外研版必修3 Unit2语篇分析+阅读单（教师版）
外研版必修3 Unit2 Understanding ideas语篇分析
分析维度 内容项
What：语篇的主题、内容、结构、逻辑关系 一、文章基本信息 文章标题：The Well that Changed the World作者： 文章类型：叙述文主题/中心思想：通过Ryan的故事，阐述个人行动如何引发改变，倡导人们关注全球水资源问题并付诸行动。
二、文本结构与内容分析 整体结构：文章分为四个部分：（1）Ryan的初心与行动；（2）实现目标的关键阶段；（3）Ryan在乌干达的实地体验；（4）Ryan基金会的成立及影响。段落分布：引言（介绍Ryan的背景）→主体（详细描述Ryan的行动及成果）→结论（总结Ryan的影响并升华主题）逻辑关系：因果关系：因果逻辑清晰，由Ryan的疑问→行动→成果→影响力扩大。行文中通过时间顺序（如“At first”“Later”）和情感递进（疑问→行动→感动→升华）增强连贯性。 衔接与连贯：文章的衔接主要依靠时间顺序的自然过渡，使用时间状语（如“At first”“Later”）、并列连接词（如“and”“but”）和指代词（如“he”“they”）实现段落间的衔接，确保文本流畅。段落功能：每一段落具体描述Ryan的某个阶段，层层递进，逐步展现主题。第一段聚焦主人公想要帮助非洲儿童的起因，第二段聚焦Ryan的初始计划和行动，第三段描写主人公克服困难，最终成功建造水井的过程，第四段通过乌干达儿童的欢迎场面突出成果，第五段描写Ryan建立基金会，鼓励更多的人投身于打井事业中，最后一段升华了主题。
Why：语篇的深层涵义、情感态度、作者意图 三、写作意图与文化背景分析 文化背景：文章涉及全球水危机和慈善文化，尤其反映了加拿大教育资源对儿童全球视野的培养。例如，加拿大中小学教育中常鼓励学生关注全球问题，这与Ryan的早期教育背景相符。 背景知识的运用：读者需要了解非洲部分地区的水资源问题（如联合国数据显示，非洲约有40%的人口缺乏安全饮用水）才能更好地理解Ryan行动的意义。写作意图：通过Ryan的真实故事，激励读者关注社会问题并付诸行动，传播“从小事做起，改变世界”的理念。文章中反复强调“Why don’t I help？”和“How can I help today ”，展现了作者的引导性意图。
四、情感态度与价值取向分析 情感态度：作者对Ryan的行动和成果充满赞美和感动，尤其通过细节描写（如乌干达儿童的欢迎场景）传递了积极的情感态度。 价值取向：文章倡导责任感、行动力和互助精神，体现了社会公益的核心价值观。例如，通过Ryan的行动和成果（如改善了80万人的生活）强调了个人行动的影响力。
五、论点与文章有效性分析 论点清晰度与证据支持：论点明确（个人行动可引发改变），并通过Ryan的故事和成果强有力地支持了论点。例如，Ryan如何从最初的70美元努力到最终募集2000美元，再到成立基金会影响80万人，这一系列成果成为论点的重要证据文章有效性与局限性：文章具有较强的鼓舞性和教育意义，但缺乏对非洲水资源问题的深入分析（如水资源分配不均背后的政治、经济原因）。文章与现实的联系：文章内容与现实紧密相关，水危机和慈善行动是当今全球热点问题，结合联合国可持续发展目标中的“清洁饮水与卫生设施”目标，容易引发读者共鸣。
六、逻辑关系与推理分析 显性逻辑关系：如前所述，文章通过因果关系（Ryan的行动→建井→改善生活）和时间顺序推动叙事发展。
隐性推理与假设：隐含的假设是更多人如果像Ryan一样行动，世界会变得更美好。这一假设通过“Ryan的基金会吸引更多人支持”的叙述得到强化。
How：语篇的文体特征、语言特点、修辞手法、结构分析 七、语言与文体特征分析 语言特点：文章的语言简洁明了，通俗易懂，适合大众阅读，但通过简单的词汇和句式传递了强烈的情感。例如，“Why don’t I help ”这句话语言简单但充满思考性。句式与句型分析：文章多使用复合句，结合叙述性长句与简短对话，增强了可读性。例如，文中既有描述性的长句（“He cleaned windows and did gardening for his family and neighbours”），又有简短对话（“Why don’t I help ”）。文体特征：非正式叙述文，但具有一定教育意义和鼓舞性。语言风格贴近生活，但又通过关注全球问题提升了文本的社会价值。修辞手法：文章使用反问引发读者思考，通过排比增强叙述的节奏感，并通过细节描写（如乌干达儿童的欢迎场景）增强情感共鸣。语气与态度 作者的语气整体是积极且鼓舞人心的，但部分叙述隐含了一种同情与责任感的混合。
八、写作手法分析 写作技巧与表达方式：通过细节描写（如Ryan的内心活动、乌干达儿童的反应）使故事更生动，时间顺序的运用增强了叙事的清晰度，使故事更具说服力。
