教學設計課程基本信息課題Unit5WORKINGTHELAND——APioneerforAllPeople課型新授課學科英語年級高二學段高中版本章節(jié)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.教學準備TeacherPreparation:MultimediaPPTpresentation,includingthetext,keyvocabulary,imagesofYuanLongpingandCGTNvideoclip(Ep.134).Worksheetsforparagraphmainideamatching,detailedquestionansweringandvocabularyexercises.StudentPreparation:Prereadthetext“APioneerforAllPeople”.2.CollectbasicinformationaboutYuanLongpinginadvance.教學過程教學任務教學內(nèi)容設計意圖核心素養(yǎng)體現(xiàn)（包含AI應用）1.讀前導入與預測(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.語言能力：通過小組討論運用已有英語詞匯描述袁隆平，激活相關(guān)話題表達儲備；觀看CGTN視頻鍛煉聽力理解能力，捕捉核心信息（身份、成就）。文化意識：初步感知袁隆平作為中國科學家的國際影響力，建立對“糧食安全”議題的跨文化認知。思維品質(zhì)：通過“已知未知”問題鏈激發(fā)批判性思考，培養(yǎng)對人物話題的探究欲和邏輯聯(lián)想能力。學習能力：在小組協(xié)作中學習傾聽他人觀點、主動分享信息，提升自主探究和合作學習能力。DigitalHumanIntroduction:Invite“Jiahao”totellmoreaboutYuanLongping’sstory.VideoWatching:PlayCGTNvideo(Ep.134)aboutYuanLongping,askingstudentstofocusonhisidentityasaworldrenownedagronomistandtouchingworkdetails.2.整體閱讀與結(jié)構(gòu)分析(GlobalReading&StructureAnalysis)1.ParagraphMainIdeaMatching:PresentoptionsAF(A.Yuanconductedresearchanddevelopedhybridrice;B.Yuanworkedhardtofulfilhisdreams;C.Yuanconsideredhimselfafarmer;D.Yuandecidedtostudyagriculture;E.Yuan’sinnovationhashelpedtofeedmorepeople;F.Yuancaredlittleforfameorwealth),guidestudentstoreadParagraphs16aloudinturnandmatchthemwithcorrespondingmainideas.Tohelpstudentsgrasptheoverallstructureofthetext,understandthelogicalconnectionbetweeneachparagraph,andestablishaframeworkfortextprehension.語言能力：通過段落主旨匹配，掌握“總分”敘事文本的結(jié)構(gòu)邏輯，提升快速抓取文章框架的閱讀技能；朗讀段落鞏固語音語調(diào)，強化文本語感。思維品質(zhì)：分析各段落與主旨的對應關(guān)系，培養(yǎng)歸納概括能力和邏輯推理能力，理解文本“從整體到細節(jié)”的組織思路。學習能力：運用“略讀（Skimming）”策略高效獲取核心信息，形成自主閱讀的方法意識。Usematchingexercisestohelpstudentsclarifythestructureofarticles,graspthemainideas,andstimulatetheirthinking.3.文本精讀與細節(jié)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.語言能力：精準理解文本細節(jié)，掌握“worktheland”“boostyields”等核心詞匯及“介詞+whom”定語從句等復雜句式，提升語言解碼和運用能力；通過問答練習規(guī)范英文表達，強化輸出準確性。思維品質(zhì)：圍繞5個細節(jié)問題深度分析文本信息，培養(yǎng)精準定位、歸納提煉能力；探討袁隆平選擇農(nóng)業(yè)的動機，形成對“個人選擇與社會需求”的辯證思考。文化意識：深入了解袁隆平“讓所有人遠離饑餓”的初心，感悟中國科學家的奉獻精神和家國情懷，增強文化自信。Usetheformofquestionandanswerquestionstostimulatestudents'thinkingandenhancetheirreadingprehensionandexpressionsummarizationabilitiescalfeatures.4.