牛津译林版 (2019)必修第三册Unit 4 Scientists who changed the worldReading教案设计

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这是一份牛津译林版 (2019)必修第三册Unit 4 Scientists who changed the worldReading教案设计，共7页。

Chinese scientist wins 2015 Nobel Prize—Reading(1)教学设计

姓名		学校
主题语境	人与社会—科学家与科学发现
语篇类型	新闻报道
授课时长	一课时（40分钟）
文本分析	本板块的语篇类型是人物报道，围绕中国第一位获得诺贝尔奖的女科学家屠呦呦展开。介绍了屠呦呦及其团队发现青需素的过程，重点介绍了他们的不懈努力，以及从传统中医药学中所汲取的智慧。本板块的语篇两重深层含义：一是中国的传统中医药学是个巨大的宝库，如果善加利用，可以对人类健康事业作出巨大的贡献；二是以屠呦呦为杰出代表的科学家们所体现出来的坚韧不拔的意志、无私奉献的品质，是值得我们敬佩和学习的。本板块的语篇具有新闻体裁的特点。教师可以引导学生从三个视角去解读文本。第一是新闻导语的特征：学生需要掌握新闻导语言简意赅的特点，准确把握新闻导语中的核心信息和额外信息：第二是过渡句的使用：文章中段与段之间过渡句的使用，很好地让全文形成了一个整体：第三是下定义的手法：用通俗的语言给复杂的专有名词作出清晰的解释就是下定义的写作技巧，比如本文中对于“疟疾”“青蒿素”等医学名词的定义，就是典型的例子。
学情分析	本班学生基础较为薄弱，但是学习态度认真，积极性高。学生已具备在阅读中获取细节信息的能力，少部分学生可以用英语自信地表达自己。但是大部分学生在语篇结构分析、主题意义概括以及批判评价方面的能力依然比较欠缺。此外，虽然学生对屠呦呦及其贡献有一定了解，但是学生并不了解屠呦呦的经历，不了解传统医学对屠呦呦及其团队的影响，不了解他们身上体现的科学精神，以及不了解青蒿素的发现过程。
学习目标	在本课学习结束时，学生能够：梳理文中有关屠呦呦本人及其团队发现青蒿素的事实性信息；学习下定义的写作技巧，用通俗的语言给医学术语做出清晰的解释；评价中国传统医学的重要性和总结屠呦呦研究青蒿素所展现的科研精神；结合新闻导语和过渡句采访或报道（模拟）屠呦呦事迹以及获奖情况；模仿语篇采访或报道（模拟）自己喜欢的科学家及其贡献。
教学重点	学生通过阅读，获取关于屠呦呦及其团队提炼出青蒿素的事实性信息，对中国传统中医药学产生浓厚的兴趣和敬畏之心，掌握新闻导语的特征和明白过渡句的使用及其功能，学习下定义的写作技巧，总结科学家精神。
教学难点	在模拟组织答记者问的之后，概括总结屠呦呦及其团队发现青蒿素的经过，通过对比深入思考科学家精神。
教学资源	教材、多媒体课件、学案、白板、签字笔、话筒，道具
教学过程

