Unit 4 Scientists Who Changed the World Reading 教案-2024-2025学年高中英语译林版必修第三册

Unit 4 Scientists who changed the world Reading 课程基本信息 学科 英语 年级 Senior 1 班级 H2413 课题 Unit4 Scientists who changed the world (Period1) 学情分析 Students’ characteristics：The teaching target is the first-year high school students. Most of them have a certain foundation in English and a relatively serious learning attitude, and they can actively participate in class activities. Students have basically developed certain abilities in group cooperation and independent exploration. A few students have good language expression skills, but the expression ability of most students has a lot of room for improvement. Students have a certain interest in the topic of "scientists and scientific discoveries". Students’ requirements: Students have a relatively limited vocabulary related to the development process of artemisinin and the qualities of scientists, making it easy to feel discouraged when encountering difficulties in reading; the topic of 'science' is frequently encountered in students' learning lives, and the contradiction between the need for reading and communication and the lack of knowledge reserves among students constitutes the learning needs of this lesson. 教学目标 Teaching aims: 1.Language competence (语言能力): 1) Read a news report, and master its structure features. 2) Learn to write about what you want to say to Tu Youyou. 2.Learning competence(学习能力): Pick up detailed information of Tu’s personal experience by fast and detailed reading. 3.Cultural awareness(文化意识): Know about the research process of discovering qinghaosu to further understand and respect the hard work and spirits of scientists. 4.Thinking quality(思维品质): 1)Analyze Tu’s good qualities in the time when she discovered qinghaosu. 2)Think about what they learn from Tu and reflect on what they want to do in the future. 教学重难点 Teaching important and difficult points： 1.Analyze and understand the experiences of Tu Youyou. 2.Learn to write about what you want to say to Tu Youyou. 教学过程 Teaching procedures： Step 1 Lead-in 1. Have a guessing game: guess the main scientists according to the given hints. 1) Who once said , “Give me a place to stand on, and I can move the earth.” ? 2) Who wrote a famous book named The Origin of Species? 3) Who invented the periodic table of elements ? 4) Who is "the Father of Hybrid Rice"? 5) Who discovered qinghaosu ? 2. Briefly introduce something about Tu Youyou. (Purpose: Use the guessing game to guess “who is the scientist” to introduce today's main character —Tu Youyou. This not only enhances students' interest in learning and classroom participation but also informs them about the basic knowledge of Tu Youyou.) （设计意图：利用“猜猜他是谁”的小游戏引出今天文章的主人公--屠呦呦。不仅提高了学生的学习兴趣和课堂参与度，而且也向学生进行了屠呦呦基础知识的科普。） Step 2 Read for structure 1. Review the structure of a news report The inverted pyramid. (Purpose: This section help students review the detailed composition of a news report. By explaining the characteristics of each part, students can further understand that a news report follows an 'inverted pyramid' structure, arranged in order of the importance of the events reported.) （设计意图：让学生复习新闻报道的详细构成。通过讲述每个部分的特点，让学生更进一步了解新闻报道是一个按照所报道的事件的重要性依次排列的“倒金字塔”结构。） 2. Read the news report quickly and match the main idea with each part. （Purpose: This activity is intended to transform theory into practice for students. They will use the knowledge acquired to read news articles, and identify key points to match the main ideas.） （设计意图：此活动是为了让学生将理论变为实践。利用所学到的知识读新闻，在文中找出关键信息连线，一定程度上降低了阅读难度。） Step 3 Read for details 1. Task1 Read the Para.1 carefully and get the most important information. 1) When did it take place? 2) Who was involved in the event? 3) What happened? 4) Why did it happen? (Purpose: The task aims to help students understand and master the specific content included in the lead of news reports, providing a theoretical foundation for students to read and even write news reports.) （设计意图：本活动的设计旨在让学生了解并掌握新闻报道中导语包含的具体内容为接下来学生读新闻报道，甚至是写新闻报道提供了理论基础。） 2. Task2 Read para.2 carefully and fill in the blanks. 1) Education: She studied __________at university. 2) Work: She worked at the Academy of ______________________________. 3) Further training : She __________ further training courses in traditional Chinese medicine. (Purpose: By having students read this part closely, students can understand the educational experience of Tu Youyou, realizing the importance of lifelong learning.) (设计意图：通过让学生精读这部分内容让学生了解屠呦呦女士从学习到深造的不断进取的过程，意识到终生学习的重要性。) 3. Task3 Read paras3-5 carefully and choose the solution. · Problem1: The extracts failed to produce any promising results. B. Tu got inspiration from a 1600-year-old text and redesigned the experiments. · Problem2:They couldn’t produce enough qinghao extract. C. They used household water containers. · Problem3: Tu and her team did not have sufficient safety data to start trials on patients. A.They volunteered to test the qinghao extract on themselves. Think and try to use some adjectives to answer: What qualities does Tu show when they solved their problems? (Purpose: Through reading, students can learn about the process of discovering qinghaosu, appreciating the greatness of Tu Youyou and her team. And the design of the question aims to enable students to summarize and understand her good qualities.) (设计意图：通过让学生精读这部分内容，让学生掌握从发现青蒿素，到以身试药成功治疗疟疾的全过程，从而让学生体会到屠呦呦及其团队的艰辛和伟大。问题的设计是为了让学生总结并且理解屠呦呦身上带有的优秀品质。) 4. Task4 Read para.6 and answer question: what did Tu say in her Noble speech? (Purpose: Through reading, students can understand Tu Youyou's expectations and encouragement for young scientists, which also lays the groundwork for the subsequent discussion.) (设计意图：新闻的结尾部分包含了背景信息，通过让学生精读这部分内容，让学生了解屠呦呦女士对于年轻科学家们的期许和鼓励，也为之后的讨论做铺垫。) Step 4 Group-work 1. Work in groups and suppose: if you had a chance to talk with Tu online through WeChat, what would you say to Tu Youyou? 2. Give a sample to learn about how to organize the language. 3. Invite several students to show their opinions. 4. Receive a video call from Tu Youyou and understand what she said. (Purpose: It not only guides students to reflect and summarize what they learn from Tu, but also lead students think about future plan. As young people, we should establish clear future plans, thus resolutely moving forward towards our dreams.) (设计意图：不仅仅是以小组讨论和辩证思考的方式引导学生思考总结本节课的收获，更是引导学生进行未来规划的思考。作为青年人，当以英雄为榜样，学习他们忠诚、执着、朴实的品格，建立明确的未来规划，从而坚定不移地朝着梦想迈步前进。) Step 5 Homework 1. Required homework: Search for more information about Tu Youyou’s latest research and write a lead of your news report. 2. Optional homework: Write an email to introduce Tu Youyou to your foreign friends according to the news report. (Purpose: According to the characteristics of English learning at different levels of students, designing different assignments based on abilities of various students can help and encourage students to achieve good learning outcomes.) (设计意图：根据不同层次学生英语学习的特点，按照不同类型学生的基础能力设计出不同的的作业，从而帮助、促使学生通过不同层次的练习达到好的学习效果。) 板书设计 Blackboard design 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$