Unit 5 Working the Land Reading and Thinking教学设计（表格式）-2025-2026学年高中英语人教版（2019）选择性必修第一册
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| 名称 | Unit 5 Working the Land Reading and Thinking教学设计（表格式）-2025-2026学年高中英语人教版（2019）选择性必修第一册 |
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| 格式 | docx | ||
| 文件大小 | 24.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-11-19 12:29:11 | ||
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选择性必修一 Unit 5 Reading and Thinking
选 题 说 明
一、为啥选这个课？
我选择《袁隆平传记》这一课，主要是想解决两个实际问题：
1. 学生读长文章犯怵：学生一看到大段英文就头疼，读不进去，更别说分析人物了。
2. 思政教育“硬植入”：希望找到一种自然的方式，让学生在学英语同时，能真正被英雄人物打动，而不是被动听大道理。
所以，我想试试用“学方法”带“读故事”，用“读故事”引“学做人”。
二、这节课是怎么设计的？
我的核心思路很简单，就是 “先给拐杖，再放手走”。
1. 给学生一个“阅读拐杖”：我设计了一个超级简单的“传记三段式”框架（他是谁/他怎么做/他为什么成功）。学生拿着这个“地图”去读文章，目标清晰，就知道该找什么，大大降低了阅读难度。
2. 让学生“互相教”：采用“拼图阅读法”，把学生分成小组，每人只读一部分，然后互相讲解。这样每个人任务不重，还必须在交流中才能拼出袁隆平的全貌，课堂一下就活起来了，学生成了主角。
3. 让情感“自然流淌”：
跨学科：我加入了古诗《悯农》，让学生感受从“古人叹息吃不饱”到“袁隆平用科学解决问题”的巨大跨越，知识立刻就立体了。
学精神：不空谈奉献，而是带着学生从课文句子里找证据，比如“他不在乎钱”、“他克服巨大困难”，让学生自己总结出袁爷爷“朴实”、“坚韧”的品质，这样得出的结论他们才真信。
三、希望学生学到什么？
学会方法：掌握读人物传记的基本方法，以后读到类似文章不怕了。
学到精神：被袁隆平“做一粒好种子”的精神感动，并能联系自身，思考自己的梦想。
学会合作：在小组共学中，体验如何与同伴协作、沟通，共同解决问题。
总之，我希望这节英语课，学生收获的不仅是几个单词和句型，更是一种学习的方法和一份向上的力量。
选择性必修一 Unit 5 Reading and Thinking
课 题 Unit 5 WOKING THE LAND Period 1 Reading and Thinking 学 科 英语 班 级 授课教师 郑东
课 程介 绍 本课是选择性必修一 Unit 5 的读思课 (Reading and Thinking)。课程以“学习伟大人物”为主线，通过屠呦呦的范例，引导学生掌握阅读人物传记的方法框架，并运用此框架深度阅读和分析袁隆平的传记文章，理解其生平、贡献和精神品质，最终激发学生的科学梦想和社会责任感。
教 学目 标 1.Linguistic Competence: To understand and use key vocabulary related to biographies (e.g., hybrid rice, overcome difficulties, contribution, influence). 2.Cultural Awareness: To deeply understand Yuan Longping's great contributions to solving global food problems, enhancing national pride. To understand and learn the scientific spirit of perseverance and selfless dedication embodied by great scientists. 3.Thinking Quality: To use the "Background - Achievement - Process - Difficulties - Qualities - Influence" framework to analyze a biographical text, improving logical analysis and information synthesis skills. 4.Learning Capacity: To improve cooperative and autonomous learning skills through group work and jigsaw reading.
教 学 重 点 1.Understanding and applying the biography reading framework. 2.Understanding Yuan Longping's life story and main contributions.
教 学难 点 Analyzing and summarizing a person's inherent qualities from textual details. Summarizing and evaluating a person using simple English.
