Unit 5 Period 1 Reading and Thinking（教学设计）英语人教版2019选择性必修第一册

该高中英语教学设计聚焦袁隆平传记《A Pioneer for All People》的阅读与理解，通过图片提问、语录分析及视频观看激活学生已有认知，以问题链铺垫阅读期待，用思维导图和时间线搭建学习支架，引导学生从整体到细节把握文本信息与结构。 以“感知—探究—创造”路径落实核心素养，通过数据与修辞分析培养思维品质，小组讨论与演讲稿写作提升语言能力，弘扬袁隆平精神深化文化意识，为教师提供分层教学活动，助力学生语言输出与价值塑造，提升课堂效率与教学效果。

Unit 5 Working the Land Period 1 Reading and Thinking教学设计 教学基本信息 单元名称 选择性必修第一册Unit 5 Working the Land 学科 英语 学段 高中 年级 高二第一学期 主要教材 书名：普通高中教科书·英语选择性必修第一册 出版社：人民教育出版社 出版日期：2019年11月 课时安排 2课时(80min) 课型 读思课 教学设计理念 本教学设计以英语学科核心素养为指导，融合 “科技与生活” 主题语境，践行英语学习活动观。通过 “感知 — 探究 — 创造” 的学习路径，引导学生在真实情境中理解传记文本的信息架构，培养逻辑思维与批判性思考能力。“农业耕作”属于课程标准中“人与社会”的主题语境。本单元涉及农业科学家袁隆平以农业科技的重大突破和巨大成就不断造福人类以及世界农业发展状况的话题；我们要学习科学家袁隆平献身科学、顽强拼搏、勇于创新、品德高尚、淡泊名利的精神，并且要关注农业的发展状况以及世界的饥饿问题。 教材分析 【What】本文题目是A Pioneer for All People，介绍了科学家袁隆平和他的创新性农业研究成果。文章首先介绍了袁隆平的身份，他是中国最伟大的科学家之一，是著名的“杂交水稻之父”，同时，他也是一名实实在的农民。杂交水稻是袁隆平为缓解世界饥饿问题的创新性农业研究成果。作者以袁隆平研发杂交水稻这个事件为核心，描述了他从事农业研究的初衷、为消除饥饿问题所做的努力、贡献及其产生的影响。最后，文章通过描写袁隆平的梦想和对金钱、名声的态度对其进行了评价。 【Why】作者通过介绍袁隆平的成就与梦想，特别是他从事农业研究的初衷，赞扬了这位“全人类的先驱”的悲悯之心、使命感、创新能力、淳朴品质和追梦精神，引导学生认识农业创新对缓解世界饥饿问题的重要意义，与此同时，启发学生树立崇高的理想，执着地追求梦想。 【How】本文是一篇人物介绍性文章，第一部分概要介绍了人物的身份，并通过对比的方式，强调了袁隆平一个纯正朴实的人物形象。第二部分按照时间顺序开展，介绍了袁隆平研究杂交水稻的初衷、努力及影响，在强调杂交水稻的影响力时，则主要运用了列数据的手法（如：about 60 percent of domestic rice consumption; around 200 million tons of rice per year）。第三部分介绍了袁隆平的“毕生追求”和对金钱、名声的淡薄，并通过比喻的修辞手法（如：rice plants as tall as sorghum; each ear of rice as big as a broom; each grain of rice as huge as a peanut），强调了袁隆平不断追梦的精神。 学情分析 1. What I know 学生对袁隆平的了解仅仅是他的杂交水稻研究成果，对于袁隆平研究杂交水稻的动机及实现过程及其产生的影响不太了解，对先驱者的内涵也不够清晰。 What I want to know 授课班级在上一学年的教学实践中，学生尝试过画思维导图来提取篇章结构，但在归纳总结，推理判断方面存在很多困难。另外，学生回答问题时经常仅仅使用单个词，很少整句话表达。而学生在之前的学习中也缺乏农业有关的词汇积累，因此更是难以用整句话表达该堂课内容。 What I learned 在本课学习结束时，他们已具备了直接思维和抽象思维的能力，正处于发展、培养创造性思维能力的最佳时期和智力向高水平发展的关键时期，他们有极强的好奇心和求知欲。他们对老师的期望也大大提高，不仅希望老师传授科学文化知识，更期望从老师那里获得更多的学习策略与技巧，分享人生经验。 教学目标 1.语言能力：阅读和理解传记类型的文章，获取文本事实性信息，判断文章的目标读者和写作目的，了解此类文章的语篇结构和语言特点。 2.文化意识：根据所获得的信息加深对主题内容的理解，提炼自己的观点，并能恰当地论证自己的观点。且有理有据的用英语进行论述、如何多维度，多层次，立体化分析人物。 3.思维品质：描述为解决粮食问题和农业发展作出突出贡献的人物及农业成就；介绍农业领域的典型人物(杰出人物&普通人物)为粮食问题和农业发展所做的贡献；报道并评价农业科技创新； 4. 学习能力：介绍农业领域的典型人物(杰出人物&普通人物)为粮食问题和农业发展所做的贡献。 教学重难点 重点：提取、概括袁隆平的基本信息及其研究杂交水稻的初衷、努力和影响； 难点：通过分析文中对袁隆平成就的描写和人物的评价，推断袁隆平作为先驱者和逐梦者的优秀品质。 教学资源 教材、学案、课件、黑板、粉笔、一体机、智能家居相关视频及图片。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 1.引导学生思考展示Opening Page上的内容，提问：“1. Where do you think the photo was taken, and what is it of?2. Have you ever been to a place like this? What was it like?3. How do you understand the title “Working the Land”?4. Do you have any experience working the land? Share your experience.” 引导学生思考并回答，激活已有知识。 2.、引导学生阅读袁隆平的语录，回答问题 “How do you understand the quote?What do you know about him? What else do you want to know about him? ” ，为阅读课文作铺垫。 Suggested answers：Yuan Longping, Born in 1930； “The father of Hybrid Rice”；Chinese scientist；The Medal of the Republic； Passed away in May, 2021 3.、..观看袁隆平和其杂交水稻介绍视频。 