Unit5WorkingthelandReadingandThinking教学设计高中英语人教版选择性

教学设计课程基本信息课题Unit5WORKINGTHELAND——APioneerforAllPeople课型新授课学科英语年级高二学段高中版本章节人教版X1U1ReadingandThinkingLearningObjectives1.Languagepetence:e.g.cquireandaccuratelyusekeyvocabularyandexpressionsrelatedtoagriculture(e.g.,worktheland,poorharvests,ashortageof,boostyields,fulfilone’sdream).ToprehendthemainideasandspecificdetailsofthetextaboutYuanLongping,includinghislife,achievements,dreamsandcharacteristics.Tomasterthematchingofparagraphswithmainideasandanswerdetailedquestionsbasedonthetext.2.CulturalAwareness:TounderstandYuanLongping’sspiritofdedication,perseveranceandindifferencetofameandwealth.Torecognizethevalueofagriculturalinnovationinsolvingfoodproblemsandfeedingtheworld.3.ThinkingQuality:Toanalyzethetext’s“generaltospecific”structureandunderstanditsfunctioninintroducingaperson.Todevelopcriticalthinkingbydiscussingrelatedtopics(importantcropsinChina,hybridproducts)4.LearningCapacity:Toeffectivelyapplyreadingstrategiessuchasskimmingformainideasandscanningforspecificdetails.Tocollaborateingroupstopletediscussiontasksandexpandthinking.Analysisofstudents1.VocabularyKnownVocabulary:Studentsarefamiliarwithmonwordslike"scientist","research","achieve",andsomebasicagriculturalterms.However,wordsrelatedtoYuanLongping'sspecificfield,suchas"hybridrice","foodsecurity",andthethreekeywords"relentlesscuriosity","hardwork","humanitycenteredmission",areneworlessfamiliartothem.VocabularyLearningAbility:Theycanmemorizewordsthroughcontextandexamples,butneedmorerepetitionandapplicationtomasterthenewterms.2.GrammarandSentenceStructureTheyhavegraspedbasicsentencestructureslikesimplesentencesandpoundsentences.ButwhenitestoplexsentencesusedtodescribeYuanLongping'squalitiesandachievements,theymayfinditchallengingtounderstandandconstructthemcorrectly.Theycanunderstandandusebasictenses,butneedtopayattentiontothecorrectuseoftenseswhendescribingpasteventsandachievements.3.ReadingprehensionTheycanunderstandsimplenarrativesandexpositorytexts.However,textswithdenseinformationaboutYuanLongping'sscientificresearchandachievementsmayrequiremoreguidanceintermsofskimming,scanning,andidentifyingkeyinformation.TheyneedtoimprovetheirabilitytoanalyzeandsummarizethemainideasandsupportingdetailsrelatedtoYuanLongping'squalities.4.WritingandSpeakingInspeaking,theycanexpresssimpleopinionsaboutaperson,butmaylackthevocabularyandsentencepatternstoelaborateonYuanLongping'squalitiesandcontributionsindepth.Inwriting,theycanwriteshortparagraphs,butneedpracticeinorganizingideaslogicallyandusingappropriatevocabularyandsentencestructurestodescribeYuanLongping'scharacterasrequiredbythelesson.KeyPoints:GuidingstudentstounderstandYuanLongping’slifestory,coreachievements,dreamsandpersonalcharacteristics.2.Helpingstudentsmasterkeyvocabulary,expressionsandplexsentencestructuresinthetext.3.Enablingstudentstograspthe“generaltospecific”structureofthenarrativetext.DifficultPoints:e.g.ingstudentstounderstandthegrammaticalstructureofplexsentences(e.g.,“preposition+whom”attributiveclause,“what”subjectclause).2.HelpingstudentsdeeplyunderstandYuanLongping’sspiritualconnotationanditsenlightenment.教学准备TeacherPreparation:MultimediaPPTpresentation,includingthetext,keyvocabulary,imagesofYuanLongpingandCGTNvideoclip(Ep.134).Worksheetsforparagraphmainideamatching,detailedquestionansweringandvocabularyexercises.StudentPreparation:Prereadthetext“APioneerforAllPeople”.2.CollectbasicinformationaboutYuanLongpinginadvance.教学过程教学任务教学内容设计意图核心素养体现（包含AI应用）1.读前导入与预测(PrereadingLeadin&Prediction)GreetingandUnitIntroduction:WelestudentstoEnglishclass,introduceUnit5“WORKINGTHELAND”andthecorefigure—YuanLongping.GroupDiscussion:Guidestudentstodiscussthreequestionsingroupsof4basedonthetexttitleandYuanLongping’spicture:Whatdoyouknowaboutthisman?Whatelsedoyouwanttoknowabouthim?Couldyousaysomethingbriefabouthim?