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Unit 2 Inspiring People第4课时 阅读&词汇课教学设计
教材分析
【What】本课时语篇本语篇主题属于“人与社会”主题下的杰出人物、榜样精神。 文本是一篇人物传记，介绍种子科学家钟扬：2017年钟扬因车祸离世；他毕生收集植物种子，建立种子库，保护珍稀植物；1964年出生，15岁考入大学，学习无线电工程，后来对植物产生浓厚兴趣；深入西藏，克服严寒、高原高海拔等艰难环境采集种子；培养当地学生成为科研人才；留下大量种子标本，他的科研精神在学生身上延续。 【Why】本课时语篇旨在通过讲述钟扬的事迹，引导学生理解什么是令人敬佩的人，感悟科学家坚守奉献、不畏艰险、热爱科研、传承事业的崇高精神；树立正确价值观，懂得科研工作的价值，学习榜样的责任与担当，理解个人奋斗对国家、自然保护的意义。 【How】本课时核心语篇为记叙文（人物传记），按照时间顺序叙事：第1段：开篇引入，介绍钟扬去世，总体介绍他的贡献（种子库）；第2段：介绍生平起点，求学经历，如何对植物产生兴趣；第3段：讲述赴西藏采集种子，克服重重困难；第4段：培养本土科研学生，组建团队开展科研；第5段：升华主旨，钟扬留下的精神财富。语篇语言上多用一般过去时，用于叙述过去生平事件；含有动词短语：spend…doing, brave the cold weather, leave behind, live on等；长难句较多，包含定语从句。语篇通过叙述人物故事，刻画人物品质，启发思考，回答单元主题“What makes people admirable ”。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生已经掌握一般过去时，能够读懂简单人物故事；学生对科学家、榜样人物有基础认知，知道种子可以保护植物；具备基础阅读策略：找主旨、定位细节。 不认识本课文生词：scientist, biologist, seed bank, exploration, brave（v.勇敢面对），leave behind，live on等；不熟悉人物传记的文本结构，不会从故事中提炼人物品质；难以用英语概括人物精神，深层解读“admirable”的内涵。 通过略读、扫读，理清钟扬生平时间线，获取事件信息；在教师引导下，梳理段落主旨，读懂故事；借助文本信息，简单用英文表达钟扬身上值得敬佩的品质。
核心素养教学目标
通过本课学习，学生能够： 语言能力：能正确识读并运用seed, biologist, seed bank, exploration, collect, brave(v.)，短语leave behind, live on；读懂人物传记，获取、梳理钟扬生平事件；能够借助时间线，用简单英语复述钟扬故事；能使用句型表达人物优秀品质； 学习能力：学会略读匹配段落主旨、扫读定位细节、利用上下文猜生词（如brave）；学会使用时间线整理人物生平信息，掌握传记类文本阅读策略；能够小组合作，讨论人物品质； 思维品质：能够梳理事件，归纳钟扬的优秀品质；辩证思考：什么样的人是令人敬佩的人；从人物事迹推断人物精神，从表层故事走向深层评价； 4.文化意识：感受我国科学家钟扬无私奉献、不畏艰苦、热爱科研、传承事业的家国情怀；理解种子保护、生物多样性的意义；树立向榜样学习的意识，培养坚持、奉献的品质。 完成课时目标所需的核心语言如下： 【核心词汇】 Scientific, Chinese professor, biologist, whole life, seed banks, forever, radio engineering, left behind, collection of, lives on, scientific exploration, became interested in, at the early age of, field research, make sure, disappear, introduction to, a deep love for 【核心句型】 ..., the scientific world was shaken by the news that Chinese professor Zhong Yang had died in a car accident. The well-respected biologist had spent his whole life researching plants and seeds. It is important for seed banks to include many different kinds of seeds. He sometimes fell sick, but he always continued with his work. Their hard work provided the world with lots of new information about the plants in China. Zhong Yang left behind more than just a huge collection of seeds.
