河南2026-2027学年人教版高中英语选择性必修第一册Unit 5 Working the Land Reading and Thinking作业设计方案

该高中英语作业设计方案围绕人教版选择性必修一Unit5袁隆平语篇，针对学生跨段信息整合弱、表达能力差异的特点，采用“基础必做+提高必做+拓展选做”分层设计，必做约30分钟，选做约10分钟，总时长不超40分钟，贴合学情需求。 通过多样化任务提升学习效果，Task1信息梳理结构图培养语言能力，Task2结合文本证据分析人物品质发展思维品质，Task3引入平顶山农业数据卡实现知识迁移，Task4英文倡议或语音任务增强文化意识。评价从知识理解、能力运用等维度科学赋分，如思维发展要求观点明确且有材料依据，助力核心素养落地。

作业大赛 一、作品基础信息 项目 课后巩固与迁移（课时作业） 作品名称 【从农业先驱到鹰城沃土】 学段学科 【高中】【英语】 适用年级 【二年级】 教材版本 【人教版】 对应内容 【人教版高中英语选择性必修一 Unit 5 Working the Land Reading and Thinking: A Pioneer for All People】 作业类型 【课时作业：基础性必做 + 提高性必做 + 拓展性选做】 完成时长 必做约30分钟；选做约10分钟；总时长不超过40分钟 设计者 【苗晓燕】 2、 设计背景与意图 1. 课标与教材分析 · 课标要求：依据《普通高中英语课程标准（2017年版2025年修订）》的核心素养导向，本课时作业在“人与社会 / 人与自然”主题语境中，重点发展语言能力、文化意识、思维品质和学习能力。任务要求学生从连续文本和非连续文本中获取、梳理、概括与比较信息，并在真实、适切的交际情境中表达判断、提出建议。整体难度不超出高中阶段学业质量水平二。 · 教材地位：本课时是 Unit 5 的核心阅读课，以袁隆平的科研经历为载体，引导学生理解农业创新、粮食安全和社会责任。学生通过梳理人物经历、分析因果关系、结合证据评价人物品质，感悟勇于创新、心系民生、造福人类的科学家精神。 · 教学重难点：梳理袁隆平的科研经历与贡献，理解语篇的结构及因果关系；结合文本证据分析人物品质，并将主题语言和思维方法迁移到平顶山农业真实情境中。 2. 学情分析 维度 具体描述 已有基础 学生具备一定的人物类语篇阅读经验，能够获取人物经历、科研成果等主要信息，并掌握部分农业主题词汇。 现有困惑 学生对跨段信息整合和因果关系分析不够深入，评价人物品质时容易脱离文本证据，在新情境中运用主题语言的能力不足。 差异分析 学生英语基础和表达能力存在差异。基础较弱的学生需要关键词、句型等支架；能力较强的学生可进一步完成信息比较、观点论证和开放性表达。 3. 设计意图（一段话讲清即可） 本课语篇以袁隆平的选择、研究突破、贡献与梦想为主线，主题兼具科学精神、劳动价值和粮食安全教育意义。若课后作业只停留在词义、细节和句法层面，学生容易“知道事实而不会解释价值”。因此，本设计以问题“How can one person’s vision grow into action for our land?”贯穿始终，将人物理解、语篇结构、关键语言和地方真实情境组织为一条可见的证据链。 平顶山市是重要粮食生产地区。地方公开资料显示，2024年全市粮食总产量为230.25万吨，其中小麦121.63万吨；2025年政府工作报告提到新建改造高标准农田32.1万亩，富硒小麦种植面积达到10.5万亩。上述信息经过语言难度控制后进入作业，帮助学生把“杂交水稻的创新”迁移到“家乡小麦的提质增产”，从而理解教材主题与日常生活的真实联系。 三、作业目标 目标维度 编号 具体目标 对应核心素养 评价证据 知识理解 A 梳理袁隆平投身农业、突破杂交水稻难题及持续追梦的关键信息，完成结构图，准确率不低于80%。 语言能力；学习能力 任务1的6个信息点与1条因果链 能力运用 B 结合课文事实，用“品质 + 证据”解释袁隆平的两项精神品质，并正确运用2个以上主题词块。 思维品质；文化意识 任务2的证据化短答 思维发展 C 阅读平顶山农业新材料和数据卡，比较其与教材科研逻辑的共同点，完成信息整合与推断。 语言能力；思维品质 任务3的表格、数据推断和迁移说明 情感态度 D 面向真实受众完成一则80—100词英文倡议或60—90秒语音，提出至少2项可行行动，并根据量规自评。 文化意识；学习能力 任务4作品与自评量规 四、作业内容与目标对应表 题号 题型 题目概要 对应作业目标编号 设计意图 参考答案/评价要点 1 信息梳理题 补全袁隆平人物故事图和因果链。 01 检测学生对人物经历、科研突破及语篇结构的理解。 准确填写人物身份、研究动因、科研挑战、研究成果、社会贡献和未来梦想等信息 2 证据推理题 结合课文内容，选取文本证据分析袁隆平的两项品质。 02 培养学生依据文本证据分析和评价人物的能力。 品质概括合理；文本证据准确；能够说明证据与人物品质之间的关系。 3 新情境阅读题 阅读平顶山农业材料，完成信息提取、数据分析、文本比较与观点表达。 03 将课文中的主题语言和问题解决思路迁移到家乡农业真实情境中。 准确提取并计算数据；概括两则材料共同的科研逻辑；观点明确且有材料依据。 4 开放性表达题 完成校园节粮英文倡议或英语广播稿。 04 引导学生运用所学语言解决真实问题，增强节粮意识和社会责任感。 信息准确；包含两项以上可行措施；结构清晰；语言得体；符合规定词数或时长。 五、作业评价 维度 A（优秀） B（良好） C（待改进） 权重 得分 知识理解 基础题全对，概念精确 少量细节错误 较多基础错误 20% A：20分；B：16分；C：12分 能力运用 方法恰当，过程清晰，理由充分 方法基本正确 方法不当或缺失 30% A：30分；B：24分；C：18分 思维发展 观点明确，论证充分，有独创性 表达清楚，欠缺深度 思路混乱，缺乏证据 30% A：30分；B：24分；C：18分 情感态度 主动投入，积极交流，乐于协作；学习目标明确，能主动反思改进 态度端正，能按要求完成任务；基本参与合作 学习态度消极，被动完成任务，合作意识弱 20% A：20分；B：16分；C：12分 6、 试题详情 学生作业单（可直接印发） 姓名：____________ 班级：____________ 日期：____________ 用时：____________ 完成提示：先独立完成必做任务，再从拓展任务中二选一。请在任务旁记录实际用时。遇到不确定的信息，先回到课文或材料寻找证据。 Task 1 Meet the Pioneer — Build the Story Map（基础必做，10分钟） （原创）1. Read the textbook passage again and complete the story map. Use no more than FIVE words for each blank. Stage Key question Your answer Identity How does Yuan describe himself? (1) __________________________ Choice Why did he choose to study agriculture? To tackle (2) __________________________ Challenge What was the common belief about hybrid crops? They could not attain (3) __________________________ Breakthrough What did his hybrid rice help farmers do? (4) __________________________ Contribution How did his innovation help the world? It fed more people in China and (5) __________________ Vision What continued to drive him? His vision and (6) __________________________ （原创）2. Complete the cause-and-effect chain with ONE idea from the passage. A serious shortage of food → Yuan devoted himself to agricultural research → ______________________________ → more farmers could boost yields → more people were fed Task 2 Decode the Pioneer — Make Evidence Speak（提高必做，7分钟） （原创）（探究题）Choose TWO qualities from the box. For each quality, give one piece of textual evidence and explain the link in 25—35 English words. devoted innovative selfless determined open-minded Quality Textual evidence Why the evidence supports the quality 1. __________ ________________________________ ________________________________ ________________________________ 2. __________ ________________________________ ________________________________ ________________________________ Useful frame: Yuan was ________. This can be seen from the fact that ________. It shows that ________. Task 3 Connect with Our Land — Read Pingdingshan’s Wheat Story（提高必做，13分钟） （原创）（新情境题）Read the adapted local information and complete the tasks. DATA CARD | PINGDINGSHAN AND ITS FIELDS 2024 grain output: 2.3025 million tonnes 2024 wheat output: 1.2163 million tonnes Newly built or improved high-standard farmland: 321,000 mu Selenium-rich wheat planting area: 105,000 mu Source note: figures are adapted from official Pingdingshan releases for classroom use. One mu is about 667 square metres. From Rice to Wheat: Innovation on Our Land Pingdingshan is known not only for industry but also for fields of wheat. Local farmers face challenges familiar to agricultural scientists: limited land, changing weather, the need for stable yields, and the demand for better food. The city has therefore improved high-standard farmland, which uses better irrigation, field roads and farming services. It is also developing selenium-rich wheat. Such wheat is not simply about producing more grain; it aims to improve quality and create greater value for farmers. The crops are different, but the problem-solving logic is similar to Yuan Longping’s work: identify a real need, test possible solutions, use science to improve production, and let innovation serve people. Young people may not all become agricultural scientists, yet they can understand data, respect labour, reduce food waste and tell China’s farming stories responsibly. Glossary: selenium-rich 富硒的；irrigation 灌溉；stable 稳定的 （原创）（新情境题）1. Tick (√) the TWO purposes of developing local agriculture mentioned in the text.（2分） □ A. To increase quantity. □ B. To improve food quality. □ C. To replace all farm workers. □ D. To reduce the size of farmland. （原创）（新情境题）2. According to the data card, wheat made up about ______ of Pingdingshan’s grain output in 2024. Show your calculation.（3分） A. 23% B. 35% C. 53% D. 82% Calculation: __________________________ （原创）（探究题）3. Complete the comparison with information from both texts.（4分） Problem-solving step Yuan Longping’s work Pingdingshan’s practice Identify a need Food shortage and low yields (1) ______________________________ Use science / action Develop hybrid rice (2) ______________________________ Serve people Feed more people Improve production and (3) __________ （原创）（开放题）4. A visitor says, “Agricultural innovation only means producing more food.” Do you agree? Answer in 35—50 words with evidence from the material.（5分） ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Task 4 Speak for the Future — Make a Small Change（拓展选做，10分钟） Choose ONE task. Your work will be shared in the class “Working the Land” gallery. （原创）（开放题）Option A — Write for the school canteen Write an 80—100-word English message titled “Every Grain Matters”. Include: (1) one connection with Yuan Longping or local farmers; (2) at least two practical actions students can take; (3) a clear closing call. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ （原创）（开放题）Option B — Record for the campus radio Prepare a 60—90-second English audio message titled “From Our Land to Our Plate”. Use one fact from the Pingdingshan data card, explain why it matters, and invite students to take two practical actions. Submit the script below or attach a QR/link as your teacher requires. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Self-check before submission Check Yes Not yet I used accurate information from the textbook or local material. □ □ I included at least two practical actions. □ □ My ideas are logically connected. □ □ I checked tense, spelling and word count/time. □ □ 7、 答案与解析 Task 1 1. 参考答案：(1) a farmer / a farmer at heart；(2) the shortage of food / hunger；(3) a high yield；(4) boost yields / produce more rice；(5) other countries；(6) dreams。 解析：六空分别对应人物身份、研究动因、传统认识、突破作用、国际贡献与持续追求。答案允许使用课文中的同义表达，但必须保持信息指向一致。例如第(3)空若只写“yield”信息不完整；第(4)空写“grow hybrid rice”未突出成果带来的增产作用。 2. 参考答案：he developed the first hybrid rice that could be used for farming / he overcame the technical difficulty and developed hybrid rice。 解析：本题考查跨段因果整合。所填节点必须同时连接“投身研究”与“农民增产”，因此应写研究突破，而不是重复“粮食短缺”或直接跳到“更多人获益”。 Task 2 示例一：Devoted. Yuan chose agriculture because he was concerned about farmers and food shortage, and he continued his research despite great difficulties. This shows a long-term commitment to serving people. 示例二：Selfless. Although his research brought him great fame, Yuan cared little for celebrity or money and donated much of his money to agricultural research. His actions put the public good first. 评分说明：品质本身没有唯一答案，但证据须来自课文，解释须说明“为什么这条证据能支持该品质”。只写“He was devoted because he was devoted to research”属于循环解释，不能得解释分。 Task 3 1. A、B。解析：材料既提到stable yields / improve production，也提到improve quality and create greater value；C、D与材料相反或未提及。 2. C。计算：1.2163 ÷ 2.3025 ≈ 0.528，即约53%。解析：先统一单位，再用“小麦产量÷粮食总产量”。选择52.8%或约53%均可。 3. 参考答案：(1) limited land, changing weather, stable yields and better food；(2) improve high-standard farmland / develop selenium-rich wheat；(3) quality / value for farmers。解析：本题不要求两种作物技术完全相同，而要求识别共同的问题解决逻辑：真实需要—科学行动—服务人民。 4. 示例答案：I disagree. Agricultural innovation is not only about quantity. Pingdingshan develops selenium-rich wheat to improve food quality and create value for farmers. High-standard farmland also helps production become more stable. Therefore, innovation should serve several human needs. 评分要点：观点明确1分；引用材料证据2分；解释合理1分；语言可理解1分。答案立场可不同，但必须有材料证据。 Task 4 参考范文 Option A — Every Grain Matters Yuan Longping spent his life helping people get enough food, while farmers in Pingdingshan work hard to grow better wheat. Their efforts remind us that no grain should be wasted. In our school canteen, we can take smaller portions first and return for more when necessary. We can also finish what we take and remind friends kindly instead of laughing at waste. Every student’s choice matters. Let us respect science, labour and our land—starting with the food on our own plates. (86 words) Option B — From Our Land to Our Plate In 2024, Pingdingshan produced about 2.3 million tonnes of grain, and wheat made up over half of it. Behind this number are fields, science and the hard work of many people. The food on our plate does not appear by itself. We can show respect by taking only what we need and by sharing simple food-saving ideas with our families. Yuan Longping used innovation to feed people; we can turn respect into daily action. From our land to our plate, every grain matters. 范文说明：范文仅用于展示任务完成度，不要求学生背诵。批改时优先评价事实准确、行动可行和受众得体，再处理语言错误。 八、素材来源与版权说明 1. 教材语篇：人民教育出版社普通高中教科书《英语 选择性必修第一册》Unit 5 Reading and Thinking: A Pioneer for All People。作业未复制市场教辅题。 2. 平顶山本地数据：根据《2025年平顶山市政府工作报告》及平顶山市粮食和物资储备局发布的2024年统计信息进行教学化改编。公开链接：https://www.pds.gov.cn/contents/27287/431816.html；https://lcj.pds.gov.cn/contents/27117/445105.html。 3. 作业题目、英文材料、参考答案、评价量规和实施建议均为本作品原创。地方事实材料经过压缩、重组与语言适配，仅用于教学与参赛展示。 学科网（北京）股份有限公司 $