅶ Summary and Homework

T: Today we talked about agriculture. And we also read about Dr Yuan Longping. We have known much about the great scientist. Of course we have learned some words and expressions about farming. Please try to grasp these words and expressions after class. Now please look at the poem on the screen:

Farmers weeding at noon,

Sweat down the field soon.

Who knows food on a tray,

Due to their toiling day?

T: Do you know it? Read it and say what does it mean?

Ss: Of course. It’s 悯农 written by Li Shen.

T: Right. The title is A HARD - WORKING FARMER. This is my gift to you. Please read it together. OK, hope you can remember it when you are having your dinners. Besides, I’d like you to think: even if Dr Yuan’s dreams come true, can this really solve the starvation? Why? This is the homework. Think it over. Next time I’ll ask some of you to give your opinion in the class. Another one is to finish the exercises in Learning about Language. Exercise 1, 2 and 3 are about useful words and expressions. Finish them. Next time we’ll check the answers. Ok, class is over. See you next time.

附件:

课文复述

Retell the text in about 150 words.

Notes:

1. Use the first person to retell the story.

2. Try to use the proper conjunctions.

3. Refer to the chart while retelling.

4. The possible version below can be used as a material for both retelling and dictation.

One possible version:

I’m Yuan Longping. Look at my sunburnt face and arms and my slim, strong body and you will think I’m more like a farmer than a scientist. In fact I have struggled for the past five decades to help farmers. In 1974, I began to grow a so-called super hybrid rice. This special strain of rice makes it possible to produce one-third more of the crop in the same fields.

I was born into a poor farmer’s family in 1931. When I was young, I saw many people go hungry often. So I have devoted myself to finding ways to increasing rice harvest without expanding the area of fields since I graduated from Southwest Agriculture College in 1953. Now more than 60 % of the rice produced in China each year is from this hybrid strain. I am circulating this knowledge in India, Vietnam and other less developed countries to increase their harvest. Perhaps you think I am rich. Actually I live a simple life. I care little for money. In my opinion a person with too much money will have more troubles. I don’t want to be famous because I prefer to have more time to do my research. In my free time I love listening to music, playing mah-jong and reading. I once had a dream, in which I saw rice plants as tall as sorghum and each ear of rice was as big as an ear of corn and each grain of rice was as huge as a peanut. Now I have another dream-to export my rice so that it can be grown all over the world.

详细内容请订阅

5.高一必修4作文议论文 篇五

1. 接受（建议或挑战）

He was afraid to take up a challenge.

他害怕接受挑战。

2. 拿起

Take up your arms to fight.

拿起武器战斗吧。

3. 开始从事……，开始承担……

He decided to take up photograph as his career.

他决定从事摄影事业。

4. 占去（时间或空间）

Writing the paper took up most of the weekend.

写论文占去了大部分周末时间。

5. 继续

Harry took up at the point where John had left off.

哈利接着约翰停止的地方继续讲那个故事。

constant

adj. 时常发生的；连续不断的；忠贞的

constantly adv. 经常地，反复地

The old man’s hands shook constantly.

老人的手不停地颤抖.

He is constantly disturbing me.

他总是在打扰我。

He has been constant in his scientific research.

他一直不断地进行他的科学研究。

I am Jay’s constant fan and supporter.

我是杰伊的忠实粉丝和支持者。

lack

n. 缺乏；短缺的东西

v. 缺乏；不足；没有

1. n. 缺乏（某物）。后常接介词of

I haven’t finished the painting for lack of time.

由于缺少时间，我没有完成绘画。

2. v. 缺乏，通常接抽象名词，但不可以再接of：

I lack words with which to express my thanks.

我找不到话来表达我的感谢。

He is good at his job but he seems to lack confidence.

他很擅长他的工作但似乎缺乏信心。

They lacked （for） nothing but money.

他们什么都不缺，就是缺钱。

3. 短语：be lacking in，“缺乏”，其中lacking是形容词：“缺少的，不足的”，但不可以用在名词前做修饰语。

A number of countries and areas have been seriously hit by the typhoon. Now people in the affected areas are lacking in food and fresh water.

许多国家和地区已经严重遭受台风的袭击。现在人们在受灾地区缺乏食物和淡水。

He lacks courage.=He is lacking in courage.

他缺乏勇气。

be/get back on one’s feet

（困境后）恢复；完全复原

After receiving timely treatment， the boy was back on his feet.

得到及时的治疗后，男孩完全康复了。

He soon got back on his feet after the fall.

