北师大版 (2019)必修 第二册Lesson 1 A Medical Pioneer教案

这是一份北师大版 (2019)必修 第二册Lesson 1 A Medical Pioneer教案，共38页。
Teaching Design 教学设计
单元名称：Unit 6 The Admirable
授课内容： The Medical Pineer (Reading class)
用时： 45 mins
Guideline
This curse is guided by the "General High Schl English Standards (2017 Editin, Revised in 2020)" and aims t develp students' cre qualities such as language ability, cultural meaning, thinking quality and learning ability, and implement the fundamental task f cultivating mral character.
In the prcess f answering questins, use language skills t acquire, srt ut, and integrate language knwledge and cultural knwledge, deepen the understanding f language, pay attentin t the appreciatin f discurse, cmpare and explre cultural cnntatins, and absrb cultural essence; at the same time, use the language yu have learned t express creatively, express yur wn pinins and attitudes, and imprve the effectiveness f understanding and expressin thrugh the use f varius learning strategies.
Analyses f the teaching material
What: This article starts frm the backgrund f Tu Yuyu winning the Nbel Prize in Medicine which first intrduces the huge impact f artemisinin, then intrduces Tu Yu yu's study and wrk experience, and then explains t us the details f Tu Yu yu's extractin f artemisinin. The prcess ends with Tu Yu yu's expectatins and attitude twards the integratin f traditinal Chinese medicine and western medicine in the future.
Why: This article belngs t the sub-theme f"Science and Technlgy" under the theme f"Peple and Sciety". By intrducing the birth f artemisinin and ther peple's evaluatin f artemisinin, students can feel that artemisinin has given great blessings t the medical cmmunity and peple all ver the wrld. It starts with intrducing her study experience and wrk experience as well as the respnsibility was given t Tu Yuyu, and then intrduces the encunters f Tu Yuyu's team in the prcess f extracting artemisinin as well as the hardships and dangers faced by Tu Yuyu and his team, thereby stimulating students’ gratitude and increasing admiratin fr medicine
and dctrs, and fr students wh are still in the prcess f develping their utlk n life and values. The text ends with Tu Yu yu's visin and expectatin fr the integratin f traditinal Chinese medicine and medicine, establishing an image f a tlerant, gentle, firm and tlerant scientist, and reslving the traditinal Chinese and Western medicine misunderstandings. Thus, encuraging yung peple t take their wn risks as medical scientists.
Hw: This article is different frm any expsitry essays and narrative essays, but is a newspaper news style. The whle article is narrated in the past tense (mixed with a small amunt f present tense). The language is simple and straightfrward, withut using any rhetrical techniques, and it is bjectively and truly tld frm a third perspective. Intrduced the life and deeds fTu Yuyu. (Language and Rhetric) The lgic f this article is clear and well-rganized. The first paragraph starts with the backgrund f Tu Yuyu winning the Nbel Prize in Medicine and intrduces us t the huge impact that the discvery f artemisinin has had n all mankind and the wrld. The secnd paragraph fllws naturally. Starting frm Tu Yu yu's life, study experience, and wrk experience, which laid the fundatin fr Tu Yu yu's backgrund and pprtunity t btain “research n drugs t treat malaria ”; then the third and furth paragraphs intrduced Tu Yu yu's methd f extracting artemisinin and their wrk at that time.Meanwhile, sme difficulties encuntered by the team were als mentined; the fifth paragraph expresses Tu Yuyu ’s utlk fr future science (article structure).
Text Structure
Analyses
f students
language skills: Students have accumulated a vcabulary f abut 1,800 wrds thrugh extracurricular reading and in-class learning, and have familiarized themselves with the wrd list befre class; they are able t finish the entire text in 7-8 minutes; Althugh it is easy fr them t grasp the key wrds in the article, their ability t integrate knwledge is relevantly unsatisfactry.
Cultural awareness:
Students have rarely been expsed t articles n the theme f "Peple and Technlgy". Meanwhile, with little knwledge f the Nbel Prize and Tu Yu yu's deeds, their wn views n traditinal Chinese and Western medicine are quite limited.