教 学 内 容 与 过 程 1. Lead-in & Review (5 mins) Activity: Guess and Review. Teacher: Shows keysentnces of Tu Youyou. Asks: "Who is she What do you know about her " Students: Give quick answers. Teacher: Elicits the "Biography Framework." Reviews the three parts and six elements with the whole class. Draws the framework diagram on the blackboard. 2. Jigsaw Reading: Build Yuan's Biography Together (20 mins) Activity 1: Expert Groups (7 mins) Teacher: Divides students into 3 "Expert Groups": A (Who & What), B (How ), C (Qualities & Influence). Distributes corresponding simplified, cloze-style reading passages. Guides expert groups to complete their section and ensure understanding. Students: Discuss in expert groups to complete the cloze and comprehend their assigned part. Activity 2: Home Groups (13 mins) Teacher: Reorganizes students into "Home Groups," each with an expert from A, B, and C. Students: Experts take turns teaching their part to their new group members. The group collaborates to complete a unified Yuan Longping Biography Framework worksheet. Teacher: Facilitates and provides support. Invites one group to present their completed framework on the board for class checking. 3. Deep Analysis: Digging for Qualities (10 mins) Activity: Find the Evidence. Teacher: Displays 3-4 key sentences from the text on PPT (e.g., "He cared little for money." / "He overcame enormous difficulties through intense effort."). Leads the class in reading the sentences. Students: Discuss in groups: "What do these sentences tell us about Yuan Longping's personal qualities " Teacher: Elicits simple adjectives (e.g., selfless, hard-working, determined) and posts these words as "seed words" in the "Qualities" section of the blackboard framework. 4. Inspiration: From Dreams to Action (8 mins) Activity: From a Poem to a Dream. Teacher: Shows an English version of the poem "Min Nong" (Sympathy for the Peasants) with imagery. Talks about the historical fear of hunger. States: "But Yuan Longping used science to answer this poem's sigh." Plays Yuan's quote: "People are like seeds. We should strive to be a good seed." Students: Think briefly and discuss in pairs/small groups: "What is your dream How can you be a 'good seed' " Teacher: Concludes by encouraging students to use knowledge and new tech (like AI) to solve future problems and be the next "Yuan Longping." Design Intent: To activate prior knowledge using a familiar figure, making the review of the core method effortless and building a solid "scaffold" for the new lesson. Design Intent: Deconstructs the long text, reducing difficulty. The cloze format provides language support, ensuring all students can engage in meaning-making. Design Intent: The "Jigsaw" method creates an information gap, making communication necessary and greatly increasing student engagement and responsibility. Co-constructing the framework is the first step in integrating and internalizing the reading content. Design Intent: Guides students to make inferences based on textual evidence, combining language learning with thinking training, making the understanding of character qualities concrete rather than abstract. Design Intent: Elevates the lesson theme from "learning about the past" to "inspiring the future," achieving the升华 of emotions, attitudes, and values. Connecting ancient poetry with modern science enhances cultural confidence.
作 业设 计 1. Must-do: Write a short summary (5-7 sentences) about Yuan Longping. You must use the biography framework. 2. Optional: Use an AI tool (e.g., Deepseek). Ask it: "Write a short biography about [a scientist you admire]. " Does the AI's writing follow our framework Design Intent:The must-do task consolidates learning. The optional task introduces AI, sparks interest, and tests the understanding of the biography framework as an evaluative tool.
板 书设 计 Unit5 Working the Land Reading for Thinking PPT Groups
教 学反 思 Successes: The scaffolding (from model to application, cloze to jigsaw) was effective in engaging lower-level students. The framework helped structure thinking. The emotional evaluation felt natural, connecting poetry and science. Student-centered activities ensured active participation. Areas for Improvement:Time management for jigsaw sharing needs careful control. For very weak classes, pre-teaching part of the reading could help. More visual support (e.g., a "Qualities Word Bank" poster) could aid output. Extension tasks could be prepared for faster learners.
选 题 说 明
一、为啥选这个课？
我选择《袁隆平传记》这一课，主要是想解决两个实际问题：
1. 学生读长文章犯怵：学生一看到大段英文就头疼，读不进去，更别说分析人物了。
2. 思政教育“硬植入”：希望找到一种自然的方式，让学生在学英语同时，能真正被英雄人物打动，而不是被动听大道理。
所以，我想试试用“学方法”带“读故事”，用“读故事”引“学做人”。
二、这节课是怎么设计的？
我的核心思路很简单，就是 “先给拐杖，再放手走”。
1. 给学生一个“阅读拐杖”：我设计了一个超级简单的“传记三段式”框架（他是谁/他怎么做/他为什么成功）。学生拿着这个“地图”去读文章，目标清晰，就知道该找什么，大大降低了阅读难度。
2. 让学生“互相教”：采用“拼图阅读法”，把学生分成小组，每人只读一部分，然后互相讲解。这样每个人任务不重，还必须在交流中才能拼出袁隆平的全貌，课堂一下就活起来了，学生成了主角。
3. 让情感“自然流淌”：
跨学科：我加入了古诗《悯农》，让学生感受从“古人叹息吃不饱”到“袁隆平用科学解决问题”的巨大跨越，知识立刻就立体了。
学精神：不空谈奉献，而是带着学生从课文句子里找证据，比如“他不在乎钱”、“他克服巨大困难”，让学生自己总结出袁爷爷“朴实”、“坚韧”的品质，这样得出的结论他们才真信。
三、希望学生学到什么？
学会方法：掌握读人物传记的基本方法，以后读到类似文章不怕了。
学到精神：被袁隆平“做一粒好种子”的精神感动，并能联系自身，思考自己的梦想。
学会合作：在小组共学中，体验如何与同伴协作、沟通，共同解决问题。
总之，我希望这节英语课，学生收获的不仅是几个单词和句型，更是一种学习的方法和一份向上的力量。
选择性必修一 Unit 5 Reading and Thinking
课 题 Unit 5 WOKING THE LAND Period 1 Reading and Thinking 学 科 英语 班 级 授课教师 郑东
课 程介 绍 本课是选择性必修一 Unit 5 的读思课 (Reading and Thinking)。课程以“学习伟大人物”为主线，通过屠呦呦的范例，引导学生掌握阅读人物传记的方法框架，并运用此框架深度阅读和分析袁隆平的传记文章，理解其生平、贡献和精神品质，最终激发学生的科学梦想和社会责任感。
教 学目 标 1.Linguistic Competence: To understand and use key vocabulary related to biographies (e.g., hybrid rice, overcome difficulties, contribution, influence). 2.Cultural Awareness: To deeply understand Yuan Longping's great contributions to solving global food problems, enhancing national pride. To understand and learn the scientific spirit of perseverance and selfless dedication embodied by great scientists. 3.Thinking Quality: To use the "Background - Achievement - Process - Difficulties - Qualities - Influence" framework to analyze a biographical text, improving logical analysis and information synthesis skills. 4.Learning Capacity: To improve cooperative and autonomous learning skills through group work and jigsaw reading.