他受过挫折，但很快就东山再起。

The new chairman hoped to get the company back on its feet within six months.

新董事长希望在六个月内使公司恢复元气。

professional

adj. 职业的； 专业的

I can’t imagine he is a professional footballer.

我无法想象他是一个职业球员。

I want to be a professional journalist.

我将成为一名专业记者。

professional team 专业队伍/proffessional standards职业标准/proffessional advice专业建议

相近词辩异

profession 指受过高等教育或专业训练；

career 指长期为之奋斗的事业，职业，生涯。

He started his career as a reporter.

他开始了做记者的职业生涯。

occupation 工作，是job的比较正式的说法。

Please state your age， name and occupation.

请写明你的年龄、名字和职业。

acquire

v. gain or get by one’s effort 获得

nlc202309040154

acquisition n. 获得； 习得； 获得物

I managed to acquire two tickets for the concert.

我设法弄到了两张那场音乐会的票。

The acquisition of a language is different from learning it.

语言的习得不等同于语言的学习。

He is a valuable acquisition to the firm.

他是公司不可多得的人才。

注意 不要把 acquire（获得， 学到）和inquire（询问， 问明， 查究）混淆

case

n. 情况；病例；案例

It is true of every case.

在任何情况下都是真的。

In that case they would receive financial aid from the state.

在这种情况下，他们将得到国家的财政援助。

The case was tried last Wednesday.

上星期三审判了该案件。

Take an umbrella with you in case of rain.

带把伞吧，以防下雨。

case在定语从句中的常见考点：

我可能要住院，如果那样我就不去度假了。

误 I may have to go into hospital， and in which case I won’t be going on holiday.

正 I may have to go into hospital， in which case I won’t be going on holiday.

正 I may have to go into hospital， and in that case I won’t be going on holiday.

demand 需求；强烈要求

1. 我要求他答复。

误 I demanded him for an answer （to answer）.

正 I demand an answer of him.

注 demand 不能把要求的人作为宾语直接连在一起，须加of。

2. 我要求约翰立即到那儿去。

误 I demanded John to go there at once.

正 I demanded that John （should） go there at once.

注 看到 demand 容易让人联想到want，于是生出demand sb to do这样的结构来。demand与order， command等词一样，不能接“宾语+不定式”，应该接that从句，且从句中的谓语动词应用虚拟语气，即“（should）+动词原形”。

3. demand后接动词不定式时，主语通常是人而不是物；动词不定式可根据需要用主动或被动形式。例如：

She demanded to be told everything about it.

她要求知道事情的整个经过。

accuse

accuse sb of sth指控某人做某事

1. A neighbor may accuse a man watching TV too loudly.

一个邻居可能指责一个人看电视太大声了。

2. He was accused of stealing a second hand car.

他被指控偷了一辆二手车。

相似结构短语：

inform sb of sth 告知某人某事

remind sb of sth 提醒某人某事

rob sb/someplace of sth 抢劫某人某物

cure sb of sth 治愈某人某病

warn sb of sth 警告某人某事

1. It’s a dilemma that the development of economy will the process of global warming to certain degree.

A. speed up B. set up

C. sweep up D. take up

2. After studying in a medical college for five years， Jane her job as a doctor in the countryside.

A. set out B. took over

C. took up D. set up

3. Mary was well prepared for the job interview because she wanted to leave them a good .

A. permission B. admission

C. expression D. impression

4. As technology continues to advance， we must learn and progress or we’ll risk becoming a dinosaur.

nlc202309040154

A. constantly B. instantly

C. technically D. thoroughly

5. The street is so narrow that they have to themselves against wall to let the car pass first.

A. push B. press

C. touch D. draw

6. Because of the noise made by cars running in the street， I couldn’t my work at home.

A. take on B. depend on

C. concentrate on D. rely on

7. Sometimes some students make trouble in their classroom in order to get noticed.

A. deliberately B. entirely

C. privately D. logically

8. It took him a long time to the skills he needed to become a professional footballer.

A. inquire B. acquire

C. require D. request

9. You may have difficulty with the learning ， but if you keep working hard you will succeed eventually.

A. assess B. assignment

C. process D. section

10.—It is raining hard. Will you go to your friend’s birthday party？

—I promised him to go， but the heavy rain really places me in a . I’m not sure whether I will go or not.

A. dilemma B. conclusion

C. disadvantage D. challenge

1～5 ACDAB 6～10 CABCA