語言知識梳理(LanguageKnowledgeCarding)e.g....whatstrains...that...Carding)1.KeyVocabularyAnalysis:Explain14keywordsandphrasesinturn,includingtheirChinesemeanings,usageandexamples:(1)worktheland(耕種土地)(2)poor/badharvests(歉收)(3)ashortageof(缺乏……)(4)workas(從事……職業(yè))(5)boostyields(增加產(chǎn)量)(6)beconvincedthat(堅信……)(7)amatterofgreatdebate(頗具爭議的問題)(8)intenseeffort(巨大的努力)(9)beprisedof(由……組成)(10)farfromthecase(事實遠非如此)(11)deepdown(在內(nèi)心深處)(12)carelittlefor(不在乎、不重視)(13)fulfilone’sdream(實現(xiàn)某人的夢想)(14)dreamup(憑空想出)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,語言能力：系統(tǒng)掌握14個核心詞匯的含義、搭配及例句，理解“estimation”“graduate”等詞的多義性和用法差異；拆解長難句的語法結(jié)構(gòu)，提升復雜句式的分析和運用能力；掌握單詞構(gòu)詞法規(guī)則，增強詞匯拓展能力。思維品質(zhì)：通過分析詞匯在文本中的語境含義，培養(yǎng)語境推斷能力；對比不同語法結(jié)構(gòu)的功能，形成結(jié)構(gòu)化的語言思維。學習能力：在詞匯、句式的梳理中總結(jié)學習方法（如“語境記憶法”“句式拆解法”），提升自主構(gòu)建語言知識體系的能力。ContextualPractice:Usingsentencesensurestheactivityisfocusedandefficient.Itprovidesvariedandunlimitedexamples,makingthepracticemoreeffectiveandadaptable.5.讀后討論與情感升華(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.情感體驗：了解袁隆平的事跡，體會袁隆平身上的精神語言能力：圍繞“中國重要作物”“雜交產(chǎn)品”等話題進行小組討論，運用所學詞匯和句式進行連貫表達；嘗試提出“新型雜交創(chuàng)意”，鍛煉創(chuàng)造性語言輸出能力。文化意識：了解中國主要作物的分布與用途，深化對中國農(nóng)業(yè)文化的認知；拓展“雜交技術(shù)”的跨領(lǐng)域應用（動植物、汽車），建立科技與生活的文化關(guān)聯(lián)。思維品質(zhì)：從水稻延伸到其他作物、從雜交水稻拓展到各類雜交產(chǎn)品，培養(yǎng)發(fā)散思維和創(chuàng)新思維；在討論中權(quán)衡不同觀點，提升批判性表達能力。學習能力：在開放性話題討論中主動查閱已有知識、借鑒他人思路，提升知識遷移能力和自主拓展學習的意識。DigitalHumanIntroduction:ThecharacterOfYuanEnhancestudents'Englishmunicationskillsthroughgroupdiscussions,andconnecthybridizationtechniqueswithreallifecasestofacilitatestudents'understandingandmastery6.總結(jié)與作業(yè)(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.語言能力：通過課堂總結(jié)梳理所學語言知識（詞匯、句式、文本結(jié)構(gòu)），形成知識網(wǎng)絡；背誦文本、寫作短文鍛煉語言記憶和書面表達能力，強化知識內(nèi)化。文化意識：通過作業(yè)寫作深化對袁隆平精神的理解，將個人感悟轉(zhuǎn)化為英文表達，實現(xiàn)文化情懷與語言輸出的結(jié)合。思維品質(zhì)：在寫作中整合文本信息與討論觀點，培養(yǎng)邏輯組織能力和創(chuàng)造性表達能力；反思袁隆平的夢想與成就，形成對“堅持與成功”的深度思考。學習能力：制定復習計劃（背誦、詞匯準備），培養(yǎng)自主規(guī)劃學習任務的能力；利用寫作任務實現(xiàn)知識的遷移應用，提升學以致用的實踐能力。Usehomeworktourgestudentstoreviewtheexpressionsandvocabularylearnedinclassandenhancetheirabilitytoapplyknowledge作業(yè)設計Reviewthearticleandtrytoreciteit.Reviewthekeywordsandprepareforthewordlisteningtestnextclass.(3)Basedonthearticleanddiscussions,writeashortarticleaboutYuanLongpingorhybridcrops板書設計/課堂小結(jié)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