九、个人理解与批判性思维 1.个人理解与反思：文章通过真实故事传递的积极信息令人感动，Ryan的行动展现了个人力量的重要性。然而，文章未深入探讨解决全球水危机的复杂性，可能忽略了一些现实困难。
2.批判性思维与反思：文章虽然鼓舞人心，但过于强调个人英雄主义，未全面讨论非洲水危机的综合治理方案（如基础设施投资、政府政策支持等）。同时，文章隐含的西方中心主义视角（从北半球视角看南半球问题）值得反思。
课文语言表达梳理 一、情感描述相关表达Ryan thought, “Life is easy for me, but hard for those people. Why don’t I help ”用法：表达对不同生活状况的感慨以及产生帮助他人的意愿，体现内心的触动和善良情感。 替换表达：Young Ryan felt that his life was comfortable while others' were tough, and he wondered why he shouldn't offer a hand.A great warmth filled him. 用法：表达情感喜悦和高兴。替换表达：a strong sense of warmth overwhelmed himThey were grateful to him and invited him to visit.用法：表达他人对某人的感激之情替换表达：They were thankful to him and extended an invitation for him to come and see.He broke into a joyful smile.用法：表达喜悦的情感状态替换表达：he couldn't help but beam with happiness.
二、行为描写相关表达He cleaned windows and did gardening for his family and neighbours.用法：描述具体劳动行为。替换表达：He washed windows and did some yard work for his relatives and neighbours.break into a smile用法：描述神态替换表达：burst into a smileoffer him food and gifts用法：描述他人对某人表示友好的行为替换表达：Some even presented him with food and presents.ask for help用法：描述寻求帮助替换表达：seek assistance
三、结果与反思相关表达no longer needed to walk for hours to get water.用法：描述行为带来的积极结果替换表达：didn't have to walk for long hours to obtain water any more.make a difference用法：描写有影响，起作用替换表达：bring about a changebenefit from用法：描写受益替换表达：gain benefits from
文章结构梳理 Article Analysis: The Well that Changed the World
1. Main IdeaThe article tells the story of Ryan, a Canadian boy. When he was six years old, he learned that many people in developing African countries lacked access to clean water. Inspired by the huge contrast between his own easy access to water and their difficult situation, Ryan took action. Starting from earning money to build a single well, he overcame numerous obstacles. Eventually, he established a foundation, which has enabled more than 800,000 people in 16 African countries to benefit from clean and safe water. This story showcases the remarkable influence of an individual's kindness and the power of perseverance in realizing dreams and making a positive impact on society.