(3minutesfordiscussion,thengrouprepresentativesshare).3.AchievementsandHonorsBriefing:ListYuanLongping’skeyachievements(developedhighyieldhybridrice,fedmillions,adoptedin60+countries)andhonors(WorldFoodPrize,MedaloftheRepublic).Toarousestudents’interestinthetopic,activatetheirpriorknowledgeofYuanLongping,layafoundationfortextreadingthroughachievementbriefingandvideowatching,andcultivatestudents’collaborativediscussionability.语言能力：通过小组讨论运用已有英语词汇描述袁隆平，激活相关话题表达储备；观看CGTN视频锻炼听力理解能力，捕捉核心信息（身份、成就）。文化意识：初步感知袁隆平作为中国科学家的国际影响力，建立对“粮食安全”议题的跨文化认知。思维品质：通过“已知未知”问题链激发批判性思考，培养对人物话题的探究欲和逻辑联想能力。学习能力：在小组协作中学习倾听他人观点、主动分享信息，提升自主探究和合作学习能力。DigitalHumanIntroduction:Invite“Jiahao”totellmoreaboutYuanLongping’sstory.VideoWatching:PlayCGTNvideo(Ep.134)aboutYuanLongping,askingstudentstofocusonhisidentityasaworldrenownedagronomistandtouchingworkdetails.2.整体阅读与结构分析(GlobalReading&StructureAnalysis)1.ParagraphMainIdeaMatching:PresentoptionsAF(A.Yuanconductedresearchanddevelopedhybridrice;B.Yuanworkedhardtofulfilhisdreams;C.Yuanconsideredhimselfafarmer;D.Yuandecidedtostudyagriculture;E.Yuan’sinnovationhashelpedtofeedmorepeople;F.Yuancaredlittleforfameorwealth),guidestudentstoreadParagraphs16aloudinturnandmatchthemwithcorrespondingmainideas.Tohelpstudentsgrasptheoverallstructureofthetext,understandthelogicalconnectionbetweeneachparagraph,andestablishaframeworkfortextprehension.语言能力：通过段落主旨匹配，掌握“总分”叙事文本的结构逻辑，提升快速抓取文章框架的阅读技能；朗读段落巩固语音语调，强化文本语感。思维品质：分析各段落与主旨的对应关系，培养归纳概括能力和逻辑推理能力，理解文本“从整体到细节”的组织思路。学习能力：运用“略读（Skimming）”策略高效获取核心信息，形成自主阅读的方法意识。Usematchingexercisestohelpstudentsclarifythestructureofarticles,graspthemainideas,andstimulatetheirthinking.3.文本精读与细节把握(DetailedReading&RhetoricAppreciation)1.DetailedQuestionAnswering:Guidestudentstoreadthetextagaincarefullyandanswer5keyquestions:(1)WhydoesYuanLongpingconsiderhimselfafarmer?(Becausehecontinuallyworkedthelandinhisresearch.)(2)WhydidYuandecidetostudyagriculture?(Hewasconcernedthatfarmershadpoorharvestsandsometimesevenhadashortageoffoodtoeat.)(3)Whatisthemainadvantageofhybridcrops?(Theyusuallyboostyieldssignificantly.)(4)HowhasYuan’sworkhelpedChinaandothercountries?(HisstrainshaveallowedChina'sfarmerstoproducearound200milliontonsofriceperyear;adoptedinover60countrieslikeIndiaandVietnamtofeedpeople.)(5)WhatisYuan’slatestvision?(Seawaterrice.)Todeepenstudents’understandingofthetextcontent,traintheirabilitytoscanforspecificinformationandextractkeydetails.语言能力：精准理解文本细节，掌握“worktheland”“boostyields”等核心词汇及“介词+whom”定语从句等复杂句式，提升语言解码和运用能力；通过问答练习规范英文表达，强化输出准确性。思维品质：围绕5个细节问题深度分析文本信息，培养精准定位、归纳提炼能力；探讨袁隆平选择农业的动机，形成对“个人选择与社会需求”的辩证思考。文化意识：深入了解袁隆平“让所有人远离饥饿”的初心，感悟中国科学家的奉献精神和家国情怀，增强文化自信。Usetheformofquestionandanswerquestionstostimulatestudents'thinkingandenhancetheirreadingprehensionandexpressionsummarizationabilitiescalfeatures.4.语言知识梳理(LanguageKnowledgeCarding)e.g....whatstrains...that...Carding)1.KeyVocabularyAnalysis:Explain14keywordsandphrasesinturn,includingtheirChinesemeanings,usageandexamples:(1)worktheland(耕种土地)(2)poor/badharvests(歉收)(3)ashortageof(缺乏……)(4)workas(从事……职业)(5)boostyields(增加产量)(6)beconvincedthat(坚信……)(7)amatterofgreatdebate(颇具争议的问题)(8)intenseeffort(巨大的努力)(9)beprisedof(由……组成)(10)farfromthecase(事实远非如此)(11)deepdown(在内心深处)(12)carelittlefor(不在乎、不重视)(13)fulfilone’sdream(实现某人的梦想)(14)dreamup(凭空想出)2.WordFormationGuidance:Introducewordformationrules(e.g.,verbendingwithate→nounendingwithtion,likemunicate→munication),focusonexplaining“estimation”(threemeanings:approximation,opinion/regard,statisticsestimation)and“graduate”(differentmeaningsandusagesasnoun,adjectiveandverb).3.plexSentenceAnalysis:Analyze4longanddifficultsentences,explainingtheirgrammaticalstructuresandmeanings:(1)“Indeed,hisslimbutstrongbodywasjustlikethatofmillionsofChinesefarmers,towhomhehaddevotedhislife.”(preposition+whomattributiveclause)(2)“...whatconcernedhimmostwasthatfarmersoftenhadpoorharvestsandsometimesevenhadaseriousshortageoffoodtoeat.”(whatsubjectclause,thatpredicativeclause)(3)“Today,itisestimatedthatabout60percentofdomesticriceconsumptioninChinaisprisedofcropsgeneratedfromYuan’shybridstrains...”(itisestimatedthat...structure,pastparticiplephraseasattributive)(4)“GiventhatYuan’shybridsmadehimquitewealthy,onemightthinkhewouldhaveretiredtoalifeofleisure.”