Unit 5 Working the Land Reading and Thinking 教学设计-2026-2027学年高中英语人教版选择性必修第一册

该高中英语教学设计聚焦人物传记阅读策略，以袁隆平传记《A PIONEER FOR ALL PEOPLE》为载体，梳理六段式结构、时间线索及数字说明等核心知识点。通过袁隆平肖像、稻田图片及导入视频引发兴趣，前后关联单元听说与写作，以时间轴、信息表格为学习支架助力文本梳理。 特色在于分层任务设计（略读抓框架、精读品细节）与构词法训练（-tion/-ate转换），融入文化意识（科学家奉献精神）与思维品质（科研历程逻辑分析），如小组讨论杂交产品创新培养批判性思维。助力学生提升语言能力与跨文化意识，为教师提供完整教学闭环与过程性评价工具。

Unit 5 Reading and Thinking 1、 基础信息 （一）核心基础信息 项目 内容 课题 人教版（2019）高中英语选择性必修第一册 Unit 5 Reading and Thinking 课时 1课时（45 分钟） 授课年级 高二年级 课型 新授课 授课教师 授课时间 （二）课标要求 · 读懂人物传记类说明文《A PIONEER FOR ALL PEOPLE》，梳理文章六段式结构，抓取袁隆平生平、杂交水稻成就、毕生梦想等关键信息；掌握 devote, shortage, convince, attain, assumption 等核心词汇与构词法。 · 掌握人物传记阅读策略，识别时间线索、段落主旨匹配、数字说明作用，能完成段落大意匹配、信息表格、词义猜测与语法填空等配套习题。 · 理解中国杂交水稻对世界粮食安全的贡献，体会中国科学家的奉献精神、家国情怀与淡泊名利的品格。 · 学会运用表格、时间轴梳理人物传记信息，小组合作完成思辨讨论，能用英文介绍袁隆平生平与成就。 · 树立科技报国、奉献社会的价值追求，增强民族自豪感与农业科学素养，尊重劳动与科研工作者。 二、教学设计依据 （一）教材分析 本课单元主题为Working the Land（劳动耕作），阅读文本是一篇典型人物传记，全文以六段式结构呈现袁隆平作为“造福全人类的先驱”的生平、科研成就与毕生梦想。 · 文本结构：六段式传记框架——Para 1袁隆平自视为农民 / Para 2决定学农 / Para 3科研培育杂交水稻 / Para 4 创新惠及世人 / Para 5 淡泊名利 / Para 6 努力圆梦。 · 语言价值：大量人物描写词汇、构词法（动词—名词转换，如 create→creation, educate→education）、数字说明、with 复合结构等高频考点，为人物写作与科技说明积累语料。 · 育人价值：文本体现“一生只为所有人远离饥饿”的奉献理念，落实科学家精神、家国情怀与劳动教育的育人目标。 · 前后关联：为本单元后续听说、农业与科技主题写作铺垫人物与科普两大话题素材。 （二）学情分析 · 知识基础：学生熟悉一般人物介绍词汇，但构词法（-tion 名词、-ate动词）体系不清晰；较少接触英文人物传记，难以把握时间叙事线索。 · 能力短板：长文本段落主旨匹配慢；提取数字说明作用不完整；在讨论农业创新时观点单一，缺少支撑实例。 · 兴趣特点：袁隆平事迹、杂交水稻图片、农业科技短视频吸引力强，人物传记阅读与小组辩论类活动参与度高。 三、教学目标与重难点 （一）教学目标 1. 语言能力 ① 掌握核心词汇：devote, shortage, convince, attain, assumption, boost, overcome, crisis, characteristic, conventional, domestic, reality；熟记 devote oneself to, be convinced of, a shortage of 等固定搭配。 ② 掌握人物传记阅读技巧：通过段落匹配梳理框架，识别时间顺序与数字说明的表达作用。 ③ 能独立完成段落大意匹配、生平信息表格、词义猜测与语法填空习题；完整口头介绍袁隆平生平与成就。 2. 思维品质 ① 通过段落分层、信息归类训练结构化文本梳理思维； ② 梳理袁隆平科研历程时间线，理清生平、成就与梦想的发展逻辑。 3. 文化意识 ① 了解袁隆平与中国杂交水稻成就，认识其对世界粮食安全的贡献； ② 理解中国科学家的家国情怀与奉献精神，建立民族自豪感。 4. 学习能力 ① 掌握“略读抓框架—扫读找细节—精读品语言”三步阅读法； ② 小组分工完成头脑风暴、文本梳理、观点讨论；课后自主整理人物传记话题词汇。 （二）教学重难点 教学重点 掌握单元核心词汇及短语，理清文章六段结构； 提取文本生平、成就、数字细节，完成PPT配套全部阅读习题，读懂袁隆平奉献精神。 教学难点 精准运用构词法（-tion / -ate等）推测词义并完成填空； 结合科研历程时间线，有条理用英文表达对科学家的看法与敬佩之情。 四、教学准备 多媒体素材：袁隆平肖像与稻田图片、导入视频、略读选择题、段落匹配任务、生平信息表、数字说明分析、构词法练习、词汇讲解、配套习题； 纸质学习资料：段落匹配题、生平时间轴、细节表格、构词法练习卷、单词语法练习卷； 前置任务：预习新单词，提前了解袁隆平事迹，简单描述一位你敬佩的科学家。 五、教学过程设计 Step 1 Lead-in 1. The teacher shows pictures related to planting rice and a portrait of Yuan Longping and asks students to look at the pictures and answer the question below. When it comes to planting rice, who comes to your mind? Students are expected to name Yuan Longping, the pioneer of hybrid rice. 2. The teacher asks students to work in pairs and exchange what they already know about Yuan Longping. Step 2 Pre-reading 1. The teacher shows the photo of Yuan Longping holding sheaves of hybrid rice and the title “A PIONEER FOR ALL PEOPLE”. 2. The teacher asks students to discuss the following two questions in groups and share their predictions. Who is the man in the photo? What crop is he holding in his hands? The photo is of Yuan Longping, holding sheaves of his hybrid rice. What do you know about the man? What else do you want to know about him? I know that he is 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. Step 3 While-reading Task 1 Skim the text and choose the best answer. The teacher displays four multiple-choice questions about writing style, text development, source and central theme. and asks students to skim the whole passage and mark key clues for each choice. ① What may be the writing style of the article?