2. Paragraph Summaries and FunctionsParagraph 1Summary: Six-year-old Canadian Ryan learns of African water shortages, he is deeply moved and starts to think about helping them.Function: Sets the story’s context, triggers Ryan’s motivation, and engages the reader.Paragraph 2Summary: Ryan earns $70 for a well but learns it costs $2,000. He realizes a hand pump won't do; a well near homes is needed.Function: Shows Ryan's first efforts and the main obstacle, adding tension.Paragraph 3Summary: Ryan asks for help, his story gets publicized. He raises $2,000 and a well is built in Uganda, relieving local children.Function: Highlights Ryan's resourcefulness, shows the power of collective action, and marks a milestone.Paragraph 4Summary: In Uganda, Ryan sees the well, is greeted by celebrating students. His nervousness turns to joy as he realizes his impact.Function: Reaches an emotional climax, emphasizing the well's impact and Ryan's fulfillment.Paragraph 5Summary: Ryan sets up a foundation. It attracts support, and over 800,000 in 16 African countries get clean water.Function: Expands Ryan's effort, shows long - term impact and the power of collective change.Paragraph 6Summary: Adult Ryan reflects; his question has changed.Function: Concludes the story, sums up Ryan's growth, and offers a thought - provoking message.
3. Key Details from Each ParagraphParagraph 1Six - year - old Canadian Ryan learns of African water shortages from his teacher.He notices the close - by drinking fountain in his classroom and contrasts it with African children's situation.Paragraph 2Ryan decides to earn money by doing jobs like cleaning windows and gardening for family and neighbors.He reaches his first target of $70 but then discovers that building a well costs $2,000 and his money is only enough for a hand pump.Paragraph 3Ryan asks classmates and neighbors for help and persuades them to donate.A friend of his mother publicizes his story.He raises $2,000 and a well is built near a primary school in Uganda.Paragraph 4Ryan sees the well he helped build in Uganda.He is greeted by hundreds of delighted students who sing, dance, and offer him food and gifts.Ryan's initial nervousness turns to warmth and joy.Paragraph 5Ryan sets up a foundation to encourage more people to help.The foundation attracts support from many inspired people.Over 800,000 people in 16 African countries have benefited from clean water.Paragraph 6Adult Ryan reflects on his journey and says the question has changed from "Why don't I help " to "How can I help today ".His childhood determination led to his current helping mindset.
Reading Comprehension Worksheet（教师版）
外研版必修3 Unit2 Understanding ideas:
The Well that Changed the World
I. Understanding and Main Idea Extraction（What文章理解与主旨提取）
1.
What is the central theme of the passage
A. A Canadian boy’s efforts to provide clean water to African children.
B. The challenges faced by African children.
C. How charities raise funds.
D. Cultural differences between Canada and Africa.
Answer: A. A Canadian boy’s efforts to provide clean water to African children.
In one sentence, summarize the central theme of the passage.
Answer: The central theme of the passage is about a Canadian boy named Ryan's persistent efforts to raise funds and build wells to provide clean, safe water for African children, which led to a significant positive impact and inspired the establishment of a foundation to continue the work.
目的： 该问题考察学生从文章中提取主旨和关键信息的能力。总结要求理解文章的核心信息。
阅读技能目标：
能识别文章中的关键信息。
能将信息进行整合并形成简洁的总结。
A. Arrange the events in order (write numbers 1–4):
___ Ryan visited Uganda and saw the completed well.
___ Ryan earned $70 through chores.
___ Ryan established a foundation to expand his work.
___ Ryan’s classmates and neighbors donated money.
Answer: 3 1 4 2
B. Complete the sentences to show the correct order of events:
First, Ryan ________________________.
Then, he ________________________.
After that, Ryan ________________________.
Finally, he ________________________.
Answer: First, Ryan earned $70 through chores.
Then, he raised $2,000 with the help of classmates and neighbors.
After that, Ryan visited Uganda to see the completed well.
Finally, he established a foundation to expand his work.
C.Create a timeline of Ryan’s actions based in the passage.
Answer: Earned $70 through chores. Raised $2,000 with the help of classmates and neighbors. Visited Uganda to see the completed well. Established a foundation to expand his work.
目的： 该问题帮助学生理清事件发展的时间顺序，理解因果关系。
阅读技能目标：
理解并分析文章的发展顺序。
理解Ryan的行动如何逐步推动结果（如募捐成功→建井→成立基金会）
II. Emotional and Deeper Meaning Analysis（Why情感与深层意义分析）
(Table Fill-in Exercise) Complete the following table to show Ryan's reaction when his teacher mentioned the lack of clean water in Africa and what it reveals about his character.