教学重难点
教学重点:读懂人物传记，获取钟扬的生平、主要事迹，完成段落匹配、时间线填空；掌握本课重点生词和短语，理解长难句；梳理文本主线，概括钟扬的优秀品质，回答单元核心问题：What makes people admirable 教学难点：理解熟词生义：brave（动词：勇敢面对）；理解leave behind、live on等抽象短语；从故事细节提炼人物精神，用英语表达自己对“admirable”的理解；深层理解：钟扬留下的不仅是种子，更是科研精神的传承。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情境导入 Show some pictures of great people and organize a brainstorm activity and ask:Who is the person you admire most, and what makes him or her admirable T: Today I’d like to share the admirable person I respect most and his stories with you. Take part in group brainstorming. Try to talk about the person they admire following the example. E.g.I admire Yuan Longping most. He was patient and wise. He kept researching rice to help feed more people. 借助头脑风暴活动激活学生已有的背景知识，唤醒学生对于 “令人敬佩的人物” 的已有认知，自然引出单元核心探究主题What makes people admirable 。利用榜样人物图片创设课堂情境，降低学生口头表达的难度，调动课堂参与积极性，为本课时钟扬人物故事的学习做好情感与话题铺垫。
Presentation 学习理解 Pre-reading: (1)Carry out “Look and Predict”. Ask students to look at the title The Inspiring Seed Scientist and the picture, and predict the content of the passage with two questions: Q1: What can we know from the title Q2: What can you see in the picture What do you think the scientist does T:What do you think a seed scientist does Do you think it is an interesting job Let’s watch a video about an inspiring seed scientist together! Play a video about Zhong Yang to let the students have a free talk. Q1: What did Zhong Yang do as a seed scientist Q2: Do you think Zhong Yang’s job as a seed scientist is meaningful Why While-reading: Ask students to read the whole passage quickly and finish Read and Choose: What type of text is this passage Explain the structure of a feature story: Hook, Background, Conflict & Action, Achievement, Closing & Elevation.Then ask several of them to check the answers. Ask students to read Para.1 and answer two questions about Zhong Yang’s death and the value of seed banks. Teach new words: biologist, whole, seed bank, forever. T:What news shook the scientific world on 25 September 2017 What is the main idea of Paragraph 1 (3)Provide the students with a reading tip and ask the students to read paragraph 2 to complete the information about Zhong Yang. Then ask several students to check the answers. (4)Ask the students to read the Paragraph 3 in detail to judge the statements. (5)Ask students to read Para.4 and fill in the achievement card to sum up the scientific achievements of Zhong Yang and his team. Ask students to read Para.5 and answer the question: What did Zhong Yang leave behind Guide students to figure out the double meaning of the word “seeds”. Explain the phrases leave behind, live on and scientific exploration. T:What did Zhong Yang leave behind What does Zhong Yang’s words tell us Does the word "seeds" only mean plant seeds What else does it refer to Post-reading:(1)Work on 1d: Ask students to fill in the blanks according to the text and sort out events in time order. Then Ask students to retell Zhong Yang’s story in their own words with the timeline. (2)Work on1e: Ask students to explain the two sentences in their own words, paying attention to the underlined phrases. (3)Provide three questions and let the students have a deep thinking and discussion. Then share their ideas. T:Why did Zhong Yang want more people to do seed collection and research What makes Zhong Yang admirable What can you learn from him What other admirable scientist do you know of What can you learn from their stories Observe the title and picture, predict the text content and answer the predictive questions. Sa:It tells us the main character is a scientist who works with seeds. And he is great and inspiring. /... Sb:I see a man with a backpack. I guess he goes to wild places to collect plant seeds. / ... (2)Watch a video about Zhong Yang and have a free talk to show ideas towards Zhong Yang do as a seed scientist. Sa:He collected wild plant seeds to build a seed ark(种子方舟/种子库) and save different kinds of living things. / ... Sb:Yes. It is really meaningful. Because he collected seeds to protect different plants. What’s more, he trained more young scientists to continue this work. His work is great for