Activity 2: Pre-reading 一、请学生根据课文图片和题目，并向学生提问： Who is the man in the picture?; What crop is he holding in his hands？;What do you know about the man? What else do you want to know about him? Suggested answers：The man in the picture is Yuan Longping, holding sheaves of his hybrid rice. I know that he's often called the father of hybrid rice and his work has sparked a farming revolution in China. I guess I want to know what he thinks about the future of China's agriculture. 二．Read the title and the first sentence of each paragraph. Answer the following questions. 1. What may be the writing style of the article? A. A story B. Travel journal C. Biography 2. How does the author develop this article? A. Time B. Space C. logic 3. Where can you find such a piece of writing? A. A letter. B. A story book. C. A magazine. D. A science report. Suggested answers：CAC 在阅读前，通过袁隆平的语录和问题引入主题，自然过渡到本课话题和核心人物，激发学生已有的认知和学习兴趣，形成阅读前的期待和阅读的兴趣，为了了解文章内容做铺垫。 在阅读前，通过看图和讨论问题，激发学生对世界、饥饿、杂交水稻和袁隆平的已有认知，形成阅读前的期待和阅读的兴趣。 学生通过速读获取关于文章内容的体裁、写作顺序和文章出处。 5min 5min Activity 3: While Reading 1.Read the text. Match the main idea and key words with each paragraph： A.Para. 1 Yuan considered himself a farmer. Para. 2 Yuan decided to study agriculture. Para. 3 Yuan conducted research and developed hybrid rice. Para. 4 Yuan’s innovation has helped to feed more people. Para. 5 Yuan cared little for fame or wealth. Para. 6Yuan cared little for fame or wealth. 要求学生快速浏览全文，总结文章部分大意，学生能够实现整体阅读，为后续深度解读文本和主题做铺垫，由此培养学生归纳、总结文本重点内容，并解构文本框架的能力。 30min Activity 3: While Reading-Detailed Reading 请学生阅读第一自然段，回答下列问题： 1. Why does Yuan Longping consider himself a farmer? 2.仿写：钱学森，被誉为“导弹之父”，是中国最伟大的科学家之一。 Key：1. Because he continually works the land in his research. 2. Qian Xuesen, known as the “father of the missile”, is one of the greatest scientists in China. 请学生阅读第二自然段，回答下列问题： 1. Why did Yuan Longping decide to study agriculture? 2.分析： However, what concerned him most was that farmers often had poor harvest... 仿写：最吸引我的是袁隆平的品质。 Key:1.To tackle the problem of poor harvest and serious shortage of food to eat. 2. What attract me most are the qualities of Yuan Longping. 请学生阅读第1-2自然段，完成表格并思考： Birth Appearance Major Occupation Title What qualities can we find in Yuan Longping? Key: 请学生阅读第三自然段，并思考： 1. What is the main advantage of hybrid crops? 分析： However, whether it was possible to develop a hybrid of self-pollinating plants such as rice was a matter of great debate. 2.How hybrid rice is developed? Please watch a video. Key:1.attain a higher yield > conventional crops 2. 请学生阅读第四自然段，并思考： 1. How has Yuan’s work helped China and other countries ? 2. In what way does the writer develop Para 4? A By providing convincing data B By explaining the phenomenon C By giving examples D By analyzing the cause and effect 3.Why does the author list numbers? 请学生阅读第五自然段，并思考： How does the author show Yuan Longping’s qualities? By contrast 请学生阅读第六自然段，并思考： What is Yuan’s latest vision? Activity 4 Post-reading 1. What kind of person do you think Yuan Longping is? Can you find the related evidence in the text? 2. Why is he called a pioneer for all people? 