Ryan's Reaction Evidence from the Text Character Trait Revealed Reason for the Trait
Had trouble believing the teacher's words; asked questions like “Why do some African children have to walk ten kilometres to get water every day And why is the water so dirty that it makes them sick ”
Answer:
Ryan's Reaction Evidence from the Text Character Trait Revealed Reason for the Trait
Surprised and curious Had trouble believing the teacher's words; asked questions like “Why do some African children have to walk ten kilometres to get water every day And why is the water so dirty that it makes them sick ” Caring and empathetic His questions show that he is deeply concerned about the difficult situation of African children in getting clean water, which indicates his care and empathy for others' hardships.
目的： 该问题引导学生更细致地分析 Ryan 的反应和性格，结合文本进行合理的推理和解释。
阅读技能目标：
提高学生的信息整合能力。
强化学生对人物性格分析的能力，从文本信息中准确提炼出人物的性格特点。
A. How do the living conditions of African children in the text differ from Ryan’s life in Canada How did this contrast motivate Ryan’s actions
Answer: African children had to walk long distances (ten kilometres) to get dirty water that made them sick. While Ryan had easy access to clean water (only ten steps to the drinking fountain in the classroom).
The contrast made Ryan feel empathetic and realize the unfairness. He was motivated to help African children get clean water like he had, so he started taking actions to raise money for building wells.
B. Fill in the table below
Aspect African Children Ryan in Canada
Water Access Had easy access to clean water in school
Distance to Water Source
Water Quality
Impact on Health
Motivation for Ryan's Actions The contrast made Ryan realize the unfairness and the difficult situation of African children. He felt empathy and a strong desire to help them have clean water like he did.
Answer:
Aspect African Children Ryan in Canada
Water Access Had to walk long distances to get water Had easy access to clean water in school
Distance to Water Source Had to walk ten kilometres every day Only ten steps to the drinking fountain in the classroom
Water Quality The water was dirty Clean
Impact on Health Got sick due to dirty water No such health issues related to water
Motivation for Ryan's Actions The contrast made Ryan realize the unfairness and the difficult situation of African children. He felt empathy and a strong desire to help them have clean water like he did.
目的： 引导学生清晰地对比非洲儿童和 Ryan 生活条件的差异
阅读技能目标：
提高学生提取文本关键信息的能力
培养学生的对比分析能力，能够清晰地梳理出两者在不同方面的差异
A. What kind of person do you think Ryan is Which of his qualities do you admire most Why
Answer: Ryan is a compassionate, persistent, and resourceful person. Among these qualities, I admire his persistence the most. His unwavering determination in the face of the significant financial challenge of building a well is truly inspiring. Despite the difficulties, he never gave up, which eventually led to the success of helping African children get clean water.
B. Which of the following best describes Ryan
A. Lazy and selfish, as he only thought about his own comfort.
B. Persistent and compassionate, because he didn't give up when facing difficulties in helping African children get clean water.
C. Impulsive and irresponsible, since he made a hasty decision to help without considering the consequences.
D. Shy and withdrawn, as he was reluctant to ask others for help.
Answer: B From the text, we know Ryan was determined to help African children get clean water. When he learned that building a well cost $2,000 while he only had $70 initially, he didn't give up. He continued to clean windows, garden, ask classmates and neighbors for donations, and with the help of his mother's friend, he finally raised the money. His actions show his persistence. Also, his immediate reaction to the teacher's words about African children's lack of clean water, like asking “Why do some African children have to walk ten kilometres to get water every day And why is the water so dirty that it makes them sick ”, indicates his compassion.
Role - Playing and Reflection Suppose you are Ryan. Describe your feelings and thoughts during the process of helping African children. What qualities do you think you have shown After role - playing, write a reflection on what kind of person Ryan is and which of his qualities you admire most and why.
