资源简介

学校 课题 Unit6 The Admirable Lesson1 A medical pioneer
年级 高一 学科 英语
教材分析 本文从屠呦呦获得诺贝尔医学奖的背景入手，首先介绍了青蒿素的巨大影响，然后介绍了屠呦呦的学习和工作经历，然后向我们解释了屠呦呦提取青蒿素的细节。这个过程以屠呦呦对未来中西医结合的期望和态度结束。这篇文章不同于任何说明文和叙述文，而是一种报纸新闻风格。文章从屠呦呦获得诺贝尔医学奖的背景开始，结合其生活、学习经历、工作经历以及她的研究态度向我们介绍了青蒿素的发现对全人类和世界产生的巨大影响与她个人的崇高品质。
学情分析 语言能力：学生通过课外阅读和课堂学习积累了约 1,800 个单词的词汇量，并在课前熟悉了单词表;他们能够在 7-8 分钟内完成整个文本;虽然他们很容易掌握文章中的关键词，但他们整合知识的能力相对来说并不令人满意。 文化意识： 学生很少接触到以“人与技术”为主题的文章。同时， 由于对诺贝尔奖和屠宥佑的事迹知之甚少，他们自己对中西医的看法相当有限。 学习能力： 学生渴望并愿意接受新知识和新事物，但需要养成一些良好的习惯，比如“带着问题读书” ;他们在阅读前也需要一些提示，例如在关键词下划线以帮助他们阅读;这样他们就能够在一系列学习和理解活动后初步应用他们所学到的知识。 思考品质： 学生有强烈的表达欲望，但需要给学生足够的准备时间。学生的推理论证、分析判断 、批判性思维等思维能力较弱，需要指导从现实生活经验入手，然后才会深入思考。
教学目标 1.学习理解：学生可以抓取关键词并填写相关信息（如屠呦呦的出生地和出生时间、屠呦呦的教育和工作经历等） 2.应用实践：在练习 6 的辅助下，学生可以用自己的语言口语简要描述屠宥优发现青蒿素的整个事件（包括原因、过程和结果） 3：迁移创新：学生们以小组形式合作，通过文章和分析屠呦呦的性格，思考为什么屠呦呦被称为“医学先驱”，以及他们对屠呦呦被称为“医学先驱”的看法，并形成简短的口头报告。
教学重难点 重点：学生可以有目的地阅读，并在阅读中查找有关屠呦呦的相关信息。在阅读过程中，学生学习对文章进行总结、整合、梳理结构，厘清文章的思路。 难点：学生能够给出自己的合理判断，并找到相应的证据来分析屠呦呦的个人性格特质。学生们以小组形式合作寻找证据，并推断出屠呦呦被称为“医学先驱”的原因。
教学准备 智慧课堂教学平板电脑（教师端），畅言智慧课堂，黑板，粉笔等。
教学环节 教学内容 智慧课堂应用及分 析 1.功能选择 2.应用价值 3.评价体现 时长
Activity 1: Lead-in l The teacher will use some pictures of the pioneers in many fields and ask students who are they. Then the teacher will ask students to define “pioneer” from the 4 examples. (chosen characters: Yuan Longping, pioneer of research and development of hybrid rice in China; Ma Yun, pioneer in e- commerce industry; Lu Xun, pioneer in literature in modern times; Jobs, pioneer in IT industry) T: Do you know who is he (Ss…) Do you notice that there is a word that appears many times (pioneer) Then who could tell me what does it mean (Ss…) Pioneer means … l Then the teacher will show the title, A Medical Pioneer, to the students and talk about use malaria as a topic. She will ask the students what do they know about malaria and show some pictures to help them know something about malaria. malaria and asks students watch carefully to answer the following question. T: Today we will read an article about a medical pioneer. She invented a drug that can cure malaria. Malaria is a kind of serious infectious decease, it kills over 1 million people a year. Do you know other else about malaria (…) I prepare some pictures for you to recognize. Please look at the screen. 1. 利用“互动”选项里的“随机选 人”和“抢答”模式开启导入的讨论 2. 活跃气氛，激发学生学习热 情，快速进入状态。 3. 利用智慧课堂的“点赞”功能给予学生动态表 扬，并结合教师口头表扬，给予学生肯定，为接下来的课堂做好铺垫。 (4mins)
Activity 2:Pre- reading l The teacher will put 3 keywords on the PPT and ask students what is her name. T: Malaria is so scaring. But a person saved us, she is a medical researcher, a Nobel Prize winner and a female scientist. Do you know who is she (Ss…) l Then the teacher will tell them they will read an article about Tu Youyou later and ask what they expect want to read in the article about Tu Youyou. Exp for Q: 1. 利用智慧课堂中的小工具之“聚焦”功能， 选择电子课本中的重难点句型或者寻读过程中发现的关键信息，结合 “关灯”功能突出重点，逐个解 释。 (3 mins)
What prize did Tu Youyou win after the advent of artemisinin / When did her get the prize When did she discover artemisinin What did the discovery of artemisinin lead to Where did she extract(提取) the artemisinin How did she do to extract it How did Tu Youyou discover the artemisinin What are the difficulties during the experiment Who was the first experimental human 2. 利用”画线“功能圈出难点词汇与表达，帮助学生理解。 3.即时点赞，鼓励学生参与课堂。
Activity 3: While- reading Read through (10 mins) 。Read through the article and underline the answer of their questions wrote down before. (The teacher will keep finishing the questions (about 5-6) while students are reading.) Skimming (7 mins) The teacher will ask students to skim paragraph 1 and summarize its main idea. Then the students will skim paragraph 2 and finish the first column of Exercise 5 and ask some students to share their answers. Then the teacher will ask students to skim paragraph 3-4 and finish the middle column in E5. Last, the students should skim paragraph 5 and finish E 5. At the same time, the teacher will help students sort out the main idea of each paragraph (from 2-5) after finishing each column. Summarize (5 mins) The teacher will ask students finish exercise 6 and use it to explain the whole process of discovering artemisinin to their partner, then the teacher will invite some of them to share in the class. 1. 利用智慧课堂中的小工具之“聚焦”功能， 选择电子课本中的重难点句型或者寻读过程中发现的关键信息，结合 “关灯”功能突出重点，逐个解 释。 2. 利用”画线“功能圈出难点词汇与表达，帮助学生理解。 3.即时点赞，鼓励学生参与课堂。 (22 mins)
Activity 4: Post reading Discuss in group and use 3 words to summarize Tu Youyou’s personal quality and give according evidence. Then the teacher will ask some representatives in groups to share their words and evidence. Discussion(7mins) The teacher will ask students “Why is Tu Youyou considered a medical pioneer What do you think of it ” and share what they learn from Tu Youyou in groups by designing an interview. 1. 利用小工具里的“计时器”功 能， 让学生对于给定讨论时间有所意识，逐步增强学生的时间观念和团队合作精神。 2. 即时点赞鼓掌，鼓励学生参与课堂。 (14 mins) Group work (7 mins)
Activity 5:Summary and Homework The teacher will summarize what they have learned today and assign the homework to students. Choose one of it: Homework1： Choose one personal quality of Tu Youyou that you most admire (should give some evidence just like what we have done in class). Besides, you should tell us why do you admire it most or how will you do in the future to achieve it. Homework2: You should introduce a pioneer in other fields (can be medical also), it should contain her/his basic information, achievements and why do you think she/he is a pioneer in this field. 运用“讲解”功能进行作业布置并提出具体要求。 (2 mins)
板书设计
教学反思 1.教学过程中对于一些形容屠呦呦科学家精神的形容词较多， 学生需要时间去思考与理解。 2.文章介绍了屠呦呦的出生工作经历以及青蒿素发现过程的艰辛， 涉及到复杂的历史背景，在阅读过程中耗费较多时间去理解。 3.最后的采访环节准备时间有限，可以提前让学生预习再准备，会令环节更加的出彩。

展开更多......

收起↑