all living things on Earth. / ... (1)Skim the text, finish the multiplechoice exercise and paragraphmatching task, and get the general structure of the article. (2)Read the first paragraph of the text and answer the questions. Sa:Chinese professor Zhong Yang died in a car accident. Sb：It tells us Zhong Yang’s death and the value of seed banks. (3)Read paragraph 2 and answer the questions to get known the reason why Mr Craven lock up the garden and the secret garden was in a bad state Sa:Zhong Yang was born in 1964 Sb:He entered university at the early age of 15. Sc:He studied radio engineering at first. Later he became interested in plants. (4)Read Paragraph 3 and judge if the statements are true of false. Read paragraphs 4 , find Zhong Yang’s achievements and fill in the achievement card. Read Para. 5 and answer the questions. Sa:He left behind lots of seeds. More importantly, he left his love for science. Sb:His words tell us his spirit will live on and his students will keep doing scientific research. Sc:No. It means not only real plant seeds, but also the “seeds” of scientific spirit. His students will carry on his spirit of scientific exploration (探索). 3.(1)Complete the timeline. Try to retell the story in groups. (2)Finish the sentenceexplaining task with the help of the teacher’s tip. Have a deep thinking and discussion about the three questions. Then share their ideas. Sa:He knew this was important work. If more people joined in, they could collect more seeds and protect more plants. He also hoped his students would carry on the research after him. / ... Sb:Zhong Yang is admirable because he was brave, hard-working and devoted. I learn that I should stick to my dream, be brave when facing difficulties and keep trying for my goals. / ... Sc:I know Yuan Longping. He worked hard to develop hybrid rice and helped feed more people. I learn that we should care about people and devote ourselves to useful work./ ... 读前环节：落实读前预测策略教学，引导学生依托标题、插图进行内容预判，训练阅读预测能力，激发阅读好奇心。九年级学生对 “种子科学家” 职业普遍陌生，播放钟扬纪实短视频，弥补学生背景知识缺口，建立直观感性认知，消除长文本阅读的畏难心理。 配套两个开放性的 freetalk 问题，引导学生初步思考这份工作的价值，完成情感预热，为文本深度解读做好认知与情感双重铺垫。读中整体感知（略读）：遵循英语阅读 “先整体后细节” 的教学原则。 设置文体识别选择题，引出人物特写（feature story）五大结构 HookBackgroundConflict & ActionAchievementClosing & Elevation，帮助学生建立传记类文本的结构化阅读思维，教会学生以后遇到同类人物文本可以按照该框架梳理信息，实现阅读学法迁移，而不是仅仅读懂这一篇文章。 读中分段细读（扫读）：采用分段拆解任务，任务由易到难梯度推进：Para1 问答抓新闻开篇信息与种子库价值；Para2 信息填空梳理人物求学背景；Para3 正误判断题聚焦西藏科研的艰难处境，在语境中突破熟词生义brave(v.)这个教学难点；Para4 成就卡片梳理团队科研贡献；Para5 设问探究 “seeds” 一词的双重含义。所有生词、短语、长难句全部嵌入段落语境中处理，坚持 “词不离句，句不离篇”，避免孤立讲解词汇语法。 引导学生区分文本事实信息和隐含的精神内涵，从钟扬采集植物种子这一客观事实，挖掘 “精神种子代代传承” 的隐喻，完成从表层信息提取走向深层文本解读，落实思维品质训练。 读后输入转初步输出：借助时间线可视化支架，把分散在各个段落的零散时间事件串联起来，搭建复述脚手架，降低口头复述难度，兼顾学困生，落实 “以读促说”。1e 句子释义任务专门训练上下文猜词这一核心阅读策略，引导学生不用查词典，依托前后文理解 leave behind、live on 抽象短语含义。 设置启发性思考问题，引导学生基于文本事实，初步概括钟扬可贵品质，为本课后面的词汇练习、迁移创新讨论环节做好内容铺垫。本环节完整完成 “预测 — 略读 — 扫读 — 深层解读 — 初步口头输出” 阅读闭环，全面训练略读、扫读、猜词等阅读策略，同时在语篇学习中渗透科学家奉献精神，实现语言学习、阅读学法、思维训练、德育育人同步推进。
Practice 探究应用 Vocabulary in Use: Show some pictures of great people and learn:What are their jobs What fields are they good at Then sum up the common noun suffixes for jobs and professions. Show some examples to let them have a better understanding. 2.Guide the students to finish 2a: Circle the correct words to complete the sentences. Then write down more words ending with -ist, -er, and -ian. Then ask several students to check the answers. 3.Work on 2b: First, guide the students to learn how to tell the part of speech. Next, let them complete the sentences with the correct forms of the words in the box. 4.T:How much do you know about Amelia Mary Earhart Introduce some information about her. Then ask the students to complete the passage with the correct forms of the words in the box. Guide them try to introduce Amelia Earhart in your own words. Learn some great people’s jobs and fields they are good at. And learn the common noun suffixes for jobs and professions. Work on 2a: Circle the correct words to complete the sentences. Then write down more words ending with -ist, -er, and -ian. 3.Complete the sentences with the correct forms of the words in the box. Then report the answers. 4.Learn some information about Mary Earhart. Then Complete the passage with the correct forms of the words in the box. Finally try to introduce Amelia Earhart in your own words. 本课时为阅读 + 词汇综合课，此环节聚焦 Vocabulary in Use 板块，实现阅读后词汇的巩固、内化与迁移。首先借助多个人物图片，引导学生自主观察、归纳ist /er /ian 职业名词后缀构词法，教授词性辨析学习策略，区分学科名词与职业身份名词，帮助学生掌握记词规律，实现举一反三，提升自主记词能力。 依托课本 2a、2b 习题，在句子语境下巩固词性辨析与词形变换，避免孤立背单词；2c 语篇引入全新榜样人物 Amelia Earhart，让学生在全新语篇中运用本课所学词汇，完成词汇的跨文本迁移运用。同时介绍第二位励志榜样，为下一环节对比两位人物的精神品质储备阅读素材，将词汇训练与单元主题意义探究紧密融合，做到语言训练和育人目标两不误。
