Unit 5 Working the land Reading and Thinking教学设计-2025-2026学年高二英语人教版选择性必修第一册

该高中英语教学设计聚焦农业科学家袁隆平这一核心主题，通过阅读其生平、杂交水稻研究过程、贡献及品质，构建传记类文本的阅读框架。导入环节以“午餐食物”“水稻相关人物”等问题激活已知，衔接Listening and Speaking部分的世界饥饿问题，搭建从生活经验到文本学习的支架，自然引出袁隆平主题。 特色在于结构化阅读任务（段落匹配、关键词概括、细节填空）提升语言能力，Post-reading讨论引导分析袁隆品质培养思维品质，融入农业大国背景与全球饥饿议题体现文化意识。小组讨论照顾学生差异，分层任务设计助力教师实施精准教学，提升课堂参与度与学生综合素养。

Unit5 Working the Land Reading and Thinking教学设计 教材分析 本节课的教学内容选自新人教版新课标英语选择性必修一Unit5Reading and Thinking部分，课时类型为读思课，文本主题为 get to know an agricultural scientist。本课时是整个单元整体教学的第二课时，从单元主题的角度来看，基于学生在Listening and Speaking部分，已经充分了解了世界饥饿问题的起因及基本的解决方法，本部分继续从伟人角度即袁隆平研究杂交水稻学习解决世界饥饿问题的方法。通过此部分的学习，身为农业大国的一员，学生不仅对农业知识有了进一步的了解，而且从袁隆平身上学到淡泊名利、造福人类的伟大品质，并且意识到农业问题是全球面临的重要议题。 一、教学目标 By the end of this section, students will be able to: 1.To read about agricultural scientist Yuan Longping 2.To summarize Yuan Longping's process of breeding hybrid rice 3.To analyze and summarize Yuan Longping’s qualities 二、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。 三、教学过程 Step1 Lead-in What did you have for lunch? Who will you think of when it comes to rice? What do you know about Yuan Longping? Step2 Pre-reading Look at the picture and the title to make a prediction. 1.What is the possible type of this text? A. Narration B. Exposition C. Practical writing D. Biography 2. What aspect should be included in the biography? Step3 While-reading 1.Skim the text and match the main idea with each paragraph. Use one key word to summarize each paragraph.(keywords:dreams,quality, contribution,education,research, identity） (课本活动二） Para1 A.Yuan conducted research and developed hybrid rice. ( ) Para2 B. Yuan is old but still working hard to fulfil his dreams. ( ) Para3 C. Yuan considers himself a farmer. ( ) Para4 D. Yuan decided to study agriculture. ( ) Para5 E. Yuan’s innovation has helped to feed more people.（ ） Para6 F. Yuan cares little for fame or wealth.（ ） 2. Careful reading: Task1:Read para.1 and find Yuan’s identities ① ② ③ Task2:Read para.2 and answer the question Why did Yuan Longping decide to study agriculture? Task3:Read para.3 and find the information How did Yuan Longping develop hybrid rice? Task4:Read para.4 and answer the question Q1: How has Yuan’s work helped China and other countries ? ①________domestic rice consumption ②produce _______tons of rice per year ③Feed_______ countries Q2: In what way does the writer develop Para 4? By providing convincing data. By explaining the phenomenon. By giving examples. By analyzing the cause and effect. Task5:Read para.5 and answer the question Which of the following description about Dr Yuan's life is not true? A. He cared little about money and celebrity(名望). B. He would rather work than lead a comfortable life. C. He retired to a life of leisure because he was rich and famous. D. He made large donations to support agricultural research. Task6:Read para.6 and fill in the blanks His former vision: ▲rice plants as tall as ________ ▲each ear of rice as big as a ______ ▲each grain of rice as huge as a ______ His later vision: seawater rice Step4 Post-reading Discussion:What can we learn from Yuan Longping? (qualities/spirit/ attitude....) Step5 Summaryidentity education reseacher Biographycontribution qualities dreams Step6 Homework 1.Write a profile of Yuan Longping. 2.Finish the exercise 4-5 on page 51. 四、板书设计 Para1 A.Yuan conducted research and developed hybrid rice. ( research ) Para2 B. Yuan is old but still working hard to fulfil his dreams. (dreams ) Para3 C. Yuan considers himself a farmer. ( identity ) Para4 D. Yuan decided to study agriculture. ( education ) Para5 E. Yuan’s innovation has helped to feed more people.（contribution ） Para6 F. Yuan cares little for fame or wealth.（quality ） 5、 教学反思 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。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。 学科网（北京）股份有限公司 $