Unit 1 Peopleof Achievement教案

（Reading and Thinking：Tu Youyou Awarded Nobel Prize）

文本簡析

本單元閱讀文本的話題是“取得卓越成就的人物”，旨在讓學(xué)生走近中國諾貝爾生理學(xué)或醫(yī)學(xué)獎獲得者屠呦呦，了解她和團隊發(fā)現(xiàn)青蒿素的研究過程，學(xué)習(xí)科學(xué)家的偉大品質(zhì)，樹立正確的人生觀和價值觀。與此同時，能通過語篇深刻感受中國傳統(tǒng)醫(yī)藥和中國科學(xué)研究對世界作出的突出貢獻，樹立民族文化自信。

文本采用了新聞故事語篇類型，新聞報道部分，客觀描述了屠呦呦獲諾貝爾獎事件，故事敘述部分，生動講述了屠呦呦及其團隊的研究之路。該文本體現(xiàn)了新聞的“倒金字塔”結(jié)構(gòu)。第一段簡明扼要地報道了屠呦呦獲諾貝爾獎的重要事件，包括時間、人物、事件和原因，第二、三段介紹了屠呦呦的生平經(jīng)歷，主要描述了屠呦呦及其團隊如何發(fā)現(xiàn)和提煉青蒿素的主要過程，讓讀者體會研究的艱辛以及屠呦呦的優(yōu)秀品質(zhì)。第四段通過屠呦呦的獲獎感言，突出發(fā)現(xiàn)青蒿素的偉大意義。

在進行本文教學(xué)設(shè)計時，應(yīng)以培養(yǎng)學(xué)生的英語核心素養(yǎng)為目標，以英語閱讀教學(xué)綜合視野為指導(dǎo)，兼顧內(nèi)容、語言和思維，綜合而有側(cè)重（葛炳芳，2015）。在文本內(nèi)容的學(xué)習(xí)過程中，引導(dǎo)學(xué)生積累描述“取得卓越成就的人物”的話題語言，如discovery, crucial, vital, committed, apparently, standard, teameffort, honor等等。引導(dǎo)學(xué)生利用內(nèi)容結(jié)構(gòu)圖、思維導(dǎo)圖等方式梳理結(jié)構(gòu)，提升思維能力；引導(dǎo)學(xué)生樹立正確的價值觀和人生觀，即：平凡之人，如果堅守最樸實的初心，勇于擔(dān)當(dāng)、敢于奉獻，也能創(chuàng)造偉大的人生價值。

第1課時

一、教學(xué)內(nèi)容

了解屠呦呦獲諾貝爾新聞事件，梳理青蒿素研究過程，分析和提煉屠呦呦的優(yōu)秀品質(zhì)。

二、課時目標

1. 能利用主題圖預(yù)測文本內(nèi)容，梳理文章的宏觀結(jié)構(gòu)，明確文章的主要內(nèi)容。

2. 能歸納和提煉屠呦呦以及團隊的偉大之處，體會用故事刻畫人物的寫作手法。

3. 能結(jié)合課文內(nèi)容和自身感受，以推薦信的形式描述人物—屠呦呦。

三、教學(xué)過程

Activity 1: Talking about people ofachievement.

本活動為實現(xiàn)課時目標1作鋪墊。

1.Talk about great inventions in theclassroom.

Ask students to talk about great inventionsand share what they know about the inventors. Teacher writes down descriptivewords mentioned on the blackboard.

Q1: What do you think is a greatinvention/discovery in our classroom?

Q2: Who invented/discovered that?

Q3: What do you think of these people ofachievement?

2.Read the theme page.

Ask students to look at the theme page andthink about the questions below.

Q1: Who is the woman in the photo?

Q2: What is happening?

Q3: If you are asked to describe Tu Youyou,what do you want to know about her?

(Possible answers: the Nobel Prize,research, qualities, age, education, life experiences, ...)

【設(shè)計意圖】步驟1讓學(xué)生觀察教室里的偉大發(fā)明，討論和分享卓越人物之所以偉大的原因，旨在激活學(xué)生的已有的話題知識儲備。教師板書學(xué)生提及的描述性語言，為學(xué)生進入屠呦呦新聞故事閱讀，做好語言上的鋪墊。步驟2通過觀察主題圖，體會新聞故事發(fā)生的現(xiàn)場感，思考人物以及事件。在此基礎(chǔ)上，聚焦描述可能存在的問題，激發(fā)學(xué)生的問題意識，也為語篇學(xué)習(xí)提供了明確方向。

Activity 2: Figuring out the main ideaand the structure.

本活動為實現(xiàn)課時目標1。

1.Read to find out the main idea.

Ask students to go through the wholepassage and think about the questions below.

Q1: Which information you want ismentioned?

Q2: In which paragraphs can you find them?

Q3: What is the main idea of the passage?

2.Think and draw out the structure.

Ask students to draw out the structure bythemselves.

Q1: Can you draw out the structure of thepassage by yourself?

(Possible answer: Paragraphs1 & 4 aremainly about the award and Paragraphs 2 & 3 are mainly about the research.)

【設(shè)計意圖】步驟1 學(xué)生帶著自己所需要的信息展開整體閱讀，有助于提高學(xué)生的閱讀積極性和有效性。步驟2 學(xué)生基于閱讀畫出文章的結(jié)構(gòu)，有助于提高學(xué)生的語篇意識。

Activity 3: Analyzing the researchprocess.

本活動為實現(xiàn)課時目標2作鋪墊。

1.Figure out how artemisinin wasdiscovered.

Ask students to read paragraphs 2-3carefully by focusing on verbs or verb phrases to know about the process ofartemisinin discovery.

Q1: How was artemisinin discovered by TuYouyou and her team? You may choose to finish the flow chart on page 3 or drawyour own flow chart based on your reading.

【設(shè)計意圖】 學(xué)生細讀第二、三段，聚焦動詞或動詞詞組，利用課文已有的流程圖或自己畫流程圖的方式梳理青蒿素的研究過程，以減少閱讀過程的干擾，鍛煉語言轉(zhuǎn)換能力和邏輯思維能力。

Activity 4: Summarizing Tu Youyou’sgreat qualities.

本活動為實現(xiàn)課時目標2。

1.Read paragraphs 2-3 and talk about TuYouyou’s greatness.

Ask the students to think about whether TuYouyou is a great person and then work in pairs to

find supporting details from paragraphs 2-3.

Q1: Do you think Tu Youyou is a greatperson?

Q2: What made her great? Please find yoursupporting evidence in pairs.

Possible answers:

(1)Her greatness lies in her commitment andpatience.

“She and her team examined over 2000 oldmedical texts and evaluated 280,000 plants.”

“After failing more than 190 times, theteam finally succeeded in 1971.”

(2)Her greatness lies in her outstandingprofessional competence.

“Tu youyou was among the first researcherschosen.”

(3)Her greatness lies in her strong belief.

“However, Tu Youyou would not acknowledgedefeat.”

(4)Her greatness lies in her bravery anddedication.

“Tu Youyou went to Hainan, where malariawas more common, to study malaria patients.”

“Tu Youyou and her team members even insistedon testing the medicine on themselves to make sure that it was safe.”)

2.Read paragraphs 1 & 4 and furtherappreciate Tu Youyou’s greatness.

Ask students to read paragraphs 1 & 4and further summarize her greatness.

Q: In terms of her greatness, what else canyou find in Paragraphs 1 & 4?

Possible answers:

(1)Her greatness lies in saving millions ofpeople’s lives throughout the world.

“Artemisinin has saved hundreds ofthousands of lives, and has led to improved health for millions of people.”

(2)Her greatness lies in her team spirit.

“The honor is not just mine. There is ateam behind me, and all the people of my country.”

【設(shè)計意圖】 步驟1學(xué)生以同伴互助形式再讀文章，并基于文章內(nèi)容，在教師的引導(dǎo)下分析、推斷和提煉屠呦呦的偉大之處，旨在提升歸納和概括能力。步驟2：學(xué)生自行閱讀語篇剩余部分，并進一步分析和提煉屠呦呦的偉大之處。在此過程中，綜合發(fā)展學(xué)生對語言（would, first, chosen, more common, insist, committed）的理解能力以及思維能力，同時加深了對青蒿素研究的了解。

Activity 5: Thinking about how thegreatness was shown.

本活動為實現(xiàn)課時目標3。

Ask students to make a summary on how thegreatness was shown and try to write a recommendation about Tu Youyou.

Q1: How do we know about her greatness? Howwas the greatness shown?

(Possible answer: The greatness was mostlyshown in an indirect way — telling stories.)

Q2: If BBC were going to nominate theGreatest Scientist in the 20th Century, how would you recommend Tu Youyou? Workin groups of four and share your ideas.

【設(shè)計意圖】 步驟1學(xué)生進一步體會刻畫人物—屠呦呦的方式，通過描述真實故事，讓讀者感受到研究的艱辛和人物的偉大。步驟2學(xué)生借助BBC 20世紀最偉大人物的評選活動，以為屠呦呦寫推薦信的方式，致敬屠呦呦，提升自身的語言能力。

Assignment

Based on your discussion, write a passageentitled “Tu Youyou: Our Science Icon”.

【設(shè)計意圖】學(xué)生基于討論，以“屠呦呦：我們的科學(xué)偶像”為題，寫一篇文章，在內(nèi)容、語言和思維上，綜合鍛煉學(xué)生的能力，檢測學(xué)生對卓越人物屠呦呦的理解。

第2課時

一、教學(xué)內(nèi)容

歸納新聞故事語篇類型特征，學(xué)習(xí)仿寫新聞故事，刻畫一位取得卓越成就的人物。

二、課時目標

1. 能通過分享和評價作業(yè)，正確復(fù)述青蒿素研究之路，致敬屠呦呦及其團隊。

2. 能從標題、導(dǎo)語、數(shù)據(jù)和引語四個方面，歸納新聞故事的語篇特征。

3. 能結(jié)合第一課時故事刻畫人物寫作手法和本課時的新聞?wù)Z篇特征，寫一則關(guān)于卓有成就人物的新聞故事。

三、教學(xué)過程

Activity 1: Checking the assignment andreading the title.

本活動為實現(xiàn)課時目標1。

1.Share your writings entitled “Tu Youyou:Our Science Icon”.

Ask students to share their writings andgive comments within groups of four and then share one of them in front ofclass. Teacher writes down key expressions on the blackboard.

Q1: Are you ready to share “Tu Youyou: OurScience Icon”? Please appreciate your works in groups of four and then chooseone to share with all of us.

So Tu Youyou is such a great science icon.No wonder she was awarded the Nobel on October 5th , 2015.

2.Read the title and make a guess.

Ask students to guess the genre of thepassage based on the title.

Q1: What is the title?

Q2: Can you guess where you would possiblyfind this passage?

(Possible answer: The passage can be foundin a newspaper for the ellipsis in the title and the date it presents. So thepassage is a news story. )

【設(shè)計意圖】 步驟1學(xué)生在小組和班級中分享和點評習(xí)作，有助于提高學(xué)生的語言表達和溝通能力。教師借助學(xué)生習(xí)作進行課文主要內(nèi)容回顧，為第二課時的閱讀做好內(nèi)容和語言的準備。步驟2學(xué)生基于標題猜測文本語篇類型，切入整節(jié)課的重點內(nèi)容，即新聞?wù)Z篇特征的學(xué)習(xí)和體驗。

Activity2: Reading to find more features about a news story.

本活動為實現(xiàn)課時目標2作鋪墊。

1.Read the passage again and figure outmore features .

Ask students to read the whole passageagain to find more features related to a news story.

Q: What other features does a news storyusually have? Work in pairs and find your supporting sentences.

【設(shè)計意圖】 學(xué)生聚焦語篇特征，在小組討論中分析和提煉新聞故事語篇特征，提升學(xué)生的語篇意識。

Activity 3: Reading to focus on thefirst sentence in the passage.

本活動為實現(xiàn)課時目標2作鋪墊。

1.Read and analyse the first sentence inthe passage.

Ask students to analyse the informationthat is included in the first sentence.

Q1: What information about the Nobel Prizeis included in the very first sentence?

(Possible answer: what, when, who, why.)

Q2: What’s the function?

(Possible answer: It is a direct lead thatoften contains the most important information in the news, including who, when,where, what and why, usually leaving how in the detailed part.)

【設(shè)計意圖】 學(xué)生再讀文章，分析首句所包含的信息，思考段落首句的作用，即導(dǎo)語往往包括了新聞故事最重要的信息（時間、地點、人物、事件和原因），明確新聞故事導(dǎo)語部分的重要性。

Activity 4: Reading to focus on thenumbers in the passage.

本活動為實現(xiàn)課時目標2作鋪墊。

1.Read and talk about the numbers in thepassage.

Ask students to share numbers that impressthem and then think about the meanings behind.

Q1: What number impresses you most?

Q2: What does the number suggest?

(Possible answer: The number 100,000impresses me most, which refers to the lives that artemisinin saved annually inAfrica alone. I think it is truly convincing to prove the importance ofartemisinin. )

【設(shè)計意圖】 通過讓學(xué)生分享印象深刻的數(shù)據(jù)，探討數(shù)據(jù)背后的涵義，從而體會數(shù)據(jù)有助于提高新聞故事的客觀性、真實性和說服力。通過數(shù)據(jù)，學(xué)生同樣更深刻地感受到研究過程的艱辛、研究者的努力和研究成果的價值。

Activity5: Reading to focus on the quote in the passage.

本活動為實現(xiàn)課時目標2作鋪墊。

1.Read and think about Tu Youyou’s words.

Q1: What’s Tu Youyou’s attitude towards thehonour?

Q2: Do you think Tu Youyou’s words arenecessary here? Why?

(Possible answer: Undoubtedly, Tu’s wordsare necessary. Firstly, they can make the news authentic and vivid, makingreaders feel as if they were present. Secondly, they can highlight Tu’spersonalities. Finally, they actually show the writer’s stand and opinionthrough her words.)

【設(shè)計意圖】 通過讓學(xué)生再次關(guān)注屠呦呦的引語，思考屠呦呦對榮譽的態(tài)度，反思引語使用的必要性和意義。在此過程中，學(xué)生體會新聞故事中引語的作用，例如：增強新聞的真實性和生動性，增強讀者閱讀時的現(xiàn)場感。事實上，新聞作者借助人物的引語表達了自己的立場和觀點，即中國傳統(tǒng)醫(yī)藥學(xué)和中國科學(xué)研究對世界作出的突出貢獻。

Activity 6: Making a summary.

本活動為實現(xiàn)課時目標2，并為課時目標3作鋪墊。

1.Summarize the features of a news story.

Ask students to make a summary about thefeatures.

Q1: Can you summarize the features of anews story?

(Possible answers: A news story usually hasthe following features: 1) the ellipsis in the title; 2) a direct lead whichcontains the most important information including who, when, where, what andwhy, leaving how in the detailed part; 3) numbers to make it objective andconvincing; 4) a quote to make it authentic and vivid, to highlight a person’spersonalities and to show the writer’s stand and opinion.)