步骤	教学活动		设计意图
Pre-reading
Step 1	Ss identify several Chinese medicinal herbs, including Artemisia annua(黄花蒿) from which Tu Youyou extracted qinghaosu, and explain their functions。		创设情境，通过实物展示常见的中草药蒲公英和大蓟引出主题，激发学生好奇心，理解关键词汇。3’
Step 2	Ss watch a video to distinguish southernwood（青蒿） from Artemisia annua(黄花蒿) from which Tu Youyou extracted qinghaosu。T activates Ss to think about the first time that Tu Youyou extracted qinghaosu.		利用视频创设情境，激活学生已有的关于青蒿素的认知和误解，帮助学生明确青蒿素的来源，思考青蒿素首次发现的时间，引入主题。 2’
While-reading
Step 3	1st reading T invites Ss to skim the text and answer 4 questions: 1. When was the first time Tu Youyou extracted qinghaosu? 2. When was Tu Youyou was awarded the Nobel Prize? 3. How can you know that it was in 2015 that Tu Youyou was awarded the Nobel Prize? T reminds Ss to pay attention to the title and the format. Then, Ss try to answer the following questions: What is the type of this article? Which sentence is the lead of this news report? Which is the most important information, which is the reason, which refers to the significance of Tu’s receiving the prize according to the news lead? What spirits can we learn from Tu Youyou and her team according to their process of extracting qinghaosu?(Never give up.)		获取屠呦呦及其团队首次成功提炼青蒿素和获奖的相关时间信息，引导学生关注新闻报道的格式和新闻导语提供的关键信息。5’
Step 4	After their discussion, students continue reading and find out main idea of para.2.T invites Ss to finish the following task: Find out the topic sentence of para.2 Conclude the quality that Tu has according to para.2.		引导学生找出主题句，梳理概括第二段中屠呦呦所体现的优秀品质。于无形之中渗透教育在一个人一生中的作用。
Step 5	Group Work Ss skim para3.—para.6 to find out the topic sentences and transitional sentences and have a detailed reading one paragraph by one. Para.3 Topic sentence &Transitional sentence. ___________________________________ What efforts had Tu Youyou made before she succeeded in making qinghao extract? Possible answer: She collected over 2,000 traditional Chinese medical recipes for malaria treatment, made hundreds of extracts from different herbs, referred to the ancient books of traditional Chinese medicine again,inspired by an over 1,600-year-old text about preparing qinghao extract with cold water, Tu redesigned the experiments… Her spirits: Para.4 ◆Topic sentence &Transitional sentence. ___________________________________ The spirits: Possible answer: teamwork, sacrifice, perseverance Para.5 ◆Topic sentence &Transitional sentence. ___________________________________ ◆Why did Tu and her team volunteer to test qinghao extract on themselves first? Possible answer: To speed up the process and ensure its safety. Para.6 ◆Topic sentence &Transitional sentence. ___________________________________ ◆ Why did Tu encourage scientists to further explore the treasure house of traditional Chinese medicine? Possible answer: To draw on the wisdom of traditional Chinese medicine, will indeed discover more medicines beneficial to global health care. ★The structure of this passage ★Deep thinking What significant role has traditional Chinese medicine played in Tu Youyou’s success? Possible answer: Knowledge, recipes,inspiration. ★Medical terms Ss find out the explanation of ‘malaria’ and ‘qinghaosu’ from para.1 and para.6. ★Timeline of Tu Youyou’s life Ss make a timeline of Tu Youyou’s life and great contribution of extracting qinghaosu and then give a brief introduction according to their timelines.		小组合作探究第三至第六段的主题句和过渡句，分析概括人物的精神品质。深入思考人物的科研精神和奉献的精神。了解过渡句的作用和效果，培养学生的语篇分析能力。关注段落之间的逻辑结构和句子之间的逻辑关系。深入解构语篇，分析掌握语篇的结构，培养学生的语篇意识和逻辑思维能力。深入了解语篇传递的信息和育人价值。激发学生对传统中医药的兴趣和好奇心，培养学生的文化自信。帮助学生了解用简单的名词短语对专业医学术语进行解释的写作手法。利用时间轴梳理本文有关屠呦呦的生平和发现青蒿素及获奖的事迹，可以加深学生对文本的理解和记忆，并锻炼学生的概括能力。
Post-reading
Step 6	★Role-paly Ss choose one of the activities , prepare their roles and have a short play.(Interview &Report) After their performance, Ss vote for the best performer according to the criteria. T awards the best performer the prize. (Imitate the scene of Tu Youyou’s being awarded the Nobel Prize.) ★Critical thinking T activate Ss to think about the great income difference among scientists and actors. T invites Ss to make a choice between becoming a famous scientist and a famous actor and make a speech about their choice and reason.		学生角色扮演，对屠呦呦进行采访或报道。根据本文学习的重点结合学生的表演作为评价标准，选出最佳演员并现场颁奖（模拟屠呦呦获诺贝尔奖颁奖现场），活跃气氛，树立榜样意识。通过屠呦呦获奖和黄晓明婚礼关注度的鲜明对比让学生的思想和内心产生碰撞，激发学生思考生命的意义和价值所在。
Homework
Step7	1.Prepare a speech on the choice of being a scientist or an actor and the reason. 2.Finish the part A &B in the workbook on page69.	培养学生深入思考的习惯和思辨能力；通过演讲锻炼学生的语言运用能力。
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