Answer: (Role - playing part) When I first heard about the African children's situation, I was shocked and heart - broken. I just couldn't believe that they had to walk so far every day to get dirty water that made them sick. I knew I had to do something. As I started cleaning windows and gardening to raise money, I faced many difficulties. It was hard work, and the money I earned was just a drop in the ocean compared to what was needed for a well. But I never thought of giving up. I kept thinking about those children and how much they needed clean water. When I asked my classmates and neighbors for help, I was a bit nervous, but I knew it was for a good cause. With the help of my mother's friend, making my story public, I felt a glimmer of hope. I showed my compassion for those children, my persistence in the face of difficulties, and my resourcefulness in finding ways to raise money.
Answer (Reflection part)
Ryan is a person full of love and determination. He shows great compassion by immediately caring about the plight of African children. His persistence is remarkable as he overcame numerous obstacles in the fundraising process. Among his qualities, I admire his compassion the most. In a world where many people might turn a blind eye to others' problems, Ryan's ability to feel for others and take action is truly praise - worthy. His compassion is the driving force behind all his efforts, and it is what makes his story so touching and inspiring.
目的： 该问题让学生分析Ryan的性格，通过在文本中寻找证据支撑他们的观点
阅读技能目标：
提高他们对主人公品质的理解
提高他们的批判性思维能力。
III. Structural Analysis and Creative Output（How结构分析与创造性输出）
Identify the topic sentence of Paragraph 3. Explain how it supports the main idea of the passage.
Answer: Topic sentence: “Two thousand dollars was a lot of money, but Ryan didn’t give up.” How it supports the main idea:
The passage's main idea is about Ryan's efforts to provide clean water to African children and his admirable spirit. The topic sentence shows the huge obstacle Ryan faced - the large sum of money needed for a well. It leads to his subsequent actions like asking classmates, neighbours for donations and making his story public. Eventually, he raised the money and built a well. This sentence reflects Ryan's perseverance when facing difficulties in achieving his goal. It thus strongly supports the main idea by highlighting his efforts and determination in helping African children get clean water.
B.Draw a mind map to represent the content of Paragraph 3. In the mind map, include the main actions and events described in the paragraph. Then, identify the topic sentence and write down how it supports the main idea of the passage.
Answer: Mind map example:
Central idea: Ryan's efforts to raise money for a well in Uganda
Challenge: Two thousand dollars was a lot of money
Ryan's determination: Didn't give up, determined to help children have clean water
Actions:
Asked classmates and neighbours for donations
Made story public with mother's friend's help
Result: Raised $2,000, well built near primary school in Uganda, children no longer had to walk long for water
Topic sentence: “Two thousand dollars was a lot of money, but Ryan didn’t give up.”
目的： 引导学生关注段落功能，理解主题句如何支撑全文主旨。
阅读技能目标：
识别段落主题句。
分析段落如何通过具体事例（募捐过程）支撑主旨（坚持与成功）。
A. Read the text carefully and complete the following sentences to find examples of contrast. Then, explain how each contrast emphasizes Ryan's perspective.
(1)In the text, Ryan's access to water is described as “He looked across the classroom at the drinking fountain. It was very close—only ten steps away.” While the African children's access to water is “______”. This contrast emphasizes Ryan's perspective that ______.
(2)Ryan's initial fundraising amount of $70 is in contrast with “______”. This shows Ryan's realization that ______, and it emphasizes his perspective of ______.
Answer: “Why do some African children have to walk ten kilometres to get water every day ”. there is a great disparity between his easy life regarding water access and the difficult situation of African children, which makes him feel the need to help them.
“he was told that it actually cost $2,000 to build a well”.
the amount he raised was far from enough for the actual need,
being determined to overcome the financial obstacle and truly help the children get clean water.
B. Write Write a short essay to discuss the examples of contrast in the text and how they emphasize Ryan's perspective. Use specific evidence from the text to support your points.
