Unit 5 Reading and thinking 教案-高中英语人教版(2019)必修第一册
Unit5 Chinese Writing System
Reading and thinking
Teaching Plan
内容分析
1.主题分析：
这一部分内容以“Explore the Chinese writing system”为主题，通过阅读，让学生了解我国汉字书写历史的发展，探究汉字的发展对中华文明传承的作用，并展望汉字对于我国文化将来发展的影响，体会其魅力，增强文化自信，培养家国情怀。
2.文本分析：
本文是一片介绍汉字发展的说明文。
从标题解读，文章展示了汉字自身的发展在中华文明历史长河中的起承转合作用。
本文聚焦于汉字与中华文明的关系，通过对汉字发展的介绍，表达了坐着对中华文明走向世界的自信。
本文中有两条主要的线索：一是汉字书写体系本身的发展顺序，属于明线：遵照时间顺序，本文介绍了象形文字、甲骨文、春秋战国时期书写体系多样化的发展，最后到秦始皇统一书写等，体现了汉字对中华文明绵延至今而起到的重要作用；二是呼应标题题眼“connecting”的暗线，说明汉字书写体系对中华文明传承数千年起到的四个重要作用：连接中华文明的过去和现在，连接生活在不同地域的人们，让他们的沟通交流得以实现，连接语言与艺术，连接中国与世界。
作者跳出跨越时空局限，就汉字书写体系的发展以及其对中国文化发展和传播所做的贡献，结合当今汉字书写体系的发展形势以及全世界越来越多的汉语学习者的现状，说明了汉字将继续在跨文化交流以及传播中华文化方面起到的积极作用。
Learning Objectives
After learning the passage, students will be able to:
1)Get to know some basic facts about the development of the Chinese writing system
through searching for the information according to timeline.
2)Improve the students’ ability in understanding long difficult sentences through careful
analyzing different parts of the sentence.
3)Try to taste the emotion and writing purpose of the author through analyzing and
appreciating the language.
4)Build up students’ self-confidence in our Chinese writing system and improve their ability
in bringing Chinese culture to the fore.
Teaching Procedure
Activity 1: Warming up
1.Self-introduction and greet through a video from students from Beilun High School.
2.Show them different characters of Long and a picture of questions in Chinese
examination.
【Purpose】to arouse students’ interest in the topic and activate their relevant words about this topic.
Activity 2:
Scan for the passage for the main contents discussed in the passage. Find out the time and its relevant information about the writing system.
【Purpose】to get the students to know some basic facts about the development of the Chinese writing system
Activity 3: Critical Thinking
Question: Which period (or periods) is more important in the development of Chinese writing system?
Chinese writing system witnesses China’s long history and culture.
Activity 4:
1.Conclude the main idea of the rest part of the passage and find out relevant sentences
showing the importance of Chinese writing system.
2.Let the students find out the 4 connections from the 4 sentences.
3.Make a conclusion of the 4 connections on the board to form the Chinese character “文”
and explain its deep meaning.
【Purpose】to let the students’ have a deeper understanding of the meaning of Chinese writing system and its important position in Chinese ancient civilization.
Activity 5:
1.Read Para 1 together and analyze its meaning through different methods. (Translation,
reference & paraphrase)
2.Ask about the author’s feeling about Chinese writing system and their opinions about
Chinese writing system.
【Purpose】to help the students taste and understand the author’s attitude towards Chinese writing system.
Activity 6:
Ask the students about their feeling about the questions in Chinese examination again and let them talk about what they will do in the future.
Activity 7: Teamwork
1.Make a poster for our Chinese Calligraphy Club. List 5-6 most useful words to design a
word cloud for your poster of our new club with good reasons.
2.Make the word cloud on the computer and let students’ talk about their reasons.
