Unit 2 Inspiring People 第4课时 Section B 1a～1f 教学设计 2026-2027学年英语人教版九年级上册

该初中英语教学设计围绕“励志人物”主题，通过阅读The Inspiring Seed Scientist梳理钟扬的人生经历与贡献，掌握scientific、collection等词汇及brave、live on等短语。课堂导入从“励志人物”话题回顾切入，激活旧知后学习新词汇搭建语言支架，再引导学生预测文本内容，通过略读找大意、细读填时间线等活动推进阅读。 该资料以任务链设计贯穿阅读过程，从预测文本到匹配段落大意、时间线填空再到复述讨论，培养学生思维品质。通过分析钟扬扎根高原的事迹，渗透文化意识，体会科研精神。分层作业和教-学-评一体化设计，助力学生提升语言能力，也为教师提供清晰教学流程与评价方法。

Unit 2 Inspiring People 第4课时 Section B（阅读课） 基本信息 课题：Unit 2 Inspiring People — Section B 1a~1f 课型：阅读课｜课时：1课时（45分钟）｜授课年级：九年级上册 核心素养目标 语言能力 读懂 The Inspiring Seed Scientist，梳理钟扬的人生经历与贡献；掌握 scientific、biologist、collection、exploration 等本课词汇，能用 brave、live on、leave behind 等短语复述人物故事。 学习能力 读前看课题预测，读中略读找大意、细读填时间线，读后用自己的话解释难句；通过小组讨论交流看法。 思维品质 按时间顺序梳理钟扬的经历，分析他为何令人敬佩。 文化意识 了解钟扬收集种子、培养学生的事迹，体会他扎根高原、献身科研的精神，增强对我国科研工作者的敬意。 教学重难点 教学重点 ①读懂课文并完成段落—大意匹配和时间线填空；②scientific、collection、exploration 等词汇及 brave、live on 等短语的运用。 教学难点 ①按时间顺序梳理钟扬的经历并连贯复述；②用自己的话解释 brave the cold weather、lives on 等难句。 语言点 Language Points ①that 引导同位语从句，对 news 进行解释说明。例：...the news that Chinese professor Zhong Yang had died in a car accident. ②bank n. 银行；岸；库。seed bank 种子库；blood bank 血库。 ③make sure 确保。例：...they make sure that important plants do not disappear from the world forever. ④a collection of 一批；一组；一批收藏的……。 ⑤more than just 不仅仅。例：Zhong Yang left behind more than just a huge collection of seeds. ⑥leave behind 留下；遗留；live on 继续存在；继续活着。例：His love for his job and research lives on in his students. ⑦brave v. 勇敢面对；经受困难；adj. 勇敢的；bravery n. 勇气。例：It was very difficult for him to brave the cold weather and great heights. 教学环节 师生活动 活动观层次 评价要点 Step 1 Review & Lead-in ①话题导入：What do you know about the person? ②师生互动：教师引导学生回顾相关经验，唤醒“励志人物”话题词汇。 学习理解 感知与注意 话题导入与旧知激活 设计意图 由课题和种子科学家的话题引入，激活学生对科学家、种子的已有认识。 Step 2 Topic Vocabulary: Present & Practice ①词汇（音形义）：scientific adj. 科学（上）的 biologist n. 生物学家 whole adj. 所有的；完全的 bank n. 银行 forever adv. 永远；radio n. 无线电；收音机 leave behind 留下；遗留 collection n. 收集物；收藏品 live on 继续存在；继续活着 exploration n. 探索 ②跟读与感知：教师带读音标，学生在例句中体会音形义与搭配； ③检测：同桌互考认读与拼写，教师用闪卡或听写快速检查。 学习理解 感知与注意 新词认读与拼写 设计意图 学习 scientific、biologist、collection 等本课新词，为读懂钟扬的故事扫清障碍。 Step 3 Work on 1a: Pre-reading · Lead-in ①任务：Look at the title of the text. What do you think a seed scientist does? Do you think it is an interesting job? ②素材：The Inspiring Seed Scientist A seed scientist studies plant seeds, collects them for seed banks, and researches ways to protect plant species from disappearing. （参考回答：I think it is an interesting job, because it connects nature, science, and environmental protection. It’s meaningful work to save plant life.） ③教师：教师先示范如何在表格或导图中找信息，学生独立填写后同桌对照订正。 ④学生：学生再读课文，独立把相关信息填到表格或导图中。 学习理解 概括与整合 信息梳理完整度 设计意图 看课题预测种子科学家做什么，先听读前猜想，再到课文中验证。 