资源简介

教 学 设 计
授课类型：Reading
教材版本：牛津译林版(2020)
授课内容：Book 3 Unit 4 Reading Chinese Scientist Wins 2015 Nobel Prize
(
1
)
一、教材分析
教 学 设 计
【What】本版块的语篇类型是新闻报道，内容围绕中国第一位获得诺贝尔奖的女科学家屠呦呦展开。文章介绍了屠呦呦及其团队发现青蒿素的过程，重点介绍了他们不懈的努力，以及从传统中医药中所汲取的智慧。
【Why】本版块的语篇希望传递给读者两重深层含义：第一是传统的中国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； 第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、无私奉献的精神，是值得我们敬佩和学习的。
【How】本版块的语篇具有新闻体裁的特点。教师需要引导学生掌握其结构特征（倒金字塔结构）及阅读新闻类文章的方法，体会新闻导语言简意赅的特点， 准确把握其核心信息和额外信息。
(
The lead
The body
The tail
)
二、学情分析
知识基础：本班大部分学生有一定英语基础，部分学生有较强的语言表达能力，但整体语言表达能力的提高还需要长期的过程。
心理及技能特点：学生对于 science 的话题较有兴趣，对于中国首位女性诺贝尔奖获得者屠呦呦有一定了解。但是，他们对于与青蒿素研发过程相关的词汇及科学家品质的描述词汇知之甚少，阅读中遇到困难容易产生退缩心理。
学习需要：“科学”的话题在学生的学习生活中遇到的频率较高，阅读和交际的需要和学生知识储备缺乏的矛盾构成了本课的学习需要。
三、教学目标
学完本课后，学生能够：
总结新闻报道的提纲和关键信息，体会导语在新闻语篇中的核心作用。
通过阅读获取与梳理屠呦呦及其团队研发青蒿素的过程，评估中医药的重要性。
讨论屠呦呦作为科学家具备的优秀品质，联系自我，思考个人应以怎样的态度迎接未来的挑战。
通过了解屠呦呦及其他中国科学家科研道路的艰辛，树立传承与发扬老一辈科学家精神的志向，实现中国梦。
四、教学重点难点
如何帮助学生了解并掌握新闻语篇的特点。
如何通过活动设计引导学生欣赏科学家所具备的优秀品质，并予以传承与发扬，实现课程育人的目标。
五、教学过程
教学目标 教学活动与步骤 评价要点 时间 与互
动模 式
1. 激发学生对于科学和科学家话题的兴趣。 Step 1 Greetings & Lead-in Greet the whole class warmly. Show some pictures of the activities at our school Science Festival. Qs: What festival is this What can we do at the science festival Play a game: Give some hints of some great scientists and encourage students to guess who they are. 学 生 能 够 积 极 参 与 活动，了解伟 大 科 学 家的成就。 CW& IW 2’
设计意图：通过学校科技节活动与通过线索猜科学家的游戏，导入本节课科学与科学家 话题。
2. 激活学生对于屠呦呦已有背景知识并回顾新闻报道基本结构特征。 Step 2 Pre-reading Show a picture of Tu Youyou and ask students what they have known about her. Q 1: What do you know about her Share the information about the origin of Tu Youyou’s name to lead to the topic of her great discovery. Help students grasp the structure and features of a news report and learn how to read a news report. Q2: Where can we get the most important information in a news report (Possible answer: In he first paragraph or the lead.) Then summarize the features of the three parts of a news report: The lead, the body and the tail. 学 生 能 够 表 达 自 己 对 于 屠 呦 呦 的 已 知 信 息 并 基 于 以 往 阅 读 经 验 简 单 描 述 新 闻 报 道 体 裁的特征。 CW& IW 3’
设计意图：激活学生对屠呦呦及其研究的已有知识并激发其探索新知的热情。通过新闻 报道标题以及导语等文体特征的探讨,了解本节阅读课的基本阅读策略。
3. 通过阅读 获取与梳理 Step 3 While-reading 1. Skimming 学生能够 准确获取 CW& IW
屠呦呦及其团队研发青蒿 素 的 过 程，体会科研道路的艰辛。 Have students skim the news report and match the main idea with each part. Then have them point out which part belongs to the lead/body/tail. 2. Detailed reading The lead: Read Part 1 and find out the most important information. Qs: Who What When Why Where How (Possible answers: Tu Youyou; won a Nobel Prize; in 2015; for her discovery of qinghaosu;/;/) The body: 有关屠呦呦研发青蒿素过程的信息，并通过阅读细节评估中医药在此过程中的重要作用。 12’
①Read Part 2 for some background information.
Education----Work Further training
②Read Part 3 to get some detailed information.
Have boys focus on the problems Tu Youyou and her team met with while girls focus on how they solved the problems. Then check the answers in turns. Problems: 1...2...3... Solutions: 1...2...3...
设计意图：通过新闻报道的文体特征帮助学生快速掌握本文结构和各部分主要大意。设 计层层递进的“问题链”，引导学生通过阐释、分析、判断等思维训练活动，进一步研读语篇，培养其分析问题、解决问题的能力。
4.讨论屠呦 Step 4 After-reading 学生能够 IW&
呦作为科学家具备的优秀品质，评价中医药在屠呦呦研发青蒿素中的 重要作用。 1. Play a short video about Tu Youyou’s volunteering to test the medicine on herself. Q 1: What qualities does Tu Youyou show as a scientist Summarize the qualities with a combination of the initials to make a SCIENTIST. Q2: Besides her personal qualities, are there any objective factors that contribute to Tu’s success 根据文本中的细节提炼并简单描述屠呦呦所具备的可贵 品质。 PW 7’