Homework:
Complete the design of the poster with slogans requirements and contact.。
Unit5WorkingtheLandReadingandThinking教学设计-高中英语人教版选
While-readingfora map 1.T invites Ss to read the title and the first sentences of each paragraph and asks Ss what type of text it is, where such a piece of writing can be found and what the text will include. Possible answers:(1)It’s a biography, which can be found from people column of the magazine.(2)It may contains one’s birth/death time, childhood/family background/personal life, character/quality, achievement/contribution/influence, hardship/effort/turning point, quote/comment and so on.2.T asks Ss to read through the text to find the structure of the passage and summarize the main idea according to the given map.Possible answers:Para1-C, Para2-D, Para3-A, Para4-E, Para5-F, Para6-B; Part1-Yuan’s brief introduction, Part2-Yuan’s devotion to hybrid rice, Part3-The evaluation of Yuan1.T asks each student to work out his /her own mind map withformind forto blackboard and the other Ss on their worksheet.(Independent Work)❖Level A：Ss can draw the mind map as they like as long as they can analyze the the reasons, process, results and influence of Yuan and his work.❖Level B : Ss can fill the blank below and use it as a tool for to sort out the right information.❖Level C: Ss answer the questions listed on the textbook and find the information sentences in the text.and own 1.Ss share their mind maps in groups and compare them with the ones on the blackboard. If necessary, they can add more key points or delete some needless points.(Group Work)2.T asks Ss to explain their own mind maps on the blackboard or works projected on the screen, and if there is something missing, T will enlighten Ss to make supplement.Possible answers:After cooperation, T shows Ss a video about Yuan and thefor Medal of the Republic and ask Ss to answer the following questions:1.Yuan Longping considers himself a farmer. What does the writer regard him as? What evidence can you find from the reading?Possible answers:(1) a pioneer for all people①While many people thought it was impossible to develop hybrid rice, he was convinced the idea and developed the first hybird rice through intense effort.②Yuan’s innovation has helped feed not just China, but many other countries that depend on rice as well.③Yuan is an example for all people----What impresses people most about Yuan is his ongoing ability to fulfill his dreams. Besides, he is still young at heart and full of vision.(2) a man of the soil①His slim but strong body is just like that of millions of Chinese farmers, to whom he has devoted his life.②Yuan cares little for celebrity or money. Instead, he makes large donations to support agricultural research.2.How do you understand the quote “ My lifelong pursuit is to keep all the people away from hunger” on the open page of this unit?One possible opinion:It expresses Yuan’s desire to prevent hunger and starvation in the world. (to help those who are suffering from the effects of famine.)3.How can we understand the title A Pioneer For All People? One possible opinion:First,a pioneer means a person who is the first to study and develop a particular area that other people then continue to develop. So,to be a pioneer, first you must be the first or one of the few to do something, and then there must be others who want to follow you. According to the main idea of each paragraph,we can find Yuan is really a pioneer.time.1.T invites the class to summarize what they have learned. (topic, language, text and its features, and the intention and value of this text, using mind map to introduce Yuan, etc.)2.Ss review the content of this class and do their best to consolidate what they have learned.3.T draws Ss’ attention back to the learning aims and see whether those aims have been achieved or not. Ss can assess themselves according to the chart.Homework。
Unit5TheValueofMoneyReadingandThinking教学设计-高中英语人教版
-Help students consolidate the knowledge points.
Leadin
Step 3
Video
Tpresents a video of a trailer.
Do you know which movie trailer this is?
难点
1.The understanding of difficult sentences.
2.Make the students make inference.
教学过程
教学环节
教师活动
学生活动
设计意图
Daily routine
Step 1
Warm Байду номын сангаасp
T greets the whole class as usual.
-Clear the tackle ofthenext step.
Reading
Step 6
Pair work
Tencourages Ss to use the key words and phrases learnt to discuss with their partner about the following topics:
2.A ship brought him to England. He was carried out to sea by a strong wind and then spotted by a trip.
3.He wants them to offer him a job.
4.Because he wants a job that earns an honest ine.