Production 迁移创新 1.Guide the students to think and discuss the questions.Then let the express their ideas. Q1:Why did Zhong Yang want more people to do seed collection and research Q2:What makes Zhong Yang admirable What can you learn from him Q3:What other admirable scientist do you know of What can you learn from their stories 2.Ask students to read the passage and fill in the blanks with proper word forms. Guide students to compare Zhong Yang and Amelia Earhart and think: What qualities make them great Sum up their shared qualities: courage, passion, persistence.Then ask several groups to show their work. T:Zhong Yang and Amelia Earhart are all pioneers. What qualities make them great What can we learn from them in our daily life 1.Think and discuss the questions. Then share the opinions. Sa:He knew this was important work. If more people joined in, they could collect more seeds and protect more plants. He also hoped his students would carry on the research after him. / ... Sb:Zhong Yang is admirable because he was brave, hard-working and devoted. I learn that I should stick to my dream, be brave when facing difficulties and keep trying for my goals. / ... Sc:I know Yuan Longping. He worked hard to develop hybrid rice and helped feed more people. I learn that we should care about people and devote ourselves to useful work./ ... In groups, have a deep thinking and think about great qualities and talk about what they can learn in daily life. Sa:They come from different times and different jobs. But they share the same qualities: courage, passion and persistence. They dare to dream and keep working hard to make their dreams come true. We should learn from them... 设置递进式小组探究问题，由文本内部问题逐步向外拓展：从钟扬行为动机，到人物品质评价，再到拓展其他榜样人物，由文本走向生活。组织小组合作讨论，给不同层次学生表达想法的机会；对比钟扬与 Amelia Earhart 两位不同时代、不同行业的开拓者，归纳榜样人物共有的优秀品质 courage, passion, persistence，深度回应单元核心探究问题 What makes people admirable 。 引导学生联系自身学习与生活实际，思考自己如何向榜样看齐，落实学科育人，实现语言知识、文本理解向真实生活情境迁移。小组展示活动锻炼学生的口头综合表达能力，同时培养学生倾听、互助的小组合作意识，综合发展语言能力、思维品质与文化意识。
Language points The well-respected biologist had spent his whole life researching plants and seeds.这位受人尊敬的生物学家穷尽一生研究植物与种子。 well-respected 意为“受人尊敬的”(复合形容词，well + 过去分词),作定语,修饰biologist。 sb spend(s)/spent/had spent + 时间 + (in) doing sth意为“某人花费多长时间做某事”。 These special banks protect all kinds of plant seeds, including the ones we need for food. 这些特殊的种子库保护各种各样的植物种子，其中包括我们粮食所需的种子。 including the ones we need for food 介词短语作补充说明（状语） the ones：代词，指代前面的plant seeds. we need for food ” 定语从句，省略关系代词 that/which，修饰 the ones. 原句=These special banks protect all kinds of plant seeds, including the ones that we need for food. When Zhong Yang discovered that there was not enough research of the seeds from Xizang, he went there to collect seeds himself.当钟扬发现针对西藏种子的相关研究还不够充分时，他便亲自前往那里采集种子。 宾语从句（that引导，作discover的宾语） 当宾语从句为陈述句时，用that引导，that可省略；从句时态需与主句保持一致，主句为一般过去时，从句用相应的过去的某种时态。 He began a programme to find and train local students in field research to become scientists.他启动了一项项目，发掘并培养当地学生开展野外研究，让他们成长为科学家。 “ to find and train local students ” 不定式作后置定语，修饰 programme：这个项目的目的/内容是发掘、培养当地学生。 “ to become scientists” 不定式作目的状语（修饰前面 train）：培养他们，目的是让他们成为科学家。
Summary 归纳总结 Ask the students to sum up what they learned in this period . Have a summary of what they learned in this period with the T’s help. 引导学生自主梳理本课所学，包括核心词汇、句型、阅读策略及文化习俗，帮助学生构建系统的知识框架，强化记忆效果；
分层作业设计
A层： 基础巩固 熟读课文，牢记本课重点单词短语。
B层： 能力运用 用 80 词左右写短文：The person I admire — Zhong Yang，写出 2 点他的品质。
C层： 拓展挑战 思考：Why is it important to protect biodiversity(生物多样性) 写下 3 条英文观点。
板书设计
Unit 2 Inspiring People Section B(1a-2c)
教学反思
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）

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