（C） A. Exposition B. Argumentation C. Biography ② How does the author develop this article?（A） A. Time B. Space C. logic ③ Where can you find such a piece of writing?（C） A. A letter. B. A story book. C. A magazine. D. A science report. ④ What is the central theme of the whole passage?（B） A. The history of hybrid rice planting technology B. Yuan Longping’s life, achievements and lifelong dreams as an agricultural pioneer C. The widespread of seawater rice in coastal China D. Reasons why farmers suffered food shortage in old China Task 2 Read the text. Match the main idea with each paragraph. The teacher shows six paragraph main ideas and asks students to match each with the corresponding paragraph independently. Paragraph 1 — Yuan considered himself a farmer. Paragraph 2 — Yuan decided to study agriculture. Paragraph 3 — Yuan conducted research and developed hybrid rice. Paragraph 4 — Yuan’s innovation has helped to feed more people. Paragraph 5 — Yuan cared little for fame or wealth. Paragraph 6 — Yuan worked hard to fulfil his dreams. Task 3 Read the text again and answer the questions. The teacher displays five comprehension questions and asks students to read the text carefully and find supporting details. Why did Yuan Longping consider himself a farmer? Because he continually works the land in his research. Why did Yuan decide to study agriculture? He was concerned that farmers had poor harvests and sometimes even had a shortage of food to eat. What is the main advantage of hybrid crops? One characteristic of hybrids is that they usually attain a higher yield than conventional crops. How has Yuan’s work helped China and other countries? Yuan’s innovation has helped feed not just China, but many other countries that depend on rice as well, such as India and Vietnam. What was Yuan’s later vision? seawater rice. Task 4 Read Para. 1 & 2 and fill in the blanks. The teacher displays the blank information table (Birth, Appearance, Major, Occupation, Title) and asks students to read the first two paragraphs and extract key information to fill in the table. Birth — He was born in 1930 in Beijing. Appearance — He was slim but strong. Major — His parents wanted him to pursue a career in science or medicine, but he chose to study agriculture. Occupation — He was a scientist and a researcher but he considered himself a farmer. Title — He was known as the “father of hybrid rice”. Task 5 Let's see how Yuan Longping succeeded in developing hybrid rice in paragraph 3. The teacher guides students to read Paragraph 3 and arrange the key words of Yuan's research process in time order, then retell how he succeeded. Task 6 How has Yuan’s work helped China and other countries? 1. The teacher displays the blanks about Yuan's contributions and asks students to fill them in. received numerous awards about 60 percent domestic rice consumption produce around 200 million tons of rice per year feed many other countries 2. The teacher asks students to discuss why the author lists numbers. Emphasize Yuan's invaluable contributions. Task 7 Read the text carefully and choose the best answer. 