【课件】Unit 5 Reading and thinking课件-高一英语人教版必修第一册
At the beginning
By the Shang Dynasty
Over the years
The Qin Dynasty
Today
In modern times
Even today
Find out what happened at each of the important times.
Emperor Qinshihuangunited the seven major states into one unified country where the Chinese writing system began to develop in one direction. That writing system was of great importance in uniting the Chinese people and culture. Even today, no matter where Chinese people live or what dialect they speak, they can all still communicate in writing.
By the Shang Dynasty (around 1600—1046 BCE), these symbols had become a well-developed writing system. Over the years, the system developed into different forms, as it was a time when people were divided geographically, leading to many varieties of dialects and characters. This, however, changed under Emperor Qinshihuang of the Qin Dynasty (221-207 BCE).
2019新人教高中英语选择性必修一Unit 5 Reading and Thinking公开课教案
2019新人教高中英语选择性必修一Unit 5 Reading and Thinking公开课教案Teaching aims:1.Enable students to know the story about Yuan Longping and summarize his characteristics;2.Express their ideas on the given topics through critical thinking;3.Analyse the text and know the characteristics of language in the text.Teaching key points:1.Enable students to know the story about Yuan Longping and summarize his characteristics.2.Let the students know the characteristic of language of a biography.Teaching difficult points:1.Summarize the characteristics of Yuan Longping.2.Express the ideas on the given topics through critical thinking.Teaching procedures:Step ⅠLead-inTalk about the picture on page 50.1.Who is the man in the photo? What crop is he holding in his hands?______________________________________________________________2.What do you know about the man?What else do you want to know about______________________________________________________________Suggested answers:1.The photo is of Yuan Longping,holding sheaves of his hybrid rice.2.I know that he is often called the “father of hybrid rice”,and his work has sparked a farming revolution in China.I want to know what he thinks about the future of China’s agriculture.StepⅠFast readingActivity1:Read the title and the first sentence of each paragraph.What kind of writing doyou think this is?Where can you find such a piece of writing?Suggested answers:I think it is a biography.We can always find this kind of writing in a journal.Activity 2Read the text.Match the main idea with each paragraph.Para.1 A.Yuan conducted research and developed hybrid rice.Para.2 B.Yuan is old but still working hard to fulfil his dreams.Para.3 C.Yuan considers himself a farmer.Para.4 D.Yuan decided to study agriculture.Para.5 E.Yuan’s innovation has helped to feed more people.Para.6 F.Yuan cares little for fame or wealth.Suggested answer:CDAEFBStepⅠ Detailed readingRead the text again and answer the questions.1.Why does Yuan Longping consider himself a farmer?_____________________________________________2.Why did Yuan decide to study agriculture?_____________________________________________3.What is the main advantage of hybrid crops?_____________________________________________4.How has Yuan’s work helped China and other countries?_____________________________________________5.What attitude does Yuan hold toward money or fame?What does he do?______________________________________________6.What is Yuan’s latest vision?_______________________________________________Suggested answers:1.Because he continually works the land in his research.2.He considered that farmers had poor harvests and sometimes even had a shortage of food to eat.3.One characteristic of hybrids is that they usually attain a higher yield than conventional crops.4.Yuan’s innovation has helped feed not just China,but many other countries that depend on rice as well,such as India and Vietnam.5.He cares little for celebrity or money. Instead,he makes large donations to support agricultural research.6.Seawater rice.StepⅠ Text type analysis1.Since we have learned something about Lin Qiaozhi and Tu Youyou,do you still remember the main ideas of the two passages?___________________________________________________________2.Can you tell me what should be included when we are introducing a person to others?And what are included in this passage?____________________________________________________________3.In the text,the writing technique of contrast is used for many times.Can you find out them?