Learning ability:
Students are eager and willing t accept new knwledge and new things, but they need t develp sme gd habits such as "reading with questins"; they als need sme tips befre reading, such as underlining key wrds t assist them in reading;s that they are able t initially apply what they learn after a series f learning and understanding activities.
Quality f thinking:
Students have strng desire t express, but students need t be given sufficient time fr preparatin
Student’s thinking skills such as reasning and argumentatin, analytical judgment, and critical thinking are weak, which need guidance t start frm real-life experiences and then they will think in depth.
Teaching bjectives
Students can grab the keywrds and cmplete relevant infrmatin (such as Tu Yuyu’s birthplace and time f birth, Tu Yu yu’s educatin and wrking experience, etc.)
Learning cmprehensin
With the assistance f Exercise 6, students can briefly describe the entire incident f Tu Yu yu’s discvery f artemisinin (including
the causes, prcess, and results) in their wn wrds rally.
Practice
Students wrk tgether in grups t think abut why Tu Yuyu is called "the medical pineer" thrugh articles and analysis f Tu
Transferring and innvating learning
Yuyu's character, and their pinins n Tu Yuyu being called "the medical pineer" and frm a shrt ral reprt.
Teaching fcus and difficulties
Teaching fcus;
1. Students can read with purpse and find relevant infrmatin abut Tu Yuyu while reading.During the reading prcess, students lear n t summarize, integrate, srt ut the structure f the article, and clarify the ideas f the article.
2. Students can use their wn wrds t describe the entire prcess f Tu Yuyu ’s discvery f artemisinin.
Teaching difficulties:
1. Students can give their wn reasnable judgments and find crrespnding evidence t analyze Tu Yuyu ’s persnal character traits.
2. Students wrk cperatively in grups t find evidence, and deduce the reasns why Tu Yuyu was named "the medical pineer."
Teaching prcedures
Teaching activities
Purpses
Activity 1: Lead-in (4mins)
l The teacher will use sme pictures f the pineers in many fields and ask students wh are they. Then the teacher will ask students t define
“pineer” frm the 4 examples.
(chsen characters: Yuan Lngping, pineer f research and
develpment f hybrid rice in China; Ma Yun, pineer in e-cmmerce industry; Lu Xun, pineer in literature in mdern times; Jbs, pineer in
IT industry)
由学生所熟知的人入手介绍 pineer一词的概念，激活学生的“ 已知 ”，激发学生的“想知 ”，促进学生的思维能力发展、鼓励学生积极运用归纳推理能力猜测词义，加深他们对 pineer 的印象，同时引入主题，活跃气氛，引起学生的兴趣；
对疟疾的初步探索有利于为学生感受屠呦呦的发明究竟有多造福人类打下基础，同时彩色图片有利于激发学生的兴趣，鼓励学生大胆猜测，活跃气氛，也可以加深学生对新学单词的印象，加深理解。
T: D yu knw wh is he? (Ss…) D yu ntice that there is a wrd
that appears many times? (pineer) Then wh culd tell me what des it mean? (Ss…) Pineer means …
l Then the teacher will shw the title, A Medical Pineer, t the students and talk abut use malaria as a tpic. She will ask the students what d they knw abut malaria and shw sme pictures t help them knw
smething abut malaria. malaria and asks students watch carefully t answer the fllwing questin.
T: Tday we will read an article abut a medical pineer. She invented a drug that can cure malaria. Malaria is a kind f serius infectius
decease, it kills ver 1 millin peple a year. D yu knw ther else
abut malaria? (…) I prepare sme pictures fr yu t recgnize. Please lk at the screen.
Activity 2: Pre-reading (3 mins)
l The teacher will put 3 keywrds n the PPT and ask students what is her name.
T: Malaria is s scaring. But a persn saved us, she is a medical
researcher, a Nbel Prize winner and a female scientist. D yu knw wh is she? (Ss…)
l Then the teacher will tell them they will read an article abut Tu Yuyu later and ask what they expect want t read in the article abut Tu
Yuyu.
Exp fr Q:
What prize did Tu Yuyu win after the advent f artemisinin? / When
did her get the prize?
When did she discver artemisinin?
What did the discvery f artemisinin lead t?
激发学生的“想知 ”，激发学生的问题意识，培养学生带着问题去阅读的习惯，同时让学生在阅读的过程中学会抓住关键信息。
Where did she extract(提取) the artemisinin? Hw did she d t extract it?
Hw did Tu Yuyu discver the artemisinin?
What are the difficulties during the experiment?
Wh was the first experimental human?
Activity 3: While-reading (22 mins)
l Read thrugh (10 mins)
。 The teacher will ask the students t read thrugh the article and underline the answer f their questins wrte dwn befre. (The teacher will keep finishing the questins (abut 5-6) while students are reading.)
Skimming (7 mins)
The teacher will ask students t skim paragraph 1 and summarize its main idea. Then the students will skim paragraph 2 and finish the first clumn f Exercise 5 and ask sme students t share their answers.
Then the teacher will ask students t skim paragraph 3-4 and finish the middle clumn in E5.
Last, the students shuld skim paragraph 5 and finish E 5.
At the same time, the teacher will help students srt ut the main idea f each paragraph (frm 2-5) after finishing each clumn.
l Summarize (5 mins)
The teacher will ask students finish exercise 6 and use it t explain the whle prcess f discvering artemisinin t their partner, then the teacher will invite sme f them t share in the class.
学生在阅读中可以快速抓住关键词并获取所需信心，培养学生快速阅读的能力。
学生可以快速整合获得信息并且用简短的语句概括文章大意，在逐段精读的过程中可以理清文章的思路结构。
学生运用自己的语言描述屠呦呦提取青蒿素的整个过程，在描述中学生可以体会到屠呦呦提取青蒿素之不易，同时增强学生的语言表达能力，在同桌互相分享的过程中他们也可以发现同伴表达中的优缺点从而完善自己的表达。
Activity 4: Pst reading (14 mins) ·
Grup wrk (7 mins)
The teacher will ask students discuss in grup and use 3 wrds t summarize Tu Yuyu’s persnal quality and give accrding evidence. Then the teacher will ask sme representatives in grups t share their wrds and evidence.
Discussin(7mins)
The teacher will ask students “why is Tu Yuyu cnsidered a medical pineer? What d yu think f it?” and share what they learn frm Tu Yuyu in grups.
学生在小组中可以在探究屠呦呦的性格中进一步了解到屠呦呦的伟大之处，并从屠呦呦发现青蒿素的过程中感受其坚毅从而进一步感受科学家之不易；在分析的过程中可以锻炼学生的推理判断能力、逻辑思维能力、小组合作能力，同时加深他们的认识。
在小组探究学习的过程中，学生可以培养自己的小组合作能力，同时增强自己的表达能力，在进一步探究屠呦呦被评为医学先锋的过程中学生对于文章的主旨会有更深的领悟，进而对他们价值观、世界观的形成会有积极的促进作用。
学生可以在文章中找出合理的正确的证据去分析屠呦呦的性格并在小组中用口头的方式分享展示。
学生在小组中合作学习，通过文章以及分析的屠呦呦的性格思考屠呦呦为什么被称为“the medical pineer ”及他们对此的看法并形成一个简短的口头汇报。
Activity 5: Summary and Hmewrk (2 mins)
The teacher will summarize what they have learned tday and assign the hmewrk t students.
Chse ne f it:
H1 ： Chse ne persnal quality f Tu Yuyu that yu mst admire (shuld give sme evidence just like what we have dne in class). Besides, yu shuld tell us why d yu admire it mst r hw will yu d in the future t achieve it.
H2: Yu shuld intrduce a pineer in ther fields (can be medical als), it shuld cntain her/his basic infrmatin, achievements and why d yu think she/he is a pineer in this field.
通过老师的总结学生可以简单回顾今日所学并加深印象；学生可以进一步探索屠呦呦的良好的品质，并对未来将要如何学习屠呦呦的该品质做出自己的规划；
学生可以介绍他们非常欣赏的一些领域的人物并通过分析他们的性格、生平、成就进一步分析他们之所以欣赏他们的原因。
学生可以回顾今日所学并通过作业加深印象。
Blackbard Layut