1. The teacher displays four in-depth multiple-choice questions and asks students to read the relevant paragraphs carefully and justify their choices with textual evidence. ① What was the mainstream view on hybrid rice research in Yuan’s era?（B） A. Hybrid rice would greatly raise grain production. B. It was impossible to create hybrid rice for self-pollinating rice. C. Expanding farmland was the only way to increase rice yields. D. Hybrid rice technology could be put into mass use quickly. ② How did Yuan Longping deal with the wealth brought by his hybrid rice achievements?（C） A. He retired early and enjoyed a comfortable life of leisure. B. He purchased large areas of farmland for personal use. C. He donated plenty of money to fund agricultural research. D. He spent all his money winning more personal awards. ③ The phrase “a man of the soil” implies that Yuan Longping ______.（B） A. hated living in modern cities B. always kept his deep bond with farming C. only mastered basic rice planting skills D. cared little about the quality of farmland ④ What potential value does seawater rice bring to China’s agriculture?（B） A. It can completely replace all traditional rice varieties. B. It makes nearly one million square kilometres of salty land available for rice growing. C. It can grow giant rice automatically without human management. D. It can independently solve global food shortage problems. Step 4 Post-reading Task 1 Complete the sentences with the correct forms of the words in the box 1. The teacher presents the box of words (create, estimation, education, generation, graduate) and their noun/verb forms, and explains the word-formation rule (-ate → verb, -tion → noun). 2. The teacher asks students to complete the five sentences with the correct forms of the words. create estimation education generation graduate ① This school has educated thousands of bright young students over the years. ② Most students look for jobs after university graduation. ③ Because of the creation 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 generated enough energy to power the whole city. ⑤ It was difficult to calculate exactly how many trees had been cut down. However, a general estimation was possible. Task 2 Discuss these questions in groups. The teacher divides students into groups and asks them to discuss the two questions about other crops in China and other hybrid products. Apart from rice, what are some other important crops in China? What do you know about them? 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. Other than hybrid rice, what other hybrid products do you know? Can you think of new hybrid ideas? Common hybrid crops include corn, rapeseed, 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. Task 3 Reflect on Yuan Longping’s quote The teacher shows Yuan Longping's quote “My lifelong pursuit is to keep all the people away from hunger”(我毕生的追求是让所有人远离饥饿) and asks students to reflect on his devotion and what they can learn from him. Step 5 Language Points Explain key vocabulary items one by one, covering collocations, sentence patterns and blank-filling