_____________________________________________________________Suggested answers:1.Lin Qiaozhi overcame a lot of difficulty and sacrificed a lot to become the “mother of ten thousand babies”while Tu Youyou and her team did a lot of research to obtain artemisinin.2.Birth,education,achievements,awards,deeds,evaluation,characteristics and so on. In this passage,education about Yuan, his education, his efforts, his achievements,and his characteristics are all mentioned.3.Para.1 father of hybrid rice vs farmer;Para.2 his parents’ wish vs his own decision;Para.3 the general assumption about hybrid rice vs his belief;Para.5 retire to a life of leisure vs continue to work the land as a man of the soil.Step Ⅰ SummaryAfter reading the passage,what do you think of Yuan Longping? Think about some adjectives to describe him.Suggested answers:1.modest;2.generous;passionate;4.simple/plain;5.creative;6.determine d;7.devoted/committedStepⅠ Critical thinkingFood is the most significant thing in the world,because everyone lives on food.Do you know what kinds of measures can we take to make sure everyone can save food well?Suggested answer:First of all,governments should call on people to save food and avoid wasting food.“Clear the plate” campaign is one of the effective measures.As for us students,we should order what we can eat.If we have ordered too much,we’d better pack and take the left-over st but not the least,when we witness others wasting food,it’s our duty to warn them not to do so.At the same time,we should educate the people around us to build up the idea that wasting is a shame.StepⅠ Language useFill in the blanks to complete the passage.Yuan Longping,born in 1930 in Beijing,chose to study agriculture to tackle food 1. (short).After 2.(graduate) in 1953,he worked as a researcher.Yuan was convinced that the creation of hybrid rice could solve this problem.Through intense effort,Yuan overcame enormous technical difficulties to develop the first hybrid rice in 1974,3.enabled farmers to expand their output greatly.Today,it is estimated that about 60 percent of domestic rice consumption in China 4.(comprise) of crops generated from Yuan’s hybrid strains.Yuan’s innovation has helped feed not just China,but many other countries 5.________ (depend) on rice as well,such as India and Vietnam.Because of his invaluable contributions,Yuan Longping has received numerous awards both in China and abroad.6. a man of the soil,he cares little for celebrity or money.7.,he makes large donations to support agricultural research.8.impresses people most about Yuan Longping is his ongoing ability to fulfil his dreams.His latest visionfor “seawater rice” has also become a reality,and 9.(potential) opened up nearly one million square kilometres of salty land in China for rice production.Despite his advanced years,Yuan Longping is still young at heart and full of vision,and everyone is waiting to see what he will dream up next.10.(know) as the“father of hybrid rice”,Yuan Longping is really one of China’s most famous scientists.Suggested answers:1.shortage2.graduating3.which4.is comprised5.depending6.As7.Instead8.What9.potentially10.KnownStepⅠ Homeworksurf on the Internet to find more about Yuan Longping and take notes.。
人教版高中英语必修一unit5reading and thinking的说课稿
人教版高中英语必修一unit5reading andthinking的说课稿Reading and Thinking in the Required High School English Textbook, Edition 1":In the required high school English textbook, Edition 1, Unit 5 focuses on the theme of "Reading and Thinking." This unit aims to develop students' critical reading and analytical thinking skills, which are essential for academic success and lifelong learning. As an English teacher, I believe that the effective delivery of this unit's content can greatly contribute to the overall language proficiency and intellectual growth of my students.The primary goal of this unit is to equip students with the necessary strategies and tools to approach reading materials with a critical mindset. The unit begins by introducing the concept of critical reading, emphasizing the importance of actively engaging with the text, questioning the author's intentions, and analyzing the underlying assumptions and biases. Through a series of carefully selected reading passages, students will learn to identify the main ideas, recognize supporting details, and draw logical inferences.One of the key aspects of this unit is the emphasis on developing students' ability to think critically about the information they encounter. The unit encourages students to move beyond the surface-level understanding of the text and to delve deeper into the implicit meanings, underlying themes, and broader implications. By fostering critical thinking skills, students will be better equipped to evaluate the