高中Unit 1 People of Achievement表格教学设计

这是一份高中Unit 1 People of Achievement表格教学设计，共6页。教案主要包含了教学内容分析等内容，欢迎下载使用。
课程基本信息
学科
英语
年级
高二
学期
秋季
课题
Unit 1 Reading and Thinking I & II: Tu Yuyu Awarded Nbel Prize
教科书
书 名：普通高中教科书英语选择性必修一教材
出版社：人民教育出版社 1月
教学目标
1. 解读语篇，掌握专题新闻报道的语篇特征，思考“什么样的人才能获得成功”
2. 寻读语篇，找出描述人物特征的语言，通过解读语言来探究主题意义。
教学内容
教学重点：
1. 了解、熟悉专题新闻报道的语篇特征。
2. 掌握按时间顺序叙述人物经历的方法。
教学难点：
1. 自主探索屠呦呦获得成功的多方面原因。
教学过程
Lessn Plan fr PEP B4U1
Reading and Thinking: TU Yuyu Awarded Nbel Prize & Learning abut yur Language: Build up yur vcabulary (共2课时)
一、教学内容分析
本课是对屠呦呦发现青蒿素并获得诺贝尔奖为主题的专题报道(feature stry)。全文描述了屠呦呦作为卓有成就的时代伟人所作出的杰出贡献。引发学生对价值、成功和成就三方面的探讨，具有很强的立德树人借鉴意义。
文章第一段简述了屠呦呦带领团队发现青蒿素并获得诺贝尔奖的新闻报道。用数字等语言强调了青蒿素发现对全人类的伟大意义。第二、三自然段着重讲述了屠呦呦团队发现青蒿素的过程。从文献药典索引，多手段提取有效成分，到临床试验，较为详细得描写了一段极具艰难得科研过程。最后一段是屠呦呦的获奖感言，她将获得诺贝奖归功于团队协作以及中国传统中医学，体现了她的家国情怀和人本主义。
本篇文章是一篇专题报道，由报道和人物故事两部分组成。具有很强的新闻报道和故事叙述的语言特征，凝练地道。从篇章结构来看，专题报道的两部分清晰可见：报道—专题—报道。学生可以感受这两部分内在统一、和而不同的语言风格。从篇章内容来看，屠呦呦团队发现青蒿素，是全人类获益。屠呦呦在团队中的领袖身份让她实至名归。从篇章语言来看，本文运用许多数字和直接引语来体现报道的真实性，准确性。同时在人物故事部分运用了大量research-related词汇，侧面体现科学研究的艰难和枯燥，从而凸显出人物品质。
二、教学过程（共2课时，每课时20分钟）
Activity 1: Self-directed questining befre actual reading
This activity is designed t prepare fr Aim 1.
Step 1. Shw Ss a picture f TU Yuyu.
T: Are yu familiar with her? D yu knw anything abut her?
Write dwn Physilgy r Medicine n the blackbard.
Q: What did she d t win the prize?
T writes artemisinin and malaria n the blackbard, underlines the syllables, and leads students t read alud.
【设计意图】在热身阶段，执教老师利用屠呦呦姓名出处，激活学生对屠呦呦的已有认知，并且导入本课中关键生词，带领学生根据音节来拼读单词。生词的导入会减轻学生后续阅读和形成回答过程中的认知负荷，从而比较流畅地完成后续任务。
Step 2. Self-directed questining
1. Present the title f the passage: TU YOUYOU AWARDED THE NOBEL PRIZE, 6 Octber 2015
Q: Fcus n the title. Can yu guess where yu wuld mst pssibly find this passage?
A: Frm a newspaper, because there is a very clear date.
【设计意图】通过对文体的理解，学生会有一个非常清晰的话题导向型预测，即专题报道的主要内容构成，可以对后文进行有效预测，来帮助他们更有针对性地搜索信息，从宏观视角下深入理解语篇内容。
Activity 2: Self-directed reading t prbe int the NEWS and the STORY
This activity is designed fr Aims 1 and 2.
Step 1: Deep learning
Direct answers t the basic questins
The teacher underlines the answers directly n the screen.
Q1: Wh is Tu?
A: She is a cmmitted and patient scientist.
Q2: What mtivated her t find artemisinin?
A: In 1967, the gvernment frmed a team f scientists with the bjective f discvering a new treatment fr malaria.
Q3: And why did she win the prize?
A: Her research led t the discvery f malaria.
【设计意图】训练学生快速定位关键信息的阅读能力，并且以身示范，培养学生随手记笔记和圈画关键信息的阅读习惯。
What is the significance f finding artemisinin?
Shw students the first paragraph with tw bldfaced wrds: crucial and vital.
Q1: Can yu guess the meaning f these tw wrds accrding t the cntext?
A: It means essential, extremely imprtant, r key part.
Q2: Can yu find any evidence t shw why artemisinin is crucial and vital?
A: hundreds f thusands f; millins f; Over 200 millin; abut 600,000; 100,000 lives
Q3: Are there mre small wrds indicating the same idea?
Circle the wrd “new” n the screen as an example.
A: arund the wrld; each year; a year; alne… They d nt nly shw that the disease was spread all ver the wrld, killing cuntless peple, but als shw the frequency f the high death rate.
【设计意图】学生能通过上下文猜测crucial和vital的词意。然后关注到行文中间的相关证据，比如较直观的，具有新闻特点的大数字。为了感知语言，在教师带领下去关注比较容易被忽视的形容词和副词，从中感悟到语言以内容为导向，为内容服务的特点。
Hw did Tu feel abut being awarded the prize?
Q1: S hw did Tu Yuyu feel abut being awarded the prize? Where can yu find the answer?
A: In the last paragraph.
The teacher shws them the furth paragraph n the slide. Underline r circle the wrds and phrases as students mentin them. Write dwn the feeling wrds next t the underlined r circled phrases respectively.
Q2: After analyzing what is the significance f finding artemisinin t the wrld, then what is it t China?
A: Traditinal Chinese medicine was never recgnized by the internatinal medical cmmunity, but when artemisinin prved its value, it als std up fr the great Chinese medicine and Chinese culture!
【设计意图】引导学生在文本语言和深层内涵中建立联系。 从屠呦呦的引言中，查找一些她独特的表述方式，诸如反复强调的Chinese这一信息中感知她民族自豪情绪。即使没有直接的信息，学生依然可以感知她的获奖感受和态度。
Hw was artemisinin discvered?
Q1: Have yu ever dne any science experiments? Say, chemistry, bilgy, r physics? S, in general, what wuld yu d befre yu start the experiments?
A: Yu start with reviewing the textbk, then ding experiments and testing results! Let’s read and find ut the stages f discvering artemisinin.
The teacher shws a sample stage t students and lets them list stages with summarized subheads.
Stage 1: Studying malaria patients
A:
Stage 2: reviewing ancient texts
Stage 3: Trying different ways t get the extract
Stage 4: Testing the medicine
Q2: Can yu categrize the research-related verbs in the fllwing stages int Clumn A: “what did Tu/her team d?” and Clumn B: “What was the purpse/result?”
a. Categrize research-related verbs
b. All categrized research-related verbs presented and teacher leads students t sense the language
Q3: Seeing the whle prcedure, what impresses yu? Hw wuld yu feel abut the scientific research?
A: Many repeated verbs, like “tested” and “find”. It prbably shws that the scientific research is dull, full f repeated wrk and cnstant failures.
Q4: Then can yu sense what kind f persn is Tu frm this prcedure?
A: She is cmmitted and patient. She never gave up.
Q5: Then can yu find mre descriptive wrds/supprting details t shw her qualities?
【设计意图】将一般实验阶段迁移到青蒿素的发现过程，再将其词汇提炼概括到屠呦呦的人物品质，学生深刻体会这一教学环节的关键所在：动作描写体现出人物内心信念和力量，外在表现反映真我。在描写性语言的学习中，领会动作与性格的一致性，以读促写。
What kind f persn is Tu?
T: Tu said it was a team wrk, but still the Nbel Prize was presented t her alne.
Teacher shws Ss the subjects f every research prcess.
Q1: What rle did she play in the team?
A: leader, head, sul, backbne…
Q2: Very impressive finding! Frm yur perspective, what kind f persn is Tu?
A: Respnsible, self-sacrificing, brave; leadership, cre, spirit, sul …
【设计意图】从文本细节入手整合信息，引导学生关注研究过程中代词主语，体会屠呦呦作为团队领袖，为科研组指明研究方向。也在团队屡遭失败险些放弃中，抗下艰难险阻，成为团队精神支柱。最终收获成果之后，又以身试险，主动带领团队在自己身上做临床试验，是团队坚实依靠。学生能够总结出这些行为体现了屠呦呦人物品质。在学案上记录的关键词可以帮助学生逻辑清晰，有结构，有层次地陈述观点。
Activity 3: Develp a framewrk t evaluate whether Tu is a persn f achievement, success and/r value and authr a presentatin.
This activity is designed fr Aim 3.
Shw students the qute frm pening page “Try t becme nt a man f success, but try rather t becme a man f value.” And let them discuss: Based n what we have learned abut Tu Yuyu, wuld yu make a presentatin n A persn f achievement with yur understanding f these three cncepts: achievement, success, and value?
【设计目的】学生在通读文章之后，经过自己和老师引领地分析，对“成就”、“成功”和“价值”三者地内在关系有了一个更深刻而成熟的认识。他们运用已习得的知识在课堂中展示自己对上述三个概念的理解认知，并结合屠呦呦的故事展开讨论，复现运用课堂所学词汇，锻炼思维迁移，内化加深文本含义。融合新老知识，形成属于自己的观点和理论支撑。
Assignment
Plish yur presentatin n A persn f achievement and put it int a written piece.
Fr mre infrmatin abut Tu and Artemisinin, yu may refer t ""
and "" .