课题	UNIT 1 People of Achievement Period 2 Build up your vocabulary	学科	英语	班级	授课教师
教学目标	By the end of this section, students will be able to: grasp the new words and guess their meanings in different contexts; learn derivation and memorize words through network of words effectively; correctly use the new words to fill in the blanks and express their own opinions about how people can achieve success; deepen their understanding of the theme of this passage.
教学主题	该部分活动1~2的词汇活动围绕本单元话题词汇和生词设计，活动3让学生在与单元主题相关的语境中运用和巩固单元生词。活动4进一步拓展主题内容，让学生利用所学语言就“人们如何获得成功”发表观点，深化他们对单元主题意义的理解。在本单元的词汇学习策略上，着重训练学生掌握派生法这种构词法。
教学重点	让学生在语境中理解新词的含义与用法，掌握派生法的构词方法，积累话题词汇。
教学难点	让学生运用所学词汇谈谈对“人们是如何获得成功”的理解，以深化学生对单元主题意义的理解。
教学内容与过程	Step 1 Words learning and practice 1. 教师引导学生回顾发现青蒿素的过程，引出目标词。教师提问： How was artemisinin discovered? 学生利用流程图，再现屠呦呦及其团队的研究之路。教师板书学生讲述过程中出现的本节课的目标词，例如：boil、liquid、extract、substance、artemisinin、conclude、committed、acknowledge、objective、crucial、apparently、obtain、insist等。 2. 学生完成活动1，通过根据释义写出单词的活动来巩固本单元所学生词，积累话题词汇。 3. 学生回到Reading and Thinking板块的语篇中画出含有这些词语的句子，建构词义。文中涉及的句子有：  ..., and decided to review ancient Chinese medical texts to find traditional botanical treatments for the disease.  Her team examined over 2,000 old medical texts, and evaluated 280,000 plants for their medical properties.  They then tried boiling fresh wormwood, and using the liquid obtained from this to treat malaria, but this did not work either.  She concluded that boiling the sweet wormwood apparently destroyed its medical properties.  Using a lower temperature to draw out the extract, she found a substance that worked. 教学提示：活动1中的单词都是语篇中用来描述科学研究过程的。在新的语境中复现这些单词，可以强化学生对“语言的表意功能”的认识。 4. 学生用活动1中的单词完成语篇填空练习。 Tu Youyou and her team first tried sweet wormwood and used the obtained, only to find it didn’t work since its medical were destroyed. It was not until she used a lower temperature that the named artemisinin, a treatment for malaria, was successfully extracted. (Answers: boiling, liquid, properties, substance, botanical) 教学提示：此篇短文涵盖了活动1中的全部单词。通过设置情境，以语篇形式呈现目标词，有助于学生理解词义。 5. 学生完成活动2，概括派生法的构词方法，拓展、运用话题词汇。（1）学生先推测所填单词在句子语境中的词义，然后完成填空练习。学生可用中文释义，但更鼓励用英语进行释义或同义替换。（2）教师指导学生以词根为中心，通过派生法拓展词汇，建构词汇网络。（3）教师引导学生总结派生法的特征和意义。构词法中的派生法（derivation），又名缀合法（affixation），是指在词根上加前缀（prefix）或后缀（suffix）构成新词的方法。多数情况下，加前缀改变原词词义（如indistinct），加后缀改变原词词性（如commitment）或词义（如valueless）。（4）学生运用目标词及其派生词描述一位卓有成就的人物——黄大年。教师先通过问题“What do you know about Huang Danian?”让学生分享对人物的了解，或通过简短的视频让学生更多地了解黄大年。然后，学生用distinct、value、commit、conclude、analyse这五个目标词描述这位人物。最后，教师可让学生利用派生词进行同义转述。 One possible version: To pursue his value of life, Huang Danian gave up his well-paid job in Britain and returned to China when his country needed him. As a professor, he tried to analyse and meet his students’ distinct needs. As a researcher, he committed himself to developing many devices needed for deep-Earth exploration. No wonder people conclude that he was a scientist and educator who is worth our admiration. 教学提示：该部分的目标词不仅包括了“描述卓有成就的人物”的话题词汇中描述科学研究过程的词语，如analyse、distinct、conclude；还包括了描写人物成就的词语，如value；以及描写人物优秀品格的词语，如committed。 6. 学生完成活动3，在介绍鲁迅的语篇、语境中进一步巩固话题词汇。（1）阅读短文，完成填空。教师可引导学生根据上下文先判断所填词的词性，以降低难度。该题的难点在于如何运用动词的正确形式，包括时态、语态和非谓语形式等，如第一空填写acknowledged，考查的是非谓语动词作定语，相当于定语从句“who was acknowledged ...”。（2）学生思考和讨论以下问题，探究语篇的主题意义。  What was Lu Xun’s original objective?  What made him change his mind?  If you were him, would you change your mind? Why?  Which of his great qualities can be inferred from the passage?  What title would you give to the passage? Step 2 Homework Please write a short passage about how people can achieve success, using words and expressions you have learnt in this unit.					备注