credibility of sources, identify logical fallacies, and formulate well-reasoned arguments.The unit's content is structured in a way that gradually builds upon the students' existing knowledge and skills. It starts with foundational strategies for active reading, such as previewing the text, making predictions, and annotating the passage. As students progress through the unit, they will be introduced to more advanced techniques, such as identifying the author's purpose, analyzing rhetorical devices, and evaluating the validity of the arguments presented.To facilitate the development of these critical reading and thinking skills, the unit incorporates a variety of instructional methods and learning activities. These may include close reading exercises, group discussions, analytical writing tasks, and problem-solving exercises. By engaging in these diverse learning experiences, students will have the opportunity to apply the strategies they have learned and toreceive feedback from their peers and the teacher.Moreover, the unit's reading materials are carefully selected to cover a range of topics and genres, from scientific articles and literary works to persuasive essays and informational texts. This diversity exposes students to a wide array of perspectives and writing styles, further enhancing their ability to critically analyze and interpret different types of texts.In addition to the core content, the unit also emphasizes the importance of metacognition, or the awareness and regulation of one's own thought processes. Students will be encouraged to reflect on their reading and thinking habits, to identify their strengths and weaknesses, and to develop personalized strategies for continuous improvement.Throughout the implementation of this unit, I will strive to create a learning environment that fosters intellectual curiosity and a love for reading. By modeling enthusiasm for the subject matter and providing constructive feedback, I aim to inspire my students to become active, engaged, and critical readers and thinkers.In conclusion, the "Reading and Thinking" unit in the required high school English textbook, Edition 1, is a crucial component in the development of students' language proficiency and critical thinkingskills. By delivering this unit effectively, I believe that I can empower my students to become more confident, discerning, and intellectually curious individuals, better equipped to navigate the complexities of the modern world.。
Reading and Thinking 教案 高中英语人教版(2019)选择性必修第二册
共案个案Unit 5 SCIENCE AND SCIENTISTSReading and Thinking一、教学目标1. Enable the Ss to get to know some knowledge about Cholera.2. Enable the Ss to understand the passage well.3. Let the Ss learn some reading skills by scanning and skimming.4.To learn from the great scientists and develop thenoble spirits.二、教学重难点1.To figure out the structure of the text.2.To identify the purpose and the intended readers.3.Enable the students to practice some reading skills.三、教学过程Step 1 Warming-upName some famous scientists you know and tell something about them.Step 2 Reading1.Do you know how these scientists prove a new idea inscientific research? Discuss in small groups the stages insetting out a new scientific idea. What order would youput them in?2.Circle the key words to put the stages in order.3.What will be talked about from the title?1.Who was John Snow?2.How did John Snow defeat King Cholera?3.What is King Cholera?4.The structure of this passageStep 4 Exercisesplete the chart2.Write A-E in the blanks.3.Write out the questions according to the answers.教后反思（不少于100字）。
人教版高中英语必修第一册Unit 5 教学课件 Reading and Thinking
3. It dates back several thousand years to the use of longgu …它可以追溯到数千 年前使用龙骨的时期……
date back to =date from: to be made or begun at a particular time in the past 追溯 到……
radio down. __如__果__你__把__收__音__机__的__音__量__调__低__一__些__，__我__会__不_ __胜__感__激__。_____________________________
7. Scanning is looking at the text quickly to find specific information…速读是快速查 看文本以查找特定的信息……
specific adj. a specific thing, person, or
group is one particular thing, person, or group 特定的；明确的；具体的
eg Could you be more specific about what you’re looking for? (翻译) 你在找什么，能再说的具体些吗？
2) We didn't appreciate that he was seriously
ill. ___我__们__没__有__意__识__到__他__的__病__情__很__严__重__。________
_______________________________________
3) I’d appreciate it if you would turn the
人教版必修二Unit5 Reading and thinking 教学设计
据自身经验给
语言能力：培养口头表达的能力。
思维品质：观察各种现象，根据所获得的信息，建构新的概念。
2’ CW
合唱团下定义；通过提问，激活学生背景知识，提升其阅读兴
趣。
Activity2
Prediction
The teacher asks students to look at the picture and the title,andpredictwhatthetext is about.