设计意图：通过视频和文本让学生多方面了解屠呦呦为科研无私奉献的精神以及传统中 医药在屠呦呦研发青蒿素过程中的重要意义，引导学生综合运用语言解决实际情境中的问题，表达自己的观点态度，完成能力向素养的转化，实现“深度学习”。
5.了解屠呦呦无私奉献精神源自对国 家 的 热 爱。 Step 5 Further thinking Encourage students to think further. Q: In your opinion, why was Tu Youyou so devoted to her work Then play a short video about Tu Youyou’s answer to this question: her great passion for our country. 学 生 能 够 基 于 已 有 知 识 作 出 合理推断。 IW 3’
设计意图：通过深入思考，让学生对于屠呦呦的奉献精神和爱国情怀有更好的了解，为 下一步的活动作情感铺垫。
6.通过小组合作完成与屠呦呦的隔空对话，培养学生语言能力以及积极的情感态度价值观。 Step 6 Group work (Make an Imaginary Talk with Tu Youyou.) Situation: Imagine Tu Youyou were to be invited to our school science festival and you would have a chance to talk to her on behalf of young students. Task A: Imagine you were Tu Youyou. You were invited to talk to a group of students. What would you tell them Task B: Imagine you were talking to Tu Youyou on behalf of our school’s young students. What would you tell her 1. Students are supposed to work in groups of four. Tips 学生通过不同的角色任务，完成屠呦呦对青年人的期望以及青年人对屠呦呦期望的答复。 GW 12’
will be given to help them accomplish their task. 2. Invite two representatives from groups with Task A and Task B respectively and complete the imaginary talk.
设计意图：本环节将学生任务分为 TASK A 和 TASK B 两种类型。学生可以任选一种。通过隔空对话的形式，让学生分别从屠呦呦和学生本人角度出发，体会老一辈科学家对于年轻人的殷殷期望和青年人不负重托的决心。同时，屠呦呦角度的谈话基于文本，而 学生角度的谈话超越文本，实现能力向素养的转化。
7.树立传承与发扬老一辈科学家精神的志向。 Step 7 Summary Show the pictures of some other great Chinese scientists and present the important information: They were young. You are young! You are the future! Make a promise by reading a short paragraph of words to show our determination to make our country better. CW 2’
设计意图：由屠呦呦引申到其他优秀中国科学家，引导学生欣赏其高尚品质。通过集体 诵读的形式表达新一代青年为国奉献的坚定意志。
板书设计 Book 3 Unit 4 Reading The lead The body The tail Education Courage Innovation Strong mind Sacrifice Confidence Teamwork Intelligence
作业布置 Required homework: Scan the QR code on your handout for more information about Tu Youyou’s latest research
and write a lead of your news report (about 40 words). Optional homework: Get to know more about Chinese scientists. 必选作业要求学生做一篇关于屠呦呦最新研究发现的 拓展阅读，并写一段 lead，考查学生对于新闻体裁掌握程度。布置分层作业，让不同能力水平的学生根据自身情况完成相应任务。
教学反思 本节阅读课文本阅读难度较大。围绕主题设计了学习理解、应用实践及迁移创新三个层面的教学活动， 基本完成了既定的教学目标。但因课堂时长限制及时间分配问题，导致有些讨论不够深入，未能让更多学生有参与发言的机会，需在今后的教学中予以 改进。
Task A
Imagine you were Tu Youyou. You were talking to a group of young students. What would you tell them
Requirements:
Discuss in groups of 4 and choose your group leader.
Five minutes to discuss and 1 minute to present.
The group leader will come to the front to give the talk first.
Tips:
You can talk from the following aspects:
Greetings.
What difficulties you have overcome.
Express your expectations and encouragement.
Useful expressions and sentence structures:
delighted/glad/excited/
It’s my pleasure…
Failure is the mother of success. (Greetings.)
(Difficulties)
(Encouragement and expectations)
Task B
Imagine you were talking to Tu Youyou. What would you want to tell her Requirements:
Discuss in groups of 4 and choose your group leader.
Five minutes to discuss and 1 minute to present.
The group leader will come to the front to give the talk after Tu Youyou’s talk.
Tips:
You can talk from the following aspects:
Greetings and your feelings about her work.
What you can learn from her qualities.
What you are going to do in the future.
Useful words and expressions:
I’m greatly honored…/ It’s my great honor…
show one’s admiration/respect/gratitude
be deeply moved/ touched/inspired by (Greetings and your feelings.)
(The influences of her qualities on you)
(Your response to her expectations in the future)

展开更多......

收起↑