资源简介

基础信息
（一）核心基础信息
项目 内容
课题 人教版（2019）高中英语选择性必修第一册 Unit 1 Reading and Thinking
课时 1课时（45 分钟）
授课年级 高二年级
课型 新授课
授课教师
授课时间
（二）课标要求
读懂人物新闻报道，梳理屠呦呦发现青蒿素的完整过程，抓取人物关键信息、数字、细节描写；区分新闻报道的文体特征。
掌握crucial、vital、committed、acknowledge、insist等核心词汇；能复述青蒿素研发历程。
感受中医药文化价值，了解屠呦呦的科研精神，树立民族文化自信，认识中外杰出人物的共同品质。
通过对比、归纳、小组讨论，分析杰出科研者必备的素养，辩证思考天赋与努力的关系。
自主梳理文章脉络，完成流程图、人物信息表，合作完成主题讨论，学会借助图表整理文本信息。
二、教学设计依据
（一）教材分析
本课单元主题为“杰出人物”，阅读文本是一篇2015年屠呦呦获诺贝尔奖的英文新闻报道，是单元核心精读篇目。
文本结构：四段式结构，依次介绍获奖消息、屠呦呦生平与研究背景、青蒿素研发的艰辛历程、屠呦呦获奖感言，逻辑清晰，是典型新闻文体。
文本价值：
语言层面：大量使用描述人物品质的形容词、学术类动词、数量数据，包含宾语从句、非谓语、虚拟语气等高频考点；
文化层面：以中医药科技创新为载体，展示中国科学家对全球公共卫生的贡献，落实文化自信；
育人层面：通过百次失败仍坚持、以身试药等细节，渗透坚持、奉献、团队协作的价值观。
前后关联：为本单元后续听说、写作（介绍杰出人物）铺垫素材与语言模板。
（二）学情分析
知识基础：高二学生具备基础的新闻阅读能力，认识malaria、traditional Chinese medicine等基础词汇；能简单梳理记叙文的线索，但对英文新闻的文体特点、学术类词汇掌握薄弱。
能力短板：抓取数字信息、梳理复杂事件流程的能力不足；难以用英文概括人物品质，对长难句的理解存在障碍。
兴趣特点：学生对屠呦呦、袁隆平、钱学森等国内科学家有认知，乐于分享航天、医药领域杰出人物的故事，适合采用图片、视频、小组讨论等直观教学活动。
三、教学目标与重难点
（一）教学目标
1. 语言能力
① 掌握核心词汇：crucial, vital, committed, objective, distinct, acknowledge, insist, defeat, evaluate；
② 掌握重点句型：It is crucial/vital that...（虚拟语气）、insist that...、be committed to doing；
③ 能独立填写屠呦呦人物信息表、青蒿素研发流程图，完整复述青蒿素发现全过程。
2. 思维品质
① 梳理文章段落主旨，区分新闻文体特征（多用客观事实、数据，主动被动语态结合）；
② 结合文本细节归纳屠呦呦优秀品质，辩证讨论“天赋vs努力”对科研成就的作用。
3. 文化意识
理解中医药的世界医疗价值，体会中国科研工作者攻坚克难的精神；对比中外杰出人物，理解“卓越成就背后的共同品质”，增强中华文化自豪感。
4. 学习能力
学会用表格、流程图梳理长文本信息；小组合作完成观点讨论，自主完成课后词汇、语法巩固练习。
（二）教学重难点
教学重点
梳理屠呦呦生平与青蒿素研发完整过程，抓取文本关键数字与事实细节；
掌握核心词汇、重点句式并灵活运用；
概括屠呦呦的人物品质，理解新闻报道文体特点。
教学难点
理解长难句、insist引导虚拟语气的用法；
结合文本细节分析科研成功的多重因素，用英文有条理表达个人观点。
四、教学准备
多媒体素材：世界防治疟疾日图片、青蒿素分子结构图、屠呦呦实验室及诺贝尔奖现场照片、简短科普短视频；
纸质学习资料：屠呦呦人物信息填空表、青蒿素研发流程图、课堂单词拼写&语法填空练习单；
前置任务：预习新单词，搜集一位自己敬佩的杰出人物（中外均可）简要事迹。
五、教学过程设计
Step 1 Lead-in
1. Show four pictures on the screen: World Malaria Day, sweet wormwood, Tu Youyou conducting experiments, Tu Youyou receiving the Nobel Prize. Ask students to discuss three questions in pairs:
① What do you know about malaria
② What do you know about Tu Youyou
③ Do you know how artemisinin was discovered
2. Invite 2–3 pairs to share their opinions. The teacher summarizes briefly: Tu Youyou discovered artemisinin, an effective cure for malaria that saves millions of lives each year. Today we will read a news report about her Nobel Prize win. Write the lesson title on the blackboard.
Step 2 Pre-reading
1. Divide students into groups of four and hold a short discussion to activate background thinking with two questions:
① What kind of person makes great discoveries
Most great discoverers are brilliant and hard-working. Many are perfectionists who are unwilling to accept anything but the best.
② Which is more important for making a great discovery, talent or effort
I think both talent and effort are important for making discoveries. If a person doesn’t have any talent, it is possible that even though he or she works hard, it will be difficult to succeed. On the other hand, people — even those with great talent — rarely achieve anything without putting in efforts.
2. Write students’ answers such as hard-working, persistent, devoted and selfless on the board to lay a foundation for post-reading analysis.
Step 3 While-reading
1. Ask students to read the whole passage quickly within limited time, then complete the main idea sentence:
The passage is mainly about Tu Youyou’s discovery of artemisinin and her great contributions to the medical field.
2. Learn reading skill (find descriptive words). Scan the text and find descriptive words about Tu Youyou.
committed and patient
3. Students finish multiple-choice questions about text features:
① Where would you most likely find this passage （D）
A. In a blog. B. In a book.
C. In a letter. D. In a newspaper.
② Passages like this are most often written in _______ and _______.（C）
A. the active voice/offer many opinions
B. the first person/talk about feelings
C. both active and passive voices/mostly contain facts
③ Which two pieces of information were not included in the passage （C、D）
A. A quote from Tu Youyou.
B. The details of how artemisinin was discovered.
C. Tu Youyou’s important contributions other than the discovery of artemisinin.
D. Tu Youyou’s personal life.
E. Tu Youyou’s road to discovering artemisinin.
F. What Tu Youyou was awarded.
G. Why artemisinin is an important discovery.
4. Ask students to match four paragraphs with their corresponding main ideas:
Para. 1 — d. Tu Youyou won the Nobel Prize.
Para. 2 — a. The introduction of Tu Youyou and her team.
Para. 3 — c. The discovery of artemisinin.
Para. 4 — b. Tu’s response to the award.
5. Students scan the text independently and fill in Tu Youyou’s basic information form:
Name Tu Youyou
Profession Scientist
Birthplace Ningbo, China
Date of birth 30 December, 1930
Graduated from Peking University Medical School
Workplace The China Academy of Traditional Chinese Medicine in Beijing
Main contribution She discovered artemisinin, a crucial new treatment for malaria, which has saved hundreds of thousands of lives and has led to improved health for millions of people.
6. Ask students to read the text again and answer the following questions.
① Why is the discovery of artemisinin important
Artemisinin has saved hundreds of thousands of lives and has improved the health for millions of people.
② What was the key to getting a good extract from the wormwood
Using a lower temperature to draw out the extract.
③ What numbers are mentioned in the text What do they suggest
200 million; 600,000; 100,000; 2,000; 280,000; 380; 190
These numbers suggest three things: how big a health problem malaria is, how much time Tu Youyou spent in looking for a possible new treatment for malaria, and how patient and persistent Tu Youyou and her team were to tackle the disease.
④ Why is Tu Youyou considered a great person
She is considered a great person because through her efforts many lives have been saved.
7. Complete the chronological timeline filling task according to the key years in the text:
1930: was born in Ningbo, China
1955: graduated from Peking University Medical School
1967: joined in a team of scientists with the objective of discover a new treatment for malaria
1969: became the head of the project in Beijing; decided to review ancient Chinese medical texts (how artemisinin was discovered)
1971: the team succeeded after failing more than 190 times → tested on themselves; tested on malaria patients
2015: received the 2015 Nobel Prize in Physiology or Medicine → a team effort; an honour for China’s scientific research and Chinese medicine
8. Students read the text carefully and finish the artemisinin discovery flowchart step by step:
Step 4 Post-reading
1. Share the great figure you prepared before class and introduce his or her outstanding qualities.
Display pictures of Yuan Longping, Zhong Nanshan, Marie Curie and Qian Xuesen as references. The teacher concludes: All remarkable achievements come from long-term devotion and persistence.
2. Discuss two questions in groups:
① What valuable spirits can we learn from Tu Youyou (persistent, committed, selfless, brave, cooperative)
② What qualities do you think great people should have
Step 5 Language Points
Explain key vocabulary items one by one, covering collocations, sentence patterns and blank-filling exercises:
crucial; vital; committed; distinct; acknowledge; insist
Step 6 Exercise
1. Word spelling: Fill in words according to Chinese hints;
Effective communication is vital (至关重要的) to building trust between team members.
China will keep to the path of green development with the objective (目标) of developing the economy without damaging the environment.
The reason why we suffered a defeat (失败) was that we hadn’t made full preparations.
Actually many countries are undertaking it and have obtained (获得) great breakthroughs.
There’s absolutely no regulation of cigarettes to make sure that they don’t include poisonous substances (物质).
But the custom in our country is different from overseas, we process food mostly (主要地) by frying.
2. Grammar blank filling: Fill in the correct form of given words.
He is academically (academic) qualified for the position, though he lacks practical experience.
Having committed (commit) his whole life to studying hybrid rice and serving the people, Yuan Longping wins much praise and respect both at home and abroad.
The scientist was interested in science when he was young and he was fond of doing scientific (science) research.
Apparently (apparent), she took no notice of the mistakes in the accident.
The students’ proposals were evaluated (evaluate) based on creativity last semester.
Boiled (boil) with brown sugar and ginger, fruits can be enjoyed better by teenagers as a fashionable drink.
3. Teacher checks all answers with the whole class and explains common mistakes and confusing grammar points.
Step 7 Summary
Extract descriptive words about Tu Youyou, identify text types and structures.
Retell discovery processes of Artemisinin, answer comprehension questions with text-based responses.
Discuss traits of “people of achievement” in groups, and use descriptive language to talk about figures like Tu Youyou.
Step 8 Homework
1. Draw a mind map independently to show the whole process of artemisinin discovery, with key time points and experimental steps marked clearly.
2. Search for related materials and write down 5 short English notes about the practical effects of artemisinin on malaria treatment in Africa.
六、板书设计
Unit 1 People of Achievement (Reading and Thinking)
1. Text Structure
Para. 1: Tu Youyou won the Nobel Prize.
Para. 2: The introduction of Tu Youyou and her team.
Para. 3: The discovery of artemisinin.
Para. 4: Tu’s response to the award.
2. Key Timeline
1930 Born in Ningbo
1955 Graduated from Peking University Medical School
1969 Head of malaria research project
1971 Low-temperature extraction, 190 failures
2015 Nobel Prize in Physiology or Medicine
3. Qualities of Great Scientists
persistent, committed, selfless, brave, cooperative, diligent
七、教学评价与反思
（一）教学评价
过程性评价
① 课堂互动观测：记录学生小组讨论参与度、文本信息定位准确度、英文观点表达流畅度；
② 任务成果评价：依据人物信息表、研发流程图、课堂习题完成质量，判断学生文本梳理与语言吸收能力；
③ 展示分享评价：针对杰出人物分享环节，分层评价学生词汇运用、逻辑表达水平。
终结性评价
依托当堂单词拼写、语法填空检测词汇语法掌握程度；结合课后作业完成情况综合评判课堂整体学习效果。
（二）教学反思
1. 课堂优势
教学环节严格按照读前—读中—读后分层设计，完整覆盖全部课文任务、语言点、配套习题；话题导入贴合学生认知，借助图片、小组讨论降低阅读课堂枯燥感；讲练结合同步落实语言训练与文化育人目标。
2. 常见课堂问题
读中多任务并行，课堂时间分配紧张，基础薄弱学生难以同步完成信息梳理与流程图填写；配套课堂练习量有限；读后人物拓展讨论时长不足，学生分享不够充分。
3. 优化改进方案
读前词汇预热活动精简时长，课前同步发放预习单，提前扫清malaria、wormwood等生词障碍；补充配套分层课后词汇语法练习，录制知识点复习微视频；提前布置杰出人物搜集预习任务，预留充足课堂分享时间。

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