人教版（2019）选择性必修第一册 Unit5 Working the Land Reading and Thinking名师教学设计
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| 名称 | 人教版（2019）选择性必修第一册 Unit5 Working the Land Reading and Thinking名师教学设计 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-11 23:04:33 | ||
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文档简介
Unit5 Reading and Thinking 名师教学设计
课时内容
Get to know an agricultural scientist
主题语境：人与自然
主题群：自然生态
子主题：人类生存、社会发展与环境的关系
语篇类型：人物传记
文本分析：
[What]这是一篇人物传记，简单记叙了中国杂交水稻事业的开创者、“杂交水稻之父”——袁隆平院士的出生、学习和工作情况，详细描述了他培育杂交水稻的历史背景、主要过程、对解决中国乃至世界粮食短缺问题所做的贡献以及他多年前的梦想和现在的梦想。
[Why]通过描叙“杂交水稻之父”袁隆平的生平、主要贡献和梦想，激发学生学习他50多年来，不畏艰难，不懈探索，始终在农业科研第一线辛勤耕耘，为人类运用科技手段战胜饥饿带来绿色的希望和金色的收获；学习他与时俱进、勇攀高峰的创新精神，执着追求的坚强意志，严以律已、淡泊名利的高尚情操。他的卓越成就，不仅为解决中国人民的温饱和保障国家粮食安全做出了贡献，更为世界和平和社会进步树立了丰碑。
[How]该语篇以时间顺序记叙了袁隆平的成长、培育杂交水稻的艰辛过程，尤其是他为解决粮食短缺问题所付出的努力、获得的成功、取得的成就等，展现了他热爱祖国、一心为民、造福人类的崇高品德和不畏艰难、甘于奉献、淡泊名利的高尚情操。
课时目标
1.获取与梳理出袁隆平的生平、主要贡献和梦想。
2.概括和整合袁隆平培育杂交水稻的艰辛过程。
3.赏析语篇的文体特征与修辞手法，探讨其与主题意义的关联。
4.学习伟大科学家袁隆平与时俱进、勇攀高峰的创新精神，不畏艰险、执着追求的坚强意志，严以律己、淡泊名利的高尚情操，帮助学生形成正确的价值观。
重点难点
重点：
1.获取与梳理出袁隆平的生平、主要贡献和梦想等信息。
2.赏析语篇的文体特征与修辞手法，探讨其与主题意义的关联。
难点：
激发学生对以袁隆平为代表的农业科学家的崇敬之情，提升对农业发展的认识。
教学准备
教师准备：
有关袁隆平的主要事迹、主要贡献和杂交水稻的培育过程等信息。
学生准备：
1.预习本课词汇和课文内容。
2.利用网络等资源了解袁隆平培育杂交水稻的过程、主要成就等信息。
教学过程
Step I 学习理解
活动一：感知与注意
1.Before discussion，ask students to look at the pictures below carefully.
（1）
（2） （3）
2.Ask students to discuss the following three questions:
·Who is the man in Picture One What crop is he holding in his hands
·What do you know about the man What else do you want to know about him
·Do you know how the hybrid rice has been developed
Suggested answers:
·The man in Picture One is Yuan Longping，holding sheaves of his hybrid rice.
·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.
·（略）
【设计意图】在阅读前，通过看图和讨论三个问题，激活学生对世界饥饿、杂交水稻和袁隆平的已有认知，形成阅读前的期待和阅读的兴趣。
活动二：获取与梳理
1.Get to know about Yuan Longping.
Ask students to read the text quickly and fill in the table.
Name Yuan Longping
Professional
Birth place
Birth date
Graduated from
Main contribution
Dreams
Suggested answers:
·Professional：Agricultural scientist
·Birth place：Beijing
·Birth date：1930
·Graduated from: Southwest Agricultural College
·Main contribution:
About 60% domestic rice consumption
Around 200 million tons of rice per year
Help other countries
·Dreams：
Long ago，he envisioned rice plants as tall as sorghum, with each ear of rice as big as a broom，and each grain of rice as huge as a peanut.