exercises: devote; shortage; convince; attain; assumption Step 6 Exercise 1. Word spelling: Fill in words according to Chinese hints; The country is facing an energy crisis (危机) as its main oil supplier suspended exports, prompting the government to prioritize the development of renewable energy. The characteristics (特征) of her artwork include bold colors and dynamic compositions that leave a lasting impression. It’s not a hotel, in the conventional (传统的) sense, but rather a whole village turned into a hotel. The team use running to overcome (克服) their hardships and to rebuild their hopes for a better future. It is important for teenagers to face the reality (现实) bravely and take responsibility for their own choices. This brand is very popular in the domestic (国内的) market, but it has just started to enter foreign markets. 2. Grammar blank filling: Fill in the correct form of given words. Physics, as well as other natural sciences, boosts (boost) our understanding of the universe. Long hours of work, along with physical inactivity, can lead to high blood pressure and increased energy consumption (consume). To their disappointment, the snow had been tackled (tackle) on campus before the kids had a snowball fight. Many young people look up to those celebrities (celebrity) for their positive influence. It was because of a shortage (short) of experience that the twins failed this time, but they didn’t lose heart. Today, it is estimated that about 60 percent of domestic rice consumption in China is comprised (comprise) of crops generated from Yuan’s hybrid strains. Step 7 Summary Match paragraph main ideas to sort out Yuan Longping’s biography framework. Finish reading questions and word-formation exercises to consolidate text and vocabulary knowledge. Hold group discussions about crop science and hybrid innovation to expand agricultural thinking. Step 8 Homework Write a short English biography introducing Yuan Longping’s decision to study agriculture, the development of hybrid rice, his seawater-rice vision and his devotion. 六、板书设计 Unit 5 Working the Land (Reading and Thinking) 1. Text Structure (Biography) Paragraph 1 — Yuan considered himself a farmer. Paragraph 2 — Yuan decided to study agriculture. Paragraph 3 — Yuan conducted research and developed hybrid rice. Paragraph 4 — Yuan’s innovation has helped to feed more people. Paragraph 5 — Yuan cared little for fame or wealth. Paragraph 6 — Yuan worked hard to fulfil his dreams. 2. Core Words devote; shortage; convince; attain; assumption; boost; overcome 3. Word Formation create → creation (N) | estimate → estimation (N) | educate → education (N) | generate → generation (N) | graduate → graduation (N) 七、教学评价与反思 （一）教学评价 1. 过程性课堂观察评价：在完成各类任务时观察学生参与状态，记录学生发言、文本表格填写、小组辩论表现，对主动表达的学生及时口头鼓励。 2. 书面成果综合评价：课后收集读中表格、构词法与词汇语法练习，汇总单词变形混淆、数字说明作用分析不全等共性错题，作为后续巩固重点。 3. 发展性观察评价：以学生个人课前预习、课堂信息提取、观点表达的自身进步为评价标准，不横向对比班级学生水平。 （二）教学反思 1. 课堂优势 课堂形成“图片导入—读前预测—分层精读—构词法训练—词汇精讲—思辨讨论”完整阅读闭环，兼顾语言训练、科学家精神与劳动教育。任务分层清晰，基础表格、单词练习适配学困生，数字说明赏析、深度辩论拔高学生思维。 2. 常见课堂问题 构词法任务耗时偏长，挤压读后小组讨论展示时间，部分学生观点来不及完整表达。学生对构词法体系记忆薄弱，影响词义猜测速度。部分学生只能简单摘抄人物句子，无法自主分析数字说明的表达作用。 3. 优化改进方案 课前发放人物传记主题词汇预习单，课堂仅讲解共性错题，节省精读讲解时长。板书整理构词法万能转换表，给学生写作、赏析提供参考模板。采用强弱混合分组，配套讨论提示短句，带动内向学生参与交流。 学科网（北京）股份有限公司 $