(giventhatclause)Tohelpstudentsmasterkeylanguagepoints,understandthegrammaticalstructureofplexsentences,improvetheirlanguageapplicationability,语言能力：系统掌握14个核心词汇的含义、搭配及例句，理解“estimation”“graduate”等词的多义性和用法差异；拆解长难句的语法结构，提升复杂句式的分析和运用能力；掌握单词构词法规则，增强词汇拓展能力。思维品质：通过分析词汇在文本中的语境含义，培养语境推断能力；对比不同语法结构的功能，形成结构化的语言思维。学习能力：在词汇、句式的梳理中总结学习方法（如“语境记忆法”“句式拆解法”），提升自主构建语言知识体系的能力。ContextualPractice:Usingsentencesensurestheactivityisfocusedandefficient.Itprovidesvariedandunlimitedexamples,makingthepracticemoreeffectiveandadaptable.5.读后讨论与情感升华(PostreadingDiscussion&EmotionalEngagement)ideas..pDiscussion1:Askstudentstodiscuss“Apartfromrice,whataresomeotherimportantcropsinChina?Whatdoyouknowaboutthem?”Introducemoncrops(wheat,corn,soybeans,potatoes,tea,cotton)andguidestudentstosharetheirplantingareasanduses.2.GroupDiscussion2:Askstudentstodiscuss“Otherthanhybridrice,whatotherhybridproductsdoyouknow?Canyouthinkofnewhybridideas?”Introducemonhybridcrops,animals(mules)andhybridcars,andencouragestudentstoputforwardnewideas..Toconnectthetextwithreallife,expandstudents’knowledge,cultivatetheircollaborativediscussionabilityandinnovativethinking.情感体验：了解袁隆平的事迹，体会袁隆平身上的精神语言能力：围绕“中国重要作物”“杂交产品”等话题进行小组讨论，运用所学词汇和句式进行连贯表达；尝试提出“新型杂交创意”，锻炼创造性语言输出能力。文化意识：了解中国主要作物的分布与用途，深化对中国农业文化的认知；拓展“杂交技术”的跨领域应用（动植物、汽车），建立科技与生活的文化关联。思维品质：从水稻延伸到其他作物、从杂交水稻拓展到各类杂交产品，培养发散思维和创新思维；在讨论中权衡不同观点，提升批判性表达能力。学习能力：在开放性话题讨论中主动查阅已有知识、借鉴他人思路，提升知识迁移能力和自主拓展学习的意识。DigitalHumanIntroduction:ThecharacterOfYuanEnhancestudents'Englishmunicationskillsthroughgroupdiscussions,andconnecthybridizationtechniqueswithreallifecasestofacilitatestudents'understandingandmastery6.总结与作业(Summary&Homework)1.ClassSummary:Reviewthelearningcontent(YuanLongping’slife,achievements,dreamsandcharacteristics;textstructureandlanguagefeatures;discussionresults)andemphasizeYuanLongping’sspiritualconnotation.2.HomeworkAssignment:(1)Reviewthearticleandtrytoreciteit.(2)Reviewthekeywordsandprepareforthewordlisteningtestnextclass.(3)Basedonthearticleanddiscussions,writeashortarticleaboutYuanLongpingorhybridcrops.Toconsolidatethelearningcontent,helpstudentsreviewandinternalizeknowledge,andimprovetheirprehensivelanguageapplicationabilitythroughrecitationandwriting.语言能力：通过课堂总结梳理所学语言知识（词汇、句式、文本结构），形成知识网络；背诵文本、写作短文锻炼语言记忆和书面表达能力，强化知识内化。文化意识：通过作业写作深化对袁隆平精神的理解，将个人感悟转化为英文表达，实现文化情怀与语言输出的结合。思维品质：在写作中整合文本信息与讨论观点，培养逻辑组织能力和创造性表达能力；反思袁隆平的梦想与成就，形成对“坚持与成功”的深度思考。学习能力：制定复习计划（背诵、词汇准备），培养自主规划学习任务的能力；利用写作任务实现知识的迁移应用，提升学以致用的实践能力。Usehomeworktourgestudentstoreviewtheexpressionsandvocabularylearnedinclassandenhancetheirabilitytoapplyknowledge作业设计Reviewthearticleandtrytoreciteit.Reviewthekeywordsandprepareforthewordlisteningtestnextclass.(3)Basedonthearticleanddiscussions,writeashortarticleaboutYuanLongpingorhybridcrops板书设计/课堂小结APioneerForAllPeople"Today,weembarkedonameaningfuljourneythroughUnit5'WORKINGTHELAND'byexploringthelifeandlegacyofYuanLongping,therevered'FatherofHybridRice'.Tostart,weactivatedourpriorknowledgethroughprereadinggroupdiscussionsandavividCGTNvideo,layingthegroundworkforunderstandingthisextraordinaryscientist.Duringourindepthreading,weunlockedthetext’s'generaltospecific'structurebymatchingeachparagraphtoitsmainidea,andwedugintokeydetailsbyansweringcriticalquestions—fromwhyYuanconsideredhimselfafarmerandhismotivationforstudyingagriculture,tothehighyieldadvantageofhybridcrops,hisglobalcontributionstofeedingmillions,andhispioneeringvisionofseawaterrice.Wealsobuiltessentiallanguageskills:wemasteredcorevocabularylike'worktheland','boostyields',and'fulfilone’sdream',andanalyzedplexgrammaticalstructures,including'preposition+whom'attributiveclausesandthe'itisestimatedthat'pattern.Beyondthetext,ourpostreadingactivitiesexpandedourhorizons—wediscussedimportantcropsinChinaandexploredhowhybridtechnologyappliestoplants,animals,andevenvehicles.Mostimportantly,weweredeeplyinspiredbyYuanLongping’slifelongdedicationtoendinghunger,hisperseveranceinthefaceofchallenges,andhishumilitydespitegreatsuccess.Mayhisspiritofmitmentandinnovationguideusaswepursueourowngoals.That’sallfortoday’sclass—thankyouforyouractiveparticipation!"TeachingReflectionA.Strengths1.