Step 4 Work on 1b: Listening / Reading ①任务：Read the text quickly. Who was the seed scientist? What did he do? ②素材：The Inspiring Seed Scientist On 25 September 2017, the scientific world was shaken by the news that Chinese professor Zhong Yang had died in a car accident. The well-respected biologist had spent his whole life researching plants and seeds. Over the years, he collected many important seeds for China’s seed banks. These special banks protect all kinds of plant seeds, including the ones we need for food, and they make sure that important plants do not disappear from the world forever. Zhong Yang was born in 1964. When he was young, he showed a deep love for and a curiosity about the things he studied. He was an excellent student, entering university at the early age of 15. There, he studied radio engineering and later became interested in plants. The research and study of plants, especially the seeds, became the focus of his life after he became a professor at Fudan University. It is important for seed banks to include many different kinds of seeds. When Zhong Yang discovered that there was not enough research of the seeds from Xizang, he went there to collect seeds himself. In 2001, he began his travels across Xizang. It was very difficult for him to brave the cold weather and great heights. He sometimes fell sick, but he always continued with his work. Zhong Yang knew it was better to include more people when doing important work. He began a programme to find and train local students in field research to become scientists. Together, he and his team collected more than 40 million seeds from around 1,000 plants. Their hard work provided the world with lots of new information about the plants in China. Zhong Yang left behind more than just a huge collection of seeds. His love for his job and research lives on in his students. He once said, “My students will continue on the road of scientific exploration and the seeds we have collected may grow hundreds of years from now.” ③教师：教师播放录音，要求学生边听边记与人物相关的信息；听后同桌互对，教师点拨抓关键词的方法。 ④学生：学生第一遍听懂大意，第二遍边听边圈画关键词并记录。 学习理解 获取与梳理 听/读信息抓取准确率 设计意图 快速阅读找出主人公是谁、做了什么，训练略读抓大意的能力。 Step 5 Work on 1c: Information Mapping ①任务：Read again and match each paragraph with its topic ②素材：Paragraph 1–5 与选项匹配：A. Training local students to do important work B. Introduction to Zhong Yang and seed banks C. What he left behind D. Becoming interested in seeds E. Starting to work and collect seeds in Xizang（答案：Paragraph 1—B；Paragraph 2—D；Paragraph 3—E；Paragraph 4—A；Paragraph 5—C） ③教师：教师先示范如何在表格或导图中找信息，学生独立填写后同桌对照订正。 ④学生：学生再读课文，独立把相关信息填到表格或导图中。 学习理解 概括与整合 信息梳理完整度 设计意图 再读把每段和大意配对，理清钟扬一生事迹的叙述顺序。 Step 6 Work on 1d: Discussion & Output ①任务：Fill in the blanks with the information from the text. Then put the events into the timeline and tell the story of Zhong Yang in your own words. ②素材：A. Zhong Yang was born.（1964） B. He ________________ at the age of 15.（答案：entered university） C. He began ____________ to train local students.