资源简介

中小学教育资源及组卷应用平台
Unit 4 Heroes
Developing ideas reading教学设计
1.课时教学目标
通过本课时学习，学生能够：
（1）理解课文内容，梳理袁隆平院士的梦想，了解他将个人理想和社会福祉结合的高尚品质；
（2）运用核心词汇和句型谈论英雄人物的精神品质及其对社会的影响。
2.核心词汇
dreamer, plenty, rice fields, pick, from morning to night, check, countless, suffer from hunger, work hard, dream of, produce, experiment, fail, failure, realise one’s dream, succeed in, poor, soil, feed, pass away, live on, national hero, socialist, encourage, follow in one’s footsteps等。
3.教学过程
教学目标 学习活动 效果评价
Lead-in 1.A/B/C层学生看课文的插图，回答问题：What plant can you see Who is this man Can you think of a hero who spent his whole life working on rice 2.A/B/C层学生观察图片和标题，回答问题：Who is the dreamer What does “plenty” mean here What does this title suggest about Yuan Longping 根据学生的回答情况，评价其能否参与互动和交流、主动分享对该话题已有的知识。
理解课文内容，梳理袁隆平院士的梦想，了解他将个人理想和社会福祉结合的高尚品质。 Before reading A层学生观察图片和标题，根据教师给出的提示词预测课文的主要内容。 B/C层学生观察图片和标题，用教师给出的提示词填空，预测课文的主要内容。 While reading 1.A/B层学生快速阅读课文，将课文分成三个部分，并总结每个部分的大意。 C层学生快速阅读课文，将三个小标题与课文的具体内容进行匹配。 2.A/B/C层学生阅读课文第一部分，思考并回答问题：What was Yuan Longping’s daily work like When and where was Yuan Longping born What did he discover when he was young 3.A/B/C层学生阅读课文第二部分，完成表格。 A层学生继续思考：Do you think Yuan Longping was a “dreamer” or a “doer” 4.A/B/C层学生阅读课文第三部分，思考并回答问题：What is his rice grown now How is he remembered by people 5.A/B/C层学生再读一遍课文，补全笔记信息。 After reading 1.A/B/C层学生根据课文内容，回答问题：Why does the writer start by describing the old man in the rice fields What’s the meaning of “like a bird going after the warmth of the sun” Why did Yuan compare himself to a bird What does the writer mean by “his dreams live on” 根据学生回答问题的情况，评价其能否初步理解主题核心词并对课文内容进行合理的预测。 根据学生的回答情况，评价其对课文结构的理解。 根据学生的回答情况和填空情况，评价其对课文细节信息的理解及对核心语言的掌握。 根据学生回答问题的情况，评价其能否赏析本课时课文的语言，理解课文的主题意义。
运用核心词汇和句型谈论英雄人物的精神品质及其对社会的影响。 After reading 2.A/B/C层学生思考并分享自己的观点：What does the title of the passage mean Why do you think Yuan Longping is a hero What can you learn from Yuan Longping 根据学生分享的情况，评价其能否运用核心词汇和句型谈论英雄人物的精神品质及其对社会的影响。
作业内容： A层 Do you know any other heroes like Yuan Longping Collect some information about his / her life. B/C层 Retell the life of Yuan Longping with the help of the notes on Page 62. Pay attention to the related words and expressions from the passage.
21世纪教育网(www.21cnjy.com)(共46张PPT)
Unit 4
Unit 4 Heroes
能够读懂介绍袁隆平的文章，理清文章结构，体会作者的写作手法
能够运用本单元所学词汇和语法，运用阅读文章的写作技巧，完成一篇话题为the life of a hero的人物介绍
能够认识到致力于改善民生、造福社会的劳动者同样是英雄，理解其无私奉献的精神内核，学习他们将个人理想与社会福祉相结合的高尚品质，树立服务社会的责任意识
1. What kind of plant is it in the picture
It’s rice.
2. This man has spent his whole life working on rice. Can you think of a hero who is related to rice plants
Yuan Longping
3. What do you know about Yuan Longping What do you think of him View the video and answer the questions.
What does “dreamer” mean here
It means someone who has a big dream and works hard for it.