His latest vision for “seawater rice” has also become a reality.
【设计意图】学生通过速读，获取关于袁隆平的职业、出生地、毕业学校、主要贡献和梦想等主要信息，形成对袁隆平的基本认识。
2.Get to know about the development of hybrid rice.
Ask students to complete the following flow chart.
Suggested answers:
Problems：Poor harvests，shortage of food
One possible solution：Larger fields
Another possible solution：Hybrid rice
Difficulty：
Whether it was possible to develop a hybrid of self-pollinating plants.
Through intense effort:
In 1974，Yuan overcame technical difficulties and t developed the first hybrid rice.
Benefits：
In China：About 60% of domestic rice consumption in China is comprised of crops generated from his hybrid strains. His strains have allowed China’s farmers to produce around 200 million tons of rice per year.
Outside China：
Help feed other countries that depend on rice.
【设计意图】通过完成信息图，学生概括和整合出袁隆平培育杂交水稻的艰辛过程，让学生感受到袁隆平执着的信念、惊人的毅力、顽强的意志，和他为解决中国人民的温饱问题，保障国家粮食安全，为世界和平和社会进步所做的贡献。
活动三：概括与整合（Main idea of each paragraph）（Part 2，P50）
Ask students to read the text and match the main idea with each paragraph.
Paragraph 1 A Yuan conducted research and developed hybrid rice. Paragraph 2 B Yuan is old but still working hard to fulfil his dreams. Paragraph 3 C Yuan considers himself a farmer. Paragraph 4 D Yuan decided to study agriculture. Paragraph 5 E Yuan’s innovation has helped to feed more people. Paragraph 6 F Yuan cares little for fame or wealth.
Suggested answers:
Paragraph 1—C Paragraph 2—D Paragraph 3—A
Paragraph 4—E Paragraph 5—F Paragraph 6—B
【设计意图】通过阅读课文，获取文章段落大意，该活动可以帮助学生整体理解文章内容，促进主题意义的探究。
Step Ⅱ 应用实践
活动四：分析与判断（Questions）（Part3，P51）
Ask students to read the text again and answer the questions.
·Why does Yuan Longping consider himself a farmer？
·Why did Yuan decide to study agriculture？
·What is the main advantage of hybrid crops？
·How has Yuan's work helped China and other countries？
·What is Yuan’s latest vision？
Suggested answer:
·Because he continually works the land in his research.
·He was concerned that farmers had poor harvests and sometimes even had a shortage of food to eat.
·One characteristic of hybrids is that they usually attain a higher yield than conventional crops.
·Yuan's innovation has helped feed not just China, but many other countries that depend on rice as well, such as India and Vietnam.
·Seawater rice.
【设计意图】通过讨论袁隆平为什么认为他自己是农民、他决定研究农业的原因、杂交水稻的优点以及他对中国及世界的贡献、他最近的梦想等，让学生感受他不畏艰难，勇于探索，甘于奉献，呕心沥血，为人类运用科技手段战胜饥饿带来绿色的希望和金色的收获。同时学习他与时俱进、勇攀高峰的创新精神，不畏艰险、执着追求的坚强意志，严以律己、淡泊名利的高尚情操。这个环节有助于学生深入理解语篇内容，加深对主题意义的理解。
活动五：内化与运用（Complete）（Part4，P51）
1.Strategy learning.
Go through the learning tip with students and make sure they understand its meaning.
2.Ask students to complete the sentences with the correct forms of the words in the box.
create estimation education generation graduate
①This school has ________ thousands of bright young students over the years. ②Most students look for jobs after university ________. ③Because of the ________ of new strains of hybrid crops, people in many parts of the world now have more food to eat. ④Last year, this new electric power plant ________ enough energy to power the whole city. ⑤It was difficult to calculate exactly how many trees had been cut down. However, a general ________ was possible.