3. How does the author show us? Find the sentence in the passage to support your opinion. Suggested answers: 4.Why is Yuan considered a pioneer for all people? Suggested answers: He researched and developed hybrid rice and solved the problem of world hunger. He shared his innovation with other countries that depend on rice as well. He devoted his life to agriculture. He considered himself a farmer and a man of land at heart. He always had great visions / dreams for rice. 5.What writing technique does the author use ? Contrast 6.Group discussion 1.Apart from rice, what are some other important crops in China? What do you know about them? Key:The most important crop besides rice is wheat, which is grown on different parts of China, and is used to make noodles and bread. Corn is also a popular crop in north and north-eastern China. It is used both for food and for animal feed. 2.Other than hybrid rice, what other hybrid products do you know? Can you think of new hybrid ideas? Key:Common hybrid crops include corn, rapeseed(油菜), sunflowers, and nearly all market vegetables. Some kinds of hybrid animals have been known for a long time, the most famous of which is the mule - which is a hybrid of a horse and a donkey. The concept of a hybrid is not restricted to plants and animals. For example, there are hybrid cars, which are powered by two different kinds of engines (e.g., petrol and electric) at the same time. Ⅰ. Complete the sentences with the correct forms of the words in the box. 1. This school has __________ thousands of bright young students over the years. 2. Most students look for jobs after university __________. 3. Because of the ________ of new strains of hybrid crops, people in many parts of the world now have more food to eat. 4. Last year, this new electric power plant __________ enough energy to power the whole city. 5. It was difficult to calculate exactly how many trees had been cut down. However, a general __________ was possible. Activity 5 Summary Fill in the blanks to finish the summary. Yuan Longping, father of hybrid rice, _______ his life to rice production. As a young man, he chose to study agriculture because he was __________ about poor harvest and the ________ of food for farmers. After ___________ enormous difficulties, he developed the first hybrid rice in 1974, enabling farmers to ______ a higher yield. It is estimated that 60% of rice ____________ in China comes from Yuan's innovation. Howerver, as a man of ____, little does he care for money or fame. He impresses us with his ongoing ability to ______ his dreams. His latest vision for “seawater rice” has become a _______. Despite his advanced years, he is still full of _______. Sort out the timeline of Yuan Longping’s life according to the text and what you know. 通过概括段意，分析文章结构，弄清写作特点并阅读文章细节内容回答问题，对智能家居的功能和优点进行描述与阐释，培养学生分析语篇结构的意识和策略，提高学生把握语篇的逻辑层次能力。