2.实践英语学习活动观，促进核心素养的有效形成。
高中英语课程倡导指向学科核心素养的英语学习活动观和自主学习、合作学习、探究学习等学习方式。教师应设计具有综合性、关联性和实践性特点的英语学习活动、使学生通过学习理解、应用实践、迁移创新等一系列融语言、思维、文化于一体的活动，获取、阐释和评判语篇意义， 表达个人观点、意图和情感态度，发展多元思维和批判性思维，提高英语
学习的能力和实际运用语言的能力。
课标要求
1.知识要求:能够根据语篇标题预测语篇的主题和内容，阅读和理解文章的语篇结构，学习如何在语篇中提取主要信息和观点，并能批判性地审视语篇内容。
2.核心素养要求:在阅读学习中提高语言技能，培养态度和行为价值取向，增强学生的语言能力、文化意识和学习能力;了解在互联网等新技术发展的影响和推动下，音乐在表现形式、发展趋势等方面所呈现出的新特点，挖掘探究音乐的深层力量——音乐能够突破时空限制，跨
(2)figureoutthebasicinformationaboutthevirtualchoir
(3)explore anddeeplyunderstandthe significanceofvirtualchoirandits positive influenceover theworld
【教案】Unit5Reading+and Thinking教案人教版选择性必修第一册
人教版高二英语教案教师学科English 年级教学课题B4U5 Section 1 Opening Page &Reading and Thinking课时共课时第课时时间年月日课标要求The theme of the unit is working the land. This section is comprised of Opening Page and Reading and Thinking. To arouse students’ interest, Opening Page shows a theme picture and a quote. The theme picture is a photo of a village with terraced rice fields in rural China, which shows the great hope of a good harvest. The quote by Yuan Longping shows that he devoted his life to hybrid rice research for the benefit of humankind. The topic of Reading and Thinking is to “get to know an agricultural scientist”. The text is mainly about a Chinese pioneer in agriculture - Yuan Longping, the father of hybrid rice and his contributions to eliminating world hunger.教学目标（核心素养）At the end of this section, students will be able to:1.Understand a general idea about what will be learned in this unit;2.Make use of the newly-learned expressions to state the facts and voice opinions about the wold hunger problem;3.Summarize Yuan Longping’s scientific research in time order;4.Identify contrasts to show Yuan Longping’s scientific spirit;5.Talk about other hybrid products and the significance of agriculture in the world.教学重点Make use of the newly-learned expressions to describe Yuan Longping’s scientific research in time order and identify contrasts to show Yuan Longping’s scientific spirit.教学难点Talk about other hybrid products and the significance of agriculture in the world.实施策略教学方法Activity-based Approach教学资源（信息技术应用）Seewo Whiteboard教学过程备注Step One leading inShow students the title on Opening Page and introduce the topic of this unit by asking the question: How do you understand the title - Working the Land?人教版高二英语教案教学过程备注Ask students to read the learning objectives of this unit and underlinethe key words.Step Two Getting to know the world hunger problemInvite a student to read the poems written by Ai Qing and guide students to describe the sights of hunger and experience the heavinessand anger pouring out from the poet’s heart.Guide students to read The alarming statistics, talk about the currentfacts about the world hunger problem and collect useful expressions.Step Three Getting to know China’s contributionsShow the picture on Opening Page and guide students to describe it and express their feelings.Group students to read The amazing statistics, share opinions on China’s contributions to eliminating world hunger and collect useful expressions. Reading and ThinkingStep One Getting to know Yuan LongpingProceed to ask students the question:Who has helped China give the hope to put an end to world hunger?Ask students to discuss the questions in Activity 1 on page 50 and finishthe KWL chart.Step Two PredictingAsk students to read the title to identify the text type and predict whatthe text is mainly about.Step Three Skimming for gistAsk students to skim the biography to check their predictions and getthe main idea of each paragraph in Activity 2 on page 50.人教版高二英语教案教学过程备注Check answers and then ask students to find out in what order the text is organized.Instruct students to analyze the structure of the biography.Step Four Scanning for specific informationAsk students to scan the biography and finish Activity 3 on page 51. Invite some students to report their answers with the original sentences related to the questions.Step Five Close Reading1.Reading for Yuan’s scientific researchLead students to read the biography carefully and organize the information about Yuan’s scientific research chronologically and draw mind maps.Pair students to make an interview according to their mind maps. One acts as Yuan Longping , and the other acts as an interviewer.2.Reading for Yuan’s scientific spiritGuide students to answer the following questions:1)What does the writer regard Yuan Longping as? Use the sentence pattern to express your opinions:Yuan Longping was a pioneer who was/had____.2)What evidence can you find from the text? List the supporting details in the text.Step Six Reading for the writing technique - contrastIntroduce the writing technique by asking the question:What writing technique does the writer employ to exhibit Yuan’s scientific spirit?Proceed to help students identify contrast in detail.人教版高二英语教案教学过程备注Step Seven Exploring the themeHave students refer back to Opening Page to read the quote by Yuanand guide them to discuss the questions in groups:1)How do you understand Yuan’s quote?2)What attitudes should we take toward our pursuit or dreams?3)What is the significance of agriculture according to the facts aboutthe world hunger?Encourage students to think about crops and other hybrid productsin-depth by discussing the questions in Activity 5 on page 51.Invite some groups to present their answers.Step Eight Reviewing and creatingGroup students to return to the KWL chart, think about “what I learned” in the class and describe Yuan in their own words.Ask groups to portray a person according to the question:Does anyone in your life somehow resemble Yuan Longping? How?作业（体现分层设计）Write a passage about a person to show his or her personality.教学反思成效困惑。
《Unit 5 Reading and Thinking》示范课教案【高中英语选修一人教版】
Unit 5 Working the LandReading and Thinking教学设计教材分析开篇页主题图展现的是我国乡村的自然风貌，而图中的引言“我毕生的梦想是让所有人远离饥饿”出自我国著名农业科学家袁隆平。
引言与主题图相呼应，旨在引出本单元“农业”的主题，还反映了粮食生产与世界人民的饥饿问题密切相关。
同时也为本单元Reading and Thinking有关袁隆平的内容作铺垫。
阅读板块以“了解一位农业科学家”（Get to know an agricultural scientist）为第一个重要活动主题，引导学生从了解著名农业科学家袁隆平的生平事迹，在内化语言知识、获取关键信息的同时，深入思考，进一步从人类命运共同体的角度，结合单元引言，理解以袁隆平为杰出代表的农业科学家，立志从事农业领域研究和科技创新。
他们解决的不仅是我国人民的温饱问题，也是整个人类在地球上的生存与发展问题。
教学目标1. 能正确理解使用下列词汇：devote, shortage, tackle, crisis, attain, create, estimate等。
2. 能读懂并理解介绍人物的记叙文，理解并欣赏其语篇特征和写作手法。
3. 通过阅读开篇页信息，熟悉单元主题语境，预测单元内容，明确学习内容。
4. 能理解以袁隆平为代表的农业科学家对我国以及全球农业发展的贡献。
教学重难点【教学重点】引导学生学习介绍人物的记叙文的语篇特征和写作手法，强化学生布局谋篇的意识。
【教学难点】启发学生结合已有背景知识，运用话题词汇来培养学生的创新思维。
教学过程Step 1 Warming-up1.Look at the opening page and discuss the following questions.2.Appreciate quote and think about the questions.3.Scan the task on opening page and think about the questions below.设计意图：引导学生讨论开篇页所呈现的信息，引出本单元话题，激活学生关于农业的背景知识或生活经验。