Suggested answers:
①educated ②graduation ③creation ④generated ⑤estimation
【设计意图】通过学习构词法和用单词的适当形式完成句子，学生在新的语境中，逐步实现对语言知识的内化，巩固新的知识结构，促进语言运用的自动化，助力学生将知识转化为能力。
Step Ⅲ 迁移创新
活动六：赏析语篇的文体特征
1.Choice.
Ask students to circle the answers to the questions below.
①Where would you most likely find the text？ A. In an advertisement. B. In a book. C. In a letter. D. In a newspaper. ②Texts like this are most often written in ________ and ________. A. the active voice；contain many facts B. the first person；talk about feelings C. both active and passive voices；mostly contain facts D. passive voices；support a theory ③Which of the writing methods are employed？ A. Illustration（举例法） B. Classification（分类法） C. Comparison（做比较） D. Listing numbers（列数字） ④Which two pieces of information are NOT included in the text？ A. A quote from Yuan Longping. B. The reasons why Yuan Longping decided to develop hybrid rice. C. Yuan Longping’s important contributions. D. Yuan Longping’s hobby.
Suggested answers:
①D ②A ③AD ④AD
2.Discussion.
Ask students to discuss the following questions and share the answers.
What is the purpose of the text？
Which paragraph or sentence do you like most？Give your reasons.
Which part of the text impresses you most？Why？
How do you like the title of the text？Why？Can you make a new one？
【设计意图】英语人物传记具有独特的语篇结构和文体特征，对它们从写作方法、写作目的、文本内容等方面进行分析和研究，可以帮助学生提高对英语人物传记的理解和欣赏能力，也有助于提高学生英语人物传记的写作能力和多元思维的能力。
板书设计
Unit 5 Working the Land Period I Reading and Thinking I.学习理解 活动一：感知与注意 活动二：获取与梳理 1.Get to know about Yuan longping. 2.Get to know about the development of hybrid rice. 活动三：概括与整合（Main idea of each paragraph） Ⅱ.应用实践 活动四：分析与判断（Questions） 活动五：内化与运用（Complete） Ⅲ.迁移创新 活动六：赏析语篇的文体特征 1.Choice. 2.Discussion.
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课时内容
Get to know an agricultural scientist
主题语境：人与自然
主题群：自然生态
子主题：人类生存、社会发展与环境的关系
语篇类型：人物传记
文本分析：
[What]这是一篇人物传记，简单记叙了中国杂交水稻事业的开创者、“杂交水稻之父”——袁隆平院士的出生、学习和工作情况，详细描述了他培育杂交水稻的历史背景、主要过程、对解决中国乃至世界粮食短缺问题所做的贡献以及他多年前的梦想和现在的梦想。
[Why]通过描叙“杂交水稻之父”袁隆平的生平、主要贡献和梦想，激发学生学习他50多年来，不畏艰难，不懈探索，始终在农业科研第一线辛勤耕耘，为人类运用科技手段战胜饥饿带来绿色的希望和金色的收获；学习他与时俱进、勇攀高峰的创新精神，执着追求的坚强意志，严以律已、淡泊名利的高尚情操。他的卓越成就，不仅为解决中国人民的温饱和保障国家粮食安全做出了贡献，更为世界和平和社会进步树立了丰碑。
[How]该语篇以时间顺序记叙了袁隆平的成长、培育杂交水稻的艰辛过程，尤其是他为解决粮食短缺问题所付出的努力、获得的成功、取得的成就等，展现了他热爱祖国、一心为民、造福人类的崇高品德和不畏艰难、甘于奉献、淡泊名利的高尚情操。
课时目标
1.获取与梳理出袁隆平的生平、主要贡献和梦想。
2.概括和整合袁隆平培育杂交水稻的艰辛过程。
3.赏析语篇的文体特征与修辞手法，探讨其与主题意义的关联。
4.学习伟大科学家袁隆平与时俱进、勇攀高峰的创新精神，不畏艰险、执着追求的坚强意志，严以律己、淡泊名利的高尚情操，帮助学生形成正确的价值观。
重点难点
重点：
1.获取与梳理出袁隆平的生平、主要贡献和梦想等信息。
2.赏析语篇的文体特征与修辞手法，探讨其与主题意义的关联。
难点：
激发学生对以袁隆平为代表的农业科学家的崇敬之情，提升对农业发展的认识。
教学准备
教师准备：
有关袁隆平的主要事迹、主要贡献和杂交水稻的培育过程等信息。
学生准备：
1.预习本课词汇和课文内容。
2.利用网络等资源了解袁隆平培育杂交水稻的过程、主要成就等信息。
教学过程
Step I 学习理解
活动一：感知与注意
1.Before discussion，ask students to look at the pictures below carefully.