通过小组竞赛，头脑风暴，小组讨论等多种形式，让给学生更多的机会去展示练习。 通过思维导图，帮助理解和分析语篇的文章结构，培养学生分析语篇结构的意识和策略，提高学生把握语篇的逻辑层。 学生通过速读获取关于袁隆平的职业出生地、外表毕业学校、专业主要贡献和梦想等主要信息，形成对袁隆平的基本认识,并归纳其品质。 通过完成信息图和每段设问培养学生概括和整合出袁隆平培育杂交水稻的艰辛过程，让学生感受到袁隆平执着的信念、惊人的毅力、顽强的意志和他为解决中国人民的温饱问题，保障国家粮食安全，为世界和平和社会进步所做出的贡献。 培养归纳、总结、解构文本框架的能力和培养逻辑推理和分析判断能力 在梳理袁隆平成为先驱者历程的基础上，引导学生以主线问题Why（暗线）为抓手，讨论分析其被称为“先驱者”的原因，总结袁隆平的优秀品质和高尚精神，并结合文本进行描述阐释，促进优质的产出和结构化知识的形成，为后续环节做铺垫。 本环节聚焦文章内容层面，引导学生以主线问题How（明线）为抓手，给学生充分的时间去阅读、理解文章，培养自主学习、分析文本的能力。进而通过小组讨论和分享，用结构图梳理袁隆平成为先驱者的历程，使学生较为详细地把握文章细节，使袁隆平的人物形象更加丰满。 培养分析信息、解构文本的能力；培养批判性思维能力 通过学习构词法和用单词的适当形式完成句子，学生在新的语境中逐步实现对于语言知识的内化，巩固新的知识结构，促进语言运用的自动化，助力学生将知识转化为能力。 读后通过让学生概括总结文章内容，让学生了解人物传记语篇特点，锻炼学生的语言分析和概括能力。 25min Activity 6：Assessment What might be some of the disadvantages of smart homes? Activity 7 Assignment 假如你是李华，近日你校将举办英语演讲活动，题目“The Person I Admire Most”，请你以袁隆平为例，用英语写一封演讲稿。 内容包括： 1. 袁隆平的伟大事迹及贡献； 2. 对你的影响。 注意： 1. 词数100词左右（开头和结尾已给出，但不计入总词数）； 2. 可以适当增加细节，以使行文连贯。 The Person I Admire Most I am very glad to share my topic with you. The person I admire the most is Yuan Longping, an agricultural pioneer of China. It’s known that there exists hunger in many countries. To help more people to get enough food, Yuan Longping devoted himself to improving the output of hybrid rice. Thanks to his research, the output of hybrid has been doubled. More importantly, Yuan Longping was willing to share his achievement with others, which contributes to ridding the world of hunger. As for me, Yuan Longping was the greatest person in the world. It is his devotion that made him successful and his commitment inspired me a lot. Actually, I have some difficulty in learning English. However, where there is devotion, there is a way. I really believe that my devotion can make me expert in English. I sincerely hope that everyone can learn from the person you admire and thus make great contributions to the whole world. Thank you for your listening. That’s all. 以系列习题为载体巩固整合语言知识，巧妙嵌入高考真题题型，实现教考融合的教学目标。教师通过题目讲解，助力学生提升语言知识的实践运用能力，直观呈现知识迁移的转化路径。 通过分享学习袁隆平故事的感悟，促进学生对语篇主题内容和意义的吸收和内化，同时融入情感教育，引发学生对人生的积极思考，使其在对自我的反思中逐步修正、重构自身的价值观念，并将其内化为个人的意志和品行，实现从人与社会到人与自我的主题迁移。 15min 板书设计 Unit 5 Working the Land 教学反思 1. 本节课紧扣 “a pioneer for all people” 核心主题，以袁隆平这一 “共和国勋章” 获得者为核心载体，采用 “what - how - why - 认知 - 提升” 的回环式设计逻辑。从 “袁隆平是谁（what）” 切入，引导学生获取其身份背景等基础信息；再探究 “他如何成为先驱（how）”，梳理其科研历程与实践方法；进而追问 “他为何能成为全人类的先驱（why）”，挖掘其精神内核与贡献价值；最终落脚于学生的认知重构与情感升华，使学生深刻理解袁隆平对中国乃至世界的意义，实现 “铭记先驱、传承精神” 的教学目标。 2. 教学以核心问题为线索，构建 “信息获取 — 思维提升” 的递进式探究路径。结合板书设计可见，文本分析遵循 “整体 — 局部”“信息 — 思维” 的进阶逻辑：先通过整体感知把握袁隆平的核心贡献与人生轨迹，再聚焦细节挖掘其科研精神与人格魅力；从提取事实性信息到剖析精神内涵，每一步均围绕 “袁隆平是全人类的先驱” 这一主题意义展开，引导学生逐步深化对 “pioneer” 的理解。 3. 基于学情分析中 “学生英语水平不均衡、部分学生表达能力较弱” 的现状，本节课给予学生充分的课堂讨论时间。通过小组交流、观点分享等形式，为不同水平的学生提供表达与思考的空间：基础薄弱的学生可在讨论中吸收思路、积累语言，能力较强的学生可主动输出、引领探究，借助思维碰撞突破个体认知局限，帮助学生建立多维度、立体化的主题认知。 4. 优化方向：鉴于教学设计对不同层次学生的个性化需求覆盖不足，后续教学需强化写作环节的一对一反馈指导，针对学生的个体差异，提供更具针对性的精准教学支持。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $