Unit 2 课时4 Section B (1a-1f)教学设计 2026-2027学年人教版英语九年级上册

素养维度

目标描述

语言能力

掌握 scientific, whole, bank, forever, leave behind, collection, live on, exploration 等核心词汇与短语，能听懂并读懂介绍种子科学家钟扬的语篇，准确获取人物生平与主要事迹信息，能借助时间轴用自己的话复述人物故事，并借助上下文猜测 brave the cold weather, lives on 等难词难句的含义。

学习能力

经历“标题预测—听音抓大意—细读理结构—时间轴复述”的完整过程，掌握利用上下文猜测词义、借助时间轴梳理叙事顺序的学习策略。

思维品质

通过划分文章结构、匹配段落主旨与排序生平事件，锻炼信息分层与逻辑排序能力；通过讨论“为什么要培训更多人”，理解个人力量与团队传承的关系，发展辩证思考能力。

文化意识

从钟扬十六年扎根高原、收集四千多万颗种子、培养藏族学生的故事中体会中国科研工作者的坚守与奉献，理解“种子”所象征的生命延续与精神传承，树立服务社会、报效国家的志向。

教学环节

教师活动

学生活动

Step 1

种子引入

预测标题

①教师出示一小把种子与种子库的图片，请学生观察并猜测：这些种子为什么要被精心保存？种子库有什么用？Look at these seeds. Why do people keep them carefully in special banks?（Maybe to protect the plants. If some plants die out, the seeds can grow again in the future.）Exactly. Seed banks make sure that important plants do not disappear from the world forever.

②出示课文标题 The Inspiring Seed Scientist，提出 1a 的两个问题，请学生大胆预测种子科学家的日常工作，并把学生的预测词写在黑板一角，读后回收验证：Look at the title. What do you think a seed scientist does? Do you think it is an interesting job?（A seed scientist studies plants and collects different kinds of seeds, and stores them in seed banks. / I think it is an interesting job. It connects science with nature, and their work helps protect plants for the future.）

③结合人物图片介绍主人公，设置阅读期待：这位科学家把一生献给了高原上的种子，他留下了什么？让我们到课文中寻找答案。

观察种子与种子库图片，猜测保存种子的目的；根据标题预测种子科学家的日常工作并判断这份职业是否有趣；初识钟扬，带着“他留下了什么”的悬念进入语篇。

Step 2

词汇铺垫

扫清障碍

①教师结合语篇中的关键句呈现本课核心词汇：scientific（scientific research, the scientific world）、whole（spent his whole life researching plants and seeds）、bank（seed bank，由“银行”引申为“储存库”）、forever（do not disappear forever）、leave behind（Zhong Yang left behind more than just a huge collection of seeds）、collection（a huge collection of seeds）、live on（His love for his job and research lives on in his students）、exploration（the road of scientific exploration）。每个词都先呈现课文原句，再请学生根据上下文猜义，最后教师确认并补充搭配。In the sentence His love for his job and research lives on in his students, what does live on mean?（His love continues in his students. It doesn't die.）Right. Live on means to continue to exist, especially a spirit or an influence.

②引导学生归纳同根词族：science—scientist—scientific，collect—collector—collection，explore—explorer—exploration，并请学生用词族中的不同词形各造一个短语。We say scientific research. Can we say science research?（No, we should use the adjective scientific before the noun research.）Good. And the person?（A scientist does scientific research.）

在课文原句的语境中猜测并确认 8 个核心词汇的词义与搭配；归纳三组同根词族并造短语；参与快速反应抢答与语境填空，在进入长语篇前激活新词。

③设计快速反应操练：出示短语（seed bank, spend one's whole life, leave behind, live on, make a collection, space exploration），学生抢答中文意思并各造一句。（Leave behind!——留下、遗留。Zhong Yang left behind more than 40 million seeds. / Live on!——继续存在、流传。His spirit lives on in his students.）

④设计语境填空小练：五个含本课词汇的句子留白，学生独立完成后同桌核对，为听读语篇扫清主要词汇障碍。

Step 3

听读结合

把握大意

①Pre-reading：教师再次聚焦标题与人物图片，请学生预测语篇会按什么顺序讲述故事、会提到哪些年份，并提示学生听读时注意捕捉时间与事件。The text will tell the story of the seed scientist. What kind of information should you listen for?（Who he was, when he was born, what he did, and what he left behind.）

②第一遍闭卷听音：教师播放语篇录音，学生不看课本，只抓大意，听后回答 1b 的两个问题：Who was the seed scientist? What did he do?（The seed scientist was Zhong Yang. He devoted his life to plant and seed research. He collected large numbers of seeds in Xizang, trained local students, and helped build China's seed banks.）

③读中验证预测：学生翻开课本，回收黑板上读前的预测词逐一验证，并出示两道快速阅读选择题（语篇的文体、文章的写作目的），学生再读一遍语篇，独立作答并同桌核对。What is the genre of the passage?（B. A biography about a Chinese scientist.）And the main purpose?（C. To tell the inspiring story of scientist Zhong Yang and his lifelong work.）

根据标题与图片预测语篇顺序与年份；闭卷听音抓大意，回答 1b 两问；开卷验证读前预测，完成文体与写作目的两道选择题，实现“整体—局部—整体”的第一轮阅读。

Step 4

细读梳理

时间轴复述

①结构划分与主旨匹配：学生默读课文，把文章划分为三大部分（人物介绍与种子库、在西藏采种与培养学生、留下的财富），并完成 1c 段落主旨匹配：Paragraph 1—B. Introduction to Zhong Yang and seed banks；Paragraph 2—D. Becoming interested in seeds；Paragraph 3—E. Starting to work and collect seeds in Xizang；Paragraph 4—A. Training local students to do important work；Paragraph 5—C. What he left behind。教师请学生说出划分依据。

②时间轴填空与排序：学生完成 1d 的事件填空并排序，教师把事件卡打乱贴在黑板上，请学生上台排序：A. Zhong Yang was born（1964）；B. He entered university at the age of 15；E. He studied radio engineering and later became interested in plants；F. He travelled around Xizang to collect seeds（In 2001, he began his travels across Xizang）；C. He began a programme to train local students；D. He died in 2017；G. Zhong Yang had spent his whole life researching plants.

③时间轴复述：学生借助时间轴，用自己的话向同桌讲述钟扬的故事，教师提示使用 first, then, later, in 2001, finally 等衔接词，再请一名学生向全班复述。Now tell the story of Zhong

划分文章三大部分并完成 1c 段落主旨匹配；完成 1d 事件填空并上台排序；借助时间轴用 own words 复述钟扬故事，用上衔接词；结合上下文解释 1e 两个难句，掌握利用语境猜词义的策略。