（1）
（2） （3）
2.Ask students to discuss the following three questions:
·Who is the man in Picture One What crop is he holding in his hands
·What do you know about the man What else do you want to know about him
·Do you know how the hybrid rice has been developed
Suggested answers:
·The man in Picture One is Yuan Longping，holding sheaves of his hybrid rice.
·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.
·（略）
【设计意图】在阅读前，通过看图和讨论三个问题，激活学生对世界饥饿、杂交水稻和袁隆平的已有认知，形成阅读前的期待和阅读的兴趣。
活动二：获取与梳理
1.Get to know about Yuan Longping.
Ask students to read the text quickly and fill in the table.
Name Yuan Longping
Professional
Birth place
Birth date
Graduated from
Main contribution
Dreams
Suggested answers:
·Professional：Agricultural scientist
·Birth place：Beijing
·Birth date：1930
·Graduated from: Southwest Agricultural College
·Main contribution:
About 60% domestic rice consumption
Around 200 million tons of rice per year
Help other countries
·Dreams：
Long ago，he envisioned rice plants as tall as sorghum, with each ear of rice as big as a broom，and each grain of rice as huge as a peanut.
His latest vision for “seawater rice” has also become a reality.
【设计意图】学生通过速读，获取关于袁隆平的职业、出生地、毕业学校、主要贡献和梦想等主要信息，形成对袁隆平的基本认识。
2.Get to know about the development of hybrid rice.
Ask students to complete the following flow chart.
Suggested answers:
Problems：Poor harvests，shortage of food
One possible solution：Larger fields
Another possible solution：Hybrid rice
Difficulty：
Whether it was possible to develop a hybrid of self-pollinating plants.
Through intense effort:
In 1974，Yuan overcame technical difficulties and t developed the first hybrid rice.
Benefits：
In China：About 60% of domestic rice consumption in China is comprised of crops generated from his hybrid strains. His strains have allowed China’s farmers to produce around 200 million tons of rice per year.
Outside China：
Help feed other countries that depend on rice.
【设计意图】通过完成信息图，学生概括和整合出袁隆平培育杂交水稻的艰辛过程，让学生感受到袁隆平执着的信念、惊人的毅力、顽强的意志，和他为解决中国人民的温饱问题，保障国家粮食安全，为世界和平和社会进步所做的贡献。
活动三：概括与整合（Main idea of each paragraph）（Part 2，P50）
Ask students to read the text and match the main idea with each paragraph.
Paragraph 1 A Yuan conducted research and developed hybrid rice. Paragraph 2 B Yuan is old but still working hard to fulfil his dreams. Paragraph 3 C Yuan considers himself a farmer. Paragraph 4 D Yuan decided to study agriculture. Paragraph 5 E Yuan’s innovation has helped to feed more people. Paragraph 6 F Yuan cares little for fame or wealth.
Suggested answers:
Paragraph 1—C Paragraph 2—D Paragraph 3—A
Paragraph 4—E Paragraph 5—F Paragraph 6—B
【设计意图】通过阅读课文，获取文章段落大意，该活动可以帮助学生整体理解文章内容，促进主题意义的探究。
Step Ⅱ 应用实践
活动四：分析与判断（Questions）（Part3，P51）
Ask students to read the text again and answer the questions.