IntegratedTheme&Emotion:Thelessoneffectivelybinedlanguageteachingwithvalueeducation,centeringonYuanLongping’slifestorytonotonlydevelopstudents’Englishskillsbutalsoconveyhisnoblespirit,achievingtheintegrationoflanguagepetenceandculturalawareness.2.

LogicalTeachingProcedures:Followingthe"prereading→whilereading→postreading"framework,theactivities(discussions,mainideamatching,detailinquiry,vocabularyandsentenceanalysis,extendeddiscussions)wereprogressivelyarranged,aligningwithstudents’cognitivedevelopmentandensuringasmoothlearningprocess.3.

SolidLanguageFocus:Thelessonfocusedoncorevocabulary,plexsentences,andtextstructure—explainingvocabularywithcontextspecificexamples,deposingplexsentenceswithcleargrammaticalanalysis,andhelpingstudentsbuildasolidlanguagefoundation.4.

EngagingInteractiveTasks:Groupdiscussionsandcollaborativeactivitiesfullymobilizedstudents’participation,encouragingthemtoshareideasandpracticeexpression,whichfosteredtheirmunicationskillsandcriticalthinking.B.Weaknesses1.

InsufficientDifferentiatedInstruction:Thelessonadoptedaonesizefitsallapproachtovocabularyandsentenceanalysis,failingtomeettheneedsofstudentswithvaryingEnglishproficiency—weakerstudentsstruggledwithplexsentences,whileadvancedstudentslackedchallengingtasks.2.

ImbalancedTimeAllocation:Excessivetimewasspentonwhilereadingactivities(mainideamatchinganddetailinquiry),leavinglimitedtimeforpostreadingdiscussionsandvocabularyapplication,whichhinderedindepthexplorationandpract