What does “plenty” mean here
What does this title suggest about Yuan Longping
It means a lot of rice, enough food for everyone to eat.
It tells us Yuan Longping had a dream of growing enough rice for all people, and he worked all his life for this dream.
Look at the picture and the title. Predict what the passage is about. Use the words and expressions to help you.
rice
suffer from hunger
work hard
dream
experiment
failure
feed
Yuan Longping wanted to help people who
________________. So he worked hard and did . After many , he successfully developed new types of plants and realised his dream to more people.
suffered from hunger
experiments
failures
rice
feed
Read the passage and check your prediction.
rice
suffer from hunger
work hard
dream
experiment
failure
feed
The passage is about Yuan Longping and his rice dream. He wanted to help people who suffered from hunger. So he worked hard and did experiments. After many failures, he successfully developed new types of rice plants that can feed more people. He continued his research on more productive rice plants throughout his life, inspiring people to carry on his work.
Read the passage and divide it into three parts.
Part 1
Yuan’s basic information and early experience
Part 2
Yuan’s dreams and actions
Part 3
Yuan’s influence
2. When and where was Yuan Longping born
3. What did he discover when he was young
He was born in Beijing in 1930.
He discovered that many Chinese people suffered from hunger.
1. What was Yuan Longping’s daily work like
He worked from morning to night, checking countless rice plants.
Read the first part and answer the questions.
5. Read para. 1 again. What does the writer describe Why does he or she begin the passage in this way
The writer describes Yuan’s daily
work. He or she begins the passage in this way to catch readers’ attention and create a vivid picture of Yuan as a hard-working, ordinary farmer-scientist.
4. What does “nearly 70 years” tell us about Yuan
It tells us that Yuan spent almost his whole life working on the hunger problem without giving up.
His dreams developing rice plants that ___________.
a rice plant that would ______________.
His challenges Over 3,000 experiments __________.
_________ made it more difficult for him to work.
His actions He kept trying and ___________ around China.
He moved his house next to __________.
The result He _________ in developing new types of rice plants.
failed
Age
travelled
the rice fields
succeeded
produce more
feed the whole world
Read the second part and fill in the blanks.
1. What are Yuan’s two dreams Did he realize them
He realised his dreams by developing new types of rice.
2. What does the writer mean by “Over 3,000 experiments failed.”
The writer means that it was very difficult to develop new rice plants, but Yuan didn’t give up. He fell down and got up again and again.
Because age made it more difficult for him to work, but he still wanted to carry on his study. It shows that he still worked at an old age and he loved his work more than his own comfort.
4. Do you think Yuan Longping was a “dreamer” or a “doer”
He is both a dreamer and a doer. His greatness comes from his huge dreams and his tireless hard work.
3. Why did Yuan move his house near the fields What does this action show about him
1. Where is his rice grown now
2. How is he remembered by people
His rice is grown across China and in about 70 other countries.
He is remembered as a national hero.
Read the third part and answer the questions.
3. What makes Yuan a true hero
He is a true hero because he worked hard for a better world.
Complete the notes with words and expressions from the passage.
Beijing
suffered from hunger
produce more
experiments
new types
the rice fields
70 other countries
national hero
the whole world
Answer the questions.
The writer starts by describing the old man in the rice fields to catch readers’ interest. It helps readers picture Yuan Longping clearly and shows that he worked hard in the rice fields every day.
1. Why does the writer start by describing the old man in the rice fields
It means Yuan Longping travelled around China and never stopped working for his dream. He compared himself to a bird because birds fly to warm places in winter. Rice also needs warm weather to grow. So, just like a bird following the sun, Yuan kept moving to warmer places to study rice and never gave up.
2. What’s the meaning of “like a bird going after the warmth of the sun” Why did Yuan compare himself to a bird
It means Yuan Longping died, but his ideas and dreams continue. His rice and his spirit still help people today.