Answer: (Example response)
In the text about Ryan, there are several striking examples of contrast that emphasize his perspective. Firstly, the contrast between Ryan's easy access to clean water in Canada, with the drinking fountain just ten steps away, and the African children's arduous journey of walking ten kilometres for dirty water highlights his realization of the vast disparity. This makes him feel empathetic and compels him to take action. Secondly, the contrast between his initial fundraising of $70 and the actual cost of $2,000 for a well shows his determination. Despite the seemingly insurmountable gap, he doesn't give up, which emphasizes his perspective of being committed to helping the children. These contrasts not only reveal Ryan's awareness of the unfair situation but also his strong will to make a positive change, driving him to persevere in his efforts to provide clean water to African children.
目的： 该问题引导学生从文本中寻找对比的内容，并分析这些对比如何突出 Ryan 的观点，培养学生对文本细节的关注和分析能力。
阅读技能目标：
提升学生的信息提取能力，准确从文本中找到相关对比信息。
增强学生对文本中人物观点的理解能力。
IV. Critical Thinking and Application（批判性思维与实践运用）
A. Design a poster titled "Helping Hands: What Senior High School Students Can Do". On the poster, include at least three ways senior high school students can help people in need. Use pictures, symbols, and short descriptions to make your poster eye - catching.
Answer: In the top - left corner, draw a picture of students collecting clothes in a big box. Write "Collect and donate clothes to local charities. Many people need warm clothes, especially in winter."In the middle, there is a drawing of students tutoring younger kids. Under it, write "Volunteer as tutors for primary school students from low - income families. Share your knowledge and help them improve their studies."In the bottom - right corner, show students planting trees in a park. The caption says "Join environmental protection activities. Planting trees can improve the environment for everyone, especially those affected by pollution."
B. Pair up with a classmate. One of you will play the role of a journalist, and the other will play a senior high school student. The journalist interviews the student about what they can do to help people in need.
Answer:
Journalist: Good day! I'm here to interview you about the ways senior high school students can help those in need. First of all, could you tell me some of your ideas
Student: Well, I think we can organize a second - hand book sale in our school. We can collect used textbooks, novels, and magazines from our classmates. Then, we sell them at a low price. The money we get can be used to buy school supplies for children in poor areas.
Journalist: That sounds great. What else
Student: We can also volunteer at local shelters for the homeless. We can help serve meals, distribute clothes, and just talk to them. Sometimes, they just need someone to listen.
目的： 该问题促使学生从自身角度出发，想出切实可行的帮助他人的方法，加深学生对帮助他人这一主题的理解。
阅读技能目标：
提高对阅读材料中视觉元素和信息呈现方式的分析能力。
将批判性思维应用于实际情境。
Debate
Topic: “Individual actions can solve global problems.”
Group A: Argue FOR the statement using Ryan’s story as evidence.
Group B: Argue AGAINST the statement, emphasizing systemic challenges.Analyze the writer’s personality. Use examples from the text to support your ideas.
Answer: Group A (For the statement)
Ryan's story proves individual actions can solve global problems. Starting as a six - year - old, he did chores to raise money for African children's clean water. Despite the large funding gap, he involved others, made his story public, and built a well. His foundation now benefits over 800,000 people in 16 countries, showing one person can create a significant impact.
Group B (Against the statement)
Although Ryan's efforts are praiseworthy, individual actions alone can't solve global problems. The African clean - water issue has systemic challenges. Economically, there's a lack of infrastructure and funds. Politically, instability disrupts solutions. Socially, cultural barriers exist. Ryan's well has limited impact in regions with poor overall water infrastructure. Solving this global problem requires coordinated efforts from governments and international organizations.
目的： 提升学生的批判性阅读能力和对复杂文本的理解能力。
阅读技能目标：
从阅读材料中提取支持自己观点的证据。
深入理解不同角色的立场和观点。
V. 词块积累及应用
1. 绘制思维导图：
中心词：The Well that Changed the World
分支 1：Feelings (e.g., grateful, joyful, warmth)
分支 2：Actions (e.g., did gardening, raise, be determined to help)
分支 3：Reflections (e.g., set up a foundation, no longer need to)
A. 情感描述相关表达
Ryan thought, “Life is easy for me, but hard for those people. Why don’t I help ”
用法：表达对不同生活状况的感慨以及产生帮助他人的意愿
替换表达：Young Ryan felt that his life was comfortable while others' were tough, and he wondered why he shouldn't offer a hand.