教 学 重 点 1.Understanding and applying the biography reading framework. 2.Understanding Yuan Longping's life story and main contributions.
教 学难 点 Analyzing and summarizing a person's inherent qualities from textual details. Summarizing and evaluating a person using simple English.
教 学 内 容 与 过 程 1. Lead-in & Review (5 mins) Activity: Guess and Review. Teacher: Shows keysentnces of Tu Youyou. Asks: "Who is she What do you know about her " Students: Give quick answers. Teacher: Elicits the "Biography Framework." Reviews the three parts and six elements with the whole class. Draws the framework diagram on the blackboard. 2. Jigsaw Reading: Build Yuan's Biography Together (20 mins) Activity 1: Expert Groups (7 mins) Teacher: Divides students into 3 "Expert Groups": A (Who & What), B (How ), C (Qualities & Influence). Distributes corresponding simplified, cloze-style reading passages. Guides expert groups to complete their section and ensure understanding. Students: Discuss in expert groups to complete the cloze and comprehend their assigned part. Activity 2: Home Groups (13 mins) Teacher: Reorganizes students into "Home Groups," each with an expert from A, B, and C. Students: Experts take turns teaching their part to their new group members. The group collaborates to complete a unified Yuan Longping Biography Framework worksheet. Teacher: Facilitates and provides support. Invites one group to present their completed framework on the board for class checking. 3. Deep Analysis: Digging for Qualities (10 mins) Activity: Find the Evidence. Teacher: Displays 3-4 key sentences from the text on PPT (e.g., "He cared little for money." / "He overcame enormous difficulties through intense effort."). Leads the class in reading the sentences. Students: Discuss in groups: "What do these sentences tell us about Yuan Longping's personal qualities " Teacher: Elicits simple adjectives (e.g., selfless, hard-working, determined) and posts these words as "seed words" in the "Qualities" section of the blackboard framework. 4. Inspiration: From Dreams to Action (8 mins) Activity: From a Poem to a Dream. Teacher: Shows an English version of the poem "Min Nong" (Sympathy for the Peasants) with imagery. Talks about the historical fear of hunger. States: "But Yuan Longping used science to answer this poem's sigh." Plays Yuan's quote: "People are like seeds. We should strive to be a good seed." Students: Think briefly and discuss in pairs/small groups: "What is your dream How can you be a 'good seed' " Teacher: Concludes by encouraging students to use knowledge and new tech (like AI) to solve future problems and be the next "Yuan Longping." Design Intent: To activate prior knowledge using a familiar figure, making the review of the core method effortless and building a solid "scaffold" for the new lesson. Design Intent: Deconstructs the long text, reducing difficulty. The cloze format provides language support, ensuring all students can engage in meaning-making. Design Intent: The "Jigsaw" method creates an information gap, making communication necessary and greatly increasing student engagement and responsibility. Co-constructing the framework is the first step in integrating and internalizing the reading content. Design Intent: Guides students to make inferences based on textual evidence, combining language learning with thinking training, making the understanding of character qualities concrete rather than abstract. Design Intent: Elevates the lesson theme from "learning about the past" to "inspiring the future," achieving the升华 of emotions, attitudes, and values. Connecting ancient poetry with modern science enhances cultural confidence.
作 业设 计 1. Must-do: Write a short summary (5-7 sentences) about Yuan Longping. You must use the biography framework. 2. Optional: Use an AI tool (e.g., Deepseek). Ask it: "Write a short biography about [a scientist you admire]. " Does the AI's writing follow our framework Design Intent:The must-do task consolidates learning. The optional task introduces AI, sparks interest, and tests the understanding of the biography framework as an evaluative tool.
板 书设 计 Unit5 Working the Land Reading for Thinking PPT Groups
教 学反 思 Successes: The scaffolding (from model to application, cloze to jigsaw) was effective in engaging lower-level students. The framework helped structure thinking. The emotional evaluation felt natural, connecting poetry and science. Student-centered activities ensured active participation. Areas for Improvement:Time management for jigsaw sharing needs careful control. For very weak classes, pre-teaching part of the reading could help. More visual support (e.g., a "Qualities Word Bank" poster) could aid output. Extension tasks could be prepared for faster learners.