（答案：a programme） D. He died in ______.（答案：2017） E. He studied ________________ and later _______________________.（答案：radio engineering；became interested in plants） F. He travelled around Xizang to ___________.（答案：collect seeds） ③教师：教师提出讨论问题，给出核心句式，组织同桌或小组用英语表达看法。 ④学生：学生围绕问题讨论、记下要点，整理自己的观点后准备发言。 应用实践 分析与判断 口头输出流利度 设计意图 按时间顺序填出钟扬的人生大事并复述，把零散信息串成连贯故事。 Step 7 Work on 1e: Structure Analysis ①任务：Explain the meanings of these sentences in your own words. Pay attention to the underlined words. ②素材：1. It was very difficult for him to brave the cold weather and great heights.（释义：It was really hard for him to face and deal with the cold weather and high altitudes in Xizang.） 2. His love for his job and research lives on in his students.（释义：His passion for his work and scientific research continues to exist through his students, who carry on his work.） ③教师：教师给出拓展任务，鼓励学生联系生活实际表达自己的看法。 ④学生：学生用自己的方式完成任务，运用所学解决贴近生活的问题。 迁移创新 想象与创造 拓展表达参与度 设计意图 用自己的话解释两句难句，训练结合上下文理解长句的能力。 Step 8 Work on 1f: Post-reading Discussion ①任务：Discuss the questions. ②素材：1. Why did Zhong Yang want more people to do seed collection and research?（参考回答：He knew seed collection and research is important work, and having more people involved means more plants can be protected. Training local students also ensures the work will continue long after he is gone.） 2. What made Zhong Yang admirable? What can we learn from him? 3. What other admirable scientists do you know of? What can you learn from their stories? ③教师：教师提出讨论问题，给出核心句式，组织同桌或小组用英语表达看法。 ④学生：学生围绕问题讨论、记下要点，整理自己的观点后准备发言。 应用实践 分析与判断 口头输出流利度 设计意图 讨论钟扬为何令人敬佩、我们能学到什么，从读懂走向评价。 Step 9 Consolidation: Diagnose & Fill Gaps ①独立完成：用所给单词的适当形式填空 1. She made some important __________ (science) discoveries in the 19th century.（答案：scientific） 2. The museum has a wonderful __________ (collect) of ancient coins.（答案：collection） 3. The __________ (explore) of space has helped us understand the universe better.（答案：exploration） 4. He __________ (brave) the heavy rain to get to the airport on time yesterday morning.（答案：braved） ②互查订正：同桌互查、红笔订正，记录疑点； ③精讲：教师汇总易错点当堂精讲，学生即时改错巩固。 应用实践 内化与运用 练习正确率 设计意图 用词形填空当堂检测新词，及时订正、补缺。 作业设计（分层） 基础 朗读并背诵课文重点段落，模仿语音语调；熟记 scientific、biologist、collection 等本课词汇。 拓展 按时间线用英语写一段不少于 80 词的短文，介绍钟扬的生平与贡献。 探究 查一位中国科研工作者的事迹，下节课用英语一句话介绍他/她的贡献。 板书设计 Unit 2 Inspiring People — 第4课时 Section B 1a~1f 词汇：scientific adj. 科学（上）的 biologist n. 生物学家 whole adj. 所有的；完全的 bank n. 银行 forever adv. 永远；radio n. 无线电；收音机 leave behind 留下；遗留 collection n. 收集物；收藏品 live on 继续存在；继续活着 exploration n. 探索 时间线：1964 出生 → 15 岁上大学 → 学无线电工程 → 转向植物 → 2001 起进藏采种 → 培养当地学生 → 2017 逝世 重点短语：leave behind；live on；brave the cold weather 教学评价与反思 1. 评价方式（教-学-评一体化）： 语言能力——课文是否读懂、段落匹配与时间线是否填对，复述是否连贯 学习能力——略读找大意、细读填时间线是否到位，难句解释是否合理 思维品质——能否按时间顺序梳理经历，说出钟扬可敬之处 文化意识——能否体会钟扬扎根高原、献身科研的精神 2. 课后反思：①阅读任务是否先示范再放手；②时间线是否帮助学生理清顺序；③难句解释是否给足支架；④作业是否分层、便于检查。 第 1 页 学科网（北京）股份有限公司 $