A great warmth filled him.
用法：表达情感喜悦和高兴。
替换表达：a strong sense of warmth overwhelmed him
They were grateful to him and invited him to visit.
用法：表达他人对某人的感激之情
替换表达：They were thankful to him and extended an invitation for him to visit.
He broke into a joyful smile.
用法：表达喜悦的情感状态
替换表达：he couldn't help but beam with happiness.
B. 行为描写相关表达
He cleaned windows and did gardening for his family and neighbours.
用法：描述具体劳动行为。
替换表达：He washed windows and did some yard work for his relatives and neighbours.
break into a smile
用法：描述神态
替换表达：burst into a smile
offer sb food and gifts
用法：描述他人对某人表示友好的行为
替换表达：present sb with food and presents.
ask for help
用法：描述寻求帮助
替换表达：seek assistance
C. 结果与反思相关表达
no longer need to walk for hours to get water.
用法：描述行为带来的积极结果
替换表达：didn't have to walk for long hours to obtain water any more.
make a difference
替换词：bring about a change
用法：描写有影响，起作用
替换表达：Afterwards, Ryan's experience inspired him to establish a foundation in order to motivate more people to offer assistance.
benefit from
用法：描写受益
替换表达：gain benefits from
目的：通过整理文章中的情感、行为和反思表达，帮助学生形成语义网络，内化语言。
2. 迁移应用：
A. 请用以下词汇和表达描述你的志愿者活动感想：
词汇：a strong sense of warmth, nervous, overwhelm, joyful
句型：a strong sense of...overwhelm sb; broke into a joyful smile
示例句：
When the elderly woman thanked him for helping her carry groceries, a strong sense of warmth overwhelmed him.
目标：帮助学生运用情感相关词汇和表达描述自己的经历和感受。
以 “A Memorable Experience of Making a Difference” 为题写一篇短文，描述自己的 难忘经历，至少用以下表达：
词汇：make a difference,ask for help, break into a smile
句型：no longer need to; benefit from；ask sb for help
示例写作框架：
开头：描述活动过程中的感受（情感词汇）
中间：描述你做的事情和人与人互动的情况（行为词汇）
结尾：总结你的反思与期待（结果与反思表达）
目标：通过写作巩固结果与反思相关表达，拓展学生的输出能力。
目的： 该任务聚焦于词汇积累和应用，帮助学生通过分支的方式表达情感、行为和反思，增强词汇在实际语境中的运用。
阅读技能目标：
扩展与情感、行为相关的词汇。
将新词汇应用于语境中以增强理解与表达能力。Reading Comprehension Worksheet（学生版）
外研版Book 3 Unit2 Understanding ideas: The Well that Changed the World
I. Understanding and Main Idea Extraction（What文章理解与主旨提取）
A. What is the central theme of the passage
A. A Canadian boy’s efforts to provide clean water to African children.
B. The challenges faced by African children.
C. How charities raise funds.
D. Cultural differences between Canada and Africa.
B. In one sentence, summarize the central theme of the passage.
2.
A. Arrange the events in order (write numbers 1–4):
___ Ryan visited Uganda and saw the completed well.
___ Ryan earned $70 through chores.
___ Ryan established a foundation to expand his work.
___ Ryan’s classmates and neighbors donated money.
B. Complete the sentences to show the correct order of events:
First, Ryan ________________________.
Then, he ________________________.
After that, Ryan ________________________.
Finally, he ________________________.
Create a timeline of Ryan’s actions based in the passage.
II. Emotional and Deeper Meaning Analysis（Why情感与深层意义分析）
(Table Fill-in Exercise) Complete the following table to show Ryan's reaction when his teacher mentioned the lack of clean water in Africa and what it reveals about his character.