3. What does the writer mean by “his dreams live on”
忍饥挨饿
ear n. 穗
an ear of rice
一穗稻子
spend time (in) doing sth
花时间干某事
梦想着
说易行难
科学研究
实现他的梦想
追逐
succeed in doing sth
成功地做成某事
去世，离世
继续存在着
remember sb as…
sb is remembered as…
作为……而被记住/纪念
社会主义现代化国家
encourage sb to do sth
鼓励某人干某事
follow in sb’s footsteps
追随某人的脚步，继承某人的事业
采用悬念式开篇，用类似特写镜头的写法，通过一系列极具画面感的动作描写，刻画出一位在烈日下专注、严谨的农业劳动者形象。
简要梳理袁隆平的生平时间线，交代他科研理想的起源。
“sad”点明了他青年时代目睹饥荒的情感痛点，也为他终生投身粮食研究埋下情感伏笔。
展现了他“一生择一事、一事终一生”的坚持
作者运用丰富的细节描写来丰满人物形象。
交代了他投身科研的坚定信念
具体数据展现了科研探索的曲折不易与杂交水稻技术的突破性价值
暗喻；生动展现了袁隆平屡败屡战、坚忍不拔的科研精神
明喻；形象地表达了他追逐梦想时不知疲倦、始终向阳的状态
本段进一步凸显他“心怀天下、鞠躬尽瘁”的科学家特质
表明袁隆平不满足于已取得的成就，而是主动担起造福全人类的更大责任
这一细节极具张力，将他毫无保留的奉献精神展现得淋漓尽致
本段是全篇的总结与升华。
对比；点明他的精神不会随生命消逝而褪色
用具体的数据证明了他对全球粮食安全的巨大贡献
用 “national hero”定义他的身份，点明他不仅用技术造福了世界，更成为激励后人持续奋斗的精神灯塔
1. What does the title of the passage mean
The title means Yuan Longping had a dream to grow more rice and help people have enough food.
“The dreamer of plenty” 巧妙地运用了象征与双关的修辞手法。 “dreamer”不仅指袁隆平是心怀理想的人，更象征着他毕生践行的、以造福人类为目标的理想主义精神。 “plenty”一语双关：表层指袁隆平研发的杂交水稻产量高、能产出充足的粮食，深层则象征着他为中国乃至全世界人民带来的温饱无忧、生活富足的美好图景。
2. Why do you think Yuan Longping is a hero
I think Yuan Longping is a hero because he worked hard all his life to help people who suffered from hunger. He helped feed many people in China and other countries.
3. What can you learn from Yuan Longping
I can learn from him that I should work hard, never give up and follow my dreams.
Learning to think
To analyse what you can learn from a person, you can consider how this person’s qualities can encourage, teach or guide you.
Imagine you are presenting a “National Hero Medal” to Yuan Longping. Write 3 sentences based on the passage.
He is the man who developed new types of rice plants to feed the world. Even though over 3,000 experiments failed, he never gave up and tried again and again. We will never forget him because he helped Chinese people stay away from hunger.
Fill in the blanks according to the reading passage.
Yuan Longping was a scientist who worked in the rice fields (1) ____________________. When he was young, he found that many Chinese people (2) ____________________. So he spent (3) ___________________ working hard to solve this problem.
He had two dreams. The first one was to develop rice plants that could (4) __________________. Though he failed many times in the experiments, he never gave up and always (5) ____________________. Finally, he succeeded in developing new
from morning to night
suffered from hunger
nearly 70 years
produce more
got up and tried again
types of rice that could produce much more and grow in (6) ___________________.
The other dream of his was to develop a rice that would (7) ____________________. In old age, he even moved his house (8) ____________________ to keep working.
Yuan passed away in 2021, but his dreams (9) ___________. He is remembered as (10) _________________. His example continues to (11) ________________ people to follow in his footsteps.
poor soil
feed the whole world
next to the rice fields
live on
a national hero
encourage
Write an introduction to the life of another hero.
Choose a hero to write about. Then answer the questions.
When and where was he / she born
What was his / her dream
What did he / she do to realise the dream and make the world better
What made him / her a hero
What influence has he / she had on others and the society
交代人物生平：
…was born in…in…
When… was young, …
…dreamt of…
… passed away in …
描述奉献精神与坚持：
…It was just a normal day at work for…
…spent …years working hard to…
Every time…fall down, …will get up and try again.
…never stopped, like a bird going after the warmth of the sun.
…didn’t stop there.
描述成就与贡献：
…succeed in…
…is across China and in about…other countries.
…helped build China into a modern socialist country.
总结深远影响：
…’s dreams live on.
…is remembered as a national hero who…
…’s example continues to encourage people to follow in one’s footsteps.
Organise your ideas based on the questions.
When and where was he / she born
What was his / her dream
He / She was born in / on... in…
He / She dreamt of…
He / She wanted to…
His / Her dream was to...
What did he / she do to realise the dream and make the world better
He / She spent… doing…
He / She worked from morning to night, trying to…
For… years, he / she…
He / She trained hard to…
He / She practised again and again to…
What made him / her a hero
What influence has he / she had on others and the society
His / Her dreams live on.
He / She is remembered as a national hero who…
His / Her example continues to encourage people to…
… failed, but he / she never gave up.
Although…, he / she didn’t…
He / She is a true hero because…
Now write your introduction.
Remember to:
1. include the main information about the person’s life and his / her achievement.
2. use the words and expressions from the reading passage.
3. give your opinion about what makes a hero.
4. use proper tenses.
Yang Liwei was born on 21 June 1965 in Suizhong, Liaoning. His dream was to fly in space. To realise his dream, he joined the army and became a pilot. Later, he trained very hard to be an astronaut. He studied many new subjects and practised again and again for the space mission. On 15 October 2003 , he flew into space on Shenzhou V and became the first Chinese astronaut who went to space. He is a hero because he is brave, hard-working and never gives up. He has helped realise China’s space dream and encouraged many young people to work hard for the future.
include the main information about the person’s life and his / her achievement
use the words and expressions from the reading passage
give your opinion about what makes a hero
use proper tenses
Did you:
Check.
Read each other’s introduction and check. Then share your introduction with the class.
评价标准：
介绍了英雄人物的基本信息。
描述了英雄人物的梦想以及实现梦想的经历。
评价了英雄人物的精神品质及社会影响。
尽可能多地使用之前板块和本版块的核心词汇。
正确使用了定语从句（who）。
I can
读懂介绍袁隆平的文章，理清文章结构，体会作者的写作手法
运用本单元所学词汇和语法，运用阅读文章的写作技巧，完成一篇话题为the life of a hero的人物介绍
认识到致力于改善民生、造福社会的劳动者同样是英雄，理解其无私奉献的精神内核，学习他们将个人理想与社会福祉相结合的高尚品质，树立服务社会的责任意识
Polish your introduction according to the evaluation.
Think of a local hero and collect some information about him/her.中小学教育资源及组卷应用平台
Unit 4 Heroes
Developing ideas writing 教学设计
1.课时教学目标
通过本课时学习，学生能够：
运用本单元核心词汇、句型和语法介绍一位英雄人物。
2.核心语言
核心词汇：本单元出现的核心词汇，尤其是生词。
核心语法：定语从句（who）。
3.教学过程
教学目标 学习活动 效果评价
Review A/B/C层学生回顾上一课时课文的内容，思考并回答问题：Who is the hero When and where was he born What were his dreams What did he do to realise the dreams What were his achievements What influence has he had on China and the world 根据学生回答问题的情况，评价其对上一课时课文的掌握程度。
运用本单元核心词汇、句型和语法介绍一位英雄人物。 Before writing 1.A/B/C层学生了解本课时的写作任务和评价标准。 2.A/B层学生选择一位英雄人物，根据教材提供的问题组织人物介绍的内容。 C层学生选择一位英雄人物，根据教材提供的问题，参考教师提供的语言支架组织人物介绍的内容。 While writing A/B/C层学生将各个问题的回答有逻辑且连贯地组织成一篇人物介绍，完成写作。 After writing 1.A/B/C层学生根据教材给出的评价标准对自己的人物介绍进行自评。 2.A/B/C层学生在全班进行分享。 根据学生写作的情况，评价其能否掌握本单元的核心词汇、句型和语法。 根据学生的完成情况，评价其写作能力和自我评价能力。
作业内容： A/B/C层 Further polish your introduction after class.
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