资源简介

Unit 4 Scientists who changed the world
Reading 教案
教材分析：
本课时阅读文章是关于屠呦呦获得诺贝尔奖的一则新闻，其中包括研究经历，过程中遇到的困难等。学生通过阅读文章，需要识别和提取新闻报道基本信息以及基本结构。然后，进行演绎归纳并整合诠释。学生需要掌握“科学”话题相关词汇及表达，感知进一步解释的写作手法在文章中的运用特点，加深对本单元主题的理解，积极调动思维，辩证思考科学家对待学术研究的态度和精神。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，在语境中识别和运用本单元重点单词和短语；拓展主题相关的词汇，理解文章采用的结构。
思维品质上，厘清文章的结构框架，发散思维，从不同视角思考科学家所面对的困难，创造性地提出自己的观点。
文化品格上，理解科学家面对困难，感受科学家在研究过程中艰苦奋斗的精神，增强对本国认同感，提升爱国精神。
学习能力上，习得更多后缀，能够区分不同单词词性，习得如何使用破折号或逗号对词汇进行补充说明。
教学重点：
学生能够厘清新闻的组织结构，获取关键信息。
学生能够掌握和运用重点单词、短语，理解文章中的修辞手法。
理解科学家精神。
教学难点：
学生梳理文章的组织框架，获取关键信息。
从屠呦呦的事迹中，习得科学家精神。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead in: T shows four pictures and asks Ss who they are, after showing their names, T asks what they have in common. And Ss answer: The Nobel Prize. Lastly, T shows their names of prizes for leading in the topic of the Nobel Prize. Then, T guides Ss to think about Chinese winners for leading in Tu Youyou. 通过图片展示，引入诺贝尔主题，激活学生已有知识，提高学生兴趣。 5’ CW
Step 2 Lead in: T guides Ss to read the requirement of the reading task. Review what news report is for predicting the contents of the article. [structure, elements] Then, answer two questions in the book. The teacher has students recall their previous knowledge of the Nobel Prize and important scientific discoveries in history to invoke background knowledge. T plays a short video to understand what the Nobel Prize is. 激活已知新闻结构，激发学习兴趣，自然引出阅读任务。 5’ CW/IW
Step 3 Reading (first time): Students summarize the main idea of each part and complete the chart A1 on Page 46. While reading, students are encouraged to use a dictionary if they come across any new words. 引导学生运用阅读策略，进行整体阅读，抓住主题句，从而把握文章大意与行文思路。 8’ IW/CW
Step 4 Discussion: T highlights the sentence in the task and asks Ss to predict what challenges or problems scientists may face. 运用题干内容，预测和设想科学家遇到的困难，提高辩证思维能力。 3’ CW
Step 5 Reading (second time): The teacher asks each student to read the text carefully again. Students find solutions to the problems Tu Youyou was faced with and fill in the table A2 on Page 46. Then T needs to highlight the main info and explain why they did it. 带领学生进一步梳理细节信息，提取有关文章主进一步梳理细节信息。要求学生在理解问题的基础上，思考如何解决问题，旨在促进学生思维品质的提升。 10’ IW/CW
Step 6 Watch a video: T guides Ss to review the story of Tu Youyou by watching a short video for deepening the impression on her and summarising the contents visually. 播放视频，将阅读信息视觉化，加深印象，为后续问题做铺垫。 5’ CW
Step 7 Discussion: Students read the text again and work in pairs to discuss the questions in A3 on Page 46. 1. What qualities did Tu Youyou show as a scientist Use details from the news report to support your ideas. [T combines video and info from the text, and leads Ss to have a conclusion about her spirits.] 2. Tu Youyou is the first Chinese female scientist to win a Nobel Prize. In your opinion, what is the significance of this achievement [T leads Ss answer the question based on sense of pride, education, develop of technology, etc. Then T plays a short video to introduce more scientists and their spirits.] 要求学生寻找细节论据，支撑屠呦呦作为科学家所具备的优秀品质的观点。不是单纯的语言使用的活动，而是将学科育人的意识贯穿在活动的过程中。 10’ CW
Step 8 Key words T analyses the key words and arouse Ss’ interests to know more. Tips: while analysing those words, T could give more examples of pollution as sample sentences. 提高语言能力，强化主题词汇。 5’ CW
Step 8 Building your language: Students consolidate the use of new words and phrases and finish task B1. Check the answers together. While checking the answers, T needs to tell the clues for each blank, and also summarise the key information for each para. 在新的语境中运用生词，巩固新知。教授选词填空的方法，总结每段话的中心思想，提高主题认知。 8’ IW/CW
Step 9 Building your language: In task B2, T teaches the abstract nouns. Firstly, T needs to tell what it is and asks Ss to find out them in the article above. Then, T tells different suffix and asks Ss to fill in the table. 教授抽象名词的概念和其不同的后缀，学生习得区分和运用的方法。 10’ IW/CW
Step 10 Building your language: T teaches how to use comma and dash to lead in further explanation. T needs to use the sentence from text before, and highlight the key points to make the sentence clearer. Then, T tells what kinds of term had better to use this way for making it easier to understand. If possible, T can give 2 mins to ask Ss complete the practice. 教授如何使用逗号和破折号引出对词汇的进一步解释，提高学习能力和语言能力。 5’ CW/IW
Step 11 Homework: Search the speech video of Tu youyou after the Nobel Prize and tell how you feel 同主题资源分析，巩固新知。 1’
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生能否加深对新闻语篇的理解。
学生在本课时学习之后，能否梳理文章结构和信息，并提出自己的观点。
学生能否加深对主题的理解和认知，感受科学家精神。
学生能否掌握抽象名词后缀以及补充说明的句子写法。
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