Ryan's Reaction Evidence from the Text Character Trait Revealed Reason for the Trait
Had trouble believing the teacher's words; asked questions like “Why do some African children have to walk ten kilometres to get water every day And why is the water so dirty that it makes them sick ”
2.
A. How do the living conditions of African children in the text differ from Ryan’s life in Canada How did this contrast motivate Ryan’s actions
B. Fill in the table below
Aspect African Children Ryan in Canada
Water Access Had easy access to clean water in school
Distance to Water Source
Water Quality
Impact on Health
Motivation for Ryan's Actions The contrast made Ryan realize the unfairness and the difficult situation of African children. He felt empathy and a strong desire to help them have clean water like he did.
3.
A. What kind of person do you think Ryan is Which of his qualities do you admire most Why
B. Which of the following best describes Ryan
A. Lazy and selfish, as he only thought about his own comfort.
B. Persistent and compassionate, because he didn't give up when facing difficulties in helping African children get clean water.
C. Impulsive and irresponsible, since he made a hasty decision to help without considering the consequences.
D. Shy and withdrawn, as he was reluctant to ask others for help.
C. Role - Playing and Reflection Suppose you are Ryan. Describe your feelings and thoughts during the process of helping African children. What qualities do you think you have shown After role - playing, write a reflection on what kind of person Ryan is and which of his qualities you admire most and why.D. Compare the emotional transformation from anxiety to confidence in the article with a personal experience of adapting to a new environment. How do the feelings of uncertainty lead to growth in both cases
III. Structural Analysis and Creative Output（How结构分析与创造性输出）
A. Identify the topic sentence of Paragraph 3. Explain how it supports the main idea of the passage.
Draw a mind map to represent the content of Paragraph 3. In the mind map, include the main actions and events described in the paragraph. Then, identify the topic sentence and write down how it supports the main idea of the passage.
2.
A. Read the text carefully and complete the following sentences to find examples of contrast. Then, explain how each contrast emphasizes Ryan's perspective.
(1)In the text, Ryan's access to water is described as “He looked across the classroom at the drinking fountain. It was very close—only ten steps away.” While the African children's access to water is “______”. This contrast emphasizes Ryan's perspective that ______.
(2)Ryan's initial fundraising amount of $70 is in contrast with “______”. This shows Ryan's realization that ______, and it emphasizes his perspective of ______.
B. Write Write a short essay to discuss the examples of contrast in the text and how they emphasize Ryan's perspective. Use specific evidence from the text to support your points.
IV. Critical Thinking and Application（批判性思维与实践运用）
A. Design a poster titled "Helping Hands: What Senior High School Students Can Do". On the poster, include at least three ways senior high school students can help people in need. Use pictures, symbols, and short descriptions to make your poster eye - catching.
B. Pair up with a classmate. One of you will play the role of a journalist, and the other will play a senior high school student. The journalist interviews the student about what they can do to help people in need.
2. Debate :
Topic: “Individual actions can solve global problems.”
Group A: Argue FOR the statement using Ryan’s story as evidence.
Group B: Argue AGAINST the statement, emphasizing systemic challenges.
Analyze the writer’s personality. Use examples from the text to support your ideas.
V. 词块积累及应用
1. 绘制思维导图：
中心词：The Well that Changed the World
分支 1：Feelings (e.g., grateful, joyful, warmth)
分支 2：Actions (e.g., did gardening, raise, be determined to help)
分支 3：Reflections (e.g., set up a foundation, no longer need to)
A. 情感描述相关表达
B. 行为描写相关表达
C. 结果与反思相关表达
2. 迁移应用：
A. 请用以下词汇和表达描述你的志愿者活动感想：
词汇：a strong sense of warmth, nervous, overwhelm, joyful
句型：a strong sense of...overwhelm sb; broke into a joyful smile
B. 以 “A Memorable Experience of Making a Difference” 为题写一篇短文，描述自己的难忘经历，至少用以下表达：
词汇：make a difference,ask for help, break into a smile
句型：no longer need to; benefit from；ask sb for help