·Why does Yuan Longping consider himself a farmer？
·Why did Yuan decide to study agriculture？
·What is the main advantage of hybrid crops？
·How has Yuan's work helped China and other countries？
·What is Yuan’s latest vision？
Suggested answer:
·Because he continually works the land in his research.
·He was concerned that farmers had poor harvests and sometimes even had a shortage of food to eat.
·One characteristic of hybrids is that they usually attain a higher yield than conventional crops.
·Yuan's innovation has helped feed not just China, but many other countries that depend on rice as well, such as India and Vietnam.
·Seawater rice.
【设计意图】通过讨论袁隆平为什么认为他自己是农民、他决定研究农业的原因、杂交水稻的优点以及他对中国及世界的贡献、他最近的梦想等，让学生感受他不畏艰难，勇于探索，甘于奉献，呕心沥血，为人类运用科技手段战胜饥饿带来绿色的希望和金色的收获。同时学习他与时俱进、勇攀高峰的创新精神，不畏艰险、执着追求的坚强意志，严以律己、淡泊名利的高尚情操。这个环节有助于学生深入理解语篇内容，加深对主题意义的理解。
活动五：内化与运用（Complete）（Part4，P51）
1.Strategy learning.
Go through the learning tip with students and make sure they understand its meaning.
2.Ask students to complete the sentences with the correct forms of the words in the box.
create estimation education generation graduate
①This school has ________ thousands of bright young students over the years. ②Most students look for jobs after university ________. ③Because of the ________ of new strains of hybrid crops, people in many parts of the world now have more food to eat. ④Last year, this new electric power plant ________ enough energy to power the whole city. ⑤It was difficult to calculate exactly how many trees had been cut down. However, a general ________ was possible.
Suggested answers:
①educated ②graduation ③creation ④generated ⑤estimation
【设计意图】通过学习构词法和用单词的适当形式完成句子，学生在新的语境中，逐步实现对语言知识的内化，巩固新的知识结构，促进语言运用的自动化，助力学生将知识转化为能力。
Step Ⅲ 迁移创新
活动六：赏析语篇的文体特征
1.Choice.
Ask students to circle the answers to the questions below.
①Where would you most likely find the text？ A. In an advertisement. B. In a book. C. In a letter. D. In a newspaper. ②Texts like this are most often written in ________ and ________. A. the active voice；contain many facts B. the first person；talk about feelings C. both active and passive voices；mostly contain facts D. passive voices；support a theory ③Which of the writing methods are employed？ A. Illustration（举例法） B. Classification（分类法） C. Comparison（做比较） D. Listing numbers（列数字） ④Which two pieces of information are NOT included in the text？ A. A quote from Yuan Longping. B. The reasons why Yuan Longping decided to develop hybrid rice. C. Yuan Longping’s important contributions. D. Yuan Longping’s hobby.
Suggested answers:
①D ②A ③AD ④AD
2.Discussion.
Ask students to discuss the following questions and share the answers.
What is the purpose of the text？
Which paragraph or sentence do you like most？Give your reasons.
Which part of the text impresses you most？Why？
How do you like the title of the text？Why？Can you make a new one？
【设计意图】英语人物传记具有独特的语篇结构和文体特征，对它们从写作方法、写作目的、文本内容等方面进行分析和研究，可以帮助学生提高对英语人物传记的理解和欣赏能力，也有助于提高学生英语人物传记的写作能力和多元思维的能力。
板书设计
Unit 5 Working the Land Period I Reading and Thinking I.学习理解 活动一：感知与注意 活动二：获取与梳理 1.Get to know about Yuan longping. 2.Get to know about the development of hybrid rice. 活动三：概括与整合（Main idea of each paragraph） Ⅱ.应用实践 活动四：分析与判断（Questions） 活动五：内化与运用（Complete） Ⅲ.迁移创新 活动六：赏析语篇的文体特征 1.Choice. 2.Discussion.
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